Moodle E-Learning System and Students' Performance in Higher Education: The Case of Public Administration Programmes

ERIC Educational Resources Information Center

Umek, Lan; Keržic, Damijana; Tomaževic, Nina; Aristovnik, Aleksander

2015-01-01

The use of information and communication technologies (ICT) and therefore e-learning is becoming an ever more frequently used teaching and learning technique at all levels of education. In higher education, it completely or partially substitutes the classical teaching methods. It provides richer resources than the traditional classroom and…

Learning and the Brain: How Administrators Can Improve Teacher Effectiveness through Instruction on How the Brain Learns

ERIC Educational Resources Information Center

Willis, Judith

2004-01-01

Brain-based teaching and learning focuses on how the brain learns best, and emerging brain research is a significant resource, but only if one knows how to use it as such. Teachers have the professional training and classroom experience to know first hand where there are problems in educational practices, but most teachers haven't been taught…

[Physical projects atelier: strategy for physical resources administration learning on nursing].

PubMed

Draganov, Patricia Bover; Sanna, Maria Cristina

2011-09-01

The success of learning involves adequate strategies. Those inspired on andragogy, which is the science of teaching adults, seem to be ideal for the nursing undergraduate subject "projects", with a focus on the administration of physical resources for nursing. This study reports teaching strategies that try to estimulate the acquisition of competences that make the nurse capable of a dialogue on projects with a multiprofessional team. The strategy involved a workshop composed by four stages: reading of projects, health assistance institute (HAI) attributions, notions on physical scaling strategies and development of a glossary. The strategy, proposed by a graduate student in the subject "Strategies to the teaching of Administration", was tested through practical application, evaluated and approved by graduate students and teachers. The conditions for its implementation are working with few students, availability of proper classrooms and equipment, and partnership with HAIs.

Relationships between Teacher Characteristics and Educational Technology

ERIC Educational Resources Information Center

Schulze, Kurt Ronald

2014-01-01

Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to…

A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

PubMed

O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

2016-05-01

Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

Review article: Critical Care Airway Management eLearning modules.

PubMed

Doshi, Deepak; McCarthy, Sally; Mowatt, Elizabeth; Cahill, Angela; Peirce, Bronwyn; Hawking, Geoff; Osborne, Ruth; Hibble, Belinda; Ebbs, Katharine

2017-11-16

The Australasian College for Emergency Medicine (ACEM) has recently launched the Critical Care Airway Management eLearning modules to support emergency medicine trainees in developing their airway management skills in the ED. A team of emergency physicians and trainees worked collaboratively to develop the eLearning resources ensuring extensive stakeholder consultation. A comprehensive resource manual was written to provide learners with knowledge that underpins the modules. ACEM provided project coordination as well as administrative and technical team support to the production. Although specifically developed with early ACEM trainees in mind, it is envisaged the resources will be useful for all emergency clinicians. The project was funded by the Australian Commonwealth Department of Health. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Students Delivering Health Care to a Vulnerable Appalachian Population through Interprofessional Service-Learning

ERIC Educational Resources Information Center

Lee, Michelle L.; Hayes, Patricia A.; McConnell, Peggy; Henry, Robin M.

2013-01-01

Interprofessional student service-learning experiences are integrated into the preventive care of older adult residents of public housing in Appalachia. Receiving a Health Resources and Services Administration grant provided the College of Nursing at East Tennessee State University the opportunity to expand interprofessional clinical experiences…

Applying Learning Principles and Theories to Vocational Education.

ERIC Educational Resources Information Center

Loomis, Linda Jacobsen; Prickett, Charlotte

This monograph is intended for use by vocational teachers, state supervisors, administrators, and curriculum developers as a resource guide in the development of sound curriculum for vocational programs in Arizona. It examines learning theories and principles and, where applicable, applies these ideas to vocational education. Chapter 1 introduces…

Teamwork, organizational learning, patient safety and job outcomes.

PubMed

Goh, Swee C; Chan, Christopher; Kuziemsky, Craig

2013-01-01

This article aims to encourage healthcare administrators to consider the learning organization concept and foster collaborative learning among teams in their attempt to improve patient safety. Relevant healthcare, organizational behavior and human resource management literature was reviewed. A patient safety culture, fostered by healthcare leaders, should include an organizational culture that encourages collaborative learning, replaces the blame culture, prioritizes patient safety and rewards individuals who identify serious mistakes. As healthcare institution staffs are being asked to deliver more complex medical services with fewer resources, there is a need to understand how hospital staff can learn from other organizational settings, especially the non-healthcare sectors. The paper provides suggestions for improving patient safety which are drawn from the health and business management literature.

Cephalic Disorders

MedlinePlus

... Diversity Resources Jobs at NINDS Director, Division of Neuroscience Director, NIH BRAIN Initiative® Health Scientist Administrator ... research is being done? Scientists are rapidly learning how harmful insults, a critical nutritional deficiency, or ...

Netbook - A Toolset in Support of a Collaborative Learning.

DTIC Science & Technology

1997-01-31

Netbook is a software development research project being conducted for the DARPA Computer Aided Training Initiative (CEATI). As a part of the Smart...Navigators to Access and Integrated Resources (SNAIR) division of CEATI, Netbook concerns itself with the management of Internet resources. More...specifically, Netbook is a toolset that enables students, teachers, and administrators to navigate the World Wide Web, collect resources found there, index

Using Cases in Higher Education: A Guide for Faculty and Administrators.

ERIC Educational Resources Information Center

Honan, James P.; Rule, Cheryl Sternman

This resource is designed for faculty and administrators who use case studies to analyze, assess, and respond to the issues facing higher education leaders. It is especially designed to complement the series of casebooks of the Harvard Institutes for Higher Education. Following an introduction, Teaching and Learning with Case Studies, the chapters…

The Dilemma of Public Administration Education in South Africa: Teaching or Learning?

ERIC Educational Resources Information Center

Kroukamp, Hendri; de Vries, Michiel S.

2014-01-01

This article points to the adverse circumstances in which public administration education and training has to take place in developing countries, more specifically in South Africa. This is especially seen in the combination of scarce resources and rapidly increasing enrolment. The consequence thereof is that the didactics of education and training…

Characterization of Educational Resources in e-Learning Systems Using an Educational Metadata Profile

ERIC Educational Resources Information Center

Solomou, Georgia; Pierrakeas, Christos; Kameas, Achilles

2015-01-01

The ability to effectively administrate educational resources in terms of accessibility, reusability and interoperability lies in the adoption of an appropriate metadata schema, able of adequately describing them. A considerable number of different educational metadata schemas can be found in literature, with the IEEE LOM being the most widely…

Teach the Partnership: Critical University Studies and the Future of Service-Learning

ERIC Educational Resources Information Center

Fine, David J.

2016-01-01

Students, staff, and faculty ought to engender a culture of civic action and ethical accountability enhanced by rigorous coursework, but this goal necessitates resources: administrators must invest in service-learning to reap its full benefits. Issues arise, however, when one considers this investment in light of the academy's corporatization. As…

Developing Research Skills for Undergraduate Business Students: Experiential Learning on Introduction to Personnel Administration and Industrial Relations Course

ERIC Educational Resources Information Center

Figueroa, Carmen I.; González, Cándida

2014-01-01

This paper reports on research into developing research skills in human resources management of apprentices through experiential learning. The target groups were undergraduate business students registered in the Introduction to Personnel and Industrial Relations course. The research identified the appreciation level of importance and satisfaction…

Administrators' Managerial Competencies for Sustainable Human Resource Management in Secondary Education in Enugu State, Nigeria

ERIC Educational Resources Information Center

Ezeugbor, Carol Obiageli; Victor, Akinfolarin Akinwale

2018-01-01

The inability of teachers to timely cover the scheme of work, students' truancy and persistent lateness to school, poor attitude towards teaching and learning, activities of cultism and frequent conflicts among secondary school students in Enugu State prompted this study to determine the administrators' managerial competencies for sustainable…

Supporting Comprehensive, Integrated, Three-Tiered Models of Prevention in Schools: Administrators' Perspectives

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Carter, Erik W.; Jenkins, Abbie; Dwiggins, Lauren; Germer, Kathryn

2015-01-01

We report findings from a statewide survey of 365 site-level administrators developed to (a) learn about the extent to which schools across the state were implementing components of multi-tiered systems of support and (b) determine the areas in which these schools might need professional development or resources to support them. At least half of…

E-learning resources for vascular surgeons: a needs analysis study.

PubMed

Mâtheiken, Seán J; Verstegen, Daniëlle; Beard, Jonathan; van der Vleuten, Cees

2012-01-01

To obtain the views of vascular surgeons about online resources in their specialty as a guide to future e-learning development. A focused questionnaire regarding e-learning resources in vascular surgery was circulated online. A combination of structured and open-ended questions addressed users' ranking of various resource types, examples of presently used websites, suggestions for future growth, and the opportunity to become actively involved in e-learning development. The responses were collected over a 4-week period and remained anonymous. The study was conducted online at http://www.vasculareducation.com as part of an ongoing project on e-learning for vascular surgeons by the Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands. The survey population consisted of vascular surgeons and surgical trainees in Europe. The participants were contacted via their membership of the European Society for Vascular Surgery and national academic or administrative vascular surgical organizations. Demographic information was collected about clinical seniority and country of work. In all, 252 responses were obtained. Respondents favored the development of a variety of online resources in vascular surgery. The strongest demand was for illustrations and videos of surgical techniques, followed by an interactive calendar and peer-reviewed multiple-choice questions. Overall, 46% of respondents wished to contribute actively toward e-learning development, with consultants being more willing than trainees to do so. Members of the vascular surgical community value online resources in their specialty, especially for procedural techniques. Vascular surgeons would like to be actively involved in subsequent development of e-learning resources. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Placing learning needs in context: distance learning for clinical officers in Tanzania.

PubMed

Brigley, Stephen; Hosein, Ian; Myemba, Irnei

2009-04-01

Poor public health indicators in Tanzania have led to the upgrading of nursing and clinical personnel who currently have just core training. Clinical officers (COs) have 3 years training in basic and applied medicine and are responsible for healthcare of large and dispersed rural populations. UNESCO-Wales has funded colleagues in Wales (UK) to assist the upgrade of COs. An inquiry into their learning needs and the Tanzanian context has produced a framework for design of a module for COs on sexually transmissible infections and HIV & AIDS by distance learning. Face-to-face discussions were held with the Ministry of Health, healthcare workers, educators and administrators in Tanzania; a review of training documents was carried out; and a follow-up questionnaire issued to COs. The discussions and review highlighted teacher-centred approaches, and management, infrastructure and resources obstacles to curriculum change. Principal learning needs of COs around STIs were: counselling, syndromic management, drugs management, laboratory diagnosis, health education, resources, staffing and service morale. Placing learning needs in context in dialogue with Tanzanian colleagues was an advance on simple transfer of educational technologies and expertise. The inquiry resulted in a draft study guide and resources pack that were positively reviewed by Tanzanian tutors. Management and resources issues raised problems of sustainability in the module implementation.

Problem-Based Learning: Case Studies, Experience and Practice. Case Studies of Teaching in Higher Education.

ERIC Educational Resources Information Center

Schwartz, Peter, Ed.; Mennin, Stewart, Ed.; Webb, Graham, Ed.

The case studies in this book consider many of the most important issues perceived and experienced by people who are using or developing problem-based learning (PBL). The book focuses on politics, administration, resources, the roles of teachers, and the effects of PBL on students. The chapters are: (1) "Come and See the Real Thing" (David…

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

ERIC Educational Resources Information Center

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-01-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional…

An ERP Implementation and Business Process Reengineering at a Small University.

ERIC Educational Resources Information Center

Yakovlev, Ilya V.

2002-01-01

Describes the reengineering of business practices that took place at the University of Wisconsin-Superior when they implemented an enterprise resource planning (ERP) system, PeopleSoft Student Administration (SA). Discusses lessons learned. (EV)

Organization and Administration of Adult Education Programs: A Guide for Practitioners. Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning

ERIC Educational Resources Information Center

Schmidt, Steven W.; Biniecki, Susan M. Yelich

2016-01-01

Administrators of adult education programs work in dynamic and ever-changing environments. They are continually challenged with a myriad of issues related to program budgeting, marketing, strategic planning, funding, human resources, and other topics. With decades of real world experience in the field, Steven Schmidt and Susan Yelich Biniecki have…

Implementing an interprofessional first-year teamwork project: some key reflections.

PubMed

McNaughton, Susan Maree

2013-09-01

Implementing an interprofessional teamwork project for first-year students presents pedagogical and practical challenges. While transferable skills and attributes are important, engagement of students with limited professional experience in teamwork depends on relevance to current learning needs. This report outlines principles learned from planning and implementing a teamwork project for an interprofessional health administration and service development course. Practising interprofessional teamwork as leaders and teachers, aligning with previous, current and future teamwork content and processes and responding to student feedback and achievement have been the key factors in shaping the project over three semesters. Face-to-face and online interprofessional teamwork learning has necessitated developing resources that support self-direction, using familiar technology and providing enabling physical environments. Implications for first-year interprofessional teamwork are that structured well-resourced processes, responsiveness and alignment of learning all improve student outcomes.

Unleashing the Future: Educators "Speak Up" about the Use of Emerging Technologies for Learning. Speak Up 2009 National Findings: Teachers, Aspiring Teachers & Administrators

ERIC Educational Resources Information Center

Project Tomorrow, 2010

2010-01-01

Technology has enabled students to have greater access to vast array of resources, classes and experts; empowering students to become "Free Agent Learners" who are creating meaningful personalized learning experiences 24/7 outside of the traditional classroom and school structure. In the report "Creating our Future: Students Speak Up about their…

Trust-based Access Control in Virtual Learning Community

NASA Astrophysics Data System (ADS)

Wang, Shujuan; Liu, Qingtang

The virtual learning community is an important application pattern of E-Learning. It emphasizes the cooperation of the members in the community, the members would like to share their learning resources, to exchange their experience and complete the study task together. This instructional mode has already been proved as an effective way to improve the quality and efficiency of instruction. At the present time, the virtual learning communities are mostly designed using static access control policy by which the access permission rights are authorized by the super administrator, the super administrator assigns different rights to different roles, but the virtual and social characteristics of virtual learning community make information sharing and collaboration a complex problem, the community realizes its instructional goal only if the members in it believe that others will offer the knowledge they owned and believe the knowledge others offered is well-meaning and worthy. This paper tries to constitute an effective trust mechanism, which could promise favorable interaction and lasting knowledge sharing.

An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

PubMed

Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

2013-01-01

While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

Institutional Long Range Planning.

ERIC Educational Resources Information Center

Caldwell Community Coll. and Technical Inst., Lenoir, NC.

Long-range institutional planning has been in effect at Caldwell Community College and Technical Institute since 1973. The first step in the process was the identification of planning areas: administration, organization, educational programs, learning resources, student services, faculty, facilities, maintenance/operation, and finances. The major…

Learning at Home: Public Library Service to Homeschoolers.

ERIC Educational Resources Information Center

Madden, Susan B.

1991-01-01

Offers definitions, statistics, and suggestions for public librarians working with homeschoolers. Library concerns are addressed, including censorship, negative staff attitudes, technology demands, and administrative limits; and ways to make homeschoolers more welcome are suggested, including compiling homeschooling resource materials, library…

Development of nurses with specialties: the nurse administrators' perspective.

PubMed

Onishi, Mami; Sasaki, Minako; Nagata, Ayako; Kanda, Katsuya

2008-10-01

This study clarified how Japanese nurse administrators consider the current status and future prospects of development and utilization of nurses with specialties. The demand for specialized nurses is not satisfied throughout the country. Nine nurse administrators participated in three focus-group discussions. Data were analyzed using qualitative content analysis technique. On development of specialized nurses, four categories were abstracted: offering opportunities for career development; establishing an environment of life-term continuous learning; providing well-balanced support for the needs of organizations and individual nurses; and support for career development as a specialist. To develop specialized nurses effectively it is important to focus more attention on qualitative aspects of nurses' professional experience in in-service education and to support appropriate personnel for strategic human resource development. Facilitating frequent contacts between specialized and general nurses should be highly valued as making an environment where nurses can face career goals daily leads to steady preservation of human resources. It is necessary for nurse administrators to keep human resources quantitatively and to clarify the developmental process after nurses obtain special roles to plan for continuous education.

Non-School Hours: Mobilizing School and Community Resources. Hearing on Examining Certain Initiatives To Mobilize School and Community Resources To Provide Quality Programs To Address the Needs of Students during Non-School Hours, Including the Administration's Proposed Expansion of the 21st Century Community Learning Centers Program Designed To Provide Funds to School-Community Partnerships To Start Up or Expand After-School, Extended Learning Programs for Schoolage Children of the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This hearing explored ways in which to meet children's and families' needs during nonschool hours. It examined the nature of those needs, the barriers that various segments of the community face, how the Federal Government can help build coordinated school and community networks, and how to make nonschool hours safe for children. Testimony was…

Instructional Technology and Faculty Development.

ERIC Educational Resources Information Center

Holden, Carole A.

This paper explores the challenges instructional technology presents to faculty and administration. For example: students will not accept lectures that fail to draw upon Internet resources; integrating technology sparks the faculty debate that the use of technology will "dehumanize teaching and learning"; community college professors…

A Qualitative Evaluation of Web-Based Cancer Care Quality Improvement Toolkit Use in the Veterans Health Administration.

PubMed

Bowman, Candice; Luck, Jeff; Gale, Randall C; Smith, Nina; York, Laura S; Asch, Steven

2015-01-01

Disease severity, complexity, and patient burden highlight cancer care as a target for quality improvement (QI) interventions. The Veterans Health Administration (VHA) implemented a series of disease-specific online cancer care QI toolkits. To describe characteristics of the toolkits, target users, and VHA cancer care facilities that influenced toolkit access and use and assess whether such resources were beneficial for users. Deductive content analysis of detailed notes from 94 telephone interviews with individuals from 48 VHA facilities. We evaluated toolkit access and use across cancer types, participation in learning collaboratives, and affiliation with VHA cancer care facilities. The presence of champions was identified as a strong facilitator of toolkit use, and learning collaboratives were important for spreading information about toolkit availability. Identified barriers included lack of personnel and financial resources and complicated approval processes to support tool use. Online cancer care toolkits are well received across cancer specialties and provider types. Clinicians, administrators, and QI staff may benefit from the availability of toolkits as they become more reliant on rapid access to strategies that support comprehensive delivery of evidence-based care. Toolkits should be considered as a complement to other QI approaches.

Podiatric Medical Education: The Physical Facilities.

ERIC Educational Resources Information Center

Rubin, Abe

1979-01-01

A gross inventory of the teaching and clinical learning resources of the five U.S. colleges of podiatric medicine is described. A descriptive breakdown is provided along with illustrations of facilities. Some categories included in space allocation data are instructional staff, administrative staff, laboratory, outpatient clinic, learning…

Linking the Central Office and Its Schools for Reform

ERIC Educational Resources Information Center

Johnson, Peggy E.; Chrispeels, Janet H.

2010-01-01

Purpose: This study investigates how linkages between a central office and its schools served as administrative controls while fostering professional accountability and organizational learning. Method: Using qualitative data sources (interviews, focus groups, observations, field notes, and document reviews), the study examines how resource,…

Maslow and Motherboards: Taking a Hierarchical View of Technology Planning.

ERIC Educational Resources Information Center

Johnson, Doug

2003-01-01

Presents a planning model for educational uses of technology that is based on Maslow's hierarchy of needs. Topics include established infrastructure; effective administration; extensive resources; enhanced teaching, including creating distance learning opportunities; empowered students, including evaluation methods and information literacy skills;…

Partnership between CTSI and Business Schools Can Promote Best Practices for Core Facilities and Resources

PubMed Central

Reeves, Lilith; Dunn‐Jensen, Linda M.; Baldwin, Timothy T.; Tatikonda, Mohan V.

2013-01-01

Abstract Biomedical research enterprises require a large number of core facilities and resources to supply the infrastructure necessary for translational research. Maintaining the financial viability and promoting efficiency in an academic environment can be particularly challenging for medical schools and universities. The Indiana Clinical and Translational Sciences Institute sought to improve core and service programs through a partnership with the Indiana University Kelley School of Business. The program paired teams of Masters of Business Administration students with cores and programs that self‐identified the need for assistance in project management, financial management, marketing, or resource efficiency. The projects were developed by CTSI project managers and business school faculty using service‐learning principles to ensure learning for students who also received course credit for their participation. With three years of experience, the program demonstrates a successful partnership that improves clinical research infrastructure by promoting business best practices and providing a valued learning experience for business students. PMID:23919365

Partnership between CTSI and business schools can promote best practices for core facilities and resources.

PubMed

Reeves, Lilith; Dunn-Jensen, Linda M; Baldwin, Timothy T; Tatikonda, Mohan V; Cornetta, Kenneth

2013-08-01

Biomedical research enterprises require a large number of core facilities and resources to supply the infrastructure necessary for translational research. Maintaining the financial viability and promoting efficiency in an academic environment can be particularly challenging for medical schools and universities. The Indiana Clinical and Translational Sciences Institute sought to improve core and service programs through a partnership with the Indiana University Kelley School of Business. The program paired teams of Masters of Business Administration students with cores and programs that self-identified the need for assistance in project management, financial management, marketing, or resource efficiency. The projects were developed by CTSI project managers and business school faculty using service-learning principles to ensure learning for students who also received course credit for their participation. With three years of experience, the program demonstrates a successful partnership that improves clinical research infrastructure by promoting business best practices and providing a valued learning experience for business students. © 2013 Wiley Periodicals, Inc.

Scientists' Role in Educational Content Development.

ERIC Educational Resources Information Center

Christian, Carol A.

2003-01-01

Describes a model developed as part of the National Aeronautics and Space Administration's (NASA) overall plan to create increased learning opportunities related to its scientific and technical enterprises. Uses this model to create multimedia resources designed to improve science and mathematics skills in students to improve public awareness of…

A Resource Curriculum in Driver and Traffic Safety Education.

ERIC Educational Resources Information Center

Automotive Safety Foundation, Washington, DC.

Secondary school driver education courses should provide the student with cognitive and affective learning experiences as well as psychomotor skills. Developed through the cooperation of an advisory committee, workshop group, and other consultants, this curriculum guide is intended to help teachers, supervisors, program administrators and teacher…

The Course Development Plan: Macro-Level Decisions and Micro-Level Processes

ERIC Educational Resources Information Center

Franker, Karen; James, Dennis

2016-01-01

A key step in distance learning project management is the creation of a course development plan. The plan should account for decisions related to materials, curriculum, delivery methods, staffing, technology applications, resources, reporting lines, and project management--issues that may require administrator involvement and support, particularly…

Medical College of Georgia Fact Book 1978-79.

ERIC Educational Resources Information Center

Georgia Medical Coll., Augusta.

The third edition of the Medical College of Georgia (MCG) fact book provides a chronicle of the year 1978-1979, reflecting data and events important to the institution. Sections include: general information/Augusta; general information/MCG; administration; budget and physical plant; library/learning resources; faculty; continuing education;…

Defining Success: Women in School Leadership

ERIC Educational Resources Information Center

Gandara, Minerva; Hendricks, Kim; Alonzo, Teresa Lopez

2012-01-01

Principals are the front-line administrators being asked to do more with less--strengthening teaching and learning, maintaining morale and building a culture of trust, and creating high expectations while managing scarce resources. Given the challenging roles that these school leaders play, giving voice to principals' needs as well as their…

Trends in Instructional Technology and Distance Education.

ERIC Educational Resources Information Center

Abromitis, Jacky

This paper discusses trends in instructional technology and distance education (ITDE). The most notable trends are the lack of funding and resources for technology training, the lack of administrative support for ITDE issues, and faculty who are reluctant to adopt technology and distance learning. This paper identifies seven emerging trends as…

ITV: Helping Teachers Teach and Students Learn. Staff Development Resources, 1988-89.

ERIC Educational Resources Information Center

South Carolina Educational Television Network Columbia.

This guide provides a listing, with descriptions and schedules, of the staff development programs offered over educational television and radio through the South Carolina Educational Television Network. The radio and/or television programs offered are listed by subject area: administration, adult education, arts, career education,…

The Context for Development Work in Student Affairs

ERIC Educational Resources Information Center

Miller, Thomas E.

2010-01-01

In challenging economic times, student affairs administrators need to employ creative tactics seeking fiscal resources for their efforts to support student learning and student services. The cost of higher education has increased as government support wanes. Transferring the cost to students and their families is often unworkable and can put…

Turning towards the Novel in a Post-Planetary Moment

ERIC Educational Resources Information Center

Slattery, Patrick

2015-01-01

Patrick Slattery is a professor of Curriculum Development and Philosophy of Education at Texas A&M University. He holds a joint appointment in the Departments of Teaching, Learning, & Culture and Educational Administration & Human Resource Development. He is a former president of the Arts-Based Educational Research Association, an…

TU-CD-213-00: Administrative Aspects of Medical Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

As part of the AAPM’s Scope of Practice, medical physicists are expected to collaborate effectively with practioners and allied health care providers. Interpersonal skills such as communication, negotiation and persuasion are vital for successful collaboration to achieve shared goals. This session will provide some theoretical background of these interpersonal skills as well as specific techniques and practical tools to influence others. Applications of these interpersonal skills for administrative and human resource management purposes vital to medical physicists will be shared. Session attendees will gain knowledge and tools to help them effectively collaborate with administrative and physician leaders in areas suchmore » as capital and human resource selection, prioritization, and implementation. Participants will hear methods of how to articulate their goals and to understand the goals of administration, helping ensure alignment of purpose. Session speakers will present one of the topics: equipment selection, budget creation, contracts, and program-related policy development. Specifics may include designing a business case in language that administrators understand, calculating the prioritization of budget requests, and influencing policies for safe and effective care. Human resource topics may include staffing justification, recruitment for fit, employment contracts, and benefits. Speakers will provide examples in both radiation therapy and diagnostic imaging departments and will share experiences and outcomes of their approaches for better results. Learning Objectives: After this course attendees will be better able to Understand the shared goal between administrative and physicist leadership. Articulate the “why” of the technical or human resource need. Utilize communication, negotiation and persuasion tools to improve collaboration.« less

Fulbright project focuses on rehabilitation technician education and physiotherapy practice at the Kachere Rehabilitation Centre in Malawi.

PubMed

Glickman, Leslie B

2017-09-01

The aim of this project was to strengthen rehabilitation technician education and physiotherapy practice at the Kachere Rehabilitation Centre in the less-resourced country of Malawi by enlarging and reinforcing the skills of faculty, administrators, and adjunct clinicians, and fostering their continuing professional development. The project was developed through a partnership with the Kachere Rehabilitation Centre (KRC), the Medical Rehabilitation College (MRC), and a US-trained physical therapist (a Fulbright Program Scholar - FPS). The elements were education of staff, faculty, and students, and administrative consultation for rehabilitation managers, educational administrators, and faculty clinicians. Formal and informal participant feedback on the project was positive. It indicated a receptive audience who expanded their knowledge and willingly considered ideas to modify teaching, clinical, and management approaches for optimal patient care, enhanced clinician/student learning, meeting curricular accreditation standards, and solving day-to-day challenges. The project made a positive impact on the participants, fostering their goal to parallel clinical practice and educational initiatives used by recognized international standard bearers. Lessons learned emphasized the power of partnerships, networking, flexibility, and creative thinking. For international physiotherapists, it is an underutilized opportunity to extend global outreach, scholarship, clinical practice, and academic knowledge in a less-resourced country eager to upgrade the background and skills of rehabilitation providers.

Teaching Large Classes in Higher Education. How To Maintain Quality with Reduced Resources.

ERIC Educational Resources Information Center

Gibbs, Graham, Ed.; Jenkins, Alan, Ed.

This publication seeks to give practical assistance to teachers and administrators responsible for teaching large classes at collges and universities in the United Kingdom. Areas covered include class size, problems related to learning and teaching, teaching strategies in specific disciplines, field study experience and other subjects. The 12…

Expanding Equity through More and Better Learning Time

ERIC Educational Resources Information Center

Del Razo, Jaime L.; Renée, Michelle

2013-01-01

At the start of the New Year and the second Obama administration, a national dialogue about extending and improving the school year for "all" students--especially those students who face limited resources within and outside their schools--should be a national priority. Students from affluent families already make up for the short school…

Online Learning Tools as Supplements for Basic and Clinical Science Education.

PubMed

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

Online Learning Tools as Supplements for Basic and Clinical Science Education

PubMed Central

Ellman, Matthew S.; Schwartz, Michael L.

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered. PMID:29349323

TU-CD-213-01: Communication, Negotiation, and Persuasion: Approaches for Better Results

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, J.

As part of the AAPM’s Scope of Practice, medical physicists are expected to collaborate effectively with practioners and allied health care providers. Interpersonal skills such as communication, negotiation and persuasion are vital for successful collaboration to achieve shared goals. This session will provide some theoretical background of these interpersonal skills as well as specific techniques and practical tools to influence others. Applications of these interpersonal skills for administrative and human resource management purposes vital to medical physicists will be shared. Session attendees will gain knowledge and tools to help them effectively collaborate with administrative and physician leaders in areas suchmore » as capital and human resource selection, prioritization, and implementation. Participants will hear methods of how to articulate their goals and to understand the goals of administration, helping ensure alignment of purpose. Session speakers will present one of the topics: equipment selection, budget creation, contracts, and program-related policy development. Specifics may include designing a business case in language that administrators understand, calculating the prioritization of budget requests, and influencing policies for safe and effective care. Human resource topics may include staffing justification, recruitment for fit, employment contracts, and benefits. Speakers will provide examples in both radiation therapy and diagnostic imaging departments and will share experiences and outcomes of their approaches for better results. Learning Objectives: After this course attendees will be better able to Understand the shared goal between administrative and physicist leadership. Articulate the “why” of the technical or human resource need. Utilize communication, negotiation and persuasion tools to improve collaboration.« less

TU-CD-213-03: Communication, Negotiation, and Persuasion: Approaches for Better Results

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wells, M.

As part of the AAPM’s Scope of Practice, medical physicists are expected to collaborate effectively with practioners and allied health care providers. Interpersonal skills such as communication, negotiation and persuasion are vital for successful collaboration to achieve shared goals. This session will provide some theoretical background of these interpersonal skills as well as specific techniques and practical tools to influence others. Applications of these interpersonal skills for administrative and human resource management purposes vital to medical physicists will be shared. Session attendees will gain knowledge and tools to help them effectively collaborate with administrative and physician leaders in areas suchmore » as capital and human resource selection, prioritization, and implementation. Participants will hear methods of how to articulate their goals and to understand the goals of administration, helping ensure alignment of purpose. Session speakers will present one of the topics: equipment selection, budget creation, contracts, and program-related policy development. Specifics may include designing a business case in language that administrators understand, calculating the prioritization of budget requests, and influencing policies for safe and effective care. Human resource topics may include staffing justification, recruitment for fit, employment contracts, and benefits. Speakers will provide examples in both radiation therapy and diagnostic imaging departments and will share experiences and outcomes of their approaches for better results. Learning Objectives: After this course attendees will be better able to Understand the shared goal between administrative and physicist leadership. Articulate the “why” of the technical or human resource need. Utilize communication, negotiation and persuasion tools to improve collaboration.« less

TU-CD-213-04: Panel Discussion

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, J.

As part of the AAPM’s Scope of Practice, medical physicists are expected to collaborate effectively with practioners and allied health care providers. Interpersonal skills such as communication, negotiation and persuasion are vital for successful collaboration to achieve shared goals. This session will provide some theoretical background of these interpersonal skills as well as specific techniques and practical tools to influence others. Applications of these interpersonal skills for administrative and human resource management purposes vital to medical physicists will be shared. Session attendees will gain knowledge and tools to help them effectively collaborate with administrative and physician leaders in areas suchmore » as capital and human resource selection, prioritization, and implementation. Participants will hear methods of how to articulate their goals and to understand the goals of administration, helping ensure alignment of purpose. Session speakers will present one of the topics: equipment selection, budget creation, contracts, and program-related policy development. Specifics may include designing a business case in language that administrators understand, calculating the prioritization of budget requests, and influencing policies for safe and effective care. Human resource topics may include staffing justification, recruitment for fit, employment contracts, and benefits. Speakers will provide examples in both radiation therapy and diagnostic imaging departments and will share experiences and outcomes of their approaches for better results. Learning Objectives: After this course attendees will be better able to Understand the shared goal between administrative and physicist leadership. Articulate the “why” of the technical or human resource need. Utilize communication, negotiation and persuasion tools to improve collaboration.« less

TU-CD-213-02: Communication, Negotiation, and Persuasion: Approaches for Better Results

DOE Office of Scientific and Technical Information (OSTI.GOV)

Clements, J.

As part of the AAPM’s Scope of Practice, medical physicists are expected to collaborate effectively with practioners and allied health care providers. Interpersonal skills such as communication, negotiation and persuasion are vital for successful collaboration to achieve shared goals. This session will provide some theoretical background of these interpersonal skills as well as specific techniques and practical tools to influence others. Applications of these interpersonal skills for administrative and human resource management purposes vital to medical physicists will be shared. Session attendees will gain knowledge and tools to help them effectively collaborate with administrative and physician leaders in areas suchmore » as capital and human resource selection, prioritization, and implementation. Participants will hear methods of how to articulate their goals and to understand the goals of administration, helping ensure alignment of purpose. Session speakers will present one of the topics: equipment selection, budget creation, contracts, and program-related policy development. Specifics may include designing a business case in language that administrators understand, calculating the prioritization of budget requests, and influencing policies for safe and effective care. Human resource topics may include staffing justification, recruitment for fit, employment contracts, and benefits. Speakers will provide examples in both radiation therapy and diagnostic imaging departments and will share experiences and outcomes of their approaches for better results. Learning Objectives: After this course attendees will be better able to Understand the shared goal between administrative and physicist leadership. Articulate the “why” of the technical or human resource need. Utilize communication, negotiation and persuasion tools to improve collaboration.« less

Supporting and Supervising Teachers Working With Adults Learning English. CAELA Network Brief

ERIC Educational Resources Information Center

Young, Sarah

2009-01-01

This brief provides an overview of the knowledge and skills that administrators need in order to support and supervise teachers of adult English language learners. It begins with a review of resources and literature related to teacher supervision in general and to adult ESL education. It continues with information on the background and…

Planning and Reviewing for Success. Training Guides for the Head Start Learning Community.

ERIC Educational Resources Information Center

Aspen Systems Corp., Rockville, MD.

This guide offers Head Start staff a blueprint for developing the skills and methods necessary for a Head Start program's planning and review process. The guide stresses the need for Head Start administrative and managerial leadership to maintain a holistic, integrated approach; use the strength and resources of Head Start team members; identify…

The Principal's Companion: Strategies and Hints To Make the Job Easier. Second Edition.

ERIC Educational Resources Information Center

Robbins, Pam; Alvy, Harvey B.

Despite the administrative leadership that most principals receive in university courses, their most useful learning occurs once they are on the job. The new knowledge--much of it the result of trial and error--is gained in relative isolation. This second edition provides ideas, approaches, strategies, resources, tools, techniques, and reflective…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Guam. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works closely with 10 American-affiliated Pacific entities: (1) American Samoa; (2) the Commonwealth of Northern Mariana Islands; (3) the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap); (4) Guam; (5) Hawaii; (6) the Republic of the Marshall Islands; and (7) the Republic of Palau.…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Republic of Palau. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works with 10 American-affiliated Pacific entities: American Samoa, the Commonwealth of Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau. The survey raises awareness of the…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: American Samoa. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works with 10 American-affiliated Pacific entities: American Samoa, the Commonwealth of Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau. This survey raises awareness of the…

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

ERIC Educational Resources Information Center

Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

2015-01-01

Background: School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus,…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTRA) Study: Commonwealth of the Northern Mariana Islands (CNMI). Research Series.

ERIC Educational Resources Information Center

Pacific Resources for Education and Learning, Honolulu, HI.

The mission of Pacific Resources for Education and Learning includes maintaining cultural literacy and strengthening educational programs for American-affiliated Pacific Islanders. On islands where no substitute teacher pool is available, students' educational opportunities may be seriously compromised. Policymakers and program managers in all 10…

In Transition: The William M. Brish Library at Hagerstown Community College.

ERIC Educational Resources Information Center

Feagin, James

2003-01-01

In 1998, Hagerstown Junior College, was renamed Hagerstown Community College and opened a new Learning Resource Center (LRC),which now holds the college library. The article details some of the administrative decisions that guide the services of the library and some of their plans for the future. Contains three photos: (1) LRC entrance; (2) LRC…

The AQC Baldrige Report. Lessons Learned by Nine Colleges and Universities Undertaking Self-Study with the Malcolm Baldrige National Quality Award Criteria.

ERIC Educational Resources Information Center

Seymour, Daniel

This report summarized observations of administrators at nine colleges in the Academic Quality Consortium (AQC) who assessed the performance of their institutions using the Malcolm Baldrige criteria as a guideline. These criteria include leadership, information and analysis, strategic planning, human resource development and management, management…

Scanning for safety: an integrated approach to improved bar-code medication administration.

PubMed

Early, Cynde; Riha, Chris; Martin, Jennifer; Lowdon, Karen W; Harvey, Ellen M

2011-03-01

This is a review of lessons learned in the postimplementation evaluation of a bar-code medication administration technology implemented at a major tertiary-care hospital in 2001. In 2006, with a bar-code medication administration scan compliance rate of 82%, a near-miss sentinel event prompted review of this technology as part of an institutional recommitment to a "culture of safety." Multifaceted problems with bar-code medication administration created an environment of circumventing safeguards as demonstrated by an increase in manual overrides to ensure timely medication administration. A multiprofessional team composed of nursing, pharmacy, human resources, quality, and technical services formalized. Each step in the bar-code medication administration process was reviewed. Technology, process, and educational solutions were identified and implemented systematically. Overall compliance with bar-code medication administration rose from 82% to 97%, which resulted in a calculated cost avoidance of more than $2.8 million during this time frame of the project.

Shared learning in general practice--facilitators and barriers.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine

2013-03-01

Capacity for teaching in general practice clinics is limited. Shared learning sessions are one form of vertically integrated teaching that may ameliorate capacity constraints. This study sought to understand the perceptions of general practitioner supervisors, learners and practice staff of the facilitators of shared learning in general practice clinics. Using a grounded theory approach, semistructured interviews were conducted and analysed to generate a theory about the topic. Thirty-five stakeholders from nine general practices participated. Facilitators of shared learning included enabling factors such as small group facilitation skills, space, administrative support and technological resources; reinforcing factors such as targeted funding, and predisposing factors such as participant attributes. Views from multiple stakeholders suggest that the implementation of shared learning in general practice clinics would be supported by an ecological approach that addresses all these factors.

Utilization and Monetization of Healthcare Data in Developing Countries.

PubMed

Bram, Joshua T; Warwick-Clark, Boyd; Obeysekare, Eric; Mehta, Khanjan

2015-06-01

In developing countries with fledgling healthcare systems, the efficient deployment of scarce resources is paramount. Comprehensive community health data and machine learning techniques can optimize the allocation of resources to areas, epidemics, or populations most in need of medical aid or services. However, reliable data collection in low-resource settings is challenging due to a wide range of contextual, business-related, communication, and technological factors. Community health workers (CHWs) are trusted community members who deliver basic health education and services to their friends and neighbors. While an increasing number of programs leverage CHWs for last mile data collection, a fundamental challenge to such programs is the lack of tangible incentives for the CHWs. This article describes potential applications of health data in developing countries and reviews the challenges to reliable data collection. Four practical CHW-centric business models that provide incentive and accountability structures to facilitate data collection are presented. Creating and strengthening the data collection infrastructure is a prerequisite for big data scientists, machine learning experts, and public health administrators to ultimately elevate and transform healthcare systems in resource-poor settings.

Utilization and Monetization of Healthcare Data in Developing Countries

PubMed Central

Bram, Joshua T.; Warwick-Clark, Boyd; Obeysekare, Eric; Mehta, Khanjan

2015-01-01

Abstract In developing countries with fledgling healthcare systems, the efficient deployment of scarce resources is paramount. Comprehensive community health data and machine learning techniques can optimize the allocation of resources to areas, epidemics, or populations most in need of medical aid or services. However, reliable data collection in low-resource settings is challenging due to a wide range of contextual, business-related, communication, and technological factors. Community health workers (CHWs) are trusted community members who deliver basic health education and services to their friends and neighbors. While an increasing number of programs leverage CHWs for last mile data collection, a fundamental challenge to such programs is the lack of tangible incentives for the CHWs. This article describes potential applications of health data in developing countries and reviews the challenges to reliable data collection. Four practical CHW-centric business models that provide incentive and accountability structures to facilitate data collection are presented. Creating and strengthening the data collection infrastructure is a prerequisite for big data scientists, machine learning experts, and public health administrators to ultimately elevate and transform healthcare systems in resource-poor settings. PMID:26487984

Quantitative evaluation of "Can It Happen in Kansas: Response to Terrorism and Emerging Infections".

PubMed

Ablah, Elizabeth; Molgaard, Craig A; Fredrickson, Doren D; Wetta-Hall, Ruth; Cook, David J

2005-11-01

This study describes the evaluation of a 2-year plan to train 10 percent of Kansas' multidisciplinary health professionals for response to terrorism and emerging infections. This project was part of a national effort covering 19 states funded by the Health Resources and Services Administration in 2003. The initial training occurred in six 2-day workshops. A terrorism preparedness questionnaire was developed to assess Health Resources and Services Administration terrorism response competencies/learning objectives. These were measured before, after, and 3 months after training in a hybrid cross-sectional and cohort follow-up design. Health professionals' mean scores significantly improved on all four Health Resources and Services Administration terrorism self-reported competencies from pretest to posttest. Three months posttraining, health professionals' mean scores decreased slightly but remained significantly higher than their pretest scores. This project prepared healthcare professionals to respond to the medical consequences of terrorism. The integration of core competencies into the evaluation plan allowed for trainees to evaluate their confidence and abilities. The evaluation plan and curriculum may serve as useful tools for preparation of healthcare workers nationwide, with the potential to rebuild the public health infrastructure to assume preparedness responsibilities.

A Comparative Analysis of Personal Skills Profiles among Administrators, Department Chairs and Faculty at a College in South Texas

ERIC Educational Resources Information Center

Mejia, Juan Eduardo

2012-01-01

To remain competitive in a global economy, institutions of higher learning must commit to excellence and establish as a priority organizational and human resource development (McCabe, 2001). While mission statements from community colleges throughout the country may include similar foci, it is of paramount importance that these institutions of…

Going the Distance in Academic Libraries: Identifying Trends and Innovation in Distance Learning Resources and Services

ERIC Educational Resources Information Center

Nielsen, Jordan

2014-01-01

In 2012, "U.S. News & World Report" ranked nineteen institutions on its Up-and-Coming national universities list. The universities were put on the list based on rankings from experts in higher education administration. The experts were asked to identify institutions that had implemented innovative ideas in the areas of academics,…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Pohnpei State, Federated States of Micronesia. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works with 10 American-affiliated Pacific entities: American Samoa, the Commonwealth of Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau. The main purpose of this survey was to…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Chuuk State, Federated States of Micronesia. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works with 10 American-affiliated Pacific entities: (1) American Samoa; (2) the Commonwealth of Northern Mariana Islands; (3) the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap); (4) Guam; (5) Hawaii; (6) the Republic of the Marshall Islands; and (7) the Republic of Palau. This…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Kosrae State, Federated States of Micronesia. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works with 10 American-affiliated Pacific entities: American Samoa, the Commonwealth of Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau. The survey raises awareness of the…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Hawai'i. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works closely with 10 American-affiliated Pacific entities: (1)American Samoa; (2) the Commonwealth of Northern Mariana Islands; (3) the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap); (4) Guam; (5) Hawaii; (6) the Republic of the Marshall Islands; and (7) the Republic of Palau.…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Republic of the Marshall Islands (RMI). Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works with 10 American-affiliated Pacific entities: American Samoa, the Commonwealth of Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau. The survey raises awareness of the…

The Role of the Library in the First College Year. The First-Year Experience Monograph Series No. 45

ERIC Educational Resources Information Center

Hardesty, Larry, Ed.

2007-01-01

While the library is at the center of many campuses physically, it is often an overlooked and underused resource in improving the learning and success of first-year college students. Librarians, classroom faculty, administrators, and higher education researchers come together to explore the potential of the library in shaping the student…

Large Scale Wind and Solar Integration in Germany

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ernst, Bernhard; Schreirer, Uwe; Berster, Frank

2010-02-28

This report provides key information concerning the German experience with integrating of 25 gigawatts of wind and 7 gigawatts of solar power capacity and mitigating its impacts on the electric power system. The report has been prepared based on information provided by the Amprion GmbH and 50Hertz Transmission GmbH managers and engineers to the Bonneville Power Administration (BPA) and Pacific Northwest National Laboratory representatives during their visit to Germany in October 2009. The trip and this report have been sponsored by the BPA Technology Innovation office. Learning from the German experience could help the Bonneville Power Administration engineers to comparemore » and evaluate potential new solutions for managing higher penetrations of wind energy resources in their control area. A broader dissemination of this experience will benefit wind and solar resource integration efforts in the United States.« less

Teacher experiences in the use of the "Zoology Zone" multimedia resource in elementary science

NASA Astrophysics Data System (ADS)

Paradis, Lynne Darlene

This interpretive research study explored the experiences of teachers with the use of the Zoology Zone multimedia resource in teaching grade three science. Four generalist teachers used the multimedia resource in the teaching of the Animal Life Cycle topic from the Alberta grade three science program. The experiences of the teachers were examined through individual interviews, classroom visits and group interviews. Three dimensions of the study, as they related to elementary science teaching using the Zoology Zone multimedia resource were examined: (a) technology as a teaching resource, (b) science education and constructivist theory, and (c) teacher learning. In the area of planning for instruction, the teachers found that using the multimedia resource demanded more time and effort than using non-computer resources because of the dependence teachers had on others for ensuring access to computer labs and setting up the multimedia resource to run on school computers. The teachers felt there was value in giving students the opportunity to independently explore the multimedia resource because it captured their attention, included appropriate content, and was designed so that students could navigate through the teaming activities easily and make choices about how to proceed with their own learning. Despite the opportunities for student directed learning, the teachers found that it was also necessary to include some teacher directed learning to ensure that students were learning the mandated curriculum. As the study progressed, it became evident that the teachers valued the social dimensions of learning by making it a priority to include lessons that encouraged student to student interaction, student to teacher interaction, small group and whole class discussion, and peer teaching. When students were engaged with the multimedia resource, the teacher facilitated learning by circulating to each student and discussing student findings. Teachers focussed primarily on the content components of the Alberta science program of studies. They stated that the time allotted for science instruction was insufficient to effectively address the teaching of skills for science inquiry and of the 'big' ideas in science. The teachers stated that they valued inquiry teaching, constructivist teaching and the integration of the Information and Communication Technology (ICT) outcomes but that utilizing these teaching approaches was challenging because of the depth and breadth of the mandated curriculum. It became apparent that science instruction did not meet all the expectations of the mandated science curriculum and that the teachers did not plan for the integration of the ICT outcomes. The teachers in the study stated that they felt that multimedia resources did have a place in the elementary science curriculum and that the ICT outcomes could be achieved as part of science instruction using the Zoology Zone multimedia resource. The study concludes with some implications for teachers, educational policy makers and school administration, related to the use of multimedia resources in the teaching of elementary science and in the teaching of the ICT outcomes.

UDENTE (Universal Dental E-Learning) a golden opportunity for dental education.

PubMed

Reynolds, Patricia

2012-01-10

The incorporation of technological advancements in higher education has started to bridge the gap in local, national and global delivery of dental courses. This gap, including the global decrease in senior clinical academics, has influenced the development of new teaching and learning techniques. Institutional virtual learning environments (VLE) and other e-learning resources are now in higher demand. This paper describes how one such innovative solutions has been IVIDENT (International Virtual Dental School), has enabled secure and seamless access to high quality e-content and tools through an innovative, universal flexible learning platform. IVIDENT, now UDENTE (Universal Dental E-learning) has been shown to offer new learning experiences for students of dentistry, but its approach can apply across all educational domains. UDENTE also benefits staff as it allows them to contribute and access resources through peer reviewed publishing processes, which ensure the highest quality in education. UDENTE was developed thanks to a £2.3 million grant from the Higher Education Funding Council for England (HEFCE) and the Department of Health. http://www.udente.org. This academically led educational research project involved dental schools in seven countries. An initially scoping of requirements was followed by elaboration of the tools needed. Pilot testing of the tools, systems and learning resources in particular and the impact of the UDENTE in general were carried out. The pilots revealed evidence of positive impact of a space for learning, teaching, development and communication, with tools for planning of electives and administrative support. The results of these initial pilots have been positive and encouraging, describing UDENTE as an accessible, user friendly platform providing tools that otherwise would be difficult to access in a single space. However, attention to supporting faculty to embrace these new learning domains is essential if such technology enhanced learning (TEL) is to be viewed as a golden opportunity in Higher Education.

Bioinformatics training: selecting an appropriate learning content management system--an example from the European Bioinformatics Institute.

PubMed

Wright, Victoria Ann; Vaughan, Brendan W; Laurent, Thomas; Lopez, Rodrigo; Brooksbank, Cath; Schneider, Maria Victoria

2010-11-01

Today's molecular life scientists are well educated in the emerging experimental tools of their trade, but when it comes to training on the myriad of resources and tools for dealing with biological data, a less ideal situation emerges. Often bioinformatics users receive no formal training on how to make the most of the bioinformatics resources and tools available in the public domain. The European Bioinformatics Institute, which is part of the European Molecular Biology Laboratory (EMBL-EBI), holds the world's most comprehensive collection of molecular data, and training the research community to exploit this information is embedded in the EBI's mission. We have evaluated eLearning, in parallel with face-to-face courses, as a means of training users of our data resources and tools. We anticipate that eLearning will become an increasingly important vehicle for delivering training to our growing user base, so we have undertaken an extensive review of Learning Content Management Systems (LCMSs). Here, we describe the process that we used, which considered the requirements of trainees, trainers and systems administrators, as well as taking into account our organizational values and needs. This review describes the literature survey, user discussions and scripted platform testing that we performed to narrow down our choice of platform from 36 to a single platform. We hope that it will serve as guidance for others who are seeking to incorporate eLearning into their bioinformatics training programmes.

Administrative health data in Canada: lessons from history.

PubMed

Lucyk, Kelsey; Lu, Mingshan; Sajobi, Tolulope; Quan, Hude

2015-08-19

Health decision-making requires evidence from high-quality data. As one example, the Discharge Abstract Database (DAD) compiles data from the majority of Canadian hospitals to form one of the most comprehensive and highly regarded administrative health databases available for health research, internationally. However, despite the success of this and other administrative health data resources, little is known about their history or the factors that have led to their success. The purpose of this paper is to provide an historical overview of Canadian administrative health data for health research to contribute to the institutional memory of this field. We conducted a qualitative content analysis of approximately 20 key sources to construct an historical narrative of administrative health data in Canada. Specifically, we searched for content related to key events, individuals, challenges, and successes in this field over time. In Canada, administrative health data for health research has developed in tangent with provincial research centres. Interestingly, the lessons learned from this history align with the original recommendations of the 1964 Royal Commission on Health Services: (1) standardization, and (2) centralization of data resources, that is (3) facilitated through governmental financial support. The overview history provided here illustrates the need for longstanding partnerships between government and academia, for classification, terminology and standardization are time-consuming and ever-evolving processes. This paper will be of interest to those who work with administrative health data, and also for countries that are looking to build or improve upon their use of administrative health data for decision-making.

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: Yap State, Federated States of Micronesia. Research Series.

ERIC Educational Resources Information Center

Research and Development Cadre, Honolulu, HI.

Pacific Resources for Education and Learning (PREL) works closely with 10 American-affiliated Pacific entities: (1) American Samoa; (2) the Commonwealth of Northern Mariana Islands; (3) the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, Yap); (4) Guam; (5) Hawaii; (6) the Republic of the Marshall Islands; and (7) the Republic of Palau.…

Mid-Year Report of the Chancellor of Schools to the New York City Board of Education.

ERIC Educational Resources Information Center

Macchiarola, Frank J.

In this report to the New York City Board of Education, Chancellor Macchiarola identifies the three overall goals of his administration: (1) a more accountable staff at every level; (2) a system more conscious of the need for productive use of current resources; and (3) students who achieve and value learning. With respect to his first goal,…

Retention and Attrition of Pacific School Teachers and Administrators (RAPSTA) Study: A Compilation of Reports. Research Series.

ERIC Educational Resources Information Center

Pacific Resources for Education and Learning, Honolulu, HI.

This report compiles results of studies conducted in American Samoa, Chuuk, the Commonwealth of the Northern Mariana Islands, Guam, Hawai'i, Kosrae, the Republic of the Marshall Islands, the Republic of Palau, Pohnpei, and Yap. It was conducted in the 1996-97 school year by Pacific Resources for Education and Learning in close collaboration with…

Response to Intervention and Continuous School Improvement: How to Design, Implement, Monitor, and Evaluate a School-Wide Prevention System, 2nd Edition

ERIC Educational Resources Information Center

Bernhardt, Victoria L.; Hébert, Connie L.

2017-01-01

Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every…

Application of Incident Command Structure to clinical trial management in the academic setting: principles and lessons learned.

PubMed

Reynolds, Penny S; Michael, Mary J; Spiess, Bruce D

2017-02-09

Clinical trial success depends on appropriate management, but practical guidance to trial organisation and planning is lacking. The Incident Command System (ICS) is the 'gold standard' management system developed for managing diverse operations in major incident and public health arenas. It enables effective and flexible management through integration of personnel, procedures, resources, and communications within a common hierarchical organisational structure. Conventional ICS organisation consists of five function modules: Command, Planning, Operations, Logistics, and Finance/Administration. Large clinical trials will require a separate Regulatory Administrative arm, and an Information arm, consisting of dedicated data management and information technology staff. We applied ICS principles to organisation and management of the Prehospital Use of Plasma in Traumatic Haemorrhage (PUPTH) trial. This trial was a multidepartmental, multiagency, randomised clinical trial investigating prehospital administration of thawed plasma on mortality and coagulation response in severely injured trauma patients. We describe the ICS system as it would apply to large clinical trials in general, and the benefits, barriers, and lessons learned in utilising ICS principles to reorganise and coordinate the PUPTH trial. Without a formal trial management structure, early stages of the trial were characterised by inertia and organisational confusion. Implementing ICS improved organisation, coordination, and communication between multiple agencies and service groups, and greatly streamlined regulatory compliance administration. However, unfamiliarity of clinicians with ICS culture, conflicting resource allocation priorities, and communication bottlenecks were significant barriers. ICS is a flexible and powerful organisational tool for managing large complex clinical trials. However, for successful implementation the cultural, psychological, and social environment of trial participants must be accounted for, and personnel need to be educated in the basics of ICS. ClinicalTrials.gov, NCT02303964 . Registered on 28 November 2014.

Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities.

PubMed

Arimoto, Azusa; Gregg, Misuzu F; Nagata, Satoko; Miki, Yuko; Murashima, Sachiyo

2012-07-01

Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, 3 items for overall evaluations, and educational and research activities. A majority gave low evaluations for sources of funding, the number of faculty members and support staff, and administrative systems. Faculty members who financially supported a greater number of students gave a higher evaluation for extramural funding support, publication, provision of diverse learning experiences, time of supervision, and research infrastructure. The more time a faculty member spent on advising doctoral students, the higher were their evaluations on the supportive learning environment, administrative systems, time of supervision, and timely feedback on students' research. The findings of this study indicate a need for improvement in research infrastructure, funding sources, and human resources to achieve quality nursing doctoral education in Japan. Copyright © 2011 Elsevier Ltd. All rights reserved.

Learning the organization: a model for health system analysis for new nurse administrators.

PubMed

Clark, Mary Jo

2004-01-01

Health systems are large and complex organizations in which multiple components and processes influence system outcomes. In order to effectively position themselves in such organizations, nurse administrators new to a system must gain a rapid understanding of overall system operation. Such understanding is facilitated by use of a model for system analysis. The model presented here examines the dynamic interrelationships between and among internal and external elements as they affect system performance. External elements to be analyzed include environmental factors and characteristics of system clientele. Internal elements flow from the mission and goals of the system and include system culture, services, resources, and outcomes.

Expanding CERC beyond public health: sharing best practices with healthcare managers via virtual learning.

PubMed

Hewitt, Anne M; Spencer, Susan S; Ramloll, Rameshsharma; Trotta, Heidi

2008-10-01

Developed by the Center for Disease Control and Prevention in 2002, the Crisis Emergency and Risk Communication (CERC) training module is a nationally and internationally recognized communication model. With the looming threat of a pandemic and the potential for a protracted ongoing siege, a valuable opportunity exists to introduce crisis and emergency preparedness communication best practices to a new population--health care managers and administrators. The CERC toolkit and resources, provide an easy, turn-key solution and a validated template for educators who are not directly involved in public health education but desire to share this content. In this example, graduate students enrolled in an Master of Health Administration program, used a Play2Train scenario, located in the virtual learning environment of SecondLife (2007), to incorporate concepts from the CERC model. By applying the CERC best practices in a real-time virtual learning scenario, students learned collaboration and the leadership competencies necessary to help implement Joint Commission on Accreditation of Health Organizations emergency communication protocols and community collaboration requirements. By expanding the impact of the CERC model and developing unified risk communication responses and information sharing, all health professionals can enhance the effectiveness of their emergency preparedness plans so that the public can be better served.

From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

ERIC Educational Resources Information Center

Yu, Shengquan; Yang, Xianmin; Cheng, Gang; Wang, Minjuan

2015-01-01

This paper presents a new model for organizing learning resources: Learning Cell. This model is open, evolving, cohesive, social, and context-aware. By introducing a time dimension into the organization of learning resources, Learning Cell supports the dynamic evolution of learning resources while they are being used. In addition, by introducing a…

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study

PubMed Central

Elliott, Kristine

2017-01-01

Background Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. Objective The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Methods Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. Results According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way. Conclusions Medical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media. PMID:28970187

The Collier Chautauqua program: A formative evaluation of the implementation of the Iowa Chautauqua model of professional development and its effectiveness in improving science teaching

NASA Astrophysics Data System (ADS)

Dass, Pradeep Maxwell

1997-11-01

A formative evaluation of the implementation of the Iowa Chautauqua model of professional development in Collier County, Florida, was conducted during 1995-97, focusing on implementation issues and teacher enhancement. Major findings are as follows: Implementation issues. (1) Development of a shared vision through collaborative interaction between teachers, school administrators, and district administrators is critical to successful program implementation. (2) When a new program is implemented on a district-wide basis, the success of implementation depends upon how well the program matches local goals and needs and how ready the district and teachers are to make changes necessary for implementing the tenets of the program. (3) Development of proper understanding of desired pedagogical approaches requires modeling of these approaches in program activities, with explicit attention drawn to the modeling. (4) Successful implementation of desired pedagogical approaches in the classroom is critically influenced by the support and continual feedback teachers receive from district administrators, building administrators, and their peers. (5) Unwavering commitment of district and school administrators is essential for encouraging more teachers to participate in the program, leading to district-wide implementation without making it mandatory. Teacher Enhancement. (1) Participants developed leadership skills in mentorship, teamwork, presenting at professional meetings, and assuming responsibility within the program. (2) Participants learned to focus more on student questions and concerns, value prior conceptions of students, and develop instructional activities accordingly. They grew in their understanding and use of the constructivist pedagogy. (3) Participants attitude toward teaching in general and science in particular improved markedly, leading to new excitement and enthusiasm toward their profession. (4) Participants became more confident about teaching science. Elementary teachers reported spending more time on science activities and integrating science topics more with other curricular areas. (5) Participants collaborated more with their peers, administrators, and local community resources in improving instructional activities, providing more meaningful learning experiences for their students. (6) Participants integrated more technological resources than they did formerly, helping students explore avenues otherwise inaccessible. This investigation reveals that teacher enhancement is closely related to changed practice, which is critically influenced by implementation issues at broader levels.

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

ERIC Educational Resources Information Center

Ziegler, Albert; Chandler, Kimberley L.; Vialle, Wilma; Stoeger, Heidrun

2017-01-01

Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed "educational capital" and five endogenous learning resources termed "learning…

78 FR 46352 - Health Resources and Services Administration

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-31

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Announcement...: Health Resources and Services Administration (HRSA), Department of Health and Human Services. Award Approving Official: Mary K. Wakefield, Ph.D., R.N., Administrator, Health Resources and Services...

Critical features of a curriculum in health care quality and resource management.

PubMed

Norman, D K; Randall, R S; Hornsby, B J

1990-09-01

In response to mounting demands for quality and accountability in health care, a science of health care quality and resource management (QRM) has evolved, but too slowly and without the academic base needed to prepare practitioners to assume new roles and fulfill requirements to regulate their practice. To develop such a base, The University of Houston and The University of Texas Health Science Center sponsored a needs assessment survey to identify areas of knowledge and skills to be included in a master's degree curriculum in QRM. The study used a three-cycle Focus Delphi technique to secure experts' refinement of the survey instrument and consensus among participants, who included practitioner-members of the National Association of Quality Assurance Professionals (NAQAP), of health care administration educational program directors, and hospital administrators. Starting with a listing based on a competency outline obtained from NAQAP, the study identified critical learning needs and elaborated a framework with 12 broad categories and 108 specific knowledge and skill areas.

Lessons Learned From Transitioning PEPFAR Track 1.0 Care and Treatment Programs: Case Studies in Financial Management Capacity Building in Zambia and Botswana.

PubMed

Kuehn, Chuck; Tidwell, George; Vhugen, Jann; Sharma, Anjali

2015-01-01

In 2008, the United States government mandated transition of internationally managed HIV care and treatment programs to local country ownership. Three case studies illustrate the US Health Resources Services Administration's fiscal assessment and technical assistance (TA) processes to strengthen local organizations' capabilities to absorb and manage United States government funding. Review of initial, TA and follow-up reports reveal that the 1 Botswanan and 2 Zambian organizations closed 10 of 17 financial capacity gaps, with Health Resources Services Administration assisting on 2. Zambian organizations requested and absorbed targeted TA on the basis of the consultant's desk review, their finance staff revised fiscal policies and procedures, and accordingly trained other staff. In Botswana, delays in integrating recommendations necessitated on-site TA for knowledge building and role modeling. Organizational maturity may explain differences in responsiveness, ownership, and required TA approaches. Clarifying expectations of capacity building, funding agreement, and nonmonetary donor involvement can help new organizations determine and act on intervening actions.

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

PubMed

Judd, Terry; Elliott, Kristine

2017-10-02

Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way. Medical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media. ©Terry Judd, Kristine Elliott. Originally published in JMIR Medical Education (http://mededu.jmir.org), 02.10.2017.

The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.

Forecast-Informed Reservoir Operations: Lessons Learned from a Multi-Agency Collaborative Research and Operations Effort to improve Flood Risk Management, Water Supply and Environmental Benefits

NASA Astrophysics Data System (ADS)

Talbot, C. A.; Ralph, M.; Jasperse, J.; Forbis, J.

2017-12-01

Lessons learned from the multi-agency Forecast-Informed Reservoir Operations (FIRO) effort demonstrate how research and observations can inform operations and policy decisions at Federal, State and Local water management agencies with the collaborative engagement and support of researchers, engineers, operators and stakeholders. The FIRO steering committee consists of scientists, engineers and operators from research and operational elements of the National Oceanographic and Atmospheric Administration and the US Army Corps of Engineers, researchers from the US Geological Survey and the US Bureau of Reclamation, the state climatologist from the California Department of Water Resources, the chief engineer from the Sonoma County Water Agency, and the director of the Scripps Institution of Oceanography's Center for Western Weather and Water Extremes at the University of California-San Diego. The FIRO framework also provides a means of testing and demonstrating the benefits of next-generation water cycle observations, understanding and models in water resources operations.

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania.

PubMed

Nartker, Anya J; Stevens, Liz; Shumays, Alyson; Kalowela, Martin; Kisimbo, Daniel; Potter, Katy

2010-12-31

Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce. Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations. Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students.Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up for new students entering in-residence pre-service training. A blended print-based distance learning model is most feasible at the national level due to current resource and infrastructure constraints. With an increase in staffing; improvement of infrastructure, coordination and curricula; and decentralization to the zonal or district level, distance learning can be an effective method to increase both the skills and the numbers of qualified health care workers capable of meeting the health care needs of the Tanzanian population.

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania

PubMed Central

2010-01-01

Background Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce. Methods Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations. Results Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students. Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up for new students entering in-residence pre-service training. Conclusions A blended print-based distance learning model is most feasible at the national level due to current resource and infrastructure constraints. With an increase in staffing; improvement of infrastructure, coordination and curricula; and decentralization to the zonal or district level, distance learning can be an effective method to increase both the skills and the numbers of qualified health care workers capable of meeting the health care needs of the Tanzanian population. PMID:21194417

A Dynamic Ubiquitous Learning Resource Model with Context and Its Effects on Ubiquitous Learning

ERIC Educational Resources Information Center

Chen, Min; Yu, Sheng Quan; Chiang, Feng Kuang

2017-01-01

Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning…

KENNEDY SPACE CENTER, FLA. - NASA officials and government representatives are gathered to learn about the assets of the Central Florida Research Park, near Orlando. At the far end of the table is NASA Administrator Sean O’Keefe. He is flanked, on the left, by Florida Congressman Tom Feeney and U.S. Senator Bill Nelson; and on the right by U.S. Congressman Dave Weldon. Central Florida leaders are proposing the research park as the site for the NASA Shared Services Center. The center would centralize NASA’s payroll, accounting, human resources, facilities and procurement offices that are now handled at each field center. The consolidation is part of the One NASA focus. Six sites around the U.S. are under consideration by NASA.

NASA Image and Video Library

2004-02-19

KENNEDY SPACE CENTER, FLA. - NASA officials and government representatives are gathered to learn about the assets of the Central Florida Research Park, near Orlando. At the far end of the table is NASA Administrator Sean O’Keefe. He is flanked, on the left, by Florida Congressman Tom Feeney and U.S. Senator Bill Nelson; and on the right by U.S. Congressman Dave Weldon. Central Florida leaders are proposing the research park as the site for the NASA Shared Services Center. The center would centralize NASA’s payroll, accounting, human resources, facilities and procurement offices that are now handled at each field center. The consolidation is part of the One NASA focus. Six sites around the U.S. are under consideration by NASA.

Learning from experience: three community health population-based outreach projects for graduate and undergraduate students.

PubMed

D'Lugoff, Marion Isaacs; McCarter, Jeanne

2005-01-01

Three outreach activities by a school of nursing, in partnership with community agencies, provided learning experiences in primary and secondary preventive health care for graduate and undergraduate nursing students while addressing health needs in the community. The activities included administration of immunizations to a newly arrived Somali Bantu refugee population, targeted screening of an African-American population at risk for diabetic retinopathy, and general health screening for an underserved Hispanic immigrant population. These activities lend insight and depth to a community health curriculum by allowing students to provide needed services while engaging with culturally diverse clients of varying socioeconomic status. Learner objectives, resources, processes and outcomes are provided for each example.

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction

NASA Astrophysics Data System (ADS)

Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

2013-12-01

Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in the course, which demonstrates applicability of the modules beyond a strict surface-learning approach. Instructors felt that giving students access to these modules increased flexibility in how in-class time was used, reduced student anxiety in busy lab sessions, and increased the effectiveness of face-to-face instruction and summative assessments. Though instructors perceived little to no change in grades as a result of the migration to blended-learning instruction, students overwhelmingly perceived a positive impact on their learning, as over 75% felt that the modules improved their geospatial literacy skills and general understanding in the course. Cost-benefit analyses proved challenging, as administrators struggled to estimate the true costs of both traditional instruction and module development. Recommendations for future module modification exposed the competing expectations of generalizing content to increase applicability and cost-effectiveness, versus tailoring modules to specific course content.

Online Resource-Based Learning Environment: Case Studies in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie Wing Mui; Ching, Fiona Ngai Ying

2012-01-01

This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil's learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers' choice of contexts, resources, tools, and scaffolds in designing the learning environments are…

Building Faculty Community: Fellowship in Graduate Medical Education Administration

PubMed Central

Edler, Alice A.; Dohn, Ann; Davidson, Heather A.; Grewal, Daisy; Behravesh, Bardia; Piro, Nancy

2009-01-01

Introduction The Department of Graduate Medical Education at Stanford Hospital and Clinics has developed a professional training program for program directors. This paper outlines the goals, structure, and expected outcomes for the one-year Fellowship in Graduate Medical Education Administration program. Background The skills necessary for leading a successful Accreditation Council for Graduate Medical Education (ACGME) training program require an increased level of curricular and administrative expertise. To meet the ACGME Outcome Project goals, program directors must demonstrate not only sophisticated understanding of curricular design but also competency-based performance assessment, resource management, and employment law. Few faculty-development efforts adequately address the complexities of educational administration. As part of an institutional-needs assessment, 41% of Stanford program directors indicated that they wanted more training from the Department of Graduate Medical Education. Intervention To address this need, the Fellowship in Graduate Medical Education Administration program will provide a curriculum that includes (1) readings and discussions in 9 topic areas, (2) regular mentoring by the director of Graduate Medical Education (GME), (3) completion of a service project that helps improve GME across the institution, and (4) completion of an individual scholarly project that focuses on education. Results The first fellow was accepted during the 2008–2009 academic year. Outcomes for the project include presentation of a project at a national meeting, internal workshops geared towards disseminating learning to peer program directors, and the completion of a GME service project. The paper also discusses lessons learned for improving the program. PMID:21975722

Training for staff who support students.

PubMed

Flynn, Eleanor; Woodward-Kron, Robyn; Hu, Wendy

2016-02-01

Front-line administrative, academic and clinical teaching staff often find themselves providing pastoral and learning support to students, but they are often not trained for this role, and this aspect of their work is under-acknowledged. Staff participating in an action research study at two medical schools identified common concerns about the personal impact of providing student support, and of the need for professional development to carry out this responsibility. This need is magnified in clinical placement settings that are remote from on-campus services. Informed by participatory action research, brief interactive workshops with multimedia training resources were developed, conducted and evaluated at eight health professional student training sites. These workshops were designed to: (1) be delivered in busy clinical placement and university settings; (2) provide a safe and inclusive environment for administrative, academic and clinical teaching staff to share experiences and learn from each other; (3) be publicly accessible; and (4) promote continued development and roll-out of staff training, adapted to each workplace (see http://www.uws.edu.au/meusupport). The workshops were positively evaluated by 97 participants, with both teaching and administrative staff welcoming the opportunity to discuss and share experiences. Staff supporting health professional students have shared, often unmet, needs for support themselves Staff supporting health professional students have shared, often unmet, needs for support themselves. Participatory action research can be a means for producing and maintaining effective training resources as well as the conditions for change in practice. In our workshops, staff particularly valued opportunities for guided discussion using videos of authentic cases to trigger reflection, and to collaboratively formulate student support guidelines, customised to each site. © 2015 John Wiley & Sons Ltd.

PredicT-ML: a tool for automating machine learning model building with big clinical data.

PubMed

Luo, Gang

2016-01-01

Predictive modeling is fundamental to transforming large clinical data sets, or "big clinical data," into actionable knowledge for various healthcare applications. Machine learning is a major predictive modeling approach, but two barriers make its use in healthcare challenging. First, a machine learning tool user must choose an algorithm and assign one or more model parameters called hyper-parameters before model training. The algorithm and hyper-parameter values used typically impact model accuracy by over 40 %, but their selection requires many labor-intensive manual iterations that can be difficult even for computer scientists. Second, many clinical attributes are repeatedly recorded over time, requiring temporal aggregation before predictive modeling can be performed. Many labor-intensive manual iterations are required to identify a good pair of aggregation period and operator for each clinical attribute. Both barriers result in time and human resource bottlenecks, and preclude healthcare administrators and researchers from asking a series of what-if questions when probing opportunities to use predictive models to improve outcomes and reduce costs. This paper describes our design of and vision for PredicT-ML (prediction tool using machine learning), a software system that aims to overcome these barriers and automate machine learning model building with big clinical data. The paper presents the detailed design of PredicT-ML. PredicT-ML will open the use of big clinical data to thousands of healthcare administrators and researchers and increase the ability to advance clinical research and improve healthcare.

Learning mechanisms to limit medication administration errors.

PubMed

Drach-Zahavy, Anat; Pud, Dorit

2010-04-01

This paper is a report of a study conducted to identify and test the effectiveness of learning mechanisms applied by the nursing staff of hospital wards as a means of limiting medication administration errors. Since the influential report ;To Err Is Human', research has emphasized the role of team learning in reducing medication administration errors. Nevertheless, little is known about the mechanisms underlying team learning. Thirty-two hospital wards were randomly recruited. Data were collected during 2006 in Israel by a multi-method (observations, interviews and administrative data), multi-source (head nurses, bedside nurses) approach. Medication administration error was defined as any deviation from procedures, policies and/or best practices for medication administration, and was identified using semi-structured observations of nurses administering medication. Organizational learning was measured using semi-structured interviews with head nurses, and the previous year's reported medication administration errors were assessed using administrative data. The interview data revealed four learning mechanism patterns employed in an attempt to learn from medication administration errors: integrated, non-integrated, supervisory and patchy learning. Regression analysis results demonstrated that whereas the integrated pattern of learning mechanisms was associated with decreased errors, the non-integrated pattern was associated with increased errors. Supervisory and patchy learning mechanisms were not associated with errors. Superior learning mechanisms are those that represent the whole cycle of team learning, are enacted by nurses who administer medications to patients, and emphasize a system approach to data analysis instead of analysis of individual cases.

78 FR 25457 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-01

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Administrative...: The Health Resources and Services Administration (HRSA) will be issuing a non-competitive award of...

Continuing education for staff in long-term care facilities: corporate philosophies and approaches.

PubMed

Ross, M M; Carswell, A; Dalziel, W B; Aminzadeh, F

2001-01-01

The purpose of this study was to determine corporate philosophies of continuing education and approaches to meeting the learning needs of staff who strive to provide for the increasingly challenging care requirements of seniors who reside in long-term care facilities. In-depth interviews lasting approximately 1 hour were conducted with key informants at the administrative level from nine long-term care facilities. Content analysis revealed a commitment to continuing education for staff. While recognizing the importance of organizational responsibility for continuing education, administrators placed emphasis on the individual responsibility of staff. Learning needs were identified as affective, managerial, and physical in nature. Challenges to providing continuing education programs were derived from a general lack of fiscal and human resources. A variety of measures was suggested as important to supporting the continuing learning of staff. Implications of this study point to the need for long-term care facilities to incorporate into their strategic plans measures of ensuring continuing education as a basis for the ongoing competence and development of staff. In addition, there is a need for collaboration between long-term care facilities and other institutions of a long-term care, acute care, and educational nature in the development of strategies to operationalize a philosophy of continuing learning as a basis for the provision of optimal care to residents.

From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

ERIC Educational Resources Information Center

Yu, Shengquan; Yang, Xianmin; Cheng, Gang

2013-01-01

The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also…

78 FR 61367 - Health Resources and Services Administration

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-03

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency Information Collection Activities; Proposed Collection; Public Comment Request AGENCY: Health Resources and... Reduction Act of 1995), the Health Resources and Services Administration (HRSA) announces plans to submit an...

The gap between medical faculty's perceptions and use of e-learning resources.

PubMed

Kim, Kyong-Jee; Kang, Youngjoon; Kim, Giwoon

2017-01-01

e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources. To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources. Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data. Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were 'lack of resources relevant to my lectures,' 'lack of time to use them during lectures,' and 'was not aware of their availability.' Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap.

Group dynamics and social interaction in a South Asian online learning forum for faculty development of medical teachers.

PubMed

Anshu; Sharma, M; Burdick, W P; Singh, T

2010-04-01

Group dynamics of online medical faculty development programs have not been analyzed and reported in literature. Knowledge of the types of content of posted messages will help to understand group dynamics and promote participation in an asynchronous learning environment. This paper assesses group dynamics and social interactivity in an online learning environment for medical teachers in the South Asian context. Participants of a medical education fellowship program conducted by the Foundation for Advancement of International Medical Education and Research (FAIMER) Regional Institute at Christian Medical College, Ludhiana (CMCL) in India interact on a listserv called the Mentoring-Learning Web (ML-Web). Monthly topics for online discussion are chosen by fellows through a standard tool called "multi-voting". Fellows volunteer to moderate sessions and direct the pace of the discussion. We analyzed the content and process of the discussion of one particular month. The emails were categorized as those that reflected cognitive presence (dealing with construction and exploration of knowledge), teacher presence (dealing with instructional material and learning resources), and social presence, or were administrative in nature. Social emails were further classified as: affective, cohesive and interactive. Social emails constituted one-third of the total emails. Another one-quarter of the emails dealt with sharing of resources and teacher presence, while cognitive emails comprised 36.2% of the total. More than half of the social emails were affective, while a little less than one-third were cohesive. Social posts are an inevitable part of online learning. These posts promote bonding between learners and contribute to better interaction and collaboration in online learning. Moderators should be aware of their presence and use them as tools to promote interactivity.

77 FR 76052 - Health Resources and Services Administration

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-26

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency..., Public Law 104-13), the Health Resources and Services Administration (HRSA) publishes periodic summaries... Integrity and Protection Data Bank (OMB No. 0915-xxxx)--New Abstract: The Health Resources and Services...

LESSONS LEARNED AND NEXT STEPS FOR BUILDING KNOWLEDGE ABOUT TRIBAL MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING.

PubMed

Whitmore, Corrie B; Sarche, Michelle; Ferron, Cathy; Moritsugu, John; Sanchez, Jenae G

2018-05-16

Authors in this Special Issue of the Infant Mental Health Journal shared the work of the first three cohorts of Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) grantees funded by the Administration for Children and Families. Since 2010, Tribal MIECHV grantees have served families and children prenatally to kindergarten entry in American Indian and Alaska Native (AI/AN) communities across the lower 48 United States and Alaska. Articles highlighted challenges and opportunities that arose as grantees adapted, enhanced, implemented, and evaluated their home-visiting models. This article summarizes nine lessons learned across the articles in this Special Issue. Lessons learned address the importance of strengths-based approaches, relationship-building, tribal community stakeholder involvement, capacity-building, alignment of resources and expectations, tribal values, adaptation to increase cultural and contextual attunement, indigenous ways of knowing, community voice, and sustainability. Next steps in Tribal MIECHV are discussed in light of these lessons learned. © 2018 Michigan Association for Infant Mental Health.

Faculty and Technology: Implications for Faculty Training and Technology Leadership

NASA Astrophysics Data System (ADS)

Keengwe, Jared; Kidd, Terry; Kyei-Blankson, Lydia

2009-02-01

The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of Technology, Information Manager, eLearning Manager, Assistant Department Chair, Associate Vice President of Academic Affairs and Consultant. The respondents identified Organizational Support, Leadership, Training and Development, and Resources as the predominate themes affecting Information and Communication Technology (ICT) adoption process in higher education. Evidence from this study offers insights on how higher education administrators and technology leaders could help their faculty and staff to implement appropriate ICT tools and practices to improve student learning.

Blended learning on medication administration for new nurses: integration of e-learning and face-to-face instruction in the classroom.

PubMed

Sung, Young Hee; Kwon, In Gak; Ryu, Eunjung

2008-11-01

This study analyzed the effects of a blended learning program on medication administration by new nurses using a non-equivalent groups design. A medication education program using blended learning (including e-learning) was administered to 26 new nurses, while face-to-face instruction in the classroom was given to 24 new nurses. The following dependent variables were compared: degree of knowledge of medication, self-efficacy of medication administration, medication-administration ability, and satisfaction with the learning program. The experimental, blended learning group showed a significantly higher level of knowledge of medication and satisfaction with the comprehensiveness of their medication learning, but the self-efficacy of medication administration, medication-administration ability, and other items related to their learning satisfaction did not differ significantly from that in the control group. These results suggest that blended learning integrating e-learning and face-to-face instruction in the classroom is useful for enhancing medication knowledge. An e-learning program can reduce the lecturing time and cost of repeated topics such as medication, suggesting that it can be an effective component in nurse education programs.

(How) do we learn from errors? A prospective study of the link between the ward's learning practices and medication administration errors.

PubMed

Drach-Zahavy, A; Somech, A; Admi, H; Peterfreund, I; Peker, H; Priente, O

2014-03-01

Attention in the ward should shift from preventing medication administration errors to managing them. Nevertheless, little is known in regard with the practices nursing wards apply to learn from medication administration errors as a means of limiting them. To test the effectiveness of four types of learning practices, namely, non-integrated, integrated, supervisory and patchy learning practices in limiting medication administration errors. Data were collected from a convenient sample of 4 hospitals in Israel by multiple methods (observations and self-report questionnaires) at two time points. The sample included 76 wards (360 nurses). Medication administration error was defined as any deviation from prescribed medication processes and measured by a validated structured observation sheet. Wards' use of medication administration technologies, location of the medication station, and workload were observed; learning practices and demographics were measured by validated questionnaires. Results of the mixed linear model analysis indicated that the use of technology and quiet location of the medication cabinet were significantly associated with reduced medication administration errors (estimate=.03, p<.05 and estimate=-.17, p<.01 correspondingly), while workload was significantly linked to inflated medication administration errors (estimate=.04, p<.05). Of the learning practices, supervisory learning was the only practice significantly linked to reduced medication administration errors (estimate=-.04, p<.05). Integrated and patchy learning were significantly linked to higher levels of medication administration errors (estimate=-.03, p<.05 and estimate=-.04, p<.01 correspondingly). Non-integrated learning was not associated with it (p>.05). How wards manage errors might have implications for medication administration errors beyond the effects of typical individual, organizational and technology risk factors. Head nurse can facilitate learning from errors by "management by walking around" and monitoring nurses' medication administration behaviors. Copyright © 2013 Elsevier Ltd. All rights reserved.

The gap between medical faculty’s perceptions and use of e-learning resources

PubMed Central

Kim, Kyong-Jee; Kang, Youngjoon; Kim, Giwoon

2017-01-01

ABSTRACT Background: e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources. Objective: To investigate medical faculty’s use of e-learning resources and to draw on practical implications for fostering their use of such resources. Design: Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data. Results: Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were ‘lack of resources relevant to my lectures,’ ‘lack of time to use them during lectures,’ and ‘was not aware of their availability.’ Conclusions: Our study indicates a gap between medical faculty’s positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap. PMID:28621242

The effects of task difficulty and workload on training

NASA Technical Reports Server (NTRS)

Mane, Amir; Wickens, Christopher D.

1986-01-01

Four hypotheses regarding the possible effects of workload and task difficulty on training are proposed. These are: (1) increased levels of task difficulty will facilitate learning to the extent that these increases are (a) resource loading and (b) intrinsic to the component task to be learned; (2) decrease of task difficulty will facilitate learning to the extent that these decreases (a) reduce the resource load and (b) are extrinsic of the component task to be learned; (3) the lerner's tendency to conserve resources may bead to the adoption of undesirable, short-term, low resource strategies early in training; and (4) the effect of changes in resource demand on learning will depend upon the similarity of the resource whose demand is changed to the resource involved in learning.

Policy, Guidelines, and Procedures for the Selection and Classification of Provincially Authorized Learning Resources. Revised.

ERIC Educational Resources Information Center

Adamson, Martin; And Others

Intended for use by curriculum committees or individuals charged with responsibility for the selection of provincially authorized learning resources, this document contains guidelines and procedures intended to serve as minimum standard requirements for the provincial evaluation and selection of learning resources. Learning resources are defined…

Professional Learning Experiences and Administrator Practice: Is There a Connection?

ERIC Educational Resources Information Center

Bickmore, Dana L.

2012-01-01

This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

Towards optimizing server performance in an educational MMORPG for teaching computer programming

NASA Astrophysics Data System (ADS)

Malliarakis, Christos; Satratzemi, Maya; Xinogalos, Stelios

2013-10-01

Web-based games have become significantly popular during the last few years. This is due to the gradual increase of internet speed, which has led to the ongoing multiplayer games development and more importantly the emergence of the Massive Multiplayer Online Role Playing Games (MMORPG) field. In parallel, similar technologies called educational games have started to be developed in order to be put into practice in various educational contexts, resulting in the field of Game Based Learning. However, these technologies require significant amounts of resources, such as bandwidth, RAM and CPU capacity etc. These amounts may be even larger in an educational MMORPG game that supports computer programming education, due to the usual inclusion of a compiler and the constant client/server data transmissions that occur during program coding, possibly leading to technical issues that could cause malfunctions during learning. Thus, the determination of the elements that affect the overall games resources' load is essential so that server administrators can configure them and ensure educational games' proper operation during computer programming education. In this paper, we propose a new methodology with which we can achieve monitoring and optimization of the load balancing, so that the essential resources for the creation and proper execution of an educational MMORPG for computer programming can be foreseen and bestowed without overloading the system.

[Virtual Campus of Public Health: six years of human resources education in Mexico].

PubMed

Ramos Herrera, Igor; Alfaro Alfaro, Noé; Fonseca León, Joel; García Sandoval, Cristóbal; González Castañeda, Miguel; López Zermeño, María Del Carmen; Benítez Morales, Ricardo

2014-11-01

This paper discusses the gestation process, implementation methodology, and results obtained from the initiative to use e-learning to train human resources for health, six years after the launch of the Virtual Campus of Public Health of the University of Guadalajara (Mexico); the discussion is framed by Pan American Health Organization (PAHO) standards and practices. This is a special report on the work done by the institutional committee of the Virtual Campus in western Mexico to create an Internet portal that follows the guidelines of the strategic model established by Nodo México and PAHO for the Region of the Americas. This Virtual Campus began its activities in 2007, on the basis of the use of free software and institutional collaboration. Since the initial year of implementation of the node, over 500 health professionals have been trained using virtual courses, the node's educational platform, and a repository of virtual learning resources that are interoperable with other repositories in Mexico and the Region of the Americas. The University of Guadalajara Virtual Campus committee has followed the proposed model as much as possible, thereby achieving most of the goals set in the initial work plan, despite a number of administrative challenges and the difficulty of motivating committee members.

Digital heritage gamification: An augmented-virtual walkthrough to learn and explore historical places

NASA Astrophysics Data System (ADS)

Tan, Kian Lam; Lim, Chen Kim

2017-10-01

In the last decade, cultural heritage including historical sites are reconstructed into digital heritage. Based on UNESCO, digital heritage defines as "cultural, educational, scientific and administrative resources, as well as technical, legal, medical and other kinds of information created digitally, or converted into digital form from existing analogue resources". In addition, the digital heritage is doubling in size every two years and expected will grow tenfold between 2013 and 2020. In order to attract and stir the interest of younger generations about digital heritage, gamification has been widely promoted. In this research, a virtual walkthrough combine with gamifications are proposed for learning and exploring historical places in Malaysia by using mobile device. In conjunction with Visit Perak 2017 Campaign, this virtual walkthrough is proposed for Kellie's Castle at Perak. The objectives of this research is two folds 1) modelling and design of innovative mobile game for virtual walkthrough application, and 2) to attract tourist to explore and learn historical places by using sophisticated graphics from Augmented Reality. The efficiency and effectiveness of the mobile virtual walkthrough will be accessed by the International and local tourists. In conclusion, this research is speculated to be pervasively improve the cultural and historical knowledge of the learners.

78 FR 24756 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-26

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Noncompetitive Replacement Award to Genesee Health System. SUMMARY: The Health Resources and Services Administration (HRSA...

75 FR 21001 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-22

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Noncompetitive Replacement Awards to Cornerstone Care, Inc. SUMMARY: The Health Resources and Services Administration (HRSA...

CC-LR: Providing Interactive, Challenging and Attractive Collaborative Complex Learning Resources

ERIC Educational Resources Information Center

Caballé, S.; Mora, N.; Feidakis, M.; Gañán, D.; Conesa, J.; Daradoumis, T.; Prieto, J.

2014-01-01

Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative…

A "Simple Query Interface" Adapter for the Discovery and Exchange of Learning Resources

ERIC Educational Resources Information Center

Massart, David

2006-01-01

Developed as part of CEN/ISSS Workshop on Learning Technology efforts to improve interoperability between learning resource repositories, the Simple Query Interface (SQI) is an Application Program Interface (API) for querying heterogeneous repositories of learning resource metadata. In the context of the ProLearn Network of Excellence, SQI is used…

Student Learning in the Information Age. American Council on Education Series on Higher Education.

ERIC Educational Resources Information Center

Breivik, Patricia Senn

This book discusses resource-based learning in higher education. One premise of resource-based learning is that as students become able to select their own learning materials from information resources, they become active, independent learners, while professors become learning facilitators in cooperation with librarians and other information…

78 FR 14806 - Health Resources and Services Administration

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-07

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Statement of Organization, Functions and Delegations of Authority; Correction AGENCY: Health Resources and Services Administration (HRSA), HHS. ACTION: Notice; correction. SUMMARY: HRSA published a document in the Federal...

75 FR 73110 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-29

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Noncompetitive Replacement Awards to Upper Room AIDS Ministry, Inc. SUMMARY: The Health Resources and Services Administration...

The use of public health e-learning resources by pharmacists in Wales: a quantitative evaluation.

PubMed

Evans, Andrew; Evans, Sian; Roberts, Debra

2016-08-01

The aim of this study was to examine how communicable disease e-learning resources were utilised by pharmacy professionals and to identify whether uptake of the resources was influenced by disease outbreaks. Retrospective analysis of routine data regarding the number of individuals completing e-learning resources and statutory notifications of communicable disease. A high proportion of pharmacy professionals in Wales (38.8%, n = 915/2357) accessed the resources; around one in six completed multiple resources (n = 156). The most commonly accessed were those where there had been a disease outbreak during the study period. There was a strong positive correlation between e-learning uptake and number of disease cases; this was observed both for measles and scarlet fever. Communicable disease e-learning appears to be an acceptable method for providing communicable disease information to pharmacy professionals. Study findings suggest that e-learning uptake is positively influenced by disease outbreaks this reflects well both on pharmacy professionals and on the e-learning resources themselves. © 2016 Royal Pharmaceutical Society.

Web-Based Learning Information System for Web 3.0

NASA Astrophysics Data System (ADS)

Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

78 FR 41412 - Notice of Availability of Policy Document

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-10

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Notice of Availability of Policy Document AGENCY: Health Resources and Services Administration (HRSA), HHS. ACTION: Final.../policiesregulations/policies/pin201301.html . Background: HHS' Health Resources and Services Administration (HRSA...

A palliative care needs assessment of rural hospitals.

PubMed

Fink, Regina M; Oman, Kathleen S; Youngwerth, Jeanie; Bryant, Lucinda L

2013-06-01

Palliative care services are lacking in rural hospitals. Implementing palliative care services in rural and remote areas requires knowledge of available resources, specific barriers, and a commitment from the hospital and community. The purpose of the study was to determine awareness, knowledge, barriers, and resources regarding palliative care services in rural hospitals. A descriptive survey design used an investigator-developed needs assessment to survey 374 (40% response rate) health care providers (chief executive officers, chiefs of medical staff, chief nursing officers, and social worker directors) at 236 rural hospitals (<100 beds) in seven Rocky Mountain states. Significant barriers to integrating palliative care exist: lack of administrative support, mentorship, and access to palliative care resources; inadequate basic knowledge about palliative care strategies; and limited training/skills in palliative care. Having contractual relationships with local hospices is a key facilitator. Respondents (56%) want to learn more about palliative care, specifically focusing on pain management, communication techniques, and end-of-life care issues. Webinar and online courses were suggested as strategies to promote long distance learning. It is imperative for quality of care that rural hospitals have practitioners who are up to date on current evidence and practice within a palliative care framework. Unique challenges exist to implementing palliative care services in rural hospitals. Opportunities for informing rural areas focus around utilizing existing hospice resources and relationships, and favoring Web-based classes and online courses. The development of a multifaceted intervention to facilitate education about palliative care and cultivate palliative care services in rural settings is indicated.

Health resource utilization varies by comorbidities in children with epilepsy.

PubMed

Puka, Klajdi; Smith, Mary Lou; Moineddin, Rahim; Snead, O Carter; Widjaja, Elysa

2016-04-01

Comorbidities in adults with epilepsy have been shown to significantly increase health resource utilization (HRU). The current study aimed to determine whether a similar association exists among children with epilepsy in a universal health insurance system. Health administrative databases in Ontario, Canada were used to evaluate the frequency of neurologist visits, emergency department (ED) visits, and hospitalizations. We evaluated the association between HRU and comorbidities, including depression, anxiety, learning disability, attention deficit hyperactivity disorder (ADHD), and autistic spectrum disorder (ASD), adjusting for age, sex, residence, and socio-economic status. The frequency of neurology visits was increased by comorbid depression, ASD, and learning disability (adjusted relative risk [aRR]=1.29-2.07; p<.01). The frequency of ED visits was increased by all comorbidities (aRR=1.26-2.83; p<.0001). The frequency of hospitalizations was increased by comorbid depression, anxiety, ASD, and learning disability (aRR=1.77-7.20; p<.0001). Learning disability had the largest impact on HRU. For each additional comorbidity, the frequency of neurology visits, ED visits, and hospitalizations increased by 1.64 to 3.16 times (p<.0001). Among children with epilepsy, mental health and developmental comorbidities were associated with increased HRU, and different comorbidities influenced different types of HRU. In addition, we highlight the importance of identifying and managing these comorbidities, as they increased the risks of costly HRU such as ED visits and hospitalizations. Copyright © 2016 Elsevier Inc. All rights reserved.

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

PubMed

Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

2017-01-01

Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

77 FR 32127 - Agency Information Collection Activities: Proposed Collection: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-31

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency... Health Resources and Services Administration (HRSA) in the U.S. Department of Health and Human Services... Resources and Services Administration (HRSA) publishes periodic summaries of proposed projects being...

Health professional learner attitudes and use of digital learning resources.

PubMed

Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-16

Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.

Health Professional Learner Attitudes and Use of Digital Learning Resources

PubMed Central

Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-01

Background Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. Objective The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. Methods The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Results Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. Conclusions The results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown. PMID:23324800

Optional anatomy and physiology e-learning resources: student access, learning approaches, and academic outcomes.

PubMed

Guy, Richard; Byrne, Bruce; Dobos, Marian

2018-03-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online resources, lecture capture recordings and an interactive atlas of anatomy, and individuals were tracked with respect to their access behavior, learning approach, and subject score. Deep learning was highest among those accessing the clips or atlas or those accessing more online resources, and thus self-regulatory skill development might be a useful approach to increase student access to optional online resources. Those who accessed clips, lecture capture recordings, or atlas achieved a significantly higher subject score than those who did not. When combinations of resources used were considered, we found an approximately linear relationship between number of resources accessed and subject score, with a 16% difference in score between those who accessed none or all of the resources. However, the low resource access rate suggests that academic advantage may not be simply due to the learning support offered by the resources. As students accessing the optional resources tended to be more self-regulated, it may be that it was the extra effort made with respect to other subject resources, rather than just the access to the online resources, that contributed to higher subject score. Further studies are required to establish the relationships between academic performance, optional online resource access, and deep learning.

The Role of Learned Resourcefulness in Helping Female Undergraduates Deal with Unwanted Sexual Activity

ERIC Educational Resources Information Center

Kennett, Deborah J.; Humphreys, Terry P.; Patchell, Meghan

2009-01-01

We examined the relationship between learned resourcefulness skills and the manner in which undergraduate heterosexual women handle unwanted sexual advances/activity. Participants consisted of 150 females completing a set of questionnaires assessing general learned resourcefulness, sexual giving-in experience, sexual resourcefulness, sexual…

Adaptations to a Learning Resource

ERIC Educational Resources Information Center

Libbrecht, Paul

2015-01-01

Learning resources have been created to represent digital units of exchangeable materials that teachers and learners can pull from in order to support the learning processes. They resource themselves. Leveraging the web, one can often find these resources. But what characteristics do they need in order to be easily exchangeable? Although several…

Discovery and Use of Online Learning Resources: Case Study Findings

ERIC Educational Resources Information Center

Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller

2004-01-01

Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article…

Resources for Science Learning: Tools, Tasks, and Environment

ERIC Educational Resources Information Center

Hewson, Peter W.

2004-01-01

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners.…

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Housing Quality and Access to Material and Learning Resources within the Home Environment in Developing Countries

PubMed Central

Bradley, Robert H.; Putnick, Diane L.

2011-01-01

This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were consistently tied to HDI; the availability of formal and informal learning materials little less so. Gross domestic product (GDP) tended to show a stronger independent relation with housing quality and material resources than life expectancy and education. Formal learning resources were independently related to the GDP and education indices, and informal learning resources were not independently related to any constituent indices of the overall HDI. PMID:22277008

Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning.

PubMed

Joynes, Viktoria; Fuller, Richard

2016-06-01

Smartphone use is well established in society, with increasing acceptance in many professional workplaces. Despite the growth in mobile resources, how students and teachers benefit from these devices remains under-researched. An exploration of student and educators views on the impact of mobile learning re-sources on placement learning experiences as part of the Leeds 'MBChB Mobile' programme. Focus groups incorporating visual methodologies were undertaken with students from each year group; semi-structured interviews were undertaken with clinical teaching staff, including those who experienced the mobile programme as students themselves. Four key themes emerged. 'Maturity of learning', related to the way in which senior students use resources in a more nuanced way than junior colleagues. 'Learning differently', identified 'personalisation' and 'just in time' opportunities that mobile resources afforded. 'Learning legitimately' was identified by students as key to ensuring they adopted appropriate behaviours in relation to mobile learning. Using mobile resources at undergraduate level was found to 'change learning patterns for life'. There is a need to further develop the educational theory behind using mobile resources for learning. The results here suggest that mobile technologies are shaping learning behaviours, and are an indicator of learning maturity, reflecting the wider context of societal enculturation.

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Teaching and learning the physician manager role: psychiatry residents' perspectives.

PubMed

Stergiopoulos, Vicky; Maggi, Julie; Sockalingam, Sanjeev

2010-01-01

Despite widespread consensus that additional training in administration is needed to prepare physicians for practice, little is known about how best to teach managerial competencies and how to integrate teaching into existing postgraduate curricula. This study aimed to elicit resident perspectives on administrative curriculum development following exposure to a pilot physician manager curriculum at the University of Toronto. The authors held five focus groups of psychiatry residents at the University of Toronto during 2008, engaging 40 trainees. Resident perspectives on barriers to teaching and learning administrative skills, preferred curriculum content and format and suggestions for integration of administrative training into the residency programme were elicited. Identified barriers to learning include lack of physician manager role clarity, dearth of learning opportunities and multiple competing demands on residents' time. Residents value a formal administrative curriculum and propose additional opportunities for experiential learning such as elective rotations and mentorship opportunities. Suggested strategies for integrating administrative teaching into residency include faculty development, rotation-specific administrative objectives and end of rotation resident evaluations. Our findings provide valuable learner input into an emerging educational framework aiming to address barriers to teaching administrative skills during residency and facilitate longitudinal reinforcement of learning.

Clinical anatomy e-cases: a five-year follow-up of learning analytics.

PubMed

Perumal, Vivek; Butson, Russell; Blyth, Phil; Daniel, Ben

2017-01-27

This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.

A Folksonomy-Based Lightweight Resource Annotation Metadata Schema for Personalized Hypermedia Learning Resource Delivery

ERIC Educational Resources Information Center

Lau, Simon Boung-Yew; Lee, Chien-Sing; Singh, Yashwant Prasad

2015-01-01

With the proliferation of social Web applications, users can now collaboratively author, share and access hypermedia learning resources, contributing to richer learning experiences outside formal education. These resources may or may not be educational. However, they can be harnessed for educational purposes by adapting and personalizing them to…

Distinguishing the Learning Approaches Adopted by Undergraduates in Their Use of Online Resources

ERIC Educational Resources Information Center

Knight, Jasper

2010-01-01

This article reports a study which sought to evaluate the different learning strategies adopted by students when accessing virtual learning environment (VLE)-hosted resources because, if student achievement corresponds to the learning strategy that is adopted whilst accessing VLE resources, directed tasks can be put in place that will encourage…

Work-Based Learning: A Resource Guide for Change. Test Draft.

ERIC Educational Resources Information Center

Hudson River Center for Program Development, Glenmont, NY.

This resource guide is intended to provide New York schools, business/industry, and others with resources to develop work-based learning strategies and components. Section 1 examines the scope, foundation, categories, and operation of work-based learning. Section 2 presents detailed information about the following forms of work-based learning:…

An Evaluation of Electronic Product Design Education Using Hypermedia-Resourced Learning Environments

ERIC Educational Resources Information Center

Page, Tom; Thorsteinsson, Gisli

2006-01-01

The work outlined here provides a comprehensive report and formative observations of the development and implementation of hypermedia resources for learning and teaching used in conjunction with a managed learning environment (MLE). These resources are used to enhance teaching and learning of an electronics module in product design at final year…

Multimedia applications in nursing curriculum: the process of producing streaming videos for medication administration skills.

PubMed

Sowan, Azizeh K

2014-07-01

Streaming videos (SVs) are commonly used multimedia applications in clinical health education. However, there are several negative aspects related to the production and delivery of SVs. Only a few published studies have included sufficient descriptions of the videos and the production process and design innovations. This paper describes the production of innovative SVs for medication administration skills for undergraduate nursing students at a public university in Jordan and focuses on the ethical and cultural issues in producing this type of learning resource. The curriculum development committee approved the modification of educational techniques for medication administration procedures to include SVs within an interactive web-based learning environment. The production process of the videos adhered to established principles for "protecting patients' rights when filming and recording" and included: preproduction, production and postproduction phases. Medication administration skills were videotaped in a skills laboratory where they are usually taught to students and also in a hospital setting with real patients. The lab videos included critical points and Do's and Don'ts and the hospital videos fostered real-world practices. The range of time of the videos was reasonable to eliminate technical difficulty in access. Eight SVs were produced that covered different types of the medication administration skills. The production of SVs required the collaborative efforts of experts in IT, multimedia, nursing and informatics educators, and nursing care providers. Results showed that the videos were well-perceived by students, and the instructors who taught the course. The process of producing the videos in this project can be used as a valuable framework for schools considering utilizing multimedia applications in teaching. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

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Social Work Student and Practitioner Roles in Integrated Care Settings.

PubMed

Fraher, Erin P; Richman, Erica Lynn; Zerden, Lisa de Saxe; Lombardi, Brianna

2018-06-01

Social workers are increasingly being deployed in integrated medical and behavioral healthcare settings but information about the roles they fill in these settings is not well understood. This study sought to identify the functions that social workers perform in integrated settings and identify where they acquired the necessary skills to perform them. Master of social work students (n=21) and their field supervisors (n=21) who were part of a Health Resources and Services Administration-funded program to train and expand the behavioral health workforce in integrated settings were asked how often they engaged in 28 functions, where they learned to perform those functions, and the degree to which their roles overlapped with others on the healthcare team. The most frequent functions included employing cultural competency, documenting in the electronic health record, addressing patient social determinants of health, and participating in team-based care. Respondents were least likely to engage in case conferences; use Screening, Brief Intervention and Referral to Treatment; use stepped care to determine necessary level of treatment; conduct functional assessments of daily living skills; use behavioral activation; and use problem-solving therapy. A total of 80% of respondents reported that their roles occasionally, often, very often, or always overlapped with others on the healthcare team. Students reported learning the majority of skills (76%) in their Master of Social Work programs. Supervisors attributed the majority (65%) of their skill development to on-the-job training. Study findings suggest the need to redesign education, regulatory, and payment to better support the deployment of social workers in integrated care settings. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration and the Health Resources and Services Administration of the U.S. Department of Health and Human Services. Copyright © 2018 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Measuring learning gain: Comparing anatomy drawing screencasts and paper-based resources.

PubMed

Pickering, James D

2017-07-01

The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307-316. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Establishing a library of resources to help people understand key concepts in assessing treatment claims-The "Critical thinking and Appraisal Resource Library" (CARL).

PubMed

Castle, John C; Chalmers, Iain; Atkinson, Patricia; Badenoch, Douglas; Oxman, Andrew D; Austvoll-Dahlgren, Astrid; Nordheim, Lena; Krause, L Kendall; Schwartz, Lisa M; Woloshin, Steven; Burls, Amanda; Mosconi, Paola; Hoffmann, Tammy; Cusack, Leila; Albarqouni, Loai; Glasziou, Paul

2017-01-01

People are frequently confronted with untrustworthy claims about the effects of treatments. Uncritical acceptance of these claims can lead to poor, and sometimes dangerous, treatment decisions, and wasted time and money. Resources to help people learn to think critically about treatment claims are scarce, and they are widely scattered. Furthermore, very few learning-resources have been assessed to see if they improve knowledge and behavior. Our objectives were to develop the Critical thinking and Appraisal Resource Library (CARL). This library was to be in the form of a database containing learning resources for those who are responsible for encouraging critical thinking about treatment claims, and was to be made available online. We wished to include resources for groups we identified as 'intermediaries' of knowledge, i.e. teachers of schoolchildren, undergraduates and graduates, for example those teaching evidence-based medicine, or those communicating treatment claims to the public. In selecting resources, we wished to draw particular attention to those resources that had been formally evaluated, for example, by the creators of the resource or independent research groups. CARL was populated with learning-resources identified from a variety of sources-two previously developed but unmaintained inventories; systematic reviews of learning-interventions; online and database searches; and recommendations by members of the project group and its advisors. The learning-resources in CARL were organised by 'Key Concepts' needed to judge the trustworthiness of treatment claims, and were made available online by the James Lind Initiative in Testing Treatments interactive (TTi) English (www.testingtreatments.org/category/learning-resources).TTi English also incorporated the database of Key Concepts and the Claim Evaluation Tools developed through the Informed Healthcare Choices (IHC) project (informedhealthchoices.org). We have created a database of resources called CARL, which currently contains over 500 open-access learning-resources in a variety of formats: text, audio, video, webpages, cartoons, and lesson materials. These are aimed primarily at 'Intermediaries', that is, 'teachers', 'communicators', 'advisors', 'researchers', as well as for independent 'learners'. The resources included in CARL are currently accessible at www.testingtreatments.org/category/learning-resources. We hope that ready access to CARL will help to promote the critical thinking about treatment claims, needed to help improve healthcare choices.

Establishing a library of resources to help people understand key concepts in assessing treatment claims—The “Critical thinking and Appraisal Resource Library” (CARL)

PubMed Central

Chalmers, Iain; Atkinson, Patricia; Badenoch, Douglas; Oxman, Andrew D.; Austvoll-Dahlgren, Astrid; Nordheim, Lena; Krause, L. Kendall; Schwartz, Lisa M.; Woloshin, Steven; Burls, Amanda; Mosconi, Paola; Hoffmann, Tammy; Cusack, Leila; Albarqouni, Loai; Glasziou, Paul

2017-01-01

Background People are frequently confronted with untrustworthy claims about the effects of treatments. Uncritical acceptance of these claims can lead to poor, and sometimes dangerous, treatment decisions, and wasted time and money. Resources to help people learn to think critically about treatment claims are scarce, and they are widely scattered. Furthermore, very few learning-resources have been assessed to see if they improve knowledge and behavior. Objectives Our objectives were to develop the Critical thinking and Appraisal Resource Library (CARL). This library was to be in the form of a database containing learning resources for those who are responsible for encouraging critical thinking about treatment claims, and was to be made available online. We wished to include resources for groups we identified as ‘intermediaries’ of knowledge, i.e. teachers of schoolchildren, undergraduates and graduates, for example those teaching evidence-based medicine, or those communicating treatment claims to the public. In selecting resources, we wished to draw particular attention to those resources that had been formally evaluated, for example, by the creators of the resource or independent research groups. Methods CARL was populated with learning-resources identified from a variety of sources—two previously developed but unmaintained inventories; systematic reviews of learning-interventions; online and database searches; and recommendations by members of the project group and its advisors. The learning-resources in CARL were organised by ‘Key Concepts’ needed to judge the trustworthiness of treatment claims, and were made available online by the James Lind Initiative in Testing Treatments interactive (TTi) English (www.testingtreatments.org/category/learning-resources).TTi English also incorporated the database of Key Concepts and the Claim Evaluation Tools developed through the Informed Healthcare Choices (IHC) project (informedhealthchoices.org). Results We have created a database of resources called CARL, which currently contains over 500 open-access learning-resources in a variety of formats: text, audio, video, webpages, cartoons, and lesson materials. These are aimed primarily at ‘Intermediaries’, that is, ‘teachers’, ‘communicators’, ‘advisors’, ‘researchers’, as well as for independent ‘learners’. The resources included in CARL are currently accessible at www.testingtreatments.org/category/learning-resources Conclusions We hope that ready access to CARL will help to promote the critical thinking about treatment claims, needed to help improve healthcare choices. PMID:28738058

Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five Veterans Administration primary care practices.

PubMed

Dulay, Maya; Bowen, Judith L; Weppner, William G; Eastburn, Abigail; Poppe, Anne P; Spanos, Pete; Wojtaszek, Danielle; Printz, Destiny; Kaminetzky, Catherine P

2018-05-10

Health care systems expect primary care clinicians to manage panels of patients and improve population health, yet few have been trained to do so. An interprofessional panel management (PM) curriculum is one possible strategy to address this training gap and supply future primary care practices with clinicians and teams prepared to work together to improve the health of individual patients and populations. This paper describes a Veterans Administration (VA) sponsored multi-site interprofessional PM curriculum development effort. Five VA Centers of Excellence in Primary Care Education collaborated to identify a common set of interprofessionally relevant desired learning outcomes (DLOs) for the PM and to develop assessment instruments for monitoring trainees' PM learning. Authors cataloged teaching and learning activities across sites. Results from pilot testing were systematically discussed leading to iterative revisions of curricular elements. Authors completed a retrospective self-assessment of curriculum implementation for the academic year 2015-16 using a 5-point scale: contemplation (score = 0), pilot (1), action (2), maintenance (3), and embedded (4). Implementation scores were analyzed using descriptive statistics. DLOs were organized into five categories (individual patients, populations, guidelines/measures, teamwork, and improvement) along with a developmental continuum and mapped to program competencies. Instruction and implementation varied across sites based on resources and priorities. Between 2015 and 2016, 159 trainees (internal medicine residents, nurse practitioner students and residents, pharmacy residents, and psychology post-doctoral fellows) participated in the PM curriculum. Curriculum implementation scores for guidelines/measures and improvement DLOs were similar for all trainees; scores for individual patients, populations, and teamwork DLOs were more advanced for nurse practitioner and physician trainees. In conclusion, collaboratively identified DLOs for PM guided development of assessment instruments and instructional approaches for panel management activities in interprofessional teams. This PM curriculum and associated tools provide resources for educators in other settings.

Influence of postnatal glucocorticoids on hippocampal-dependent learning varies with elevation patterns and administration methods

DTIC Science & Technology

2017-05-22

Influence of postnatal glucocorticoids on hippocampal-dependent learning varies with elevation patterns and administration methods 5b. GRANT NUMBER...of these effects varies with the elevation patterns (level, duration, temporal fluctuation) achieved by different administration methods . In general...learning varies with elevation patterns and administration methods Dragana I. Claflin a, Kevin D. Schmidt a, Zachary D. Vallandingham b, Michal

Machine Learning for Social Services: A Study of Prenatal Case Management in Illinois.

PubMed

Pan, Ian; Nolan, Laura B; Brown, Rashida R; Khan, Romana; van der Boor, Paul; Harris, Daniel G; Ghani, Rayid

2017-06-01

To evaluate the positive predictive value of machine learning algorithms for early assessment of adverse birth risk among pregnant women as a means of improving the allocation of social services. We used administrative data for 6457 women collected by the Illinois Department of Human Services from July 2014 to May 2015 to develop a machine learning model for adverse birth prediction and improve upon the existing paper-based risk assessment. We compared different models and determined the strongest predictors of adverse birth outcomes using positive predictive value as the metric for selection. Machine learning algorithms performed similarly, outperforming the current paper-based risk assessment by up to 36%; a refined paper-based assessment outperformed the current assessment by up to 22%. We estimate that these improvements will allow 100 to 170 additional high-risk pregnant women screened for program eligibility each year to receive services that would have otherwise been unobtainable. Our analysis exhibits the potential for machine learning to move government agencies toward a more data-informed approach to evaluating risk and providing social services. Overall, such efforts will improve the efficiency of allocating resource-intensive interventions.

The Factors that Affect Science Teachers' Participation in Professional Development

NASA Astrophysics Data System (ADS)

Roux, Judi Ann

Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.

Relations among Resources in Professional Learning Communities and Learning Outcomes

ERIC Educational Resources Information Center

Christ, Tanya; Arya, Poonam; Chiu, Ming Ming

2017-01-01

This study focused on two professional learning communities (PLCs) situated in literacy education practica courses. How four PLC resources (colleagues, facilitators, readings, and videos) were related to outcomes, including teachers' learning, teachers' application of this learning, and subsequent students' learning, was examined. Participants…

Administrators' Decisions about Resource Allocation

ERIC Educational Resources Information Center

Knight, William E.; Folkins, John W.; Hakel, Milton D.; Kennell, Richard P.

2011-01-01

Do academic administrators make decisions about resource allocation differently depending on the discipline receiving the funding? Does an administrator's academic identity influence these decisions? This study explored those questions with a sample of 1,690 academic administrators at doctoral-research universities. Participants used fictional…

Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource.

PubMed

Hogan, Rosemarie; Orr, Fiona; Fox, Deborah; Cummins, Allison; Foureur, Maralyn

2018-03-01

An innovative blended learning resource for undergraduate nursing and midwifery students was developed in a large urban Australian university, following a number of concerning reports by students on their experiences of bullying and aggression in clinical settings. The blended learning resource included interactive online learning modules, comprising film clips of realistic clinical scenarios, related readings, and reflective questions, followed by in-class role-play practice of effective responses to bullying and aggression. On completion of the blended learning resource 210 participants completed an anonymous survey (65.2% response rate). Qualitative data was collected and a thematic analysis of the participants' responses revealed the following themes: 'Engaging with the blended learning resource'; 'Responding to bullying' and 'Responding to aggression'. We assert that developing nursing and midwifery students' capacity to effectively respond to aggression and bullying, using a self-paced blended learning resource, provides a solution to managing some of the demands of the clinical setting. The blended learning resource, whereby nursing and midwifery students were introduced to realistic portrayals of bullying and aggression in clinical settings, developed their repertoire of effective responding and coping skills for use in their professional practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Research Tools, Tips, and Resources for Financial Aid Administrators. Monograph, A NASFAA Series.

ERIC Educational Resources Information Center

Mohning, David D.; Redd, Kenneth E.; Simmons, Barry W., Sr.

This monograph provides research tools, tips, and resources to financial aid administrators who need to undertake research tasks. It answers: What is research? How can financial aid administrators get started on research projects? What resources are available to help answer research questions quickly and accurately? How can research efforts assist…

78 FR 25458 - Ryan White HIV/AIDS Program, Part C Early Intervention Services Grant Under the Ryan White HIV...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-01

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Ryan White... AGENCY: Health Resources and Services Administration (HRSA), HHS. ACTION: Notice of Ryan White HIV/AIDS..., HIV/AIDS Bureau, Health Resources and Services Administration, by email at [email protected] , or by...

The learning experiences of student nurses in pediatric medication management: a qualitative study.

PubMed

Lin, Fang-Yi; Wu, Wei-Wen; Lin, Hung-Ru; Lee, Tzu-Ying

2014-05-01

Traditionally, the 'five rights' (right patient, right route, right drug, right time, and right dose) principle is taught to be practiced during every medication administration process. Nursing educators use this principle to evaluate student performance. However, health care unit factors and education system characteristics that can contribute to student errors should not be underestimated. Students often felt stressed when medicating children during clinical practicum. The voices of these students are rarely represented. To understand students' experiences and perceptions of medication administration during their pediatric clinical practicum. A descriptive qualitative study design was adopted. A university in Northern Taiwan. A total of 34 undergraduate students who had completed a pediatric clinical practicum participated in a one-on-one interview. Each student was interviewed according to a semi-structured interview guide and was encouraged to disclose individual feelings and thoughts toward their experiences in pediatric medication administration. Eight themes emerged. The findings suggest that to decrease students' anxiety and increase their competence, pediatric instructors should improve their teaching strategies to better prepare students for clinical training. Providing self-directed learning activities and resources to improve students' familiarity with medication and medication safety knowledge is necessary. Instructors should provide students with a secure environment to discuss their medication errors. The 'nine rights' should be taught in fundamental nursing courses to enhance students' awareness during the medication administration process, and students should continue to practice the 'nine rights' in later pediatric clinical courses. Equal importance should be given to system failures that impact patient safety. © 2013.

MEAT: An Authoring Tool for Generating Adaptable Learning Resources

ERIC Educational Resources Information Center

Kuo, Yen-Hung; Huang, Yueh-Min

2009-01-01

Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

Designing learning environments to promote student learning: ergonomics in all but name.

PubMed

Smith, Thomas J

2013-01-01

This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

Housing quality and access to material and learning resources within the home environment in developing countries.

PubMed

Bradley, Robert H; Putnick, Diane L

2012-01-01

This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were consistently tied to HDI; the availability of formal and informal learning materials a little less so. Gross domestic product (GDP) tended to show a stronger independent relation with housing quality and material resources than life expectancy and education. Formal learning resources were independently related to the GDP and education indices, and informal learning resources were not independently related to any constituent indices of the overall HDI. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

76 FR 8775 - Agency Information Collection Activities: Proposed Collection; Comments Requested: Drug...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-15

..., Human Resources Division, Drug Enforcement Administration, 8701 Morrissette Drive, Springfield, VA 22152... Administrator, Human Resources Division, Drug Enforcement Administration, 8701 Morrissette Drive, Springfield... Administration (DEA) will be submitting the following information collection request to the Office of Management...

Experience in Implementing Resource-Based Learning in Agrarian College of Management and Law Poltava State Agrarian Academy

ERIC Educational Resources Information Center

Kononets, Natalia

2015-01-01

The introduction of resource-based learning disciplines of computer cycles in Agrarian College. The article focused on the issue of implementation of resource-based learning courses in the agricultural cycle computer college. Tested approach to creating elearning resources through free hosting and their further use in the classroom. Noted that the…

A Video Game for Learning Brain Evolution: A Resource or a Strategy?

ERIC Educational Resources Information Center

Barbosa Gomez, Luisa Fernanda; Bohorquez Sotelo, Maria Cristina; Roja Higuera, Naydu Shirley; Rodriguez Mendoza, Brigitte Julieth

2016-01-01

Learning resources are part of the educational process of students. However, how video games act as learning resources in a population that has not selected the virtual formation as their main methodology? The aim of this study was to identify the influence of a video game in the learning process of brain evolution. For this purpose, the opinions…

INDIVIDUALIZING UNIVERSITY INSTRUCTION, EXPLORING COMPUTER POTENTIAL TO AID COLLEGE TEACHERS BY DIRECTING THE LEARNING PROCESS. INTER-UNIVERSITY PROJECT ONE, PUBLICATIONS SERIES.

ERIC Educational Resources Information Center

FALL, CHARLES R.

THIS DOCUMENT CONCLUDES THAT INSTRUCTION BY COMPUTER-BASED RESOURCE UNITS CAN FACILITATE LEARNING AND PROVIDE THE INSTRUCTOR WITH VALUABLE ASSISTANCE. BY PRE-PLANNING THE TEACHING-LEARNING SITUATION, RESOURCE UNITS CAN FREE THE INSTRUCTOR FOR DECISION-MAKING TASKS. RESOURCE UNITS CAN ALSO PROVIDE APPROPRIATE LEARNING GOALS AND STUDY GUIDES TO EACH…

Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

ERIC Educational Resources Information Center

Taffs, Kathryn H.; Holt, Julienne I.

2013-01-01

The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

Training yourself while training students: the constant challenge of vocational training teachers.

PubMed

Chatigny, Céline; Lévesque, Sophie; Riel, Jessica

2012-01-01

This study characterized teachers' work at a vocational training (VT) center and the conditions under which the activity is learned. We interviewed administrators and 12 teachers (4 males, 8 females) representing three study programs, selected as representative (age, seniority, and employment status). What emerged was a portrait of an evolving profession within an organization that was highly structured in terms of the assignment of tasks and schedules, but unstructured in terms of support for job adaptation and job retention. The major challenges for the teachers were to integrate their trade-specific knowledge with the new skills required to teach the trade, and to find time for class preparation. The lack of resources and support caused dissatisfaction, stress, problematic work-study-family balance, and health problems, particularly among new teachers. A passion for teaching seems to compensate partly for these difficulties but it is uncertain for how long. Further research is necessary in order to understand the coping strategies employed by vocational training teachers. The findings of this study offer guidance for the development of resources that can assist with learning and performing the work of a VT teacher, and for a better recognition of the work of VT teachers.

A Security Monitoring Framework For Virtualization Based HEP Infrastructures

NASA Astrophysics Data System (ADS)

Gomez Ramirez, A.; Martinez Pedreira, M.; Grigoras, C.; Betev, L.; Lara, C.; Kebschull, U.; ALICE Collaboration

2017-10-01

High Energy Physics (HEP) distributed computing infrastructures require automatic tools to monitor, analyze and react to potential security incidents. These tools should collect and inspect data such as resource consumption, logs and sequence of system calls for detecting anomalies that indicate the presence of a malicious agent. They should also be able to perform automated reactions to attacks without administrator intervention. We describe a novel framework that accomplishes these requirements, with a proof of concept implementation for the ALICE experiment at CERN. We show how we achieve a fully virtualized environment that improves the security by isolating services and Jobs without a significant performance impact. We also describe a collected dataset for Machine Learning based Intrusion Prevention and Detection Systems on Grid computing. This dataset is composed of resource consumption measurements (such as CPU, RAM and network traffic), logfiles from operating system services, and system call data collected from production Jobs running in an ALICE Grid test site and a big set of malware samples. This malware set was collected from security research sites. Based on this dataset, we will proceed to develop Machine Learning algorithms able to detect malicious Jobs.

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students

PubMed Central

Hew, Khe Foon; Tan, Cheng Yong

2016-01-01

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers’ pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools’ public posting of achievement data, tracking of school’s achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers’ pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons. PMID:27997593

Predictors of Information Technology Integration in Secondary Schools: Evidence from a Large Scale Study of More than 30,000 Students.

PubMed

Hew, Khe Foon; Tan, Cheng Yong

2016-01-01

The present study examined the predictors of information technology (IT) integration in secondary school mathematics lessons. The predictors pertained to IT resource availability in schools, school contextual/institutional variables, accountability pressure faced by schools, subject culture in mathematics, and mathematics teachers' pedagogical beliefs and practices. Data from 32,256 secondary school students from 2,519 schools in 16 developed economies who participated in the Program for International Student Assessment (PISA) 2012 were analyzed using hierarchical linear modeling (HLM). Results showed that after controlling for student-level (gender, prior academic achievement and socioeconomic status) and school-level (class size, number of mathematics teachers) variables, students in schools with more computers per student, with more IT resources, with higher levels of IT curricular expectations, with an explicit policy on the use of IT in mathematics, whose teachers believed in student-centered teaching-learning, and whose teachers provided more problem-solving activities in class reported higher levels of IT integration. On the other hand, students who studied in schools with more positive teacher-related school learning climate, and with more academically demanding parents reported lower levels of IT integration. Student-related school learning climate, principal leadership behaviors, schools' public posting of achievement data, tracking of school's achievement data by administrative authorities, and pedagogical and curricular differentiation in mathematics lessons were not related to levels of IT integration. Put together, the predictors explained a total of 15.90% of the school-level variance in levels of IT integration. In particular, school IT resource availability, and mathematics teachers' pedagogical beliefs and practices stood out as the most important determinants of IT integration in mathematics lessons.

5 CFR 9701.354 - Setting pay upon demotion.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Setting pay upon demotion. 9701.354 Section 9701.354 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Pay Administration § 9701.354 Setting pay...

5 CFR 9701.351 - Setting an employee's starting pay.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Setting an employee's starting pay. 9701.351 Section 9701.351 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES... SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Pay Administration § 9701.351 Setting...

5 CFR 9701.353 - Setting pay upon promotion.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Setting pay upon promotion. 9701.353 Section 9701.353 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Pay Administration § 9701.353 Setting pay...

The many facets of motor learning and their relevance for Parkinson's disease.

PubMed

Marinelli, Lucio; Quartarone, Angelo; Hallett, Mark; Frazzitta, Giuseppe; Ghilardi, Maria Felice

2017-07-01

The final goal of motor learning, a complex process that includes both implicit and explicit (or declarative) components, is the optimization and automatization of motor skills. Motor learning involves different neural networks and neurotransmitters systems depending on the type of task and on the stage of learning. After the first phase of acquisition, a motor skill goes through consolidation (i.e., becoming resistant to interference) and retention, processes in which sleep and long-term potentiation seem to play important roles. The studies of motor learning in Parkinson's disease have yielded controversial results that likely stem from the use of different experimental paradigms. When a task's characteristics, instructions, context, learning phase and type of measures are taken into consideration, it is apparent that, in general, only learning that relies on attentional resources and cognitive strategies is affected by PD, in agreement with the finding of a fronto-striatal deficit in this disease. Levodopa administration does not seem to reverse the learning deficits in PD, while deep brain stimulation of either globus pallidus or subthalamic nucleus appears to be beneficial. Finally and most importantly, patients with PD often show a decrease in retention of newly learned skill, a problem that is present even in the early stages of the disease. A thorough dissection and understanding of the processes involved in motor learning is warranted to provide solid bases for effective medical, surgical and rehabilitative approaches in PD. Copyright © 2017 International Federation of Clinical Neurophysiology. All rights reserved.

Remarks of Jo Anne B. Barnhart, Assistant Secretary, Administration for Children and Families, U.S. Department of Health and Human Services before the National Association of Child Care Resource and Referral Agencies (Washington, D.C., February 20, 1992).

ERIC Educational Resources Information Center

Barnhart, Jo Anne B.

One of the goals of the America 2000 initiative is that by the year 2000, all children in the United States will start school ready to learn. Child care will play a major role in the achievement of this goal due to the fact that nearly half of all preschool children spend a significant portion of time in child care settings outside of the home.…

Supporting Interoperability and Context-Awareness in E-Learning through Situation-Driven Learning Processes

ERIC Educational Resources Information Center

Dietze, Stefan; Gugliotta, Alessio; Domingue, John

2009-01-01

Current E-Learning technologies primarily follow a data and metadata-centric paradigm by providing the learner with composite content containing the learning resources and the learning process description, usually based on specific metadata standards such as ADL SCORM or IMS Learning Design. Due to the design-time binding of learning resources,…

eLearning resources to supplement postgraduate neurosurgery training.

PubMed

Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

2017-02-01

In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive eLearning platforms offering didactic modules with clear learning objectives are rare. Two decades after the rise of eLearning in neurosurgery, some promising solutions are readily available, but the potential of eLearning has not yet been sufficiently exploited.

Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance.

PubMed

Chen, Patricia; Chavez, Omar; Ong, Desmond C; Gunderson, Brenda

2017-06-01

Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class.

How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G.

2015-01-01

In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…

5 CFR 9701.352 - Use of highest previous rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Use of highest previous rate. 9701.352 Section 9701.352 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Pay Administration § 9701.352 Use of...

Stochastic Averaging for Constrained Optimization With Application to Online Resource Allocation

NASA Astrophysics Data System (ADS)

Chen, Tianyi; Mokhtari, Aryan; Wang, Xin; Ribeiro, Alejandro; Giannakis, Georgios B.

2017-06-01

Existing approaches to resource allocation for nowadays stochastic networks are challenged to meet fast convergence and tolerable delay requirements. The present paper leverages online learning advances to facilitate stochastic resource allocation tasks. By recognizing the central role of Lagrange multipliers, the underlying constrained optimization problem is formulated as a machine learning task involving both training and operational modes, with the goal of learning the sought multipliers in a fast and efficient manner. To this end, an order-optimal offline learning approach is developed first for batch training, and it is then generalized to the online setting with a procedure termed learn-and-adapt. The novel resource allocation protocol permeates benefits of stochastic approximation and statistical learning to obtain low-complexity online updates with learning errors close to the statistical accuracy limits, while still preserving adaptation performance, which in the stochastic network optimization context guarantees queue stability. Analysis and simulated tests demonstrate that the proposed data-driven approach improves the delay and convergence performance of existing resource allocation schemes.

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

PubMed

Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

NASA Astrophysics Data System (ADS)

Foster, J.; Connolly, R.

2017-12-01

WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

PubMed

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2016-01-01

Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

Motivational Factors in Self-Directed Informal Learning from Online Learning Resources

ERIC Educational Resources Information Center

Song, Donggil; Bonk, Curtis J.

2016-01-01

Learning is becoming more self-directed and informal with the support of emerging technologies. A variety of online resources have promoted informal learning by allowing people to learn on demand and just when needed. It is significant to understand self-directed informal learners' motivational aspects, their learning goals, obstacles, and…

Context-Adaptive Learning Designs by Using Semantic Web Services

ERIC Educational Resources Information Center

Dietze, Stefan; Gugliotta, Alessio; Domingue, John

2007-01-01

IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

Impact of e-resources on learning in biochemistry: first-year medical students' perceptions.

PubMed

Varghese, Joe; Faith, Minnie; Jacob, Molly

2012-05-16

E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum.

Impact of e-resources on learning in biochemistry: first-year medical students’ perceptions

PubMed Central

2012-01-01

Background E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students’ perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). Conclusions We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum. PMID:22510159

Use of Electronic Resources for Psychiatry Clerkship Learning: A Medical Student Survey.

PubMed

Snow, Caitlin E; Torous, John; Gordon-Elliott, Janna S; Penzner, Julie B; Meyer, Fermonta; Boland, Robert

2017-10-01

The primary aim of this study is to examine medical students' use patterns, preferences, and perceptions of electronic educational resources available for psychiatry clerkship learning. Eligible participants included medical students who had completed the psychiatry clerkship during a 24-month period. An internet-based questionnaire was used to collect information regarding the outcomes described above. A total of 68 medical students responded to the survey. Most respondents reported high utilization of electronic resources on an array of devices for psychiatry clerkship learning and indicated a preference for electronic over print resources. The most commonly endorsed barriers to the use of electronic resources were that the source contained irrelevant and non-specific content, access was associated with a financial cost, and faculty guidance on recommended resources was insufficient. Respondents indicated a wish for more psychiatry-specific electronic learning resources. The authors' results suggest that a demand exists for high-quality electronic and portable learning tools that are relevant to medical student education in psychiatry. Psychiatry educators are usefully positioned to be involved in the development of such resources.

Neuroprotection and mechanisms of atractylenolide III in preventing learning and memory impairment induced by chronic high-dose homocysteine administration in rats.

PubMed

Zhao, H; Ji, Z-H; Liu, C; Yu, X-Y

2015-04-02

Studies demonstrated that chronic high-dose homocysteine administration induced learning and memory impairment in animals. Atractylenolide III (Aen-III), a neuroprotective constituent of Atractylodis macrocephalae Koidz, was isolated in our previous study. In this study, we investigated potential benefits of Aen-III in preventing learning and memory impairment following chronic high-dose homocysteine administration in rats. Results showed that administration of Aen-III significantly ameliorated learning and memory impairment induced by chronic high-dose homocysteine administration in rats, decreased homocysteine-induced reactive oxygen species (ROS) formation and restored homocysteine-induced decrease of phosphorylated protein kinase C expression level. Moreover, Aen-III protected primary cultured neurons from apoptotic death induced by homocysteine treatment. This study provides the first evidence for the neuroprotective effect of Aen-III in preventing learning and impairment induced by chronic administration of homocysteine. Aen-III may have therapeutic potential in treating homocysteine-mediated cognitive impairment and neuronal injury. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.

Elementary Health: Authorized Resources Annotated List.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This comprehensive, annotated resource list is designed to assist in selecting resources authorized by the Alberta (Canada) Education Department for the elementary health classroom (Grades 1-6). Within each grade and topic, annotated entries for basic learning resources are listed, followed by support learning resources and authorized teaching…

Promoting E-Learning for Human Resource Development in Korea.

ERIC Educational Resources Information Center

Lee, Soo-Kyoung

In Korea, e-learning is becoming increasingly prevalent and spreading into various aspects of human resources development. Korea's Ministry of Education and Human Resources Development (MOEHRD) and Ministry of Labor (MOL) have been especially active in establishing the legal basis and institutional framework to make e-learning a reality.…

JointZone: Users' Views of an Adaptive Online Learning Resource for Rheumatology

ERIC Educational Resources Information Center

Maier, Pat; Armstrong, Ray; Hall, Wendy; Ng, Muan Hong

2005-01-01

This paper describes an online learning resource for rheumatology that was designed for a wide constituency of users including primarily undergraduate medical students and health professionals. Although the online resources afford an informal learning environment, the site was pedagogically designed to comply with the general recommendations of…

Adaptive Learning Resources Sequencing in Educational Hypermedia Systems

ERIC Educational Resources Information Center

Karampiperis, Pythagoras; Sampson, Demetrios

2005-01-01

Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation Model, is required. Although, some efforts have…

Learning Resources for Community Education: Design Notes on Delivery Systems.

ERIC Educational Resources Information Center

Bhola, H. S.

A comprehensive and adaptable system of organizational arrangements is proposed in this document that will enable educational planners in Latin American countries to develop and deliver learning resources for community education and community action programs. A three-tier system of learning resources centers for community education is described.…

Parenting styles and learned resourcefulness of Turkish adolescents.

PubMed

Türkel, Yeşim Deniz; Tezer, Esin

2008-01-01

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.

Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. REL 2014-019

ERIC Educational Resources Information Center

Irwin, Clare W.; O'Dwyer, Laura; Cook, Kyle DeMeo

2014-01-01

The Early Childhood Educator Survey and the Early Childhood Administrator Survey allow users to collect consistent data on the use of child assessments and learning standards in early childhood learning settings. Each survey includes modules on educator/administrator background information, assessment use, and learning standards implementation.…

5 CFR 9701.401 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM (DEPARTMENT OF HOMELAND SECURITY-OFFICE OF PERSONNEL MANAGEMENT) DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES... adequate resources are allocated for the design, implementation, and administration of the performance...

5 CFR 9701.301 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM (DEPARTMENT OF HOMELAND SECURITY-OFFICE OF PERSONNEL MANAGEMENT) DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES... resources are allocated for the design, implementation, and administration of the performance management...

Administrative support of novice science teachers: A multiple case study

NASA Astrophysics Data System (ADS)

Iacuone, Leann

Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional practice. Administrators whom the novice science teachers perceived as supportive visited the classroom for observations, answered questions posed by the new teachers, and engaged the novice science teachers in conversation. The study offered 6 recommendations for administrators to enhance the development of novice science teachers at their school sites for the retention of those teachers in order to increase student engagement within the classroom setting, leading to higher student achievement.

Factors related to the economic sustainability of two-year chemistry-based technology training programs

NASA Astrophysics Data System (ADS)

Backus, Bridgid A.

Two-year chemistry-based technology training (CBTT) programs in the U.S. are important in the preparation of the professional technical workforce. The purpose of this study was to identify, examine, and analyze factors related to the economic sustainability of CBTT programs. A review of literature identified four clustered categories of 31 sub-factors related to program sustainability. Three research questions relating to program sustainability were: (1) What is the relative importance of the identified factors?, (2) What differences exist between the opinions of administrators and faculty?, and (3) What are the interrelationships among the factors? In order to answer these questions, survey data gathered from CBTT programs throughout the United States were analyzed statistically. Conclusions included the following: (1) Rank order of the importance to sustainability of the clustered categories was: (1) Partnerships, (2) Employer and Student Educational Goals, (3) Faculty and Their Resources, and (4) Community Perceptions and Marketing Strategies. (2) Significant correlations between ratings of sustainability and the sub-factors included: degree of partnering, college responsiveness, administration involvement in partnerships, experiential learning opportunities, employer input in curriculum development, use of skill standards, number of program graduates, student job placement, professional development opportunities, administrator support, presence of a champion, flexible scheduling, program visibility, perception of chemical technicians, marketing plans, and promotion to secondary students. (3) Faculty and administrators differed significantly on only two sub-factor ratings: employer assisted curriculum development, and faculty workloads. (4) Significant differences in ratings by small program faculty and administrators and large program faculty and administrators were indicated, with most between small program faculty and large program administrators. The study concluded with suggestions for educators, employers, professional organizations, and legislators. These suggestions included: Educators should work collaboratively in partnerships to encourage employer input, internships, and job placement of graduates. Programs should be supported by administrators and continued outside resources. Professional development opportunities should be afforded to faculty, along with reasonable workloads. Programs need high community visibility and should be promoted to secondary students. Finally, program size should be considered when adopting strategies for CBTT program sustainability.

7 CFR 2.91 - Director, Office of Human Resources Management.

Code of Federal Regulations, 2013 CFR

2013-01-01

... decisions in any human resources matter so redelegated. (22) Related to Ethics. Provide administrative... 7 Agriculture 1 2013-01-01 2013-01-01 false Director, Office of Human Resources Management. 2.91... Secretary for Administration § 2.91 Director, Office of Human Resources Management. (a) Delegations...

7 CFR 2.91 - Director, Office of Human Resources Management.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 1 2011-01-01 2011-01-01 false Director, Office of Human Resources Management. 2.91... Secretary for Administration § 2.91 Director, Office of Human Resources Management. (a) Delegations... Assistant Secretary for Administration to the Director, Office of Human Resources Management: (1) Formulate...

7 CFR 2.91 - Director, Office of Human Resources Management.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 1 2014-01-01 2014-01-01 false Director, Office of Human Resources Management. 2.91... Secretary for Administration § 2.91 Director, Office of Human Resources Management. (a) Delegations... Assistant Secretary for Administration to the Director, Office of Human Resources Management: (1) Formulate...

7 CFR 2.91 - Director, Office of Human Resources Management.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 1 2012-01-01 2012-01-01 false Director, Office of Human Resources Management. 2.91... Secretary for Administration § 2.91 Director, Office of Human Resources Management. (a) Delegations... Assistant Secretary for Administration to the Director, Office of Human Resources Management: (1) Formulate...

Leadership Perspectives on Operationalizing the Learning Health Care System in an Integrated Delivery System.

PubMed

Psek, Wayne; Davis, F Daniel; Gerrity, Gloria; Stametz, Rebecca; Bailey-Davis, Lisa; Henninger, Debra; Sellers, Dorothy; Darer, Jonathan

2016-01-01

Healthcare leaders need operational strategies that support organizational learning for continued improvement and value generation. The learning health system (LHS) model may provide leaders with such strategies; however, little is known about leaders' perspectives on the value and application of system-wide operationalization of the LHS model. The objective of this project was to solicit and analyze senior health system leaders' perspectives on the LHS and learning activities in an integrated delivery system. A series of interviews were conducted with 41 system leaders from a broad range of clinical and administrative areas across an integrated delivery system. Leaders' responses were categorized into themes. Ten major themes emerged from our conversations with leaders. While leaders generally expressed support for the concept of the LHS and enhanced system-wide learning, their concerns and suggestions for operationalization where strongly aligned with their functional area and strategic goals. Our findings suggests that leaders tend to adopt a very pragmatic approach to learning. Leaders expressed a dichotomy between the operational imperative to execute operational objectives efficiently and the need for rigorous evaluation. Alignment of learning activities with system-wide strategic and operational priorities is important to gain leadership support and resources. Practical approaches to addressing opportunities and challenges identified in the themes are discussed. Continuous learning is an ongoing, multi-disciplinary function of a health care delivery system. Findings from this and other research may be used to inform and prioritize system-wide learning objectives and strategies which support reliable, high value care delivery.

How online learning modules can improve the representational fluency and conceptual understanding of university physics students

NASA Astrophysics Data System (ADS)

Hill, M.; Sharma, M. D.; Johnston, H.

2015-07-01

The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware of their learning processes. In particular, the representations-focussed modules offer more advantages.

The Comparison of Students' Satisfaction between Ubiquitous and Web-Based Learning Environments

ERIC Educational Resources Information Center

Virtanen, Mari Aulikki; Kääriäinen, Maria; Liikanen, Eeva; Haavisto, Elina

2017-01-01

Higher education is moving towards digitalized learning. The rapid development of technological resources, devices and wireless networks enables more flexible opportunities to study and learn in innovative learning environments. New technologies enable combining of authentic and virtual learning spaces and digital resources as multifunctional…

Designing and Integrating Reusable Learning Objects for Meaningful Learning: Cases from a Graduate Programme

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling

2017-01-01

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning…

75 FR 2549 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-15

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS ACTION: Notice of Noncompetitive Replacement Award to Regional Health Care Affiliates. SUMMARY: The Health Resources and Services...

76 FR 1441 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-10

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Noncompetitive Replacement Awards to Sunset Park Health Council, Inc. SUMMARY: The Health Resources and Services...

76 FR 17139 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-28

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Noncompetitive Replacement Awards to Sunset Park Health Council, Inc. SUMMARY: The Health Resources and Services...

Demonstrating DREAM: A Digital Resource Exchange about Music

ERIC Educational Resources Information Center

Upitis, Rena; Boese, Karen; Abrami, Philip C.

2015-01-01

The Digital Resource Exchange About Music (DREAM) is an online tool for exchanging information about digital learning tools for music education. DREAM was designed by our team to encourage music teachers to learn about digital resources related to learning to play a musical instrument, both in classroom and independent music studio settings. In…

Designing a Resource Evolution Support System for Open Knowledge Communities

ERIC Educational Resources Information Center

Yang, Xianmin; Yu, Shengquan

2015-01-01

The continuous generation and evolution of digital learning resources is important for promoting open learning and meeting the personalized needs of learners. In the Web 2.0 era, open and collaborative authoring is becoming a popular method by which to create vast personalized learning resources in open knowledge communities (OKCs). However, the…

Understanding Motivational System in Open Learning: Learners' Engagement with a Traditional Chinese-Based Open Educational Resource System

ERIC Educational Resources Information Center

Huang, Wenhao David; Wu, Chorng-Guang

2017-01-01

Learning has embraced the "open" process in recent years, as many educational resources are made available for free online. Existing research, however, has not provided sufficient evidence to systematically improve open learning interactions and engagement in open educational resource (OER) systems. This deficiency presents two…

A Naive Bayes Approach for Converging Learning Objects with Open Educational Resources

ERIC Educational Resources Information Center

Sabitha, A. Sai; Mehrotra, Deepti; Bansal, Abhay; Sharma, B. K.

2016-01-01

Open educational resources (OER) are digitised material freely available to the students and self learners. Many institutions had initiated in incorporating these OERs in their higher educational system, to improve the quality of teaching and learning. These resources promote individualised study, collaborative learning. If they are coupled with…

Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach

ERIC Educational Resources Information Center

Kennett, Deborah J.; Keefer, Kateryna

2006-01-01

This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

Methods and Frequency of Sharing of Learning Resources by Medical Students

ERIC Educational Resources Information Center

Judd, Terry; Elliott, Kristine

2017-01-01

University students have ready access to quality learning resources through learning management systems (LMS), online library collections and generic search tools. However, anecdotal evidence suggests they sometimes turn to peer-based sharing rather than sourcing resources directly. We know little about this practice--how common it is, what sort…

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

ERIC Educational Resources Information Center

Stroupe, David

2016-01-01

I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

Producing Educational Learning Media Resources for Karen Children

ERIC Educational Resources Information Center

Chutataweesawas, Sirikoy; Tanchareon, Sumate; Wilang, Jeffrey Dawala

2018-01-01

To create appropriate educational learning media resources for the Karen community in Chiang Mai, Thailand, a project called 'The Research and Development Process of Multimedia Learning Resources' was initiated by a group of researchers from a top-ranked university in Bangkok. It consisted of picture books and an animation film derived from oral…

Getting educated: e-learning resources in the design and execution of surgical trials.

PubMed

Bains, Simrit

2009-01-01

An evidence-based approach to research, which includes important aspects such as critical appraisal, is essential for the effective conduct of clinical trials. Researchers who are interested in educating themselves about its principles in order to incorporate them into their trials face challenges when attempting to acquire this information from traditional learning sources. E-learning resources offer an intriguing possibility of overcoming the challenges posed by traditional learning, and show promise as a way to expand accessibility to quality education about evidence-based principles. An assessment of existing e-learning resources reveals positive educational avenues for researchers, although significant flaws exist. The Global EducatorTM by Global Research Solutions addresses many of these flaws and is an e-learning resource that combines convenience with comprehensiveness.

Ecosystem management: A comparison of greater yellowstone and georges bank

NASA Astrophysics Data System (ADS)

Burroughs, Richard H.; Clark, Tim W.

1995-09-01

Ecosystem management links human activities with the functioning of natural environments over large spatial and temporal scales. Our examination of Greater Yellowstone and Georges Bank shows similarities exist between human uses, administrative characteristics, and some biophysical features. Each region faces growing pressures to replace traditional extractive uses with more sustainable extractive or noncommodity uses coupled with concern about endangered species. Ecosystem management as a set of practical guidelines for making decisions under evolving expectations is far from complete, and it embodies new demands on individuals and institutions. In each system these challenges are considered relative to: the public's symbolic understanding of the management challenge, ecosystem management ambiguities, information availability, information use, administrative setting, and learning capabilities of governance organizations Progress in making ecosystem management operational may occur as refinements in content and approach make it an increasingly attractive option for resource users, the public, and government officials.

77 FR 72350 - Delegation of Authorities

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-05

... following paragraph: f. The Health Resources and Services Administration shall exercise the authority under... DEPARTMENT OF HEALTH AND HUMAN SERVICES Delegation of Authorities Notice is hereby given that I have delegated to the Administrator, Health Resources and Services Administration (HRSA), the...

Project-based faculty development for e-learning.

PubMed

Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

2016-12-01

The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

75 FR 53701 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-01

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Non-competitive Replacement Awards to Sunset Park Health Council, Inc. SUMMARY: The Health Resources and Services...

75 FR 32797 - Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-09

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Center Program AGENCY: Health Resources and Services Administration, HHS. ACTION: Notice of Noncompetitive Replacement Awards to Albany Area Primary Health Care, Inc. SUMMARY: The Health Resources and Services...

75 FR 1792 - Maternal and Child Health Bureau

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-13

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Maternal and Child Health Bureau AGENCY: Health Resources and Services Administration (HRSA), HHS. ACTION: Notice of Non-competitive Supplemental Funding to Georgetown University. SUMMARY: The Health Resources and...

30 CFR 1241.73 - How may I appeal the Administrative Law Judge's decision?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 3 2013-07-01 2013-07-01 false How may I appeal the Administrative Law Judge's decision? 1241.73 Section 1241.73 Mineral Resources OFFICE OF NATURAL RESOURCES REVENUE, DEPARTMENT OF THE INTERIOR NATURAL RESOURCES REVENUE PENALTIES Penalties for Federal and Indian Oil and Gas Leases General...

30 CFR 1241.73 - How may I appeal the Administrative Law Judge's decision?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 3 2014-07-01 2014-07-01 false How may I appeal the Administrative Law Judge's decision? 1241.73 Section 1241.73 Mineral Resources OFFICE OF NATURAL RESOURCES REVENUE, DEPARTMENT OF THE INTERIOR NATURAL RESOURCES REVENUE PENALTIES Penalties for Federal and Indian Oil and Gas Leases General...

30 CFR 1241.73 - How may I appeal the Administrative Law Judge's decision?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 3 2012-07-01 2012-07-01 false How may I appeal the Administrative Law Judge's decision? 1241.73 Section 1241.73 Mineral Resources OFFICE OF NATURAL RESOURCES REVENUE, DEPARTMENT OF THE INTERIOR NATURAL RESOURCES REVENUE PENALTIES Penalties for Federal and Indian Oil and Gas Leases General...

Development of global health education at Johns Hopkins University School of Medicine: a student-driven initiative.

PubMed

Moran, Dane; Edwardson, Jill; Cuneo, Charles Nicholas; Tackett, Sean; Aluri, James; Kironji, Antony; Cox, Jacob; Carroll, Bryn; Lie, Erina; Fofana, Mariam; Bollinger, Robert C; Ziegelstein, Roy C; Chen, Chi C G

2015-01-01

Global health is increasingly present in the formal educational curricula of medical schools across North America. In 2008, students at Johns Hopkins University School of Medicine (JHUSOM) perceived a lack of structured global health education in the existing curriculum and began working with the administration to enhance global health learning opportunities, particularly in resource-poor settings. Key events in the development of global health education have included the introduction of a global health intersession mandatory for all first-year students; required pre-departure ethics training for students before all international electives; and the development of a clinical global health elective (Global Health Leadership Program, GHLP). The main challenges to improving global health education for medical students have included securing funding, obtaining institutional support, and developing an interprofessional program that benefits from the resources of the Schools of Medicine, Public Health, and Nursing. Strategies used included objectively demonstrating the need for and barriers to more structured global health experiences; obtaining guidance and modifying existing resources from other institutions and relevant educational websites; and harnessing institution-specific strengths including the large Johns Hopkins global research footprint and existing interprofessional collaborations across the three schools. The Johns Hopkins experience demonstrates that with a supportive administration, students can play an important and effective role in improving global health educational opportunities. The strategies we used may be informative for other students and educators looking to implement global health programs at their own institutions.

Pupil Science Learning in Resource-Based e-Learning Environments

ERIC Educational Resources Information Center

So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

Does Supply Always Come on the Heels of Demand? Matches and Mismatches in E-Learning

ERIC Educational Resources Information Center

Sridharan, Bhavani; Deng, Hepu; Kinshuk

2014-01-01

Developing sustainable e-learning requires a better understanding of the perceptions and preferences of e-learning providers and e-learners on the four crucial dimensions for elearning success including pedagogies, technologies, learning resources and management of learning resources. There is, however, little research on evaluating whether these…

Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Winter 1970.

ERIC Educational Resources Information Center

Portola Inst., Inc., Menlo Park, CA.

Imaginative learning resources of various types are reported in this catalog under the subject headings of process learning, education environments, classroom materials and methods, home learning, and self discovery. Books reviewed are on the subjects of superstition, Eastern religions, fairy tales, philosophy, creativity, poetry, child care,…

Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

ERIC Educational Resources Information Center

Lyman, Emily

2013-01-01

In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

Process and outcomes evaluation of retention strategies within a nursing workforce diversity project.

PubMed

Escallier, Lori A; Fullerton, Judith T

2009-09-01

A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.

Learning about water resource sharing through game play

NASA Astrophysics Data System (ADS)

Ewen, Tracy; Seibert, Jan

2016-10-01

Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

43 CFR 4.400 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... the Office of Natural Resources Revenue. Office or officer includes “administrative law judge” or... used in this subpart: Administrative law judge means an administrative law judge in the Office of... Assistant Secretary—Natural Resources Revenue, or any successor organization, as appropriate. Last address...

43 CFR 4.400 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... the Office of Natural Resources Revenue. Office or officer includes “administrative law judge” or... used in this subpart: Administrative law judge means an administrative law judge in the Office of... Assistant Secretary—Natural Resources Revenue, or any successor organization, as appropriate. Last address...

43 CFR 4.400 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... the Office of Natural Resources Revenue. Office or officer includes “administrative law judge” or... used in this subpart: Administrative law judge means an administrative law judge in the Office of... Assistant Secretary—Natural Resources Revenue, or any successor organization, as appropriate. Last address...

43 CFR 4.400 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... the Office of Natural Resources Revenue. Office or officer includes “administrative law judge” or... used in this subpart: Administrative law judge means an administrative law judge in the Office of... Assistant Secretary—Natural Resources Revenue, or any successor organization, as appropriate. Last address...

75 FR 17920 - Agency Information Collection Activities: Proposed Collection: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-08

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency... Services Administration (HRSA) publishes periodic summaries of proposed projects being developed for...: National Health Service Corps Alumni Initiative--New The Health Resources and Services Administration's...

47 CFR 52.15 - Central office code administration.

Code of Federal Regulations, 2011 CFR

2011-10-01

... assignment databases; (3) Conducting the Numbering Resource Utilization and Forecast (NRUF) data collection... telecommunications carrier that receives numbering resources from the NANPA, a Pooling Administrator or another... Administrator. (2) State commissions may investigate and determine whether service providers have activated...

47 CFR 52.15 - Central office code administration.

Code of Federal Regulations, 2014 CFR

2014-10-01

... assignment databases; (3) Conducting the Numbering Resource Utilization and Forecast (NRUF) data collection... telecommunications carrier that receives numbering resources from the NANPA, a Pooling Administrator or another... Administrator. (2) State commissions may investigate and determine whether service providers have activated...

47 CFR 52.15 - Central office code administration.

Code of Federal Regulations, 2013 CFR

2013-10-01

... assignment databases; (3) Conducting the Numbering Resource Utilization and Forecast (NRUF) data collection... telecommunications carrier that receives numbering resources from the NANPA, a Pooling Administrator or another... Administrator. (2) State commissions may investigate and determine whether service providers have activated...

5 CFR 9701.332 - Locality rate supplements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Locality rate supplements. 9701.332 Section 9701.332 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Locality and Special Rate Supplements...

5 CFR 9701.345 - Developmental pay adjustments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Developmental pay adjustments. 9701.345 Section 9701.345 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Performance-Based Pay § 9701.345...

5 CFR 9701.342 - Performance pay increases.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Performance pay increases. 9701.342 Section 9701.342 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Performance-Based Pay § 9701.342...

5 CFR 9701.333 - Special rate supplements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Special rate supplements. 9701.333 Section 9701.333 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Locality and Special Rate Supplements...

5 CFR 9701.363 - Special staffing payments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Special staffing payments. 9701.363 Section 9701.363 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Special Payments § 9701.363 Special...

5 CFR 9701.362 - Special assignment payments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Special assignment payments. 9701.362 Section 9701.362 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Special Payments § 9701.362 Special...

Usability Testing of a Multimedia e-Learning Resource for Electrolyte and Acid-Base Disorders

ERIC Educational Resources Information Center

Davids, Mogamat Razeen; Chikte, Usuf; Grimmer-Somers, Karen; Halperin, Mitchell L.

2014-01-01

The usability of computer interfaces may have a major influence on learning. Design approaches that optimize usability are commonplace in the software development industry but are seldom used in the development of e-learning resources, especially in medical education. We conducted a usability evaluation of a multimedia resource for teaching…

Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

ERIC Educational Resources Information Center

Andrews, Judith; Eade, Eleanor

2013-01-01

Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

Navigation Support and Social Visualization for Personalized E-Learning

ERIC Educational Resources Information Center

Hsiao, I-Han

2012-01-01

A large number of educational resources is now made available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produced at least two problems: how to help students to find the most appropriate resources and how to engage them into using these resources and benefit from them.…

Migrant Child Education. Learning Activities Direct Instruction K-8.

ERIC Educational Resources Information Center

Wheelock, Warren H., Ed.

The two major parts of a publication resulting from the 14th annual Arizona Migrant Child Teacher and Aide Institute discuss learning centers and resource units and provide four K-3 resource units, and three resource units for grades 4-8. Institute participants from 1983 and earlier years are listed. The discussion of learning centers as…

Web-Based Learning Materials for Higher Education: The MERLOT Repository

ERIC Educational Resources Information Center

Orhun, Emrah

2004-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a web-based open resource designed primarily for faculty and students in higher education. The resources in MERLOT include over 8,000 learning materials and support materials from a wide variety of disciplines that can be integrated within the context of a larger course.…

Open Education Resources and Mobile Technology to Narrow the Learning Divide

ERIC Educational Resources Information Center

Ally, Mohamed; Samaka, Mohammed

2013-01-01

As the world becomes more digitized, there will be an increasing need to make available learning resources in electronic format for access by information and communication technologies. The question education will face is whether these learning resources will be available for learners to access at no cost or affordable cost so that there will be…

Instructional Strategies and Resource Utility in Language Teaching among Basic Educators in 21st Century Nigeria

ERIC Educational Resources Information Center

Ofodu, Graceful Onovughe

2012-01-01

Learning in the twenty-first century demands learning skills, strategies and utilizing resources which learners can deploy when they leave the school environment. The paper investigates the instructional strategies and resources employed by teachers in teaching and learning English Studies at the basic level of Nigeria's educational system. It…

Correlate of Resource Utilization and Students' Learning Outcome in Colleges of Education in South West Nigeria

ERIC Educational Resources Information Center

Ibukun, W. O.; Akinfolarin, C. A.; Alimi, O. S.

2011-01-01

This study investigated resource utilisation in vocational and technical education as a correlate of student learning outcome in selected colleges of education in south west Nigeria. The study examined the relationship between time, space and physical resource utilisation and perceived student learning outcome. The study used the descriptive…

An Efficient Approach to Improve the Usability of e-Learning Resources: The Role of Heuristic Evaluation

ERIC Educational Resources Information Center

Davids, Mogamat Razeen; Chikte, Usuf M. E.; Halperin, Mitchell L.

2013-01-01

Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated…

Knowledge Visualization for Self-Regulated Learning

ERIC Educational Resources Information Center

Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

2011-01-01

The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

Learning Shifts of School Administrators Who Moved from Traditional Schools to Charter Schools

ERIC Educational Resources Information Center

Castillo-Alves, Blanca A.

2017-01-01

In the current research, there are missing voices of traditional administrators who transitioned into charter administration. This qualitative study included eight participants who are or were administrators in a large urban district in California with the purpose of understanding their experiences and differences in terms of how they learned to…

Lessons from Providing Professional Development in Remote Sensing for Community College Instructors

NASA Astrophysics Data System (ADS)

Allen, J. E.

2014-12-01

Two-year colleges and Tribal colleges are important centers for workforce education and training. A professional development program funded by the National Science Foundation's Advanced Technological Education Program, 2007-2011 and 2012-2015, is providing the resources needed by instructors at those colleges to develop courses and programs in remote sensing. The highly successful program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" will complete its currently funded work in May 2015. 76 instructors of Geographic Information Systems (GIS) from all over the country will have been served. Each of them will have spent 18 months on the project, participating in two Summer Institutes at NASA and USGS and in monthly webinars on science and technology of remote sensing. iGETT-RS participants have created their own exercises and "concept modules" for the classroom, and many have created new courses and new programs across the country. As the external evaluator for iGETT-RS expressed it, the impact on project participants can "only be described as transformational." Viewers of this presentation will learn about the iGETT-RS project design and approach; successes, failures and lessons learned by the staff; and how to access the workshop materials and participant-authored classroom resources. Viewers will also learn about the Geospatial Technology Competency Model at the US Department of Labor, and about specifications for the Remote Sensing Model Course recently developed by the National Geospatial Technology Center to provide invaluable frameworks for faculty, students, administrators and employers.

Blended Learning and Student Engagement in an Urban High School

ERIC Educational Resources Information Center

Johnson, Courtney

2017-01-01

A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…

7 CFR 625.3 - Administration.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 6 2010-01-01 2010-01-01 false Administration. 625.3 Section 625.3 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE WATER RESOURCES HEALTHY FORESTS RESERVE PROGRAM § 625.3 Administration. (a) The regulations in...

7 CFR 625.3 - Administration.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 6 2012-01-01 2012-01-01 false Administration. 625.3 Section 625.3 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE WATER RESOURCES HEALTHY FORESTS RESERVE PROGRAM § 625.3 Administration. (a) The regulations in...

7 CFR 625.3 - Administration.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 6 2013-01-01 2013-01-01 false Administration. 625.3 Section 625.3 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE WATER RESOURCES HEALTHY FORESTS RESERVE PROGRAM § 625.3 Administration. (a) The regulations in...

5 CFR 9701.372 - Creating initial pay ranges.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Creating initial pay ranges. 9701.372 Section 9701.372 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Transitional Provisions § 9701.372 Creating...

Research and Conceptualization of Ontologies in Intelligent Learning Systems

ERIC Educational Resources Information Center

Deliyska, Boryana; Manoilov, Peter

2010-01-01

The intelligent learning systems provide direct customized instruction to the learners without the intervention of human tutors on the basis of Semantic Web resources. Principal roles use ontologies as instruments for modeling learning processes, learners, learning disciplines and resources. This paper examines the variety, relationships, and…

Using e-learning to enhance nursing students' pain management education.

PubMed

Keefe, Gemma; Wharrad, Heather J

2012-11-01

Absence of standardised pain curricula has led to wide diversity in the understanding and awareness of pain by healthcare students. Indeed pain management is frequently under-prioritised in nursing education, providing potential to negatively impact upon patient care. Yet the recent addition of Pain to the UK National Health Service's Essence of Care Benchmarks has highlighted the need to address this issue, and in response pain educators have called for the development of high quality, globally accessible e-learning resources in pain management. This study will determine the effectiveness of an e-learning intervention on pain management developed for nursing students. Two variants of an e-learning resource on pain management were developed, each containing the same core content but one with a section focusing on pain assessment and the other on pharmacological management. Nursing students (n=42) were randomly assigned to trial one resource, after which they undertook a questionnaire adapted (to ensure alignment with the content of the e-learning resources) from Ferrell and McCaffrey's Nurses Knowledge and Attitudes Towards Pain Survey. Scores were analysed for each resource and year of study, and compared with scores from a standard non-intervention group completing the questionnaire only (n=164). Scores averaged 19.2% higher for students undertaking the e-learning resources (p<0.005). Specifically, undertaking the assessment resource improved assessment knowledge more, whilst assignment to the treatment resource particularly enhanced pharmacological knowledge (p<0.005). Correlation was found between year of study and pain knowledge. Results support the effectiveness of the resources independent of voluntary-response bias. Conclusions recommend that introducing e-learning has substantial benefit to enhance pain education in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.

District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts

ERIC Educational Resources Information Center

Honig, Meredith I.

2008-01-01

School district central office administrators face unprecedented demands to become key supporters of efforts to improve teaching and learning districtwide. Some suggest that these demands mean that central offices, especially in midsized and large districts, should become learning organizations but provide few guides for how central offices might…

Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

ERIC Educational Resources Information Center

Lebenicnik, Maja; Pitt, Ian; Istenic Starcic, Andreja

2015-01-01

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources…

Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Summer 1970.

ERIC Educational Resources Information Center

Portola Inst., Inc., Menlo Park, CA.

Subtitled "Resources for Our Education", this catalog is aimed not only at the professional educator, but at anyone, young or old, who is interested in learning in its broadest sense. Items listed in the catalog include books, toys, structures, furniture, instructional aids, magazines, films, and any other resource which contains data about or…

Creating a Framework of a Resource-Based E-Learning Environment for Science Learning in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie W. M.

2012-01-01

Advancements in information and communications technology and the rapid expansion of the Internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources. This paper discusses the results of a study aimed at investigating how five teachers planned to integrate online resources in their teaching of…

The Impact of Resource Programs Upon the Self-Concept and Peer Acceptance of Learning Disabled Children

ERIC Educational Resources Information Center

Sheare, Joseph B.

1978-01-01

Experimental group consisted of learning disabled children in regular classes with resource room interventions. Control group consisted of non-learning disabled children stratified by sex and classrooms. The resource based program did not result in significant changes in either self-concept or peer acceptance after one year for the LD group.…

Implementing Elementary School Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Kennedy, Katheryn B.

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

75 FR 77906 - Agency Information Collection Activities: Proposed Collection; Comments Requested: Drug...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-14

..., Human Resources Division, Drug Enforcement Administration, 8701 Morrissette Drive, Springfield, VA 22152... collection: Form number: DEA Form 341. Component: Human Resources Division, Drug Enforcement Administration... Administration (DEA), will be submitting the following information collection request to the Office of Management...

17 CFR 200.25 - Office of Administrative and Personnel Management.

Code of Federal Regulations, 2010 CFR

2010-04-01

... develops, implements, and evaluates the Commission's programs for human resources and personnel management... human resources management, the Associate Executive Director of the Office of Administrative and... Administrative and Personnel Management (OAPM) is responsible for providing a wide variety of programs for human...

5 CFR 9701.305 - Bar on collective bargaining.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Bar on collective bargaining. 9701.305 Section 9701.305 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration General § 9701.305 Bar on collective...

5 CFR 9701.344 - Special within-band increases.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Special within-band increases. 9701.344 Section 9701.344 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Performance-Based Pay § 9701.344 Special...

A Mixed Methods Examination of the Relationship between Teacher and Administrator Perceptions of Their School as a Learning Organization and the Degree to Which Students Graduate "College-Ready"

ERIC Educational Resources Information Center

Inforna, Michael D.

2017-01-01

This study examined teacher and administrator perceptions of their school as a learning organization and the degree to which students graduate "college-ready." The study followed a mixed-methods design to explore the hypothesis that the extent to which teachers and administrators perceive their school as a learning organization is…

A Model for Local Experiential Learning: Workshop on Mangroves, Oceans & Climate in Kosrae

NASA Astrophysics Data System (ADS)

Maloney, A. E.; Sachs, J. P.; Barros, C.; Low, M.

2015-12-01

A curriculum for an intensive one-day workshop about mangroves, oceans, and climate has been developed for schoolteachers in the Federated States of Micronesia. The goals of the workshop are for teachers/attendees to be able to (i) explain what salinity is and describe how it varies from the ocean to the river, (ii) explain what a mangrove is and describe adaptations mangroves have developed that allow them to live in saline or brackish water, and adjust to changing sea level, and (iii) develop a grade-appropriate poster on mangroves or salinity and one interactive activity that uses the poster to engage students in learning. These objectives are accomplished by field trips to the ocean and mangrove swamp, where each participant learns how to measure salinity and identify mangrove species. The hands-on field component is followed by a poster development session where participants design, present, and share feedback on their posters that they will bring back to their classrooms. This experience allows schoolteachers to intimately explore their coastal ecosystems and gain new perspectives about their environment that they can take back to their students. The workshop was designed through a collaborative effort between Pacific Resources for Education and Learning (PREL) NSF Pacific Climate Education Partnership, University of Washington professors and graduate students and undergraduate students, Kosrae Department of Education, Kosrae Island Resource Management Authority (KIRMA), Kosrae Island Conservation and Safety Organization (KCSO), and local Kosraean schoolteachers and administrators. The workshop was offered to elementary school teachers from 4 of 5 school districts in 2013, 2014, and 2015, led by University of Washington scientists and PREL. Local education officials and PREL staff will lead future workshops.

A Model for Local Experiential Learning: Teacher Workshop on Mangroves, Oceans & Climate in Kosrae

NASA Astrophysics Data System (ADS)

Maloney, A. E.; Sachs, J. P.; Barros, C.; Low, M.

2016-02-01

A curriculum for an intensive one-day workshop about mangroves, oceans, and climate has been developed for school teachers in the Federated States of Micronesia. The goals of the workshop are for teachers/attendees to be able to (i) explain what salinity is and describe how it varies from the ocean to the river, (ii) explain what a mangrove is and describe adaptations mangroves have developed that allow them to live in saline or brackish water and adjust to changing sea level, and (iii) develop a grade-appropriate poster on mangroves or salinity and one interactive activity that uses the poster to engage students in learning. These objectives are accomplished by field trips to the ocean and mangrove swamp, where each participant learns how to measure salinity and identify mangrove species. The hands-on field component is followed by a poster development session where participants design, present, and share feedback on their posters that they will bring back to their classrooms. This experience allows schoolteachers to intimately explore their coastal ecosystems and gain new perspectives about their environment that they can take back to their students. The workshop was designed through a collaborative effort between Pacific Resources for Education and Learning (PREL) NSF Pacific Climate Education Partnership, University of Washington professors, graduate students and undergraduate students, Kosrae Department of Education, Kosrae Island Resource Management Authority (KIRMA), Kosrae Island Conservation and Safety Organization (KCSO), and local Kosraean schoolteachers and administrators. The workshop was offered to elementary school teachers from 4 of 5 school districts in 2013, 2014, and 2015, led by University of Washington scientists and PREL. Local education officials and PREL staff will lead future workshops.

Medical student surgery elective in rural Haiti: a novel approach to satisfying clerkship requirements while providing surgical care to an underserved population.

PubMed

Chin-Quee, Anthony; White, Laura; Leeds, Ira; MacLeod, Jana; Master, Viraj A

2011-04-01

The addition of global health programs to medical school training results in graduates with enhanced clinical skills and increased sensitivity to cost issues. Funding from U.S. medical schools has been unable to meet student demand, and therefore it is often a critical limiting factor to the lack of development of these programs. We describe an alternative approach for global health surgical training for medical students. Emory University medical students and faculty, in collaboration with Project Medishare for Haiti, planned, raised funds, and executed a successful short-term surgical camp to supplement available surgical services in rural Haiti. Learning objectives that satisfied Emory University School of Medicine surgery clerkship requirements were crafted, and third-year students received medical school credit for the trip. In the absence of house staff and placed in an under-resourced, foreign clinical environment, the surgical elective described here succeeded in meeting learning objectives for a typical third-year surgical clerkship. Objectives were met through a determined effort to ensure that home institution requirements were aligned properly with learning activities while students were abroad and through a close collaboration between medical students, faculty members, and the administration. Emory University's international surgery elective for medical students demonstrates that opportunities for supervised, independent student-learning and global health service can be integrated into a traditional surgical clerkship. These opportunities can be organized to meet the requirements and expectations for third-year surgery clerkships at other medical colleges. This work also identifies how such trips can be planned and executed in a manner that does not burden strained academic budgets with further demands on resources.

Ontology Mappings to Improve Learning Resource Search

ERIC Educational Resources Information Center

Gasevic, Dragan; Hatala, Marek

2006-01-01

This paper proposes an ontology mapping-based framework that allows searching for learning resources using multiple ontologies. The present applications of ontologies in e-learning use various ontologies (eg, domain, curriculum, context), but they do not give a solution on how to interoperate e-learning systems based on different ontologies. The…

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog

ERIC Educational Resources Information Center

Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

2008-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

Assessing the Application of Three-Dimensional Collaborative Technologies within an E-Learning Environment

ERIC Educational Resources Information Center

McArdle, Gavin; Bertolotto, Michela

2012-01-01

Today, the Internet plays a major role in distributing learning material within third level education. Multiple online facilities provide access to educational resources. While early systems relied on webpages, which acted as repositories for learning material, nowadays sophisticated online applications manage and deliver learning resources.…

Usability evaluation of the digital anger thermometer app.

PubMed

Mattson, Donald C

2017-09-01

The digital anger thermometer is a prototype for a mobile application (app) for use with adults in anger management treatment. The digital anger thermometer incorporates standards of software development in addition to anger management resources from the Substance Abuse and Mental Health Services Administration. The digital anger thermometer underwent a usability study conducted by five expert reviewers. The results indicate that it is easy to learn, efficient, and ergonomically sound. However, it does not offer support features or user-error tolerance. The digital anger thermometer prototype requires additional usability studies and comparative research in order for it to become an actual mental health app.

The fine print on HSAs.

PubMed

Coyle, Dan

2008-01-01

A health savings account (HSA) plan, when properly understood, can be a great tool for managing health care costs for employers. It also can be a great tool for employees who want to save for future medical costs. Unfortunately, most presentations and articles about HSA plans skip the details and there are many administrative and compliance complexities, as would be expected with any plan that involves a tax break. This article provides ten points human resource (HR) and benefit professionals should know when considering whether to add an HSA plan. In this collective learning curve, the more accurately employers address questions, the happier their employees will be with their new plans.

78 FR 68037 - Membership of the National Telecommunications and Information Administration's Performance Review...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-13

... Human Resources Management, Office of Executive Resources, 14th and Constitution Avenue NW., Room 51010... for Spectrum Management, Career SES Alan W. Vincent, Associate Administrator for Telecommunication..., Office of Staffing, Recruitment and Classification, Department of Commerce Human Resources Operations...

78 FR 35285 - Agency Information Collection Activities; Proposed Collection; Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-12

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency Information Collection Activities; Proposed Collection; Public Comment Request AGENCY: Health Resources and... Reduction Act of 1995), the Health Resources and Services Administration (HRSA) announces plans to submit an...

78 FR 73200 - Agency Information Collection Activities: Proposed Collection: Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-05

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency Information Collection Activities: Proposed Collection: Public Comment Request AGENCY: Health Resources and... Reduction Act of 1995), the Health Resources and Services Administration (HRSA) announces plans to submit an...

78 FR 41407 - Agency Information Collection Activities; Proposed Collection; Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-10

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency Information Collection Activities; Proposed Collection; Public Comment Request AGENCY: Health Resources and... Reduction Act of 1995), the Health Resources and Services Administration (HRSA) announces plans to submit an...

78 FR 41405 - Agency Information Collection Activities; Proposed Collection; Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-10

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency Information Collection Activities; Proposed Collection; Public Comment Request AGENCY: Health Resources and... Reduction Act of 1995), the Health Resources and Services Administration (HRSA) announces plans to submit an...

78 FR 76309 - Agency Information Collection Activities: Proposed Collection: Public Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-17

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency Information Collection Activities: Proposed Collection: Public Comment Request AGENCY: Health Resources and... Reduction Act of 1995), the Health Resources and Services Administration (HRSA) announces plans to submit an...

Ego depletion impairs implicit learning.

PubMed

Thompson, Kelsey R; Sanchez, Daniel J; Wesley, Abigail H; Reber, Paul J

2014-01-01

Implicit skill learning occurs incidentally and without conscious awareness of what is learned. However, the rate and effectiveness of learning may still be affected by decreased availability of central processing resources. Dual-task experiments have generally found impairments in implicit learning, however, these studies have also shown that certain characteristics of the secondary task (e.g., timing) can complicate the interpretation of these results. To avoid this problem, the current experiments used a novel method to impose resource constraints prior to engaging in skill learning. Ego depletion theory states that humans possess a limited store of cognitive resources that, when depleted, results in deficits in self-regulation and cognitive control. In a first experiment, we used a standard ego depletion manipulation prior to performance of the Serial Interception Sequence Learning (SISL) task. Depleted participants exhibited poorer test performance than did non-depleted controls, indicating that reducing available executive resources may adversely affect implicit sequence learning, expression of sequence knowledge, or both. In a second experiment, depletion was administered either prior to or after training. Participants who reported higher levels of depletion before or after training again showed less sequence-specific knowledge on the post-training assessment. However, the results did not allow for clear separation of ego depletion effects on learning versus subsequent sequence-specific performance. These results indicate that performance on an implicitly learned sequence can be impaired by a reduction in executive resources, in spite of learning taking place outside of awareness and without conscious intent.

Ego Depletion Impairs Implicit Learning

PubMed Central

Thompson, Kelsey R.; Sanchez, Daniel J.; Wesley, Abigail H.; Reber, Paul J.

2014-01-01

Implicit skill learning occurs incidentally and without conscious awareness of what is learned. However, the rate and effectiveness of learning may still be affected by decreased availability of central processing resources. Dual-task experiments have generally found impairments in implicit learning, however, these studies have also shown that certain characteristics of the secondary task (e.g., timing) can complicate the interpretation of these results. To avoid this problem, the current experiments used a novel method to impose resource constraints prior to engaging in skill learning. Ego depletion theory states that humans possess a limited store of cognitive resources that, when depleted, results in deficits in self-regulation and cognitive control. In a first experiment, we used a standard ego depletion manipulation prior to performance of the Serial Interception Sequence Learning (SISL) task. Depleted participants exhibited poorer test performance than did non-depleted controls, indicating that reducing available executive resources may adversely affect implicit sequence learning, expression of sequence knowledge, or both. In a second experiment, depletion was administered either prior to or after training. Participants who reported higher levels of depletion before or after training again showed less sequence-specific knowledge on the post-training assessment. However, the results did not allow for clear separation of ego depletion effects on learning versus subsequent sequence-specific performance. These results indicate that performance on an implicitly learned sequence can be impaired by a reduction in executive resources, in spite of learning taking place outside of awareness and without conscious intent. PMID:25275517

The impact of learned resourcefulness on quality of life in type II diabetic patients: a cross-sectional correlational study.

PubMed

Huang, Chiung-Yu; Perng, Shoa-Jen; Chen, Hisu-Fung; Lai, Chien-Yu

2008-12-01

It is well recognized that patients with diabetes encounter a host of daily self-care issues, including controlling blood sugar and preventing and managing complications, which impact significantly upon quality of life. Studies have indicated that learned resourcefulness has a potentially positive effect in dealing with psychosocial and health problems. The purpose of this study was to test the relationship between learned resourcefulness and quality of life in type II diabetic patients. The mediating and moderating effects of learned resourcefulness on the relationship between metabolic control and quality of life of diabetic patients was also examined. This cross-sectional and correlational study included a convenience sample of 131 type II diabetic patients recruited from three hospitals in southern Taiwan. Data were collected through questionnaires, which included the Rosenbaum's Self Control Schedule and World Health Organization's Quality of Life (Short Version). Multiple regression techniques were used to analyze outcome predictors. Study findings include identification of a mediating effect of learned resourcefulness between metabolic control and quality of life. While most DM patients were not satisfied with their health, we found that those with greater learned resourcefulness enjoyed a better quality of life. Learned resourcefulness, gender, and HbA1C explained 35.2% of variance in DM patient quality of life. Male diabetic patients enjoyed a better quality of life than females, even though levels of learned resourcefulness between the two groups were not significantly different. Results indicate that poor metabolic control of diabetic patients has a detrimental effect on quality of life, and when diabetic patients use more self-control skills, they may achieve better quality of life. Results suggest that nurses who use cognitive behavior coping strategies (resourcefulness) may help diabetic patients achieve better metabolic control and promote better quality of life.

Translating research into practice: evaluation of an e-learning resource for health care professionals to provide nutrition advice and support for cancer survivors.

PubMed

Murphy, Jane; Worswick, Louise; Pulman, Andy; Ford, Grainne; Jeffery, Jaana

2015-01-01

Nurses and other allied health professionals are in a key position to provide appropriate and consistent advice on nutritional issues to support cancer survivors. However gaps in their nutrition knowledge and education warrant the need for enhanced learning as part of their Continued Professional Development (CPD). In the UK there are currently no formally recognised nutrition education programmes. Therefore e-learning offers a solution to provide flexible learning to target this need. This study aimed to develop and evaluate the efficacy of a freely available, internet-based learning resource, for nurses and allied health professionals who provide nutrition, diet and lifestyle advice for cancer survivors. It sought to explore the attitudes and conceptions of the resource and current knowledge base of those involved in the care pathway for cancer survivors. The design and development of the e-learning resource were informed by the best available research and policy evidence and in a format to facilitate on-line learning. A robust evaluation strategy incorporated focus groups and telephone interviews to gain in depth insights into the experiences of using the resource. Themes included 'Plugging a Gap' which shows an improved knowledge base for nutrition. Information was 'All in One Place' showing that the resource was valued as being within a 'trusted' organisation. 'Everyone Benefits' illustrates how learners felt that the resource provided them with an evidence base, whilst the 'Current and Live' theme captured how professionals felt about the information being up-to-date. The project has shown the benefits of interprofessional working to develop an e-learning resource for Health Care Professionals to support cancer survivors in following healthier lifestyles. Positive attitudes and potential improvements in the knowledge base and changes for professional practice were demonstrated. Further research is required to gauge sustained impact in the work environment by embedding the resource as part of CPD. Copyright © 2014. Published by Elsevier Ltd.

Digital case-based learning system in school.

PubMed

Gu, Peipei; Guo, Jiayang

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

Digital case-based learning system in school

PubMed Central

Gu, Peipei

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework. PMID:29107965

'So you want to be a clinician-educator...': designing a clinician-educator curriculum for internal medicine residents.

PubMed

Heflin, Mitchell T; Pinheiro, Sandro; Kaminetzky, Catherine P; McNeill, Diana

2009-06-01

Despite a growing demand for skilled teachers and administrators in graduate medical education, clinician-educator tracks for residents are rare and though some institutions offer 'resident-as-teacher' programs to assist residents in developing teaching skills, the need exists to expand training opportunities in this area. The authors conducted a workshop at a national meeting to develop a description of essential components of a training pathway for internal medicine residents. Through open discussion and small group work, participants defined the various roles of clinician-educators and described goals, training opportunities, assessment and resource needs for such a program. Workshop participants posited that the clinician-educator has several roles to fulfill beyond that of clinician, including those of teacher, curriculum developer, administrator and scholar. A pathway for residents aspiring to become clinician educators must offer structured training in each of these four areas to empower residents to effectively practice clinical education. In addition, the creation of such a track requires securing time and resources to support resident learning experiences and formal faculty development programs to support institutional mentors and leaders. This article provides a framework by which leaders in medical education can begin to prepare current trainees interested in careers as clinician-educators.

18 CFR 410.1 - Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations. 410.1 Section 410.1 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL BASIN REGULATIONS; WATER CODE AND ADMINISTRATIVE MANUAL-PART III...

18 CFR 410.1 - Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 18 Conservation of Power and Water Resources 2 2014-04-01 2014-04-01 false Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations. 410.1 Section 410.1 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL BASIN REGULATIONS; WATER CODE AND ADMINISTRATIVE MANUAL-PART III...

18 CFR 410.1 - Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 18 Conservation of Power and Water Resources 2 2013-04-01 2012-04-01 true Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations. 410.1 Section 410.1 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL BASIN REGULATIONS; WATER CODE AND ADMINISTRATIVE MANUAL-PART III...

18 CFR 410.1 - Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 18 Conservation of Power and Water Resources 2 2012-04-01 2012-04-01 false Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations. 410.1 Section 410.1 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL BASIN REGULATIONS; WATER CODE AND ADMINISTRATIVE MANUAL-PART III...

The Leadership Roles of Distance Learning Administrators (DLAs) in Increasing Educational Value and Quality Perceptions

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2011-01-01

This paper examines the leadership roles of distance learning administrators (DLAs) in light of the demand and need for value and quality in educational distance learning programs and schools. The author explores the development of distance learning using available and emerging technologies in relation to increased demand for education, training,…

18 CFR 808.2 - Administrative appeals.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Administrative appeals. 808.2 Section 808.2 Conservation of Power and Water Resources SUSQUEHANNA RIVER BASIN COMMISSION HEARINGS AND ENFORCEMENT ACTIONS Conduct of Hearings § 808.2 Administrative appeals. (a) A project sponsor...

75 FR 82370 - Endangered and Threatened Wildlife and Plants; Proposed Listing Determinations for Five Distinct...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-30

... AGENCY: National Marine Fisheries Service (NMFS), National Oceanic and Atmospheric Administration (NOAA... comments to the Assistant Regional Administrator for Protected Resources, NMFS, Northeast Regional Office... Assistant Regional Administrator for Protected Resources, NMFS, Southeast Regional Office, 263 13th Avenue...

5 CFR 9701.355 - Setting pay upon movement to a different occupational cluster.

Code of Federal Regulations, 2010 CFR

2010-01-01

... occupational cluster. 9701.355 Section 9701.355 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM (DEPARTMENT OF HOMELAND SECURITY-OFFICE OF PERSONNEL MANAGEMENT) DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Pay Administration § 9701...

5 CFR 9701.346 - Pay progression for new supervisors.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Pay progression for new supervisors. 9701.346 Section 9701.346 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES... SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration Performance-Based Pay § 9701.346 Pay...

The role of information and communication technology in developing smart education

NASA Astrophysics Data System (ADS)

Roslina; Zarlis, Muhammad; Mawengkang, Herman; Sembiring, R. W.

2017-09-01

The right to get a proper education for every citizen had been regulated by the government, but not all citizens have the same opportunity. This is due to the other factors in the nation's infrastructure, Frontier, Outermost, and Disadvantaged (3T) which have not beenaccomodatedto access information and communication technology (ICT), and the ideal learning environment in order to pursue knowledge. This condition could be achieved by reforming higher education. Such reforms include the provision of educational services in the form of a flexible learner-oriented, and to change the curriculum with market based.These changes would include the provision of lecturers, professors, and professional teaching force. Another important effort is to update the quality of higher education with resource utilization. This paper proposes a new education business model to realize the Smart Education (SE), with an orientation on the proven skills and competitive.SE is the higher education system to optimize output (outcome) learning with combine individual learning and collaboration techniques based network system, informal practice learning and formal theory. UtilizingICT resources can improve the quality and access to higher education in supporting activities of higher education.This paper shows that ICT resources can support virtual connected with the use of shared resources, such as resource of information, learning resources, computing resources, and human resources.

75 FR 5606 - Privacy Act of 1974; Report of an Altered System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-03

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Privacy Act...; and the DHHS Information Resources Management Manual, Part 6, ``ADP Systems Security.'' Retention and... Professions, Health Resources and Services Administration, Department of Health and Human Services, 5600...

78 FR 45932 - National Advisory Committee on Rural Health and Human Services; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-30

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration National... Memorial Healthcare in Harlowton, Montana. The Human Services Subcommittee will visit the Human Resource... Committee on Rural Health and Human Services, Health Resources and Services Administration, Parklawn...

Renewed roles for librarians in problem-based learning in the medical curriculum.

PubMed

Mi, Misa

2011-01-01

Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

Satellite-Respondent Buoys Identify Ocean Debris

NASA Technical Reports Server (NTRS)

2009-01-01

NASA operates a series of Earth-observing satellites, which help scientists learn more about our home planet. Through partnerships with universities and other government agencies, like the National Oceanic and Atmospheric Administration (NOAA), the Space Agency helps scientists around the world capture precise movements of the Earth s crust to learn more about the underground processes related to earthquakes and volcanic eruptions, create accurate assessments of wind resources for future energy use, and preserve endangered species by generating much-needed data about their environments. This work, done primarily from space with satellites using a variety of complex instruments to take readings of the surface below, generates leagues of valuable data that aid scientists on the ground - or in some cases on the water. As much of the Earth is covered in water liquid, frozen, saltwater, or fresh much of NASA s remote sensing work focuses on the oceans and their health. This valuable, mammoth (yet fragile) resource provides insight into the overall health of our planet, as water, in addition to being abundant, is a key ingredient to all known life on Earth. As part of its ocean-observing work, NASA partnered with NOAA and private industry to develop remote sensing technologies for protecting the seas of the North Pacific from a nefarious and pervasive problem: derelict fishing gear.

How Administrators Influence Student Learning.

ERIC Educational Resources Information Center

Richardson, Richard C., Jr.

The decisions that administrators make touch every facet of the institutional experience and fundamentally affect teaching and learning. Research shows, however, that administrators do not always recognize their influence nor their responsibility for the quality of instruction. A study of one urban community college district revealed an unforeseen…

Leadership Perspectives on Operationalizing the Learning Health Care System in an Integrated Delivery System

PubMed Central

Psek, Wayne; Davis, F. Daniel; Gerrity, Gloria; Stametz, Rebecca; Bailey-Davis, Lisa; Henninger, Debra; Sellers, Dorothy; Darer, Jonathan

2016-01-01

Introduction: Healthcare leaders need operational strategies that support organizational learning for continued improvement and value generation. The learning health system (LHS) model may provide leaders with such strategies; however, little is known about leaders’ perspectives on the value and application of system-wide operationalization of the LHS model. The objective of this project was to solicit and analyze senior health system leaders’ perspectives on the LHS and learning activities in an integrated delivery system. Methods: A series of interviews were conducted with 41 system leaders from a broad range of clinical and administrative areas across an integrated delivery system. Leaders’ responses were categorized into themes. Findings: Ten major themes emerged from our conversations with leaders. While leaders generally expressed support for the concept of the LHS and enhanced system-wide learning, their concerns and suggestions for operationalization where strongly aligned with their functional area and strategic goals. Discussion: Our findings suggests that leaders tend to adopt a very pragmatic approach to learning. Leaders expressed a dichotomy between the operational imperative to execute operational objectives efficiently and the need for rigorous evaluation. Alignment of learning activities with system-wide strategic and operational priorities is important to gain leadership support and resources. Practical approaches to addressing opportunities and challenges identified in the themes are discussed. Conclusion: Continuous learning is an ongoing, multi-disciplinary function of a health care delivery system. Findings from this and other research may be used to inform and prioritize system-wide learning objectives and strategies which support reliable, high value care delivery. PMID:27683668

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

NASA Astrophysics Data System (ADS)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

The Virtual Anatomy Laboratory: Usability Testing to Improve an Online Learning Resource for Anatomy Education

ERIC Educational Resources Information Center

Doubleday, Eldridge G.; O'Loughlin, Valerie D.; Doubleday, Alison F.

2011-01-01

An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of…

A Formative Analysis of Resources Used to Learn Software

ERIC Educational Resources Information Center

Kay, Robin

2007-01-01

A comprehensive, formal comparison of resources used to learn computer software has yet to be researched. Understanding the relative strengths and weakness of resources would provide useful guidance to teachers and students. The purpose of the current study was to explore the effectiveness of seven key resources: human assistance, the manual, the…

The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement

ERIC Educational Resources Information Center

Bodily, Robert; Nyland, Rob; Wiley, David

2017-01-01

The RISE (Resource Inspection, Selection, and Enhancement) Framework is a framework supporting the continuous improvement of open educational resources (OER). The framework is an automated process that identifies learning resources that should be evaluated and either eliminated or improved. This is particularly useful in OER contexts where the…

Multi-Resource Learning.

ERIC Educational Resources Information Center

Cuda, Rebecca A.

2001-01-01

Describes a multi-resource learning environment in which students can engage in their own learning with the teacher taking more of a facilitative role. This type of learning can occur as part of a unit of study and must be supplemented with more traditional types of instruction to ensure that the necessary content is given by the teacher. (SAH)

Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sampson, Demetrios G.

2014-01-01

Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…

Ego depletion interferes with rule-defined category learning but not non-rule-defined category learning.

PubMed

Minda, John P; Rabi, Rahel

2015-01-01

Considerable research on category learning has suggested that many cognitive and environmental factors can have a differential effect on the learning of rule-defined (RD) categories as opposed to the learning of non-rule-defined (NRD) categories. Prior research has also suggested that ego depletion can temporarily reduce the capacity for executive functioning and cognitive flexibility. The present study examined whether temporarily reducing participants' executive functioning via a resource depletion manipulation would differentially impact RD and NRD category learning. Participants were either asked to write a story with no restrictions (the control condition), or without using two common letters (the ego depletion condition). Participants were then asked to learn either a set of RD categories or a set of NRD categories. Resource depleted participants performed more poorly than controls on the RD task, but did not differ from controls on the NRD task, suggesting that self regulatory resources are required for successful RD category learning. These results lend support to multiple systems theories and clarify the role of self-regulatory resources within this theory.

Ego depletion interferes with rule-defined category learning but not non-rule-defined category learning

PubMed Central

Minda, John P.; Rabi, Rahel

2015-01-01

Considerable research on category learning has suggested that many cognitive and environmental factors can have a differential effect on the learning of rule-defined (RD) categories as opposed to the learning of non-rule-defined (NRD) categories. Prior research has also suggested that ego depletion can temporarily reduce the capacity for executive functioning and cognitive flexibility. The present study examined whether temporarily reducing participants’ executive functioning via a resource depletion manipulation would differentially impact RD and NRD category learning. Participants were either asked to write a story with no restrictions (the control condition), or without using two common letters (the ego depletion condition). Participants were then asked to learn either a set of RD categories or a set of NRD categories. Resource depleted participants performed more poorly than controls on the RD task, but did not differ from controls on the NRD task, suggesting that self regulatory resources are required for successful RD category learning. These results lend support to multiple systems theories and clarify the role of self-regulatory resources within this theory. PMID:25688220

30 CFR 250.228 - What administrative information must accompany the EP?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 2 2011-07-01 2011-07-01 false What administrative information must accompany the EP? 250.228 Section 250.228 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, REGULATION, AND... SHELF Plans and Information Contents of Exploration Plans (ep) § 250.228 What administrative information...

30 CFR 250.228 - What administrative information must accompany the EP?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 2 2010-07-01 2010-07-01 false What administrative information must accompany the EP? 250.228 Section 250.228 Mineral Resources MINERALS MANAGEMENT SERVICE, DEPARTMENT OF THE... Contents of Exploration Plans (ep) § 250.228 What administrative information must accompany the EP? The...

18 CFR 401.33 - Administrative agreements.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 18 Conservation of Power and Water Resources 2 2011-04-01 2011-04-01 false Administrative agreements. 401.33 Section 401.33 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL RULES OF PRACTICE AND PROCEDURE Project Review Under Section 3.8 of the Compact § 401.33...

18 CFR 401.118 - Disclosure in administrative or court proceedings.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 18 Conservation of Power and Water Resources 2 2011-04-01 2011-04-01 false Disclosure in administrative or court proceedings. 401.118 Section 401.118 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL RULES OF PRACTICE AND PROCEDURE Public Access to Records...

18 CFR 12.4 - Staff administrative responsibility and supervisory authority.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 18 Conservation of Power and Water Resources 1 2013-04-01 2013-04-01 false Staff administrative responsibility and supervisory authority. 12.4 Section 12.4 Conservation of Power and Water Resources FEDERAL... WATER POWER PROJECTS AND PROJECT WORKS General Provisions § 12.4 Staff administrative responsibility and...

18 CFR 12.4 - Staff administrative responsibility and supervisory authority.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Staff administrative responsibility and supervisory authority. 12.4 Section 12.4 Conservation of Power and Water Resources FEDERAL... WATER POWER PROJECTS AND PROJECT WORKS General Provisions § 12.4 Staff administrative responsibility and...

School Administrators' Legal Knowledge: Information Sources and Perceived Needs.

ERIC Educational Resources Information Center

Hillman, Susan J.

To explore why school administrators have only a limited base of knowledge of the laws and cases affecting education, the Informational Resource Questionnaire (IRQ) was designed to study attitudes about legal knowledge. The IRQ focuses on school demographics, which resources administrators most commonly use to obtain both general and legal…

76 FR 38146 - Revision to the Final Principles of Integrated Resource Planning for Use in Resource Acquisition...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-29

... DEPARTMENT OF ENERGY Western Area Power Administration Revision to the Final Principles of... Administration (Western) published proposed Principles for Integrated Resource planning (IRP) for use in its... December 6, 1994. After considering public comments on the proposed principles, Western adopted the Final...

77 FR 45363 - Agency Information Collection Activities: Proposed Collection: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-31

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Agency... States Code, as amended by the Paperwork Reduction Act of 1995, Pub. L. 104-13), the Health Resources and...)--[Revision] The Health Resources and Services Administration's (HRSA) Maternal and Child Health Bureau (MCHB...

78 FR 39738 - National Advisory Council on the National Health Service Corps; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-02

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration National... Affordable Care Act, NHSC retention resources, and partnerships. The public can join the meeting via audio..., Health Resources and Services Administration, Parklawn Building, Room 13-64, 5600 Fishers Lane, Rockville...

Mobile learning to improve mathematics teachers mathematical competencies

NASA Astrophysics Data System (ADS)

Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.

Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India.

PubMed

Datta, Soumitra Shankar; Agrawal, Sanjit

2017-01-01

e-learning resources need to be customised to the audience and learners to make them culturally relevant. The ' Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India. The resource, comprising over 20 modules, integrates psychological, social and medical care for patients requiring palliative care for cancer and other diseases. With increased internet usage, it would help in training a large number of professionals and volunteers in India who want to work in the field of palliative care.

Learning to Predict Demand in a Transport-Resource Sharing Task

DTIC Science & Technology

2015-09-01

exhaustive manner. We experimented with the scikit- learn machine- learning library for Python and a range of R packages before settling on R. We...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release; distribution is unlimited LEARNING TO...COVERED Master’s thesis 4. TITLE AND SUBTITLE LEARNING TO PREDICT DEMAND IN A TRANSPORT-RESOURCE SHARING TASK 5. FUNDING NUMBERS 6. AUTHOR

Effect of Blended Learning Strategy on Achievement in Biology and Social and Environmental Attitude of Students at Secondary Level

ERIC Educational Resources Information Center

Nair, Tara S.; Bindu, R. L.

2016-01-01

Blended Learning is mostly understood as the use of resources which combine e-learning with other educational resources. In this study, a blended learning strategy was designed with a variety of factors addressed to create a meaningful learning environment facilitated by a variety of modes, methods and moments through a combination of Objectives…

Computers as learning resources in the health sciences: impact and issues.

PubMed Central

Ellis, L B; Hannigan, G G

1986-01-01

Starting with two computer terminals in 1972, the Health Sciences Learning Resources Center of the University of Minnesota Bio-Medical Library expanded its instructional facilities to ten terminals and thirty-five microcomputers by 1985. Computer use accounted for 28% of total center circulation. The impact of these resources on health sciences curricula is described and issues related to use, support, and planning are raised and discussed. Judged by their acceptance and educational value, computers are successful health sciences learning resources at the University of Minnesota. PMID:3518843

An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

PubMed

Mehta, S; Clarke, F; Fleming, P S

2016-08-12

Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

Quality of Teaching and Learning in Resource Quandary: The Case of a University in Zimbabwe

ERIC Educational Resources Information Center

Chidindi, Joseph

2012-01-01

Zimbabwe faced severe economic challenges that impacted on resource accumulation leading to a decline of quality of teaching and learning in a selected university in Zimbabwe yet the Resource Dependence Theory advocates that organizations are dependent on the environment for resources for survival and achievement of their set objectives. The study…

Advanced Marketing 8130. Instructional Areas. Duties and Tasks. Learning Activities. Referenced Resources.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond.

This resource handbook, which is designed for use by instructors of courses in advanced marketing, consists of a duty/task list with referenced resources, a duty/task list with learning activities, and a list of resources. Included in each list are materials dealing with the following topics: communication in marketing, economics in marketing,…

English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

ERIC Educational Resources Information Center

Kim, Jeongyeon; Choi, Jinsook

2014-01-01

This study examines how the English officialization policy of higher education in an EFL context interplays with administrative workers' motivational orientations towards English learning. The data consisted of questionnaire responses of 117 administrative members with undergraduate degrees and qualitative interviews with 9 who answered the…

Administrative Assistants' Informal Learning and Related Factors

ERIC Educational Resources Information Center

Cho, Hyun Jung; Kim, Jin-Mo

2016-01-01

Purpose: The purpose of this study is to identify the causal relationship among informal learning, leader-member exchange (LMX), empowerment, job characteristics and job self-efficacy and the impact on administrative assistants in corporations. The study aims at providing information for administrative assistants who have worked with their current…

Measuring Learning Gain: Comparing Anatomy Drawing Screencasts and Paper-Based Resources

ERIC Educational Resources Information Center

Pickering, James D.

2017-01-01

The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy…

A State for Excellence: New Jersey Boosts Learning Power with Online Video Resources

ERIC Educational Resources Information Center

Duff, Victoria; Sauer, Wendy; Gleason, Sonia Caus

2011-01-01

The New Jersey Department of Education supports all districts with a tool kit of valuable resources for planning and creating collaborative learning structures that focus on getting results for all students. This tool kit was the basis for the creation of Learning Forward's "Becoming a Learning School" (2009). The tool kit helps…

Describing Online Learning Content to Facilitate Resource Discovery and Sharing: The Development of the RU LOM Core

ERIC Educational Resources Information Center

Krull, G. E.; Mallinson, B. J.; Sewry, D. A.

2006-01-01

The development of Internet technologies has the ability to provide a new era of easily accessible and personalised learning, facilitated through the flexible deployment of small, reusable pieces of digital learning content over networks. Higher education institutions can share and reuse digital learning resources in order to improve their…

Learning with Nature and Learning from Others: Nature as Setting and Resource for Early Childhood Education

ERIC Educational Resources Information Center

MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

2015-01-01

Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences--in particular, their form and function within different settings and how they are viewed by practitioners--are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A…

E-Learning as a Knowledge Management Approach for Intellectual Capital Utilization

ERIC Educational Resources Information Center

Shehabat, Issa; Mahdi, Saad A.; Khoualdi, Kamel

2008-01-01

This paper addresses human resources utilization at the university environment. We address the design issues of e-learning courses that can capture the teacher knowledge. The underlying objective is that e-learning is a key knowledge and major resources for many universities. Therefore, the design of e-learning should be an important part of the…

Learning against the Clock: Examining Learning and Development Concepts in "The Curious Case of Benjamin Button"

ERIC Educational Resources Information Center

Koenig, Allison L.; Smith, Amber R.

2013-01-01

Media and popular culture reach broad audiences and have the potential to be an invaluable teaching resource in terms of promoting adult education and learning. Human resource development instructors can use media artifacts (e.g., films, television, novels, and cartoons) as useful methods to demonstrate learning theory and adult development…

Approaches of Inquiry Learning With Multimedia Resources in Primary Classrooms

ERIC Educational Resources Information Center

So, Wing-Mui Winnie; Kong, Siu-Cheung

2007-01-01

This study aims to examine the design of approaches for inquiry learning with multimedia resources in primary classrooms. The study describes the development of a multimedia learning unit that helps learners understand the natural phenomenon of the movement of the Earth. An analysis of the use of the multimedia learning unit by a teacher in two…

The Future Revisited: Can Global Learning Still Save the World?

ERIC Educational Resources Information Center

Van Hook, Steven R.

2018-01-01

This article provides a twelve-year review of my "OJDLA" article ("Online Journal of Distance Learning Administration," University of West Georgia) on the future of global learning, and updates related to issues such as societal need, technologies, course design, administration affairs, faculty support, and student service.

Investigating the Effectiveness of Professional Learning Communities in South Florida Public Schools

ERIC Educational Resources Information Center

Novak, Renata Pessoa

2017-01-01

This applied dissertation was designed to verify the effectiveness of professional learning communities (PLC), as it relates to the participation of administrators and teachers. Prior studies have emphasized the importance of continuing learning experiences for school administrators while working. Chiptin (2013) pointed out the importance of a…

Instructional Leadership: A Learning-Centered Guide.

ERIC Educational Resources Information Center

Hoy, Anita Woolfolk; Hoy, Wayne Kolter

This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered…

Web-based resources for critical care education.

PubMed

Kleinpell, Ruth; Ely, E Wesley; Williams, Ged; Liolios, Antonios; Ward, Nicholas; Tisherman, Samuel A

2011-03-01

To identify, catalog, and critically evaluate Web-based resources for critical care education. A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care listserves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general reviews of the benefits of utilizing e-learning. Review of the Web sites of relevant critical care organizations revealed the existence of a number of e-learning resources, including online critical care courses, tutorials, podcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership or a fee to access. Respondents to listserve queries (>100) and critical care medicine fellowship director and advanced practice nursing educator e-mail queries (>50) identified the use of a number of tutorials, self-directed learning modules, and video-enhanced programs for critical care education and practice. In all, >135 Web-based education resources exist, including video Web resources for critical care education in a variety of e-learning formats, such as tutorials, self-directed learning modules, interactive case studies, webcasts, podcasts, and video-enhanced programs. As identified by critical care educators and practitioners, e-learning is actively being integrated into critical care medicine and nursing training programs for continuing medical education and competency training purposes. Knowledge of available Web-based educational resources may enhance critical care practitioners' ongoing learning and clinical competence, although this has not been objectively measured to date.

76 FR 27649 - HIV/AIDS Bureau Policy Notice 11-01 (Replaces Policy Notice 99-02)

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-12

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration HIV/AIDS... Administration (HRSA), HHS. ACTION: Final Notice. SUMMARY: The Health Resources and Services Administration, HIV/AIDS Bureau (HAB) Policy Notice 99-02 established policies for the use of Ryan White HIV/AIDS Program...

18 CFR 410.1 - Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 18 Conservation of Power and Water Resources 2 2011-04-01 2011-04-01 false Basin regulations-Water Code and Administrative Manual-Part III Water Quality Regulations. 410.1 Section 410.1 Conservation of Power and Water Resources DELAWARE RIVER BASIN COMMISSION ADMINISTRATIVE MANUAL BASIN REGULATIONS; WATER...

Competition for resources can explain patterns of social and individual learning in nature.

PubMed

Smolla, Marco; Gilman, R Tucker; Galla, Tobias; Shultz, Susanne

2015-09-22

In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. © 2015 The Author(s).

Competition for resources can explain patterns of social and individual learning in nature

PubMed Central

Smolla, Marco; Gilman, R. Tucker; Galla, Tobias; Shultz, Susanne

2015-01-01

In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. PMID:26354936

The Frustrated Nerds Project--Resources for Systems Administrators in Higher Education: A Resource Webliography

ERIC Educational Resources Information Center

Henninger, Jessamyn; Aber, Susan Ward

2010-01-01

Systems Architects and Information Technology administrators working in higher education help faculty, staff, and student computer users. Yet, who helps them? What resources do these professionals value? A case study was conducted using purposeful sampling and data collection through electronic interview to gather the preferred information-seeking…

Resource Allocation and Improved Student Performance: Teachers' Perspectives on School Finance Administration.

ERIC Educational Resources Information Center

Rudo, Zena H.

As expectations rise for students to perform at higher levels, the question of how best to support student performance through resources becomes paramount. In determining new ways to better allocate resources, administrators must consider teacher input on what has/has not been effective in supporting increased student performance. Teachers…

7. Administrative structures.

PubMed

2014-05-01

The basic systems of any society rarely can operate independently. Instead, they are dependent and often interdependent upon other entities. Such entities control the resources within their respective systems. Thus, coordination and control agencies require contracts or memoranda of understanding with these entities in order to assure access to the resources required during a crisis. These administrative structures include: (1) governmental institutions and agencies, including the military; (2) intergovernmental organisations; (3) nongovernmental organisations; (4) commercial private sector organisations; and (5) academic institutions. These dependencies create potential barriers to the provision of coordination and control including: (1) the complexity of the administrative structures with which coordination and control must interact; (2) the location of resources; (3) finding responsible person(s); (4) the competence and compatibility; (5) methods of access; (6) payment; (7) contracts and memoranda of understanding; (8) inventories of accessible resources; (9) competition for the mandate, power, and resources; and (10) jealousy. The need for potential interactions between administrative structures requires that agreements for the sharing of resources during crises be reached as part of planning and preparedness. Gaining an understanding of these relationships is an important area for research.

Administrative considerations when implementing ACS/APDS Skills Curriculum.

PubMed

Rooney, Deborah; Pugh, Carla; Auyang, Edward; Hungness, Eric; Darosa, Debra

2010-05-01

With time and cost constraints, implementing an effective, yet efficient, skills curriculum poses significant challenges. Our purpose is to describe a successful curriculum administrative structure that promoted faculty buy-in and accountability, learner responsibility, and acceptable resource usage. A total of 14 American College of Surgery (ACS) modules were included in the postgraduate year 1 curriculum. Before arrival, 2 modules were sent to newly matched residents. Remaining modules were administered over a 4-month period, with integrated, independent practice opportunities, as well as 4 mentored and 1 peer practice sessions. A total of 2 verifications of proficiency (VOP) progress exams and 1 final comprehensive VOP were administered. To promote faculty ownership, 1 faculty member was asked to lead each module. Module leaders attended an orientation and development session, and created an instructional management plan. Each module was taught by the leader and 2 additional faculty coinstructors, and evaluated by residents. Equipment, resource costs, and man-hours were tracked. Faculty buy-in was demonstrated by enthusiastic participation, with only 2 absences. Residents gave high ratings to all the modules (range, 4.22-4.89/5). Curriculum costs were approximately $21,500, reduced from potential costs of $187,000 if all simulators would have been purchased new. The estimated budget for year 2 is $17,000. It is critical for new curricula to have resident and faculty buy-in, accountability for quality teaching and learning, and reasonable resource use. We provide suggestions for structuring a curriculum to ensure accomplishment of these important drivers. Copyright 2010 Mosby, Inc. All rights reserved.

75 FR 52801 - Membership of the Performance Review Board (PRB)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-27

... for Administration and Director of Human Resources (202) 395-7360. Lorraine Green, Deputy Assistant U.S. Trade Representative for Administration and Director of Human Resources. [FR Doc. 2010-21371...

Evaluation of an E-learning resource on approach to the first unprovoked seizure.

PubMed

Le Marne, Fleur A; McGinness, Hannah; Slade, Rob; Cardamone, Michael; Balbir Singh, Shirleen; Connolly, Anne M; Bye, Ann Me

2016-09-01

To develop and evaluate an online educational package instructing paediatricians and trainees in the diagnosis and management of a first unprovoked seizure in children. The E-learning content was created following a comprehensive literature review that referenced current international guidelines. Rigorous consultation with local paediatric neurologists, paediatricians and epilepsy nurses was undertaken. A series of learning modules was created and sequenced to reflect steps needed to achieve optimal diagnosis and management in a real-life situation of a child presenting with a paroxysmal event. Paediatric registrars and advanced trainees from the Sydney Children's Hospitals Network were assessed before and after using the E-learning Resource. Measures included general epilepsy knowledge, case-based scenario knowledge; self-rated measures of satisfaction with instruction and confidence regarding clinical approach to the child with first unprovoked seizure; and open ended questions evaluating the usefulness of the E-learning resource. Performance on measures of general epilepsy knowledge and on the seizure-related case scenarios improved significantly following completion of the E-learning as did self-rated satisfaction with instruction and confidence across all aspects of managing first seizure. The E-learning resource has been validated as a useful educational resource regarding the first afebrile unprovoked seizure for paediatricians. © 2016 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

Addiction History Associates with the Propensity to Form Habits.

PubMed

McKim, Theresa H; Bauer, Daniel J; Boettiger, Charlotte A

2016-07-01

Learned habitual responses to environmental stimuli allow efficient interaction with the environment, freeing cognitive resources for more demanding tasks. However, when the outcome of such actions is no longer a desired goal, established stimulus-response (S-R) associations or habits must be overcome. Among people with substance use disorders (SUDs), difficulty in overcoming habitual responses to stimuli associated with their addiction in favor of new, goal-directed behaviors contributes to relapse. Animal models of habit learning demonstrate that chronic self-administration of drugs of abuse promotes habitual responding beyond the domain of compulsive drug seeking. However, whether a similar propensity toward domain-general habitual responding occurs in humans with SUDs has remained unclear. To address this question, we used a visuomotor S-R learning and relearning task, the Hidden Association between Images Task, which employs abstract visual stimuli and manual responses. This task allows us to measure new S-R association learning and well-learned S-R association execution and includes a response contingency change manipulation to quantify the degree to which responding is habit-based, rather than goal-directed. We find that people with SUDs learn new S-R associations as well as healthy control participants do. Moreover, people with an SUD history slightly outperform controls in S-R execution. In contrast, people with SUDs are specifically impaired in overcoming well-learned S-R associations; those with SUDs make a significantly greater proportion of perseverative errors during well-learned S-R replacement, indicating the more habitual nature of their responses. Thus, with equivalent training and practice, people with SUDs appear to show enhanced domain-general habit formation.

Sink or swim: the Titanic medication administration fair.

PubMed

Ward, Kathleen R; Koerner, Dianna K

2008-04-01

The Peer Review Committee at a Midwest hospital identified a knowledge deficit relative to medication administration. A continuing increase in the number of medication errors helped the committee to address the issue in a creative and educational way that reinforced knowledge of medication administration. Under the guidance of the Director of Education, employees who recently made medication errors developed and implemented a creative medication administration learning opportunity for hospital employees. The employees chose a project theme, developed educational workstations, and used creative approaches to increase awareness of medication administration pitfalls. This article explains the process of implementing and delivering this fun and exciting learning activity. Theme-based educational experiences are effective teaching strategies that can be used to trigger participants' learning in almost any setting.

Natural Partners: Resource-Based and Integrative Learning.

ERIC Educational Resources Information Center

Porter, John R.

1992-01-01

With resource-based learning projects, college students at the Philadelphia College of Pharmacy and Science develop a better sense of the information resources available, the nature of scientific literature, and the characteristics of scientific writing. Faculty motivations, benefits, and disappointments with this approach are addressed.…

#GoOpen District Launch Packet

ERIC Educational Resources Information Center

Office of Educational Technology, US Department of Education, 2016

2016-01-01

Across the country, districts are choosing to #GoOpen and transitioning to the use of openly licensed educational resources to improve student learning in their schools. Openly licensed educational resources enable districts to reallocate significant funds currently spent on inflexible, static learning materials to resources and activities that…

Designing high-quality interactive multimedia learning modules.

PubMed

Huang, Camillan

2005-01-01

Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and human factors principles; (4) user testing; (5) evaluate and improve design.

[Integrated project of personalisation school curricula and training].

PubMed

Zanon, A; Tomassoni, R; Santangelo, N; Gargano, M; Treglia, E; Granai, M G; Incagnoli, A

2017-01-01

To strengthen the motivation to study, promote awareness of their attitudes and actions of orientation / re-orientation to the profession, making the learning experience more stimulating and training in order to staunch the sharp drop-out affecting the school. The project, coordinated by psychologists, involved the administration of AMOS Test as a tool to detect the variables of interest (self-image, ambitions and motivations, concerns for the future, soft skills etc.) in a sample of students belonging the CFP of Lazio. The sample consisted of 632 students (aged between 14 and 20 years and made up 70.6% of females). The sample is divided between the Agency's structures Formation of the Province of Frosinone: Anagni (7,3%); Cassino (24,7%); Ferentino (10,9%); Frosinone (31,8 %); Pontecorvo (4,1%) and Sora (21,2%) that offer various training courses: a wellness area (81%), electronic / mechanical area (12%), administrative one (7%). Most of the students have poor self-esteem and con dence in their own resources. They have a poor perception of their skills both profes- sionally and personally, have trouble thinking of an ambitious future with a 'negative self-image'. Few have plans for the future and are determined to achieve them and bring them forward, demonstrating uncertainty about future careers. The survey findings emerges the need of the students to have a support not only educational but also cognitive and emotional. Possible proposals for action are: the implementation of techniques such as cooperative learning, action learning, problem solving, the 'activation of a door psychological listening and the like.

Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

PubMed

Goff, Anne-Marie

2011-01-01

High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

E-learning: controlling costs and increasing value.

PubMed

Walsh, Kieran

2015-04-01

E-learning now accounts for a substantial proportion of medical education provision. This progress has required significant investment and this investment has in turn come under increasing scrutiny so that the costs of e-learning may be controlled and its returns maximised. There are multiple methods by which the costs of e-learning can be controlled and its returns maximised. This short paper reviews some of those methods that are likely to be most effective and that are likely to save costs without compromising quality. Methods might include accessing free or low-cost resources from elsewhere; create short learning resources that will work on multiple devices; using open source platforms to host content; using in-house faculty to create content; sharing resources between institutions; and promoting resources to ensure high usage. Whatever methods are used to control costs or increase value, it is most important to evaluate the impact of these methods.

The Infralimbic Cortex Regulates the Consolidation of Extinction after Cocaine Self-Administration

ERIC Educational Resources Information Center

LaLumiere, Ryan T.; Niehoff, Kate E.; Kalivas, Peter W.

2010-01-01

The infralimbic cortex (IL) regulates the consolidation of extinction learning for fear conditioning. Whether the IL influences the consolidation of extinction learning for cocaine self-administration is unknown. To address this issue, male Sprague-Dawley rats underwent 2 wk of cocaine self-administration followed by extinction training. On the…

Lessons Learned from Real-Time, Event-Based Internet Science Communications

NASA Technical Reports Server (NTRS)

Phillips, T.; Myszka, E.; Gallagher, D. L.; Adams, M. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

2001-01-01

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing science activities in real-time has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases, broadcasts accommodate active feedback and questions from Internet participants. Through these projects a pattern has emerged in the level of interest or popularity with the public. The pattern differentiates projects that include science from those that do not, All real-time, event-based Internet activities have captured public interest at a level not achieved through science stories or educator resource material exclusively. The worst event-based activity attracted more interest than the best written science story. One truly rewarding lesson learned through these projects is that the public recognizes the importance and excitement of being part of scientific discovery. Flying a camera to 100,000 feet altitude isn't as interesting to the public as searching for viable life-forms at these oxygen-poor altitudes. The details of these real-time, event-based projects and lessons learned will be discussed.

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

Editor's Choice 2008: Selected Online Learning Resources

ERIC Educational Resources Information Center

Dringus, Laurie P.

2008-01-01

This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery. Updates were made to this list since last year's publishing. Resources are organized into several categories, including texts, journals, and Web sites.

Contextual Learning Issues.

ERIC Educational Resources Information Center

1996

This document consists of four papers presented at a symposium on contextual learning issues moderated by John Henschke at the 1996 conference of the Academy of Human Resource Development (AHRD). "Self-Directed Learning in Organizations: An Analysis of Policies and Practices of Seven Resource Companies in Western Canada" (H. K. Morris…

Administrators' Professional Learning via Twitter: The Dissonance between Beliefs and Actions

ERIC Educational Resources Information Center

Cho, Vincent

2016-01-01

Purpose: Although there has been increasing optimism about the potential for social media platforms such as Twitter to support educators' professional learning, it is yet unclear whether such promises hold true. Accordingly, the purpose of this paper is to explore school administrators' use of Twitter for professional learning.…

An Analysis of Gender and Major Differences upon Undergraduate Student Attitudes about Community Service Learning

ERIC Educational Resources Information Center

Shukla, P. K.; Shukla, Monica P.

2014-01-01

Community Service Learning (CSL) believes that university and colleges should incorporate community based service projects into courses. There are faculty and administrator supporters who argue for such proposals to require community service learning components into classes, but there are also faculty and administrator critics of such proposals.…

Leading to Learn: Knowledge Management Enables Administrators to Excel as Instructional Leaders

ERIC Educational Resources Information Center

Weischadle, David E.

2005-01-01

The article discusses knowledge management as a means of changing the way administrators carry out their role as instructional leaders. Knowledge management utilizes many concepts from learning organizations, encourages the formation of communities of practice, and employs best practices as a means of leading others to improve learning. Instead of…

30 CFR 1241.73 - How may I appeal the Administrative Law Judge's decision?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 3 2011-07-01 2011-07-01 false How may I appeal the Administrative Law Judge's..., DEPARTMENT OF THE INTERIOR Natural Resources Revenue PENALTIES Penalties for Federal and Indian Oil and Gas Leases General Provisions § 1241.73 How may I appeal the Administrative Law Judge's decision? If you are...

78 FR 54256 - Health Careers Opportunity Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-03

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Health Careers Opportunity Program AGENCY: Health Resources and Services Administration (HRSA), HHS. ACTION: Notice of Noncompetitive Program Expansion Supplements to Health Careers Opportunity Program (HCOP...

75 FR 76975 - 2015 Resource Pool-Sierra Nevada Region

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-10

...The Western Area Power Administration (Western), a Federal power marketing administration of DOE, announces the Final 2015 Resource Pool allocations pursuant to its 2004 Power Marketing Plan (Marketing Plan) for the Sierra Nevada Customer Service Region (SNR). This notice includes a summary of the comments received on Western's proposed 2015 Resource Pool allocations and Western's responses.

The role of discretion in recreation decision-making by resource professionals in the USDA Forest Service

Treesearch

Teressa Trusty; Lee K. Cerveny

2012-01-01

This paper explores opportunities for administrative discretion in decision-making for natural resource management. We carried out an exploratory study in the USDA Forest Service to understand factors affecting administrative actions related to recreation use in riparian areas. We conducted semi-structured interviews with 27 resource professionals from a national...

KSC-04PD-0256

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. NASA officials and government representatives are gathered to learn about the assets of the Central Florida Research Park, near Orlando. At the far end of the table is NASA Administrator Sean OKeefe. He is flanked, on the left, by Florida Congressman Tom Feeney and U.S. Senator Bill Nelson; and on the right by U.S. Congressman Dave Weldon. Central Florida leaders are proposing the research park as the site for the NASA Shared Services Center. The center would centralize NASAs payroll, accounting, human resources, facilities and procurement offices that are now handled at each field center. The consolidation is part of the One NASA focus. Six sites around the U.S. are under consideration by NASA.

An introduction to medical simulation.

PubMed

Brindley, Peter G; Arabi, Yaseen M

2009-08-01

While medical simulation is no panacea, it offers numerous potential strategies for comprehensive and practical training, safer patient care, and for those keen to attract and retain staff. It is a technique, rather than just a technology that promotes experiential and reflective learning. It is also a key strategy to teach Crisis Resource Management skills. Simulation can benefit the individual learner, the multidisciplinary team, and the hospital as a whole. It has been described as a key driver of patient safety, and even as the patient safety laboratory of the future. As such is endorsed by many professional societies in many nations. While challenges remain (and are outlined) there are great opportunities for clinicians, administrators, and educators alike.

The Transgender Women of Color Initiative: Implementing and Evaluating Innovative Interventions to Enhance Engagement and Retention in HIV Care.

PubMed

Rebchook, Gregory; Keatley, JoAnne; Contreras, Robert; Perloff, Judy; Molano, Luis Freddy; Reback, Cathy J; Ducheny, Kelly; Nemoto, Tooru; Lin, Royce; Birnbaum, Jeffrey; Woods, Tiffany; Xavier, Jessica

2017-02-01

To improve health outcomes among transgender women of color living with HIV, the Health Resources and Services Administration's Special Programs of National Significance program funded the Enhancing Engagement and Retention in Quality HIV Care for Transgender Women of Color Initiative in 2012. Nine demonstration projects in four US urban areas implemented innovative, theory-based interventions specifically targeting transgender women of color in their jurisdictions. An evaluation and technical assistance center was funded to evaluate the outcomes of the access to care interventions, and these findings will yield best practices and lessons learned to improve the care and treatment of transgender women of color living with HIV infection.

Instructional Technology and Learning Resource Center-Based Community Education.

ERIC Educational Resources Information Center

Brown, James W.

A survey of nonformal community education activities was conducted to determine specific use of media for identified educational and informational purposes. The results presented in this report are intended to provide resource information to professionals and paraprofessionals who ultimately may be employed in Learning Resource Center-Based…

Money, Time and Learning. Final Report.

ERIC Educational Resources Information Center

Thomas, J. Alan; Kemmerer, Frances

Chapter 1 of this study discusses sources of educational inequality in terms of criteria for resource allocation, definitions of educational equity, and equity and efficiency in the classroom. Following the second chapter's review of literature on how resources affect learning, chapter 3 offers a theory of resource allocation education. The fourth…

Leadership Learning Opportunities in Agriculture, Food, and Natural Resources Education: The Role of The Teacher

ERIC Educational Resources Information Center

McKim, Aaron J.; Pauley, C. M.; Velez, Jonathan J.; Sorensen, Tyson J.

2017-01-01

Learning environments combining agriculture, food, natural resources, and leadership knowledge and skills are increasingly essential in preparing students for future success. School-based agricultural education offers a premier context in which to teach leadership within agriculture, food, and natural resources curriculum. However, providing…

The Third Annual Learning Resources Conference Proceedings.

ERIC Educational Resources Information Center

Moore, Caroline, Ed.; Piercy, David R., Ed.

Presented are the proceedings of the Third Annual Learning Resources Conference which deal with current directions in educational services for the severely handicapped. The papers are divided into three topical areas, the authors' names and addresses are supplied, and support material relating to some of the papers and a resource guide are…

Allocating Resources for Learning Support: A Case Study.

ERIC Educational Resources Information Center

Sharp, Stephen

2000-01-01

Examines how learning-support resources are allocated to Scottish secondary schools, drawing on data from an Edinburgh education authority. Although a rationale for allocating resources based on socioeconomic indices can be constructed, basing decisions on a combination of standardized attainment tests and special-needs audits is preferable.…

Construction of a VISUAL (VIdeo-SUpported Active Learning) Resource.

ERIC Educational Resources Information Center

Nicolson, Roderick I.; And Others

1994-01-01

Discussion of interactive video for educational purposes focuses on the development of a video-supported active learning (VISUAL) resource on voice disorders that used digitized video and an Apple Macintosh computer. User evaluations are reported, and potential applications for VISUAL resources are suggested. (Contains five references.) (LRW)

Collaborative Recommendation of E-Learning Resources: An Experimental Investigation

ERIC Educational Resources Information Center

Manouselis, N.; Vuorikari, R.; Van Assche, F.

2010-01-01

Repositories with educational resources can support the formation of online learning communities by providing a platform for collaboration. Users (e.g. teachers, tutors and learners) access repositories, search for interesting resources to access and use, and in many cases, also exchange experiences and opinions. A particular class of online…

Collaborative Visualization Project: shared-technology learning environments for science learning

NASA Astrophysics Data System (ADS)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

The Development of GIS Educational Resources Sharing among Central Taiwan Universities

NASA Astrophysics Data System (ADS)

Chou, T.-Y.; Yeh, M.-L.; Lai, Y.-C.

2011-09-01

Using GIS in the classroom enhance students' computer skills and explore the range of knowledge. The paper highlights GIS integration on e-learning platform and introduces a variety of abundant educational resources. This research project will demonstrate tools for e-learning environment and delivers some case studies for learning interaction from Central Taiwan Universities. Feng Chia University (FCU) obtained a remarkable academic project subsidized by Ministry of Education and developed e-learning platform for excellence in teaching/learning programs among Central Taiwan's universities. The aim of the project is to integrate the educational resources of 13 universities in central Taiwan. FCU is serving as the hub of Center University. To overcome the problem of distance, e-platforms have been established to create experiences with collaboration enhanced learning. The e-platforms provide coordination of web service access among the educational community and deliver GIS educational resources. Most of GIS related courses cover the development of GIS, principles of cartography, spatial data analysis and overlaying, terrain analysis, buffer analysis, 3D GIS application, Remote Sensing, GPS technology, and WebGIS, MobileGIS, ArcGIS manipulation. In each GIS case study, students have been taught to know geographic meaning, collect spatial data and then use ArcGIS software to analyze spatial data. On one of e-Learning platforms provide lesson plans and presentation slides. Students can learn Arc GIS online. As they analyze spatial data, they can connect to GIS hub to get data they need including satellite images, aerial photos, and vector data. Moreover, e-learning platforms provide solutions and resources. Different levels of image scales have been integrated into the systems. Multi-scale spatial development and analyses in Central Taiwan integrate academic research resources among CTTLRC partners. Thus, establish decision-making support mechanism in teaching and learning. Accelerate communication, cooperation and sharing among academic units

An evaluation of the success of a surgical resident learning portfolio.

PubMed

Webb, Travis P; Merkley, Taylor R

2012-01-01

Learning portfolios have gained modest acceptance in graduate medical education because of challenges related to user satisfaction, time and resource commitment, and quality assessment. In 2001, the Department of Surgery implemented the Surgical Learning and Instructional Portfolio (SLIP) to help residents develop a case-based portfolio demonstrating practice-based learning. In 2008, the format was changed to a Web-based platform with open viewing of portfolios for all learners. This study was performed to evaluate the SLIP program using resident and faculty perspectives in the domains of satisfaction, compliance, and educational value. Likert scale surveys were distributed to residents to assess satisfaction. Using a semistructured format with subsequent qualitative analysis of the meeting transcript, a focus group discussion was held with the SLIP director, SLIP facilitator, and program coordinator. An analysis of the program compliance was performed by review of SLIP entry dates. Finally, the quality of the SLIP entries (n = 420) was analyzed in a blinded manner using a locally developed standardized SLIP assessment tool. Data analysis was performed using Pearson's correlation and Cronbach's alpha. Residents were satisfied with the program and felt the Web-based format promoted self-reflection. They perceived that time spent was appropriate. Residents also believed they gained medical knowledge of their own specific entry topics but did not learn routinely from others' entries. Faculty asserted that the Web-based platform eased the administrative burden but did not necessarily alter the quality of the SLIP entries. Compliance with the assignment was 100%. SLIP entry analysis demonstrated the reflection and understanding of the topics chosen. However, the overall quality assessment of entries was hindered by suboptimal interrater reliability (inter-rater reliability (IR) = 0.636). The SLIP program allows residents to demonstrate practice-based learning and improvement of medical knowledge. The Web-based format provides transparency and ease of administration. Quality assessment of individual portfolio entries remains a challenge to the widespread adoption of portfolios. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Blended Teaching & Learning

ERIC Educational Resources Information Center

Pape, Liz

2010-01-01

Blended learning is using online tools to communicate, collaborate and publish, to extend the school day or year and to develop the 21st-century skills students need. With blended learning, teachers can use online tools and resources as part of their daily classroom instruction. Using many of the online tools and resources students already are…

Semi-Automatic Assembly of Learning Resources

ERIC Educational Resources Information Center

Verbert, K.; Ochoa, X.; Derntl, M.; Wolpers, M.; Pardo, A.; Duval, E.

2012-01-01

Technology Enhanced Learning is a research field that has matured considerably over the last decade. Many technical solutions to support design, authoring and use of learning activities and resources have been developed. The first datasets that reflect the tracking of actual use of these tools in real-life settings are beginning to become…

Collective (Team) Learning Process Models: A Conceptual Review

ERIC Educational Resources Information Center

Knapp, Randall

2010-01-01

Teams have become a key resource for learning and accomplishing work in organizations. The development of collective learning in specific contexts is not well understood, yet has become critical to organizational success. The purpose of this conceptual review is to inform human resource development (HRD) practice about specific team behaviors and…

Understanding Teacher Professional Learning through Cyber Research

ERIC Educational Resources Information Center

Bates, Meg S.; Phalen, Lena; Moran, Cheryl

2018-01-01

Online professional learning websites provide a unique window into how teachers make self-directed choices about their own professional development. This study extends previous research on how teachers use online resource repositories to examine how teachers make choices about resource use on a professional learning website. The website, the…

Ontological Modeling of Educational Resources: A Proposed Implementation for Greek Schools

ERIC Educational Resources Information Center

Poulakakis, Yannis; Vassilakis, Kostas; Kalogiannakis, Michail; Panagiotakis, Spyros

2017-01-01

In eLearning context searching for suitable educational material is still a challenging issue. During the last two decades, various digital repositories, such as Learning Object Repositories, institutional repositories and latterly Open Educational Resources, have been developed to accommodate collections of learning material that can be used for…

Self-Guided Field Trips for Students of Environments

ERIC Educational Resources Information Center

Moore, G.; Kerr, Roger; Hadgraft, Roger

2011-01-01

In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing…

Implementing Instructional Development Through Learning Resource Programs. Volume 1.

ERIC Educational Resources Information Center

Holloway, Ralph, Ed.

At a meeting of community/junior college officials on proposed academic redesign based on learning resource centers, various aspects of instructional development were discussed. Topics include the use of television to extend education, organizing for instructional development, bringing about change, the concept of the learning center, organizing…

Parenting Styles and Learned Resourcefulness of Turkish Adolescents

ERIC Educational Resources Information Center

Turkel, Yesim Deniz; Tezer, Esin

2008-01-01

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness…

An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

ERIC Educational Resources Information Center

Zint, Michaela

2010-01-01

My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…

Metrics for Success: Strategies for Enabling Core Facility Performance and Assessing Outcomes

PubMed Central

Hockberger, Philip E.; Meyn, Susan M.; Nicklin, Connie; Tabarini, Diane; Auger, Julie A.

2016-01-01

Core Facilities are key elements in the research portfolio of academic and private research institutions. Administrators overseeing core facilities (core administrators) require assessment tools for evaluating the need and effectiveness of these facilities at their institutions. This article discusses ways to promote best practices in core facilities as well as ways to evaluate their performance across 8 of the following categories: general management, research and technical staff, financial management, customer base and satisfaction, resource management, communications, institutional impact, and strategic planning. For each category, we provide lessons learned that we believe contribute to the effective and efficient overall management of core facilities. If done well, we believe that encouraging best practices and evaluating performance in core facilities will demonstrate and reinforce the importance of core facilities in the research and educational mission of institutions. It will also increase job satisfaction of those working in core facilities and improve the likelihood of sustainability of both facilities and personnel. PMID:26848284

Automatically producing tailored web materials for public administration

NASA Astrophysics Data System (ADS)

Colineau, Nathalie; Paris, Cécile; Vander Linden, Keith

2013-06-01

Public administration organizations commonly produce citizen-focused, informational materials describing public programs and the conditions under which citizens or citizen groups are eligible for these programs. The organizations write these materials for generic audiences because of the excessive human resource costs that would be required to produce personalized materials for everyone. Unfortunately, generic materials tend to be longer and harder to understand than materials tailored for particular citizens. Our work explores the feasibility and effectiveness of automatically producing tailored materials. We have developed an adaptive hypermedia application system that automatically produces tailored informational materials and have evaluated it in a series of studies. The studies demonstrate that: (1) subjects prefer tailored materials over generic materials, even if the tailoring requires answering a set of demographic questions first; (2) tailored materials are more effective at supporting subjects in their task of learning about public programs; and (3) the time required to specify the demographic information on which the tailoring is based does not significantly slow down the subjects in their information seeking task.

Metrics for Success: Strategies for Enabling Core Facility Performance and Assessing Outcomes.

PubMed

Turpen, Paula B; Hockberger, Philip E; Meyn, Susan M; Nicklin, Connie; Tabarini, Diane; Auger, Julie A

2016-04-01

Core Facilities are key elements in the research portfolio of academic and private research institutions. Administrators overseeing core facilities (core administrators) require assessment tools for evaluating the need and effectiveness of these facilities at their institutions. This article discusses ways to promote best practices in core facilities as well as ways to evaluate their performance across 8 of the following categories: general management, research and technical staff, financial management, customer base and satisfaction, resource management, communications, institutional impact, and strategic planning. For each category, we provide lessons learned that we believe contribute to the effective and efficient overall management of core facilities. If done well, we believe that encouraging best practices and evaluating performance in core facilities will demonstrate and reinforce the importance of core facilities in the research and educational mission of institutions. It will also increase job satisfaction of those working in core facilities and improve the likelihood of sustainability of both facilities and personnel.

Self-assessment of public health essential services among Illinois local health department administrators.

PubMed

Polyak, Georgeen; Madamala, Kusuma; Vasireddy, Vamsi; Landrum, Laura B; Bassler, Elissa J; Stob, Nicole J

2010-01-01

This article uses data from a study commissioned by the Illinois Public Health Institute in 2007 as part of the Robert Wood Johnson Foundation Multistate Learning Collaborative Grant for exploring accreditation of health departments. Local health departments in Illinois were surveyed on their self-assessed performance in meeting a set of performance standards derived from the Illinois Practice Standards and the Operational Definition of a Functional Local Health Department. All state-certified local health departments were represented in the survey by the 81 respondents. The lowest scores were observed in the evaluate standard (evaluate programs and provide quality assurance in accordance with applicable professional and regulatory standards to ensure that programs are consistent with plans and policies, and provide feedback on inadequacies and changes needed to redirect programs and resources). The findings suggest that new approaches are needed to better integrate evaluation in local health departments beginning with training designed specifically for and informed by local health department administrators.

The Multivoicedness of Game Play: Exploring the Unfolding of a Student's Learning Trajectory in a Gaming Context at School

ERIC Educational Resources Information Center

Silseth, Kenneth

2012-01-01

The purpose of this article is to gain knowledge about how interactions in a gaming context become constituted as effective resources for a student's learning trajectory. In addition, this detailed study of a learning trajectory documents how a computer game becomes a learning resource for working on a specific topic in school. The article reports…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 3: Resources and the Learning Environment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

In unit 1 we consider practical approaches to: (1) creating an effective learning environment; (2) selecting and using resources; (3) using ICT at different stages in the teaching and learning cycle; and (4) getting away from worksheets. Unit 2 looks at effective working with learning supporters and co-workers. [For related reports, see…

Demographic Variables and Students Use of E-Learning Resources in Public Secondary Schools Libraries in Rivers State of Nigeria

ERIC Educational Resources Information Center

Owate, C. N.; Afolabi, M.; Akanwa, P. C.

2017-01-01

The applications of e-learning resources to studies, teaching and learning by both staff and students have been investigated. However, the provision of e-learning tools for stake-holders is a modern goal to improving as well as achieving the quality of educational system in the twenty first century is imperative. Students' demographic variables…

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Addiction history associates with the propensity to form habits

PubMed Central

McKim, Theresa H.; Bauer, Daniel J.; Boettiger, Charlotte A.

2016-01-01

Learned habitual responses to environmental stimuli allow efficient interaction with the environment, freeing cognitive resources for more demanding tasks. However, when the outcome of such actions is no longer a desired goal, established stimulus-response (S-R) associations, or habits, must be overcome. Among people with substance use disorders (SUDs), difficulty in overcoming habitual responses to stimuli associated with their addiction in favor of new, goal-directed behaviors, contributes to relapse. Animal models of habit learning demonstrate that chronic self-administration of drugs of abuse promotes habitual responding beyond the domain of compulsive drug seeking. However, whether a similar propensity toward domain-general habitual responding occurs in humans with SUDs has remained unclear. To address this question, we used a visuomotor S-R learning and re-learning task, the Hidden Association Between Images Task (HABIT), which employs abstract visual stimuli and manual responses. This task allows us to measure new S-R association learning, well-learned S-R association execution, and includes a response contingency change manipulation to quantify the degree to which responding is habit-based, rather than goal-directed. We find that people with SUDs learn new S-R associations as well as healthy control subjects do. Moreover, people with an SUD history slightly outperform controls in S-R execution. In contrast, people with SUDs are specifically impaired in overcoming well-learned S-R associations; those with SUDs make a significantly greater proportion of perseverative errors during well-learned S-R replacement, indicating the more habitual nature of their responses. Thus, with equivalent training and practice, people with SUDs appear to show enhanced domain-general habit formation. PMID:26967944

About the Principal Deputy Assistant Administrator of EPA’s Office of Administration and Resources Management

EPA Pesticide Factsheets

Donna Vizian manages essential support functions, including human resources management, diversity and inclusion, acquisition (contracts), grants management, and the protection of EPA’s facilities and other critical assets nationwide.

5 CFR 9701.301 - Purpose.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM (DEPARTMENT OF HOMELAND SECURITY-OFFICE OF PERSONNEL MANAGEMENT) DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT SYSTEM Pay and Pay Administration General § 9701.301 Purpose. (a) This subpart contains...

5 CFR 9701.221 - Classification requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Classification requirements. 9701.221 Section 9701.221 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN RESOURCES MANAGEMENT... HUMAN RESOURCES MANAGEMENT SYSTEM Classification Classification Process § 9701.221 Classification...

An Analysis of Teacher and School Administrator Technology Beliefs and Skills as They Enter into a High Achieving Schools Program

ERIC Educational Resources Information Center

Hildebrand, Shelly Marie

2009-01-01

Teachers and administrators possess varied technology abilities and beliefs. In a study by Williams, Atkinson, Cate, and O'Hair (2008), technology integration and learning community development were positively related. As the teachers and administrators engaged in learning community development and technology integration substantive school…

Online Education: Perceptions of Faculty and Administrators at Three Different Types of Institutions of Higher Education

ERIC Educational Resources Information Center

Abraham, Sneha Elizabeth

2014-01-01

The purpose of this study was to investigate faculty and administrator perceptions of online learning compared to traditional face-to-face instruction by exploring the factors that impact online instruction. Strategies that can lead to effective online learning environments were explored. Faculty and administrators working with online education at…

Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

PubMed

Jones, Lester E

2011-03-01

The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Management of medical care, a fundamental tool for resident doctors.

PubMed

Fajardo-Ortiz, Guillermo; Robledo, Héctor

2018-01-01

In the area of medical education, and particularly in our country, medical residencies are the best educational programs for a graduated physicians; however, when young medical doctors begin a residence at hospitals, they hardly poses knowledge about the way medical services work as well as the processes they involve, which directly affects the fulfillment of their tasks, their process of learning and more importantly, it interferes in the services provided by the hospital. Therefore, it is imperative to immerse residents in the management of medical care and let them know that its main function is to harmoniously articulate every medical-administrative process related to patients as well as human, material and financial resources. One of the main goals is to achieve the fulfillment of the hospital's mission and vision with operational efficiency and humanism. This path will help physicians to make the best decisions, as well as achieving an adequate management of resources always remembering that quality in medical services and patient's safety are important. Copyright: © 2018 Permanyer.

A web-based resource for promoting equity in midwifery education and training: Towards meaningful diversity and inclusion.

PubMed

Effland, Kristin J; Hays, Karen

2018-06-01

Increasing the midwifery workforce requires that aspiring midwives complete education and training, but structural racism and microaggressions impact the lives of underrepresented midwifery students and apprentices, adding stressors and disparities to the usual demanding educational challenges. In order to be resilient, students rely on preceptors, faculty, administrators and institutions to promote equity. Equity-focused learning environments improve student experiences and success rates, and better prepare all students to provide culturally humble and sensitive care to diverse childbearing persons and other essential competencies outlined by the International Confederation of Midwives. The comprehensive web-based resource, www.equitymidwifery.org, is designed to support midwifery educators in promoting equity and social justice in midwifery education and training. The website highlights examples and provides tools including original webinar content and encourages visitors to attend virtual strategy and collaboration calls. It offers a model of continuous professional development that is easily accessible. Copyright © 2018 Elsevier Ltd. All rights reserved.

Memory for images intense enough to draw an administration's attention: television and the "war on terror".

PubMed

Hutchinson, David; Bradley, Samuel D

2009-03-01

In the recent United States-led "war on terror," including ongoing engagements in Iraq and Afghanistan, news organizations have been accused of showing a negative view of developments on the ground. In particular, news depictions of casualties have brought accusations of anti-Americanism and aiding and abetting the terrorists' cause. In this study, video footage of war from television news stories was manipulated to investigate the effects of negative compelling images on cognitive resource allocation, physiological arousal, and recognition memory. Results of a within-subjects experiment indicate that negatively valenced depictions of casualties and destruction elicit greater attention and physiological arousal than positive and low-intensity images. Recognition memory for visual information in the graphic negative news condition was highest, whereas audio recognition for this condition was lowest. The results suggest that negative, high-intensity video imagery diverts cognitive resources away from the encoding of verbal information in the newscast, positioning visual images and not the spoken narrative as a primary channel of viewer learning.

A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

NASA Astrophysics Data System (ADS)

Falkner, Katrina; Vivian, Rebecca

2015-10-01

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

Promote the Vocational Education Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-9.

ERIC Educational Resources Information Center

Quinn, Karen M.; And Others

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and…

An Evaluation of Open Source Learning Management Systems According to Administration Tools and Curriculum Design

ERIC Educational Resources Information Center

Ozdamli, Fezile

2007-01-01

Distance education is becoming more important in the universities and schools. The aim of this research is to evaluate the current existing Open Source Learning Management Systems according to Administration tool and Curriculum Design. For this, seventy two Open Source Learning Management Systems have been subjected to a general evaluation. After…

An emerging typology of academic interdisciplinary gerontology centers in the United States.

PubMed

Hertz, Judith E; Douglass, Carolinda; Johnson, Angela; Richmond, Shirley A

2007-01-01

Little is known about the organization, characteristics or services offered by academic interdisciplinary gerontology centers located in higher education institutions. This article presents a description and an emerging typology of academic interdisciplinary gerontology centers based on information collected from the Websites of 47 centers. The emerging typology comprised three dimensions: focus, functions and specialty areas. Significant relationships were found between the center's function and focus as well as function and number of specialties. The newly developed typology is useful for classifying and learning about academic interdisciplinary gerontology centers. Students who have an interest in gerontology might use the classification system to select a school that matches their academic goals. Educators and educational administrators might apply the typology's dimensions in program development. The typology might also serve as a useful framework for future research and policymakers could use the information from the typology and center's Websites to support proposed policies. Furthermore, older adult consumers, their families and professional caregivers can use the information to learn about services and resources.

The Benefits of Physician Training Programs for Rural Communities: Lessons Learned from the Teaching Health Center Graduate Medical Education Program.

PubMed

Lee, Marshala; Newton, Helen; Smith, Tracey; Crawford, Malena; Kepley, Hayden; Regenstein, Marsha; Chen, Candice

2016-01-01

Rural communities disproportionately face preventable chronic diseases and death from treatable conditions. Health workforce shortages contribute to limited health care access and health disparities. Efforts to address workforce shortages have included establishing graduate medical education programs with the goal of recruiting and retaining physicians in the communities in which they train. However, rural communities face a number of challenges in developing and maintaining successful residency programs, including concerns over financial sustainability and the integration of resident trainees into existing clinical practices. Despite these challenges, rural communities are increasingly interested in investing in residency programs; those that are successful see additional benefits in workforce recruitment, access, and quality of care that have immediate and direct impact on the health of rural communities. This commentary examines the challenges and benefits of rural residency programs, drawing from lessons learned from the Health Resources and Services Administration's Teaching Health Center Graduate Medical Education program.

International learning on increasing the value and effectiveness of primary care (I LIVE PC) New Zealand.

PubMed

Goodyear-Smith, Felicity; Gauld, Robin; Cumming, Jacqueline; O'Keefe, Bev; Pert, Harry; McCormack, Paul

2012-03-01

New Zealand (NZ) has a central government-driven, tax-funded health system with the state as dominant payer. The NZ experience precedes and endorses the US concept of patient-centered medical homes providing population-based, nonepisodic care supported by network organizations. These networks provide administration, budget holding, incentivized programs, data feedback, peer review, education, human relations, and health information technology support and resources. Key elements include enrolled populations; an interdisciplinary team approach; health information technology interoperability and access between all providers as well as patients; devolution of hospital-based services into the community; intersectorial integration; blended payments (a combination of universal capitated funding, patient copayments, and targeted fee-for-service for specific items); and a balance of clinical, corporate, and community governance. In this article, we discuss reforms to NZ's primary care arrangements over the past 2 decades and reflect on the lessons learned, their relevance to the United States, and issues that remain to be resolved.

Test of understanding of vectors: A reliable multiple-choice vector concept test

NASA Astrophysics Data System (ADS)

Barniol, Pablo; Zavala, Genaro

2014-06-01

In this article we discuss the findings of our research on students' understanding of vector concepts in problems without physical context. First, we develop a complete taxonomy of the most frequent errors made by university students when learning vector concepts. This study is based on the results of several test administrations of open-ended problems in which a total of 2067 students participated. Using this taxonomy, we then designed a 20-item multiple-choice test [Test of understanding of vectors (TUV)] and administered it in English to 423 students who were completing the required sequence of introductory physics courses at a large private Mexican university. We evaluated the test's content validity, reliability, and discriminatory power. The results indicate that the TUV is a reliable assessment tool. We also conducted a detailed analysis of the students' understanding of the vector concepts evaluated in the test. The TUV is included in the Supplemental Material as a resource for other researchers studying vector learning, as well as instructors teaching the material.

How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review.

PubMed

Clunie, Lauren; Morris, Neil P; Joynes, Viktoria C T; Pickering, James D

2018-05-06

Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework-the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303-319. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.