e-Learning in Advanced Life Support-What factors influence assessment outcome?

PubMed

Thorne, C J; Lockey, A S; Kimani, P K; Bullock, I; Hampshire, S; Begum-Ali, S; Perkins, G D

2017-05-01

To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed. The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2h (IQR 3.7-7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P=0.367) on simulated learning outcome. Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs. Copyright © 2017 Elsevier B.V. All rights reserved.

The effect of pre-course e-learning prior to advanced life support training: a randomised controlled trial.

PubMed

Perkins, Gavin D; Fullerton, James N; Davis-Gomez, Nicole; Davies, Robin P; Baldock, Catherine; Stevens, Harry; Bullock, Ian; Lockey, Andrew S

2010-07-01

The role of e-learning in contemporary healthcare education is quickly developing. The aim of this study was to examine the relationship between the use of an e-learning simulation programme (Microsim, Laerdal, UK) prior to attending an Advanced Life Support (ALS) course and the subsequent relationship to candidate performance. An open label, multi-centre randomised controlled study was conducted. The control group received a course manual and pre-course MCQ four weeks prior to the face to face course. The intervention group in addition received the Microsim programme on a CD. The primary outcome was performance during a simulated cardiac arrest at the end of the course. Secondary outcomes were performance during multiple choice exams, resuscitation skills assessments and feedback to Microsim programme. 572 participants were randomised (287 Microsim, 285 control). There were no significant differences in the primary outcome (performance during a standard cardiac arrest simulation) or secondary outcomes. User evaluations were favorable. 79% would recommend it to colleagues. 9% stated Microsim could replace the entire ALS course, 25% parts. Over 70% of participants' perceived that Microsim improved their understanding of the key learning domains of the ALS course. Distributing Microsim to healthcare providers prior to attending an ALS courses did not improve either cognitive or psychomotor skills performance during cardiac arrest simulation testing. The challenge that lies ahead is to identify the optimal way to use e-learning as part of a blended approach to learning for this type of training programme.

Using e-learning for maintenance of ALS competence.

PubMed

Jensen, Morten Lind; Mondrup, Frederik; Lippert, Freddy; Ringsted, Charlotte

2009-08-01

A well-suited e-learning program might be a feasible strategy to maintain competence following a resuscitation course. This study had 2 aims: (1) to examine the effect of an e-learning program as a booster of competence acquired from an Advanced Life Support (ALS) course. (2) To identify factors related to the use of the e-learning program. The study contained two parts pertaining to the two aims. The first part was a prospective single blinded randomised controlled study on junior doctors. The intervention was the monthly use of an e-learning program during one year and effect was measured as ALS-competence, a composite of a knowledge and skills test. The second part was a telephone interview of the intervention group. An interview guide was constructed based on existing knowledge of e-learning. In order to identify factors explaining the use of e-learning a univariate correlation was used to select significant variables to be included in a multiple regression analysis. Of the 134 invited to participate, 103 accepted the invitation. There were 79/103 (77%) participants, 40/51 in the intervention group and 39/52 in the control group. There was no difference between the groups with regards to ALS competence. Only 'social interaction' was an individually significant factor influencing the use of the e-learning program. This study did not demonstrate an effect of an e-learning program as a booster of competence acquired from an ALS course. The primary factor influencing the use of e-learning was the lack of social interaction.

Metabolic Costs of Military Load Carriage over Complex Terrain.

PubMed

Looney, David P; Santee, William R; Karis, Anthony J; Blanchard, Laurie A; Rome, Maxwell N; Carter, Alyssa J; Potter, Adam W

2018-05-31

Dismounted military operations often involve prolonged load carriage over complex terrain, which can result in excessive metabolic costs that can directly impair soldiers' performance. Although estimating these demands is a critical interest for mission planning purposes, it is unclear whether existing estimation equations developed from controlled laboratory- and field-based studies accurately account for energy costs of traveling over complex terrain. This study investigated the accuracy of the following equations for military populations when applied to data collected over complex terrain with two different levels of load carriage: American College of Sports Medicine (2002), Givoni and Goldman (1971), Jobe and White (2009), Minetti et al (2002), Pandolf et al (1977), and Santee et al (2003). Nine active duty military personnel (age 21 ± 3 yr; height 1.72 ± 0.07 m; body mass 83.4 ± 12.9 kg; VO2 max 47.8 ± 3.9 mL/kg/min) were monitored during load carriage (with loads equal to 30% and 45% of body mass) over a 10-km mixed terrain course on two separate test days. The course was divided into four 2.5-km laps of 40 segments based on distance, grade, and/or surface factors. Timing gates and radio-frequency identification cards (SportIdent; Scarborough Orienteering, Huntington Beach, CA) were used to record completion times for each course segment. Breath-by-breath measures of energy expenditure were collected using portable oxygen exchange devices (COSMED Sri., Rome, Italy) and compared model estimates. The Santee et al equation performed best, demonstrating the smallest estimation bias (-13 ± 87 W) and lowest root mean square error (99 W). Current predictive equations underestimate the metabolic cost of load carriage by military personnel over complex terrain. Applying the Santee et al correction factor to the Pandolf et al equation may be the most suitable approach for estimating metabolic demands in these circumstances. However, this work also outlines the need for improvements to these methods, new method development and validation, or the use of a multi-model approach to account for mixed terrain.

Dataset from Dick et al published in Sawyer et al 2016

EPA Pesticide Factsheets

Dataset is a time course description of lindane disappearance in blood plasma after dermal exposure in human volunteersThis dataset is associated with the following publication:Sawyer, M.E., M.V. Evans , C. Wilson, L.J. Beesley, L. Leon, C. Eklund , E. Croom, and R. Pegram. Development of a Human Physiologically Based Pharmacokinetics (PBPK) Model For Dermal Permeability for Lindane. TOXICOLOGY LETTERS. Elsevier Science Ltd, New York, NY, USA, 14(245): pp106-109, (2016).

Evaluation of students' experience with Problem-based Learning (PBL) applied at the College of Medicine, Al-Jouf University, Saudi Arabia.

PubMed

Alduraywish, Abdulrahman Abdulwahab; Mohager, Mazin Omer; Alenezi, Mohammed Jayed; Nail, Abdelsalam Mohammed; Aljafari, Alfatih Saifudinn

2017-12-01

To evaluate the students' experience with problem-based learning. This cross-sectional, qualitative study was conducted at the College of Medicine, Al Jouf University, Sakakah, Saudi Arabia, in October 2015, and comprised medical students of the 1st to 5th levels. Interviews were conducted using Students' Course Experience Questionnaire. The questionnaire contained 37 questions covering six evaluative categories: appropriate assessment, appropriate workload, clear goals and standards, generic skills, good teaching, and overall satisfaction. The questionnaire follows the Likert's scale model. Mean values were interpreted as: >2.5= at least disagree, 2.5->3= neither/nor (uncertain), and 3 or more= at least agree. Of the 170 respondents, 72(42.7%) agreed that there was an appropriate assessment accompanied with the problem-based learning. Also, 107(63.13%) students agreed that there was a heavy workload on them. The goal and standards of the course were clear for 71(42.35%) students, 104(61.3%) agreed that problem-based learning improved their generic skills, 65(38.07%) agreed the teaching was good and 82(48.08%) students showed overall satisfaction. The students were satisfied with their experience with the problem-based learning.

Quantification of Toxic Effects for Water Concentration-based Aquatic Life Criteria -Part B

EPA Science Inventory

Erickson et al. (1991) conducted a series of experiments on the toxicity of pentachloroethane (PCE) to juvenile fathead minnows. These experiments included evaluations of bioaccumulation kinetics, the time-course of mortality under both constant and time-variable exposures, the r...

A New Coherent Science Content Storyline Astronomy Course for Pre-Service Teachers at Penn State

NASA Astrophysics Data System (ADS)

Palma, Christopher; Plummer, Julia; Earth and Space Science Partnership

2016-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. One of the ESSP goals has been to provide pre-service teachers with new or improved science course offerings at Penn State in the Earth and Space Science domains. In particular, we aim to provide students with opportunities to learn astronomy content knowledge through teaching methods that engage them in investigations where they experience the practices used by astronomers. We have designed a new course that builds on our research into students' ideas about Solar System astronomy (Plummer et al. 2015) and the curriculum our team created for a professional development workshop for in-service teachers (Palma et al. 2013) with this same theme. The course was offered for the first time in the spring 2015 semester. We designed the course using a coherent science content storyline approach (see, e.g., Palma et al. 2014), which requires all of the student investigations to build towards a big idea in science; in this case, we chose the model for formation of our Solar System. The course led pre-service teachers through a series of investigations that model the type of instruction we hope they will adopt in their own classrooms. They were presented with a series of research questions that all tie in to the big idea of Solar System formation, and they were responsible for collecting and interpreting their own data to draw evidence-based conclusions about one aspect of this model. Students in the course were assessed on their astronomy content knowledge, but also on their ability to construct arguments using scientific reasoning to answer astronomy questions. In this poster, we will present descriptions of the investigations, the assessments used, and our preliminary results about how the course led this group of pre-service teachers to improved understanding of astronomy content and the practices astronomers use in their investigations of the Solar System.We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

[Amyotrophic lateral sclerosis--diagnosis and treatment].

PubMed

Jung, H H; Neumann, M; Bloch, K E

2012-07-04

Amyotrophic lateral sclerosis (ALS) represents the most common motoneuron disorder in adulthood. It is characterized by selective degeneration of the motoneurons. About 10% of patients have a genetically determined ALS. Clinically, ALS is characterized by coexistence of signs of the first motoneuron, such as spasticity and hyperreflexia, as well as the second motoneuron, such as muscular atrophy and fasciculations. If such signs are present in at least three regions and if other possible causes have been excluded, a definite diagnosis of ALS can be made based on the revised El-Escorial criteria. Initial manifestations are often focalized and generalization develops during the course. The glutamate antagonist riluzole is worldwide the only approved ALS treatment. However, symptomatic treatments to ameliorate spasticity, drooling, speech and swallowing problems, and assisted ventilation to treat respiratory failure are essential.

Investigation on the solidification course of Al-Si alloys by using a numerical Newtonian thermal analysis method

NASA Astrophysics Data System (ADS)

Tang, Peng; Hu, Zhiliu; Zhao, Yanjun; Huang, Qingbao

2017-12-01

A numerical Newtonian thermal analysis (NTA) method was carried out for online monitoring the solidification course of commercial Al-Si alloys. The solidification paths of different molten Al-Si alloys were characterized by the fraction solid curves. The variation of heat capacity of Al and Si were concerned in the determination of baseline evaluation of latent heat. In this experiment, the pure Al, Al-1Si, Al-5Si, Al-9Si, Al-13Si and Al-18Si alloys were molten at 800 °C and cooled at room temperature, respectively. The cooling curves of these alloys were measured by using K-type thermocouples. The liquidus temperatures of these alloys decreased with the increase of Si %. An obvious stage occurred at about 580 °C, which was closely related to Al-Si eutectic reaction. Different phase fractions of these alloys were supported by the microstructure observation.

A PDF-based classification of gait cadence patterns in patients with amyotrophic lateral sclerosis.

PubMed

Wu, Yunfeng; Ng, Sin Chun

2010-01-01

Amyotrophic lateral sclerosis (ALS) is a type of neurological disease due to the degeneration of motor neurons. During the course of such a progressive disease, it would be difficult for ALS patients to regulate normal locomotion, so that the gait stability becomes perturbed. This paper presents a pilot statistical study on the gait cadence (or stride interval) in ALS, based on the statistical analysis method. The probability density functions (PDFs) of stride interval were first estimated with the nonparametric Parzen-window method. We computed the mean of the left-foot stride interval and the modified Kullback-Leibler divergence (MKLD) from the PDFs estimated. The analysis results suggested that both of these two statistical parameters were significantly altered in ALS, and the least-squares support vector machine (LS-SVM) may effectively distinguish the stride patterns between the ALS patients and healthy controls, with an accurate rate of 82.8% and an area of 0.87 under the receiver operating characteristic curve.

Clinical Evaluation of a Digital Mammography Based on Micro-Lithography (Breast Cancer)

DTIC Science & Technology

1994-01-20

7-9, Mannheim. Schnetztor - V flag; 1992: 90-91. 2. Panizza P., Del Maschio A. Digital Luminescence Mammography. Digital Radiography Workshop: Quality...Assurance and Radiation Protection. May 7-9, Mannheim. Schnetztor - Verlag; 1992:66-67. 3. Panizza P., Cattaneo M., Rodighiero M.G., et al. Course on

Life course body mass index and risk and prognosis of amyotrophic lateral sclerosis: results from the ALS registry Swabia.

PubMed

Peter, Raphael Simon; Rosenbohm, Angela; Dupuis, Luc; Brehme, Torben; Kassubek, Jan; Rothenbacher, Dietrich; Nagel, Gabriele; Ludolph, Albert Christian

2017-10-01

Weight loss appears as a strong predictor of survival of patients with amyotrophic lateral sclerosis, yet no data are currently available to describe the life course history of pre-diagnostic body mass index (BMI) in these patients. 393 ALS cases (mean age: 65.8 years, 57.3% men) and 791 controls matched by age and sex from a population-based case-control study of the ALS Registry Swabia were analyzed. Differences of BMI change in cases and controls over time were modeled using a multilevel additive model. In addition, survival in ALS cases by BMI change was modeled using an accelerated failure time model adjusted for prognostic factors. In ALS cases, BMI was consistently higher than in controls in the 20-70 years before the interview. Conditional logistic regression revealed an odds ratio of 1.05 (95% confidence interval (CI) 1.00-1.11, p = 0.041) per 1 kg/m 2 higher BMI 35-45 years before interview. However, a sharp decrease was evident in the BMI of ALS cases about 10 years before disease onset. Moreover, weight loss was strongly associated with shorter survival in ALS patients. Illustrating this, patients with stable weight showed a median survival time of 22.1 (95%-CI 19.2-25.0) months, as compared to 13.4 (95%-CI 10.5-16.3) months for patients with weight loss of 2.5 kg/m 2 over the last 3 months before the interview. Thus, alterations in body weight are present in ALS patients already decades before clinical manifestation of ALS, while weight loss precedes motor symptoms of several years and is associated with poor prognosis.

Neutralizing Antibody Fails to Impact the Course of Ebola Virus Infection in Monkeys

DTIC Science & Technology

2007-01-19

endothelial cells. Am J Pathol 163: 2371–2382. 16. Geisbert TW, Hensley LE , Jahrling PB, Larsen T, Geisbert JB, et al. (2003) Treatment of Ebola virus...Hernandez HJ, Thomas WD Jr, et al. (2005) Development and characterization of a severe acute respiratory syndrome-associated coronavirus -neutralizing human...Citation: Oswald WB, Geisbert TW, Davis KJ, Geisbert JB, Sullivan NJ, et al. (2007) Neutralizing antibody fails to impact the course of Ebola virus

Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content.

PubMed

Koestner, Wolfgang; Otten, Wiebke; Kaireit, Till; Wacker, Frank K; Dettmer, Sabine

2017-11-01

Purpose  New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods  The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey. Results  Courses were evaluated positively by the students and instructors. From the perspective of the students, the courses increased understanding of cross-sectional anatomy (elective/obligatory course: 97 %/95 %) and radiologic findings (97 %/99 %). Furthermore, the course increased the students' interest in radiology (61 %/65 %). The students considered this way of teaching to be relevant to their future occupation (92 % of students in the obligatory course). The higher incidence of teacher-student interaction and the possibility of independent image analysis were rated positively. The majority of instructors did not observe increased distractibility due to the computers (67 %) or notice worse preparation for MC tests (56 %). However, 56 % of instructors reported greater preparation effort. Conclusion  Practical competency-based radiological teaching using a DICOM viewer is a feasible innovative approach with high acceptance among students and instructors. It fosters competency-based learning as proposed by the model curriculum of the German Radiological Society (DRG) and the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Key Points   · Practical competency-based radiological teaching is highly accepted by students and instructors.. · Students report improved understanding of imaging anatomy and radiological findings.. · Interactive case presentation with a DICOM viewer fosters competency-based learning.. Citation Format · Koestner W, Otten W, Kaireit T et al. Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content. Fortschr Röntgenstr 2017; 189: 1076 - 1085. © Georg Thieme Verlag KG Stuttgart · New York.

Mutations in FUS are the most frequent genetic cause in juvenile sporadic ALS patients of Chinese origin.

PubMed

Zou, Zhang-Yu; Liu, Ming-Sheng; Li, Xiao-Guang; Cui, Li-Ying

2016-01-01

Juvenile onset ALS is a very rare form of motor neuron disease, with the first symptoms of motor neuron degeneration manifested before 25 years of age. Mutations in the alsin (ALS2), senataxin (SETX), and spatacsin (SPG11) genes have been associated with familial ALS with juvenile onset and slow progression, whereas the genetic architecture of sporadic juvenile ALS remains unclear. We screened mutations in C9orf72, SOD1, FUS, TARDBP, ANG, VCP and PFN1 in 16 juvenile sporadic ALS patients. Four cases (25%) carrying FUS mutations and one individual (6%) harbouring a SOD1 mutation were identified. All cases had an aggressive disease course. Our results suggest that FUS mutations are the most frequent genetic cause in early-onset sporadic ALS patients of Chinese origin. Genetic testing of FUS should be performed in early-onset ALS patients especially those with an aggressive disease course.

Reducing gender differences in performance in introductory college physics through values affirmation

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren

2011-04-01

Despite males and females being equally represented at the college level in several STEM disciplines (including biology, chemistry and mathematics), females continue to be under-represented in physics. Our research documents and addresses this participation gender gap in the introductory, calculus-based physics courses at the University of Colorado. We characterize gender differences in performance, psychological factors (including attitudes and beliefs) and retention that exist in Physics 1 and 2 [L. E. Kost, et al., Phys. Rev. ST Phys. Educ. Res. 5, 010101 (2009); L. E. Kost-Smith, et al., Phys. Rev. ST Phys. Educ. Res. 6, 020112 (2010)]. We find that the gender differences in performance can largely be accounted for by measurable differences in the physics and mathematics backgrounds and incoming attitudes and beliefs of males and females. But these background factors do not completely account for the gender gaps. We hypothesize, based on gender differences in responses to survey questions about students' sense of physics identity and confidence levels, that identity threat (the fear of confirming a negative characterization about one's identity) is playing a role in our courses. Working with researchers in psychology, we implemented an intervention where students either wrote about their most important values or not, twice at the beginning of the course [A. Miyake, et al., Science, 330, 1234 (2010)]. This ``values affirmation'' activity reduced the male-female performance difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. This brief psychological intervention may be a promising way to address the gender gap in science performance.

Mechanism of Cutaneous Vesication

DTIC Science & Technology

1994-02-17

mitochondria, site of the citric acid cycle, based on the time-course studies (King and Monteiro-Riviere, 1990; King et al., 1992). Detriment of the glucose...dermis ............................... 98 31. Passive Topical Kinetic Model ........................................................... 99 32. IPPSF... acid (AA) metabolism by cyclooxygenase and lipoxygenase enzymes are known to be potent inflammatory mediators present in many skin diseases. The skin

Inquiry-Based Learning in an Intermediate-Level Undergraduate Neotectonics Course

NASA Astrophysics Data System (ADS)

Reinen, L. A.

2007-12-01

Integrating student-conducted research into the curriculum can provide students with many educational benefits. Documented benefits include, among others, increased communication skills, the ability to work as part of a research team, and enhanced self-confidence in individual problem-solving skills (e.g., Kardash, J. Ed. Psych., 2000; Seymour, et al., Science Education, 2004). As part of a larger departmental goal of integrating student- conducted research into all levels of the Pomona College Geology Department curriculum (e.g., Reinen, et al., CUR-Q, 2006), I have recently developed an intermediate-level Neotectonics course with a strong component of inquiry-based learning. This course was offered for the first time during the spring semester 2007, and will continue to be offered each year. In a series of guided inquiries throughout the course, students investigate recent seismicity and tectonic geomorphology in Southern California. With each subsequent assignment, student contributions to the research direction increases (e.g., data used, area studied, question addressed, methods used), culminating in team proposals and research projects investigating specific student-generated questions of regional tectonics. Students collect data for these investigations from several sources: (1) databases available online (e.g., IRIS, Harvard earthquake catalog), (2) desktop experiments (e.g., the "earthquake machine"), (3) topographic maps, and (4) field observations. The objective of this paper is to present initial results from this teaching experiment and examples of the projects which have been executed, including the preparation students received to be able to use the available data. Discussion and suggestions (particularly about effective means of conducting a rigorous long-term assessment) are strongly encouraged.

Misconceptions in Astronomy: Before and After a Constructivist Learning Environment

NASA Astrophysics Data System (ADS)

Ruzhitskaya, Lanika; Speck, A.

2009-01-01

We present results of a pilot study on college students’ misconceptions in astronomy. The study was conducted on the campus of a Midwestern university among 43 non-science major students enrolled in an introductory astronomy laboratory course. The laboratory course was based on a constructivist learning environment where students learned astronomy by doing astronomy. During the course, students worked with educational simulations created by Project CLEA team and RedShift College Education Astronomy Workbook by Bill Walker as well as were involved in think-pair-share discussions based on Lecture-Tutorials (Prather et al 2008). Several laboratories were prompted by an instructor's brief presentations. On the first and last days of the course students were surveyed on what their beliefs were about causes of the seasons, the moon's apparent size in the sky and its phases, planetary orbits, structure of the solar system, the sun, distant stars, and the nature of light. The majority of the surveys’ questions were based on Neil Comins’ 50 most commonly cited misconceptions. The outcome of the study showed that while students constructed correct understanding of a number of phenomena, they also created a set of new misconceptions. For example, if on the first day of the course, nine out of 43 students knew what caused the seasons on Earth; on the last day of the course, 20 students gained the similar understanding. However, by the end of the course more students believed that smaller planets must rotate faster based on the conservation of angular momentum and Kepler's laws. Our findings suggest that misconceptions pointed out by Neil Comins over a decade ago are still relevant today; and that learning based exclusively on simulations and collaborative group discussions does not necessarily produce the best results, but may set a ground for creating new misconceptions.

An Analysis of Higher-Order Thinking on Algebra I End-of-Course Tests

ERIC Educational Resources Information Center

Thompson, Tony

2011-01-01

This research provides insight into one US state's effort to incorporate higher-order thinking on its Algebra I End-of-Course tests. To facilitate the inclusion of higher-order thinking, the state used "Dimensions of Thinking" (Marzano et al., 1988) and "Bloom's Taxonomy" (Bloom et al., 1956). An analysis of Algebra I test…

Amorphization and thermal stability of aluminum-based nanoparticles prepared from the rapid cooling of nanodroplets: effect of iron addition.

PubMed

Xiao, Shifang; Li, Xiaofan; Deng, Huiqiu; Deng, Lei; Hu, Wangyu

2015-03-07

Despite an intensive investigation on bimetallic nanoparticles, little attention has been paid to their amorphization in the past few decades. The study of amorphization on a nanoscale is of considerable significance for the preparation of amorphous nanoparticles and bulk metallic glass. Herein, we pursue the amorphization process of Al-based nanoparticles with classic molecular dynamics simulations and local structural analysis techniques. By a comparative study of the amorphization of pure Al and Fe-doped Al-based nanodroplets in the course of rapid cooling, we find that Fe addition plays a very important role in the vitrification of Al-based nanodroplets. Owing to the subsurface segregated Fe atoms with their nearest neighbors tending to form relatively stable icosahedral (ICO) clusters, the Fe-centred cluster network near the surface effectively suppresses the crystallization of droplets from surface nucleation and growth as the concentration of Fe attains a certain value. The glass formation ability of nanodroplets is suggested to be enhanced by the high intrinsic inner pressure as a result of small size and surface tension, combined with the dopant-inhibited surface nucleation. In addition, the effect of the size and the added concentration of nanoparticles on amorphization and the thermal stability of the amorphous nanoparticles are discussed. Our findings reveal the amorphization mechanism in Fe-doped Al-based nanoparticles and provide a theoretical guidance for the design of amorphous materials.

A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data.

PubMed

Brownell, Sara E; Hekmat-Scafe, Daria S; Singla, Veena; Chandler Seawell, Patricia; Conklin Imam, Jamie F; Eddy, Sarah L; Stearns, Tim; Cyert, Martha S

2015-01-01

We present an innovative course-based undergraduate research experience curriculum focused on the characterization of single point mutations in p53, a tumor suppressor gene that is mutated in more than 50% of human cancers. This course is required of all introductory biology students, so all biology majors engage in a research project as part of their training. Using a set of open-ended written prompts, we found that the course shifts student conceptions of what it means to think like a scientist from novice to more expert-like. Students at the end of the course identified experimental repetition, data analysis, and collaboration as important elements of thinking like a scientist. Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students' conceptions and practice of scientific thinking. © 2015 S. E. Brownell et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Campus-Based Practices for Promoting Student Success: Effective Pedagogy. Research Brief

ERIC Educational Resources Information Center

Horn, Aaron S.; Kamata, Takehito

2014-01-01

One of the iconic symbols of the collegiate experience is the graying professor pontificating behind a lectern to a massive audience of dreary-eyed students. In fact, 45 percent of faculty at four-year institutions still report "extensive lecturing" as the teaching method used in most of their courses (Hurtado et al., 2012). And yet,…

Reclassification of "Dactylosporangium variesporum" as Saccharothrix variisporea corrig. (ex Tomita et al. 1977) sp. nov., nom. rev.

USDA-ARS?s Scientific Manuscript database

In the course of a polyphasic study it was observed that “Dactylosporangium variesporum” NRRL B-16296 is misclassified as a member of the genus Dactylosporangium becasuse it exhibits properties consistent with its assignment to the genus Saccharothrix. Phylogenetic analyses based on 16S rRNA gene se...

Behaviour Support Training for Parents of Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Gaad, Eman; Thabet, Rawy A.

2016-01-01

Al Jalila Foundation (AJF) is a philanthropic organization based in Dubai. The organization sponsored a training programme in 2013 to support parents of children with various disabilities to cope with the behavioural and emotional challenges that are related to the child's disability. The course lasts for 6 weeks and is delivered across the United…

Is State Assessment a Viable Tool for Reflection of Classroom Assessment?

ERIC Educational Resources Information Center

Thompson, Tony; Newsome, Kolouia

North Carolina uses Dimensions of Thinking (Marzano et al., 1988) as a framework to incorporate higher order thinking in their End-of- Course exams. The goal of this research was to explore whether this effort could also help facilitate the inclusion of higher order thinking in the classroom. Based on reviewing state EOC-related documents and…

Self-regulation of brain rhythms in the precuneus: a novel BCI paradigm for patients with ALS

NASA Astrophysics Data System (ADS)

Fomina, Tatiana; Lohmann, Gabriele; Erb, Michael; Ethofer, Thomas; Schölkopf, Bernhard; Grosse-Wentrup, Moritz

2016-12-01

Objective. Electroencephalographic (EEG) brain-computer interfaces (BCIs) hold promise in restoring communication for patients with completely locked-in stage amyotrophic lateral sclerosis (ALS). However, these patients cannot use existing EEG-based BCIs, arguably because such systems rely on brain processes that are impaired in the late stages of ALS. In this work, we introduce a novel BCI designed for patients in late stages of ALS based on high-level cognitive processes that are less likely to be affected by ALS. Approach. We trained two ALS patients via EEG-based neurofeedback to use self-regulation of theta or gamma oscillations in the precuneus for basic communication. Because there is a tight connection between the precuneus and consciousness, precuneus oscillations are arguably generated by high-level cognitive processes, which are less likely to be affected by ALS than processes linked to the peripheral nervous system. Main results. Both patients learned to self-regulate their precuneus oscillations and achieved stable online decoding accuracy over the course of disease progression. One patient achieved a mean online decoding accuracy in a binary decision task of 70.55% across 26 training sessions, and the other patient achieved 59.44% across 16 training sessions. We provide empirical evidence that these oscillations were cortical in nature and originated from the intersection of the precuneus, cuneus, and posterior cingulate. Significance. Our results establish that ALS patients can employ self-regulation of precuneus oscillations for communication. Such a BCI is likely to be available to ALS patients as long as their consciousness supports communication.

A Coherent Content Storyline Approach for Introductory Astronomy

NASA Astrophysics Data System (ADS)

Palma, Christopher; Flarend, A.; McDonald, S.; Kregenow, J. M.

2014-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Part of the multi-faceted ESSP effort includes revising the curriculum of university science classes known to be taken by large numbers of elementary pre-service teachers. By adopting research-based pedagogical approaches in our courses, we hope to expose these pre-service teachers to excellent examples of science teaching. In this presentation, we will discuss changes made in a pilot study to one section of our introductory astronomy survey course. There have been many articles published in the Astronomy Education Review and elsewhere that detail research-based pedagogical practices for introductory astronomy courses. Many of those practices (such as from the Center for Astronomy Education) have been incorporated into introductory astronomy courses at Penn State. However, our work with middle-grades teachers in the ESSP project is based on two key practices: a Claims, Evidence, and Reasoning (CER) framework (McNeill & Krajcik 2012) and a coherent science content storyline (Roth,et. al., 2011). As a first step in modeling these practices in our University courses, we reorganized our Astro course using a content storyline approach. We plan to incorporate CER activities into the course next year that advance the storyline described. In this poster, we present the storyline developed by our team, which we believe was successful in its pilot, and was built around a conceptually coherent presentation of the diverse set of phenomena typical of an introductory astronomy course. We adopted as our main learning goal a statement based on the cosmological principle that the physical laws throughout the Universe are identical everywhere. In addition, we organized the class schedule to connect the work done in each class to this storyline. We suggest that a coherent content storyline is a useful tool for others who teach broad survey astronomy courses similar to ours at Penn State. We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

Preclinical Medical Student Hematology/Oncology Education Environment.

PubMed

Zumberg, Marc S; Broudy, Virginia C; Bengtson, Elizabeth M; Gitlin, Scott D

2015-12-01

To better prepare medical students to care for patients in today's changing health-care environment as they transition to continuing their education as residents, many US medical schools have been reviewing and modifying their curricula and are considering integration of newer adult learning techniques, including team-based learning, flipped classrooms, and other active learning approaches (Assoc Am Med Coll. 2014). Directors of hematology/oncology (H/O) courses requested an assessment of today's H/O education environment to help them respond to the ongoing changes in the education content and environment that will be necessary to meet this goal. Several recommendations for the improvement of cancer education resulted from American Association for Cancer Education's (ACCE's) "Cancer Education Survey II" including a call for medical schools to evaluate the effectiveness of current teaching methods in achieving cancer education objectives (Chamberlain et al. J Cancer Educ 7(2):105-114.2014). To understand the current environment and resources used in medical student preclinical H/O courses, an Internet-based, Survey Monkey®-formatted, questionnaire focusing on nine topic areas was distributed to 130 United States Hematology/Oncology Course Directors (HOCDs). HOCDs represent a diverse group of individuals who work in variably supportive environments and who are variably satisfied with their position. Several aspects of these courses remain relatively unchanged from previous assessments, including a predominance of traditional lectures, small group sessions, and examinations that are either written or computer-based. Newer technology, including web-based reproduction of lectures, virtual microscopes, and availability of additional web-based content has been introduced into these courses. A variety of learner evaluation and course assessment approaches are used. The ultimate effectiveness and impact of these changes needs to be determined.

Surgical improvement of speech disorder caused by amyotrophic lateral sclerosis.

PubMed

Saigusa, Hideto; Yamaguchi, Satoshi; Nakamura, Tsuyoshi; Komachi, Taro; Kadosono, Osamu; Ito, Hiroyuki; Saigusa, Makoto; Niimi, Seiji

2012-12-01

Amyotrophic lateral sclerosis (ALS) is a progressive debilitating neurological disease. ALS disturbs the quality of life by affecting speech, swallowing and free mobility of the arms without affecting intellectual function. It is therefore of significance to improve intelligibility and quality of speech sounds, especially for ALS patients with slowly progressive courses. Currently, however, there is no effective or established approach to improve speech disorder caused by ALS. We investigated a surgical procedure to improve speech disorder for some patients with neuromuscular diseases with velopharyngeal closure incompetence. In this study, we performed the surgical procedure for two patients suffering from severe speech disorder caused by slowly progressing ALS. The patients suffered from speech disorder with hypernasality and imprecise and weak articulation during a 6-year course (patient 1) and a 3-year course (patient 2) of slowly progressing ALS. We narrowed bilateral lateral palatopharyngeal wall at velopharyngeal port, and performed this surgery under general anesthesia without muscle relaxant for the two patients. Postoperatively, intelligibility and quality of their speech sounds were greatly improved within one month without any speech therapy. The patients were also able to generate longer speech phrases after the surgery. Importantly, there was no serious complication during or after the surgery. In summary, we performed bilateral narrowing of lateral palatopharyngeal wall as a speech surgery for two patients suffering from severe speech disorder associated with ALS. With this technique, improved intelligibility and quality of speech can be maintained for longer duration for the patients with slowly progressing ALS.

Evaluating team-based inter-professional advanced life support training in intensive care-a prospective observational study.

PubMed

Brewster, D J; Barrett, J A; Gherardin, E; O'Neill, J A; Sage, D; Hanlon, G

2017-01-01

Recent focus on national standards within Australian hospitals has prompted a focus on the training of our staff in advanced life support (ALS). Research in critical care nursing has questioned the traditional annual certification of ALS competence as the best method of delivering this training. Simulation and team-based training may provide better ALS education to intensive care unit (ICU) staff. Our new inter-professional team-based advanced life support program involved ICU staff in a large private metropolitan ICU. A prospective observational study using three standardised questionnaires and two multiple choice questionnaire assessments was conducted. Ninety-nine staff demonstrated a 17.8% (95% confidence interval 4.2-31, P =0.01) increase in overall ICU nursing attendance at training sessions. Questionnaire response rates were 93 (94%), 99 (100%) and 60 (61%) respectively; 51 (52%) staff returned all three. Criteria were assessed by scores from 0 to 10. Nurses reported improved satisfaction with the education program (9.4 to 7.1, P <0.001), as well as improvement in role understanding (8.7 and 9.1 versus 7.9 and 8.2, P <0.001) and confidence (8.4 and 8.8 versus 7.4 and 7.8, P <0.001) during ALS provision (outside ICU and inside ICU) following the course when compared to before the program. Doctors' only statistically significant improvement was in their confidence in ALS provision outside ICU (8.7 versus 8.1, P =0.04). The new program cost approximately an extra $16,500 in nursing salaries. We concluded that team-based, inter-professional ALS training produced statistically significant improvements in nursing attendance, satisfaction with ALS education, confidence and role understanding compared to traditional ALS training.

Unpacking Gender Differences in Students' Perceived Experiences in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-11-01

Prior research has shown, at our institution: 1) males outperform females on conceptual assessments (a gender gap), 2) the gender gap persists despite the use of research-based reforms, and 3) the gender gap is correlated with students' physics and mathematics background and prior attitudes and beliefs [Kost, et al. PRST-PER, 5, 010101]. Our follow-up work begins to explore how males and females experience the introductory course differently and how these differences relate to the gender gap. We gave a survey to students in the introductory course in which we investigated students' physics identity and self-efficacy. We find there are significant gender differences in each of these three areas, and further find that these measures are weakly correlated with student conceptual performance, and moderately correlated with course grade.

2009 Center for Army Leadership Annual Survey of Army Leadership (CASAL): Army Civilians

DTIC Science & Technology

2010-06-01

leaders in their respective courses (Keller-Glaze et al ., 2010 ). Effectiveness of Civilian Courses for Developing Quality Leaders (2009) 47% 81% 80...Survey of Army Leadership: Main Findings (Keller-Glaze, et al ., 2010 ). 25 References Civilian Personnel Evaluation Agency. (2006a). FY06...Center for Army Leadership Technical Report 2010 -3 2009 CENTER FOR ARMY LEADERSHIP ANNUAL SURVEY OF ARMY LEADERSHIP (CASAL): ARMY

Soil Stabilization for Roadways and Airfields

DTIC Science & Technology

1987-07-01

the possibility of accidents and minimize health hazards. Al 1 Occupational Safety and Health Act requirements shall be observed. 8. Method of...v ELS Section Title Page G. Selection of Asphalt Type and Asphalt Content ........ . ... .. 86 H. Safety Precautions, Limitations of Use and...for Lime Fly Ash-Aggregate Base/Subbase Courses ...... ............. ?16 SECTION III - Typical Specification for Road - Mixed Asphalt fyr BasP and

Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs

ERIC Educational Resources Information Center

Kumar, Swapna; Ritzhaupt, Albert D.

2014-01-01

A cohort-based online professional doctorate program that consisted of both online coursework and research activities was designed using Garrison et al's community of inquiry (CoI) framework. The evaluation of the program proved a challenge because all existing CoI assessment methods in the past have dealt with online courses, not with online…

Factors relating to the perceived management of emergency situations: a survey of former Advanced Life Support course participants' clinical experiences.

PubMed

Rasmussen, Maria B; Tolsgaard, Martin G; Dieckmann, Peter; Issenberg, S Barry; Ostergaard, Doris; Søreide, Eldar; Rosenberg, Jens; Ringsted, Charlotte V

2014-12-01

This study explored individual, team, and setting factors associated with the quality of management of in-hospital emergency situations experienced by former Advanced Life Support (ALS) course participants. This study was a survey of former ALS course participants' long-term experience of management of in-hospital, emergency situations. The survey was carried out in 2012 in Denmark and Norway. A questionnaire was send to 526 potential responders and (281/479 × 100) 58.7% responded. The results demonstrated that 75% of the emergency situations were perceived as "managed well". In general, the responders' confidence in being ALS providers was high, mean 4.3 (SD 0.8), scale 1-5. Significant differences between the perceived "well" and "not well" managed situations were found for all questions, p<0.001. The largest differences related to perception of co-workers' ability to apply ALS principles, the team atmosphere and communication. Responders' ratings of quality of management of emergency situations increased with intensity of setting. However, the 'clinical setting' was rated significantly lower as attributor to ability to apply ALS principles compared to 'co-workers familiarity with ALS principles', 'own confidence as ALS-provider' and 'own social/inter-personal skills'. The results of this survey emphasise that ALS providers' perceived ability to apply ALS skills were substantially affected by teamwork skills and co-workers' skills. Team related factors associated with successful outcome were related to clear role distribution, clear inter-personal communication and attentive listening, as well as respectful behaviour and positive team atmosphere. Although intensity of setting was attributed to ability to apply ALS principles, this did not affect management of emergency situations to the same extent as individual and team factors. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Electronic learning in advanced resuscitation training: The perspective of the candidate.

PubMed

Lockey, Andrew S; Dyal, Laura; Kimani, Peter K; Lam, Jenny; Bullock, Ian; Buck, Dominic; Davies, Robin P; Perkins, Gavin D

2015-12-01

Studies have shown that blended approaches combining e-learning with face-to-face training reduces costs whilst maintaining similar learning outcomes. The preferences in learning approach for healthcare providers to this new style of learning have not been comprehensively studied. The aim of this study is to evaluate the acceptability of blended learning to advanced resuscitation training. Participants taking part in the traditional and blended electronic advanced life support (e-ALS) courses were invited to complete a written evaluation of the course. Participants' views were captured on a 6-point Likert scale and in free text written comments covering the content, delivery and organisation of the course. Proportional-odds cumulative logit models were used to compare quantitative responses. Thematic analysis was used to synthesise qualitative feedback. 2848 participants from 31 course centres took part in the study (2008-2010). Candidates consistently scored content delivered face-to-face over the same content delivered over the e-learning platform. Candidates valued practical hands on training which included simulation highly. Within the e-ALS group, a common theme was a feeling of "time pressure" and they "preferred the face-to-face teaching". However, others felt that e-ALS "suited their learning style", was "good for those recertifying", and allowed candidates to "use the learning materials at their own pace". The e-ALS course was well received by most, but not all participants. The majority felt the e-learning module was beneficial. There was universal agreement that the face-to-face training was invaluable. Individual learning styles of the candidates affected their reaction to the course materials. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Cognitive assessment in Amyotrophic Lateral Sclerosis by means of P300-Brain Computer Interface: a preliminary study.

PubMed

Poletti, Barbara; Carelli, Laura; Solca, Federica; Lafronza, Annalisa; Pedroli, Elisa; Faini, Andrea; Zago, Stefano; Ticozzi, Nicola; Meriggi, Paolo; Cipresso, Pietro; Lulé, Dorothée; Ludolph, Albert C; Riva, Giuseppe; Silani, Vincenzo

To investigate the use of P300-based Brain Computer Interface (BCI) technology for the administration of motor-verbal free cognitive tests in Amyotrophic Lateral Sclerosis (ALS). We recruited 15 ALS patients and 15 age- and education-matched healthy subjects. All participants underwent a BCI-based neuropsychological assessment, together with two standard cognitive screening tools (FAB, MoCA), two psychological questionnaires (BDI, STAI-Y) and a usability questionnaire. For patients, clinical and respiratory examinations were also performed, together with a behavioural assessment (FBI). Correlations were observed between standard cognitive and BCI-based neuropsychological assessment, mainly concerning execution times in the ALS group. Moreover, patients provided positive rates concerning the BCI perceived usability and subjective experience. Finally, execution times at the BCI-based neuropsychological assessment were useful to discriminate patients from controls, with patients achieving lower processing speed than controls regarding executive functions. The developed motor-verbal free neuropsychological battery represents an innovative approach, that could provide relevant information for clinical practice and ethical issues. Its use for cognitive evaluation throughout the course of ALS, currently not available by means of standard assessment, must be addressed in further longitudinal validation studies. Further work will be aimed at refining the developed system and enlarging the cognitive spectrum investigated.

[Genetic susceptibility to Andes Hantavirus: Association between severity of disease and HLA alíeles in Chilean patients].

PubMed

Ferrer C, Pablo; Vial C, Pablo A; Ferrés G, Marcela; Godoy M, Paula; Culza V, Analla; Marco C, Claudia; Castillo H, Constanza; Umaña C, María Elena; Rothhammer E, Francisco; Llop R, Elena

2007-10-01

Andes hantavirus (ANDV) infection in Chile has a variable clinical expression, and infected individuals may present with different grades of disease severity. This study aimed to determine if clinical expression of ANDV infection in Chilean patients is associated with the HLA system. HLA alíeles A, B, DRB1 and DQB1, were studied in two groups of patients with confirmed ANDV infection: 41 patients with a mild disease course (without respiratory failure and cardiovascular shock) and 46 patients with a severe disease course (with respiratory failure and shock). Molecular typing of HLA system was performed by SSP-PCR. The HLA-DRB 1*15 alíele, was significantly more common in the group of patients with mild disease (p = 0,007) and thus for possibly associated with a protective effect against ANDV infection. Conversely, HLA-B*08 was more common in patients with severe disease (p = 0,06). Although the association was marginally significant, alíele HLA-B*08 may be linked to an increased susceptibility to the severe clinical course of HCPS by ANDV.

Chinese-Cantonese (Toishan) Basic Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This seven-volume series constitutes the Defense Language Institute (Army Language School) 47-week course in the Toishan dialect of Cantonese. Beginning lessons present the tone and sound system in romanized script. Chinese characters are introduced in the fourth lesson. (See related document AL 001 479, "Chinese Cantonese Basic Course,"…

Using Internet-Based Robotic Telescopes to Engage Non-Science Majors in Astronomical Observation

NASA Astrophysics Data System (ADS)

Berryhill, K. J.; Coble, K.; Slater, T. F.; McLin, K. M.; Cominsky, L. R.

2013-12-01

Responding to national science education reform documents calling for students to have more opportunities for authentic research experiences, several national projects have developed online telescope networks to provide students with Internet-access to research grade telescopes. The nature of astronomical observation (e.g., remote sites, expensive equipment, and odd hours) has been a barrier in the past. Internet-based robotic telescopes allow scientists to conduct observing sessions on research-grade telescopes half a world away. The same technology can now be harnessed by STEM educators to engage students and reinforce what is being taught in the classroom, as seen in some early research in elementary schools (McKinnon and Mainwaring 2000 and McKinnon and Geissinger 2002), middle/high schools (Sadler et al. 2001, 2007 and Gehret et al. 2005) and undergraduate programs (e.g., McLin et al. 2009). This project looks at the educational value of using Internet-based robotic telescopes in a general education introductory astronomy course at the undergraduate level. Students at a minority-serving institution in the midwestern United States conducted observational programs using the Global Telescope Network (GTN). The project consisted of the use of planetarium software to determine object visibility, observing proposals (with abstract, background, goals, and dissemination sections), peer review (including written reviews and panel discussion according to NSF intellectual merit and broader impacts criteria), and classroom presentations showing the results of the observation. The GTN is a network of small telescopes funded by the Fermi mission to support the science of high energy astrophysics. It is managed by the NASA E/PO Group at Sonoma State University and is controlled using SkyNet. Data includes course artifacts (proposals, reviews, panel summaries, presentations, and student reflections) for six semesters plus student interviews. Using a grounded theory approach, the data were coded to examine the value that the students did or did not gain from the project, including students' understanding of the process of science. Preliminary analysis of course artifacts and interviews suggest that students value using research-grade instrumentation after obtaining their own scientific data and develop deeper understandings of the nature of scientific research when formulating proposals for telescope use.

Who is dropping your course?

NASA Astrophysics Data System (ADS)

Storrs, Alex; Ghent, C.; Labattaglia, R.

2011-01-01

We present an analysis of pre and post instruction instruments in a basic astronomy course. This analysis is built on the Light and Spectroscopy Concept Inventory (LSCI, Bardar et al. 2007). In addition to assessing our student's gain in knowledge of this fundamental topic, we have added some demographic questions. While the primary purpose is to compare the gain in knowledge during a semester of instruction to changes in instruction, we also look at the demographics of students who take the pretest but not the posttest. These students are usually excluded from this type of analysis. We look for trends in the demographic information among students who drop the course, and suggest ways to make the course more palatable. References: Bardar et al., 2007: "Development and Validation of the Light and Spectroscopy Concept Inventory", Astr. Ed. Rev. 5(2), 103-113

The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design.

PubMed

Corwin, Lisa A; Runyon, Christopher; Robinson, Aspen; Dolan, Erin L

2015-01-01

Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students' perceptions of three design features of biology lab courses: 1) collaboration, 2) discovery and relevance, and 3) iteration. We assessed the psychometric properties of the LCAS using established methods for instrument design and validation. We also assessed the ability of the LCAS to differentiate between CUREs and traditional laboratory courses, and found that the discovery and relevance and iteration scales differentiated between these groups. Our results indicate that the LCAS is suited for characterizing and comparing undergraduate biology lab courses and should be useful for determining the relative importance of the three design features for achieving student outcomes. © 2015 L. A. Corwin et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Action learning in virtual higher education: applying leadership theory.

PubMed

Curtin, Joseph

2016-05-03

This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.

Amino acids acting as transmitters in amyotrophic lateral sclerosis (ALS).

PubMed

Niebroj-Dobosz, I; Janik, P

1999-07-01

In amyotrophic lateral sclerosis (ALS), a neurodegenerative disease of unknown origin, excitotoxic mechanisms are supposed to be involved. Divergent results are, however, presented either because of the heterogeneity of this disease, and/or different methodologies used to evaluate the excitotoxic amino acids content. The results of the most sensitive high performance liquid chromatography (HPLC) techniques with precolumn derivatization of fasting serum and CSF glutamate, aspartate, glycine and gamma-aminobutyric acid (GABA) in mild and severely progressing ALS cases are presented here. We studied 25 ALS patients with different course of the disease and controls, which consisted of 10 cases with other motor neuron diseases and 20 healthy, age-matched subjects. In the ALS patients with a mild course of the disease serum glutamate and aspartate content was either normal or slightly decreased, in all of these cases a rise in GABA and glycine was present. In the severely progressing ALS cases serum glutamate and aspartate was increased. The GABA content was either normal or increased, the glycine level appeared to be either normal or decreased. In CSF the amino acids changes in ALS were less pronounced as compared to serum. The most frequent finding was the increase in GABA concentration both in the mild and the severely progressing group. CSF glutamate in ALS patients with mild course of the disease was decreased, in the severely progressing cases the glutamate level appeared in a broad range from decreased to increased values. CSF aspartate was either normal or elevated, glycine values were present in a broad range from decreased to increased values. In the other tested motor neuron diseases no consistent changes in serum and CSF amino acids concentration was observed. The data from serum and CSF indicate that in ALS an imbalance between excitatory and inhibitory amino acids might be present in the brain, which may be induced in different ways in particular ALS patients. It may be an important factor for the mediation of neurons death.

MAXHELP: Needs Assessment in the Montgomery Community

DTIC Science & Technology

1984-04-01

become motivated for satisfactory accomplishments. 12 . Orientation flights. Simplified computer simulation games in math /science. Guest attendance of...NAME AND ADDRESS 12 . REPORT DATE APRIL 1984 ACSC/EDCC, MAXWELL AFB, AL 36112 13. NUMBER OF PAGES 14. MONITORING AGENCY NAME A AOORESS(’II dllerenl...and Finance specialist course where he was a distinguished graduate. In 1968 he was recalled to active duty and was assigned to Sewart Air Force Base

Improving Web-Based Student Learning Through Online Video Demonstrations

NASA Astrophysics Data System (ADS)

Miller, Scott; Redman, S.

2010-01-01

Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

Revision of the Philadelphia Mindfulness Scale for measuring awareness and equanimity in Goenka's Vipassana meditation with Chinese Buddhists.

PubMed

Zeng, Xianglong; Li, Mengdan; Zhang, Bo; Liu, Xiangping

2015-04-01

Goenka's 10-day Vipassana course is a widespread mindfulness course rooted in traditional Buddhism. Awareness and equanimity are two abilities cultivated in this course that are not featured in modern mindfulness-based psychotherapies and thereby not adequately measured by current mindfulness scales. The present article analyzed the Philadelphia Mindfulness Scale (PHLMS; Cardaciotto et al. in Assessment 15(2):204-223, 2008) and revised it into a short version to avoid confusion when measuring awareness and equanimity. Empirical data obtained using Chinese university students and Chinese Buddhists showed that the psychometric properties of the original version of the PHLMS had low factor loading on some items and that the short version had improved psychometric properties, especially for Buddhists. The short PHLMS also exhibited reasonable relationships with emotional outcomes and meditation practices among Buddhists. Implications for the future application of the PHLMS among Buddhists were also discussed.

Mas-allatotropin in the developing antennal lobe of the sphinx moth Manduca sexta: distribution, time course, developmental regulation, and colocalization with other neuropeptides.

PubMed

Utz, Sandra; Huetteroth, Wolf; Vömel, Matthias; Schachtner, Joachim

2008-01-01

The paired antennal lobes (ALs) of the sphinx moth Manduca sexta serve as a well-established model for studying development of the primary integration centers for odor information in the brain. To further reveal the role of neuropeptides during AL development, we have analyzed cellular distribution, developmental time course, and regulation of the neuropeptide M. sexta allatotropin (Mas-AT). On the basis of morphology and appearance during AL formation, seven major types of Mas-AT-immunoreactive (ir) cells could be distinguished. Mas-AT-ir cells are identified as local, projection, and centrifugal neurons, which are either persisting larval or newly added adult-specific neurons. Complementary immunostaining with antisera against two other neuropeptide families (A-type allatostatins, RFamides) revealed colocalization within three of the Mas-AT-ir cell types. On the basis of this neurochemistry, the most prominent type of Mas-AT-ir neurons, the local AT neurons (LATn), could be divided in three subpopulations. The appearance of the Mas-AT-ir cell types occurring during metamorphosis parallels the rising titer of the developmental hormone 20-hydroxyecdysone (20E). Artificially shifting the 20E titer to an earlier developmental time point resulted in the precocious occurrence of Mas-AT immunostaining. This result supports the hypothesis that the pupal rise of 20E is causative for Mas-AT expression during AL development. Comparing localization and developmental time course of Mas-AT and other neuropeptides with the time course of AL formation suggests various functions for these neuropeptides during development, including an involvement in the formation of the olfactory glomeruli.

The JICA training course, community-based cancer prevention for the Asian Pacific countries, fiscal years 2004 and 2005 (epidemiological approach).

PubMed

Wakai, Kenji

2006-01-01

Communicable diseases are still major causes of deaths in developing countries. Cancer incidence, however, increased 19% between 1990 and 2000, mainly in this same developing world (Stewart and Kleihaus, 2003), and malignant neoplasms are now the second leading cause of mortality in these countries (WHO, 2003). Limitations of medical facilities and equipment mean that prevention is indispensable for cancer control (Mikheev et al., 1994). However, human resources concerning cancer prevention are limited, and encouragement of their development should be taken as a first priority. To assist in this aim, the present training course was designed by the Division of Epidemiology and Prevention, Aichi Cancer Center Research Institute, Japan, and has been annually conducted since 1999, supported by the Japan International Cooperation Agency (JICA) (Takezaki, 2001; 2002; 2003; Wakai, 2004). The course targets doctors and public health workers who are responsible for community-based cancer prevention in developing countries to promote the introduction of comprehensive procedures, focusing mainly on primary prevention but also including screening for secondary prevention of cancer.

The JICA training course, community-based cancer prevention for the Asian and Pan-Pacific countries, fiscal year 2006 (epidemiological approach).

PubMed

Wakai, Kenji; Matsuo, Keitaro

2007-01-01

Communicable diseases are still major causes of deaths in developing countries. Cancer incidence, however, increased 19% between 1990 and 2000, mainly in this same developing world (Stewart and Kleihaus, 2003), and malignant neoplasms are now the second leading cause of mortality in these countries (WHO, 2003). Limitations of medical facilities and equipment mean that prevention is indispensable for cancer control (Mikheev et al., 1994). However, human resources concerning cancer prevention are also limited, and encouragement of their development should be taken as a first priority. To assist in this aim, the present training course was designed by the Division of Epidemiology and Prevention, Aichi Cancer Center Research Institute, Japan, and has been annually conducted since 1999, supported by the Japan International Cooperation Agency (JICA) (Takezaki, 2001; 2002; 2003; Wakai, 2004; 2006). The course targets doctors and public health workers who are responsible for community-based cancer prevention in developing countries to promote the introduction of comprehensive procedures, focusing mainly on primary prevention but also including screening for secondary prevention of cancer.

Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors.

PubMed

Ballen, Cissy J; Thompson, Seth K; Blum, Jessamina E; Newstrom, Nicholas P; Cotner, Sehoya

2018-01-01

Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29-40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students' academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.

Digital Learning Hubs: Theoretical and Practical Ideas for Innovating Massive Open Online Courses

ERIC Educational Resources Information Center

Kucirkova, Natalia; Littleton, Karen

2017-01-01

Massive open online courses (MOOCs) are online courses aimed at global unlimited participation, originally conceptualised to carry no fee and offer no formal accreditation to the students (McAuley et al. 2010). Although their pedagogies vary, the most popular MOOC providers (e.g., Coursera, FutureLearn and EdX) are turning towards what Rodriguez…

Difficulties of Academic Achievement in Principles of Accounting Courses from the Student Perspective: Evidence from Libya

ERIC Educational Resources Information Center

Tailab, Mohamed M.

2013-01-01

Many studies by researchers and accounting educators explore various factors associated with the success or failure of accounting majors in college level accounting courses. This paper identifies and summarizes the main obstacles associated with low student academic achievement in introductory courses in the College of Accounting at Al-Jabal…

Geomorphic evidence of active tectonics in the San Gorgonio Pass region of the San Andreas Fault system: an example of discovery-based research in undergraduate teaching

NASA Astrophysics Data System (ADS)

Reinen, L. A.; Yule, J. D.

2014-12-01

Student-conducted research in courses during the first two undergraduate years can increase learning and improve student self-confidence in scientific study, and is recommended for engaging and retaining students in STEM fields (PCAST, 2012). At Pomona College, incorporating student research throughout the geology curriculum tripled the number of students conducting research prior to their senior year that culminated in a professional conference presentation (Reinen et al., 2006). Here we present an example of discovery-based research in Neotectonics, a second-tier course predominantly enrolling first-and second-year students; describe the steps involved in the four week project; and discuss early outcomes of student confidence, engagement and retention. In the San Gorgonio Pass region (SGPR) in southern California, the San Andreas fault undergoes a transition from predominantly strike-slip to a complex system of faults with significant dip-slip, resulting in diffuse deformation and raising the question of whether a large earthquake on the San Andreas could propagate through the region (Yule, 2009). In spring 2014, seven students in the Neotectonics course conducted original research investigating quantifiable geomorphic evidence of tectonic activity in the SGPR. Students addressed questions of [1] unequal uplift in the San Bernardino Mountains, [2] fault activity indicated by stream knick points, [3] the role of fault style on mountain front sinuosity, and [4] characteristic earthquake slip determined via fault scarp degradation models. Students developed and revised individual projects, collaborated with each other on methods, and presented results in a public forum. A final class day was spent reviewing the projects and planning future research directions. Pre- and post-course surveys show increases in students' self-confidence in the design, implementation, and presentation of original scientific inquiries. 5 of 6 eligible students participated in research the following summer, the same 5 enrolled in the follow-up course for Fall 2014, and one student changed her major from the social sciences in order to conduct geology senior thesis research. PCAST: http://www.whitehouse.gov/administration/eop/ostp/pcast/docsreports Reinen et al., CUR-Quarterly, 2006. Yule, Geology, 2009.

A learning skills course for the 1st year medical students: an experience at a Saudi medical school.

PubMed

Siddiqui, Imran A; Bin Abdulrahman, Khalid A; Alsultan, Mohammed A

2015-01-01

Every year nearly 1,500 students enter into medical program after passing high school and national aptitude exams. However, many students experience frustration, failure, and psychological morbidities like stress, depression, and anxiety because they are not aware of their learning styles or do not have effective learning skills and strategies. The College of Medicine of Al-Imam Muhammad ibn Saud Islamic University has adopted the outcome based, community oriented, Spiral Curriculum. Although the curriculum is innovative, on the other hand, it is very demanding. The purpose of this paper is to share educational structure and evaluation results of the course on effective learning and study skills for the 1st year medical students. To prepare our students in order to cope with this demanding but promising curriculum, we conducted an effective and comprehensive learning skills course for 16 weeks in the first semester of year 1 in the medical program. Performance of each student was assessed and the course evaluation was done by students at the end of the course. The attendance of the students throughout the course was over 90%. The average performance of students in the summative assessment was 78% and the course was generally liked by the students. Students overall had a positive attitude toward the learning skills course. Majority of the students showed interest in attending the sessions regularly and realized the significance of this course to improve their learning skills.

An evaluation of mindfulness-based childbirth and parenting courses for pregnant women and prospective fathers/partners within the UK NHS (MBCP-4-NHS).

PubMed

Warriner, Sian; Crane, Catherine; Dymond, Maret; Krusche, Adele

2018-05-26

An evaluation of mindfulness-based childbirth and parenting courses for pregnant women and prospective fathers/partners within the UK NHS (MBCP-4-NHS). To explore the usefulness within the National Health Service (NHS) of a brief (four week, ten hour) course based upon the Mindfulness Based Childbirth and Parenting (MBCP) programme (Duncan and Bardacke, 2010) described here as MBCP-4-NHS. The National Maternity Review (2016) and report of The Independent Mental Health Taskforce to the NHS (2016a, 2016b) in England highlight the need for significant investment into perinatal mental health services, with the Government pledging funding to improve such services through a range of measures. Whilst the field of mindfulness during the perinatal period is in need of well controlled trials and studies exploring the mechanisms of action (Hall et al., 2016) the limited research to date supports the potential for mindfulness based interventions in pregnancy and the need for further scientific study in this area (Dhillon et al., 2017; Shi and Macbeth, 2017). Particularly because it may broaden women's repertoire of coping strategies with the potential to improve the developmental trajectory of both parents and infants (Dunn et al., 2012; Duncan and Bardacke, 2010; Vieten and Astin, 2008). However, most of the studies to date have involved lengthy courses of around 8-9 weeks (24 h) duration, which may not be feasible or economical within a UK NHS setting and therefore, would be unlikely to be adopted as routine practice. An initial pilot study to discover if MBCP-4-NHS is acceptable and feasible within NHS maternity services, comparing maternal and paternal pre and post intervention self-report measures of mental health to begin to explore the effectiveness of this intervention. NHS antenatal education classes held in children's centres for expectant parents across Oxfordshire. All expectant parents receiving Oxfordshire maternity services between October 2014 and January 2015 were invited to self-refer into the intervention, of which 155 individuals (86 women and 69 men) took part. 'MBCP-4-NHS' - A brief (four week, ten hour) course developed from the nine week Mindfulness Based Childbirth and Parenting (MBCP) intervention. Self-report measures of mental health including low mood/depression, mindfulness, stress, anxiety, pregnancy related distress and experiences. The results showed a significant increase in both maternal and paternal mental health with women demonstrating a significant improvement in symptoms of stress, anxiety, depression, pregnancy-related distress, labour worry and positive and negative pregnancy experiences; and men improving significantly in symptoms of anxiety, depression and showing a trend for improvement in self-reported symptoms of perceived stress. This is a promising antenatal intervention that can be feasibly implemented within NHS which might have the potential to impact upon parental mental health and, therefore, possibly also the health of next generation. However, caution is needed interpreting these findings given that this study did not include an active control group. This research provides a clear rationale and justification for a large randomised control trial of this intervention within the NHS, which should include a more diverse population, across multiple centres and should explore both the potential health benefits for parents and infants/children as well as potential economic costs/benefits. Copyright © 2018 Elsevier Ltd. All rights reserved.

Synergistic Actions of Pyridostigmine Bromide and Insecticides on Muscle and Vascular Nociceptors

DTIC Science & Technology

2013-07-01

RAND); 2000. Flannigan, S. A., S. B. Tucker, et al. (1985). "Primary irritant contact dermatitis from synthetic pyrethroid insecticide exposure...synthetic pyrethroid insecticides. Contact Dermatitis . 1985;13:140-7. Ginsburg K, Narahashi T. Time course and temperature dependence of allethrin...organophosphates with which they had voluntary and/or involuntary contact (Fricker et al., 2000; Haley et al., 2012; see Binns et al., 2008). Chronic

China’s Future Nuclear Submarine Force. Insights from Chinese Writings

DTIC Science & Technology

2007-01-01

ts056058.pdf. 115. , , [Lu Jiaben, Wang Shen- glong, Liu Wen, et al.], “‘ ’ ” [Evaluation of Health Protective Effects of “Silver Ginseng ...Based on his instructions, in the course of developing nuclear-powered submarines, we formed a seamless and effective nuclear safety mechanism by...the manner in which France strives to maximize the effectiveness of its second-tier nuclear submarine force.32 The September 2005 issue of (Naval

Development and Validation of an Assessment Instrument for Course Experience in a General Education Integrated Science Course

ERIC Educational Resources Information Center

Liu, Juhong Christie; St. John, Kristen; Courtier, Anna M. Bishop

2017-01-01

Identifying instruments and surveys to address geoscience education research (GER) questions is among the high-ranked needs in a 2016 survey of the GER community (St. John et al., 2016). The purpose of this study was to develop and validate a student-centered assessment instrument to measure course experience in a general education integrated…

ACT HEALTHY: A Combined Cognitive-Behavioral Depression and Medication Adherence Treatment for HIV-Infected Substance Users

PubMed Central

Daughters, Stacey B.; Magidson, Jessica F.; Schuster, Randi M.; Safren, Steven A.

2011-01-01

The two most common comorbid conditions with HIV are substance use disorders and depression, and individuals with comorbid HIV, depression, and substance dependence face a more chronic and treatment-resistant course. As an example of how to adapt evidence-based approaches to a complex comorbid population, the current case study examined the integration of a combined depression and HIV medication adherence treatment. The resulting intervention, ACT HEALTHY, combines a brief behavioral activation approach specifically developed to treat depression in individuals receiving residential substance abuse treatment (LETS ACT; Daughters et al., 2008) with a brief cognitive-behavioral approach to improving HIV medication adherence (Life-Steps; Safren et al., 1999; Safren et al., 2009). The current case series demonstrates the use of ACT HEALTHY among 3 depressed HIV-positive, low-income African Americans entering residential substance abuse treatment. PMID:21709737

Achievement of Audi-Tutorial and Conventional Biology Students, A Comparative Study

ERIC Educational Resources Information Center

Sparks, Phillip D.; Unbehaun, Laraine M.

1971-01-01

Students studying a biology course by audio-tutorial or conventional lecture-laboratory methods differed in achievement on course examinations, with the A-T group scoring significantly higher on the total test and 3 of the 9 subtests. (AL)

Online Course Model that Fosters Interdisciplinary Collaboration Among Graduate Students

NASA Astrophysics Data System (ADS)

deCharon, A.; Repa, J. T.; Companion, C. J.; Taylor, L.

2016-02-01

First piloted in Fall 2014, "Broaden the Impacts of Your Research" is a fully asynchronous (i.e., no live or scheduled sessions) online graduate course. This two-credit offering was designed in response to evaluation data from 73 graduate students who participated in four National Science Foundation-funded workshops (deCharon et al., 2013). As a community of practice, students from various scientific disciplines learn about communication and collaboration skills, practice these skills by developing a portfolio of products, and provide feedback on their classmates' products. The course is organized into four sections during the 14-week semester, each with its own set of objectives including: assessing and reducing jargon; engaging in interdisciplinary collaboration; understanding non-scientist audiences' needs; and deconstructing science and connecting to society. The course's quality was assessed through a review of its design by an external evaluator who also gauged its overall efficacy by comparing students' weekly blog posts with the course's goals and objectives. Effectiveness was also evaluated based on students' data from post-semester surveys. Based on these analyses, it has been determined that the course is most appropriate for students who have conducted their initial research and are preparing to communicate it to others and seek additional funding. It exposes students to communications experts through video guest lectures, and it fosters interdisciplinary online collaboration. Participants benefit from employing a variety of online tools to examine and clarify thinking about their own research. Given that the course is online and 100% asynchronous, it is highly flexible and could potentially serve students worldwide. This presentation will focus on the design of "Broaden the Impacts of Your Research," provide evaluation results from both cohorts (i.e., Fall 2014, Fall 2015), and discuss its transferability to other universities or professional societies.

Collector-up aluminum gallium arsenide/gallium arsenide heterojunction bipolar transistors using oxidized aluminum arsenide for current confinement

NASA Astrophysics Data System (ADS)

Massengale, Alan Ross

1998-12-01

The discovery in 1990 that the wet thermal oxidation of AlAs can create a stable native oxide has added a new constituent, AlAs-oxide, to the AlGaAs/GaAs materials system. Native oxides of high Al mole-fraction AlGaAs are being used to confine electrical and/or optical fields in many types of electronic and optoelectronic structures with very promising results. Among these devices are collector-up heterojunction bipolar transistors (HBTs). Collector-up HBTs offer a means to reduce base-collector capacitance relative to their emitter-up counterparts, and thus to improve device performance. A novel method for fabricating collector-up AlGaAs/GaAs HBTs where an AlAs layer is inserted into the emitter layer and is oxidized in water vapor at 450sp°C has been developed. The resulting AlAs-oxide serves as a current confining layer that constricts collector current flow to the intrinsic portion of the device. Compared to previous methods of fabricating these devices, the process of converting AlAs into an insulator requires only one growth, and does not suffer from implant damage in the base. Because the lateral oxidation of AlAs is a process that proceeds at rates of microns per minute, one of the major challenges facing its implementation is the ability to accurately control the oxidation rate over the wafer, and from one wafer to the next. In the course of work on the oxidation of AlAs, a method to lithographically form lateral oxidation stop layers has been achieved. This technique utilizes impurity induced layer disordering (IILD) in heavily Si-doped buried planes, combined with selective surface patterning and thermal annealing, to create a lateral variation in the Al mole-fraction of the layer to be oxidized.

Training and education in religion/spirituality within APA-accredited clinical psychology programs: 8 years later.

PubMed

Schafer, Rachel M; Handal, Paul J; Brawer, Peter A; Ubinger, Megan

2011-06-01

This study was a follow up investigation of Brawer et al.'s (Prof Psychol Res Pr 33(2):203-206, 2002) survey of education and training of clinical psychologists in religion/spirituality. Directors of clinical training were surveyed to determine whether changes had occurred in the coverage of religion and spirituality through course work, research, supervision, and in the systematic coverage of the content area. Results indicated an increased coverage in the areas of supervision, dedicated courses, inclusion as part of another course, and research. There was no increase in systematic coverage, but significantly more programs provided at least some coverage. The current study also assesses other areas of incorporation as well as directors' opinions regarding the importance of religion/spirituality in the field of psychology.

Examining the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren; Pollock, Steven; Finkelstein, Noah

2009-05-01

Our previous research[1] showed that despite the use of interactive engagement techniques in the introductory physics course, the gap in performance between males and females on a mechanics conceptual learning survey persisted from pre- to post-test, at our institution. Such findings were counter to previously published work[2]. Follow-up studies[3] identified correlations between student performance on the conceptual learning survey and students' prior physics and math knowledge and their incoming attitudes and beliefs about physics and learning physics. The results indicate that the gender gap at our institution is predominantly associated with differences in males' and females' previous physics and math knowledge, and attitudes and beliefs. Our current work extends these results in two ways: 1) we look at the gender gap in the second semester of the introductory sequence and find results similar to those in the first semester course and 2) we identify ways in which males and females differentially experience several aspects of the introductory course. [1] Pollock, et al, Phys Rev: ST: PER 3, 010107. [2] Lorenzo, et al, Am J Phys 74, 118. [3] Kost, et al, PERC Proceedings 2008.

Symptom Management and End of Life Care

PubMed Central

Rudnicki, Stacy; McVey, April L.; Jackson, Carlayne E.; Dimachkie, Mazen M.; Barohn, Richard J.

2016-01-01

Synopsis The number of available symptomatic treatments has markedly enhanced the care of patients with Amyotrophic Lateral Sclerosis (ALS). Once thought to be “untreatable”, patients with ALS today clearly benefit from multidisciplinary care. The impact of such care on the disease course, including rate of progression and mortality, has surpassed the treatment effects commonly sought in clinical drug trials. Unfortunately, there are few randomized controlled trials of medications or interventions addressing symptom management which has resulted in the need for physicians to base their selection of specific therapies upon personal experience and anecdotal reports (1 Forshew). In this review, we will provide the level of evidence, when available, for each intervention that is currently considered “standard of care” by consensus opinion. PMID:26515628

A Vision and Change Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning

PubMed Central

Auerbach, Anna Jo; Schussler, Elisabeth

2017-01-01

Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors’ two-course introductory sequence as outlined by the Vision and Change in Undergraduate Biology Education final report. One goal of the curricular reform was to integrate core biological concepts and competencies into the courses using AL pedagogical approaches. The purpose of this study was to observe the instructional practices used by faculty (N = 10) throughout the 3-year process of reform to determine whether the use of AL strategies (including student collaboration) increased, given that it can maximize student learning gains. Instructors participated in yearly interviews to track any change in their perceptions of AL instruction. Instructors increased their average use of AL by 12% (group AL by 8%) of total class time throughout the 3-year study. Interviews revealed that instructors shifted their definitions of AL and talked more about how to assess student learning over the 3 years of the project. Collaboration, feedback, and time may have been important factors in the reform, suggesting that small shifts over time can accumulate into real change in the classroom. PMID:29146663

Speech-Based Robotic Control for Dismounted Soldiers: Evaluation of Visual Display Options

DTIC Science & Technology

2014-05-01

teleoperation to improve processes such as robot responsiveness and camera video bandwidth (Chen et al., 2007). In addition, further advances in...California. 2 Illinois 1 Ohio 1 North Carolina 2 Georgia 1 New York 1 Florida 1 Canada 1 Peru . 1 Guam 1 34 19. Has anyone ever told you...completely stopped. Time limit suggests speed, but having to stop to accurately choose object would hinder that process . 1 With the course in place, a

Longitudinal course of cortical thickness decline in amyotrophic lateral sclerosis.

PubMed

Schuster, Christina; Kasper, Elisabeth; Machts, Judith; Bittner, Daniel; Kaufmann, Jörn; Benecke, Reiner; Teipel, Stefan; Vielhaber, Stefan; Prudlo, Johannes

2014-10-01

To determine longitudinal rates of cortical atrophy in classical Amyotrophic lateral sclerosis (ALS) and ALS variants. Rates of cortical thinning were determined between 2 scans, 3-15 months apart, in 77 ALS patients: 51 classical, 12 upper motor neuron (UMN), and 14 lower motor neuron (LMN) ALS variants. Cortical thickness at the first assessment was compared with 60 healthy controls matched by age and gender. Atrophy rates were compared between patient sub-groups and correlated with disease duration, progression, and severity. Using a cross-sectional analysis, we found a significant difference in cortical thickness between ALS patients and controls in the motor and extra-motor areas (left medial orbito frontal gyrus, left inferior parietal gyrus, bilateral insular cortex, right fusiform gyrus, bilateral precuneus). Using a longitudinal analysis, we found a significant decline of cortical thickness in frontal, temporal, and parietal regions over the course of the study in ALS patients. Effects were independent of the clinical subtype, with exception of the precentral gyrus (p < 0.001). The LMN ALS variants demonstrated the highest rates of cortical thinning in the precentral gyrus, the UMN-dominant subjects exhibited intermediate rates of atrophy, and the classical ALS patients exhibited no such change. Atrophy of the precentral gyrus in classical ALS indicates a floor effect at the first assessment, resulting in a lack of further atrophy over time. Structural loss of the precentral gyrus appears to be an early sign of classical ALS. Over time, patterns of cortical thinning in extra-motor areas can be identified in ALS, regardless of the phenotype.

Impact of introducing subsidized combination treatment with artemether-lumefantrine on sales of anti-malarial monotherapies: a survey of private sector pharmacies in Huambo, Angola.

PubMed

Lussiana, Cristina; Floridia, Marco; Martinho do Rosário, Joana; Fortes, Filomeno; Allan, Richard

2016-12-01

Artemisinin-based combination therapies (ACTs) against malaria are subsidized in many African countries, but the impact of subsidy programs in reducing the sales of concomitantly available antimalarial monotherapies is poorly defined. Data from The MENTOR initiative, that introduced subsidized artemether-lumefantrine (sAL) in the private sector of Huambo province, Angola, were used. The main response variable was represented by sales of sAL and of monotherapies, measured as number of treatment courses. Sales in private pharmacies of sAL and four antimalarial monotherapies between 2009 and 2013 were organized in four time-periods, and analyzed using generalized linear models for repeated measures. A secondary analysis evaluated changes in relative market share. We analyzed data from 34 pharmacies at four time points, taken from a larger survey that involved 165 pharmacies between June 2009 and March 2013. The sAL, following its introduction, became the dominant antimalarial treatment in the private sector, usually exceeding the total sales of all antimalarial monotherapies combined (1480/2800 total treatment courses, 52.8% of all sales in March 2013). Sales of monotherapies decreased significantly, but did not stop, representing 36.7% (1028/2800) of sales at the end of the survey. Subsidized ACTs can attain rapidly a high relative market share. Their introduction reduced, but did not eliminate the demand for less effective monotherapies, that might favor parasite resistance. © The Author 2016. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Motivational Predictors of Math Course Persistence

ERIC Educational Resources Information Center

Martinez, Marcela

2014-01-01

Given the growing economic returns to education (Psacharopoulos & Patrinos, 2004) and the overwhelmingly high educational expectations of American high school students (Domina et al., 2011; Goyette, 2008), one might expect nearly all U.S. high school students to take as many academic courses as they can. Consistent with this expectation, much…

Action Learning in Virtual Higher Education: Applying Leadership Theory

ERIC Educational Resources Information Center

Curtin, Joseph

2016-01-01

This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author,…

The Design and Transformation of Biofundamentals: A Nonsurvey Introductory Evolutionary and Molecular Biology Course.

PubMed

Klymkowsky, Michael W; Rentsch, Jeremy D; Begovic, Emina; Cooper, Melanie M

2016-01-01

Many introductory biology courses amount to superficial surveys of disconnected topics. Often, foundational observations and the concepts derived from them and students' ability to use these ideas appropriately are overlooked, leading to unrealistic expectations and unrecognized learning obstacles. The result can be a focus on memorization at the expense of the development of a meaningful framework within which to consider biological phenomena. About a decade ago, we began a reconsideration of what an introductory course should present to students and the skills they need to master. The original Web-based course's design presaged many of the recommendations of the Vision and Change report; in particular, a focus on social evolutionary mechanisms, stochastic (evolutionary and molecular) processes, and core ideas (cellular continuity, evolutionary homology, molecular interactions, coupled chemical reactions, and molecular machines). Inspired by insights from the Chemistry, Life, the Universe & Everything general chemistry project, we transformed the original Web version into a (freely available) book with a more unified narrative flow and a set of formative assessments delivered through the beSocratic system. We outline how student responses to course materials are guiding future course modifications, in particular a more concerted effort at helping students to construct logical, empirically based arguments, explanations, and models. © 2016 M. W. Klymkowsky et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Cytochrome c Gene and Protein Expression: Developmental Regulation, Environmental Response, and Pesticide Sensitivity in Aedes aegypti

DTIC Science & Technology

2008-05-01

biological systems. In the mosquito Aedes ae- gypti (L.), a primary vector of dengue and yellow fever viruses, the role of cytochrome c during devel...development of mosquitoes re- quiresmultigene regulation(Seversonet al. 2004,Fon- tenille et al. 2005,Raibaudet al. 2006, Strodeet al. 2006, van den...1.5% RH in an environ- mental chamber (L-C Incubator, Lab-Line Instru- ments, Inc., Melrose Park, IL) for the time course study. Sixty individuals (30

Blood trace metals in a sporadic amyotrophic lateral sclerosis geographical cluster.

PubMed

De Benedetti, Stefano; Lucchini, Giorgio; Del Bò, Cristian; Deon, Valeria; Marocchi, Alessandro; Penco, Silvana; Lunetta, Christian; Gianazza, Elisabetta; Bonomi, Francesco; Iametti, Stefania

2017-06-01

Amyotrophic lateral sclerosis (ALS) is a fatal disorder with unknown etiology, in which genetic and environmental factors interplay to determine the onset and the course of the disease. Exposure to toxic metals has been proposed to be involved in the etiology of the disease either through a direct damage or by promoting oxidative stress. In this study we evaluated the concentration of a panel of metals in serum and whole blood of a small group of sporadic patients, all living in a defined geographical area, for which acid mine drainage has been reported. ALS prevalence in this area is higher than in the rest of Italy. Results were analyzed with software based on artificial neural networks. High concentrations of metals (in particular Se, Mn and Al) were associated with the disease group. Arsenic serum concentration resulted lower in ALS patients, but it positively correlated with disease duration. Comet assay was performed to evaluate endogenous DNA damage that resulted not different between patients and controls. Up to now only few studies considered geographically well-defined clusters of ALS patients. Common geographical origin among patients and controls gave us the chance to perform metallomic investigations under comparable conditions of environmental exposure. Elaboration of these data with software based on machine learning processes has the potential to be extremely useful to gain a comprehensive view of the complex interactions eventually leading to disease, even in a small number of subjects.

Synergistic Actions of Pyridostigmine Bromide and Insecticides on Muscle and Vascular Nociceptors

DTIC Science & Technology

2014-01-01

2000. Flannigan, S. A., S. B. Tucker, et al. (1985). "Primary irritant contact dermatitis from synthetic pyrethroid insecticide exposure." Arch...between synthetic pyrethroid insecticides. Contact Dermatitis . 1985;13:140-7. Ginsburg K, Narahashi T. Time course and temperature dependence of...and other carbamates or organophosphates with which they had voluntary and/or involuntary contact (Fricker et al., 2000; Haley et al., 2012; see

The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist

ERIC Educational Resources Information Center

Agarwal, Pooja K.; Bain, Patrice M.; Chamberlain, Roger W.

2012-01-01

Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., "Journal of Educational Psychology" 103:399-414, 2011; McDaniel et al.…

A novel electronic assessment strategy to support applied Drosophila genetics training in university courses.

PubMed

Fostier, Maggy; Patel, Sanjai; Clarke, Samantha; Prokop, Andreas

2015-02-25

The advent of "omic" technologies has revolutionized genetics and created a demand to focus classical genetics on its present-day applications (Redfield, 2012, PLoS Biol 10: e1001356). This demand can be met by training students in Drosophila mating scheme design, which is an important problem-solving skill routinely applied in many modern research laboratories. It promotes a thorough understanding and application of classical genetics rules and introduces to transgenic technologies and the use of model organisms. As we show here, such training can be implemented as a flexible and concise module (~1-day home study, ~8-hour course time) on university courses by using our previously published training package designed for fly researchers (Roote and Prokop, 2013, G3 (Bethesda) 3: 353-358). However, assessing this training to make it an accredited course element is difficult, especially in large courses. Here, we present a powerful assessment strategy based on a novel hybrid concept in which students solve crossing tasks initially on paper and then answer automatically marked questions on the computer (1.5 hours total). This procedure can be used to examine student performance on more complex tasks than conventional e-assessments and is more versatile, time-saving, and fairer than standard paper-based assignments. Our evaluation shows that the hybrid assessment is effective and reliably detects varying degrees of understanding among students. It also may be applicable in other disciplines requiring complex problem solving, such as mathematics, chemistry, physics, or informatics. Here, we describe our strategies in detail and provide all resources needed for their implementation. Copyright © 2015 Fostier et al.

Final Report on Hierarchical Coupled Modeling and Prediction of Regional Climate Change in the Atlantic Sector

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

Saravanan, Ramalingam

2011-10-30

During the course of this project, we have accomplished the following: a) Carried out studies of climate changes in the past using a hierarchy of intermediate coupled models (Chang et al., 2008; Wan et al 2009; Wen et al., 2010a,b) b) Completed the development of a Coupled Regional Climate Model (CRCM; Patricola et al., 2011a,b) c) Carried out studies testing hypotheses testing the origin of systematic errors in the CRCM (Patricola et al., 2011a,b) d) Carried out studies of the impact of air-sea interaction on hurricanes, in the context of barrier layer interactions (Balaguru et al)

What else are psychotherapy trainees learning? A qualitative model of students' personal experiences based on two populations.

PubMed

Pascual-Leone, Antonio; Rodriguez-Rubio, Beatriz; Metler, Samantha

2013-01-01

After an introductory course in experiential-integrative psychotherapy, 21 graduate students provided personal narratives of their experiences, which were analyzed using the grounded theory method. Results produced 37 hierarchically organized experiences, revealing that students perceived multiple changes in both professional (i.e., skill acquisition and learning related to the therapeutic process) and personal (i.e., self growth in a more private sphere) domains. Analysis also highlighted key areas of difficulties in training. By adding the personal accounts of graduate trainees, this study enriches and extends Pascual-Leone et al.'s (2012) findings on undergraduates' experiences, raising the number of cases represented in the model to 45. Findings confirm the model of novice trainee experiences while highlighting the unique experiences of undergraduate vs. graduate trainees.

Community Partners' Perspectives of Community-University Partnerships that Support Service-Learning

ERIC Educational Resources Information Center

Witchger Hansen, Anne Marie

2010-01-01

Community partner voices are important to understand because they provide the contexts in which occupational therapy students meet course objectives by applying clinical reasoning theory and developing clinical reasoning skills in a natural context (Witchger-Hansen et al., 2007; Provident, et al., 2011). To sustain these community-university…

Motivational Differences between MOOC and Undergraduate Astronomy Students

NASA Astrophysics Data System (ADS)

Formanek, Martin; Wenger, Matthew; Buxner, Sanlyn; Impey, Chris David

2018-01-01

It is vital for the instructors and designers of the Massive Open Online Courses (MOOCs) to understand the motivation of its users for enrolling in the class and their reasons to engage with the material. This is particularly important for MOOCs focusing on scientific topics such as our MOOC on Astronomy (Astronomy: Exploring time and space) whose audience is less motivated by a desire to advance their careers compared to other MOOCs. In order to learn more about the motivation of our learners we deployed in our Astronomy MOOC a survey based on the Science Motivation Questionnaire II developed by Glynn et. al (2011). We specifically asked for reasons to sign up for the course and the overall motivation and attitude towards astronomy and science courses. We compare results of 3360 participants of this survey with a similar instrument administered to 638 students in undergraduate Astronomy classes for non Astronomy majors at the University of Arizona. Our comparison not only looks at the demographic differences, but also at reasons for signing up for the course and scores in motivational categories such as self-determination, self-efficacy, grade motivation, career motivation, hobby motivation, social motivation, and intrinsic motivation showing, that these populations of learners are fundamentally different.

Diagnostic and prognostic significance of neurofilament light chain NF-L, but not progranulin and S100B, in the course of amyotrophic lateral sclerosis: Data from the German MND-net.

PubMed

Steinacker, Petra; Huss, André; Mayer, Benjamin; Grehl, Torsten; Grosskreutz, Julian; Borck, Guntram; Kuhle, Jens; Lulé, Dorothée; Meyer, Thomas; Oeckl, Patrick; Petri, Susanne; Weishaupt, Jochen; Ludolph, Albert C; Otto, Markus

2017-02-01

There is a need for diagnostic, prognostic, and monitoring blood biomarkers for ALS. We aimed to analyse and compare proposed candidate markers for disease progression in the course of ALS. Blood samples were taken from 125 ALS patients, including nine patients with C9orf72 or SOD1 mutation, at regular intervals of six months. ALS patients were characterized by the ALS functional rating scale (ALSFRS-R) and the Edinburgh Cognitive and Behavioural ALS Screen (ECAS). We quantified neurofilament light chain (NF-L), S100B, and progranulin (PGRN) and analysed it in relation to disease progression. Results showed that, at baseline, serum concentrations of NF-L but not PGRN or S100B discriminated significantly between ALS and controls. Within 24 months follow-up the marker concentrations remained stable. Baseline serum NF-L levels correlated with survival time, which was confirmed in subgroups with fast, intermediate, and slow disease progression and there was a weak association with disease duration. For S100B and PGRN we found an association with ALSFRS-R score changes and a trend for decreased levels in the fast progressor subgroup. In conclusion, serum NF-L in any ALS disease stage is a promising marker to support diagnosis and predict outcome, while serum PGRN and S100B are only of minor prognostic value.

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) across Disciplines

ERIC Educational Resources Information Center

Najafi, Hadieh; Rolheiser, Carol; Håklev, Stian; Harrison, Laurie

2017-01-01

Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002)…

Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Pollock, Steven; Dubson, Michael

2007-03-01

Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

Paediatric cardiopulmonary resuscitation training program in Latin-America: the RIBEPCI experience.

PubMed

López-Herce, Jesús; Matamoros, Martha M; Moya, Luis; Almonte, Enma; Coronel, Diana; Urbano, Javier; Carrillo, Ángel; Del Castillo, Jimena; Mencía, Santiago; Moral, Ramón; Ordoñez, Flora; Sánchez, Carlos; Lagos, Lina; Johnson, María; Mendoza, Ovidio; Rodriguez, Sandra

2017-09-12

To describe the design and to present the results of a paediatric and neonatal cardiopulmonary resuscitation (CPR) training program adapted to Latin-America. A paediatric CPR coordinated training project was set up in several Latin-American countries with the instructional and scientific support of the Spanish Group for Paediatric and Neonatal CPR. The program was divided into four phases: CPR training and preparation of instructors; training for instructors; supervised teaching; and independent teaching. Instructors from each country participated in the development of the next group in the following country. Paediatric Basic Life Support (BLS), Paediatric Intermediate (ILS) and Paediatric Advanced (ALS) courses were organized in each country adapted to local characteristics. Five Paediatric Resuscitation groups were created sequentially in Honduras (2), Guatemala, Dominican Republican and Mexico. During 5 years, 6 instructors courses (94 students), 64 Paediatric BLS Courses (1409 students), 29 Paediatrics ILS courses (626 students) and 89 Paediatric ALS courses (1804 students) were given. At the end of the program all five groups are autonomous and organize their own instructor courses. Training of autonomous Paediatric CPR groups with the collaboration and scientific assessment of an expert group is a good model program to develop Paediatric CPR training in low- and middle income countries. Participation of groups of different countries in the educational activities is an important method to establish a cooperation network.

Hospital implementation of resuscitation guidelines and review of CPR training programmes: a nationwide study.

PubMed

Schmidt, Anders S; Lauridsen, Kasper G; Adelborg, Kasper; Løfgren, Bo

2016-06-01

This study aimed to investigate cardiopulmonary resuscitation (CPR) guideline implementation and CPR training in hospitals. This nationwide study included mandatory resuscitation protocols from each Danish hospital. Protocols were systematically reviewed for adherence to the European Resuscitation Council (ERC) 2010 guidelines and CPR training in each hospital. Data were included from 45 of 47 hospitals. Adherence to the ERC basic life support (BLS) algorithm was 49%, whereas 63 and 58% of hospitals adhered to the recommended chest compression depth and rate. Adherence to the ERC advanced life support (ALS) algorithm was 81%. Hospital BLS course duration was [median (interquartile range)] 2.3 (1.5-2.5) h, whereas ALS course duration was 4.0 (2.5-8.0) h. Implementation of ERC 2010 guidelines on BLS is limited in Danish hospitals 2 years after guideline publication, whereas the majority of hospitals adhere to the ALS algorithm. CPR training differs among hospitals.

Examining gender differences on FCI performance in algebra and calculus based physics courses

NASA Astrophysics Data System (ADS)

Kreutzer, Kimberley; Boudreaux, Andrew

2009-05-01

The Force Concept Inventory (FCI) has been widely used to asses student understanding of Newtonian principles. Studies have shown a marked difference in the performance of men and women on both pre- and post-tests [1,2] and also indicate that experiential based instruction may lead to a reduction in this gender gap [1,3]. This poster presents FCI data collected at Western Washington University. Initial analysis of gender differences are consistent with those reported nationally. We also discuss factors that may contribute to the differences in performance and propose instructional strategies that are designed to address the gender gap. [4pt] [1] M. Lorenzo, et. al., ``Reducing the gender gap in the physics classroom,'' AJP 74(2), 118-122 (2006) [0pt] [2] J. Docktor and K. Heller, ``Gender Differences in Both Force Concept Inventory and Introductory Physics Performance,'' Proceedings at the 2008 PERC [0pt] [3] S. Pollack, et. al., ``Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?'' PRST-PER 3 (2007)

Assessing the Writing of Deaf College Students: Reevaluating a Direct Assessment of Writing

ERIC Educational Resources Information Center

Schley, Sara; Albertini, John

2005-01-01

The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992)…

Using Social Media to Expand Peer-to-Peer Discussion in an Online Course about Regional Climate Modeling

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Mesquita, M. D. S.

2015-12-01

The goal of this project is to make knowledge about regional climate modeling accessible to anyone in any location, regardless of their resources. We accomplish this through the development of a free online course, which introduces novice model users to an educational version of the Weather Research and Forecasting model (e-WRF). These courses are grounded in education theory and have been described in detail at prior AGU meetings (Kelsey et al. 2014, Walton et al. 2014, Yarker & Mesquita 2013). Research indicates that effective dialogue is an important component for successful learning to occur and displays the following elements: asking complex questions, deep discussion, and use of evidence to construct arguments (Benus et al. 2013). These can happen between the student and tutor, but peer-to-peer interaction is especially important as well as the most difficult aspect of social constructivism to meet, especially in an online setting. In our online courses, standard course forums were underutilized and generally only used to ask the tutor clarifying questions or troubleshoot error messages. To rectify this problem, we began using social media to facilitate conversation and notice vast improvement in peer-to-peer communication. Moreover, we created a community of over 700 regional climate modelers from around the world, sharing information, asking questions, and creating research projects relating to climate change. Data was gathered by qualitatively analyzing forum and Facebook posts and quantitatively analyzing survey data from participants in both courses. Facebook participants posted on the group more often about a wider variety of topics than the forum participants. Additionally, there were statistically significant increase ('student' t test and Mann-Whitney test) in the elements of effective dialogue. We conclude that social media can serve as a possible tool in the development of online learning, especially for difficult concepts like regional climate modeling. Not only are participants more active on social media than forums, it can provide a community that supports participants; not only as they take the course, but after it is over and they are working on their own individual research projects as well.

Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course

ERIC Educational Resources Information Center

Glover, Rebecca; Hammond, Nicholas B.; Smith, Justin; Guerra, Dalyana

2018-01-01

Peer-led team learning (PLTL), specifically the model known as 'Workshops', has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine…

Addendum to the Evaluation of the Expository Reading and Writing Course

ERIC Educational Resources Information Center

Fong, Anthony B.; Finkelstein, Neal D.

2016-01-01

In 2015, Fong, Finkelstein, Jaeger, Diaz, and Broek reported the findings from an independent evaluation of the Expository Reading and Writing Course (ERWC). The evaluation found positive and statistically significant effects of the ERWC on student achievement. Due to some concerns that the previously reported results in Fong et al. (2015) did not…

The Impact of Text versus Video Communication on Instructor Feedback in Blended Courses

ERIC Educational Resources Information Center

Borup, Jered; West, Richard E.; Thomas, Rebecca

2015-01-01

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent…

Scaling Up: Adapting a Phage-Hunting Course to Increase Participation of First-Year Students in Research.

PubMed

Staub, Nancy L; Poxleitner, Marianne; Braley, Amanda; Smith-Flores, Helen; Pribbenow, Christine M; Jaworski, Leslie; Lopatto, David; Anders, Kirk R

2016-01-01

Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students' understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience. © 2016 N. L. Staub et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Bariers to the Broad Dissemination of Creative Works in the Arab World

DTIC Science & Technology

2009-01-01

books include Sultanat al-Shashah: Raidat al-Sinima al-Misriyah (Queens of the Screen: Pioneers of the Egyptian Cinema ), a history of four...pioneering women who started the Egyptian cinema industry (the book was banned because it included a photo of a woman in a nightgown). The Saudi government...platform to sell hard-copy books. This is, of course, the business model for Amazon. However, while Amazon offers Chinese-, French-, and Japanese

Dissolving the engineering moral dilemmas within the Islamic ethico-legal praxes.

PubMed

Solihu, Abdul Kabir Hussain; Ambali, Abdul Rauf

2011-03-01

The goal of responsible engineers is the creation of useful and safe technological products and commitment to public health, while respecting the autonomy of the clients and the public. Because engineers often face moral dilemma to resolve such issues, different engineers have chosen different course of actions depending on their respective moral value orientations. Islam provides a value-based mechanism rooted in the Maqasid al-Shari'ah (the objectives of Islamic law). This mechanism prioritizes some values over others and could help resolve the moral dilemmas faced in engineering. This paper introduces the Islamic interpretive-evaluative maxims to two core issues in engineering ethics: genetically modified foods and whistleblowing. The study aims primarily to provide problem-solving maxims within the Maqasid al-Shari'ah matrix through which such moral dilemmas in science and engineering could be studied and resolved.

Availability of Acute and/or Subacute Toxicokinetic Data for Select Compounds for the Rat and Physiologically Based Pharmacokinetic (PBPK) Models for Rats and Humans for Those Compounds

DTIC Science & Technology

2017-05-04

course data for blood were available for both high and low doses (Sanzgiri et al., 1995), while tissue data were available only for high doses...Naval Medical Research Unit Dayton AVAILABILITY OF ACUTE AND/OR SUBACUTE TOXICOKI- NETIC DATA FOR SELECT COMPOUNDS FOR THE RAT AND...provides that ‘Copyright protection under this title is not available for any work of the United States Government.’ Title 17 U.S.C. §101 defines a

MOOCs from the Viewpoint of the Learner: A Response to Perna et al. (2014)

ERIC Educational Resources Information Center

Wiebe, Eric; Thompson, Isaac; Behrend, Tara

2015-01-01

This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC learners. Examples using a teacher development MOOC…

Attitudes of Jordanian Students towards Using Group Work in EFL Classrooms

ERIC Educational Resources Information Center

Ababneh, Sana'

2017-01-01

This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University,…

Signal Processing with Degenrate Four-Wave Mixing.

DTIC Science & Technology

1987-03-17

warth [71 and Au Yueng er al. 1181 in CS, filled fibers. The first authors achieved high-fidelity conjugation with In the weakly guiding case, that...waves with. of course, taneously as its own pump wave. Au Yueng er al. [181 K 12, given by the "overlap integrals." In the absence of used single-mode

The Latent Structure of Life-Course-Persistent Antisocial Behavior: Is Moffitt's Developmental Taxonomy a True Taxonomy?

ERIC Educational Resources Information Center

Walters, Glenn D.

2011-01-01

Objective: The purpose of this study was to determine whether life-course-persistent (LCP) and adolescence-limited (AL) antisocial behavior form distinct categories or lie along a common dimension. Method: Taxometric analyses were performed on 2,175 men and women from the National Longitudinal Survey of Youth-Child Data (Center for Human Resource…

Changes in the retreatment radiation tolerance of the spinal cord with time after the initial treatment.

PubMed

Woolley, Thomas E; Belmonte-Beitia, Juan; Calvo, Gabriel F; Hopewell, John W; Gaffney, Eamonn A; Jones, Bleddyn

2018-06-01

To estimate, from experimental data, the retreatment radiation 'tolerances' of the spinal cord at different times after initial treatment. A model was developed to show the relationship between the biological effective doses (BEDs) for two separate courses of treatment with the BED of each course being expressed as a percentage of the designated 'retreatment tolerance' BED value, denoted [Formula: see text] and [Formula: see text]. The primate data of Ang et al. ( 2001 ) were used to determine the fitted parameters. However, based on rodent data, recovery was assumed to commence 70 days after the first course was complete, and with a non-linear relationship to the magnitude of the initial BED (BED init ). The model, taking into account the above processes, provides estimates of the retreatment tolerance dose after different times. Extrapolations from the experimental data can provide conservative estimates for the clinic, with a lower acceptable myelopathy incidence. Care must be taken to convert the predicted [Formula: see text] value into a formal BED value and then a practical dose fractionation schedule. Used with caution, the proposed model allows estimations of retreatment doses with elapsed times ranging from 70 days up to three years after the initial course of treatment.

Effect of alumina on grain refinement of Al-Si hypereutectic alloys

NASA Astrophysics Data System (ADS)

Majhi, J.; Sahoo, S. K.; Patnaik, S. C.; Sarangi, B.; Sachan, N. K.

2018-03-01

The size, volume fraction and distribution of primary as well as eutectic silicon affect the mechanical properties of the Al-Si hypereutectic alloys. It is very difficult for the simultaneous refinement and modification of primary and secondary Si particles in hypereutectic Al-Si alloys through traditional processes. This paper explores the role of γ-Al2O3 nanoparticles on Si particles in the course of solidification in hypereutectic Al-Si alloys at particular pouring temperature. The present study involves incorporation of varying contents dispersed γ-Al2O3 nanoparticles into a molten base metal during stir casting and followed by solidification. It has been reported that the synthesized composites having good interfacial bonding (wetting) between the dispersed phase and the liquid matrix was achieved in order to provide improved mechanical properties of the composite. The cast product of hypereutectic Al-16Si alloy with the reinforcement of nanoparticles, illustrated a significant improvement in both wear behaviour and hardness. The dry sliding wear test has been performed on a group of specimens with varying parameters (different loads and sliding velocities) in a pin on disc wear testing machine. Moreover, the wear rate and specific wear rate also affected in different load and different sliding velocities. However in XRD analysis of the samples, the enhancement of wear resistance as well as hardness was due to the formation of brittle phases like SiO2, Al2O3 and Al-rich intermetallic compounds. The hardness value of the materials increases nearly 6% in addition to increase in the density of only 0.8%. As per literature, the large plate eutectic Si particles were modified in to the fine core particles and it acquires enough potential for various applications.

Effectiveness of a Low-Cost, Graduate Student-Led Intervention on Study Habits and Performance in Introductory Biology.

PubMed

Hoskins, Tyler D; Gantz, J D; Chaffee, Blake R; Arlinghaus, Kel; Wiebler, James; Hughes, Michael; Fernandes, Joyce J

2017-01-01

Institutions have developed diverse approaches that vary in effectiveness and cost to improve student performance in introductory science, technology, engineering, and mathematics courses. We developed a low-cost, graduate student-led, metacognition-based study skills course taught in conjunction with the introductory biology series at Miami University. Our approach aimed to improve performance for underachieving students by combining an existing framework for the process of learning (the study cycle) with concrete tools (outlines and concept maps) that have been shown to encourage deep understanding. To assess the effectiveness of our efforts, we asked 1) how effective our voluntary recruitment model was at enrolling the target cohort, 2) how the course impacted performance on lecture exams, 3) how the course impacted study habits and techniques, and 4) whether there are particular study habits or techniques that are associated with large improvements on exam scores. Voluntary recruitment attracted only 11-17% of our target cohort. While focal students improved on lecture exams relative to their peers who did not enroll, gains were relatively modest, and not all students improved. Further, although students across both semesters of our study reported improved study habits (based on pre and post surveys) and on outlines and concept maps (based on retrospectively scored assignments), gains were more dramatic in the Fall semester. Multivariate models revealed that, while changes in study habits and in the quality of outlines and concept maps were weakly associated with change in performance on lecture exams, relationships were only significant in the Fall semester and were sometimes counterintuitive. Although benefits of the course were offset somewhat by the inefficiency of voluntary recruitment, we demonstrate the effectiveness our course, which is inexpensive to implement and has advantage of providing pedagogical experience to future educators. © 2017 T. D. Hoskins et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses.

PubMed

Ballen, Cissy J; Blum, Jessamina E; Brownell, Sara; Hebert, Sadie; Hewlett, James; Klein, Joanna R; McDonald, Erik A; Monti, Denise L; Nold, Stephen C; Slemmons, Krista E; Soneral, Paula A G; Cotner, Sehoya

2017-01-01

Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion. © 2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Numerical simulation of optical and electronic properties for multilayer organic light-emitting diodes and its application in engineering education

NASA Astrophysics Data System (ADS)

Chang, Shu-Hsuan; Chang, Yung-Cheng; Yang, Cheng-Hong; Chen, Jun-Rong; Kuo, Yen-Kuang

2006-02-01

Organic light-emitting diodes (OLEDs) have been extensively developed in the past few years. The OLED displays have advantages over other displays, such as CRT, LCD, and PDP in thickness, weight, brightness, response time, viewing angle, contrast, driving power, flexibility, and capability of self-emission. In this work, the optical and electronic properties of multilayer OLED devices are numerically studied with an APSYS (Advanced Physical Model of Semiconductor Devices) simulation program. Specifically, the emission and absorption spectra of the Alq 3, DCM, PBD, and SA light-emitting layers, and energy band diagrams, electron-hole recombination rates, and current-voltage characteristics of the simulated OLED devices, typically with a multilayer structure of metal/Alq 3/EML/TPD/ITO constructed by Lim et al., are investigated and compared to the experimental results. The physical models utilized in this work are similar to those presented by Ruhstaller et al. and Hoffmann et al. The simulated results indicate that the emission spectra of the Alq 3, DCM, PBD, and SA light-emitting layers obtained in this study are in good agreement with those obtained experimentally by Zugang et al. Optimization of the optical and electronic performance of the multilayer OLED devices are attempted. In order to further promote the research results, the whole numerical simulation process for optimizing the design of OLED devices has been applied to a project-based course of OLED device design to enhance the students' skills in photonics device design at the Graduate Institute of Photonics of National Changhua University of Education in Taiwan. In the meantime, the effectiveness of the course has been proved by various assessments. The application of the results is a useful point of reference for the research on photonics device design and engineering education. Therefore, it proffers a synthetic effect between innovation and practical application.

Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications

ERIC Educational Resources Information Center

Salter, Irene; Atkins, Leslie

2013-01-01

While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in "Sci Educ" 84:287-312, 2000; Windschitl et al. in "Sci Educ" 87(1):112-143, 2008), others have argued that open-inquiry is impractical, ineffective,…

Getting Started: Preparation for the Teaching Programme. Additional Literacy Support. The National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Employment, London (England).

This Getting Started guide contains material presented at a two-day Additional Literacy Support (ALS) training course in the summer of 1999. ALS is designed to help pupils in Key Stage 2 who have already fallen behind in literacy, but who would not otherwise receive any additional support in this area. Each module includes a practical, high…

The python project: a unique model for extending research opportunities to undergraduate students.

PubMed

Harvey, Pamela A; Wall, Christopher; Luckey, Stephen W; Langer, Stephen; Leinwand, Leslie A

2014-01-01

Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor's laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor's lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates. © 2014 P. A. Harvey et al. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Ostwald ripening of faceted Si particles in an Al-Si-Cu melt

DOE PAGES

Shahani, A. J.; Xiao, X.; Skinner, K.; ...

2016-07-04

The microstructural evolution of an Al-Si-Cu alloy during Ostwald ripening is imaged via synchrotron-based, four-dimensional (i.e., space and time resolved) X-ray tomography. Samples of composition Al-32 wt%Si-15 wt%Cu were annealed isothermally at 650 °C, in the two-phase solid-liquid regime, while tomographic projections were collected in situ over the course of five hours. Advances in experimental methods and computational approaches enable us to characterize the local interfacial curvatures and velocities during ripening. The sequence of three-dimensional reconstructions and interfacial shape distributions shows highly faceted Si particles in a copper-enriched liquid, that become increasingly isotropic or rounded over time. In addition, wemore » find that the coarsening rate constant is approximately the same in the binary and ternary systems. By coupling these experimental measurements with CALPHAD modeling and ab initio molecular dynamics simulation, we assess the influence of Cu on the coarsening process. Lastly, we find the unusual “pinning” of microstructure at the junction between rough and smooth interfaces and suggest a mechanism for this behavior.« less

Climate Change and Health as Massive Open Online Courses.

PubMed

Barteit, Sandra; Sié, Ali; Yé, Maurice; Depoux, Anneliese; Sauerborn, Reiner

2018-01-01

To teach the basics of climate change and health - such as the nature of health impacts, best practices in adoption strategies and promotion in health co-benefits, mitigation and adaptation strategies - we have developed three massive open online courses (MOOCs). We analysed the three MOOCs with regards to different factors such as course content, student motivation, instructor behaviour, co-learner effects, design and implementation effects. We conducted online surveys for all three MOOCs based on the research model of Hone et al., extended with regards to student's motivation and course outcomes. In total, we evaluated 6898 students, of which 101 students took part in the online survey. We found differences in completion rates and country of origin for the three MOOCs. The francophone MOOC was found to have a high number of participants from lower-income- and low-and-middle-income countries. The majority of participants were aged between 22 and 40 years of age and had mainly a graduate educational background. The primary motivation to join the MOOC was the knowledge and skills gained as a result of taking the course. The three MOOCs on climate change and health had a reach of almost 7000 students worldwide, as compared to the scope of a face-to-face course on the same topic of 30 students, including students from resource-low environments that are already vulnerable to current changes in climate. The evaluation of the MOOCs outlined the current impact. However, further research has to be conducted to be able to get insights into the impact over time.

Usability of eyetracking computer systems and impact on psychological wellbeing in patients with advanced amyotrophic lateral sclerosis.

PubMed

Linse, Katharina; Rüger, Wolfgang; Joos, Markus; Schmitz-Peiffer, Henning; Storch, Alexander; Hermann, Andreas

2018-05-01

Restrictions in communicative abilities are well known in patients with amyotrophic lateral sclerosis (ALS), but only few approaches in terms of evaluation of supportive technologies have been made. We aimed to assess the use and perceived usability of eye-tracking computer devices (ETCS) of severely impacted patients with ALS in an independent, direct manner and relate it to psychological well-being. ETCS enable active communication and social participation in the quadriplegic and anarthric disease state. Therefore, ETCS-based versions of widely used psychosocial questionnaires (ADI-12, SeiQoL-DW, WHO-5) as well as structured questions on communicative functioning and ETCS usage were developed to assess ALS patients, their next of kin and professional caregivers. Eleven patients (ALSFRS-R: 5.3 ± 5.9; ALS duration: 6.5 ± 3.8 years, range 1‒12; 82% invasively ventilated), nine next of kin and 10 professional caregivers could be assessed. Patients reported a mean use of their personal ETCS of 9.1 h per d (range 0.5‒16), with a high user satisfaction, preservation of communicative abilities and subjective indispensability of the ETCS. ETCS use was associated with higher psychological well-being. Next of kin and professional caregivers also nominated some critical aspect, which remains to be clarified. Our results strengthen the evidence that preserved mental autonomy influences psychological well-being in ALS and might even modify disease course and end-of-life-decisions in ALS.

Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

ERIC Educational Resources Information Center

Malanga, Paul R.; Sweeney, William J.

2008-01-01

The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, "Single-case research designs." New York: Oxford University Press; Cooper et al. 2007, "Applied behavior analysis." Upper Saddle River:…

Reassessing the English Course Offered to Computer Engineering Students at the National School of Applied Sciences of Al-Hoceima in Morocco: An Action Research Project

ERIC Educational Resources Information Center

Dahbi, M.

2015-01-01

In computer engineering education, specific English language practices are needed to enable computer engineering students to succeed in professional settings. This study was conducted for two purposes. First, it aimed at investigating to what extent the English courses offered to computer engineering students at the National School of Applied…

The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems

ERIC Educational Resources Information Center

Trees, April R.; Jackson, Michele H.

2007-01-01

To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students' assessments of the contribution of clicker use to their learning and involvement in the…

Using Case Studies to Promote Student Engagement in Primary Literature Data Analysis and Evaluation.

PubMed

Cook-Snyder, Denise R

2017-01-01

Analyzing and evaluating primary literature data is a common learning objective in undergraduate neuroscience courses. However, students with more clinically focused career goals often dismiss the relevance of evaluating basic neuroscience literature. Here, we describe using case studies to promote student engagement in primary literature in a cellular and molecular neuroscience course. Two example literature-based case studies are provided: Untwisting Pretzel Syndrome, a neurodevelopment case exploring synapse formation in a pretzel syndrome patient, and The Trials of ALS, a neurodegeneration case exploring axon degeneration and repair in an amyotrophic lateral sclerosis patient. These cases were assigned after neurodevelopment and neurodegeneration lectures covering key concepts. Both cases begin by introducing the patient and hypothesizing symptoms and diagnoses, followed by scenes incorporating primary data to illustrate disease pathogenesis and treatments. Students complete questions embedded in these cases as homework, and class time is used to discuss their answers. Discussion emphasizes that there can be multiple "correct" answers, and the best answers are accurate and well-supported. Accordingly, students edit their answers in class, and these annotations are factored into a pass/fail grade on the case. Additional scenes and questions from the same case studies are used on the course's take-home exams, thereby allowing students to practice primary data analysis and evaluation before a graded assignment. Student evaluations support literature-based case studies as an effective learning tool, with students identifying cases as the most valuable aspect of the course, and reporting increased confidence in understanding cellular and molecular neuroscience.

The effect of explicit, inquiry instruction on freshman college science majors' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Kenyon, Lisa Orvik

Reform efforts have placed strong emphasis on teaching practices that should help students learn about the nature of science. Researchers have examined two general instructional approaches, explicit and implicit, believed to be useful in teaching science. Of these two approaches, researchers emphasize explicit instruction as the more effective approach when enhancing students' views of the scientific endeavor (Abd-El-Khalick & Lederman, 2000; Bell, 2001; Billeh & Hasan, 1975; Carey & Stauss, 1968; Schwartz et al., 2000). Furthermore, recent studies (Schwartz et al ., 2000, 2001) indicate that teaching science inquiry through investigative activities and reflective discussions have demonstrated to be most effective for understanding science. The purpose of this study was to describe the effect of explicit, inquiry instruction on the understanding of freshman college science majors regarding the nature of science. Participants included 74 freshman college science majors, 50 students in the experimental group and 24 students in the control group. The experimental group was exposed to the treatment of the study, which took place in a Succeeding in Science course. The course content included explicit instruction on the nature of science, emphasizing scientific inquiry and the processes that scientists carry out in their work. The course reflected three aspects of inquiry-based science that are discussed in the Inquiry and the National Science Education Standards (2000) which are (1) to learn the principles and concepts of science; (2) to participate in scientific investigations; and (3) to reflect on the epistemology of science. The research design of this study used a pretest-posttest instrument, The Views of Nature of Science Questionnaire Form C (VNOS-C) (Lederman et al., 2001) and an essay paper at the end of the course to assess students' understanding about the nature of science. The results from the VNOS-C were analyzed using analysis of covariance in which the dependent variable was student understanding of science as measured by the posttest, and the covariate was student understanding of nature of science as measured by the pretest. The results indicated that the understanding of the nature of science of freshman college science majors who have participated in explicit, inquiry instruction is statistically greater than the understanding of the nature of science of freshman college science majors who have participated in traditional instruction. The essays provided insight into the apparent increase in student understanding of the nature of science. The results from pretesting and posttesting indicated that a one-semester credit hour course, which focuses directly on teaching about the nature of science can improve freshman science majors' understanding of the nature of science.

Participation in an experiential education professional development course: An analysis of the teacher experience

NASA Astrophysics Data System (ADS)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to their field-based place of study, and all teachers felt compelled to change their courses to incorporate the watershed curriculum due to its relevance for students.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.

PubMed

Elliott, Emily R; Reason, Robert D; Coffman, Clark R; Gangloff, Eric J; Raker, Jeffrey R; Powell-Coffman, Jo Anne; Ogilvie, Craig A

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. © 2016 E. R. Elliott et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Structural MRI correlates of amyotrophic lateral sclerosis progression.

PubMed

Senda, Joe; Atsuta, Naoki; Watanabe, Hirohisa; Bagarinao, Epifanio; Imai, Kazunori; Yokoi, Daichi; Riku, Yuichi; Masuda, Michihito; Nakamura, Ryoichi; Watanabe, Hazuki; Ito, Mizuki; Katsuno, Masahisa; Naganawa, Shinji; Sobue, Gen

2017-11-01

Amyotrophic lateral sclerosis (ALS) presents with varying degrees of brain degeneration that can extend beyond the corticospinal tract (CST). Furthermore, the clinical course and progression of ALS varies widely. Brain degeneration detected using structural MRI could reflect disease progression. On study registration, 3-Tesla volumetric MRI and diffusion tensor imaging scans were obtained at baseline in 38 healthy controls and 67 patients with sporadic ALS. Patients had Amyotrophic Lateral Sclerosis Functional Rating Scale-Revised (ALSFRS-R) scores of ≥36 and did not have the chromosome 9, open reading frame 72 repeat expansion. Six months later, changes in ALSFRS-R (ΔALSFRS-R) scores were calculated and patients were grouped into three categories, namely, patients with slow progression with ΔALSFRS-R scores ≤3 (n=19), intermediate progression with ΔALSFRS-R scores =4, 5 and 6 (n=36) and rapid progression with ΔALSFRS-R scores ≥7 (n=12). We analysed voxel-based morphometry and tract-based spatial statistics among these subgroups and controls. In comparison with controls, patients with ALS showed grey matter atrophy and decreased fractional anisotropy beyond the motor cortex and CST, especially in the frontotemporal lobes and basal ganglia. Moreover, the degree of change was highly proportional to ΔALSFRS-R at the 6-month assessment. A more rapid disease progression and poorer functional decline were associated with greater involvement of the extra-motor cortex and basal ganglia, suggesting that the spatial extent of brain involvement can be an indicator of the progression in ALS. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Needs of informal caregivers across the caregiving course in amyotrophic lateral sclerosis: a qualitative analysis

PubMed Central

Carney, Sile; Corr, Bernie; Mays, Iain; Pender, Niall; Hardiman, Orla

2018-01-01

Objectives Amyotrophic lateral sclerosis (ALS), also known as motor neuron disease (MND), is a debilitating terminal condition. Informal caregivers are key figures in ALS care provision. The physical, psychological and emotional impact of providing care in the home requires appropriate assistance and support. The objective of this analysis is to explore the needs of informal ALS caregivers across the caregiving course. Design In an open-ended question as part of a semistructured interview, caregivers were asked what would help them in their role. Interviews took place on three occasions at 4-month to 6-month intervals. Demographic, burden and quality of life data were collected, in addition to the open-ended responses. We carried out descriptive statistical analysis and thematic analysis of qualitative data. Setting and participants Home interviews at baseline (n=81) and on two further occasions (n=56, n=41) with informal caregivers of people with ALS attending the National ALS/MND Clinic at Beaumont Hospital, Dublin, Ireland. Results The majority of caregivers were family members. Hours of care provided and caregiver burden increased across the interview series. Thematic analysis identified what would help them in their role, and needs related to external support and services, psychological-emotional factors, patient-related behaviours, a cure and ‘nothing’. Themes were interconnected and their prevalence varied across the interview time points. Conclusion This study has shown the consistency and adaptation in what caregivers identified as helpful in their role, across 12–18 months of a caregiving journey. Support needs are clearly defined, and change with time and the course of caregiving. Caregivers need support from family, friends and healthcare professionals in managing their tasks and the emotional demands of caregiving. Identifying the specific needs of informal caregivers should enable health professionals to provide tailored supportive interventions. PMID:29374665

Exploring New Learning Paradigms a Reflection on Barber, Donnelly, and Rizvi (2013): "An Avalanche Is Coming: Higher Education and the Revolution Ahead"

ERIC Educational Resources Information Center

Brown, Tom H.

2015-01-01

Barber, Donnelly & Rizvi (2013): "An avalanche is coming: Higher education and the revolution ahead" addresses some significant issues in higher education and poses some challenging questions to open and distance learning (ODL) administrators, policy makers, and of course to ODL faculty in general. Barber et al.'s paper does not…

Towards Developing a Language Course for Hajj Guides in Al-Madinah Al-Munawwarah, a Needs Assessment

ERIC Educational Resources Information Center

Abdellah, Antar; Ibrahim, Mahdi

2013-01-01

Hajj guides in the second holy city in Islam deal with some million visitors and pilgrims to the holy Prophet's mosque. Although they are well trained in terms of hospitality and guidance, they seem to lack the basic communication skills in English. As most of the visitors and pilgrims resort to English as an international language, the need…

Managing the Ethnic Factor in the Russian and Soviet Armed Forces. An Historical Overview,

DTIC Science & Technology

1982-07-01

existed a 29th National Infantry Command Courses (school) in Tashkent. although no data are provided on the number of graduates (Belonozhko et al ...taking part of the Bukhara police force with them. But the most spectacular defection of all was that of Enver Pasha. 40 3 5-Belonozhko et al ., 197’ pp...78-80.31l1bid. 37 Park, 1957, p. 41; and Wheeler, 1964, p. 108. - 8Belonozhko et al ., 1976, p. 81; and Wheeler, 1964, p. 108.39d’Encausme, Cwil War and

Human (13)N-ammonia PET studies: the importance of measuring (13)N-ammonia metabolites in blood.

PubMed

Keiding, Susanne; Sørensen, Michael; Munk, Ole Lajord; Bender, Dirk

2010-03-01

Dynamic (13)N-ammonia PET is used to assess ammonia metabolism in brain, liver and muscle based on kinetic modeling of metabolic pathways, using arterial blood (13)N-ammonia as input function. Rosenspire et al. (1990) introduced a solid phase extraction procedure for fractionation of (13)N-content in blood into (13)N-ammonia, (13)N-urea, (13)N-glutamine and (13)N-glutamate. Due to a radioactive half-life for (13)N of 10 min, the procedure is not suitable for blood samples taken beyond 5-7 min after tracer injection. By modifying Rosenspire's method, we established a method enabling analysis of up to 10 blood samples in the course of 30 min. The modified procedure was validated by HPLC and by 30-min reproducibility studies in humans examined by duplicate (13)N-ammonia injections with a 60-min interval. Blood data from a (13)N-ammonia brain PET study (from Keiding et al. 2006) showed: (1) time courses of (13)N-ammonia fractions could be described adequately by double exponential functions; (2) metabolic conversion of (13)N-ammonia to (13)N-metabolites were in the order: healthy subjects > cirrhotic patients without HE > cirrhotic patients with HE; (3) kinetics of initial tracer distribution in tissue can be assessed by using total (13)N-concentration in blood as input function, whereas assessment of metabolic processes requires (13)N-ammonia measurements.

A Taxonomy of Introductory Physics Concepts.

NASA Astrophysics Data System (ADS)

Mokaya, Fridah; Savkar, Amit; Valente, Diego

We have designed and implemented a hierarchical taxonomic classification of physics concepts for our introductory physics for engineers course sequence taught at the University of Connecticut. This classification can be used to provide a mechanism to measure student progress in learning at the level of individual concepts or clusters of concepts, and also as part of a tool to measure effectiveness of teaching pedagogy. We examine our pre- and post-test FCI results broken down by topics using Hestenes et al.'s taxonomy classification for the FCI, and compare these results with those found using our own taxonomy classification. In addition, we expand this taxonomic classification to measure performance in our other course exams, investigating possible correlations in results achieved across different assessments at the individual topic level. UCONN CLAS(College of Liberal Arts and Science).

Distributed Training for the Reserve Component: Course Conversion and Implementation Guidelines for Computer Conferencing

DTIC Science & Technology

1990-08-01

Computer Conferencing ’ DTIC •ELECTEM. b ~Novo JIML 0*- B August 1990 Field Element al Boise, Idaho Field Unit at Fort Knox, Kentucky Training Resecarch...Distributed Training for the Reserve Component: Course Conversion and implementation Guidelines for Computer (onferencing _________________ __________ 12...identify by block number) FIELD GROUP SUB-GROT;W Asynchironous computer conferencing ’rt i1inimg technology _____ 1Reserve Component jtr ibuted

Kommunikative und rezeptive Kompetenz als didaktische und paedagogische Lernziele des schulischen Fremdsprachenunterrichts (Communicative and Receptive Competence as Didactic and Pedagogical Teaching Goals in School Foreign Language Teaching).

ERIC Educational Resources Information Center

Wendt, Michael

1980-01-01

School foreign language texts should use dialogs oriented to likely actual needs of the learners. Learning goals in schools, unlike those of language courses for adults, should include social competence and personality building. The following are discussed: course content, methodology, and the use of media for developing speaking and receptive…

Water-in-Olivine Magma Ascent Chronometry: Every Crystal is a Clock

NASA Astrophysics Data System (ADS)

Newcombe, M. E.; Asimow, P. D.; Ferriss, E.; Barth, A.; Lloyd, A. S.; Hauri, E.; Plank, T. A.

2017-12-01

The syneruptive decompression rate of basaltic magma in volcanic conduits is thought to be a critical control on eruptive vigor. Recent efforts have constrained decompression rates using models of diffusive water loss from melt embayments (Lloyd et al. 2014; Ferguson et al. 2016), olivine-hosted melt inclusions (Chen et al. 2013; Le Voyer et al. 2014), and clinopyroxene phenocrysts (Lloyd et al. 2016). However, these techniques are difficult to apply because of the rarity of melt embayments and clinopyroxene phenocrysts suitable for analysis and the complexities associated with modeling water loss from melt inclusions. We are developing a new magma ascent chronometer based on syneruptive diffusive water loss from olivine phenocrysts. We have found water zonation in every olivine phenocryst we have measured, from explosive eruptions of Pavlof, Seguam, Fuego, Cerro Negro and Kilauea volcanoes. Phenocrysts were polished to expose a central plane normal to the crystallographic `b' axis and volatile concentration profiles were measured along `a' and `c' axes by SIMS or nanoSIMS. Profiles are compared to 1D and 3D finite-element models of diffusive water loss from olivine, with or without melt inclusions, whose boundaries are in equilibrium with a melt undergoing closed-system degassing. In every case, we observe faster water diffusion along the `a' axis, consistent with the diffusion anisotropy observed by Kohlstedt and Mackwell (1998) for the so-called `proton-polaron' mechanism of H-transport. Water concentration gradients along `a' match the 1D diffusion model with a diffusivity of 10-10 m2/s (see Plank et al., this meeting), olivine-melt partition coefficient of 0.0007­-0.002 (based on melt inclusion-olivine pairs), and decompression rates equal to the best-fit values from melt embayment studies (Lloyd et al. 2014; Ferguson et al. 2016). Agreement between the melt embayment and water-in-olivine ascent chronometers at Fuego, Seguam, and Kilauea Iki demonstrates the potential of this new technique, which can be applied to any olivine-bearing mafic-intermediate eruption using common analytical tools (SIMS and FTIR). In theory, each crystal is a clock, with the potential to record variable ascent in the conduit, over the course of an eruption, and between eruptions.

After 2014: The U.S./NATO Missions in Afghanistan

DTIC Science & Technology

2013-04-01

each proposed COA. The chart below summarizes the distinct advantages and relative disadvantages in our proposed courses of action given and...described that al-Qaeda franchises and associated movements elsewhere should draw more of our attention away from Afghanistan-Pakistan in the...Mohammed’s prophecy of Khoresan. Al-Qaeda thus views the franchises in the Middle East and North Africa as compelling support elements to the greater cause

A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.

PubMed

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

2014-01-01

In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates. © 2014 D. Lopatto et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Online Scholarly Conversations in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Cai, Qijie; Wong, Ka-Wah

2018-01-01

In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State University, Mankato.

Clinical epidemiology of ulcerative colitis in Arabs based on the Montréal classification.

PubMed

Alharbi, Othman R; Azzam, Nahla A; Almalki, Ahmed S; Almadi, Majid A; Alswat, Khalid A; Sadaf, Nazia; Aljebreen, Abdulrahman M

2014-12-14

To determine the clinical, epidemiological and phenotypic characteristics of ulcerative colitis (UC) in Saudi Arabia by studying the largest cohort of Arab UC patients. Data from UC patients attending gastroenterology clinics in four tertiary care centers in three cities between September 2009 and September 2013 were entered into a validated web-based registry, inflammatory bowel disease information system (IBDIS). The IBDIS database covers numerous aspects of inflammatory bowel disease. Patient characteristics, disease phenotype and behavior, age at diagnosis, course of the disease, and extraintestinal manifestations were recorded. Among 394 UC patients, males comprised 51.0% and females 49.0%. According to the Montréal classification of age, the major chunk of our patients belonged to the A2 category for age of diagnosis at 17-40 years (68.4%), while 24.2% belonged to the A3 category for age of diagnosis at > 40 years. According to the same classification, a majority of patients had extensive UC (42.7%), 35.3% had left-sided colitis and 29.2% had only proctitis. Moreover, 51.3% were in remission, 16.6% had mild UC, 23.4% had moderate UC and 8.6% had severe UC. Frequent relapse occurred in 17.4% patients, infrequent relapse in 77% and 4.8% had chronic disease. A majority (85.2%) of patients was steroid responsive. With regard to extraintestinal manifestations, arthritis was present in 16.4%, osteopenia in 31.4%, osteoporosis in 17.1% and cutaneous involvement in 7.0%. The majority of UC cases were young people (17-40 years), with a male preponderance. While the disease course was found to be similar to that reported in Western countries, more similarities were found with Asian countries with regards to the extent of the disease and response to steroid therapy.

Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course.

PubMed

Olimpo, Jeffrey T; Fisher, Ginger R; DeChenne-Peters, Sue Ellen

2016-01-01

Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to "think like a scientist." Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students' development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities. © 2016 J. T. Olimpo et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Intensified chemo-immunotherapy with or without stem cell transplantation in newly diagnosed patients with peripheral T-cell lymphoma.

PubMed

Corradini, P; Vitolo, U; Rambaldi, A; Miceli, R; Patriarca, F; Gallamini, A; Olivieri, A; Benedetti, F; Todeschini, G; Rossi, G; Salvi, F; Bruno, B; Baldini, L; Ferreri, A; Patti, C; Tarella, C; Pileri, S; Dodero, A

2014-09-01

Peripheral T-cell lymphomas (PTCLs) receiving conventional treatment have a poor clinical outcome. We conducted a phase II study to evaluate the feasibility and efficacy of chemo-immunotherapy in young (⩽60 years old, Clin A study) and elderly (>60 and < or =75 years old, Clin B study) patients with newly diagnosed PTCL. Clin A patients (n=61) received two courses of CHOP (cyclophosphamide, adriamycin, vincristine, prednisone)-21 with alemtuzumab (AL, 30 mg) followed by two courses of high-dose chemotherapy. On the basis of donor availability, patients in response received allogeneic (allo) or autologous (auto) stem cell transplantation (SCT). Clin B patients (n=25) received six courses of CHOP-21 and AL (10 mg). Clin A responding patients were 38 of 61 (62%) and received alloSCT (n=23) or autoSCT (n=14); one complete remission (CR) patient was not transplanted. At a median follow-up of 40 months, the 4-year overall survival (OS), progression-free survival (PFS) and disease-free survival (DFS) rates were 49, 44 and 65%, respectively. In Clin B study, the response rate was 72%. At a median follow-up of 48 months, the 4-year OS, PFS and DFS rates were 31, 26 and 44%, respectively. In conclusion, front-line alloSCT or autoSCT is effective in prolonging DFS in young patients; AL in elderly improved response with no survival benefit.

A timeline for predicting durable medical equipment needs and interventions for amyotrophic lateral sclerosis patients.

PubMed

Bromberg, Mark B; Brownell, Alexander A; Forshew, Dallas A; Swenson, Michael

2010-01-01

ALS is progressive with increasing patient needs for durable medical equipment (DME) and interventions (gastric feeding tube - PEG, and non-invasive ventilation - NIV). We performed a chart review of deceased patients to determine the time-course of needs and their estimated costs. A timeline of needs was based on when clinic personnel felt an item was necessary. The point in time when an item or intervention was needed was expressed as a percentage of a patient's total disease duration. A wide range of DME and interventions was needed irrespective of site of ALS symptom onset (bulbar, upper, lower extremity), beginning at 10% of disease duration of lower extremity onset and increasing thereafter for all sites. The cumulative probability of costs of items and interventions began at 25%-50% of disease duration and increased to between $18,000 and $32,000 (USD), highest for lower extremity onset due to the cost of wheelchairs. We conclude that a high percentage of ALS patients will need a full spectrum of major DME items and interventions during the second half of disease duration. This results in a linear rise in costs over the second half of the disease duration.

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory.

PubMed

Garratt-Reed, David; Roberts, Lynne D; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the 'traditional' unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences.

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

PubMed Central

Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences. PMID:27242587

Protein misfolding, amyotrophic lateral sclerosis and guanabenz: protocol for a phase II RCT with futility design (ProMISe trial).

PubMed

Bella, Eleonora Dalla; Tramacere, Irene; Antonini, Giovanni; Borghero, Giuseppe; Capasso, Margherita; Caponnetto, Claudia; Chiò, Adriano; Corbo, Massimo; Eleopra, Roberto; Filosto, Massimiliano; Giannini, Fabio; Granieri, Enrico; Bella, Vincenzo La; Lunetta, Christian; Mandrioli, Jessica; Mazzini, Letizia; Messina, Sonia; Monsurrò, Maria Rosaria; Mora, Gabriele; Riva, Nilo; Rizzi, Romana; Siciliano, Gabriele; Silani, Vincenzo; Simone, Isabella; Sorarù, Gianni; Volanti, Paolo; Lauria, Giuseppe

2017-08-11

Recent studies suggest that endoplasmic reticulum stress may play a critical role in the pathogenesis of amyotrophic lateral sclerosis (ALS) through an altered regulation of the proteostasis, the cellular pathway-balancing protein synthesis and degradation. A key mechanism is thought to be the dephosphorylation of eIF2α, a factor involved in the initiation of protein translation. Guanabenz is an alpha-2-adrenergic receptor agonist safely used in past to treat mild hypertension and is now an orphan drug. A pharmacological action recently discovered is its ability to modulate the synthesis of proteins by the activation of translational factors preventing misfolded protein accumulation and endoplasmic reticulum overload. Guanabenz proved to rescue motoneurons from misfolding protein stress both in in vitro and in vivo ALS models, making it a potential disease-modifying drug in patients. It is conceivable investigating whether its neuroprotective effects based on the inhibition of eIF2α dephosphorylation can change the progression of ALS. Protocolised Management In Sepsis is a multicentre, randomised, double-blind, placebo-controlled phase II clinical trial with futility design. We will investigate clinical outcomes, safety, tolerability and biomarkers of neurodegeneration in patients with ALS treated with guanabenz or riluzole alone for 6 months. The primary aim is to test if guanabenz can reduce the proportion of patients progressed to a higher stage of disease at 6 months compared with their baseline stage as measured by the ALS Milano-Torino Staging (ALS-MITOS) system and to the placebo group. Secondary aims are safety, tolerability and change in at least one biomarker of neurodegeneration in the guanabenz arm compared with the placebo group. Findings will provide reliable data on the likelihood that guanabenz can slow the course of ALS in a phase III trial. The study protocol was approved by the Ethics Committee of IRCCS 'Carlo Besta Foundation' of Milan (Eudract no. 2014-005367-32 Pre-results) based on the Helsinki declaration. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Amyotrophic lateral sclerosis: update and new developments

PubMed Central

Pratt, Ashley J; Getzoff, Elizabeth D; Perry, J Jefferson P

2012-01-01

Amyotrophic lateral sclerosis (ALS) is the most common form of motor neuron disease. It is typically characterized by adult-onset degeneration of the upper and lower motor neurons, and is usually fatal within a few years of onset. A subset of ALS patients has an inherited form of the disease, and a few of the known mutant genes identified in familial cases have also been found in sporadic forms of ALS. Precisely how the diverse ALS-linked gene products dictate the course of the disease, resulting in compromised voluntary muscular ability, is not entirely known. This review addresses the major advances that are being made in our understanding of the molecular mechanisms giving rise to the disease, which may eventually translate into new treatment options. PMID:23019386

Nanostructured materials: A novel approach to enhanced performance. Final report

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

Korth, G.E.; Froes, F.H.; Suryanarayana, C.

Nanostuctured materials are an emerging class of materials that can exhibit physical and mechanical characteristics often exceeding those exhibited by conventional course grained materials. A number of different techniques can be employed to produce these materials. In this program, the synthesis methods were (a) mechanical alloying , (b) physical vapor deposition, and (c) plasma processing. The physical vapor deposition and plasma processing were discontinued after initial testing with subsequent efforts focused on mechanical alloying. The major emphasis of the program was on the synthesis, consolidation, and characterization of nanostructured Al-Fe, Ti-Al, Ti-Al-Nb, and Fe-Al by alloying intermetallics with a viewmore » to increase their ductilities. The major findings of this project are reported.« less

Initiation of non-invasive ventilation in amyotrophic lateral sclerosis and clinical practice guidelines: Single-centre, retrospective, descriptive study in a national reference centre.

PubMed

Georges, Marjolaine; Golmard, Jean-Louis; Llontop, Claudia; Shoukri, Amr; Salachas, François; Similowski, Thomas; Morelot-Panzini, Capucine; Gonzalez-Bermejo, Jésus

2017-02-01

In amyotrophic lateral sclerosis (ALS), respiratory muscle weakness leads to respiratory failure. Non-invasive ventilation (NIV) maintains adequate ventilation in ALS patients. NIV alleviates symptoms and improves survival. In 2006, French guidelines established criteria for NIV initiation based on limited evidence. Their impact on clinical practice remains unknown. Our objective was to describe NIV initiation practices of the main French ALS tertiary referral centre with respect to guidelines. In this retrospective descriptive study, 624 patients followed in a single national reference centre began NIV between 2005 and 2013. We analysed criteria used to initiate NIV, including symptoms, PaCO 2 , forced vital capacity, maximal inspiratory pressures and time spent with SpO 2 <90% at night. At NIV initiation, 90% of patients were symptomatic. Median PaCO 2 was 48 mmHg. The main criterion to initiate NIV was 'symptoms' followed by 'hypercapnia' in 42% and 34% of cases, respectively. NIV was initiated on functional parameters in only 5% of cases. Guidelines were followed in 81% of cases. In conclusion, despite compliance with French guidelines, the majority of patients are treated at the stage of symptomatic daytime hypoventilation, which suggests that NIV is initiated late in the course of ALS. Whether this practice could be improved by changing guidelines or increasing respiratory-dedicated resources remains to be determined.

Water use efficiency and integrated water resource management for river basin

NASA Astrophysics Data System (ADS)

Deng, Xiangzheng; Singh, R. B.; Liu, Junguo; Güneralp, Burak

Water use efficiency and management have attracted increasing attention as water has become scare to challenge the world's sustainable development. Water use efficiency is correlated to the land use and cover changes (LUCC), population distribution, industrial structure, economic development, climate changes, and environmental governance. These factors significantly alter water productivity for water balance through the changes in natural environment and socio-economic system (Wang et al., 2015b). Consequently, dynamics of water inefficiency lower the social welfare of water allocation (Wang et al., 2015b), and induce water management alternation interactively and financially (Wang et al., 2015a). This triggers on actual water price changes through both natural resource and socioeconomic system (Zhou et al., 2015). Therefore, it is very important to figure out a mechanism of water allocation in the course of LUCC (Jin et al., 2015) at a global perspective (Zhao et al., 2015), climate and economic changes of ecosystem service at various spatial and temporal scales (Li et al., 2015).

The Quantitative Reasoning for College Science (QuaRCS) Assessment in non-Astro 101 Courses II

NASA Astrophysics Data System (ADS)

Kirkman, Thomas W.; Jensen, Ellen

2017-06-01

The Quantitative Reasoning for College Science (QuaRCS) Assessment[1] aims to measure the pre-algebra mathematical skills that are often part of "general education" science courses like Astro 101. In four majors STEM classes, we report comparisons between QuaRCS metrics, ACT math, GPAO, and the course grade. In three of four classes QuaRCS QR score and ACT math were statistically significantly correlated (with r˜.6), however in the fourth course —a senior-level microbiology course— there was no statistically significantly correlation (in fact, r<0). In all courses —even in courses with seemingly little quantitative content— course grade was statistically significantly correlated to GPAO and QR. A QuaRCS metric aiming to report the students belief in the importance of math in science was seen to grow with the course level. Pre/post QuaRCS testing in Physics courses showed fractional sigma gains in QR, self-estimated math fluency and math importance, but not all of those increases were statistically significant. Using a QuaRCS map relating the questions to skill areas, we found graph reading, percentages, and proportional reasoning to be the most misunderstood skills in all four courses.[1] QuaRCS, Follette, et al.,2015, DOI: http://dx.doi.org/10.5038/1936-4660.8.2.2

Human trafficking education for nurse practitioners: Integration into standard curriculum.

PubMed

Lutz, Rebecca M

2018-02-01

Human trafficking is a crime resulting in serious negative health outcomes for the victims. To provide optimal care, thus improving health outcomes, healthcare providers must be able to identify victims as they seek care for acute and chronic physical illness, communicable diseases, sexually transmitted infections, and mental health disorders (Lederer and Wetzel, 2014; Oram et al., 2012). Unfortunately, healthcare providers lack appropriate knowledge of clues that would lead to victim identification. This may result in a failure to identify victims (Beck et al., 2015; Ross et al., 2015; Konstantopoulos et al., 2013; Chisolm-Straker et al., 2012). Increasing the number of healthcare providers able to identify, treat, and refer victims of trafficking for further care is imperative. The study evaluated the knowledge level of student nurse practitioners enrolled in an adult, family, or pediatric clinical course. Knowledge domains included the definitions, laws, prevalence, identification, treatment, and community and social service resources. The study was designed as a non-probability sampling of adult, family, and pediatric nurse practitioner students (n=73). Participants included students enrolled in the Adult & Older Adult I or the Primary Care of the Child & Adolescent I course at a large public university. The study was designed as a one hour educational intervention intended for presentation in a lecture-style format. The educational intervention included a PowerPoint lecture and embedded videos. The pre-survey, designed as a paper survey, contained a demographic section followed by six survey questions covering the six domains of interest. Following the intervention, participants completed the post-survey prior to leaving the classroom. Pre-survey results pinpointed knowledge gaps across all six domains under investigation. Post-survey results revealed an increase in knowledge across all six domains of interest. The educational intervention increased knowledge of human trafficking among students enrolled in a nurse practitioner program. Informed nurse practitioners have the ability to identify, treat, and refer victims of trafficking. As an integral part of the health care team, nurse practitioners should receive trafficking education as part of the standard course curricula. Copyright © 2017 Elsevier Ltd. All rights reserved.

[Integrated program of psychogeriatric care].

PubMed

López-Pousa, S; Serra-Mestres, J; Lozano-Gallego, M; Tron-Estrada, A; Vilalta-Franch, J; Garre-Olmo, J; Camps-Rovira, G; Hernández-Ferrándiz, M; Mariscot-Bas, C; Llinàs-Reglà, J; Pujol-Gómez, C

At the present time there is considerable controversy over the course to follow in attention to patients with psychogeriatric disorders. Rapid diagnosis and maintaining the patients in their homes are the basic objectives of the policy of sharing responsibility among those involved. We review the bibliography and suggest a form of attention based on experience acquired in the dementia evaluation unit of the Programme Vida als Anys of the Generalitat de Catalunya. The model described is based on making the diagnosis in the patient's home, giving support to the family and integrating the patient into a follow-up unit, with a person responsible for evaluating and resolving the needs of both patient and family as they arise. In order to carry out this programme, the attention must be given by multidiscliplinary units with the necessary resources.

CTC Sentinel. Volume 3, Issue 2, February 2010

DTIC Science & Technology

2010-02-01

difficulty of creating a Lebanese franchise , it is likely that al-Qa`ida has switched its strategy and gone underground.2 Clandestine terrorist...Of course, no leader belonging to al-Qa`ida central or to any of its franchises in the Middle East has made a pub- lic statement detailing a...Reilly was only prevented by his own incompetence when his bomb failed to detonate properly in the middle of a restaurant in Exeter in May 2008

Optimizing DoD Information Capabilities and Closing the Public Diplomacy Gap

DTIC Science & Technology

2013-03-01

battle in a race for the hearts and minds of our Umma.1 —Ayman al-Zawarhiri Letter to Al-Zarqawi, 9 July 2005 Throughout history military...demonstrated why they are widely recognized as the most capable military force in history . The overwhelming technical and tactical superiority of US...Warfare is changing. While that statement has been true throughout the course of military history , a compelling argument can be made today that the

Clinical characteristics and course of dying in patients with amyotrophic lateral sclerosis withdrawing from long-term ventilation.

PubMed

Kettemann, Dagmar; Funke, Andreas; Maier, André; Rosseau, Simone; Meyer, Robert; Spittel, Susanne; Münch, Christoph; Meyer, Thomas

2017-02-01

Non-invasive ventilation (NIV) or tracheotomy with invasive ventilation (TIV) are treatment options in ALS. However, a proportion of patients receiving long-term ventilation decide to have it withdrawn. The objective of this study was to analyse the clinical characteristics and palliative approaches in ALS patients withdrawing from long-term ventilation (WLTV). In a cohort study, two different palliative concepts in WLTV were studied: (1) augmented symptom control (ASC; sedation not intended) in patients with ventilator-free tolerance; (2) continuous deep sedation (CDS; sedation intended) in patients without ventilator-free tolerance. Results showed that WLTV was realised in 49 ALS patients (NIV = 13; TIV = 36). Mean daily ventilation was 23.4 h. The ALS Functional Rating Scale (ALSFRS-R) was low (5.6 of 48). Forty-one per cent of patients (n = 20) presented with ophthalmoplegia. ASC was performed in 20 patients, CDS in 29 patients. The mean time to death following disconnection was 32 (0.3-164) h during ASC and 0.3 (0.2-0.6) h in CDS. In conclusion, a low ALSFRS-R, high incidence of ophthalmoplegia and extended ventilator dependency were found before WLTV. The presence or absence of ventilator-free tolerance determined the approach to the management of symptoms, the setting for immediate end-of-life care and the course of dying in WLTV.

Editorial: The continuing contributions of multimodal treatment of attention over nearly two decades to initial attention-deficit hyperactivity disorder pharmacotherapy and long-term clinical course.

PubMed

Bloch, Michael H

2017-06-01

The initial results of the Multimodal Treatment of Attention Deficit Hyperactivity Disorder (MTA) trial had profound effects on the way that Attention-Deficit Hyperactivity Disorder (ADHD) is managed clinically. Children from the original MTA cohort as well as a control group have been followed longitudinally for well over a decade and are beginning to provide important data regarding the long-term clinical course, treatment and consequences of ADHD into adulthood. Two articles in this issue of JCPP highlight important contributions from the MTA cohort. Swanson et al. highlights the potential long-term effects of stimulants on height whereas Sibley et al. highlights the importance of using multiple informants in assessing adulthood ADHD symptoms similar to children and suggest that current DSM criteria for ADHD may be overly stringent. © 2017 Association for Child and Adolescent Mental Health.

Assessing the writing of deaf college students: reevaluating a direct assessment of writing.

PubMed

Schley, Sara; Albertini, John

2005-01-01

The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992) has shown the test to be reliable between multiple test raters and as a valid measure of writing ability for placement into these courses, changes in curriculum and the rater pool necessitated a new look at interrater reliability and concurrent validity. We evaluated the rating scores for 236 samples from students who entered the college during the fall 2001. Using a multiprong approach, we confirmed the interrater reliability and the validity of this direct measure of assessment. The implications of continued use of this and similar tests in light of definitions of validity, local control, and the nature of writing are discussed.

Comparing axonal excitability in past polio to amyotrophic lateral sclerosis.

PubMed

Liang, Christina; Ng, Karl

2014-10-01

Poliomyelitis causes selective destruction of anterior horn cells and usually has a stable disease course post-infection. We assessed the excitability characteristics in patients with a stable course after past poliomyelitis and compared them with changes described in amyotrophic lateral sclerosis (ALS). The excitability characteristics of motor and sensory nerves were studied in 10 subjects with stable past poliomyelitis. Motor rheobase was increased, but there were no significant changes in strength-duration properties or depolarizing threshold electrotonus, as have been seen in previous studies of ALS. There is minimal change in axonal excitability properties in patients with stable past poliomyelitis. The results may signify sufficient compensation in the stable state of the disease. Increased subexcitability in 1 subject with demonstrable hyperexcitability may represent compensation for increased ectopic activity rather than a different process in surviving motor neurons. Muscle Nerve 50: 602-604, 2014. Copyright © 2014 Wiley Periodicals, Inc.

Translation of ERC resuscitation guidelines into clinical practice by emergency physicians

PubMed Central

2014-01-01

Purpose Austrian out-of-hospital emergency physicians (OOHEP) undergo mandatory biannual emergency physician refresher courses to maintain their licence. The purpose of this study was to compare different reported emergency skills and knowledge, recommended by the European Resuscitation Council (ERC) guidelines, between OOHEP who work regularly at an out-of-hospital emergency service and those who do not currently work as OOHEP but are licenced. Methods We obtained data from 854 participants from 19 refresher courses. Demographics, questions about their practice and multiple-choice questions about ALS-knowledge were answered and analysed. We particularly explored the application of therapeutic hypothermia, intraosseous access, pocket guide use and knowledge about the participants’ defibrillator in use. A multivariate logistic regression analysed differences between both groups of OOHEP. Age, gender, years of clinical experience, ERC-ALS provider course attendance and the self-reported number of resuscitations were control variables. Results Licenced OOHEP who are currently employed in emergency service are significantly more likely to initiate intraosseous access (OR = 4.013, p < 0.01), they initiate mild-therapeutic hypothermia after successful resuscitation (OR = 2.550, p < 0.01) more often, and knowledge about the used defibrillator was higher (OR = 2.292, p < 0.01). No difference was found for the use of pocket guides. OOHEP who have attended an ERC-ALS provider course since 2005 have initiated more mild therapeutic hypothermia after successful resuscitation (OR = 1.670, p <0.05) as well as participants who resuscitated within the last year (OR = 2.324, p < 0.01), while older OOHEP initiated mild therapeutic hypothermia less often, measured per year of age (OR = 0.913, p <0.01). Conclusion Licenced and employed OOHEP implement ERC guidelines better into clinical practice, but more training on life-saving rescue techniques needs to be done to improve knowledge and to raise these rates of application. PMID:24476488

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

PubMed

Durham, Mary F; Knight, Jennifer K; Couch, Brian A

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. © 2017 M. F. Durham et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Cutaneous Leishmaniasis in Saudi Arabia: A Comprehensive Overview

PubMed Central

Abdoon, Abdalmohsin M.; Aldahan, Mohamed A.; Alzahrani, Abdullah G.; Alhakeem, Raaft F.; Asiri, Abdullah M.; Alzahrani, Mohamed H.; Memish, Ziad A.

2017-01-01

Abstract Despite the great efforts by health authorities in Kingdom of Saudi Arabia (KSA), Cutaneous leishmaniasis (CL) continues to be a major public health problem in the country. Many risk factors make KSA prone to outbreaks and epidemics; among these, rapid urbanization and the huge population movement are the most important. The disease is endemic in many parts of KSA, with the majority of cases concentrated in six regions, including Al-Qaseem, Riyadh, Al-Hassa, Aseer, Ha'il, and Al-Madinah. Leishmania major (L. major) and Leishmania tropica (L. tropica) are the main dermotropic species, and Phlebotomus papatasi (vector of L. major) and Phlebotomus sergenti (vector of L. tropica) are the proved vectors of the disease. Psammomys obesus and Meriones libycus have been defined as the principal reservoir hosts of zoonotic CL in Al-Hassa oasis, Al-Madinah, and Al-Qaseem provinces. Clinically, males are affected more than females, and there is no variation between the Saudis and expatriates in terms of number of reported cases, but the disease tends to run a more severe course among non-Saudis. Face is the most commonly affected site, and ulcerative pattern accounts for 90% of lesions. Despite local and international recommendations of using laboratory diagnostics to confirm CL cases, most cases in KSA are diagnosed and treated on clinical grounds and local epidemiology. However, systemic parenteral sodium stibogluconate (SSG) is the first line of therapy and used to treat all CL patients irrespective of their clinical presentation or the incriminated species. In brief, more efforts are needed to combat this disease. Several aspects of the disease require more evaluation through encouragement of national and regional studies. Development of evidence based national diagnostic and management guidelines, as well as algorithms, is urgently needed to improve the practice of diagnosing and treating CL in KSA. PMID:28806141

Laughter, crying and sadness in ALS

PubMed Central

Thakore, Nimish J; Pioro, Erik P

2017-01-01

Background Pseudobulbar affect (PBA) is prevalent in amyotrophic lateral sclerosis (ALS), but there is limited information on its associations and course. Objectives Explore prevalence, associations, course and manifestations of PBA in outpatient cohort of patients with ALS and examine its relationship to depression. Methods Self-reported measures of PBA and depression (Center for Neurologic Study-Lability Scale (CNS-LS) and Patient Health Questionnaire (PHQ-9), respectively) were obtained from consecutive patients with ALS using tablet devices in waiting rooms (Knowledge Program). Results PBA (CNS-LS ≥13) was seen in 209/735 patients (28.4%). PBA was associated with bulbar onset and dysfunction, upper motor neuron dysfunction, cognitive impairment, depression and lower quality of life. A multivariable model that included lower bulbar and gross motor subscores, female gender, younger age and shorter duration of disease predicted PBA with 74% accuracy. CNS-LS scores increased only slowly with time. Women with PBA reported more crying than men. Crying (but not laughter) correlated with depression, and crying was associated with poorer quality of life. Exploratory factor analysis of pooled questions of CNS-LS and PHQ-9 identified three underlying factors (laughter, crying and depression) loaded on appropriate questions of the respective instruments. Conclusion This study identifies associations of PBA and additionally finds PBA (especially crying-predominant PBA) more prevalent in women with ALS. Although the two self-report instruments (CNS-LS and PHQ-9) discriminate well between PBA and depression, there is significant overlap between depression and crying in PBA. Studies of PBA should stratify for gender, examine crying and laughter as separate outcomes and adjust for depression. PMID:28572273

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

NASA Astrophysics Data System (ADS)

Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

2009-12-01

Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands-on activities and use significantly more multi-media and animation resources in the classroom. The “Discovering Plate Boundaries” jigsaw (Sawyer et al, this session) is a very useful example of how lessons were taught in Earth Science II. The USGS-developed “Tennis Ball Globe” or “Wegner Puzzle” can be used as appropriate Elicit/Engage activities. With only basic instructions, the students are first split into their specialty teams, then re-arranged into their specific plate teams. “Expert” explanation is limited to the very end of the lesson, and is most effective when tailored to the abilities of the class and particularly the interests the students had highlighted during their own discussions and presentations. Typical student comments as revealed on the daily evaluations were “It was very hard at first, but when I kept working with the maps, I found I really could figure it out myself,” “The coolest was where I figured out a new plate boundary might be forming,” and (in response to “How much did you learn today:”) “More than I wanted!”

Regulation of Intracellular Copper by Induction of Endogenous Metallothioneins Improves the Disease Course in a Mouse Model of Amyotrophic Lateral Sclerosis.

PubMed

Tokuda, Eiichi; Watanabe, Shunsuke; Okawa, Eriko; Ono, Shin-ichi

2015-04-01

Mutations in SOD1 cause amyotrophic lateral sclerosis (ALS), an incurable motor neuron disease. The pathogenesis of the disease is poorly understood, but intracellular copper dyshomeostasis has been implicated as a key process in the disease. We recently observed that metallothioneins (MTs) are an excellent target for the modification of copper dyshomeostasis in a mouse model of ALS (SOD1(G93A)). Here, we offer a therapeutic strategy designed to increase the level of endogenous MTs. The upregulation of endogenous MTs by dexamethasone, a synthetic glucocorticoid, significantly improved the disease course and rescued motor neurons in SOD1(G93A) mice, even if the induction was initiated when peak body weight had decreased by 10%. Neuroprotection was associated with the normalization of copper dyshomeostasis, as well as with decreased levels of SOD1(G93A) aggregates. Importantly, these benefits were clearly mediated in a MT-dependent manner, as dexamethasone did not provide any protection when endogenous MTs were abolished from SOD1(G93A) mice. In conclusion, the upregulation of endogenous MTs represents a promising strategy for the treatment of ALS linked to mutant SOD1.

The Quantitative Reasoning for College Science (QuaRCS) Assessment in non-Astro 101 Courses

NASA Astrophysics Data System (ADS)

Kirkman, Thomas W.; Jensen, Ellen

2016-06-01

The innumeracy of American students and adults is a much lamented educational problem. The quantitative reasoning skills of college students may be particularly addressed and improved in "general education" science courses like Astro 101. Demonstrating improvement requires a standardized instrument. Among the non-proprietary instruments the Quantitative Literacy and Reasoning Assessment[1] (QRLA) and the Quantitative Reasoning for College Science (QuaRCS) Assessment[2] stand out.Follette et al. developed the QuaRCS in the context of Astro 101 at University of Arizona. We report on QuaRCS results in different contexts: pre-med physics and pre-nursing microbiology at a liberal arts college. We report on the mismatch between students' contemporaneous report of a question's difficulty and the actual probability of success. We report correlations between QuaRCS and other assessments of overall student performance in the class. We report differences in attitude towards mathematics in these two different but health-related student populations .[1] QLRA, Gaze et al., 2014, DOI: http://dx.doi.org/10.5038/1936-4660.7.2.4[2] QuaRCS, Follette, et al., 2015, DOI: http://dx.doi.org/10.5038/1936-4660.8.2.2

Radiation therapy for hypersalivation: a prospective study in 50 amyotrophic lateral sclerosis patients.

PubMed

Assouline, Avi; Levy, Antonin; Abdelnour-Mallet, Maya; Gonzalez-Bermejo, Jesus; Lenglet, Timothée; Le Forestier, Nadine; Salachas, François; Bruneteau, Gaelle; Meininger, Vincent; Delanian, Sylvie; Pradat, Pierre-François

2014-03-01

This study aimed to evaluate the efficiency and the tolerance of radiation therapy (RT) on salivary glands in a large series of amyotrophic lateral sclerosis (ALS) patients with hypersalivation. Fifty ALS patients that had medically failure pretreatment were included in this prospective study. RT was delivered through a conventional linear accelerator with 6-MV photons and 2 opposed beams fields including both submandibular glands and two-thirds of both parotid glands. Total RT dose was 10 Gy in 2 fractions (n=30) or 20 Gy in 4 fractions (n=20). RT efficacy was assessed with the 9-grade Sialorrhea Scoring Scale (SSS), recently prospectively validated as the most effective and sensitive tool to measure sialorrhea in ALS patients. At the end of RT, all patients had improved: 46 had a complete response (92% CR, SSS 1-3) and 4 had a partial response (8% PR, SSS 4-5). A significant lasting salivary reduction was observed 6 months after RT completion: there was 71% CR and 26% PR, and there was a significant SSS reduction versus baseline (P<10(-6)). There was no grade 3 to 4 toxicity, and most side effects (34%) occurred during RT. Nine patients (18%) underwent a second salivary gland RT course, with a 3-months mean delay from the first RT, resulting in a SSS decrease (-77%). Both RT dose regimens induced a significant SSS decrease with no significant toxicity. There were, however, more patients with CR/PR in the 20-Gy protocol (P=.02), and 8 of 9 patients (89%) receiving a second RT course had previously been treated within the 10-Gy protocol. Radiation therapy of 20 Gy in 4 fractions is an efficient and safe treatment for ALS patients with sialorrhea. A shorter RT course (10 Gy in 2 fractions) may be proposed in patients in poor medical condition. Copyright © 2014 Elsevier Inc. All rights reserved.

Radiation Therapy for Hypersalivation: A Prospective Study in 50 Amyotrophic Lateral Sclerosis Patients

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

Assouline, Avi, E-mail: avi.assouline@ccpsc.fr; Department of Radiation Oncology, Groupe Hospitalier Pitié-Salpêtrière, Assistance Publique - Hôpitaux de Paris; Levy, Antonin

Purpose: This study aimed to evaluate the efficiency and the tolerance of radiation therapy (RT) on salivary glands in a large series of amyotrophic lateral sclerosis (ALS) patients with hypersalivation. Methods and Materials: Fifty ALS patients that had medically failure pretreatment were included in this prospective study. RT was delivered through a conventional linear accelerator with 6-MV photons and 2 opposed beams fields including both submandibular glands and two-thirds of both parotid glands. Total RT dose was 10 Gy in 2 fractions (n=30) or 20 Gy in 4 fractions (n=20). RT efficacy was assessed with the 9-grade Sialorrhea Scoring Scalemore » (SSS), recently prospectively validated as the most effective and sensitive tool to measure sialorrhea in ALS patients. Results: At the end of RT, all patients had improved: 46 had a complete response (92% CR, SSS 1-3) and 4 had a partial response (8% PR, SSS 4-5). A significant lasting salivary reduction was observed 6 months after RT completion: there was 71% CR and 26% PR, and there was a significant SSS reduction versus baseline (P<10{sup −6}). There was no grade 3 to 4 toxicity, and most side effects (34%) occurred during RT. Nine patients (18%) underwent a second salivary gland RT course, with a 3-months mean delay from the first RT, resulting in a SSS decrease (−77%). Both RT dose regimens induced a significant SSS decrease with no significant toxicity. There were, however, more patients with CR/PR in the 20-Gy protocol (P=.02), and 8 of 9 patients (89%) receiving a second RT course had previously been treated within the 10-Gy protocol. Conclusion: Radiation therapy of 20 Gy in 4 fractions is an efficient and safe treatment for ALS patients with sialorrhea. A shorter RT course (10 Gy in 2 fractions) may be proposed in patients in poor medical condition.« less

Trends of quality of life changes in amyotrophic lateral sclerosis patients.

PubMed

Shamshiri, Hosein; Fatehi, Farzad; Abolfazli, Roya; Harirchian, Mohammad Hossein; Sedighi, Behnaz; Zamani, Babak; Roudbari, Ali; Razazian, Nazanin; Khamseh, Fatemeh; Nafissi, Shahriar

2016-09-15

Amyotrophic lateral sclerosis (ALS) is an incurable progressive neurodegenerative disease and thus the assessment of quality of life (QOL) changes and factors that may influence its course is valuable in the meantime. The present study aimed to assess the deterioration rate of QOL and influencing factors in different subgroups of Iranian ALS patients. 132 patients were evaluated in this prospective multicenter observational study. QOL was measured using ALS Assessment Questionnaire (ALSAQ-40) during 1year follow up and its progression rate was assessed in different subgroups of patients according to age, sex, stage of disease, riluzole consumption, onset type. Also physical disability and functional disability were measured using MMT and ALSFRS-R scores respectively and their progression rates were compared with ALSAQ-40 changes. Significant deterioration of the scores of ALSAQ-40 during study was consistent in all of its domains (p=0.000). There was a significant negative correlation between ALSFRS-R and MMT changes and ALSAQ-40 change (p=0.000) and this was consistently observed in all domains of ALSAQ-40 (p=0.00). ALSAQ-40 deterioration rate was shown to be significantly lower in severe/terminal stages compared to mild/moderate stages (p=0.00). Significantly higher deterioration rate was observed in bulbar onset versus limb onset patients [F (1,130)=4.52, p=0.04] but no significant difference was observed among other subgroups according to age, sex and riluzole consumption. All domains of QOL significantly deteriorate during ALS course and there is a significant correlation between their changes and progression of physical and functional disabilities. Rate of degradation of QOL may be different at different stages of the disease. QOL worsens independent of factors such as sex, age and consumption of riluzole; but onset type (bulbar versus limb) is an imperative factor in quality of life changes during the disease course. Copyright © 2016 Elsevier B.V. All rights reserved.

Drastic influence of minor Fe or Co additions on the glass forming ability, martensitic transformations and mechanical properties of shape memory Zr-Cu-Al bulk metallic glass composites.

PubMed

González, Sergio; Pérez, Pablo; Rossinyol, Emma; Suriñach, Santiago; Dolors Baró, Maria; Pellicer, Eva; Sort, Jordi

2014-06-01

The microstructure and mechanical properties of Zr 48 Cu 48 -  x Al 4 M x (M ≡ Fe or Co, x  = 0, 0.5, 1 at.%) metallic glass (MG) composites are highly dependent on the amount of Fe or Co added as microalloying elements in the parent Zr 48 Cu 48 Al 4 material. Addition of Fe and Co promotes the transformation from austenite to martensite during the course of nanoindentation or compression experiments, resulting in an enhancement of plasticity. However, the presence of Fe or Co also reduces the glass forming ability, ultimately causing a worsening of the mechanical properties. Owing to the interplay between these two effects, the compressive plasticity for alloys with x  = 0.5 (5.5% in Zr 48 Cu 47.5 Al 4 Co 0.5 and 6.2% in Zr 48 Cu 47.5 Al 4 Fe 0.5 ) is considerably larger than for Zr 48 Cu 48 Al 4 or the alloys with x  = 1. Slight variations in the Young's modulus (around 5-10%) and significant changes in the yield stress (up to 25%) are also observed depending on the composition. The different microstructural factors that have an influence on the mechanical behavior of these composites are investigated in detail: (i) co-existence of amorphous and crystalline phases in the as-cast state, (ii) nature of the crystalline phases (austenite versus martensite content), and (iii) propensity for the austenite to undergo a mechanically-driven martensitic transformation during plastic deformation. Evidence for intragranular nanotwins likely generated in the course of the austenite-martensite transformation is provided by transmission electron microscopy. Our results reveal that fine-tuning of the composition of the Zr-Cu-Al-(Fe,Co) system is crucial in order to optimize the mechanical performance of these bulk MG composites, to make them suitable materials for structural applications.

Drastic influence of minor Fe or Co additions on the glass forming ability, martensitic transformations and mechanical properties of shape memory Zr-Cu-Al bulk metallic glass composites

NASA Astrophysics Data System (ADS)

González, Sergio; Pérez, Pablo; Rossinyol, Emma; Suriñach, Santiago; Baró, Maria Dolors; Pellicer, Eva; Sort, Jordi

2014-06-01

The microstructure and mechanical properties of Zr48Cu48 - x Al4M x (M ≡ Fe or Co, x = 0, 0.5, 1 at.%) metallic glass (MG) composites are highly dependent on the amount of Fe or Co added as microalloying elements in the parent Zr48Cu48Al4 material. Addition of Fe and Co promotes the transformation from austenite to martensite during the course of nanoindentation or compression experiments, resulting in an enhancement of plasticity. However, the presence of Fe or Co also reduces the glass forming ability, ultimately causing a worsening of the mechanical properties. Owing to the interplay between these two effects, the compressive plasticity for alloys with x = 0.5 (5.5% in Zr48Cu47.5Al4Co0.5 and 6.2% in Zr48Cu47.5Al4Fe0.5) is considerably larger than for Zr48Cu48Al4 or the alloys with x = 1. Slight variations in the Young’s modulus (around 5-10%) and significant changes in the yield stress (up to 25%) are also observed depending on the composition. The different microstructural factors that have an influence on the mechanical behavior of these composites are investigated in detail: (i) co-existence of amorphous and crystalline phases in the as-cast state, (ii) nature of the crystalline phases (austenite versus martensite content), and (iii) propensity for the austenite to undergo a mechanically-driven martensitic transformation during plastic deformation. Evidence for intragranular nanotwins likely generated in the course of the austenite-martensite transformation is provided by transmission electron microscopy. Our results reveal that fine-tuning of the composition of the Zr-Cu-Al-(Fe,Co) system is crucial in order to optimize the mechanical performance of these bulk MG composites, to make them suitable materials for structural applications.

First Steps Toward K-12 Teacher Professional Development Using Internet-based Telescopes

NASA Astrophysics Data System (ADS)

Berryhill, K. J.; Gershun, D.; Slater, T. F.; Armstrong, J. D.

2012-12-01

How can science teachers become more familiar with emerging technology, excite their students and give students a taste of astronomy research? Astronomy teachers do not always have research experience, so it is difficult for them to convey to students how researchers use telescopes. The nature of astronomical observation (e.g., remote sites, expensive equipment, and odd hours) has been a barrier to providing teachers with insight into the process. Robotic telescopes (operated automatically with queued observing schedules) and remotely controlled telescopes (controlled by the user via the Internet) allow scientists to conduct observing sessions on research-grade telescopes half a world away. The same technology can now be harnessed by STEM educators to engage students and reinforce what is being taught in the classroom, as seen in some early research in elementary schools (McKinnon and Mainwaring 2000 and McKinnon and Geissinger 2002), and middle/high schools (Sadler et al. 2001, 2007 and Gehret et al. 2005). However, teachers need to be trained to use these resources. Responding to this need, graduate students and faculty at the University of Wyoming and CAPER Center for Astronomy & Physics Education Research are developing teacher professional development programs using Internet-based telescopes. We conducted an online course in the science education graduate program at the University of Wyoming. This course was designed to sample different types of Internet-based telescopes to evaluate them as resources for teacher professional development. The 10 participants were surveyed at the end of the course to assess their experiences with each activity. In addition, pre-test/post-test data were collected focusing specifically on one of the telescopes (Gershun, Berryhill and Slater 2012). Throughout the course, the participants learned to use a variety of robotic and remote telescopes including SLOOH Space Camera (www.slooh.com), Sky Titan Observatory (www.skytitan.org), Faulkes Telescope North (FTN—part of Las Cumbres Observatory Global Telescope Network—www.lcogt.net), and the MicroObservatory Robotic Telescope Network (http://mo-www.cfa.harvard.edu/MicroObservatory). As is common in astronomy observation, the class experienced setbacks to observing plans from a variety of sources, including clouds, dust storms, wind, instrument malfunctions, and light pollution from a nearby rodeo. Participants requested observations on robotic telescopes and directly controlled remote telescopes (FTN and Sky Titan). Data from the surveys suggest the theme that the ability to control telescopes in real time is of significant educational value, despite 6 of 10 participants citing frustrations due to equipment malfunctions and weather. Future courses will need backup plans or dates to account for the possibility of lost observing time. Participants used a variety of software tools to analyze data. Survey data showed the LCOGT Agent Exoplanet citizen science exercise to be an important learning event in the progression toward using SalsaJ to create exoplanet light curves from FTN data. Much of the data from FTN and Sky Titan used by participants was not collected during the observing runs due to issues noted above. The telescope operators provided previous data for analysis. None of the evidence we collected indicates that this lack of direct linkage is a problem.

CTC Sentinel. Volume 9, Issue 11, November/December 2016

DTIC Science & Technology

2016-12-01

but two ter- rorist movements and a counterterrorism strategy and approach that has failed. The Islamic State Post -Caliphate: A Continuing...least two years prior to the Paris attacks. The secretive Islamic State unit that serves as the ex - ternal operations arm is known as Amn al-Kharji,6...Middle East that al-Qaeda covets most is of course Saudi Arabia,” the former radical Islamist Ed Husain ex - plains, “but Syria is next on the list.”19

Trajectories of trauma symptoms and resilience in deployed US military service members:prospective cohort study

DTIC Science & Technology

2012-01-01

JAMA 2006; 295: 1023–32. 2 Smith TC, Ryan MA, Wingard DL, Slymen DJ, Sallis JF, Kritz- Silverstein D, et al. New onset and persistent symptoms of post...71. 3 Smith TC, Wingard DL, Ryan MAK, Kritz- Silverstein D, Slymen DJ, Sallis JF, et al. Prior assault and posttraumatic stress disorder after combat...Psychooncology 2010; 19: 1044–51. 17 Dickstein BD, Suvak M, Litz BT, Adler AB . Heterogeneity in the course of posttraumatic stress disorder: trajectories of

Trajectories of Trauma Symptoms and Resilience in Deployed US Military Service Members: Prospective Cohort Study

DTIC Science & Technology

2012-04-01

Afghanistan. JAMA 2006; 295: 1023–32. 2 Smith TC, Ryan MA, Wingard DL, Slymen DJ, Sallis JF, Kritz- Silverstein D, et al. New onset and persistent...2008; 336: 366–71. 3 Smith TC, Wingard DL, Ryan MAK, Kritz- Silverstein D, Slymen DJ, Sallis JF, et al. Prior assault and posttraumatic stress disorder...Psychooncology 2010; 19: 1044–51. 17 Dickstein BD, Suvak M, Litz BT, Adler AB . Heterogeneity in the course of posttraumatic stress disorder

Group typicality, group loyalty and cognitive development.

PubMed

Patterson, Meagan M

2014-09-01

Over the course of childhood, children's thinking about social groups changes in a variety of ways. Developmental Subjective Group Dynamics (DSGD) theory emphasizes children's understanding of the importance of conforming to group norms. Abrams et al.'s study, which uses DSGD theory as a framework, demonstrates the social cognitive skills underlying young elementary school children's thinking about group norms. Future research on children's thinking about groups and group norms should explore additional elements of this topic, including aspects of typicality beyond loyalty. © 2014 The British Psychological Society.

Safety and Feasibility of Lin- Cells Administration to ALS Patients: A Novel View on Humoral Factors and miRNA Profiles.

PubMed

Sobuś, Anna; Baumert, Bartłomiej; Litwińska, Zofia; Gołąb-Janowska, Monika; Stępniewski, Jacek; Kotowski, Maciej; Pius-Sadowska, Ewa; Kawa, Miłosz P; Gródecka-Szwajkiewicz, Dorota; Peregud-Pogorzelski, Jarosław; Dulak, Józef; Nowacki, Przemysław; Machaliński, Bogusław

2018-04-27

Therapeutic options for amyotrophic lateral sclerosis (ALS) are still limited. Great hopes, however, are placed in growth factors that show neuroprotective abilities (e.g., nerve growth factor (NGF), brain-derived neurotrophic factor (BDNF), and vascular endothelial growth factor (VEGF)) and in the immune modulating features, in particular, the anti-inflammatory effects. In our study we aimed to investigate whether a bone marrow-derived lineage-negative (Lin-) cells population, after autologous application into cerebrospinal fluid (CSF), is able to produce noticeable concentrations of trophic factors and inflammatory-related proteins and thus influence the clinical course of ALS. To our knowledge, the evaluation of Lin- cells transplantation for ALS treatment has not been previously reported. Early hematopoietic Lin- cells were isolated from twelve ALS patients’ bone marrow, and later, the suspension of cells was administered into the subarachnoid space by lumbar puncture. Concentrations of selected proteins in the CSF and plasma were quantified by multiplex fluorescent bead-based immunoassays at different timepoints post-transplantation. We also chose microRNAs (miRNAs) related to muscle biology (miRNA-1, miRNA-133a, and miRNA-206) and angiogenesis and inflammation (miRNA-155 and miRNA-378) and tested, for the first time, their expression profiles in the CSF and plasma of ALS patients after Lin- cells transplantation. The injection of bone marrow cells resulted in decreased concentration of selected inflammatory proteins (C3) after Lin- cells injection, particularly in patients who had a better clinical outcome. Moreover, several analyzed miRNAs have changed expression levels in the CSF and plasma of ALS patients subsequent to Lin- cells administration. Interestingly, the expression of miR-206 increased in ALS patients, while miR-378 decreased both in the CSF and plasma one month after the cells’ injection. We propose that autologous lineage-negative early hematopoietic cells injected intrathecally may be a safe and feasible source of material for transplantations to the central nervous system (CNS) environment aimed at anti-inflammatory support provision for ALS adjuvant treatment strategies. Further research is needed to evaluate whether the observed effects could significantly influence the ALS progression.

More Useful, or Not So Bad? Evaluating the Effects of Interventions to Reduce Perceived Cost and Increase Utility Value with College Physics Students

NASA Astrophysics Data System (ADS)

Rosenzweig, Emily Quinn

In the present study I developed and evaluated the effects of two interventions designed to target students' motivation to learn in an introductory college physics course. One intervention was designed to improve students' perceptions of utility value and the other was designed to reduce students' perceptions of cost. Utility value and cost both are central constructs from Eccles and colleagues' expectancy-value theory of motivation (Eccles-Parsons et al., 1983). Students (N = 148) were randomly assigned to receive the cost intervention, the utility value intervention, or one of two control conditions. Compared to a survey control condition, neither intervention impacted overall students' motivation, measured at 3 time points over the semester, or their course outcomes. In moderation analyses, neither intervention impacted any students' perceptions of utility value. However, both interventions impacted some students' perceptions of cost, competence-related beliefs, and course outcomes positively while impacting these variables for other students negatively. The cost intervention benefitted consistently and in different ways students who had low baseline competence-related beliefs, low prior achievement, strong malleable beliefs about intelligence, or who were female. However, the intervention showed consistent undermining effects on motivation and/or achievement for students with strong fixed beliefs about intelligence. The utility value intervention benefitted consistently the course outcomes of students who had low baseline competence-related beliefs, low prior achievement, or who were female. The intervention showed less consistent undermining effects on motivation for students with strong fixed beliefs about intelligence, high baseline competence-related beliefs, or high prior achievement. Prior researchers have shown that utility value interventions improve course outcomes for some students who are at risk for underachievement. The present study extends prior work by showing that utility value interventions benefit similar students in college physics courses. It also demonstrates that a cost intervention is a viable way to impact at-risk students' physics course outcomes. Future researchers should consider carefully moderating variables and how to mitigate potential undermining effects for some students when implementing future expectancy-value-theory-based interventions in college physics courses.

Vascular endothelial growth factor and amyotrophic lateral sclerosis: the interplay with exercise and noninvasive ventilation.

PubMed

Carilho, Rita; de Carvalho, Mamede; Swash, Michael; Pinto, Susana; Pinto, Anabela; Costa, Júlia

2014-04-01

We evaluated plasma vascular endothelial growth factor (VEGF) levels in patients with amyotrophic lateral sclerosis (ALS) with reference to the effects of respiratory failure, noninvasive ventilation (NIV), and exercise. We studied plasma VEGF levels in 83 ALS patients, 20 healthy controls, and 10 patients with other disorders. There were 4 groups of ALS patients: G1, 27 patients without respiratory problems; G2, 14 patients stabilized on nocturnal NIV; G3, 30 patients presenting with respiratory failure; G4, 12 patients on an aerobic exercise protocol. VEGF plasma levels did not differ significantly between ALS patients and controls, or between ALS groups. In G3, the mean VEGF levels increased 75% during NIV. In G4, the mean VEGF level increased by 300% during the exercise program. VEGF levels did not change during the course of the disease. VEGF levels in ALS depend on changes in ventilation and exercise but are probably not affected by the disease process itself. Copyright © 2013 Wiley Periodicals, Inc.

X-ray Variability Constraints on Compton Cloud Models of Cygnus X-1

NASA Technical Reports Server (NTRS)

Vaughan, Brian

1999-01-01

We have now completed this work, and all related publications have either appeared in print or are currently in press. A list of these publications is given below. There have been essentially three works that have arisen from this proposal. Spectral analysis of the data is presented in Dove et al. (1998a). Timing analysis is presented in Nowak et al. (1999a). Theoretical implications of the data analysis are discussed in Nowak et al. (1999b). Preliminary versions of all these works were presented at various conferences, and are reported in Nowak et al. (1997, 1998), Wilms et al. (1997), and Dove et al. (1998b). The grant was predominantly used for salary support for Dr. Michael Nowak, Dr. James Dove, and Dr. J. Wilms during the course of these projects. Grant funds were also used for Dr. Nowak to travel to Caltech to perform data analysis with Dr. Brian Vaughan, and for Dr. Wilms to visit JILA, University of Colorado, where much of this work was performed.

VizieR Online Data Catalog: Very metal-poor stars in the Milky Way's halo (Carollo+, 2014)

NASA Astrophysics Data System (ADS)

Carollo, D.; Freeman, K.; Beers, T. C.; Placco, V. M.; Tumlinson, J.; Martell, S. L.

2017-07-01

The Aoki et al. (2013, J/AJ/145/13) sample comprises 137 stars observed at high spectral resolution (R~30000), in the course of four observing runs between 2008 March and October, using the High Dispersion Spectrograph (Noguchi et al. 2002PASJ...54..855N) at the Subaru Telescope. We also include 190 stars from the Yong et al. (2013, J/ApJ/762/26) sample - the 38 stars from their "program sample," and 152 stars in their literature compilation. High-resolution spectra (22000

Using Case Studies to Promote Student Engagement in Primary Literature Data Analysis and Evaluation

PubMed Central

Cook-Snyder, Denise R.

2017-01-01

Analyzing and evaluating primary literature data is a common learning objective in undergraduate neuroscience courses. However, students with more clinically focused career goals often dismiss the relevance of evaluating basic neuroscience literature. Here, we describe using case studies to promote student engagement in primary literature in a cellular and molecular neuroscience course. Two example literature-based case studies are provided: Untwisting Pretzel Syndrome, a neurodevelopment case exploring synapse formation in a pretzel syndrome patient, and The Trials of ALS, a neurodegeneration case exploring axon degeneration and repair in an amyotrophic lateral sclerosis patient. These cases were assigned after neurodevelopment and neurodegeneration lectures covering key concepts. Both cases begin by introducing the patient and hypothesizing symptoms and diagnoses, followed by scenes incorporating primary data to illustrate disease pathogenesis and treatments. Students complete questions embedded in these cases as homework, and class time is used to discuss their answers. Discussion emphasizes that there can be multiple “correct” answers, and the best answers are accurate and well-supported. Accordingly, students edit their answers in class, and these annotations are factored into a pass/fail grade on the case. Additional scenes and questions from the same case studies are used on the course’s take-home exams, thereby allowing students to practice primary data analysis and evaluation before a graded assignment. Student evaluations support literature-based case studies as an effective learning tool, with students identifying cases as the most valuable aspect of the course, and reporting increased confidence in understanding cellular and molecular neuroscience. PMID:29371850

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course.

PubMed

Nybo, Lars; May, Michael

2015-06-01

The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P < 0.05), and 65 ± 5% students in the I-based course searched for additional literature before experimentation compared with only 2 ± 1% students in the traditional course. Furthermore, students in the I-based course achieved a higher (P < 0.05) average score on the quantitative test (45 ± 3%) compared with students in the traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course. Copyright © 2015 The American Physiological Society.

A national curriculum for ophthalmology residency training

PubMed Central

Grover, Ashok Kumar; Honavar, Santosh G; Azad, Rajvardhan; Verma, Lalit

2018-01-01

We present a residency curriculum for Ophthalmology in India. The document derives from a workshop by the All India Ophthalmological Society (AlOS) which adapted the International Council of Ophthalmology residency curriculum and refined and customized it based on inputs by the residency program directors who participated in the work shop. The curriculum describes the course content, lays down the minimum requirements of infrastructure and mandates diagnostic and therapeutic procedures required for optimal training. It emphasises professionalism, management, research methodology, community ophthalmology as integral to the curriculum. The proposed national ophthalmology residency curriculum for India incorporates the required knowledge and skills for effective and safe practice of ophthalmology and takes into account the specific needs of the country. PMID:29785982

High field 27Al MAS NMR and TPD studies of active sites in ethanol dehydration using thermally treated transitional aluminas as catalysts

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

Hu, Jian Zhi; Xu, Suochang; Kwak, Ja Hun

High field quantitative 27Al MAS NMR and temperature programmed desorption (TPD) of ethanol are used to study the surface and phase transformation of gamma-Al2O3 during calcination in the temperature range of 500 to 1300 degrees C. Following ethanol adsorption, ethylene is generated during TPD with a desorption temperature > 200 degrees C. With increasing calcination temperature prior to TPD, the amount of ethylene produced decreases monotonically. Significantly, 27Al MAS NMR reveals that the amount of penta-coordinate Al3+ ions (Lewis acid sites) also decreases with increasing calcination temperature. In fact, a strong correlation between the amount of penta-coordinate Al3+ ions andmore » the amount of strongly adsorbed ethanol molecules (i.e., the ones that convert to ethylene during TPD) is obtained. This result indicates that the penta-coordinate aluminum sites are the catalytic active sites on alumina surfaces during ethanol dehydration reaction across the entire course of gamma- to alpha-Al2O3 phase transformations.« less

Redesigning Instruction through Web-based Course Authoring Tools.

ERIC Educational Resources Information Center

Dabbagh, Nada H.; Schmitt, Jeff

1998-01-01

Examines the pedagogical implications of redesigning instruction for Web-based delivery through a case study of an undergraduate computer science course. Initially designed for a traditional learning environment, this course transformed to a Web-based course using WebCT, a Web-based course authoring tool. Discusses the specific features of WebCT.…

The role of exercise in amyotrophic lateral sclerosis.

PubMed

Chen, Amy; Montes, Jacqueline; Mitsumoto, Hiroshi

2008-08-01

Amyotrophic lateral sclerosis (ALS) is a neurodegenerative disease affecting the motor nervous system. It causes progressive and cumulative physical disabilities in patients, and leads to eventual death due to respiratory muscle failure. The disease is diverse in its presentation, course, and progression. We do not yet fully understand the cause or causes of the disease, nor the mechanisms for its progression; thus, we lack effective means for treating this disease. Currently, we rely on a multidisciplinary approach to symptomatically manage and care for patients who have ALS. In this article, the authors review the literature on the role of exercise in patients who have ALS, and briefly compare what is known about exercise in other neuromuscular diseases.

Device Performance and Reliability Improvements of AlGaN/GaN/Si MOSFET Using Defect-Free Gate Recess and Laser Annealing

DTIC Science & Technology

2012-07-18

For AlGaN, it is found that Al2O3, Ga2O3 and N-O states were detected on native oxide and HF-treated surfaces. During the course of the ALD process...the N-O bonds are seen to decrease to a level near XPS detection limits, as well as a small decrease in the Ga2O3 concentration, consistent with a...and the other at 1118.2 eV, indicative of a Ga 3+ oxidation state, likely due to Ga2O3 , consistent with previous reports.22,23 There is no evidence

Markov Chain Monte Carlo Bayesian Learning for Neural Networks

NASA Technical Reports Server (NTRS)

Goodrich, Michael S.

2011-01-01

Conventional training methods for neural networks involve starting al a random location in the solution space of the network weights, navigating an error hyper surface to reach a minimum, and sometime stochastic based techniques (e.g., genetic algorithms) to avoid entrapment in a local minimum. It is further typically necessary to preprocess the data (e.g., normalization) to keep the training algorithm on course. Conversely, Bayesian based learning is an epistemological approach concerned with formally updating the plausibility of competing candidate hypotheses thereby obtaining a posterior distribution for the network weights conditioned on the available data and a prior distribution. In this paper, we developed a powerful methodology for estimating the full residual uncertainty in network weights and therefore network predictions by using a modified Jeffery's prior combined with a Metropolis Markov Chain Monte Carlo method.

Discussions about treatment restrictions in chronic neurologic diseases: a structured review.

PubMed

Seeber, Antje A; Hijdra, Albert; Vermeulen, Marinus; Willems, Dick L

2012-02-21

Many incurable neurologic diseases have predictable complications during their course or at their end stage. Timely discussions of potential treatment restrictions may improve the quality of treatment decisions toward the end of life. What is known about the actual practice of these discussions? We performed a literature search in MEDLINE, EMBASE, and CINAHL for empirical studies about discussions and decisions to restrict treatment in the course of 6 conditions: motor neuron disease (amyotrophic lateral sclerosis [ALS]), primary malignant brain tumors, multiple sclerosis, stroke, Parkinson disease, and dementia (Alzheimer disease). In 10 of 43 studies, the actual practice of decision-making was studied; in the remaining 33, caregivers were interviewed about this practice. Three scenarios were described: 1) acute devastating disease (severe stroke); 2) stable severe neurologic deficit with complications (poststroke brain damage); and 3) chronic progressive disease with complications (dementia and ALS). We found no studies concerning the other conditions. In all 3 scenarios, discussions and decisions seemed to be mostly triggered by the occurrence of life-threatening situations, either caused by the disease itself (1), or complications (2 and 3, including many patients with ALS). Some ALS studies showed that timely discussion of treatment options improved end-of-life decision-making. The actual practice of discussions about treatment restrictions in chronic neurologic disease has hardly been studied. The currently available empirical data suggest that discussions are mainly triggered by life-threatening situations, whereas anticipation of such situations may be beneficial for patients and their families.

Fractionation of Oxygen Isotopes by Thermal Ionization Mass Spectrometry Inferred from Simultaneous Measurement of (17)O/(16)O and (18)O/(16)O Ratios and Implications for the (182)Hf-(182)W Systematics.

PubMed

Trinquier, Anne

2016-06-07

Accurate (182)Hf-(182)W chronology of early planetary differentiation relies on highly precise and accurate tungsten isotope measurements. WO3(-) analysis by negative thermal ionization mass spectrometry requires W(17)O(16)O2(-), W(17)O2(16)O(-), W(18)O(16)O2(-), W(17)O3(-), W(17)O(18)O(16)O(-), and W(18)O2(16)O(-) isotopologue interference corrections on W(16)O3(-) species ( Harper et al. Geochim. Cosmochim. Acta 1996 , 60 , 1131 ; Quitté et al. Geostandard. Newslett. 2002 , 26 , 149 ; Trinquier et al. Anal. Chem. 2016 , 88 , 1542 ; Touboul et al. Nature 2015 , 520 , 530 ; Touboul et al. Int. J. Mass Spectrom. 2012 , 309 , 109 ). In addition, low ion beam intensity counting statistics combined with Faraday cup detection noise limit the precision on the determination of (18)O/(16)O and (17)O/(16)O relative abundances. Mass dependent variability of (18)O/(16)O over the course of an analysis and between different analyses calls for oxide interference correction on a per integration basis, based on the in-run monitoring of the (18)O/(16)O ratio ( Harper et al. Geochim. Cosmochim. Acta 1996 , 60 , 1131 ; Quitté et al. Geostandard. Newslett. 2002 , 26 , 149 ; Trinquier et al. Anal. Chem. 2016 , 88 , 1542 ). Yet, the (17)O/(16)O variation is normally not being monitored and, instead, inferred from the measured (18)O/(16)O variation, assuming a δ(17)O-δ(18)O Terrestrial Fractionation Line ( Trinquier et al. Anal. Chem. 2016 , 88 , 1542 ). The purpose of the present study is to verify the validity of this assumption. Using high resistivity amplifiers, (238)U(17)O2 and (238)U(18)O2 ion beams down to 1.6 fA have been monitored simultaneously with (235,238)U(16)O2 species in a uranium certified reference material. This leads to a characterization of O isotope fractionation by thermal ionization mass spectrometry in variable loading and running conditions (additive-to-sample ratio, PO2 pressure, presence of ionized metal and oxide species). Proper determination of O isotope composition based on the simultaneous analysis of the (18)O/(16)O and (17)O/(16)O ratios could prevent tens of ppm bias or more on the (182)W/(184)W and (183)W/(184)W ratios.

The role of thought suppression in the relation between mindfulness meditation and alcohol use

PubMed Central

Bowen, Sarah; Witkiewitz, Katie; Dillworth, Tiara M.; Marlatt, G. Alan

2007-01-01

Previous studies have demonstrated that attempts to suppress thoughts about using substances may actually lead to increases in substance use. Vipassana, a mindfulness meditation practice, emphasizes acceptance, rather than suppression, of unwanted thoughts. Bowen and colleagues (2006) studied the effects of a Vipassana course on substance use and in an incarcerated population, showing significant reductions in substance use among the Vipassana group as compared to a treatment as usual control condition (Bowen, Witkiewitz, Dillworth, Chawla, Simpson, Ostafin, et al., 2006). The current study further examines the mediating effects of thought suppression in the relationship between participation in the course and subsequent alcohol use in an incarcerated population. Those who participated in the course reported significant decreases in avoidance of thoughts when compared to controls. The decrease in avoidance partially mediated effects of the course on post-release alcohol use and consequences. PMID:17300875

Circadian course of the P300 ERP in patients with amyotrophic lateral sclerosis - implications for brain-computer interfaces (BCI).

PubMed

Erlbeck, Helena; Mochty, Ursula; Kübler, Andrea; Real, Ruben G L

2017-01-07

Accidents or neurodegenerative diseases like amyotrophic lateral sclerosis (ALS) can lead to progressing, extensive, and complete paralysis leaving patients aware but unable to communicate (locked-in state). Brain-computer interfaces (BCI) based on electroencephalography represent an important approach to establish communication with these patients. The most common BCI for communication rely on the P300, a positive deflection arising in response to rare events. To foster broader application of BCIs for restoring lost function, also for end-users with impaired vision, we explored whether there were specific time windows during the day in which a P300 driven BCI should be preferably applied. The present study investigated the influence of time of the day and modality (visual vs. auditory) on P300 amplitude and latency. A sample of 14 patients (end-users) with ALS and 14 healthy age matched volunteers participated in the study and P300 event-related potentials (ERP) were recorded at four different times (10, 12 am, 2, & 4 pm) during the day. Results indicated no differences in P300 amplitudes or latencies between groups (ALS patients v. healthy participants) or time of measurement. In the auditory condition, latencies were shorter and amplitudes smaller as compared to the visual condition. Our findings suggest applicability of EEG/BCI sessions in patients with ALS throughout normal waking hours. Future studies using actual BCI systems are needed to generalize these findings with regard to BCI effectiveness/efficiency and other times of day.

Comparison of Sirtuin 3 Levels in ALS and Huntington’s Disease—Differential Effects in Human Tissue Samples vs. Transgenic Mouse Models

PubMed Central

Buck, Eva; Bayer, Hanna; Lindenberg, Katrin S.; Hanselmann, Johannes; Pasquarelli, Noemi; Ludolph, Albert C.; Weydt, Patrick; Witting, Anke

2017-01-01

Neurodegenerative diseases are characterized by distinct patterns of neuronal loss. In amyotrophic lateral sclerosis (ALS) upper and lower motoneurons degenerate whereas in Huntington’s disease (HD) medium spiny neurons in the striatum are preferentially affected. Despite these differences the pathophysiological mechanisms and risk factors are remarkably similar. In addition, non-neuronal features, such as weight loss implicate a dysregulation in energy metabolism. Mammalian sirtuins, especially the mitochondrial NAD+ dependent sirtuin 3 (SIRT3), regulate mitochondrial function and aging processes. SIRT3 expression depends on the activity of the metabolic master regulator peroxisome proliferator-activated receptor gamma coactivator 1-alpha (PGC-1α), a modifier of ALS and HD in patients and model organisms. This prompted us to systematically probe Sirt3 mRNA and protein levels in mouse models of ALS and HD and to correlate these with patient tissue levels. We found a selective reduction of Sirt3 mRNA levels and function in the cervical spinal cord of end-stage ALS mice (superoxide dismutase 1, SOD1G93A). In sharp contrast, a tendency to increased Sirt3 mRNA levels was found in the striatum in HD mice (R6/2). Cultured primary neurons express the highest levels of Sirt3 mRNA. In primary cells from PGC-1α knock-out (KO) mice the Sirt3 mRNA levels were highest in astrocytes. In human post mortem tissue increased mRNA and protein levels of Sirt3 were found in the spinal cord in ALS, while Sirt3 levels were unchanged in the human HD striatum. Based on these findings we conclude that SIRT3 mediates the different effects of PGC-1α during the course of transgenic (tg) ALS and HD and in the human conditions only partial aspects Sirt3 dysregulation manifest. PMID:28603486

A randomized trial on effectiveness of artemether-lumefantrine versus artesunate plus amodiaquine for unsupervised treatment of uncomplicated Plasmodium falciparum malaria in Ghanaian children

PubMed Central

Kobbe, Robin; Klein, Philipp; Adjei, Samuel; Amemasor, Solomon; Thompson, William Nana; Heidemann, Hanna; Nielsen, Maja V; Vohwinkel, Julia; Hogan, Benedikt; Kreuels, Benno; Bührlen, Martina; Loag, Wibke; Ansong, Daniel; May, Jürgen

2008-01-01

Background Numerous trials have demonstrated high efficacy and safety of artemisinin-based combination therapy (ACT) under supervised treatment. In contrast, effectiveness studies comparing different types of ACT applied unsupervised are scarce. The aim of this study was to compare effectiveness, tolerability and acceptance of artesunate plus amodiaquine (ASAQ) against that of artemether-lumefantrine (AL) in Ghanaian children with uncomplicated Plasmodium falciparum malaria. Methods A randomized open-label trial was conducted at two district hospitals in the Ashanti region, Ghana, an area of intense malaria transmission. A total of 246 children under five years of age were randomly assigned to either ASAQ (Arsucam®) or AL (Coartem®). Study participants received their first weight-adjusted dose under supervision. After the parent/guardian was advised of times and mode of administration the respective three-day treatment course was completed unobserved at home. Follow-up visits were performed on days 3, 7, 14 and 28 to evaluate clinical and parasitological outcomes, adverse events, and haematological recovery. Length polymorphisms of variable regions of msp1 and msp2 were determined to differentiate recrudescences from reinfections. Acceptance levels of both treatment regimens were assessed by means of standardized interviews. Results Adequate clinical and parasitological responses after AL and ASAQ treatment were similar (88.3% and 91.7%, respectively). Interestingly, more late clinical failures until day 28 occurred in AL-treated children than in those who received ASAQ (17.5% and 7.3%, respectively; Hazard Ratio 2.41, 95% CI 1.00–5.79, p < 0.05). Haematological recovery and drug tolerability were not found to be significantly different in both study arms. The acceptance of treatment with ASAQ was higher than that with AL (rank-scores 10.6 and 10.3, respectively; p < 0.05). Conclusion Unobserved AL and ASAQ treatment showed high adequate clinical and parasitological responses, though AL was inferior in preventing late clinical failures. PMID:19099594

Medicine at Michigan State (III): Conditioning for Innovation

ERIC Educational Resources Information Center

Walsh, John

1972-01-01

Discusses the reasons why basic science courses are taught in all-university departments'' and the clinical experience is provided in cooperation with community health services, rather than a clinical teaching hospital, in the programs for Doctor of Medicine and Doctor of Osteopathy. (AL)

Pharmaceutical Education in Libya.

ERIC Educational Resources Information Center

Javaid, Karamat A.; And Others

1981-01-01

The Faculty of Pharmacy was started in 1975 at the University of Al-Faateh, Tripoli, Libya to train individuals to be pharmacists for Libya. The courses offered during four years at the faculty are stated and the departmental distribution of total credit hours is reported. (Author/MLW)

Laughter, crying and sadness in ALS.

PubMed

Thakore, Nimish J; Pioro, Erik P

2017-10-01

Pseudobulbar affect (PBA) is prevalent in amyotrophic lateral sclerosis (ALS), but there is limited information on its associations and course. Explore prevalence, associations, course and manifestations of PBA in outpatient cohort of patients with ALS and examine its relationship to depression. Self-reported measures of PBA and depression (Center for Neurologic Study-Lability Scale (CNS-LS) and Patient Health Questionnaire (PHQ-9), respectively) were obtained from consecutive patients with ALS using tablet devices in waiting rooms (Knowledge Program). PBA (CNS-LS ≥13) was seen in 209/735 patients (28.4%). PBA was associated with bulbar onset and dysfunction, upper motor neuron dysfunction, cognitive impairment, depression and lower quality of life. A multivariable model that included lower bulbar and gross motor subscores, female gender, younger age and shorter duration of disease predicted PBA with 74% accuracy. CNS-LS scores increased only slowly with time. Women with PBA reported more crying than men. Crying (but not laughter) correlated with depression, and crying was associated with poorer quality of life. Exploratory factor analysis of pooled questions of CNS-LS and PHQ-9 identified three underlying factors (laughter, crying and depression) loaded on appropriate questions of the respective instruments. This study identifies associations of PBA and additionally finds PBA (especially crying-predominant PBA) more prevalent in women with ALS. Although the two self-report instruments (CNS-LS and PHQ-9) discriminate well between PBA and depression, there is significant overlap between depression and crying in PBA. Studies of PBA should stratify for gender, examine crying and laughter as separate outcomes and adjust for depression. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Long-term analyses of snow dynamics within the french Alps on the 1900-2100 period. Analyses of historical snow water equivalent observations, modelisations and projections of a hundred of snow courses.

NASA Astrophysics Data System (ADS)

Mathevet, T.; Joel, G.; Gottardi, F.; Nemoz, B.

2017-12-01

The aim of this communication is to present analyses of climate variability and change on snow water equivalent (SWE) observations, reconstructions (1900-2016) and scenarii (2020-2100) of a hundred of snow courses dissiminated within the french Alps. This issue became particularly important since a decade, in regions where snow variability had a large impact on water resources availability, poor snow conditions in ski resorts and artificial snow production. As a water resources manager in french mountainuous regions, EDF (french hydropower company) has developed and managed a hydrometeorological network since 1950. A recent data rescue research allowed to digitize long term SWE manual measurments of a hundred of snow courses within the french Alps. EDF have been operating an automatic SWE sensors network, complementary to the snow course network. Based on numerous SWE observations time-series and snow accumulation and melt model (Garavaglia et al., 2017), continuous daily historical SWE time-series have been reconstructed within the 1950-2016 period. These reconstructions have been extented to 1900 using 20 CR reanalyses (ANATEM method, Kuentz et al., 2015) and up to 2100 using GIEC Climate Change scenarii. Considering various mountainous areas within the french Alps, this communication focuses on : (1) long term (1900-2016) analyses of variability and trend of total precipitation, air temperature, snow water equivalent, snow line altitude, snow season length , (2) long term variability of hydrological regime of snow dominated watersheds and (3) future trends (2020 -2100) using GIEC Climate Change scenarii. Comparing historical period (1950-1984) to recent period (1984-2016), quantitative results within a region in the north Alps (Maurienne) shows an increase of air temperature by 1.2 °C, an increase of snow line height by 200m, a reduction of SWE by 200 mm/year and a reduction of snow season length by 15 days. These analyses will be extended from north to south of the Alps, on a region spanning 200 km. Caracterisation of the increase of snow line height and SWE reduction are particularly important at a local and watershed scale. This long term change of snow dynamics within moutainuous regions both impacts snow resorts and artificial snow production developments and multi-purposes dam reservoirs managments.

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

PubMed

Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web-based course format demonstrated greater motivation and learning success based on final course grades, completion of assignments, and knowledge retention over time. Age, previous experience with online courses, and selection of teaching mode are factors that may confound course delivery method to influence instructional outcomes in a gerontology course within a dental hygiene curriculum.

Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based "Cookbook" and Authentic Research-Based Courses on Student Lab Experiences

ERIC Educational Resources Information Center

Brownell, Sara E.; Kloser, Matthew J.; Fukami, Tadishi; Shavelson, Rich

2012-01-01

Over the past decade, several reports have recommended a shift in undergraduate biology laboratory courses from traditionally structured, often described as "cookbook," to authentic research-based experiences. This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1…

Build a Catastrophe: Using Digital World and Policy Models to Engage Political Science Students with Climate Change

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Lennon, T.; Mead, C.; Anbar, A. D.

2017-12-01

Climate change is a problem that involves science, economics, and politics. Particularly in the United States, political resistance to addressing climate change has been exacerbated by a concerted misinformation campaign against the basic science, a negative response to how the proposed solutions to climate change intersect with values. Scientists often propose more climate science education as a solution to the problem, but preliminary studies indicate that more science education does not necessarily reduce polarization on the topic (Kahan et al. 2012). Is there a way that we can better engage non-science students in topics related to climate change that improve their comprehension of the problem and its implications, overcoming polarization? In an existing political science course, "Do You Want to Build a Nation?", we are testing a new digital world-building model based on resource development and consequent environmental and societal impacts. Students spend half the class building their nations based on their assigned ideology (i.e., socialist, absolute monarchy, libertarian) and the second half of the class negotiating with other nations to resolve global issues while remaining true to their ideologies. The course instructor, co-author Lennon, and ASU's Center for Education Through eXploration have collaborated to design a digital world model based on resources linked to an adaptive decision-making environment that translates student policies into modifications to the digital world. The model tracks students' exploration and justification of their nation's policy choices. In the Fall 2017 offering of the course, we will investigate how this digital world model and scenarios built around it affect student learning outcomes. Specifically, we anticipate improved understanding of the policy trade-offs related to energy development, better understanding of the ways that different ideologies approach solutions to climate change, and that both will result in more realistic diplomatic negotiations in the latter half of the course. We will report on the technical details of how the digital world model and scenarios are constructed as well as how students responded to the scenario.

College Student Use of Textbooks

ERIC Educational Resources Information Center

Aagaard, Lola; Skidmore, Ronald L.

2009-01-01

It has been reported (Aagaard & Skidmore, 2004; Sikorski et al., 2002) that only a minority of college students actually read the course textbook in preparation for examinations. Although professors widely lament students' propensity to ignore the carefully chosen textbooks, research specifically investigating why this phenomenon occurs is…

The Seminal Literature of Anthrax Research

DTIC Science & Technology

2007-05-01

few days takes a fulminant course, manifested by dyspnea, cough, chills, and a high-grade bac- teremia. Massive hilar adenopathy and mediastinal...causes death of the infected host (Pezard et al. 1991). The genes responsible for capsular biosynthesis (Green, 1985) and the synthesis of LT and ET

Online Learning: A Comparison of Web-Based and Land-Based Courses

ERIC Educational Resources Information Center

Brown, Joy L. M.

2012-01-01

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of…

The use of high-frequency data to engage students in quantitative reasoning and scientific discourse

NASA Astrophysics Data System (ADS)

O'Reilly, C.; Meixner, T.; Bader, N.; Carey, C.; Castendyk, D.; Gougis-Darner, R.; Fuller, R.; Gibson, C.; Klug, J.; Richardson, D.; Stomberg, J.

2014-12-01

Scientists are increasingly using sensor-collected, high-frequency datasets to study environmental processes. To expose undergraduate students to similar experiences, our team has developed six classroom modules that utilize large, long-term, and sensor-based, datasets for science courses designed to: 1) Improve quantitative skills and reasoning; 2) Develop scientific discourse and argumentation; and 3) Increase student engagement in science. A team of ten interdisciplinary faculty from both private and public research universities and undergraduate institutions have developed flexible modules suitable for a variety of undergraduate courses. These modules meet a series of pedagogical goals that include: 1) Developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; 2) Developing students' reasoning about statistical variation; and 3) Fostering desirable conceptions about the nature of environmental science. Six modules on the following topics are being piloted during the 2014-15 and 2015-16 academic years prior to broad dissemination: 1) Temporal stream discharge evaluation using USGS data; 2) Temporal stream nutrient loads and eutrophication risk using USGS and MCM-LTER data; 3) Climate change using NOAA weather and Vostok ice core data; 4) Lake ice-off dates using GLEON data; 5) Thermal dynamics in lakes using GLEON data; and 6) Lake metabolism dynamics using GLEON data. To assess achievement of the pedagogical goals, we will use pre/post questionnaires and video-recordings of students working on modules. Questionnaires will contain modified items from the Experimental Design Ability Test (Sirum & Humberg 2011), the Views on the Nature of Science questionnaire (Lederman et al. 2001), and a validated instrument to measure students' ideas about variation (Watson et al. 2003). Information gained from these assessments and recordings will allow us to determine whether our modules are effective at engaging students and increasing their quantitative skills. Feedback will also be used by the faculty to revise the modules before they are posted online for widespread dissemination in 2016. This project is funded by an NSF TUES grant.

Ubiquity of quantum zero-point fluctuations in dislocation glide

NASA Astrophysics Data System (ADS)

Landeiro Dos Reis, Marie; Choudhury, Anshuman; Proville, Laurent

2017-03-01

Modeling the dislocation glide through atomic scale simulations in Al, Cu, and Ni and in solid solution alloys Al(Mg) and Cu(Ag), we show that in the course of the plastic deformation the variation of the crystal zero-point energy (ZPE) and the dislocation potential energy barriers are of opposite sign. The multiplicity of situations where we have observed the same trend allows us to conclude that quantum fluctuations, giving rise to the crystal ZPE, make easier the dislocation glide in most materials, even those constituted of atoms heavier than H and He.

Crown-To-Rhizosphere Carbon Transfer In A Temperate Mixed Forest

NASA Astrophysics Data System (ADS)

Siegwolf, R. T.; Steinmann, K.; Saurer, M.; Koerner, C.

2005-12-01

Flux measurements across a range of (managed) European forests showed that ecosystem respiration amounts up to 80 percent of gross primary production (Janssens et al. 2001), the rest is in large sequestered into biomass. According to Malhi et al. (1999) soil respiration accounts for 60-70 percent of total forest ecosystem respiration. A considerable part is released as CO2 via belowground plant component (autotrophic) and soil micro-organism (heterotrophic) respiration. Recent studies on the autotrophic and heterotrophic respiratory fluxes indicate that the proportion of the autotrophic respiration was most likely underestimated (Hoegberg et al, 2001). Furthermore, highly diverging lengths of time have been estimated between the synthesis of carbohydrates and their availability in the rhizosphere. The goal of the presented study was to i) estimate the transport time for new photosynthates from the leaves to the rhizosphere, ii) determine the spatial distribution of these products, and iii) detect a seasonal course in the autotrophic and heterotrophic respiration of freshly formed assimilates. This study was carried out in a temperate mixed forest (The Swiss Canopy Crane Project in Hofstetten near Basel, Switzerland, cf. Pepin and Koerner 2002, Koerner et al, 2005), exposed to an elevated mean CO2 concentration of 530 ppm. The added CO2 originated from fossil fuel combustion and was depleted in 13C, thus serving as an ideal tracer. Based on the isotopic signature of the soil CO2 it was shown that freshly assimilated carbohydrates were transferred to the rhizosphere within ca. 5 days. The spatial variability was considerable and could mostly be explained with the varying tree population, whereas, the broad-leafed area revealed a more negative d13C value than the conifers. A distinct seasonal course in soil ?13C of the CO2 concentration indicated a seasonal variation in the crown-to-rhizosphere carbon transfer Steinmann et al (2004). Hoegberg P, et al. (2001) Large-scale forest girdling shows that current photosynthesis drives soil respiration. Nature, 411 (6839): 789-792. Pepin, S and Koerner C (2002). Web-FACE: a new canopy free-air CO2 enrichment system for tall trees in mature forests. Oecologia 133(1): 1-9. Janssens IA et al (2001) Productivity overshadows temperature in determining soil and ecosystem respiration across European forests. Global Change Biol 7:269-278 Malhi Y, Baldocchi DD, Jarvis PG (1999) The carbon balance of tropical, temperate and boreal forests. Plant Cell Environ 22:715-740 Koerner C, Asshoff R., Bignucolo O, Haettenschwiler S., Keel SG., Pela'ez-Riedl S., Pepin S, Siegwolf RTW., Zotz G. (2005). Carbon Flux and Growth in Mature Deciduous Forest Trees Exposed to Elevated CO2. Science, Vol. 309/Nr. 5739, pp. 1360-1362. Steinmann K., Siegwolf RTW, Saurer M., Koerner C. (2004) Carbon fluxes to the soil in a mature temperate forest assessed by 13C isotope tracing. Oecologia 141: 489-501

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

NASA Astrophysics Data System (ADS)

Karim, Nafis I.; Maries, Alexandru; Singh, Chandralekha

2018-03-01

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on the gender gap observed with validated conceptual surveys. We compare male and female students’ performance in courses which make significant use of evidence-based active-engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. The analysis of data for validated conceptual surveys presented here includes data from two-semester sequences of algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the force concept inventory and the conceptual survey of electricity and magnetism, respectively. In the research discussed here, the performance of male and female students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was an EBAE course and the other an LB course, while the homework, recitations and final exams were kept the same; (II) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, on conceptual surveys we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pre-test before instruction. However, the gender gap persisted even in courses using EBAE methods. We also discuss correlations between the performance of male and female students on the validated conceptual surveys and the final exam, which had a heavy weight on quantitative problem solving.

An Evaluation of the Impact of E-Learning Media Formats on Student Perception and Performance

NASA Astrophysics Data System (ADS)

Kurbel, Karl; Stankov, Ivo; Datsenka, Rastsislau

Factors influencing student evaluation of web-based courses are analyzed, based on student feedback from an online distance-learning graduate program. The impact of different media formats on the perception of the courses by the students as well as on their performance in these courses are examined. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, and tried to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation.

RCR Online Course: Build an Online Course to Augment RCR Training Using Evidenced-Based Learning Theory

PubMed Central

Ratliff, Mary; Masen, Nicole; Sullivan, Stephen; Fleming, Michael F.; Carney, Paula

2013-01-01

This article demonstrates how to apply evidenced-based instructional design principles to develop a supplemental, online Responsible Conduct of Research (RCR) course. The supplement RCR course may serve to appropriately augment the National Institutes of Health (NIH) required RCR training. The way to ensure that an online RCR course is effective is to incorporate evidence-based learning theories into the development of the course content. This article specifically demonstrates application of Bloom’s taxonomy and Gagne’s Nine Instructional Events to a research misconduct course. At the conclusion, the reader will be able to apply evidence-based learning theories to the development of any online course. PMID:22861181

Interaction of pulsed laser radiation with a powder complex based on the Al-Mg-C matrix

NASA Astrophysics Data System (ADS)

Voznesenskaya, A.; Khorkov, K.; Kochuev, D.; Zhdanov, A.; Morozov, V.

2018-01-01

Experimental work on laser melting of the Al powder composition has been carried out. The influence of the duration of the laser pulse on the result of processing the powder composition has been studied. In this work, the powder material was obtained by the joint mechanical activation of matrix material and filler particles in high-energy ball mills. The research work consisted of analyzing the starting material, the phase composition, the particle size distribution, and the morphology of the powder particles. The obtained samples also studied the phase composition, the presence of pores, cracks, the surface of the formed coating, the average height of the roller. The obtained samples were studied by X-ray diffractometry, Raman spectroscopy, and microsections of the structures obtained by optical microscopy. On the basis of the data obtained, conclusions were drawn about changes in the structural-phase composition, the nature of the distribution, the localization of alloying additives in the course of phase-to-phase transitions, and the change in the phase states of alloying additives.

Pharmacology Goes Concept-Based: Course Design, Implementation, and Evaluation.

PubMed

Lanz, Amelia; Davis, Rebecca G

Although concept-based curricula are frequently discussed in the nursing education literature, little information exists to guide the development of a concept-based pharmacology course. Traditionally, nursing pharmacology courses are taught with an emphasis on drug class where a prototype drug serves as an exemplar. When transitioning pharmacology to a concept-based course, special considerations are in order. How can educators successfully integrate essential pharmacological content into a curriculum structured around nursing concepts? This article presents one approach to the design and implementation of a concept-based undergraduate pharmacology course. Planning methods, supportive teaching strategies, and course evaluation procedures are discussed.

An exploratory study of live vs. web-based delivery of a phlebotomy program.

PubMed

Fydryszewski, Nadine A; Scanlan, Craig; Guiles, H Jesse; Tucker, Ann

2010-01-01

Changes in student population and increased Web-based education offerings provided the impetus to assess pedagogy, cognitive outcomes and perceptions of course quality. This study explored cognitive outcomes and students' perception of course quality related to the Seven Principles for Good Practice in Undergraduate Education between live classroom delivery, compared to a Web-based delivery of a phlebotomy program. Quasi-experimental; students self-selected to enroll in live or Web-based program. For cognitive outcomes, no significant difference was found between the groups. Student perception of course quality differed only for Principle One (student-instructor contact). Students in the live classroom rated Principle One higher for the Part I course compared to the Web-based group. For the Part II course, there was no significant difference in perception of course quality related to any of the Seven Principles. The more constructivist pedagogy in the Part II course did not improve cognitive outcomes however, it may have contributed to knowledge retention. The live group rated Principle One in the Part II course evaluation relatively the same as they did for the Part I course evaluation. However, the Web-based group rated Principle One considerable higher for the Part II course than for Part I course. Future studies with a larger sample could explore improved course quality assessment instruments.

Evidence of The Importance of Philosophy of Science Course On Undergraduate Level

NASA Astrophysics Data System (ADS)

Suyono

2018-01-01

This study aimed to describe academic impact of Philosophy of Science course in change of students’ conceptions on the Nature of science (NOS) before and after attending the course. This study followed one group pretest-posttest design. Treatment in this study was Philosophy of Science course for one semester. Misconception diagnostic tests of the NOS had been developed by Suyono et al. (2015) equipped with Certainty of Response Index (CRI). It consists of 15 concept questions about the NOS. The number of students who were tested on Chemistry Education Program (CEP) and Chemistry Program (CP) respectively 42 and 45 students. This study shows that after the learning of Philosophy of Science course happened: (1) the decrease of the number of misconception students on the NOS from 47.47 to 19.20% in CEP and from 47.47 to 18.18% in CP and (2) the decrease in the number of concepts that understood as misconception by the large number of students from 11 to 2 concepts on the CEP and from 10 to 2 concepts on CP. Therefore, the existence of Philosophy of Science course has a positive academic impact on students from both programs on undergraduate level.

Student Buy-In to Active Learning in a College Science Course.

PubMed

Cavanagh, Andrew J; Aragón, Oriana R; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I; Graham, Mark J

2016-01-01

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. © 2016 A. J. Cavanagh et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An Outline Course on Human Performance Modeling

DTIC Science & Technology

2006-01-01

50. no pude conectarme al chat. La red de la universidad no tenia acctivado el servicio 51. It seemed like the queue was full 52. The audience...University 87. University of Virginia 88. Department of Mathematical Sciences UNLV 89. Micro Analysis & Design 0. universidad del sinu 91. SBC

Clinical Optimization of Current Digital Mammography Systems (Breast Cancer)

DTIC Science & Technology

1994-01-20

Workshop: Quality Assurance and Radiation Protection. May 7-9, Mannheim. Schnetztor - Verlag; 1992: 90- 91. 2. Panizza P., Del Maschio A. Digital... Panizza P., Cattaneo M., Rodighiero M.G., et al. Course on Digital Radiology and PACS Technology - Clinical Application: Breast (L’Aquila) Scuola

75 FR 56603 - Tri-Continental Corporation, et al.; Notice of Application

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-16

... investment companies to make periodic distributions of long-term capital gains with respect to their common... the course of each year, through periodic distributions as nearly equal as practicable and any..., each Fund's shareholders would be provided sufficient information to understand that their periodic...

[Viral respiratory co-infections in pediatric patients admitted for acute respiratory infection and their impact on clinical severity].

PubMed

Martínez, Pamela; Cordero, Jaime; Valverde, Cristián; Unanue, Nancy; Dalmazzo, Roberto; Piemonte, Paula; Vergara, Ivonne; Torres, Juan P

2012-04-01

Respiratory viruses are the leading cause of acute respiratory tract infection (ARI) in children. It has been reported that viral respiratory co-infection could be associated with severe clinical course. To describe the frequency of viral co-infection in children admitted for AlRI and evaluate whether this co-infection was associated with more severe clinical course. Prospective, descriptive study in pediatric patients who were hospitalized for ARI, with molecular detection of at least 1 respiratory virus in nasopharyngeal sample studied by PCR-Microarray for 17 respiratory viruses. 110 out of 147 patients with detection of > 1 respiratory virus were included. Viral co-infection was detected in 41/110 (37%). 22/110 children (20%) were classified as moderate to severe clinical course and 88/110 (80%) were classified as mild clinical course. In the group of moderate to severe clinical course, viral respiratory co-infection was detected in 6/22 (27.3%), compared to 35/88 (39.8 %) in the mild clinical course group. No statistically significant difference was found regarding the presence of co-infection between groups (p = 0.33). We detected high rates of viral co-infection in children with ARI. It was not possible to demonstrate that viral co-infections were related with severe clinical course in hospitalized children.

Careers in child health nursing: the influence of course experiences.

PubMed

Cox, Susanne; Murrells, Trevor; Robinson, Sarah

2003-12-01

Findings presented in this paper are drawn from a longitudinal study of nurses' careers (Robinson et al 1998, 1999). As part of this study, a large cohort of child branch diplomates were asked about their clinical experience while on the course and its effects on their initial work plans. For 12 of the 23 specialties listed, more than half of the 634 respondents felt that they did not have sufficient experience to comment. Findings indicate that there were five specialties which more than half of those who had experience during the course felt encouraged to work in: general paediatrics (73 per cent), community (63 per cent), oncology (60 per cent), PICU (59 per cent), and cardiac (53 per cent). Overall, course experiences were more likely to encourage than discourage diplomates from wanting to work in a particular specialty; this was the case for 19 of the 23 specialties. Course experiences were significantly more likely to have discouraged than encouraged diplomates from considering working in theatres and psychiatry. Seventy-seven per cent of respondents (417) had obtained a first job in their preferred clinical specialty. Findings from this study indicate that course experiences influence the initial career plans of child branch diplomates. Data obtained from further phases of this longitudinal study will indicate to what extent course experiences influence later career decisions.

Direct Metal Deposition of Functional Graded Structures in Ti- Al System

NASA Astrophysics Data System (ADS)

Shishkovsky, I.; Missemer, F.; Smurov, I.

A direct laser metal deposition (DLMD) technology with co-axial powder injection is used to fabricate a complex functional graded structure (FGS) fabrication. The aim of the study is to demonstrate the possibility to produce intermetallic phases in the Ti-Al powder systems in the course of a single-step DMD process. Besides, relationships between the main laser cladding parameters and the intermetallic phase structures of the built-up objects have been studied. In our research we applied the optical microscopy, X-ray analysis, microhardness measurement and SEM with EDX analysis of the laser-fabricated intermetallics. The discussion of the mechanisms of Ti x Al y (x,y = 1.3) intermetallic transformations in exothermal reactions is also offered in the report.

A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success

ERIC Educational Resources Information Center

Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

2015-01-01

While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology…

An Analysis of Multiple Factors Affecting Retention in Web-Based Community College Courses

ERIC Educational Resources Information Center

Doherty, William

2006-01-01

The current study examined four factors affecting retention in Web-based community college courses. Analyses were conducted on student demographics, student learning styles, course communication and external factors. The results suggest that Web-based courses are more attractive to busy students who are also more likely to fail or drop the course.…

HISTOPATHOLOGICAL EFFECTS IN MICE OF HETEROLOGOUS ANTILYMPHOCYTE SERUM

PubMed Central

Taub, Robert N.; Lance, Eugene M.

1968-01-01

The effects of heterologous rabbit anti-mouse lymphocyte antiserum on the morphology of lymphoid and other tissues was investigated in CBA mice. The lymphoid tissues exhibited characteristic changes specific for ALS treatment, which were an invariable accompaniment to its immunosuppressive effects. These consisted of peripheral lymphopenia occurring at some time during a course of ALS treatment and persistent depletion of small lymphocytes in lymph node paracortical areas and splenic follicular periarteriolar zones. The thymic histology was generally well preserved. It is suggested that the relevant lesions reflect a rapid depletion of the pool of recirculating lymphocytes, possibly by a primary cytotoxic effect exerted on cells peripheral to lymphoid tissue. Other histologic features attendant to the administration of ALS were accounted for as consequences of immunization of ALS recipients to rabbit serum constituents or by the deleterious effects of antibodies directed against tissues other than lymphoid cells. PMID:5688077

Collagen cross-linking of skin in patients with amyotrophic lateral sclerosis

NASA Technical Reports Server (NTRS)

Ono, S.; Yamauchi, M.

1992-01-01

Collagen cross-links of skin tissue (left upper arm) from 11 patients with amyotrophic lateral sclerosis (ALS) and 9 age-matched control subjects were quantified. It was found that patients with ALS had a significant reduction in the content of an age-related, stable cross-link, histidinohydroxylysinonorleucine, that was negatively correlated with the duration of illness. The contents of sodium borohydride-reducible labile cross-links, dehydro-hydroxylysinonorleucine and dehydro-histidinohydroxymerodesmosine, were significantly increased and were positively associated with the duration of illness (r = 0.703, p less than 0.05 and r = 0.684, p less than 0.05, respectively). The results clearly indicate that during the course of ALS, the cross-linking pathway of skin collagen runs counter to its normal aging, resulting in a "rejuvenation" phenomenon of skin collagen. Thus, cross-linking of skin collagen is affected in ALS.

Longitudinal study on potential neurotoxic effects of aluminium: II. Assessment of exposure and neurobehavioral performance of Al welders in the automobile industry over 4 years.

PubMed

Kiesswetter, Ernst; Schäper, M; Buchta, M; Schaller, K H; Rossbach, B; Kraus, T; Letzel, S

2009-11-01

This is the second of two parallel longitudinal studies investigating Al exposure and neurobehavioral health of Al welders over 4 years. While the first published study in the trail and truck construction industry examined the neurobehavioral development of Al welders from age 41-45 in the group mean (Kiesswetter et al. in Int Arch Occup Environ Health 81:41-67, 2007), the present study in the automobile industry followed the development from 35 to 39. Although no conspicuous neurobehavioral developments were detected in the first study, which furthermore exhibited the higher exposure, it cannot be excluded that exposure effects appear in earlier life and exposure stages. The longitudinal study is based on a repeated measurement design comprising 4 years with three measurements in 2 years intervals. 92 male Al welders in the automobile industry were compared with 50 non-exposed construction workers of the same industry and of similar age. The repeated measurements included total dust in air, and Al pre- and post-shift plasma and urine samples. Neurobehavioral methods comprised symptoms, verbal intelligence, logic thinking, psychomotor behavior, memory, and attention. The computer aided tests came from the Motor Performance Series and the European Neurobehavioral Evaluation System. The courses of neurobehavioral changes were analyzed with multivariate covariance-analytical methods considering the covariates age, indicators of 'a priori' intelligence differences (education or markers of 'premorbid' intelligence), and alcohol consumption (carbohydrate-deficient transferrin in plasma). Additionally, the interrelationship, reliability and validity of biomonitoring measures were examined. The mean environmental dust load during welding, 0.5-0.8 mg/m(3), and the mean internal load of the welders (pre-shift: 23-43 microg Al/g creatinine in urine; 5-9 microg Al/l plasma) were significantly lower than in the parallel study. Under low exposure, the stability of biomonitoring measures was reduced, but the Al load differed significantly between Al welders and referents. It could not be shown that the development of neurobehavioral performances over the 4-year period differed between both groups. Mainly, markers of premorbid intelligence and age were related to neurobehavioral performance differences but not Al exposure. The biomonitoring and neurobehavioral results are in line with the results of the first published study. The repeated measurement models of both studies showed no adverse neurobehavioral effects of Al welding. A modular lifetime-oriented research concept is outlined aiming at the investigation of sequential periods of exposure life with special focus on the biologically most sensitive phases like first exposure and old age.

Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

PubMed

Wikander, Lolita; Bouchoucha, Stéphane L

2018-01-01

Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Near ultraviolet InGaN/AlGaN-based light-emitting diodes with highly reflective tin-doped indium oxide/Al-based reflectors.

PubMed

Choi, Chang-Hoon; Han, Jaecheon; Park, Jae-Seong; Seong, Tae-Yeon

2013-11-04

The enhanced light output power of a InGaN/AlGaN-based light-emitting diodes (LEDs) using three different types of highly reflective Sn-doped indium oxide (ITO)/Al-based p-type reflectors, namely, ITO/Al, Cu-doped indium oxide (CIO)/s-ITO(sputtered)/Al, and Ag nano-dots(n-Ag)/CIO/s-ITO/Al, is presented. The ITO/Al-based reflectors exhibit lower reflectance (76 - 84% at 365 nm) than Al only reflector (91.1%). However, unlike Al only n-type contact, the ITO/Al-based contacts to p-GaN show good ohmic characteristics. Near-UV (365 nm) InGaN/AlGaN-based LEDs with ITO/Al, CIO/s-ITO/Al, and n-Ag/CIO/s-ITO/Al reflectors exhibit forward-bias voltages of 3.55, 3.48, and 3.34 V at 20 mA, respectively. The LEDs with the ITO/Al and CIO/s-ITO/Al reflectors exhibit 9.5% and 13.5% higher light output power (at 20 mA), respectively, than the LEDs with the n-Ag/CIO/s-ITO/Al reflector. The improved performance of near UV LEDs is attributed to the high reflectance and low contact resistivity of the ITO/Al-based reflectors, which are better than those of conventional Al-based reflectors.

Reducing the failure rate in introductory physics classes

NASA Astrophysics Data System (ADS)

Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

2017-01-01

Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

Changes in Teaching Efficacy during a Professional Development School-Based Science Methods Course

ERIC Educational Resources Information Center

Swars, Susan L.; Dooley, Caitlin McMunn

2010-01-01

This mixed methods study offers a theoretically grounded description of a field-based science methods course within a Professional Development School (PDS) model (i.e., PDS-based course). The preservice teachers' (n = 21) experiences within the PDS-based course prompted significant changes in their personal teaching efficacy, with the…

Predictors of Nurses’ Intention and Behavior in Using Health Literacy Strategies in Patient Education Based on the Theory of Planned Behavior

PubMed Central

Sharifirad, Gholamreza; Mostafavi, Firoozeh; Reisi, Mahnouush; Mahaki, Behzad; Javadzade, Homamodin; Heydarabadi, Akbar Babaei; Esfahani, Mahmoud Nasr

2015-01-01

Background: Health literacy is one of the most important priorities for improving health care quality through enhancing patient-provider communication. Implementing health literacy strategies enable nurses to provide information and instructions for patients in a manner that is more commensurate and understandable. The purpose of this study was to investigate the factors affecting nurses’ intention to implement health literacy strategies in patient education based on theory of planned behavior. Methods: A cross-sectional study was done on 148 nurse practitioners of AL-Zahra educational hospital in Isfahan, Iran, using a descriptive-analytic method. Data collected via a standardized questionnaire based on theory of planned behavior constructed and analyzed by SPSS v.17 using ANOVA, Independent T-test, Pearson correlation and linear regression. Results: There was statistically significant correlation between using health literacy strategies and marriage status, attending in retraining courses, employment type, job history, and job status. Perceived behavioral control was the most powerful predictor of intention (β=0.417) and use health literacy strategies in patient education and behavior of nurses (β=0.33). Conclusion: According to the findings of this study, perceived behavioral control is a powerful determinant of nurses’ intention and behavior of using health literacy strategies in patient education. Hence we recommend nurse educators to pay special attention to the constructs of this theory mainly perceived behavioral control in retrain courses about patient education and health literacy strategies. PMID:25945078

Multi-Course Comparison of Traditional versus Web-Based Course Delivery Systems

ERIC Educational Resources Information Center

Weber, J. Michael; Lennon, Ron

2007-01-01

The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that…

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

PubMed

Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

2011-11-01

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

Secondary Teacher Candidates' Lesson Planning Learning

ERIC Educational Resources Information Center

Santoyo, Christina; Zhang, Shaoan

2016-01-01

Teacher candidates (TCs) use clinical experiences to enact concepts taught in their university courses; therefore field experiences may be the most important component of teacher preparation (Hammerness et al., 2005). TCs require support and guidance as they learn to adapt curriculum materials for effective use in the classroom (Davis, 2006). They…

Importance of Developing Community in Distance Education Courses

ERIC Educational Resources Information Center

Moore, Robert L.

2014-01-01

The separation of student and instructor is the core characteristic of distance education (Simonson et al., 2012, p. 28), contributing to one of the biggest challenges to distance education-attrition (Dueber & Misanchuk, 2001, p. 2). By the very nature of distance education, students are different locations from one another and their…

MDIS Compatibility: Computer Assisted Quality Control and Telemammography (Breast Cancer)

DTIC Science & Technology

1994-01-20

Radiography Workshop: Quality Assurance and Radiation Protection. May 7-9, Mannheim. Schnetztor - Verlag; 1992: 90-91. 2. Panizza P., Del Maschio A- Digital...3. Panizza P., Cattaneo M., Rodighiero M.G., et al. Course on Digital Radiology and PACS Technology - Clinical Application: Breast (L’Aquila) Scuola

Collaborative Teamwork in Crossdisciplinarity

ERIC Educational Resources Information Center

Laberge, Renée-Pascale

2016-01-01

Polytechnique Montréal has integrated an approach of teamwork in its twelve engineering programs, in the bachelor's degree program since 2005. Students must take a compulsory 45 hours course on teamwork and are then accompanied with team coaching throughout the four years program, in all the engineering integration projects. These integration…

The Synthesis of Copper(II) Carboxylates Revisited

ERIC Educational Resources Information Center

Kushner, Kevin; Spangler, Robert E.; Salazar, Ralph A., Jr.; Lagowski, J. J.

2006-01-01

An electrochemical synthesis of copper(II) carboxylates has been developed and used in the general chemistry laboratory course for chemistry majors. This synthesis, using nonaqueous solutions, supplements the strategy of providing experiences in synthetic chemistry described by Yoder et al. ("J. Chem. Educ." 1995, 72, 267). (Contains 1 table.)

Armed with Information: Evolving Public Affairs to Deliver Operational Effects

DTIC Science & Technology

2009-04-01

Recommendations and Conclusions The epitome of skill is to defeat your enemy without physically engaging him in battle. —Sun Szu Evolving existing PA...Applied Warfare Course coursebook , edited by Sharon McBride, 19-36. Maxwell AFB, AL: Air University Press, October 2008. Krepinevich, Andrew F

Sun-induced chlorophyll fluorescence reveals strong representation of photosynthesis at ecosystem level in rice paddy field in Japan

NASA Astrophysics Data System (ADS)

Kato, T.; Tsujimoto, K.; Nasahara, K. N.; Akitsu, T.; Ono, K.; Miyata, A.

2015-12-01

Chlorophyll fluorescence emission from ecosystem induced by sunlight (Sun-Induced Fluorescence: SIF) is now a key factor to accurately estimate the ecosystem-level photosynthesis activity as suggested by satellite studies, and has been recently detected by satellites [Frankenberg et al., 2011; Guanter et al., 2012; Joiner et al., 2013] and measured at field stations [Daumard et al., 2010; Porcar-Castell, 2011]. However, the few example of field-based assessment on the representation ability reduces its value for the availability to better understand the dynamics in CO2uptake by land ecosystem. To elucidate the potential of SIF to estimate ecosystem GPP in typical Asian crop type, the canopy-top SIF was calculated from the spectrum data in Japanese rice paddy field in Mase in central Japan (36°03'N, 140°01'E, 11 m a.s.l.), and compared with eddy-tower measured GPP on half-hourly and daily bases during seven years from 2006 to 2012. The rice (Oriza sativa L.; cultivar Koshihikari) was transplanted in May and harvested in September normally. The SIF was estimated from the spectrums of downward Sun irradiance and upward canopy-reflected radiance measured at the height of 3m above ground by HemiSpherical Spectro-Radiometer (HSSR), consisting of the spectroradiometer (MS-700, Eko inc., Tokyo, Japan) with the full-width at half maximum (FWHM) of 10 nm and wavelength interval of 3.3 nm. The SIF around 760nm (O2-A band: Fs760) was calculated according to the Fraunhofer Line Depth principle [Maier et al., 2003] with several additional arrangements. The GPP increased almost linearly as both Fs760 and APAR (Absorbed Photosyntethically Active Radiation) increased based on monthly-averaged diurnal courses during the growing season in 2006. The slopes of their regression lines differed much among the months in APAR, but in Fs760. These nearly constant relationships among the months between GPP and Fs760 were kept for all the observation years. Daily averaged GPP and Fs760 indicated similar seasonality for multiple years although the conventional vegetation indices, NDVI and EVI, showed the smoothed temporal variations but with longer maximum period than GPP showed. Thus, those strong relationships of SIF to GPP confirmed that the SIF is a quite useful proxy of ecosystem-level photosynthesis in the rice paddy field.

Redistribution of exchangeable calcium, magnesium, and aluminum following lime or gypsum applications to a Brazilian Oxisol

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

Pavan, M.A.; Bingham, F.T.; Pratt, P.F.

A greenhouse experiment was carried out with 16 columns of an undisturbed Oxisol that had sufficient subsoil acidity to restrict root growth of a wide variety of crop plants. The objective was to determine the effects of surface applied CaCO/sub 3/, CaSO/sub 4/ x 2H/sup 2/O, and water on subsoil pH and exchangeable Al, Ca, and Mg. Eight soil columns were treated with CaCO/sub 3/ or CaSO/sub 4/ x 2H/sup 2/O at rates equal to 0.25 and 1.50 x the lime equivalent (KCL-extractable Al). The irrigation treatments consisted of trickle irrigation applied at 8.94 and 17.88 mm day/sup -1/ formore » 6 months. These treatments were superimposed on the amendment treatments. Observations included volume and composition of drainage water during the course of the experiment and chemical composition of the soil column by depth increments once the irrigation treatments were completed. Soil analysis included pH, cation exchange capacity (CEC), exchangeable cations, and composition of saturation extracts of soil. Effects of CaCO/sub 3/ treatments were observed only in the upper 20 cm of the profiles irrespective of irrigation and fertilizer treatments. The CaCO/sub 3/ treatments increased soil pH, CEC, and exchangeable Al; and CaSO/sub 4/ x 2H/sup 2/O treatments reduced the level of exchangeable Al and Mg throughout the 100-cm depth profiles while increasing the level of exhangeable Ca. Soil pH and CEC were unaffected by the latter treatment. Based on the effectiveness of CaSO/sup 4/ x 2H/sup 2/O in reducing exchangeable Al and Mg while increasing exchangeable Ca, the combination of dolomitic lime and gypsum appears to be an appropriate amendment treatment for Oxisols with toxic concentrations of available Al.« less

Ethical considerations and palliative care in patients with amyotrophic lateral sclerosis: A review.

PubMed

Danel-Brunaud, V; Touzet, L; Chevalier, L; Moreau, C; Devos, D; Vandoolaeghe, S; Defebvre, L

2017-05-01

Amyotrophic lateral sclerosis (ALS) is not a curable disease, but it is treatable. By definition, much of the care provided to ALS patients is palliative, even though active life-sustaining strategies are available to prolong survival. Healthcare professionals must develop communication skills that help patients cope with the inexorable progression of the disease and the inevitability of death. Symptomatic treatments as well as respiratory insufficiency and nutritional life-sustaining therapies must be regularly evaluated as the disease progresses, without losing sight of the burden placed on the patient's non-professional caregivers. The decision-making process regarding tracheostomy with invasive ventilation (TIV) is of greater complexity. Providing full information is crucial. Several long interviews are necessary to explain, discuss and allow assimilation of the information. Also, physicians should be careful not to focus exclusively on the biomedical aspects of disease, as ALS patients generally welcome the opportunity to discuss end-of-life issues with their physicians. Psychological factors, education level and cognitive status (especially the level of executive dysfunction) have a major influence on their decisions. However, as many patients do not complete advance directives with regard to TIV, advance care planning may instead be suggested in anticipation of emergency interventions. This should be discussed by healthcare professionals and the patient, and based on the wishes of the patient and caregiver(s), and communicated to all healthcare professionals. Many healthcare professionals are involved in the management of an ALS patient: they include not only those at ALS centers who provide diagnosis, follow-up and treatment initiation (particularly for respiratory and nutritional care), but also the medical and social care networks involved in disability support and home care. Specialist palliative care teams can work in partnership with ALS centers early in the course of the disease, with the center coordinating information-sharing and collaborative discussions. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Differential involvement of corticospinal tract (CST) fibers in UMN-predominant ALS patients with or without CST hyperintensity: A diffusion tensor tractography study.

PubMed

Rajagopalan, Venkateswaran; Pioro, Erik P

2017-01-01

Diagnosis of amyotrophic lateral sclerosis (ALS) depends on clinical evidence of combined upper motor neuron (UMN) and lower motor neuron (LMN) degeneration, although ALS patients can present with features predominantly of one or the other. Some UMN-predominant patients show hyperintense signal along the intracranial corticospinal tract (CST) on T2- and proton density (PD)-weighted images (ALS-CST +), and appear to have faster disease progression when compared to those without CST hyperintensity (ALS-CST -). The reason for this is unknown. We hypothesized that diffusion tensor tractography (DTT) would reveal differences in DTI abnormalities along the intracranial CST between these two patient subgroups. Clinical DTI scans were obtained at 1.5T in 14 neurologic controls and 45 ALS patients categorized into two UMN phenotypes based on clinical measures and MRI. DTT was used to quantitatively assess the CST in control and ALS groups. DTT revealed subcortical loss ('truncation') of virtual motor CST fibers (presumably) projecting from the precentral gyrus (PrG) in ALS patients but not in controls; in contrast, virtual fibers (presumably) projecting to the adjacent postcentral gyrus (PoG) were spared. No significant differences in virtual CST fiber length were observed between controls and ALS patients. However, the frequency of CST truncation was significantly higher in the ALS-CST + subgroup (9 of 21) than in the ALS-CST - subgroup (4 of 24; p  = 0.049), suggesting this finding could differentiate these ALS subgroups. Also, because virtual CST truncation occurred only in the ALS patient group and not in the control group ( p  = 0.018), this DTT finding could prove to be a diagnostic biomarker of ALS. Significantly shorter disease duration and faster disease progression rate were observed in ALS patients with CST fiber truncation than in those without ( p  < 0.05). DTI metrics of fractional anisotropy (FA), mean diffusivity (MD), axial diffusivity (AD) and radial diffusivity (RD) were also determined in four regions of interest (ROIs) along the CST, namely: cerebral peduncle (CP), posterior limb of internal capsule (PLIC), centrum semiovale at top of lateral ventricle (CSoLV) and subcortical to primary motor cortex (subPMC). Of note, FA values along the left hemisphere virtual CST tract were significantly different between controls and ALS-CST + patients ( p  < 0.05) only at the PLIC level, but not at the CSoLV or subPMC level. Also, no significant differences in FA values were observed between ALS subgroups or between control and ALS-CST - groups ( p  > 0.05) in any of the ROIs. In addition, comparing FA values between ALS patients with CST truncation and those without in the aforementioned four ROIs, revealed no significant differences in either hemisphere. However, visual evaluation of DTT was able to identify UMN degeneration in patients with ALS, particularly in those with a more aggressive clinical disease course and possibly different pathologic processes.

Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine

PubMed Central

Fritsche, L; Greenhalgh, T; Falck-Ytter, Y; Neumayer, H-H; Kunz, R

2002-01-01

Objective To develop and validate an instrument for measuring knowledge and skills in evidence based medicine and to investigate whether short courses in evidence based medicine lead to a meaningful increase in knowledge and skills. Design Development and validation of an assessment instrument and before and after study. Setting Various postgraduate short courses in evidence based medicine in Germany. Participants The instrument was validated with experts in evidence based medicine, postgraduate doctors, and medical students. The effect of courses was assessed by postgraduate doctors from medical and surgical backgrounds. Intervention Intensive 3 day courses in evidence based medicine delivered through tutor facilitated small groups. Main outcome measure Increase in knowledge and skills. Results The questionnaire distinguished reliably between groups with different expertise in evidence based medicine. Experts attained a threefold higher average score than students. Postgraduates who had not attended a course performed better than students but significantly worse than experts. Knowledge and skills in evidence based medicine increased after the course by 57% (mean score before course 6.3 (SD 2.9) v 9.9 (SD 2.8), P<0.001). No difference was found among experts or students in absence of an intervention. Conclusions The instrument reliably assessed knowledge and skills in evidence based medicine. An intensive 3 day course in evidence based medicine led to a significant increase in knowledge and skills. What is already known on this topicNumerous observational studies have investigated the impact of teaching evidence based medicine to healthcare professionals, with conflicting resultsMost of the studies were of poor methodological qualityWhat this study addsAn instrument assessing basic knowledge and skills required for practising evidence based medicine was developed and validatedAn intensive 3 day course on evidence based medicine for doctors from various backgrounds and training level led to a clinically meaningful improvement of knowledge and skills PMID:12468485

Problem-based learning biotechnology courses in chemical engineering.

PubMed

Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

2006-01-01

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

ERIC Educational Resources Information Center

Smith, Geoffrey R.

2010-01-01

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

Applying Constructivist and Objectivist Learning Theories in the Design of a Web-based Course: Implications for Practice.

ERIC Educational Resources Information Center

Moallem, Mahnaz

2001-01-01

Provides an overview of the process of designing and developing a Web-based course using instructional design principles and models, including constructivist and objectivist theories. Explains the process of implementing an instructional design model in designing a Web-based undergraduate course and evaluates the model based on course evaluations.…

Visualizing the Bay: Bringing a Research Experience into a High Enrollment Online Oceanography Course

NASA Astrophysics Data System (ADS)

Reed, D. L.; Anglin, J.

2005-12-01

General education courses at many universities are required to demonstrate specific student learning outcomes and methodologies of learning assessment that can be measure the success, or lack thereof, of meeting these outcomes. A primary learning outcome of the SJSU general education program is to have students apply a scientific approach to problems of the earth and environment. This requirement can be challenging in high enrollment classes offered at universities without the resources of graduate teaching assistantships. In order to meet this outcome through an active learning environment, we have redesigned a web-based oceanography course, primarily for non-science majors, that has students assume the role of shipboard scientists on a number of ocean-going virtual research experiences. One activity has students participate on a virtual research voyage based on a multi-beam sonar study of the central San Francisco Bay described in USGS Circular 1259 by Chin et al (2004). Students carry out the duties of virtual shipboard scientists, including pre- and post-cruise scientific meetings, sonar data acquisition, processing and visualization, and interpretation of the seafloor mapping data using a combination of scientific visualizations, animations, and audio and video segments. While on the voyage, students are required to: (1) determine the navigational hazards posed by three submerged rocks near the main shipping lane in the bay, (2) assess the long-term viability of a disposal site for mud dredged from the bay, and (3) generate a sediment characteristics map of the bay floor that can be used as a basis for future studies of contaminant transport. Upon completion of the voyage students are required to write an abstract describing their research for publication in the proceedings volume of a virtual scientific conference in the form of an essay question on the mid-term exam. Based on the work of over 200 students, this question has received the highest score of four essay questions on the exam during the past two terms.

The Wageningen Lowland Runoff Simulator (WALRUS): a Novel Open Source Rainfall-Runoff Model for Areas with Shallow Groundwater

NASA Astrophysics Data System (ADS)

Brauer, C.; Teuling, R.; Torfs, P.; Uijlenhoet, R.

2014-12-01

Recently, we developed the Wageningen Lowland Runoff Simulator (WALRUS) to fill the gap between complex, spatially distributed models which are often used in lowland regions and simple, parametric models which have mostly been developed for mountainous catchments. This parametric rainfall-runoff model can be used all over the world, both in freely draining lowland catchments and polders with controlled water levels. Here, we present the model implementation and our recent experience in training students and practitioners to use the model. WALRUS has several advantages that facilitate practical application. Firstly, WALRUS is computationally efficient, which allows for operational forecasting and uncertainty estimation by running ensembles. Secondly, the code is set-up such that it can be used by both practitioners and researchers. For direct use by practitioners, defaults are implemented for relations between model variables and for the computation of initial conditions based on discharge only, leaving only four parameters which require calibration. For research purposes, the defaults can easily be changed. Finally, an approach for flexible time steps increases numerical stability and makes model parameter values independent of time step size, which facilitates use of the model with the same parameter set for multi-year water balance studies as well as detailed analyses of individual flood peaks. The open source model code is currently implemented in R and compiled into a package. This package will be made available through the R CRAN server. A small massive open online course (MOOC) is being developed to give students, researchers and practitioners a step-by-step WALRUS-training. This course contains explanations about model elements and its advantages and limitations, as well as hands-on exercises to learn how to use WALRUS. All code, course, literature and examples will be collected on a dedicated website, which can be found via www.wageningenur.nl/hwm. References C.C. Brauer, et al. (2014a). Geosci. Model Dev. Discuss., 7, 1357—1411. C.C. Brauer, et al. (2014b). Hydrol. Earth Syst. Sci. Discuss., 11, 2091—2148.

Adventure Learning @ Greenland

NASA Astrophysics Data System (ADS)

Miller, B. G.; Cox, C. J.; Hougham, J.; Walden, V. P.; Eitel, K.; Albano, A.

2013-12-01

Teaching the general public and K-12 communities about scientific research has taken on greater importance as climate change increasingly impacts the world we live in. Science researchers and the educational community have a widening responsibility to produce and deliver curriculum and content that is timely, scientifically sound and engaging. To address this challenge, in the summer of 2012 the Adventure Learning @ Greenland (AL@GL) project, a United States' National Science Foundation (NSF) funded initiative, used hands-on and web-based climate science experiences for high school students to promote climate and science literacy. This presentation will report on an innovative approach to education and outreach for environmental science research known as Adventure Learning (AL). The purpose of AL@GL was to engage high school students in the US, and in Greenland, in atmospheric research that is being conducted in the Arctic to enhance climate and science literacy. Climate and science literacy was explored via three fundamental concepts: radiation, the greenhouse effect, and climate vs. weather. Over the course of the project, students in each location engaged in activities and conducted experiments through the use of scientific instrumentation. Students were taught science research principles associated with an atmospheric observatory at Summit Station, Greenland with the objective of connecting climate science in the Arctic to student's local environments. Summit Station is located on the Greenland Ice Sheet [72°N, 38°W, 3200 m] and was the primary location of interest. Approximately 35 students at multiple locations in Idaho, USA, and Greenland participated in the hybrid learning environments as part of this project. The AL@GL project engaged students in an inquiry-based curriculum with content that highlighted a cutting-edge geophysical research initiative at Summit: the Integrated Characterization of Energy, Clouds, Atmospheric state, and Precipitation at Summit (ICECAPS) project (Shupe et al. 2012; http://www.esrl.noaa.gov/psd/arctic/observatories/summit/). ICECAPS is an atmospheric observatory focused on obtaining high temporal resolution measurements of clouds from ground-based remote sensors including radar, lidar, infrared spectra and others. ICECAPS also launches radiosondes twice daily. This large suite of complementary observations are providing an important baseline understanding of cloud and atmospheric conditions over the central Greenland ice sheet and are supporting Arctic climate research on cloud processes and climate model validation. ICECAPS measures parameters that are associated with those identified in student misconceptions, for example, different types of atmospheric radiation, the effect of greenhouse gases, and climate versus weather (see also Haller et al., 2011). Thus, ICECAPS research and the AL@GL project combined to create a learning environment and educational activities that sought to increase climate literacy in high school students as well as communicate important atmospheric research to a broader audience.

Instructor satisfaction with a technology-based resource for diabetes education.

PubMed

Hall, Deanne L; Corman, Shelby L; Drab, Scott R; Meyer, Susan M; Smith, Randall B

2009-05-27

To evaluate instructor use patterns and satisfaction with DM Educate, a comprehensive, Web-based diabetes course. Instructors completed a post-course survey instrument to assess their use of course materials and components, as well as satisfaction with the course content, design, and technology utilized, and to solicit their suggestions for additional content areas. Thirty-eight percent of respondents utilized DM Educate as a standalone elective and 62% had integrated materials into existing courses. The pharmacotherapy module was the most utilized at 91% and slide sets were the most utilized course components at 63%. All instructors stated that they would use the course again the following year. Suggestions for improvement included incorporation of more active-learning activities and patient cases. Instructors' were highly satisfied with the course materials and technology used by DM Educate, a Web-based diabetes education course, and indicated they were able to customize the course materials both to establish new courses and supplement existing courses. All instructors planned to use the course again.

Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course.

PubMed

Zagallo, Patricia; Meddleton, Shanice; Bolger, Molly S

2016-01-01

We present our design for a cell biology course to integrate content with scientific practices, specifically data interpretation and model-based reasoning. A 2-yr research project within this course allowed us to understand how students interpret authentic biological data in this setting. Through analysis of written work, we measured the extent to which students' data interpretations were valid and/or generative. By analyzing small-group audio recordings during in-class activities, we demonstrated how students used instructor-provided models to build and refine data interpretations. Often, students used models to broaden the scope of data interpretations, tying conclusions to a biological significance. Coding analysis revealed several strategies and challenges that were common among students in this collaborative setting. Spontaneous argumentation was present in 82% of transcripts, suggesting that data interpretation using models may be a way to elicit this important disciplinary practice. Argumentation dialogue included frequent co-construction of claims backed by evidence from data. Other common strategies included collaborative decoding of data representations and noticing data patterns before making interpretive claims. Focusing on irrelevant data patterns was the most common challenge. Our findings provide evidence to support the feasibility of supporting students' data-interpretation skills within a large lecture course. © 2016 P. Zagallo et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection.

PubMed

Goff, Eric E; Reindl, Katie M; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G; Schroeder, Noah L; White, Alan R

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants ( n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher ( d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for "flipping" undergraduate biology courses. © 2017 E. E. Goff et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Impact of Internet-Based Instruction on Teacher Education: The "Paradigm Shift."

ERIC Educational Resources Information Center

Lan, Jiang JoAnn

This study incorporated Internet-based instruction into two education technology courses for preservice teachers. One was a required, undergraduate, beginning-level educational computing course. The other was a graduate, advanced-level computing course. The experiment incorporated Internet-based instruction into course delivery in order to create…

Effectiveness of Web-Based Courses on Technical Learning

ERIC Educational Resources Information Center

Lam, Monica

2009-01-01

The author investigated the effectiveness of Web-based courses on technical learning. The regression results show that the delivery format (Web-based or traditional classroom courses) has no significant effect on student performance. However, although gender is a significant predictor in traditional classroom courses, its effect disappears in…

Computational Inquiry in Introductory Statistics

ERIC Educational Resources Information Center

Toews, Carl

2017-01-01

Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of…

ALS syndrome in patients with HIV-1 infection.

PubMed

Verma, Ashok; Berger, Joseph R

2006-01-15

A viral etiology of amyotrophic lateral sclerosis (ALS) has been proposed because of the selective vulnerability of motor neurons to certain viruses. During the last 20 years, at least 19 cases of ALS or ALS-like disease have been reported in HIV-1 (HIV) seropositive individuals. To describe two cases of clinically definite ALS in patients with HIV infection and to review the previously reported cases of HIV-associated ALS syndrome. A multidisciplinary ALS center and Neuro-AIDS clinic at a tertiary care university hospital. We investigated and prospectively monitored two patients who had developed clinically definite ALS by El Escorial criteria several years after acquiring the HIV infection. The previously reported cases of ALS or ALS-like disease in patients with HIV infection were reviewed for comparison and contrast with the characteristics of sporadic ALS. The clinical course of ALS in our two HIV seropositive individuals mirrored that of classical sporadic ALS. A review of previously described 19 patients with ALS syndrome revealed clinically definite ALS in 4 cases and clinically probable or possible ALS in 15. ALS commenced at different stages of the HIV disease; in 7 patients, HIV infection was discovered contemporaneously with diagnosis of ALS. CD4+ T cell count ranged from 2 to 560 cells/mm3. Three (1 definite ALS) of the fatal cases were studied at autopsy and all exhibited pathology outside the motor neuron pool. Unlike our patients, 7 of 8 patients with HIV-associated ALS syndrome receiving HAART demonstrated at least partial recovery of their motor deficit. ALS-like syndrome can occur in association with HIV infection; however, the causal relationship remains uncertain. Patients with ALS syndrome related to HIV infection are generally younger in age and often demonstrate pathology outside the motor neuron system. Patients with HIV-associated ALS syndrome may improve following antiretroviral therapy. An aggressive HAART regimen to reduce viral load should be pursued in all such cases.

I. Direct observation of zirconocene-catalyzed alkene polymerization via NMR and the role of an aluminum alkyl during polymerization. II. Design and evaluation of an online nanoscience course for teachers

NASA Astrophysics Data System (ADS)

Tomasik, Janice Hall

The plastics industry has been revolutionalized by development of group 4 metallocene polymerization catalysts. These catalysts have higher activities and stereoselectivities than traditional heterogeneous Ziegler-Natta polymerization catalysts, and produce polymers with narrower molecular weight distributions and with better control of the polymer stereochemistry. The reaction kinetics of catalytic alkene polymerizations are complicated and difficult to resolve macroscopically. To overcome these difficulties, research has used NMR spectroscopy to directly observe catalytic reaction intermediates; many advances in our understanding of the complex mechanisms behind these polymerization reactions have resulted. In this work, the direct observation of alkene insertion into zirconocene-polymeryls via NMR spectroscopy is presented. Alkenes studied are 3-methylpentene, styrene, and 1,4-pentadiene. Kinetic measurements are reported for the polymerization of 3-methylpentene by rac-(EBI)Zr(Me)(MeB(C6F 5)3) (EBI = C2H4(1-indenyl)2) and rac-(EBI)Zr(polyhexenyl)(MeB(C6F5) 3). Also presented are NMR spectroscopic characterizations of rac-(EBI)Zr(styrenyl)(MeB(C6F5)3) and rac-(EBI)Zr(1,4-pentadienyl)(MeB(C6F 5)3). In addition, NMR spectroscopy is used to directly monitor the behavior of an aluminum alkyl during the polymerization of 1-hexene by rac -(EBI)2Zr(Me)(MeB(C6F5)3). The rates of polymerization are not inhibited by Al(iBu) 2(BHT), Al(Me)(BHT)2, or Al(iBu)3 (BHT = 2,6-di- tert-butyl-4-methylphenyl). Detailed measurement of polymerization rate and catalyst speciation demonstrate that BHT modified aluminum alkyls protect active sites from decomposition in the presence of protic impurities such as methanol. Also presented in this work is the design and evaluation of an online course for teachers about nanoscience. Nanotechnology is an important emerging field that is estimated to need about 2 million workers worldwide by 2015. Therefore the educational system is being encouraged to incorporate major nanoscience concepts into curricula. In order to facilitate the integration of nanoscience, an online professional development course for teachers has been developed and offered at the University of Wisconsin-Madison. Evaluation results from the first three versions of the course indicate the online learning environment was very close to ideal. Comparisons of pre-instruction to post-instruction quiz responses indicate significant learning gains by participants. Importantly, survey results show the online course helped teachers to successfully incorporate nanoscience into their curricula.

Programme evaluation training for health professionals in francophone Africa: process, competence acquisition and use

PubMed Central

Ridde, Valéry; Fournier, Pierre; Banza, Baya; Tourigny, Caroline; Ouédraogo, Dieudonné

2009-01-01

Background While evaluation is, in theory, a component of training programmes in health planning, training needs in this area remain significant. Improving health systems necessarily calls for having more professionals who are skilled in evaluation. Thus, the Université de Ouagadougou (Burkina Faso) and the Université de Montréal (Canada) have partnered to establish, in Burkina Faso, a master's-degree programme in population and health with a course in programme evaluation. This article describes the four-week (150-hour) course taken by two cohorts (2005–2006/2006–2007) of health professionals from 11 francophone African countries. We discuss how the course came to be, its content, its teaching processes and the master's programme results for students. Methods The conceptual framework was adapted from Kirkpatrick's (1996) four-level evaluation model: reaction, learning, behaviour, results. Reaction was evaluated based on a standardized questionnaire for all the master's courses and lessons. Learning and behaviour competences were assessed by means of a questionnaire (pretest/post-test, one year after) adapted from the work of Stevahn L, King JA, Ghere G, Minnema J: Establishing Essential Competencies for Program Evaluators. Am J Eval 2005, 26(1):43–59. Master's programme effects were tested by comparing the difference in mean scores between times (before, after, one year after) using pretest/post-test designs. Paired sample tests were used to compare mean scores. Results The teaching is skills-based, interactive and participative. Students of the first cohort gave the evaluation course the highest score (4.4/5) for overall satisfaction among the 16 courses (3.4–4.4) in the master's programme. What they most appreciated was that the forms of evaluation were well adapted to the content and format of the learning activities. By the end of the master's programme, both cohorts of students considered that they had greatly improved their mastery of the 60 competences (p < 0.001). This level was maintained one year after completing the master's degree, except for reflective practice (p < 0.05). Those who had carried out an evaluation in the intervening 12 months reported a negative gap between their declared mastery and their actual application. However, this is only statistically significant for reflective practice (p < 0.05). Conclusion This study shows the importance of integrating summative evaluation into the learning process. Skills-based teaching is much appreciated and well-adapted. Creating a master's programme in population and health in Africa and providing training in evaluation to high-level health professionals from many countries augurs well for scaling up the practice of evaluation in African health systems. PMID:19146690

Implementing Practical Based Courses under Open and Distance Learning System: A Study of the Perception of Learners and Counsellors

ERIC Educational Resources Information Center

Basantia, Tapan Kumar

2018-01-01

Implementing practical based courses under Open and Distance Learning (ODL) system is a very difficult and challenging task as the teaching of practical based courses involves intensive practical work. For removing the difficulties and challenges in implementing the practical based courses under ODL system, there is a need to study the existing…

Pseudo-icosahedral Cr55Al232 -δ as a high-temperature protective material

NASA Astrophysics Data System (ADS)

Rosa, R.; Bhattacharya, S.; Pabla, J.; He, H.; Misuraca, J.; Nakajima, Y.; Bender, A. D.; Antonacci, A. K.; Adrip, W.; McNally, D. E.; Zebro, A.; Kamenov, P.; Geschwind, G.; Ghose, S.; Dooryhee, E.; Ibrahim, A.; Tritt, T. M.; Aronson, M. C.; Simonson, J. W.

2018-03-01

We report here a course of basic research into the potential suitability of a pseudo-icosahedral Cr aluminide as a material for high-temperature protective coatings. Cr55Al232 -δ [ δ =2.70 (6 ) ] exhibits high hardness at room temperature as well as low thermal conductivity and excellent oxidation resistance at 973 K, with an oxidation rate comparable to those of softer, denser benchmark materials. The origin of these promising properties can be traced to competing long-range and short-range symmetries within the pseudo-icosahedral crystal structure, suggesting new criteria for future materials research.

Teaching Monte Carlo Strategies for Earth System Modelling using a Guided Group-Learning Approach in the Classroom

NASA Astrophysics Data System (ADS)

Wagener, T.; Pianosi, F.; Woods, R. A.

2016-12-01

The need for quantifying uncertainty in earth system modelling has now been well established on both scientific and policy-making grounds. There is an urgent need to bring the skills and tools needed for doing so into practice. However, such topics are currently largely constrained to specialist graduate courses or to short courses for PhD students. Teaching the advanced skills needed for implementing and for using uncertainty analysis is difficult because students feel that it is inaccessible and it can be boring if presented using frontal teaching in the classroom. While we have made significant advancement in sharing teaching material, sometimes even including teaching notes (Wagener et al., 2012, Hydrology and Earth System Sciences), there is great need for understanding how we can bring such advanced topics into the undergraduate (and even graduate) curriculum in an effective manner. We present the results of our efforts to teach Matlab-based tools for uncertainty quantification in earth system modelling in a civil engineering undergraduate course. We use the example of teaching Monte Carlo strategies, the basis for the most widely used uncertainty quantification approaches, through the use of guided group-learning activities in the classroom. We utilize a three-step approach: [1] basic introduction to the problem, [2] guided group-learning to develop a possible solution, [3] comparison of possible solutions with state-of-the-art algorithms across groups. Our initial testing in an undergraduate course suggests that (i) overall students find a group-learning approach more engaging, (ii) that different students take charge of advancing the discussion at different stages or for different problems, and (iii) that making appropriate suggestions (facilitator) to guide the discussion keeps the speed of advancement sufficiently high. We present the approach, our initial results and suggest how a wider course on earth system modelling could be formulated in this manner.

Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

PubMed

Steinberg, Michael; Morin, Anna K

2011-10-10

To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

Child Care Students' Practical Conceptions of Learning

ERIC Educational Resources Information Center

Boulton-Lewis, G. M.; Brownlee, J.; Berthelsen, D.; Dunbar, S.

2008-01-01

This paper describes an analysis of interview transcripts for 77 first- and second-year students enrolled in a vocational education course for child-care work. The purpose was to identify their conceptions of learning. All six categories of conceptions, as identified originally by Martin et al. (1993), were found. However, more than 50% of the…

Teaching Specific Purpose Translation: Utilization of Bilingual Contract Document as Parallel Corpus

ERIC Educational Resources Information Center

Siregar, Roswani

2017-01-01

This study introduced the specific purpose translation teaching to Indonesian undergraduate students at Universitas Al-Azhar Medan, Indonesia. The courses were attended by the Business and Economics students who are new to translation. As parallel corpus, bilingual contract documents in Indonesian and English were chosen to help the students to…

Integrating Computational Thinking into Technology and Engineering Education

ERIC Educational Resources Information Center

Hacker, Michael

2018-01-01

Computational Thinking (CT) is being promoted as "a fundamental skill used by everyone in the world by the middle of the 21st Century" (Wing, 2006). CT has been effectively integrated into history, ELA, mathematics, art, and science courses (Settle, et al., 2012). However, there has been no analogous effort to integrate CT into…

Educating Students to Play the Publication Game

ERIC Educational Resources Information Center

Weston, Kathryn M.

2017-01-01

Good academic writing is a necessary skill for researchers and takes time and experience to master. With some exceptions (Jones et al., 2011), many students are left to attempt publication after they have completed their course. It is logical that new graduates with unpublished data are targets for predators. Support for the development of writing…

"Read the Text, as if!"The Reading Retention Strategy

ERIC Educational Resources Information Center

Divoll, Kent; Browning, Sandra

2013-01-01

Students do not always read what is expected in college courses (Berry, Cook, Hill, & Stevens, 2010; Phillips & Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, & Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in…

Modeling the Shapes of Cells

ERIC Educational Resources Information Center

Garimella, Umadevi I.; Robertson, Belinda M.

2015-01-01

A solid understanding of the structure and function of cells can help establish the foundation for learning advanced concepts in the biological sciences. The concept of the cell is introduced in middle school life science courses and is continued at the undergraduate level in college (NRC 2012; Reece et al. 2014). Cells are introduced to students…

Demonstration of Prognostics-Enabled Decision Making Algorithms on a Hardware Mobile Robot Test Platform

DTIC Science & Technology

2014-10-02

were described in (Balaban, Saxena, Bansal , Goebel, & Curran, 2009; Poll et al., 2011), and, in the course of this work, three types of sensor faults...enabled decision making algorithms. International Journal of Prognostics and Health Management, 4(1). Balaban, E., Saxena, A., Bansal , P., Goebel, K. F

An Urdu Newspaper Word Count.

ERIC Educational Resources Information Center

Barker, Muhammad Abd-al-Rahman; And Others

This volume is the last of four works dealing with the Urdu language prepared by the Institute of Islamic Studies, McGill University. (See "A Course in Urdu," ED 013 435-7; "A Reader of Modern Urdu Poetry," ED 022 163; and "An Urdu Newspaper Reader," AL 002 107.) The present volume, although not intended primarily as…

Faculty Grading of Quantitative Problems: A Mismatch between Values and Practice

ERIC Educational Resources Information Center

Petcovic, Heather L.; Fynewever, Herb; Henderson, Charles; Mutambuki, Jacinta M.; Barney, Jeffrey A.

2013-01-01

Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. ("American Journal of Physics" 72:164-169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three…

CYBERMAD: Should the United States Adopt a Mutually Assured Destruction Policy for Cyberspace

DTIC Science & Technology

2009-04-01

capabilities physically located in the air, maritime, and land domains; however, the capability could take on a new form within the cyberspace domain...Deterrence in the 21st Century.” In Applied Warfare Course coursebook , edited by Sharon McBride, 175-179. Maxwell AFB, AL: Air University Press, October

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?

PubMed Central

Butler, Amy; Burke da Silva, Karen

2014-01-01

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. PMID:25185228

Identification of driving network of cellular differentiation from single sample time course gene expression data

NASA Astrophysics Data System (ADS)

Chen, Ye; Wolanyk, Nathaniel; Ilker, Tunc; Gao, Shouguo; Wang, Xujing

Methods developed based on bifurcation theory have demonstrated their potential in driving network identification for complex human diseases, including the work by Chen, et al. Recently bifurcation theory has been successfully applied to model cellular differentiation. However, there one often faces a technical challenge in driving network prediction: time course cellular differentiation study often only contains one sample at each time point, while driving network prediction typically require multiple samples at each time point to infer the variation and interaction structures of candidate genes for the driving network. In this study, we investigate several methods to identify both the critical time point and the driving network through examination of how each time point affects the autocorrelation and phase locking. We apply these methods to a high-throughput sequencing (RNA-Seq) dataset of 42 subsets of thymocytes and mature peripheral T cells at multiple time points during their differentiation (GSE48138 from GEO). We compare the predicted driving genes with known transcription regulators of cellular differentiation. We will discuss the advantages and limitations of our proposed methods, as well as potential further improvements of our methods.

Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

PubMed

Sole, M L; Lindquist, M

2001-01-01

Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

Course Management Systems: Time for Users to Get What They Need

ERIC Educational Resources Information Center

Ioannou, Andri; Hannafin, Robert D.

2008-01-01

Course management systems (CMSs) are software systems designed to manage course content and course activities. These tools integrate technological and pedagogical features into a web-based system that allows instructors, even those who are unfamiliar with web-based technologies, to design, deliver, and manage an online course. However, CMSs have…

Real Reality Revisited: An Experimental Communicative Course in ESL.

ERIC Educational Resources Information Center

Montgomery, Carol; Eisenstein, Miriam

1985-01-01

Describes an experimental oral communication course designed around weekly, structured field trips to sites where students typically need to communicate in English. Students taking this course were also enrolled in a grammar-based English as a second-language course and were compared with a control group taking only the grammar-based course. (SED)

Open label study to assess the safety of VM202 in subjects with amyotrophic lateral sclerosis.

PubMed

Sufit, Robert L; Ajroud-Driss, Senda; Casey, Patricia; Kessler, John A

2017-05-01

To assess safety and define efficacy measures of hepatocyte growth factor (HGF) DNA plasmid, VM202, administered by intramuscular injections in patients with amyotrophic lateral sclerosis (ALS). Eighteen participants were treated with VM202 administered in divided doses by injections alternating between the upper and lower limbs on d 0, 7, 14, and 21. Subjects were followed for nine months to evaluate possible adverse events. Functional outcome was assessed using the ALS Functional Rating Scale-Revised (ALSFRS-R) as well as by serially measuring muscle strength, muscle circumference, and forced vital capacity. Seventeen of 18 participants completed the study. All participants tolerated 64 mg of VM202 well with no serious adverse events (SAE) related to the drug. Twelve participants reported 26 mild or moderate injection site reactions. Three participants experienced five SAEs unrelated to VM202. One subject died from respiratory insufficiency secondary to ALS progression. Multiple intramuscular injection of VM202 into the limbs appears safe in ALS subjects. Future trials with retreatment after three months will determine whether VM202 treatment alters the long-term course of ALS.

Curriculum Guidelines for a Distance Education Course in Urban Agriculture Based on an Eclectic Model.

ERIC Educational Resources Information Center

Gaum, Wilma G.; van Rooyen, Hugo G.

1997-01-01

Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…

Evaluation Report on the Airman Development Course.

ERIC Educational Resources Information Center

Valverde, Horace H.

An evaluation is presented of the Reese Air Force Base, Texas, Airman Development Course which was designed to be a continuation of the airman basic military training conducted at Lackland Air Force Base, Texas. The Airman Development Course was prepared by training personnel at Reese Air Force Base. The purpose of the course was to increase the…

Business and Industry Project-Based Capstone Courses: Selecting Projects and Assessing Learning Outcomes

ERIC Educational Resources Information Center

Maleki, Reza A.

2009-01-01

This is the first of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. The course also incorporates standards and…

User Interface Design for WWW-Based Courses: Building upon Student Evaluations.

ERIC Educational Resources Information Center

van Rennes, Linda; Collis, Betty

This paper describes how student reactions shaped the design of a WWW (World Wide Web)-based course environment at the University of Twente (Netherlands), using the example of a first year course. The first section discusses the importance of user interface (re)design for WWW-based courses. The University's focus on student evaluations of…

Does Homework Really Matter for College Students in Quantitatively-Based Courses?

ERIC Educational Resources Information Center

Young, Nichole; Dollman, Amanda; Angel, N. Faye

2016-01-01

This investigation was initiated by two students in an Advanced Computer Applications course. They sought to examine the influence of graded homework on final grades in quantitatively-based business courses. They were provided with data from three quantitatively-based core business courses over a period of five years for a total of 10 semesters of…

Remediation Strategies for Learners at Risk of Failure: A Course Based Retention Model

ERIC Educational Resources Information Center

Gajewski, Agnes; Mather, Meera

2015-01-01

This paper presents an overview and discussion of a course based remediation model developed to enhance student learning and increased retention based on literature. This model focuses on course structure and course delivery in a compressed semester format. A comparative analysis was applied to a pilot study of students enrolled in a course…

Integration of problem-based learning and innovative technology into a self-care course.

PubMed

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Invention and Innovation: A Standards-Based Middle School Model Course Guide. Advancing Technological Literacy: ITEA Professional Series

ERIC Educational Resources Information Center

International Technology Education Association (ITEA), 2005

2005-01-01

This guide presents a model for a standards-based contemporary technology education course for the middle school. This model course guide features an exploratory curriculum thrust for a cornerstone middle level course. It provides teachers with an overview of the concept, suggestions for planning the course, and ideas for developing…

Course Preparation Assignments: A Strategy for Creating Discussion-Based Courses

ERIC Educational Resources Information Center

Yamane, David

2006-01-01

Although many of us would like to get beyond lecturing, we often lack concrete strategies for doing so, particularly in our larger classes. This paper suggests one such strategy for creating a discussion-based course. The success of such a course is predicated on students reading and thinking about the course material (receiving "first exposure")…

Concepts of Mental Disorders in Trainee Clinical Psychologists.

PubMed

Read, R; Moberly, N J; Salter, D; Broome, M R

2017-03-01

The models of mental disorders held by all mental health professionals are implicit in their attitudes and inform all aspects of theory and practice. The present study aims to explore the attitudes of trainee clinical psychologists towards mental disorders by building on a study conducted by Harland et al. () with psychiatrists. In so doing, the present study contributes to an evidence base that can inform the development of clinical training programs and multidisciplinary working. The Maudsley Attitude Questionnaire was administered in an online survey of trainee clinical psychologists (n = 289). Analyses of variance revealed main effects of model, and of diagnostic category, and a significant interaction effect between model and diagnostic category. Principal component analysis revealed a biological-psychosocial continuum and cognitive/behavioural and psychodynamic/spiritual dimensions. Comparisons with Harland et al.'s () psychiatrists revealed large differences, particularly in biological and social constructionist model endorsement. Results suggest that the attitudes of psychologists and psychiatrists continue to sit at opposite ends of a biological-psychosocial continuum. However, an area of consensus regarding psychotherapeutic models was indicated. Training courses can be reassured that strong opinions tended to reflect the evidence base. Future research with similarly large representative samples from different disciplines would allow findings of the current study to be better contextualized. Copyright © 2016 John Wiley & Sons, Ltd. The models of mental disorders held by clinical psychologists are implicit in their attitudes and inform all aspects of theory and practice. We found that trainee clinical psychologists continue to favour psychosocial over biological understandings of mental disorders, giving the cognitive, behavioural and psychodynamic models equal value overall, and stronger attitudes were supported by the evidence base. We found that trainee clinical psychologists organized their attitudes around a biological-psychosocial continuum and cognitive/behavioural and psychodynamic/spiritual dimensions. These findings may be useful for those involved in developing clinical training programs and multidisciplinary working because they provide an insight into the attitudes of emerging clinical psychologists. Copyright © 2016 John Wiley & Sons, Ltd.

ALS Pathogenesis and Therapeutic Approaches: The Role of Mesenchymal Stem Cells and Extracellular Vesicles.

PubMed

Bonafede, Roberta; Mariotti, Raffaella

2017-01-01

Amyotrophic lateral sclerosis (ALS) is a fatal neurodegenerative disease characterized by progressive muscle paralysis determined by the degeneration of motoneurons in the motor cortex brainstem and spinal cord. The ALS pathogenetic mechanisms are still unclear, despite the wealth of studies demonstrating the involvement of several altered signaling pathways, such as mitochondrial dysfunction, glutamate excitotoxicity, oxidative stress and neuroinflammation. To date, the proposed therapeutic strategies are targeted to one or a few of these alterations, resulting in only a minimal effect on disease course and survival of ALS patients. The involvement of different mechanisms in ALS pathogenesis underlines the need for a therapeutic approach targeted to multiple aspects. Mesenchymal stem cells (MSC) can support motoneurons and surrounding cells, reduce inflammation, stimulate tissue regeneration and release growth factors. On this basis, MSC have been proposed as promising candidates to treat ALS. However, due to the drawbacks of cell therapy, the possible therapeutic use of extracellular vesicles (EVs) released by stem cells is raising increasing interest. The present review summarizes the main pathological mechanisms involved in ALS and the related therapeutic approaches proposed to date, focusing on MSC therapy and their preclinical and clinical applications. Moreover, the nature and characteristics of EVs and their role in recapitulating the effect of stem cells are discussed, elucidating how and why these vesicles could provide novel opportunities for ALS treatment.

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

PubMed

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Developing a fully online course for senior medical students

PubMed Central

Chapman, Chris; White, Casey B.; Engleberg, Cary; Fantone, Joseph C.; Cinti, Sandro K.

2011-01-01

In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008–2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years. PMID:21566733

Results from Two Years of Web-Based Astronomy Teaching

NASA Astrophysics Data System (ADS)

Wallin, J.

1996-12-01

During the last two years, course notes, supplemental material, bulletin boards, and an interactive quiz system have been developed for the introductory astronomy course at George Mason University. In this talk, I will present results about the level of Web literacy, Web usage, and educational effectiveness of this system based on in-class surveys and test results. The results presented are based on a 300 person survey course composed primarily of non-science majors. Although this course currently includes a lecture section, we plan to offer this as a web-based distance learning course within six months.

Pharmacokinetics of piperaquine and safety profile of dihydroartemisinin-piperaquine co-administered with antiretroviral therapy in malaria-uninfected HIV-positive Malawian adults.

PubMed

Banda, Clifford G; Dzinjalamala, Fraction; Mukaka, Mavuto; Mallewa, Jane; Maiden, Victor; Terlouw, Dianne J; Lalloo, David G; Khoo, Saye H; Mwapasa, Victor

2018-05-21

There are limited data on the pharmacokinetic and safety profiles of dihydroartemisinin-piperaquine (DHA-PQ) among human immunodeficiency virus infected (HIV+) individuals taking antiretroviral therapy (ART). In a two step (parallel-group) pharmacokinetic trial with intensive blood sampling, we compared area under the concentration-time curve (AUC 0-28 days ) and safety outcomes of piperaquine among malaria-uninfected HIV+ adults. In step 1, half the adult dose of DHA-PQ was administered for three days as an intitial safety check in four groups (n=6/group) of HIV+ adults (age≥18 years): (i) antiretroviral-naïve, (ii) on nevirapine-based ART, (iii) on efavirenz-based ART, and (iv) on ritonavir-boosted lopinavir-based ART. In step 2, a full adult treatment course of DHA-PQ was administered to a different cohort of participants in three groups: (i) antiretroviral naïve, (ii) on efavirenz-based ART and (iii) on nevirapine-based ART (n=10-15/group). Ritonavir-boosted lopinavir-based ART group was dropped in step 2 due to limited number of participants who were on this second line ART and were eligible for recruitment. Piperaquine's AUC 0-28 days in both steps was 43% lower among participants on efavirenz-based ART compared to ART naïve participants. There were no significant differences in AUC 0-28 days between the other ART groups and the ART naïve group in each of the two steps. Furthermore, no differences in treatment-emergent clinical and laboratory adverse events were observed across the groups in steps 1 and 2. Although well tolerated at half and full standard adult treatment courses, efavirenz based antiretroviral regimen was associated with reduced piperaquine exposure which may compromise dihydroartemisinin-piperaquine's effectiveness in programmatic settings. Copyright © 2018 Banda et al.

Combination of the Research-Based Learning Method with the Modern Physics Experiment Course Teaching

ERIC Educational Resources Information Center

Liu, Xiaolai; Li, Qinghuai

2011-01-01

It has been the hotspot to reconstruct the education course based on the research-based learning in the course reform in many countries in recent years. The new course standard of China insists that the teaching is the interactive process that teachers and students communicate and develop together. In the teaching, the relationship between…

A Comparison of Learning Outcomes in Skills-Based Courses: Online versus Face-to-Face Formats

ERIC Educational Resources Information Center

Callister, Ronda Roberts; Love, Mary Sue

2016-01-01

In comparing the learning outcomes of online versus face-to-face courses, skills-based forms of instruction have received little attention. This study asks the question "Can skills-based courses taught online achieve the same outcomes as face-to-face courses in which the instructor and students interacting in real time may have higher levels…

Consensus-Based Course Design and Implementation of Constructive Alignment Theory in a Power System Analysis Course

ERIC Educational Resources Information Center

Vanfretti, Luigi; Farrokhabadi, Mostafa

2015-01-01

This article presents the implementation of the constructive alignment theory (CAT) in a power system analysis course through a consensus-based course design process. The consensus-based design process involves both the instructor and graduate-level students and it aims to develop the CAT framework in a holistic manner with the goal of including…

High-strain-rate superplasticity of the Al-Zn-Mg-Cu alloys with Fe and Ni additions

NASA Astrophysics Data System (ADS)

Kotov, A. D.; Mikhaylovskaya, A. V.; Borisov, A. A.; Yakovtseva, O. A.; Portnoy, V. K.

2017-09-01

During high-strain-rate superplastic deformation, superplasticity indices, and the microstructure of two Al-Zn-Mg-Cu-Zr alloys with additions of nickel and iron, which contain equal volume fractions of eutectic particles of Al3Ni or Al9FeNi, have been compared. It has been shown that the alloys exhibit superplasticity with 300-800% elongations at the strain rates of 1 × 10-2-1 × 10-1 s-1. The differences in the kinetics of alloy recrystallization in the course of heating and deformation at different temperatures and rates of the superplastic deformation, which are related to the various parameters of the particles of the eutectic phases, have been found. At strain rates higher than 4 × 10-2, in the alloy with Fe and Ni, a partially nonrecrystallized structure is retained up to material failure and, in the alloy with Ni, a completely recrystallized structure is formed at rates of up to 1 × 10-1 s-1.

Implementation of a team-based learning course: Work required and perceptions of the teaching team.

PubMed

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Harvard Observing Project monitoring of Boyajian's Star (KIC 8462852)

NASA Astrophysics Data System (ADS)

Schumer, Clea F.; Vanderburg, Andrew; Bieryla, Allyson; Carmichael, Theron; Garrison, Lehman H.; Huang, Jane; Lewis, John; Mayo, Andrew; Alam, Munazza; Gomez, Sebastian; Kamdar, Harshil; Yuan, Sihan; Cordova, Rodrigo

2017-01-01

Between 2009 and 2013, the Kepler spacecraft observed ~200,000 stars, repeatedly measuring their brightness to look for regular dimmings that could indicate the presence of a transiting planet (Borucki et al. 2010). This endeavor led to the discovery of thousands of planets. However, the data pertaining to one star, KIC 8462852, nicknamed “Tabby's Star” or “Boyajian's Star" indicated sporadic dimmings thought to be resulting from massive, evolving, and erratic shapes passing in front of the star (Boyajian et al. 2016, Wright and Sigurdsson 2016). Additional observations have indicated that KIC 8462852 has faded by approximately 20% over the past century (Wright and Sigurdsson 2016). Kepler is now observing other areas of space, and consequently, ground-based efforts have emerged in order to continue tracking the brightness of KIC 8462852. The Harvard Observing Project (HOP) is an observational astronomy initiative that engages undergraduate students and provides graduate students with the opportunity to lead sessions of data collection. During the fall 2016 semester, HOP will be observing KIC 8462852 in BVRI filters using Harvard's 16-inch DFM Clay telescope. We will present a light curve of the star spanning the course of three months.

Feasibility and Outcomes of Oncology Teaching for 5th Year Medical Students.

PubMed

Al Suwayri, Saad Mohammed

2018-02-01

This study explored medical students' opinions of undergraduate oncology teaching, aiming to define optimal strategies for nonspecialist oncology teaching. A cross-sectional study was conducted at Al Imam Muhammed Ibn Saud Islamic University, Riyadh, Saudi Arabia. Between August 2014 and June 2015, 124 medical students completing the oncology course in the fifth year at the College of Medicine, Al Imam Muhammed Ibn Saud Islamic University, were given a 47-item questionnaire. One hundred and five students completed the questionnaire. Students reported that the oncology teaching fitted well with the course and that they gained knowledge and clinical skills, including understanding of how to break bad news. There was no consensus regarding whether physicians had an ongoing responsibility of care if patients were unable to embrace the treatment offered and whether pain was adequately controlled in patients with cancer. There was good understanding of the ethics of analgesia use and the need to involve patients in the decision-making process. There was a wide spread of opinion when asked if the physician should "decide for themselves how much information to give." Forty-four percent of students stated that they would attend an oncology summer school. This study shows the undergraduate oncology course to be effective in teaching knowledge, ethics, and skills and to be well received by fifth year medical students. Inclusion of appropriate teaching in medical school curricula may be the most effective way to ensure all clinicians acquire appropriate training in oncology.

Integration of Problem-based Learning and Innovative Technology Into a Self-Care Course

PubMed Central

2013-01-01

Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Assessments. Students’ scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Conclusion. Integrating problem-based learning and technology into a self-care course enabled students to become active learners. PMID:23966730

An alternative explicit model expression equivalent to the integrated michaelis-menten equation and its application to nonlinear saturation pharmacokinetics.

PubMed

Goličnik, Marko

2011-06-01

Many pharmacodynamic processes can be described by the nonlinear saturation kinetics that are most frequently based on the hyperbolic Michaelis-Menten equation. Thus, various time-dependent solutions for drugs obeying such kinetics can be expressed in terms of the Lambert W(x)-omega function. However, unfortunately, computer programs that can perform the calculations for W(x) are not widely available. To avoid this problem, the replacement of the integrated Michaelis-Menten equation with an empiric integrated 1--exp alternative model equation was proposed recently by Keller et al. (Ther Drug Monit. 2009;31:783-785), although, as shown here, it was not necessary. Simulated concentrations of model drugs obeying Michaelis-Menten elimination kinetics were generated by two approaches: 1) calculation of time-course data based on an approximation equation W2*(x) performed using Microsoft Excel; and 2) calculation of reference time-course data based on an exact W(x) function built in to the Wolfram Mathematica. I show here that the W2*(x) function approximates the actual W(x) accurately. W2*(x) is expressed in terms of elementary mathematical functions and, consequently, it can be easily implemented using any of the widely available software. Hence, with the example of a hypothetical drug, I demonstrate here that an equation based on this approximation is far better, because it is nearly equivalent to the original solution, whereas the same characteristics cannot be fully confirmed for the 1--exp model equation. The W2*(x) equation proposed here might have an important role as a useful shortcut in optional software to estimate kinetic parameters from experimental data for drugs, and it might represent an easy and universal analytical tool for simulating and designing dosing regimens.

A Comparison of Final Grades Awarded in Campus-Based Courses and Courses Offered through Distance Education for Winter Term 1997.

ERIC Educational Resources Information Center

MacFarland, Thomas W.

This study examined differences in final course grades for campus-based and distance education students at Nova Southeastern University (Florida). Data on over 26,000 course grades for winter term 1997 were obtained from university records. It was found that students enrolled in courses offered through distance education received a significantly…

The Use of a Web-Based Course Management System: Causes and Performance Effects

ERIC Educational Resources Information Center

Ring, J. Kirk; Kellermanns, Franz W.; Barnett, Tim; Pearson, Allison W.; Pearson, Rodney A.

2013-01-01

This article reports the results of two studies that examined (a) students' intentions to use a web-based course management system, (b) their actual use of a course management system, and (c) the effect of their use of a course management system on classroom performance. We found that students' attitudes toward the course management…

The Impact of a Participant-Based Accounting Cycle Course on Student Performance in Intermediate Financial Accounting I

ERIC Educational Resources Information Center

Siagian, Ferdinand T.; Khan, Mohammad

2016-01-01

The authors investigated whether students in an Intermediate Financial Accounting I course who took a 1-credit, participant-based accounting cycle course performed better than students who did not take the accounting cycle course. Results indicate a higher likelihood of earning a better grade for students who took the accounting cycle course even…

Competency-Based Education: A Framework for Measuring Quality Courses

ERIC Educational Resources Information Center

Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

2015-01-01

The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

Math remediation intervention for student success in the algebra-based introductory physics course

NASA Astrophysics Data System (ADS)

Forrest, Rebecca L.; Stokes, Donna W.; Burridge, Andrea B.; Voight, Carol D.

2017-12-01

Pretesting and early intervention measures to identify and remediate at-risk students were implemented in algebra-based introductory physics to help improve student success rates. Pretesting via a math and problem-solving diagnostic exam administered at the beginning of the course was employed to identify at-risk students based on their scores. At-risk students were encouraged to utilize an online math tutorial to increase their chances of passing the course. The tutorial covers the same math topics covered by the diagnostic exam. Results from 643 students enrolled in the course showed that the 61 at-risk students who successfully completed the math tutorial increased their odds of passing the course by roughly 4 times those of the at-risk students who did not. This intervention is easily implemented, short term, and can be administered concurrently with the course. Based on these results, the Department of Physics has implemented the math tutorials in all sections of the introductory algebra as well as the calculus-based physics courses.

Evaluation of an interprofessional educational curriculum pilot course for practitioners working with post-stroke patients.

PubMed

Olaisen, Rho Henry; Mariscal-Hergert, Cheryl; Shaw, Alissa; Macchiavelli, Cecilia; Marsheck, Joanna

2014-03-01

This report describes the design and evaluation of an interprofessional pilot training course aimed at pre-licensure practitioners working with post-stroke patients in community-based settings. The course was developed by community-based practitioners from nine health professions. Course learning activities included traditional methods (lectures) and interactive modules (problem-based learning and exchange-based learning). The study's aim was to assess the program's effectiveness in adapting and incorporating knowledge, skills and self-confidence when delivering tertiary care in therapeutic pool environments; gauge adoption of course principles into practice, and assess overall course satisfaction. Methods of evaluation included conceptual mapping of course format, pre- and post-questionnaires, daily reflection questionnaires, course satisfaction survey and adoption survey, 10 weeks follow-up. Overall, the findings indicate students' knowledge, skills and self-confidence in delivering effective post-stroke care increased following the training. Students reported adopting clinical practices in 10 weeks follow-up. Implications for designing interprofessional curricula are discussed.

Seasonal malaria chemoprevention in an area of extended seasonal transmission in Ashanti, Ghana: an individually randomised clinical trial.

PubMed

Tagbor, Harry; Antwi, Gifty Dufie; Acheampong, Princess Ruhama; Bart Plange, Constance; Chandramohan, Daniel; Cairns, Matthew

2016-02-01

To investigate the effectiveness of seasonal malaria chemoprevention (SMC) and community case management with long-acting artemisinin-based combination therapies (ACTs) for the control of malaria in areas of extended seasonal malaria transmission. Individually randomised, placebo-controlled trial in the Ashanti Region of Ghana. A total of 2400 children aged 3-59 months received either: (i) a short-acting ACT for case management of malaria (artemether-lumefantrine, AL) plus placebo SMC, or (ii) a long-acting ACT (dihydroartemisinin-piperaquine, DP) for case management plus placebo SMC or (iii) AL for case management plus active SMC with sulphadoxine-pyrimethamine and amodiaquine. SMC or placebo was delivered on five occasions during the rainy season. Malaria cases were managed by community health workers, who used rapid diagnostic tests to confirm infection prior to treatment. The incidence of malaria was lower in children given SMC during the rainy season. Compared to those given placebo SMC and AL for case management, the adjusted hazard ratio (aHR) was 0.62 (95% CI: 0.41, 0.93), P = 0.020 by intention to treat and 0.53 (95% CI: 0.29, 0.95), P = 0.033 among children given five SMC courses. There were no major differences between groups given different ACTs for case management (aHR DP vs. AL 1.18 (95% CI 0.83, 1.67), P = 0.356). SMC may have an important public health impact in areas with a longer transmission season, but further optimisation of SMC schedules is needed to maximise its impact in such settings. © 2015 The Authors. Tropical Medicine & International Health Published by John Wiley & Sons Ltd.

The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH

NASA Astrophysics Data System (ADS)

Amelia, T.

2018-04-01

Biology Seminar is a course in Biology Education Study Program of Faculty of Teacher Training and Education University of Maritim Raja Ali Haji (FKIP UMRAH) that requires students to have the ability to apply scientific attitudes, perform scientific writing and undertake scientific publications on a small scale. One of the learning strategies that can drive the achievement of learning outcomes in this course is Research-Based Learning. Research-Based Learning principles are considered in accordance with learning outcomes in Biology Seminar courses and generally in accordance with the purpose of higher education. On this basis, this article which is derived from a qualitative research aims at describing Research-based Learning on Biology Seminar course. Based on a case study research, it was known that Research-Based Learning on Biology Seminar courses is applied through: designing learning activities around contemporary research issues; teaching research methods, techniques and skills explicitly within program; drawing on personal research in designing and teaching courses; building small-scale research activities into undergraduate assignment; and infusing teaching with the values of researchers.

High heating rate decomposition dynamics of copper oxide by nanocalorimetry-coupled time-of-flight mass spectrometry

NASA Astrophysics Data System (ADS)

Yi, Feng; DeLisio, Jeffery B.; Nguyen, Nam; Zachariah, Michael R.; LaVan, David A.

2017-12-01

The thermodynamics and evolved gases were measured during the rapid decomposition of copper oxide (CuO) thin film at rates exceeding 100,000 K/s. CuO decomposes to release oxygen when heated and serves as an oxidizer in reactive composites and chemical looping combustion. Other instruments have shown either one or two decomposition steps during heating. We have confirmed that CuO decomposes by two steps at both slower and higher heating rates. The decomposition path influences the reaction course in reactive Al/CuO/Al composites, and full understanding is important in designing reactive mixtures and other new reactive materials.

Pseudo-icosahedral Cr 55 Al 232 - δ as a high-temperature protective material

DOE PAGES

Rosa, R.; Bhattacharya, S.; Pabla, J.; ...

2018-03-19

In this paper, we report here a course of basic research into the potential suitability of a pseudo-icosahedral Cr aluminide as a material for high temperature protective coatings. Cr 55Al 232-δ [δ = 2.70(6)] exhibits high hardness at room temperature as well as low thermal conductivity and excellent oxidation resistance at 973 K, with an oxidation rate comparable to those of softer, denser benchmark materials. Lastly, the origin of these promising properties can be traced to competing long-range and short-range symmetries within the pseudo-icosahedral crystal structure, suggesting new criteria for future materials research.

Pseudo-icosahedral Cr 55 Al 232 - δ as a high-temperature protective material

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

Rosa, R.; Bhattacharya, S.; Pabla, J.

In this paper, we report here a course of basic research into the potential suitability of a pseudo-icosahedral Cr aluminide as a material for high temperature protective coatings. Cr 55Al 232-δ [δ = 2.70(6)] exhibits high hardness at room temperature as well as low thermal conductivity and excellent oxidation resistance at 973 K, with an oxidation rate comparable to those of softer, denser benchmark materials. Lastly, the origin of these promising properties can be traced to competing long-range and short-range symmetries within the pseudo-icosahedral crystal structure, suggesting new criteria for future materials research.

Alfentanil anesthetic augmentation lengthens seizure duration in electroconvulsive therapy with older people.

PubMed

D'Cunha, Craig; Plakiotis, Christos; O'Connor, Daniel W

2016-06-01

Electroconvulsive therapy (ECT) prescription rates rise with age, making it important that treatments be made as effective and safe as possible (Plakiotis et al., 2012). Older people are vulnerable to post-treatment confusion and to subsequent deficits in attention, new learning, and autobiographical memory (Gardner and O'Connor, 2008). Strategies to minimize cognitive side-effects include unilateral electrode placement and stimulus dose titration whereby electrical charge is individually calibrated to seizure threshold (Sackeim et al., 2000). It remains the case, however, that threshold levels typically rise over the treatment course, leading to an increase both in delivered charge and the risk of adverse sequelae.

Symptom Management and End-of-Life Care in Amyotrophic Lateral Sclerosis.

PubMed

Jackson, Carlayne E; McVey, April L; Rudnicki, Stacy; Dimachkie, Mazen M; Barohn, Richard J

2015-11-01

The number of available symptomatic treatments has markedly enhanced the care of patients with amyotrophic lateral sclerosis (ALS). Once thought to be untreatable, patients with ALS today clearly benefit from multidisciplinary care. The impact of such care on the disease course, including rate of progression and mortality, has surpassed the treatment effects commonly sought in clinical drug trials. Unfortunately, there are few randomized controlled trials of medications or interventions addressing symptom management. In this review, the authors provide the level of evidence, when available, for each intervention that is currently considered standard of care by consensus opinion. Copyright © 2015 Elsevier Inc. All rights reserved.

The Design and Development of an Online, Case-Based Course in a Teacher Preparation Program

ERIC Educational Resources Information Center

Peña, Carmen M.

2004-01-01

The goals of this study were to: 1) design a web-based course using WebCT for future secondary school teachers at the University of Texas Pan American, 2) evaluate the effectiveness of the course, and 3) provide a set of guidelines for designing web-based courses for other teacher educators. The participants in this study consisted of junior- and…

What Makes a Superhero "Super"? Graphic Novels Inspire a Gravity Investigation

ERIC Educational Resources Information Center

Gross, Lisa A.; Bradbury, Leslie Upson; Frye, Elizabeth M.; Watkins, Bonnie

2016-01-01

To further students' understanding about gravity, forces, and motion, multiple types of text were integrated into instruction. As part of a 5E lesson (Bybee et al. 2006), the authors used a selection from Capstone Press's Graphic Science series, "A Crash Course in Forces and Motion with Max Axiom" (Sohn and Barnett 2007) to support…

76 FR 46820 - Proposal To Refuse To Approve a Supplemental New Drug Application for Bromday (Bromfenac...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-03

... contaminated with harmful bacteria if the patient accidentally causes the dropper tip to come into contact with... bacteria during the course of treatment.\\3\\ If the product were to become contaminated with bacteria... patient could transmit the bacteria from one eye to the other. \\3\\ Jokl D.H. et al., ``Bacterial...

The Value of Using an E-Text in a Flipped Course

ERIC Educational Resources Information Center

Enfield, Jacob

2016-01-01

The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in "Journal of Economic Education," 31(1), 30-43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in "Education Canada," 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to…

Using Electronic Portfolio to Promote Professional Learning Community for Pre-Service Early Childhood Teachers at Alquds University

ERIC Educational Resources Information Center

Khales, Buad

2016-01-01

The present study aims to explore whether the electronic portfolio can influence pre-service teachers' education and to examine how professional learning communities develop through electronic portfolios. To achieve this, twenty-four student-teachers taking a course in early childhood education at Al-Quds University participated in a study to…

Connecting Students across Universities in Saudi Arabia

ERIC Educational Resources Information Center

Al-Jarf, Reima Sado

2005-01-01

The present study reports results of an experiment in which the author and her students at King Saud University (KSU) in Riyadh, Saudi Arabia shared an online grammar course with a professor and his students at Umm Al-Qura University (UQU) in Makkah, Saudi Arabia using www.makkahelearning.net. The experiment proved to be a total failure. Factors…

Al-Manakh: Language Centre Journal, Volume 4, Number 2, June 1980.

ERIC Educational Resources Information Center

Richards, Edward, Ed.

1980-01-01

This journal for second language teachers contains seven articles. "Video in Language Teaching," by Michael Laflin, is a defense for the use of video equipment in the language classroom. In "Constructing an Index," Diane Adams-Smith and Desmond MacCullagh describe a course in medical record administration in which the students compiled a medical…

The Voice of Feedback: A Study of Asynchronous Audio Communication in the Online Classroom

ERIC Educational Resources Information Center

Johnson Van Den Elzen, Jolene M.

2011-01-01

The interaction between learners and the instructor in an online learning environment has been shown to contribute to increases in learning through promotion of a cooperative and collaborative environment, which allows students to learn from course materials, the instructor, and each other (Jiang & Ting, 2000; Jung et al., 2002; Kollock, 1998;…

Online Teaching Best Practices to Better Engage Students with Quantitative Material

ERIC Educational Resources Information Center

Strandberg, Alicia Graziosi; Campbell, Kathleen

2014-01-01

It is well known engaged students perform better in any course (Nash, 2005, Angelino et. al 2007, Revere and Kovach 2011). However in the online classroom environment engaging students can be a challenge especially with quantitative material. With over 12 combined years of online teaching, the authors have collected useful data that help analyze…

The Use of Cohesive Devices in News Language: Overuse, Underuse or Misuse?

ERIC Educational Resources Information Center

Yin, Zihan

2015-01-01

Many studies have found EFL/ESL learners over/under/misuse linking adverbials. Because their use is specific to genre and register (Biber et al., 1999), and news writing is a compulsory course for EFL journalism majors at many Chinese universities, this study investigates their usage patterns in news and suggests teaching material design for the…

Faculty Gender and Student-Centered Pedagogical Approaches in the Use of a Course Management System

ERIC Educational Resources Information Center

Solomon, Meghan E. Murphy

2011-01-01

The use of technology for instruction continues to increase and is playing a more significant role in higher education (DeAngelo et al., 2009). As instructional technology has become a more integral part of college and university teaching, researchers have noted gender-related differences in regard to faculty approach, perception, and…

The Zertifikat Deutsch als Fremdsprache (Certificate in German as a Foreign Language): An Alabama Experience.

ERIC Educational Resources Information Center

Graves, Oliver Finley

1980-01-01

Describes the benefits derived by the University of Alabama at a time of declining enrollment from offering the Goethe Institute exam for the "Certificate in German as a Foreign Language." Also mentions other innovations introduced by the German department: an intensive first year course and a German House on campus. (MES)

A "Vision and Change" Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning

ERIC Educational Resources Information Center

Auerbach, Anna Jo; Schussler, Elisabeth

2017-01-01

Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors' two-course introductory sequence as outlined by the "Vision and Change in Undergraduate Biology Education" final report. One goal…

Investigating Student Ideas about Cosmology II: Composition of the Universe

ERIC Educational Resources Information Center

Coble, Kim; Nickerson, Melissa D.; Bailey, Janelle M.; Trouille, Laura E.; Cochran, Geraldine L.; Camarillo, Carmen T.; Cominsky, Lynn R.

2013-01-01

Continuing our work from a previous study (Coble et al. 2013), we examine undergraduates' ideas on the composition of the Universe as they progress through a general education astronomy integrated lecture and laboratory course with a focus on active learning. The study was conducted over five semesters at an urban minority-serving institution. The…

Shifts in Attitudes: A Qualitative Exploration of Student Attitudes towards Efforts of Remediation

ERIC Educational Resources Information Center

Bachman, Rachel M.

2013-01-01

Since more than one third of students in postsecondary education enroll in remedial or developmental courses (Aud et. al, 2011) and even more take advantage of different types of tutoring, remediation is an important part of our colleges and universities. While some literature speaks to the public perception of remediation (Boylan & Bonham, 2007;…

Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

ERIC Educational Resources Information Center

Laing-Kean, Claudine A. M.

2010-01-01

Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins…

Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key

ERIC Educational Resources Information Center

Nilsson, Nina L.; Kong, Ailing; Hubert, Shantel

2016-01-01

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English…

Failure to tackle suicide inequalities across Europe.

PubMed

Das-Munshi, Jayati; Thornicroft, Graham

2018-06-01

SummaryIn this issue, Lorant et al. confirm a social gradient in risk of suicide, across 15 European countries, over a period of marked social change. Understanding contextual and life-course factors, and acknowledging under-funding for mental health and failures to implement national mental health policies, may provide the reasons for these disparities.Declaration of interestNone.

Simulation Games on the European Union in Civics: Effects on Secondary School Pupils' Political Competence

ERIC Educational Resources Information Center

Oberle, Monika; Leunig, Johanna

2016-01-01

Civics courses strive to promote students' political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political…

Learning Management Systems and Principles of Good Teaching: Instructor and Student Perspectives

ERIC Educational Resources Information Center

Lai, Alyssa; Savage, Philip

2013-01-01

The blended learning environment in university courses integrates teaching technologies in traditional (i.e. non-technological) learning contexts, most evidently through the adoption of a Learning Management System (LMS). Past studies on the use of LMSs have focused on the economic and technical challenges in LMS adoption (West et al., 2006;…

Incorporating Team-Based Learning Into a Physician Assistant Clinical Pharmacology Course.

PubMed

Nguyen, Timothy; Wong, Elaine; Pham, Antony

2016-03-01

To obtain student perceptions of team-based learning and compare the effectiveness of team-based learning and traditional lecture formats in a clinical pharmacology course for physician assistant (PA) students. Clinical pharmacology is a course offered to PA students in their first year of training at LIU Brooklyn, Brooklyn, NY. In spring 2014, half of the course was offered in a traditional lecture format and the remaining half was offered in a team-based learning format. The team-based learning format had 3 components: (1) prereading assignments, (2) individual readiness assessment tests, and (3) team readiness assessment tests. So that student perceptions of the integration of team-based learning activities into the course could be evaluated, presurveys and postsurveys were administered. The effectiveness of team-based learning was evaluated by comparing overall student performance with student performance in the preceding year. Thirty-three students were enrolled in the course and completed the presurveys and postsurveys. The survey results are presented in Table 1. Comparison of student performance on examinations with performance from the previous year showed similar outcomes. Incorporating a team-based learning pedagogical approach in the PA pharmacology course yielded similar examination results to those of traditional lecture formats. Presurvey and postsurvey questionnaires yielded various student perceptions of team-based learning.

Incorporating electronic-based and computer-based strategies: graduate nursing courses in administration.

PubMed

Graveley, E; Fullerton, J T

1998-04-01

The use of electronic technology allows faculty to improve their course offerings. Four graduate courses in nursing administration were contemporized to incorporate fundamental computer-based skills that would be expected of graduates in the work setting. Principles of adult learning offered a philosophical foundation that guided course development and revision. Course delivery strategies included computer-assisted instructional modules, e-mail interactive discussion groups, and use of the electronic classroom. Classroom seminar discussions and two-way interactive video conferencing focused on group resolution of problems derived from employment settings and assigned readings. Using these electronic technologies, a variety of courses can be revised to accommodate the learners' needs.

Online Calculus: The Course and Survey Results.

ERIC Educational Resources Information Center

Allen, G. Donald

2001-01-01

Describes the development and implementation of a Web-based calculus course at Texas A & M University. Discusses the course design, layout of content and the contrast with textbook structure, results of course surveys that included student reactions, and how students learn form Web-based materials. (Author/LRW)

Bioinstrumentation: A Project-Based Engineering Course

ERIC Educational Resources Information Center

Kyle, Aaron M.; Jangraw, David C.; Bouchard, Matthew B.; Downs, Matthew E.

2016-01-01

This paper presents the development, implementation, and assessment of a project-based Bioinstrumentation course. All course lectures and hands-on laboratory activities are related to a central project theme: a cardiac pacemaker. The students create a benchtop cardiac pacemaker by applying instrumentation knowledge acquired in the course to each…

Arsenic, Anaerobes, and Autotrophy.

NASA Astrophysics Data System (ADS)

Oremland, R. S.

2008-12-01

That microbes have resistance to the toxic arsenic oxyanions arsenite [As(III)] and arsenate [As(V)] has been recognized for some time. More recently it was shown that certain prokaryotes can demonstrate As- dependent growth by conserving the energy gained from the aerobic oxidation of As(III) to As(V), or from the reduction of As(V) to As(III) under anaerobic conditions. During the course of our field studies of two alkaline, hypersaline soda lakes (Mono Lake and Searles Lake, CA) we have discovered several new anaerobic chemo- and photo-autotrophic bacteria that can center their energy gain around the redox reactions between As(III) and As(V). Alkalilimnicola ehrlichii, isolated from the water column of Mono Lake is a nitrate-respiring, As(III)-oxidizing chemoautotroph of the gamma-proteobacteria that has a highly flexible metabolism. It can function either as a facultative anaerobe or as a chemo-autotroph, or as a heterotroph (Hoeft et al., 2007). In contrast, strain MLMS-1 of the delta-proteobacteria was also isolated from Mono Lake, but to date is the first example of an obligate As(V)-respirer that is also an obligate chemo-autotroph, gaining its energy via the oxidation of sulfide to sulfate (Hoeft et al., 2004). Strain SLAS-1, isolated from salt-saturated Searles Lake is a member of the Halananerobiales, and can either grow as a heterotroph (lactate e-donor) or chemo- autotroph (sulfide e-donor) while respiring As(V). The fact that it can achieve this feat at salt-saturation (~ 340 g/L) makes it a true extremophile (Oremland et. al., 2005). Finally, strain PHS-1 isolated from a hot spring on Paoha island in Mono Lake is the first example of a photosynthetic bacterium of the gamma- proteobacteria able to link its growth to As(III)-dependent anoxygenic photosynthesis (Kulp et al., 2008). These novel microbes give us new insights into the evolution of arsenic-based metabolism and their role in the biogeochemical cycling of this toxic element. Hoeft, S.E., et al. 2007. Int. J. Syst. Evol. Microbiol. 57: 514 - 512. Hoeft, S.E, et al. 2004. Appl. Environ. Microbiol. 70: 2741 - 2747. Oremland, R.S., et al. 2005. Science 308: 1305 - 1308. Kulp, T.R. et al. 2008. Science 321: 967 - 970.

Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice After a Graduate Level Nature of Science Course

NASA Astrophysics Data System (ADS)

Deniz, Hasan; Adibelli, Elif

2015-12-01

The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.

The Case of Web-Based Course on Taxation: Current Status, Problems and Future Improvement

NASA Astrophysics Data System (ADS)

Qin, Zhigang

This paper mainly introduces the case of the web-based course on taxation developed by Xiamen University. We analyze the current status, problems and future improvement of the web-based course. The web-based course has the basic contents and modules, but it has several problems including unclear object, lacking interaction, lacking examination module, lacking study management module, and the learning materials and the navigation are too simple. According to its problems, we put forward the measures to improve it.

Theme-Based Courses Foster Student Learning and Promote Comfort with Learning New Material

ERIC Educational Resources Information Center

Tessier, Lisa; Tessier, Jack

2015-01-01

In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a 100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes…

A Comparison of Final Grades in Courses When Faculty Concurrently Taught the Same Course to Campus-Based and Distance Education Students: Winter Term 1997.

ERIC Educational Resources Information Center

MacFarland, Thomas W.

This study examined differences in final course grades for campus-based and distance education students at Nova Southeastern University (Florida). Data on over 26,000 course grades for winter term 1997 were obtained from university records. It was found that students enrolled in courses offered through distance education received a significantly…

How to Mutually Advance General Education and Major-Based Education: A Grounded Theory Study on the Course Level

ERIC Educational Resources Information Center

Fang, Hualiang

2018-01-01

The author employs grounded theory to investigate the teaching process of an interdisciplinary general education course at A University as a case. The author finds that under the condition of rather concrete relations between the subject of a major-based course and that of an elected general education course, if the major course is taught with a…

Important Role of the Hall Effect Measurement System in a Modified Course of Materials in Electrical Engineering

ERIC Educational Resources Information Center

Stojanovic, G.; Savic, S.; Zivanov, L.

2009-01-01

The course "Materials in Electrical Engineering" is a core course in the Mechatronics curriculum at the Faculty of Technical Sciences, University of Novi Sad, Serbia. In the past, this course was comprehensive and mainly theory-based. Teaching methods used in this course had not been changed for many years, and were mainly based on a…

Quantitative analysis of immobilized penicillinase using enzyme-modified AlGaN/GaN field-effect transistors.

PubMed

Müntze, Gesche Mareike; Baur, Barbara; Schäfer, Wladimir; Sasse, Alexander; Howgate, John; Röth, Kai; Eickhoff, Martin

2015-02-15

Penicillinase-modified AlGaN/GaN field-effect transistors (PenFETs) are utilized to systematically investigate the covalently immobilized enzyme penicillinase under different experimental conditions. We demonstrate quantitative evaluation of covalently immobilized penicillinase layers on pH-sensitive field-effect transistors (FETs) using an analytical kinetic PenFET model. This kinetic model is explicitly suited for devices with thin enzyme layers that are not diffusion-limited, as it is the case for the PenFETs discussed here. By means of the kinetic model it was possible to extract the Michaelis constant of covalently immobilized penicillinase as well as relative transport coefficients of the different species associated with the enzymatic reaction which, exempli gratia, give information about the permeability of the enzymatic layer. Based on this analysis we quantify the reproducibility and the stability of the analyzed PenFETs over the course of 33 days as well as the influence of pH and buffer concentration on the properties of the enzymatic layer. Thereby the stability measurements reveal a Michalis constant KM of (67 ± 13)μM while the chronological development of the relative transport coefficients suggests a detachment of physisorbed penicillinase during the first two weeks since production. Our results show that AlGaN/GaN PenFETs prepared by covalent immobilization of a penicillinase enzyme layer present a powerful tool for quantitative analysis of enzyme functionality. Copyright © 2014 Elsevier B.V. All rights reserved.

Effectiveness of human anatomy education for pharmacy students via the Internet.

PubMed

Limpach, Aimee L; Bazrafshan, Parham; Turner, Paul D; Monaghan, Michael S

2008-12-15

To evaluate the overall effectiveness of a human anatomy course taught to distance-based and campus-based pharmacy students. A retrospective analysis of students' grades and course evaluations from 2003 through 2006 was conducted. No significant differences in student performance by pathway were found for the 2003-2005 academic years (p > 0.05). However, distance-based students' percentage and letter grades were significantly higher in 2006 (p = 0.013 and p = 0.004 respectively). Comparison of course and instructor evaluations showed that students in the distance course held similar or more positive perceptions of the course than their campus peers. Similar performance by campus and distance students enrolled in a human anatomy suggests that a distance-based course can be used successfully to teach human anatomy to pharmacy students.

Web-based distance continuing education: a new way of thinking for students and instructors.

PubMed

Garrison, J A; Schardt, C; Kochi, J K

2000-07-01

As people have more difficulty taking time away from work to attend conferences and workshops, the idea of offering courses via the Web has become more desirable. Addressing a need voiced by Medical Library Association membership, the authors developed a Web-based continuing-education course on the subject of the librarian's role in evidence-based medicine. The aim of the course was to provide medical librarians with a well-constructed, content-rich learning experience available to them at their convenience via the Web. This paper includes a discussion of the considerations that need to be taken into account when developing Web-based courses, the issues that arise when the information delivery changes from face-to-face to online, the changing role of the instructor, and the pros and cons of offering Web-based versus traditional courses. The results of the beta test and future plans for the course are also discussed.

Web-based distance continuing education: a new way of thinking for students and instructors

PubMed Central

Garrison, Julie A.; Schardt, Connie; Kochi, Julia K.

2000-01-01

As people have more difficulty taking time away from work to attend conferences and workshops, the idea of offering courses via the Web has become more desirable. Addressing a need voiced by Medical Library Association membership, the authors developed a Web-based continuing-education course on the subject of the librarian's role in evidence-based medicine. The aim of the course was to provide medical librarians with a well-constructed, content-rich learning experience available to them at their convenience via the Web. This paper includes a discussion of the considerations that need to be taken into account when developing Web-based courses, the issues that arise when the information delivery changes from face-to-face to online, the changing role of the instructor, and the pros and cons of offering Web-based versus traditional courses. The results of the beta test and future plans for the course are also discussed. PMID:10928706

Library Instruction That's Out of this World! Information Literacy in Fort Lewis College.

ERIC Educational Resources Information Center

Greenwood, Tina Evans; Frisbie, Jeffrey

1998-01-01

Describes a one-credit, theme-based library instruction course for freshmen and sophomores at Fort Lewis College (Durango, Colorado). Discusses benefits of theme-based instruction; assigned work; skills students should acquire during the course; course assessment and development; and future changes in the course. (AEF)

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Jobs to Manufacturing Careers: Work-Based Courses. Work-Based Learning in Action

ERIC Educational Resources Information Center

Kobes, Deborah

2016-01-01

This case study, one of a series of publications exploring effective and inclusive models of work-based learning, finds that work-based courses bring college to the production line by using the job as a learning lab. Work-based courses are an innovative way to give incumbent workers access to community college credits and degrees. They are…

Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction.

PubMed

Ruijgrok-Lupton, Pauline Eva; Crane, Rebecca S; Dorjee, Dusana

2018-01-01

Growing interest in mindfulness-based programs (MBPs) has resulted in increased demand for MBP teachers, raising questions around safeguarding teaching standards. Training literature emphasises the need for appropriate training and meditation experience, yet studies into impact of such variables on participant outcomes are scarce, requiring further investigation. This feasibility pilot study hypothesised that participant outcomes would relate to teachers' mindfulness-based teacher training levels and mindfulness-based teaching and meditation experience. Teachers ( n  = 9) with different MBP training levels delivering mindfulness-based stress reduction (MBSR) courses to the general public were recruited together with their course participants ( n  = 31). A teacher survey collected data on their mindfulness-based teacher training, other professional training and relevant experience. Longitudinal evaluations using online questionnaires measured participant mindfulness and well-being before and after MBSR and participant course satisfaction. Course attendees' gains after the MBSR courses were correlated with teacher training and experience. Gains in well-being and reductions in perceived stress were significantly larger for the participant cohort taught by teachers who had completed an additional year of mindfulness-based teacher training and assessment. No correlation was found between course participants' outcomes and their teacher's mindfulness-based teaching and meditation experience. Our results support the hypothesis that higher mindfulness-based teacher training levels are possibly linked to more positive participant outcomes, with implications for training in MBPs. These initial findings highlight the need for further research on mindfulness-based teacher training and course participant outcomes with larger participant samples.

Comparing Outcomes from Field and Classroom Based Settings for Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

Skinner, M. R.; Harris, R. A.; Flores, J.

2011-12-01

Field based learning can be found in nearly every course offered in Geology at Brigham Young University. For example, in our Structural Geology course field studies substitute for labs. Students collect data their own data from several different structural settings of the Wasatch Range. Our curriculum also includes a two-week, sophomore-level field course that introduces students to interpreting field relations themselves and sets the stage for much of what they learn in their upper-division courses. Our senior-level six-week field geology course includes classical field mapping with exercises in petroleum and mineral exploration, environmental geology and geological hazards. Experiments with substituting field-based general education courses for those in traditional classroom settings indicate that student cognition, course enjoyment and recruiting of majors significantly increase in a field-based course. We offer a field-based introductory geology course (Geo 102) that is taught in seven, six-hour field trips during which students travel to localities of geologic interest to investigate a variety of fundamental geological problems. We compare the outcomes of Geo 102 with a traditional classroom-based geology course (Geo 101). For the comparison both courses are taught by the same instructor, use the same text and supplementary materials and take the same exams. The results of 7 years of reporting indicate that test scores and final grades are one-half grade point higher for Geo 102 students versus those in traditional introductory courses. Student evaluations of the course are also 0.8-1.4 points higher on a scale of 1-8, and are consistently the highest in the Department and College. Other observations include increased attendance, attention and curiosity. The later two are measured by the number of students asking questions of other students as well as the instructors, and the total number of questions asked during class time in the field versus the classroom. Normal classroom involvement includes two or three students asking nearly all of the questions, while in Geo 102 it is closer to half the class, and not the same students each time. Not only do more individuals participate in asking questions in Geo 102, but each participant asks more questions as well. Questions asked in class are generally specific to the discussion, while field questions are commonly multidisciplinary in nature. Field-based courses also encourage more students to collaborate with each other and to integrate shared observations due to the many different aspects of the geosciences present at each site. One of the most important pay-offs is the 50% increase in the number of students changing their major to geology in the field-based versus classroom-based courses. Field-based learning increases the depth of student understanding of the subjects they investigate as well as student involvement and enthusiasm in the class. The tradeoff we make for realizing significant individual and group discovery in the field is that more responsibility is placed on the student to understand the broad based geologic concepts found in the text. The field based approach allows the students to immediately apply their learning in real world applications.

A Study on the Morphology of the Suprascapular Notch and Its Distance from the Glenoid Cavity

PubMed Central

Sangam, Muralidhar Reddy; Sarada Devi, Sattiraju Sri; Krupadanam, Karumanchi; Anasuya, Kolla

2013-01-01

Introduction: A suprascapular nerve entrapment can occur at the suprascapular notch or at the spinoglenoid notch. So, the size and shape of the suprascapular notch are associated with suprascapular entrapment neuropathy as well as with an injury to the suprascapular nerve in arthroscopic procedures. The knowledge on the variations along the course of the nerve is important in understanding the source of the entrapment syndrome. Material and Methods: The present study was carried out on 104 scapulae which were obtained from the Department of Anatomy, NRI Medical College and from other nearby medical colleges. The suprascapular notches in the scapulae were classified, based on the descriptions of Rengachary et al and Ticker et al. The distance between the suprascapular notch and the supraglenoid tubercle, and the distance between the posterior rim of the glenoid cavity and the medial wall of the spinoglenoid notch at the base of the scapular spine, were determined. The data were analyzed statistically. Results: Based on the Rengachary classification, the type III notch was more common. The suprascapular foramen was observed in 2 scapulae. In 56.73% scapulae, the superior transverse diameter was greater than the maximum depth. The U shaped notch (69.23%) was more common. 2.88% and 8.65% scapulae fell short of the mentioned respective safe zone distances from the margin of the glenoid cavity. Conclusion: Such studies may be useful in understanding the role of the notch in causing nerve entrapment and to prevent iatrogenic nerve injuries while posterior approaches are made to the shoulder joint. PMID:23542385

Improving students' understanding by using on-going education research to refine active learning activities in a first-year electronics course

NASA Astrophysics Data System (ADS)

Peter Mazzolini, Alexander; Arthur Daniel, Scott

2016-05-01

Interactive Lecture Demonstrations (ILDs) have been used across introductory university physics as a successful active learning (AL) strategy to improve students' conceptual understanding. We have developed ILDs for more complex topics in our first-year electronics course. In 2006 we began developing ILDs to improve students' conceptual understanding of Operational Amplifiers (OAs) and negative feedback in amplification circuits. The ILDs were used after traditional lecture instruction to help students consolidate their understanding. We developed a diagnostic test, to be administered to students both before and after the ILDs, as a measure of how effective the ILDs were in improving students' understanding.

Is Peer Interaction Necessary for Optimal Active Learning?

PubMed

Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie

2014-01-01

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

VizieR Online Data Catalog: Detection of Kepler multiple M-star systems (Rappaport+, 2014)

NASA Astrophysics Data System (ADS)

Rappaport, S.; Swift, J.; Levine, A.; Joss, M.; Sanchis-Ojeda, R.; Barclay, T.; Still, M.; Handler, G.; Olah, K.; Muirhead, P. S.; Huber, D.; Vida, K.

2017-07-01

In all, we find 297 of the 3897 targets exhibit the requisite significant Fourier transform (FT) signal comprising a base frequency plus its harmonic, with the base frequency exceeding 0.5 cycles/day (i.e., Prot<2 days). We believe that the majority of these periodicities are likely to be due to stellar rotation manifested via starspots, but a significant number may be due to planet transits and binary eclipses. The individual FTs for these systems were further examined to eliminate those which were clearly not due to rotating starspots. In all cases we folded the data modulo the detected fundamental period, and were readily able to rule out cases due to transiting planets since their well-known sharp, relatively rectangular dipping profiles are characteristic. Of course, we also checked the KOI list for matches. Any of the objects that appear in the Kepler eclipsing binary ("EB") star catalog (e.g., Matijevic et al. 2012AJ....143..123M) were likewise eliminated. (2 data files).

Lessons about Cash and Manager Priorities

ERIC Educational Resources Information Center

Mong, Donald

2013-01-01

Experienced managers know that cash affects virtually every aspect of a company's strategy and operations. Business students and new managers, however, sometimes lose sight of the importance of cash amidst the details of accrual-based accounting courses, formula-based finance courses, and production-based management courses. We therefore use…

Web-Based Instruction: Business Courses.

ERIC Educational Resources Information Center

Park-Kim, Kwi

This paper describes the design, implementation, and application of interactive World Wide Web-based learning, based on several business courses taught at Bronx Community College/The City University of New York. The first section summarizes ways the Web was used, including managing the dissemination of course materials, instructor/student…

Early and progressive impairment of spinal blood flow-glucose metabolism coupling in motor neuron degeneration of ALS model mice.

PubMed

Miyazaki, Kazunori; Masamoto, Kazuto; Morimoto, Nobutoshi; Kurata, Tomoko; Mimoto, Takahumi; Obata, Takayuki; Kanno, Iwao; Abe, Koji

2012-03-01

The exact mechanism of selective motor neuron death in amyotrophic lateral sclerosis (ALS) remains still unclear. In the present study, we performed in vivo capillary imaging, directly measured spinal blood flow (SBF) and glucose metabolism, and analyzed whether if a possible flow-metabolism coupling is disturbed in motor neuron degeneration of ALS model mice. In vivo capillary imaging showed progressive decrease of capillary diameter, capillary density, and red blood cell speed during the disease course. Spinal blood flow was progressively decreased in the anterior gray matter (GM) from presymptomatic stage to 0.80-fold of wild-type (WT) mice, 0.61 at early-symptomatic, and 0.49 at end stage of the disease. Local spinal glucose utilization (LSGU) was transiently increased to 1.19-fold in anterior GM at presymptomatic stage, which in turn progressively decreased to 0.84 and 0.60 at early-symptomatic and end stage of the disease. The LSGU/SBF ratio representing flow-metabolism uncoupling (FMU) preceded the sequential pathological changes in the spinal cord of ALS mice and was preferentially found in the affected region of ALS. The present study suggests that this early and progressive FMU could profoundly involve in the whole disease process as a vascular factor of ALS pathology, and could also be a potential target for therapeutic intervention of ALS.

Project-Based Curriculum for Teaching Analytical Design to Freshman Engineering Students via Reconfigurable Trebuchets

ERIC Educational Resources Information Center

Herber, Daniel R.; Deshmukh, Anand P.; Mitchell, Marlon E.; Allison, James T.

2016-01-01

This paper presents an effort to revitalize a large introductory engineering course for incoming freshman students that teaches them analytical design through a project-based curriculum. This course was completely transformed from a seminar-based to a project-based course that integrates hands-on experimentation with analytical work. The project…

Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned

ERIC Educational Resources Information Center

Arantes do Amaral, João Alberto; Lino dos Santos, Rebeca Júlia Rodrigues

2018-01-01

In this article, we present our findings regarding the course "Research Methodology," offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of…

Web-Based Course Delivery and Administration Using Scheme.

ERIC Educational Resources Information Center

Salustri, Filippo A.

This paper discusses the use at the University of Windsor (Ontario) of a small World Wide Web-based tool for course delivery and administration called HAL (HTML-based Administrative Lackey), written in the Scheme programming language. This tool was developed by the author to provide Web-based services for a large first-year undergraduate course in…

Development and Construction of the Multimedia Web-Based Courses Based on ASP

ERIC Educational Resources Information Center

Wang, Yu; Liu, Jianbo

2011-01-01

With the quick development of internet and computer technology, more and more information acquirers begin to more depend on the network, and for the transmission route of knowledge, the advantageous state of web-based courses becomes more and more obvious. The support of modern education technology for the web-based courses would gradually replace…

Regional lists of plant species that occur in wetlands: data base user's guide

USGS Publications Warehouse

Reed, Porter B.; Auble, Gregor T.; Muhlenbruck, Jill E.; Manci, Karen M.

1989-01-01

The Data Base List of Plant Species that Occur in Wetlands (LIST) currently contains records for 6,728 plant species. Each record provides information on nomenclature, plant characteristics and lifeforms, distribution, and frequency of occurrence in wetlands. The List of Plant Species that Occur in Wetlands, developed to supplement the U.S. Fish and Wildlife Service's Classification of Wetlands and Deepwater Habitats of the United States (Cowardin et al. 1979), underwent an intensive review by field botanists across the country. This review was coordinated by national and regional interagency wetland plant list review panels composed of representatives from the U. S. Fish and Wildlife Service, U. S. Army Corps of Engineers, Soil Conservation Service, and the Environmental Protection Agency. Initial and updated versions of the Data Base List of Plant Species that Occur in Wetlands are available in hardcopy (Reed 1986, 1988). Regional lists are available as U.S. Fish and Wildlife Service Biological Report Series 88(26.126.13). State lists are available as National Ecology Research Center Report Series 88(18.01-18.50). The computerized data base tracks and documents indicator assignments made by regional interagency review panels and facilitates generation of reports. This user's guide describes the format and contents of the LIST Data Base. The Data Base is available on 5-1/4" floppy disks in ASCII format for use with a data base management system on an IBM PC/XT/AT compatible computer. The LIST Data Base was developed using the QUICKTEXT Data Base Management System (Osborn and Strong 1984). Use of QUICKTEXT with the LIST Data Base is strongly recommended. Instructions for loading LIST into QUICKTEXT are included in this user's guide. Other data base management systems capable of handling variable length fields can be used by individuals familiar with these software packages. LIST distribution disks are available for 13 regions (Table 1). QUICKTEXT (course QT100--Data Base Management Techniques) and regional subsets of the LIST Data Base (distributed as self-tutorial courses, Table 1) are available through the Office of Conference Services, Colorado State University.

Applying the Multisim Technology to Teach the Course of High Frequency Power Amplifier

ERIC Educational Resources Information Center

Lv, Gang; Xue, Yuan-Sheng

2011-01-01

As one important professional base course in the electric information specialty, the course of "high frequency electronic circuit" has strong theoretical characteristic and abstract content. To enhance the teaching quality of this course, the computer simulation technology based on Multisim is introduced into the teaching of "high…

Project Management for Web-Based Course Development

ERIC Educational Resources Information Center

Li, Dong; Shearer, Rick

2004-01-01

Transferring face-to-face courses into Web-based courses is a trend in higher education. Whether this course transition is for distance education or for resident instruction, faculty members play a critical role in the process. Faculty members not only provide lesson content, but important insights into how content has been best presented in…

Incoming Leadership-Oriented Differences between Students in a Leadership Studies Course and a Team-Based Project Course

ERIC Educational Resources Information Center

Rosch, David M.; Collier, Daniel

2013-01-01

This study examined the incoming leadership-oriented differences between students (N = 166) enrolled in either an elective leadership studies course (n = 50) or an elective team-based engineering projects course (n = 116) to determine significant predictors of transformational leadership behavior. Participants completed measures of…

Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers

ERIC Educational Resources Information Center

Loverude, Michael E.; Gonzalez, Barbara L.; Nanes, Roger

2011-01-01

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat…

Lives in Context: Facilitating Online, Cross-Course, Collaborative Service Projects

ERIC Educational Resources Information Center

Elwood, Susan A.

2014-01-01

An inquiry-based, cross-course, collaborative structure is being implemented toward a graduate program's goals of using project-based learning as a consistent, core learning experience in each course cycle. This paper focuses upon the course collaborative structure and the two key forms of assessment used in each collaborative cycle: a progressive…

Predictors of Academic Success in Web-Based Courses: Age, GPA, and Instruction Mode

ERIC Educational Resources Information Center

Vella, Elizabeth J.; Turesky, Elizabeth F.; Hebert, Jenni

2016-01-01

Purpose: The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction.…

A team-based interprofessional education course for first-year health professions students.

PubMed

Peeters, Michael J; Sexton, Martha; Metz, Alexia E; Hasbrouck, Carol S

2017-11-01

Interprofessional education (IPE) is required within pharmacy education, and should include classroom-based education along with experiential interprofessional collaboration. For classroom-based education, small-group learning environments may create a better platform for engaging students in the essential domain of interprofessional collaboration towards meaningful learning within IPE sub-domains (interprofessional communication, teams and teamwork, roles and responsibilities, and values and ethics). Faculty envisioned creating a small-group learning environment that was inviting, interactive, and flexible using situated learning theory. This report describes an introductory, team-based, IPE course for first-year health-professions students; it used small-group methods for health-professions students' learning of interprofessional collaboration. The University of Toledo implemented a 14-week required course involving 554 first-year health-sciences students from eight professions. The course focused on the Interprofessional Education Collaborative's (IPEC) Core Competencies for Interprofessional Collaboration. Students were placed within interprofessional teams of 11-12 students each and engaged in simulations, standardized-patient interviews, case-based communications exercises, vital signs training, and patient safety rotations. Outcomes measured were students' self-ratings of attaining learning objectives, perceptions of other professions (from word cloud), and satisfaction through end-of-course evaluations. This introductory, team-based IPE course with 554 students improved students' self-assessed competency in learning objectives (p < 0.01, Cohen's d = 0.9), changed students' perceptions of other professions (via word clouds), and met students' satisfaction through course evaluations. Through triangulation of our various assessment methods, we considered this course offering a success. This interprofessional, team-based, small-group strategy to teaching and learning IPE appeared helpful within this interactive, classroom-based course. Copyright © 2017 Elsevier Inc. All rights reserved.

Obstetric simulation as a risk control strategy: course design and evaluation.

PubMed

Gardner, Roxane; Walzer, Toni B; Simon, Robert; Raemer, Daniel B

2008-01-01

Patient safety initiatives aimed at reducing medical errors and adverse events are being implemented in Obstetrics. The Controlled Risk Insurance Company (CRICO), Risk Management Foundation (RMF) of the Harvard Medical Institutions pursued simulation as an anesthesia risk control strategy. Encouraged by their success, CRICO/RMF promoted simulation-based team training as a risk control strategy for obstetrical providers. We describe the development, implementation, and evaluation of an obstetric simulation-based team training course grounded in crisis resource management (CRM) principles. We pursued systematic design of course development, implementation, and evaluation in 3 phases, including a 1-year or more posttraining follow-up with self-assessment questionnaires. The course was highly rated overall by participants immediately after the course and 1-year or more after the course. Most survey responders reported having experienced a critical clinical event since the course and that various aspects of their teamwork had significantly or somewhat improved as a result of the course. Most (86%) reported CRM principles as useful for obstetric faculty and most (59%) recommended repeating the simulation course every 2 years. A simulation-based team-training course for obstetric clinicians was developed and is a central component of CRICO/RMF's obstetric risk management incentive program that provides a 10% reduction in annual obstetrical malpractice premiums. The course was highly regarded immediately and 1 year or more after completing the course. Most survey responders reported improved teamwork and communication in managing a critical obstetric event in the interval since taking the course. Simulation-based CRM training can serve as a strategy for mitigating adverse perinatal events.

Review and evaluation of online tobacco dependence treatment training programs for health care practitioners.

PubMed

Selby, Peter; Goncharenko, Karina; Barker, Megan; Fahim, Myra; Timothy, Valerie; Dragonetti, Rosa; Kemper, Katherine; Herie, Marilyn; Hays, J Taylor

2015-04-17

Training health care professionals is associated with increased capacity to deliver evidence-based smoking cessation interventions and increased quit rates among their patients. Online training programs hold promise to provide training but questions remain regarding the quality and usability of available programs. The aim was to assess the quality of English-language online courses in tobacco dependence treatment using a validated instrument. An environmental scan was conducted using the Google search engine to identify available online tobacco dependence treatment courses. The identified courses were then evaluated using the Peer Review Rubric for Online Learning, which was selected based on its ability to evaluate instructional design. It also has clear and concise criteria descriptions to ensure uniformity of evaluations by trained experts. A total of 39 courses were identified, of which 24 unique courses were assessed based on their accessibility and functionality during the period of evaluation. Overall, the course ratings indicated that 17 of 24 courses evaluated failed to meet minimal quality standards and none of the courses evaluated could be ranked as superior. However, many excelled in providing effective navigation, course rationale, and content. Many were weak in the use of instructional design elements, such as teaching effectiveness, learning strategies, instructor's role, and assessment and evaluation. Evaluation results and suggestions for improvement were shared with course administrators. Based on the courses evaluated in this review, course developers are encouraged to employ best practices in instructional design, such as cohesiveness of material, linearity of design, practice exercises, problem solving, and ongoing evaluation to improve existing courses and in the design of new online learning opportunities.

A Web-Based Lifestyle Medicine Curriculum: Facilitating Education About Lifestyle Medicine, Behavioral Change, and Health Care Outcomes.

PubMed

Frates, Elizabeth Pegg; Xiao, Ryan C; Sannidhi, Deepa; McBride, Yasamina; McCargo, Tracie; Stern, Theodore A

2017-09-11

Lifestyle medicine is the science and application of healthy lifestyles as interventions for the prevention and treatment of disease, and has gained significant momentum as a specialty in recent years. College is a critical time for maintenance and acquisition of healthy habits. Longer-term, more intensive web-based and in-person lifestyle medicine interventions can have a positive effect. Students who are exposed to components of lifestyle medicine in their education have improvements in their health behaviors. A semester-long undergraduate course focused on lifestyle medicine can be a useful intervention to help adopt and sustain healthy habits. To describe a novel, evidence based curriculum for a course teaching the concepts of Lifestyle Medicine based on a web-based course offered at the Harvard Extension School. The course was delivered in a web-based format. The Lifestyle Medicine course used evidence based principles to guide students toward a "coach approach" to behavior change, increasing their self-efficacy regarding various lifestyle-related preventive behaviors. Students are made to understand the cultural trends and national guidelines that have shaped lifestyle medicine recommendations relating to behaviors. They are encouraged to engage in behavior change. Course topics include physical activity, nutrition, addiction, sleep, stress, and lifestyle coaching and counseling. The course addressed all of the American College of Preventive Medicine/American College of Lifestyle Medicine competencies save for the competency of office systems and technologies to support lifestyle medicine counseling. The course was well-received, earning a ranking of 4.9/5 at the school. A novel, semester-long course on Lifestyle Medicine at the Harvard Extension School is described. Student evaluations suggest the course was well-received. Further research is needed to evaluate whether such a course empowers students to adopt behavior changes. ©Elizabeth Pegg Frates, Ryan C Xiao, Deepa Sannidhi, Yasamina McBride, Tracie McCargo, Theodore A Stern. Originally published in JMIR Medical Education (http://mededu.jmir.org), 11.09.2017.

A Mutation in the Vesicle-Trafficking Protein VAPB Causes Late-Onset Spinal Muscular Atrophy and Amyotrophic Lateral Sclerosis

PubMed Central

Nishimura, Agnes L.; Mitne-Neto, Miguel; Silva, Helga C. A.; Richieri-Costa, Antônio; Middleton, Susan; Cascio, Duilio; Kok, Fernando; Oliveira, João R. M.; Gillingwater, Tom; Webb, Jeanette; Skehel, Paul; Zatz, Mayana

2004-01-01

Motor neuron diseases (MNDs) are a group of neurodegenerative disorders with involvement of upper and/or lower motor neurons, such as amyotrophic lateral sclerosis (ALS), spinal muscular atrophy (SMA), progressive bulbar palsy, and primary lateral sclerosis. Recently, we have mapped a new locus for an atypical form of ALS/MND (atypical amyotrophic lateral sclerosis [ALS8]) at 20q13.3 in a large white Brazilian family. Here, we report the finding of a novel missense mutation in the vesicle-associated membrane protein/synaptobrevin-associated membrane protein B (VAPB) gene in patients from this family. Subsequently, the same mutation was identified in patients from six additional kindreds but with different clinical courses, such as ALS8, late-onset SMA, and typical severe ALS with rapid progression. Although it was not possible to link all these families, haplotype analysis suggests a founder effect. Members of the vesicle-associated proteins are intracellular membrane proteins that can associate with microtubules and that have been shown to have a function in membrane transport. These data suggest that clinically variable MNDs may be caused by a dysfunction in intracellular membrane trafficking. PMID:15372378

Multiple Paths to Mathematics Practice in Al-Kashi's Key to Arithmetic

NASA Astrophysics Data System (ADS)

Taani, Osama

2014-01-01

In this paper, I discuss one of the most distinguishing features of Jamshid al-Kashi's pedagogy from his Key to Arithmetic, a well-known Arabic mathematics textbook from the fifteenth century. This feature is the multiple paths that he includes to find a desired result. In the first section light is shed on al-Kashi's life and his contributions to mathematics and astronomy. Section 2 starts with a brief discussion of the contents and pedagogy of the Key to Arithmetic. Al-Kashi's multiple approaches are discussed through four different examples of his versatility in presenting a topic from multiple perspectives. These examples are multiple definitions, multiple algorithms, multiple formulas, and multiple methods for solving word problems. Section 3 is devoted to some benefits that can be gained by implementing al-Kashi's multiple paths approach in modern curricula. For this discussion, examples from two teaching modules taken from the Key to Arithmetic and implemented in Pre-Calculus and mathematics courses for preservice teachers are discussed. Also, the conclusions are supported by some aspects of these modules. This paper is an attempt to help mathematics educators explore more benefits from reading from original sources.

Administering a Web-Based Course on Database Technology

ERIC Educational Resources Information Center

de Oliveira, Leonardo Rocha; Cortimiglia, Marcelo; Marques, Luis Fernando Moraes

2003-01-01

This article presents a managerial experience with a web-based course on data base technology for enterprise management. The course has been developed and managed by a Department of Industrial Engineering in Brazil in a Public University. Project's managerial experiences are described covering its conception stage where the Virtual Learning…

Improving Student Engagement Using Course-Based Social Networks

ERIC Educational Resources Information Center

Imlawi, Jehad Mohammad

2013-01-01

This study proposes an engagement model that supports use of course-based online social networks for engaging student, and hence, improving their educational outcomes. This research demonstrates that instructors who create course-based online social networks to communicate with students can increase the student engagement in these online social…

Proposals to conserve Botryodiplodia theobromae (Lasiodiplodia theobromae) against Sphaeria glandicola, .....Ramularia brunnea against Sphaerella tussilaginis (Mycosphaerella tussilaginis) (Ascomycota: Dothideomycetes)

USDA-ARS?s Scientific Manuscript database

In the course of updating the scientific names of plant-associated fungi in the U. S. National Fungus Collections Fungal Databases to conform with one scientific name for fungi as required by the International Code of Nomenclature for algae, fungi and plants (ICN, McNeill & al. in Regnum Vegetable 1...

Learning Disabilities Spectrum: ADD, ADHD, and LD. Proceedings of the Annual Spectrum of Developmental Disabilities Course (15th, Baltimore, Maryland, March 16-18, 1992).

ERIC Educational Resources Information Center

Capute, Arnold J., Ed.; And Others

This volume, the proceedings of a 1992 conference, presents 14 papers which take a neuropsychological approach to attention deficit disorder, attention deficit disorder with hyperactivity, and learning disabilities. Papers have the following titles and authors: "A New Conceptual Model for Dyslexia" (Sally E. Shaywitz et al.);…

Interns Addressing Mental Health Needs: Implementation of a Social and Emotional Education Program

ERIC Educational Resources Information Center

Fede, Jessica L.; Solomon, Benjamin G.; Whitcomb, Sara A.

2011-01-01

The estimated prevalence of one or more mental health disorders among children and adolescents between the ages of 9 and 17 is 21% (Satcher, 2001). Similarly, research by Greenberg et al., (2003) estimated that 20% of school-age youth experience mental health problems during the course of any school year. Despite these high prevalence rates, the…

Which Technique Is Most Effective for Learning Declarative Concepts--Provided Examples, Generated Examples, or Both?

ERIC Educational Resources Information Center

Zamary, Amanda; Rawson, Katherine A.

2018-01-01

Students in many courses are commonly expected to learn declarative concepts, which are abstract concepts denoted by key terms with short definitions that can be applied to a variety of scenarios as reported by Rawson et al. ("Educational Psychology Review" 27:483-504, 2015). Given that declarative concepts are common and foundational in…

Deutsch im Louvre (oder: Deutsch als tote Sprache) (German in the Louvre [or, German as a Dead Language])

ERIC Educational Resources Information Center

Markwald, Sabine

1976-01-01

Describes a German course for archeologists and art historians, given in the Louvre by the Paris Goethe Institute. Reliance is placed on the students' visual memory, with schematic presentation of pronoun and article declension. This approach sometimes fosters errors and misunderstandings. The verb system is emphasized. (Text is in German.)…

The Chronicity of Self-Injurious Behaviour: A Long-Term Follow-Up of a Total Population Study

ERIC Educational Resources Information Center

Taylor, Lorne; Oliver, Chris; Murphy, Glynis

2011-01-01

Background: Self-injurious behaviour (SIB) is a relatively common problem for people with intellectual disabilities and it is known to be associated with various risk markers, such as degree of disability, sensory impairments, and autism (McClintock "et al." 2003). Less is known about its long-term course however. Method: The present…

Employing Concept Mapping as a Pre-Writing Strategy to Help EFL Learners Better Generate Argumentative Compositions

ERIC Educational Resources Information Center

Al-Shaer, Ibrahim M. R.

2014-01-01

The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stage on English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eight participants were randomly assigned to two groups participating in Writing II course at Al-Quds Open University (QOU). Both groups…

Inhalation and Percutaneous Toxicokinetics of Sulfur Mustard and Its Adducts in Hairless Guinea Pigs and Marmosets. Efficacy of Naval Scavengers

DTIC Science & Technology

2005-08-01

activity ca. 40 units/mg protein) from Boehringer (Mannheim, Germany); RNase A, and Tween 20 from Sigma Chemical Co. (St. Louis, MO, USA); and skimmed milk ...al. 1997). This hypothesis is still awaiting falsification . Measurement of the concentration-time course of the adduct of sulfur mustard to hemoglobin

[Peripheral refraction: cause or effect of refraction development?

PubMed

Tarutta, E P; Iomdina, E N; Kvaratskheliya, N G; Milash, S V; Kruzhkova, G V

to study peripheral refraction and the shape of the eyeball in children with different clinical refraction. Using an original method, peripheral refraction was measured at 10-12 degrees temporally and nasally from the fovea in 56 right eyes with different clinical, or axial, refraction of 20 boys and 36 girls aged 7 to 16 years (11.9±1.17 years on average). The shape of the eyeball was judged of by the ratio of its anterior-posterior axial length (AL) to horizontal diameter (HD). The incidence and value of peripheral myopic defocus in children appeared to decrease with clinical refraction increasing from high hyperopia to high myopia. This was the first time, mixed peripheral refraction was found in children, occurring more frequently in higher myopia. This mixed peripheral defocus, shown to be a transitional stage between relative peripheral myopia and relative hyperopia, indicates non-uniform stretching of posterior pole tissues in the course of refraction development and myopia progression. As ocular refraction increases from high hyperopia to high myopia, the growth of AL outpaces that of HD. Obviously, natural peripheral defocus results from changes in size and shape of the eyeball in the course of refraction development.

Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science.

PubMed

Jeffery, Erica; Nomme, Kathy; Deane, Thomas; Pollock, Carol; Birol, Gülnur

2016-01-01

Students' academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement, critical-thinking ability, conceptual understanding, and academic performance. In this study, we investigate shifts in attitudes and views toward science by students in four biology classes with differences in student enrollment, academic support, and instruction. We observe significant, positive effects of enrollment in a guided-inquiry lab course and academic performance on the percentage of expert-like student attitudes and views at the end of term. We also identify variation in two aspects of student attitudes and views: 1) confidence and interest and 2) understanding and acceptance. In particular, enrollment in the lab course boosts student confidence and interest in scientific inquiry in the short term, even for students with low academic performance or little English-language experience. Our results suggest that low-performing students in particular may require additional opportunities for experiential learning or greater academic support to develop expert-like perceptions of biology as a science. © 2016 E. Jeffery et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Theoretical kinetic studies of models for binding myosin subfragment-1 to regulated actin: Hill model versus Geeves model.

PubMed Central

Chen , Y; Yan, B; Chalovich, J M; Brenner, B

2001-01-01

It was previously shown that a one-dimensional Ising model could successfully simulate the equilibrium binding of myosin S1 to regulated actin filaments (T. L. Hill, E. Eisenberg and L. Greene, Proc. Natl. Acad. Sci. U.S.A. 77:3186-3190, 1980). However, the time course of myosin S1 binding to regulated actin was thought to be incompatible with this model, and a three-state model was subsequently developed (D. F. McKillop and M. A. Geeves, Biophys. J. 65:693-701, 1993). A quantitative analysis of the predicted time course of myosin S1 binding to regulated actin, however, was never done for either model. Here we present the procedure for the theoretical evaluation of the time course of myosin S1 binding for both models and then show that 1) the Hill model can predict the "lag" in the binding of myosin S1 to regulated actin that is observed in the absence of Ca++ when S1 is in excess of actin, and 2) both models generate very similar families of binding curves when [S1]/[actin] is varied. This result shows that, just based on the equilibrium and pre-steady-state kinetic binding data alone, it is not possible to differentiate between the two models. Thus, the model of Hill et al. cannot be ruled out on the basis of existing pre-steady-state and equilibrium binding data. Physical mechanisms underlying the generation of the lag in the Hill model are discussed. PMID:11325734

Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course.

PubMed

Reeves, Todd D; Warner, Douglas M; Ludlow, Larry H; O'Connor, Clare M

2018-01-01

National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students ( N = 793) showed statistically significant and sizable growth in content knowledge ( d = 1.85) and in self-reported research methods skills ( d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings. © 2018 T. D. Reeves et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

ERIC Educational Resources Information Center

Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

2016-01-01

The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on…

Using Portable Media Players (iPod) to Support Electronic Course Materials during a Field-Based Introductory Geology Course

ERIC Educational Resources Information Center

Elkins, Joe T.

2009-01-01

Electronic course materials, such a videos, PowerPoint presentations, and animations, have become essential educational tools in classroom-based geoscience courses to enhance students' introduction to basic geological concepts. However, during field trips, the ability to offer students these electronic conceptual supports is lacking where students…

Specialized Courses Teaching Mode Innovation of the Independent College Based on MOOCS

ERIC Educational Resources Information Center

Hongxia, Sun; Na, Zhao; Zhixiang, Zhang; Feng, Li; Pengcheng, Zhu

2017-01-01

Independent college is a new kind of school-running pattern, on the basis of independent college computer professional course teaching, based on the background of MOOCS, specialized course teaching mode principle, on the basis of design is given priority to, the class online course of classroom teaching mode. To a certain extent can motivate we…

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

ERIC Educational Resources Information Center

Arra, Christopher T.

2010-01-01

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

Creating and Teaching a Web-Based, University-Level Introductory Chemistry Course that Incorporates Laboratory Exercises and Active Learning Pedagogies

ERIC Educational Resources Information Center

Phipps, Linda R.

2013-01-01

An introductory, nonscience-majors chemistry course was converted to a Web-based course. The differences in student populations, teaching strategies, laboratory methods, and learning outcomes are described. Practical information is also given on the use of software and other online technology to implement course conversion. (Contains 2 tables.)

A Project-Based Cornerstone Course in Civil Engineering: Student Perceptions and Identity Development

ERIC Educational Resources Information Center

Marshall, Jill; Bhasin, Amit; Boyles, Stephen; David, Bernard; James, Rachel; Patrick, Anita

2018-01-01

Our study used a natural experiment to compare a project-based cornerstone course with the traditionally-taught introductory course in civil engineering. During the study, two sections of the course were organized around an overarching project, the design of an event center, and the remaining sections used guest lectures, a textbook, and…

Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks

ERIC Educational Resources Information Center

Park, Sanghoon

2017-01-01

This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-on-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning activities and the other course offering authentic…

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?

ERIC Educational Resources Information Center

Beck, Christopher; Butler, Amy; Burke da Silva, Karen

2014-01-01

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on…

Student Experience and Academic Success: Comparing a Student-Centred and a Lecture-Based Course Programme

ERIC Educational Resources Information Center

Severiens, Sabine; Meeuwisse, Marieke; Born, Marise

2015-01-01

Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes…

Perception of Emotional Facial Expressions in Amyotrophic Lateral Sclerosis (ALS) at Behavioural and Brain Metabolic Level.

PubMed

Aho-Özhan, Helena E A; Keller, Jürgen; Heimrath, Johanna; Uttner, Ingo; Kassubek, Jan; Birbaumer, Niels; Ludolph, Albert C; Lulé, Dorothée

2016-01-01

Amyotrophic lateral sclerosis (ALS) primarily impairs motor abilities but also affects cognition and emotional processing. We hypothesise that subjective ratings of emotional stimuli depicting social interactions and facial expressions is changed in ALS. It was found that recognition of negative emotions and ability to mentalize other's intentions is reduced. Processing of emotions in faces was investigated. A behavioural test of Ekman faces expressing six basic emotions was presented to 30 ALS patients and 29 age-, gender and education matched healthy controls. Additionally, a subgroup of 15 ALS patients that were able to lie supine in the scanner and 14 matched healthy controls viewed the Ekman faces during functional magnetic resonance imaging (fMRI). Affective state and a number of daily social contacts were measured. ALS patients recognized disgust and fear less accurately than healthy controls. In fMRI, reduced brain activity was seen in areas involved in processing of negative emotions replicating our previous results. During processing of sad faces, increased brain activity was seen in areas associated with social emotions in right inferior frontal gyrus and reduced activity in hippocampus bilaterally. No differences in brain activity were seen for any of the other emotional expressions. Inferior frontal gyrus activity for sad faces was associated with increased amount of social contacts of ALS patients. ALS patients showed decreased brain and behavioural responses in processing of disgust and fear and an altered brain response pattern for sadness. The negative consequences of neurodegenerative processes in the course of ALS might be counteracted by positive emotional activity and positive social interactions.

Reality versus fantasy: reply to Lynn et al. (2014).

PubMed

Dalenberg, Constance J; Brand, Bethany L; Loewenstein, Richard J; Gleaves, David H; Dorahy, Martin J; Cardeña, Etzel; Frewen, Paul A; Carlson, Eve B; Spiegel, David

2014-05-01

We respond to Lynn et al.'s (2014) comments on our review (Dalenberg et al., 2012) demonstrating the superiority of the trauma model (TM) over the fantasy model (FM) in explaining the trauma-dissociation relationship. Lynn et al. conceded that our meta-analytic results support the TM hypothesis that trauma exposure is a causal risk factor for the development of dissociation. Although Lynn et al. suggested that our meta-analyses were selective, we respond that each omitted study failed to meet inclusion criteria; our meta-analyses thus reflect a balanced view of the predominant trauma-dissociation findings. In contrast, Lynn et al. were hypercritical of studies that supported the TM while ignoring methodological problems in studies presented as supportive of the FM. We clarify Lynn et al.'s misunderstandings of the TM and demonstrate consistent superiority in prediction of time course of dissociative symptoms, response to psychotherapy of dissociative patients, and pattern of relationships of trauma to dissociation. We defend our decision not to include studies using the Dissociative Experiences Scale-Comparison, a rarely used revision of the Dissociative Experiences Scale that shares less than 10% of the variance with the original scale. We highlight several areas of agreement: (a) Trauma plays a complex role in dissociation, involving indirect and direct paths; (b) dissociation-suggestibility relationships are small; and (c) controls and measurement issues should be addressed in future suggestibility and dissociation research. Considering the lack of evidence that dissociative individuals simply fantasize trauma, future researchers should examine more complex models of trauma and valid measures of dissociation.

Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics

PubMed Central

Loike, John D.; Rush, Brittany S.; Schweber, Adam; Fischbach, Ruth L.

2013-01-01

Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre–health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically address these bioethical dilemmas. These courses incorporate innovative pedagogical methods, case studies, and class discussions to stimulate the students to think creatively about bioethical issues emerging from new biotechnologies. At the end of each course, each student is required to submit a one-page strategy detailing how he or she would resolve a bioethical dilemma. Based on our experience in teaching these courses and on a qualitative analysis of the students’ reflections, we offer recommendations for creating an undergraduate science-based course in bioethics. General recommendations include: 1) integrating the science of emerging biotechnologies, their ethical ramifications, and contemporary bioethical theories into interactive class sessions; 2) structuring discussion-based classes to stimulate students to consider the impact of their moral intuitions when grappling with bioethical issues; and 3) using specific actual and futuristic case studies to highlight bioethical issues and to help develop creative problem-solving skills. Such a course sparks students’ interests in both science and ethics and helps them analyze bioethical challenges arising from emerging biotechnologies. PMID:24297296

Development of a retrospective interview measure of parental maltreatment using the Childhood Experience of Care and Abuse (CECA) instrument -- A life-course study of adult chronic depression - 1.

PubMed

Brown, George W; Craig, Tom K J; Harris, Tirril O; Handley, Rachel V; Harvey, Anna L

2007-11-01

Childhood maltreatment among women is related to risk of adult depression and particularly an episode taking a chronic course. This paper explores the aspects of parental behaviour involved. An expanded version of CECA (Childhood Experiences of Care and Abuse), a retrospective interview-based instrument covering neglect as well as various forms of abuse is used to develop a new index of parental maltreatment. Data are derived from an enquiry of sister pairs between early 20s and 50s, comprising a high-risk series (n=118) where the first sister was selected as likely to have experienced childhood abuse or neglect, and a comparison series (n=80) where she was selected at random. Adverse maternal behaviour emerges as of critical importance for the link with adult chronic depression. Maternal lack of affection ('neglect') and maternal rejection ('emotional abuse') form the core of an index of parental maltreatment, and it is concluded that persistent rejection, particularly from a mother, appears to be the core experience of importance. The findings of behavioural genetics that the experience of siblings of parents in ordinary families often differs have been found to hold for the more extreme behaviour involved in maltreatment. Difference between siblings in risk of later chronic depression is entirely related to such experience. The study is based on retrospective questioning of adult women. Our next paper considers the possible threats to validity involved [Brown, G.W., Craig, T.K.J., Harris, T.O., Handley, R.V., Harvey, A.L., 2007a. Validity of retrospective measures of early maltreatment and depressive episodes using CECA (Childhood Experience of Care and Abuse) - a life-course study of adult chronic depression - 2. J. Affect. Disord. doi:10.1016/j.jad.2007.06.003]. Parental maltreatment emerges as a critical determinant of later chronic depressive episodes among adult women.

Transversality of Electromagnetic Waves in the Calculus--Based Introductory Physics Course

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2009-05-01

Introductory calculus--based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation), and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

Photoelectrical, photophysical and photocatalytic properties of Al based MOFs: MIL-53(Al) and MIL-53-NH{sub 2}(Al)

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

An, Yang; Li, Huiliang; Liu, Yuanyuan, E-mail: yyliu@sdu.edu.cn

Two Al based MOFs (MIL-53(Al) and MIL-53-NH{sub 2} (Al)) were synthesized, and their photoelectrical, photophysical and photocatalytic properties towards oxygen evolution from water were investigated. Different from the ligand to metal charge transfer process previously reported, we proposes a new photocatalytic mechanism based on electron tunneling according to the results of theoretical calculation, steady state and time resolved fluorescence spectra. The organic linkers absorb photons, giving rise to electrons and holes. Then, the photogenerated electrons tunnel through the AlO{sub 6}-octahedra, which not only inhibit the recombination of photogenerated charge carriers, but also is a key factor to the photocatalytic activitymore » of Al based MOFs. - Graphical abstract: The photoelectrical, photophysical and photocatalytic properties towards oxygen evolution from water of two Al based MOFs were investigated. A new photocatalytic mechanism was proposed based on electron tunneling according to the results of both theoretical calculation and steady state, time resolved fluorescence spectra. The electron tunneling process not only inhibit the recombination of photogenerated charge carriers, but also is a key factor to the photocatalytic activity of Al based MOFs.« less

The stability of hibonite and other aluminous phases in silicate melts: Implications for the origin of hibonite-bearing inclusions

NASA Technical Reports Server (NTRS)

Beckett, J. R.; Stolper, E.

1993-01-01

Phase fields in which hibonite (Hib) and silicate melt coexist with spinel (Sp), CaAl4O7 (CA2), gehlenitic melilite (Mel), anorthite (An), or corundum (Cor) in the system CaO-MgO-Al203-SiO2-TiO2 (CMAST) were determined and activity models developed for Mel and Hib solid solutions. Experimentally determined partition coefficients for Ti between Hib and coexisting melt, D sub t, vary from 0.8 to 2.1 and generally decrease with increasing TiO2 content in the liquid (L). Based on Ti partioning between Hib and melt, bulk inclusion compositions and Hib-saturated liquid use phase diagrams, the Hib in Fluffy Type A inclusions (FTA's) from Allende and at least some of the Hib from Hib-rich inclusions is relict; much of the Hib from Hib-glass spherules probably crystallized from a melt under nonequilibrium conditions. Bulk compositions for all of these Ca-Al-rich inclusions (CAI's) are consistent with an origin as Mel + Hib + Sp + perovskite (Pv) proto-inclusions in which Mel was partially altered. In some cases, the proto-inclusion was partially or completely melted with vaporization occurring over a period of time sufficient to remove any Na introduced by the alteration process but frequently insufficient to dissolve all of the original hibonite. If equilibration temperatures based on Hib-bearing CAI's reflect condensation in a cooling gas of solar composition, then Hib + Cor condensed at approximately 1260 C (referenced to 10 exp -3 atm) and Hib + Sp + Mel at approximately 1215 +/- 10 C. Simple thermochemical models for the substitution of trace elements into the Ca-site of meteoritic Hib suggest that virtually all Eu is divalent in early condensate Hibs but that Eu(2+)/Eu(3+) decreases by a factor of 20 or more during the course of condensation, primarily because the ratio is proportional to the partial pressure of Al, which decreases dramatically as aluminous phases condense. The relative sizes of Eu and Yb anomalies in meteoritic Hibs and CAI's may be influenced by this effect.

77 FR 4082 - Review and Amendment of the Designation of al-Qa'ida in Iraq, et al. as a Foreign Terrorist...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-26

... Operations in Iraq, aka al-Qaida of Jihad in Iraq, aka al-Qaida in Iraq, aka al-Qaida in Mesopotamia, aka al... of al-Jihad's Base in the Land of the Two Rivers, aka The Organization Base of Jihad/Mesopotamia, aka...

High performance AlScN thin film based surface acoustic wave devices with large electromechanical coupling coefficient

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

Wang, Wenbo; He, Xingli; Ye, Zhi, E-mail: yezhi@zju.edu.cn, E-mail: jl2@bolton.ac.uk

AlN and AlScN thin films with 27% scandium (Sc) were synthesized by DC magnetron sputtering deposition and used to fabricate surface acoustic wave (SAW) devices. Compared with AlN-based devices, the AlScN SAW devices exhibit much better transmission properties. Scandium doping results in electromechanical coupling coefficient, K{sup 2}, in the range of 2.0% ∼ 2.2% for a wide normalized thickness range, more than a 300% increase compared to that of AlN-based SAW devices, thus demonstrating the potential applications of AlScN in high frequency resonators, sensors, and high efficiency energy harvesting devices. The coupling coefficients of the present AlScN based SAW devices are muchmore » higher than that of the theoretical calculation based on some assumptions for AlScN piezoelectric material properties, implying there is a need for in-depth investigations on the material properties of AlScN.« less

Development of a Hydrologic Characterization Technology for Fault Zones Final Report

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

Karasaki, Kenzi; Onishi, Celia Tiemi; Doughty, Christine

2012-03-31

This is the final report for the five-year program of the NUMO-LBNL collaborative project (hereafter called the Project): Development of Hydrologic Characterization Technology for Fault Zones, under a NUMO-DOE/LBNL collaboration agreement. Detailed results from the past four years of study can be found in the each year’s year-end report (Karasaki et al., 2008, 2009, 2010, and 2011; Kiho et al., 2008, 2009, 2010, and 2011). In this report, we discuss the results of the studies conducted in FY2011. We also give a summary of the overall results and findings, as well as the lessons learned during the course of themore » Project.« less

Correlation of Resonance Charge Exchange Cross-Section Data in the Low-Energy Range

NASA Technical Reports Server (NTRS)

Sheldon, John W.

1962-01-01

During the course of a literature survey concerning resonance charge exchange, an unusual degree of agreement was noted between an extrapolation of the data reported by Kushnir, Palyukh, and Sena and the data reported by Ziegler. The data of Kushnir et al. are for ion-atom relative energies from 10 to 1000 ev, while the data of Ziegler are for a relative energy of about 1 ev. Extrapolation of the data of Kushnir et al. was made in accordance with Holstein's theory, 3 which is a combination of time-dependent perturbation methods and classical orbit theory. The results of this theory may be discussed in terms of a critical impact parameter b(sub c).

Teaching Business Strategy for an Emerging Economy: An Internet-Based Simulation.

ERIC Educational Resources Information Center

Miller, Van V.

2003-01-01

Describes an Internet-based simulation used in a course about business strategy in an emerging economy. The simulation, when coupled with today's dominant strategy paradigm, the Resource Based View, appears to yield a course design that attracts students while emphasizing the actual substance which is crucial in such a course. (EV)

Research and Teaching: Development of Course-Based Undergraduate Research Experiences Using a Design-Based Approach

ERIC Educational Resources Information Center

Mordacq, John C.; Drane, Denise L.; Swarat, Su L.; Lo, Stanley M.

2017-01-01

In recent years, commissions and reports have called for laboratory courses that engage undergraduates in authentic research experiences. We present an iterative approach for developing course-based undergraduate research experiences (CUREs) that help students learn scientific inquiry skills and foster expert-like perceptions about biology. This…

Using the 4MAT Framework to Design a Problem-Based Learning Biostatistics Course

ERIC Educational Resources Information Center

Nowacki, Amy S.

2011-01-01

The study presents and applies the 4MAT theoretical framework to educational planning to transform a biostatistics course into a problem-based learning experience. Using a four-question approach, described are specific activities/materials utilized at both the class and course levels. Two web-based instruments collected data regarding student…

Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs When Redesigning a Curriculum

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Clark, Charles P.; Grisham, Charles M.

2017-01-01

Laboratory course redesign and effective implementation of an inquiry-based curriculum can be challenging, particularly when teaching assistants (TAs) are responsible for instruction. Our multiyear redesign of a traditional general chemistry laboratory course has included transitioning to a project based guided inquiry (PBGI) curriculum that…

Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation

ERIC Educational Resources Information Center

Guidry, Krisandra

2013-01-01

This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. A numerically based course involves quantitative concepts and requires mathematical calculations. Data were collected from students taking a financial management class at a medium sized state…

Gender Differences in Computer-Administered Versus Paper-Based Tests.

ERIC Educational Resources Information Center

Wallace, Patricia; Clariana, Roy B.

2005-01-01

For many reasons, paper-based tests of course content are shifting to computer-based administration. This investigation examined student performance on two separate tests delivered either by computer or paper with the first test near the start of the course and the second at the end of the course. Undergraduate-level freshman business majors…

The Impact of an Inquiry-Based Geoscience Field Course on Pre-Service Teachers

ERIC Educational Resources Information Center

Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy

2012-01-01

The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to…

Team-Based Learning: The Importance of Attendance

ERIC Educational Resources Information Center

Jakobsen, Krisztina V.; McIlreavy, Megan; Marrs, Sarah

2014-01-01

Using a quasi-experimental design, the authors examined student performance (i.e., exam scores) in a traditional, lecture-based course (n = 43) and a team-based learning (TBL) course (n = 47). Students from James Madison University, USA--who were unaware that the two sections of the course were taught using different methods--self-selected into…

The effect of TiO2 on nucleation and crystallization of a Li2O-Al2O3-SiO2 glass investigated by XANES and STEM.

PubMed

Kleebusch, Enrico; Patzig, Christian; Krause, Michael; Hu, Yongfeng; Höche, Thomas; Rüssel, Christian

2018-02-13

Glass ceramics based on Li 2 O/Al 2 O 3 /SiO 2 are of high economic importance, as they often show very low coefficients of thermal expansion. This enables a number of challenging applications, such as cooktop panels, furnace windows or telescope mirror blanks. Usually, the crystallization of the desired LAS crystal phases within the glasses must be tailored by a careful choice of crystallization schedule and type of nucleation agents to be used. The present work describes the formation of nanocrystalline TiO 2 within an LAS base composition that contains solely TiO 2 as nucleating agent. Using a combination of scanning transmission electron microscopy as well as X-ray absorption spectroscopy, it is found that a mixture of four- and six-fold coordinated Ti 4+ ions exists already within the glass. Heating of the glass to 740 °C immediately changes this ratio towards a high content of six-fold coordinated Ti, which accumulates in liquid-liquid phase-separation droplets. During the course of thermal treatment, these droplets eventually evolve into nanocrystalline TiO 2 precipitations, in which Ti 4+ is six-fold coordinated. Thus, it is shown that the nucleation of nanocrystalline TiO 2 is initiated by a gradual re-arrangement of the Ti ions in the amorphous, glassy matrix, from a four-fold towards a six-fold coordination.

Simulation-Based Training - Evaluation of the Course Concept "Laparoscopic Surgery Curriculum" by the Participants.

PubMed

Köckerling, Ferdinand; Pass, Michael; Brunner, Petra; Hafermalz, Matthias; Grund, Stefan; Sauer, Joerg; Lange, Volker; Schröder, Wolfgang

2016-01-01

The learning curve in minimally invasive surgery is much longer than in open surgery. This is thought to be due to the higher demands made on the surgeon's skills. Therefore, the question raised at the outset of training in laparoscopic surgery is how such skills can be acquired by undergoing training outside the bounds of clinical activities to try to shorten the learning curve. Simulation-based training courses are one such model. In 2011, the surgery societies of Germany adopted the "laparoscopic surgery curriculum" as a recommendation for the learning content of systematic training courses for laparoscopic surgery. The curricular structure provides for four 2-day training courses. These courses offer an interrelated content, with each course focusing additionally on specific topics of laparoscopic surgery based on live operations, lectures, and exercises carried out on bio simulators. Between 1st January, 2012 and 31st March, 2016, a total of 36 training courses were conducted at the Vivantes Endoscopic Training Center in accordance with the "laparoscopic surgery curriculum." The training courses were attended by a total of 741 young surgeons and were evaluated as good to very good during continuous evaluation by the participants. Training courses based on the "laparoscopic surgery curriculum" for acquiring skills in laparoscopy are taken up and positively evaluated by young surgeons.

Business Education Suggested Course Competencies and Performance Objectives.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

These competencies and objectives are designed to assist business educators with the implementation of updated competency-based courses in administrative systems, business management, and information systems programs. Business education courses are arranged alphabetically. Information for each course includes the course title, course number,…

Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training.

PubMed

Hadley, Julie; Kulier, Regina; Zamora, Javier; Coppus, Sjors F P J; Weinbrenner, Susanne; Meyerrose, Berrit; Decsi, Tamas; Horvath, Andrea R; Nagy, Eva; Emparanza, Jose I; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karen; Kunz, Regina; Wilkie, Veronica; Wall, David; Mol, Ben Wj; Khan, Khalid S

2010-07-01

To evaluate the educational effectiveness of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content. We conducted a cluster randomized controlled trial to compare a clinically integrated e-learning EBM course (intervention) to a lecture-based course (control) among postgraduate trainees at foundation or internship level in seven teaching hospitals in the UK West Midlands region. Knowledge gain among participants was measured with a validated instrument using multiple choice questions. Change in knowledge was compared between groups taking into account the cluster design and adjusted for covariates at baseline using generalized estimating equations (GEE) model. There were seven clusters involving teaching of 237 trainees (122 in the intervention and 115 in the control group). The total number of postgraduate trainees who completed the course was 88 in the intervention group and 72 in the control group. After adjusting for baseline knowledge, there was no difference in the amount of improvement in knowledge of EBM between the two groups. The adjusted post course difference between the intervention group and the control group was only 0.1 scoring points (95% CI -1.2-1.4). An e-learning course in EBM was as effective in improving knowledge as a standard lecture-based course. The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows standardization of teaching materials and is a potential cost-effective alternative to standard lecture-based teaching.

Undergraduate Students' Perceptions of an Inquiry-Based Physics Course

NASA Astrophysics Data System (ADS)

Ballone Duran, Lena; McArthur, Julia; van Hook, Stephen

2004-04-01

The purpose of this study was to examine middle childhood students'' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students'' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.

Coating of 6028 Aluminum Alloy Using Aluminum Piston Alloy and Al-Si Alloy-Based Nanocomposites Produced by the Addition of Al-Ti5-B1 to the Matrix Melt

NASA Astrophysics Data System (ADS)

El-Labban, Hashem F.; Abdelaziz, M.; Mahmoud, Essam R. I.

2014-10-01

The Al-12 pctSi alloy and aluminum-based composites reinforced with TiB2 and Al3Ti intermetallics exhibit good wear resistance, strength-to-weight ratio, and strength-to-cost ratio when compared to equivalent other commercial Al alloys, which make them good candidates as coating materials. In this study, structural AA 6028 alloy is used as the base material. Four different coating materials were used. The first one is Al-Si alloy that has Si content near eutectic composition. The second, third, and fourth ones are Al-6 pctSi-based reinforced with TiB2 and Al3Ti nano-particles produced by addition of Al-Ti5-B1 master alloy with different weight percentages (1, 2, and 3 pct). The coating treatment was carried out with the aid of GTAW process. The microstructures of the base and coated materials were investigated using optical microscope and scanning electron microscope equipped with EDX analyzer. Microhardness of the base material and the coated layer were evaluated using a microhardness tester. GTAW process results in almost sound coated layer on 6028 aluminum alloy with the used four coating materials. The coating materials of Al-12 pct Si alloy resulted in very fine dendritic Al-Si eutectic structure. The interface between the coated layer and the base metal was very clean. The coated layer was almost free from porosities or other defects. The coating materials of Al-6 pct Si-based mixed with Al-Ti5-B1 master alloy with different percentages (1, 2, and 3 pct), results in coated layer consisted of matrix of fine dendrite eutectic morphology structure inside α-Al grains. Many fine in situ TiAl3 and TiB2 intermetallics were precipitated almost at the grain boundary of α-Al grains. The amounts of these precipitates are increased by increasing the addition of Al-Ti5-B1 master alloy. The surface hardness of the 6028 aluminum alloy base metal was improved with the entire four used surface coating materials. The improvement reached to about 85 pct by the first type of coating material (Al-12 pctSi alloy), while it reached to 77, 83, and 89 pct by the coating materials of Al-6 pct Si-based mixed with Al-Ti5-B1 master alloy with different percentages 1, 2, and 3 pct, respectively.

Building leadership among laboratory-based and clinical and translational researchers: the University of California, San Francisco experience.

PubMed

Wides, Cynthia; Mertz, Elizabeth; Lindstaedt, Bill; Brown, Jeanette

2014-02-01

In 2005 the University of California, San Francisco (UCSF) implemented the Scientific Leadership and Management (SLM) course, a 2-day leadership training program to assist laboratory-based postdoctoral scholars in their transition to independent researchers managing their own research programs. In 2011, the course was expanded to clinical and translational junior faculty and fellows. The course enrollment was increased from approximate 100 to 123 participants at the same time. Based on course evaluations, the number and percent of women participants appears to have increased over time from 40% (n = 33) in 2007 to 53% (n = 58) in 2011. Course evaluations also indicated that participants found the course to be relevant and valuable in their transition to academic leadership. This paper describes the background, structure, and content of the SLM and reports on participant evaluations of the course offerings from 2007 through 2011. © 2014 Wiley Periodicals, Inc.

A CAL-Based Undergraduate Genetics Course.

ERIC Educational Resources Information Center

Garbutt, K.; And Others

1979-01-01

Describes a second-year undergraduate practical course in quantitative genetics and biometrics, based upon computer-assisted learning (CAL); and discusses the educational benefits of the course, some problems encountered, and some implications of the extensive use of CAL. (Author/CMV)

Using Game-Based Cooperative Learning to Improve Learning Motivation: A Study of Online Game Use in an Operating Systems Course

ERIC Educational Resources Information Center

Jong, Bin-Shyan; Lai, Chien-Hung; Hsia, Yen-Teh; Lin, Tsong-Wuu; Lu, Cheng-Yu

2013-01-01

Many researchers have studied the use of game-based learning. Game-based learning takes many forms, including virtual reality, role playing, and performing tasks. For students to learn specific course content, it is important that the selected game be suited to the course. Thus far, no studies have investigated the use of game-based cooperative…

Postgraduate Taught Portfolio Review--The Cluster Approach, Non-Subject-Based Grouping of Courses and Relevant Performance Indicators

ERIC Educational Resources Information Center

Konstantinidis-Pereira, Alicja

2018-01-01

This paper summarises a new method of grouping postgraduate taught (PGT) courses introduced at Oxford Brookes University as a part of a Portfolio Review. Instead of classifying courses by subject, the new cluster approach uses statistical methods to group the courses based on factors including flexibility of study options, level of specialisation,…

Design and Implementation of a Multimedia CD-ROM-Based Directed Study Preservice Teacher Education Course.

ERIC Educational Resources Information Center

Morse, Timothy

This paper discusses the development and implementation of a computer-based directed study preservice teacher education course. Specifically, it explains the procedures followed to create the ten multimedia CD-ROMs that comprise the course, and how preservice teachers use the CD-ROMs. Topics to be covered include (1) rationale for course creation;…

Integrated Regional Resources Management. A Syllabus for an International Training Course Based on the Experience of the Tennessee Valley Authority.

ERIC Educational Resources Information Center

Tennessee Valley Authority, Knoxville.

This syllabus outlines a course of study in integrated regional resources management based on the experience of the Tennessee Valley Authority (TVA). The course has been developed for resource practitioners, in developing countries, who have responsibilities related to topics addressed in the course's 14 instructional modules. These topics are:…

A Molecular Genetics Laboratory Course Applying Bioinformatics and Cell Biology in the Context of Original Research

ERIC Educational Resources Information Center

Brame, Cynthia J.; Pruitt, Wendy M.; Robinson, Lucy C.

2008-01-01

Research based laboratory courses have been shown to stimulate student interest in science and to improve scientific skills. We describe here a project developed for a semester-long research-based laboratory course that accompanies a genetics lecture course. The project was designed to allow students to become familiar with the use of…

Quantitative Assessment of a Field-Based Course on Integrative Geology, Ecology and Cultural History

ERIC Educational Resources Information Center

Sheppard, Paul R.; Donaldson, Brad A.; Huckleberry, Gary

2010-01-01

A field-based course at the University of Arizona called Sense of Place (SOP) covers the geology, ecology and cultural history of the Tucson area. SOP was quantitatively assessed for pedagogical effectiveness. Students of the Spring 2008 course were given pre- and post-course word association surveys in order to assess awareness and comprehension…

Assessment of Problem-Based Learning in the Undergraduate Statistics Course

ERIC Educational Resources Information Center

Karpiak, Christie P.

2011-01-01

Undergraduate psychology majors (N = 51) at a mid-sized private university took a statistics examination on the first day of the research methods course, a course for which a grade of "C" or higher in statistics is a prerequisite. Students who had taken a problem-based learning (PBL) section of the statistics course (n = 15) were compared to those…

Competency-Based Course Outlines for Business and Office Education. Accounting, Business Data Processing, Clerical Accounting, and Recordkeeping Occupations. Revised.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

The course outlines contained in this book were developed to assist business educators with the implementation of competency-based instruction in Virginia. The outlines are for courses in accounting, business data processing, clerical accounting, and recordkeeping occupations. Each outline is composed of a course description; a listing of skill…

The Dynamics of Project-Based Learning Extension Courses: The "Laboratory of Social Projects" Case Study

ERIC Educational Resources Information Center

Arantes do Amaral, Joao Alberto

2017-01-01

In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, "Laboratory of Social Projects." The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of…

Making Students Do the Thinking: Team-Based Learning in a Laboratory Course

ERIC Educational Resources Information Center

Simonson, Shawn R.

2014-01-01

Team-based learning (TBL) is a teaching pedagogy for flipping the classroom that moves the focus of the classroom from the instructor conveying course concepts via lecture to the application of concepts by student teams. It has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose…

Elevated PGC-1α activity sustains mitochondrial biogenesis and muscle function without extending survival in a mouse model of inherited ALS.

PubMed

Da Cruz, Sandrine; Parone, Philippe A; Lopes, Vanda S; Lillo, Concepción; McAlonis-Downes, Melissa; Lee, Sandra K; Vetto, Anne P; Petrosyan, Susanna; Marsala, Martin; Murphy, Anne N; Williams, David S; Spiegelman, Bruce M; Cleveland, Don W

2012-05-02

The transcriptional coactivator PGC-1α induces multiple effects on muscle, including increased mitochondrial mass and activity. Amyotrophic lateral sclerosis (ALS) is a progressive, fatal, adult-onset neurodegenerative disorder characterized by selective loss of motor neurons and skeletal muscle degeneration. An early event is thought to be denervation-induced muscle atrophy accompanied by alterations in mitochondrial activity and morphology within muscle. We now report that elevation of PGC-1α levels in muscles of mice that develop fatal paralysis from an ALS-causing SOD1 mutant elevates PGC-1α-dependent pathways throughout disease course. Mitochondrial biogenesis and activity are maintained through end-stage disease, accompanied by retention of muscle function, delayed muscle atrophy, and significantly improved muscle endurance even at late disease stages. However, survival was not extended. Therefore, muscle is not a primary target of mutant SOD1-mediated toxicity, but drugs increasing PGC-1α activity in muscle represent an attractive therapy for maintaining muscle function during progression of ALS. Copyright © 2012 Elsevier Inc. All rights reserved.

Intraspinal Stem Cell Transplantation for Amyotrophic Lateral Sclerosis

PubMed Central

Chen, Kevin S.; Sakowski, Stacey A.; Feldman, Eva L.

2015-01-01

Amyotrophic lateral sclerosis (ALS) is a devastating neurodegenerative disorder in which the loss of upper and lower motor neurons produces progressive weakness and eventually death. In the decades since the approval of riluzole, the only FDA approved medication to moderately slow progression of ALS, no new therapeutics have arisen to alter the course of the disease. This is partly due to our incomplete understanding of the complex pathogenesis of motor neuron degeneration. Stem cells have emerged as an attractive option in treating ALS since they come armed with equally complex cellular machinery and may modulate the local microenvironment in many ways to rescue diseased motor neurons. While various stem cell types are being evaluated in preclinical and early clinical applications, here we review the preclinical strategies and advances supporting the recent clinical translation of neural progenitor cell therapy for ALS. Specifically, we focus on the use of spinal cord neural progenitor cells and the pipeline starting from preclinical studies to the designs of the Phase I and IIa clinical trials involving direct intraspinal transplantation in humans. PMID:26696091

Nature and time course of acclimation to aluminum in juvenile brook trout (Salvelinus fontinalis): II. Gill histology

USGS Publications Warehouse

Mueller, M.E.; Sanchez, D.A.; Bergman, H.L.; McDonald, D.G.; Rhem, R.G.; Wood, C.M.

1991-01-01

Gill samples from juvenile brook trout (Salvelinus fontinalis) acclimated to low-level aluminum at pH 5.2 showed severe damage by day 4, with necrosis and fusion of secondary lamellae and hyperplasia and hypertrophy of mucous cells. Over the following 20 d, there was a continual process of repair with proliferation and hypertrophy of mucous cells. Qualitative analysis of gill samples plus physiology and mortality data collected in a companion study indicated progressive development (by day 10 onward) of increasing acclimation to Al. Quantitative analysis of gill samples on day 13 showed that mucous cell volume density had tripled and mucous cell area had doubled in Al-exposed fish compared with control fish. A lamellar fusion index showed evidence of fusion in Al-exposed fish by day 4 with recovery to nearly control levels by day 13. Physiological disturbances appear to be directly related to the histological changes observed in the gill epithelium. At the cellular level, changes in either mucous cell production and secretion or changes in mucus chemistry contribute, in part, to acclimation to Al.

Development of Al2O3 fiber-reinforced Al2O3-based ceramics.

PubMed

Tanimoto, Yasuhiro; Nemoto, Kimiya

2004-09-01

The purpose of this study was to use a tape casting technique to develop an Al2O3 fiber-reinforced Al2O3-based ceramic material (Al2O3-fiber/Al2O3 composite) into a new type of dental ceramic. The Al2O3-based ceramic used a matrix consisting of 60 wt% Al2O3 powder and 40 wt% SiO2-B2O3 powder. The prepreg sheets of Al2O3-fiber/Al2O3 composite (in which uniaxially aligned Al2O3 fibers were infiltrated with the Al2O3-based matrix) were fabricated continuously using tape casting technique with a doctor blade system. Multilayer preforms of Al2O3-fiber/Al2O3 composite sheets were then sintered at a maximum temperature of 1000 degrees C under an atmospheric pressure in a furnace. The results showed that the shrinkage and bending properties of Al2O3-fiber/Al2O3 composite exceeded those of unreinforced Al2O3--hence demonstrating the positive effects of fiber reinforcement. In conclusion, the tape casting technique has been utilized to successfully develop a new type of dental ceramic material.

Redesign of a large lecture course into a small-group learning course.

PubMed

Ferreri, Stefanie P; O'Connor, Shanna K

2013-02-12

Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

Family context variables and the development of self-regulation in college students.

PubMed

Strage, A A

1998-01-01

While researchers have begun to specify how features of students' immediate learning environments affect the development and use of self-regulation skills, relatively little attention has been paid to the role of the family context in fostering or impeding the development of these skills. This paper proposes a conceptual framework based on attachment theory (Ainsworth et al., 1978; Bowlby, 1982) and Baumrind's parenting styles typology (Baumrind, 1967, 1991) for examining the relationship between family context variables and the development of self-regulation skills. It also presents initial findings from a study of the parental practices and values associated with academic self-regulation in college students. A sample of 465 students completed the 104-item Student Attitudes and Perceptions Survey, which consists of 4 personal profile scales, 7 family background scales, 2 course characteristics scales, and 2 study habits scales. Perceptions of parents as authoritative and of family as emotionally close were found to be predictive of (1) general confidence and positive sense of self, (2) positive goal-orientation at school, (3) general concern about preparation for the future, and (4) positive adjustment to college. These family profiles were also predictive of (1) students' rating their introductory psychology course as interesting and supportive, (2) favorable ratings of their time and effort management and note-taking skills, and (3) strong agreement with a series of items reflecting components of self-regulated learning. Perceptions of parents as authoritarian and of family as nagging or enmeshed were also predictive of concern about preparation for the future. These family profiles were generally predictive of students' rating their introductory psychology course as difficult, and of time and effort management difficulties. The patterns linking family background profiles with course perceptions, study habits, and individual indices of self-regulated learning persisted even when students' sense of confidence was factored out, and were strong for students living with their parents as well as for those living on their own.

The Mathematics of "Star Trek"--An Honors Colloquium

ERIC Educational Resources Information Center

Karls, Michael A.

2011-01-01

After the success of a course on cryptography for a general audience, based on Simon Singh's "The Code Book" [49], I decided to try again and create a mathematics course for a general audience based on "The Physics of Star Trek" by Lawrence Krauss [32]. This article looks at the challenges of designing a physics-based mathematics course "from…

A Semantics-Based Information Distribution Framework for Large Web-Based Course Forum System

ERIC Educational Resources Information Center

Chim, Hung; Deng, Xiaotie

2008-01-01

We propose a novel data distribution framework for developing a large Web-based course forum system. In the distributed architectural design, each forum server is fully equipped with the ability to support some course forums independently. The forum servers collaborating with each other constitute the whole forum system. Therefore, the workload of…

Business and Industry Project-Based Capstone Courses: A Reflection on the Performance of Student Teams

ERIC Educational Resources Information Center

Maleki, Reza A.

2009-01-01

This is the second of two articles in which the author shares experiences gained from the development and delivery of a business/industry project-based capstone course. The course integrates research, proposal development and design experience based on knowledge and skills acquired in earlier coursework. It also incorporates standards and…

An Immune Agent for Web-Based AI Course

ERIC Educational Resources Information Center

Gong, Tao; Cai, Zixing

2006-01-01

To overcome weakness and faults of a web-based e-learning course such as Artificial Intelligence (AI), an immune agent was proposed, simulating a natural immune mechanism against a virus. The immune agent was built on the multi-dimension education agent model and immune algorithm. The web-based AI course was comprised of many files, such as HTML…

Work-Based Courses: Bringing College to the Production Line

ERIC Educational Resources Information Center

Kobes, Deborah; Girardi, Amy

2016-01-01

Work-based courses are an innovative way to bring college to the production line by using the job as a learning lab. This toolkit provides guidance to community college administrators and faculty who are interested in bringing a work-based course model to their college. It contains video content and teaching tips that introduce the six steps of…

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers.

PubMed

Wright, Shirley J

2012-01-01

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy. Copyright © 2012 American Association of Anatomists.

The course correction implementation of the inertial navigation system based on the information from the aircraft satellite navigation system before take-off

NASA Astrophysics Data System (ADS)

Markelov, V.; Shukalov, A.; Zharinov, I.; Kostishin, M.; Kniga, I.

2016-04-01

The use of the correction course option before aircraft take-off after inertial navigation system (INS) inaccurate alignment based on the platform attitude-and-heading reference system in azimuth is considered in the paper. A course correction is performed based on the track angle defined by the information received from the satellite navigation system (SNS). The course correction includes a calculated track error definition during ground taxiing along straight sections before take-off with its input in the onboard digital computational system like amendment for using in the current flight. The track error calculation is performed by the statistical evaluation of the track angle comparison defined by the SNS information with the current course measured by INS for a given number of measurements on the realizable time interval. The course correction testing results and recommendation application are given in the paper. The course correction based on the information from SNS can be used for improving accuracy characteristics for determining an aircraft path after making accelerated INS preparation concerning inaccurate initial azimuth alignment.

Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

PubMed

Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Redesigning a General Education Science Course to Promote Critical Thinking.

PubMed

Rowe, Matthew P; Gillespie, B Marcus; Harris, Kevin R; Koether, Steven D; Shannon, Li-Jen Y; Rose, Lori A

2015-01-01

Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. © 2015 M. P. Rowe, B. M. Gillespie, et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Beyond Minimum Technology Requirements: Course Characteristics for the Instructional Design of Virtual Programs at the Elementary Grade Levels

ERIC Educational Resources Information Center

Vytlacil, Kerrie A.

2013-01-01

With virtual public school initiatives in each of the 50 states, there is an impetus to develop and implement online programs for the elementary grades (Cavanaugh, 2004, pp. 262-266; Oliver et al., p. 56). Yet, learner usability characteristics for successful online schooling for the elementary grades are unknown and/or unspecified. The purpose of…

Proposals to conserve the names Chaetomium piluliferum (Botryotrichum piluliferum) against ……and Gnomonia intermedia (Ophiognomonia intermedia) against Gloeosporium betulae (Discula betulae) (Ascomycota: Sordariomycetes)

USDA-ARS?s Scientific Manuscript database

In the course of updating the scientific names of plant-associated fungi in the USDA-ARS U.S. National Fungus Collections Fungal Databases to conform with one scientific name for fungi as required by the International Code of Nomenclature for algae, fungi and plants (ICN, McNeill & al. in Regnum Veg...

On the Relationship between Listening and Speaking Grades of Al-Balqa Applied University English as a Foreign Language Students

ERIC Educational Resources Information Center

Abu-Snoubar, Tamador K.

2017-01-01

This paper aims at exploring the relation between the two skills of listening and speaking. In addition, it tries to investigate the presence of any gender differences in this relation. To achieve these ends, the listening and speaking exams marks of (122) EFL students registered in the "English 102" on-line compulsory course were…

Determination of Al Content in Commercial Samples through Stoichiometry: A Simple Experiment for an Advanced High-School Chemistry Olympiad Preparatory Course

ERIC Educational Resources Information Center

de Lima, Kassio M. G.; da Silva, Amison R. L.; de Souza, Joao P. F.; das Neves, Luiz S.; Gasparotto, Luiz H. S.

2014-01-01

Stoichiometry has always been a puzzling subject. This may be partially due to the way it is introduced to students, with stoichiometric coefficients usually provided in the reaction. If the stoichiometric coefficients are not given, students find it very difficult to solve problems. This article describes a simple 4-h laboratory experiment for…

Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

ERIC Educational Resources Information Center

Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed

2015-01-01

This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

The Influence of Teacher-Student Conflict on Teacher Ratings of Children's Externalizing and Internalizing Behaviors: A Multitrait-Multimethod Factor Analytic Approach

ERIC Educational Resources Information Center

Wickerd, Garry Dean

2012-01-01

Teachers' ratings of problem behaviors are gathered as a matter of course in psychological evaluations of children. Teacher ratings are weighted heavily in the results of educational evaluations (Frick et al., 2010). With such heavy emphasis on teacher behavioral ratings, it is important to understand the extent to which conflict between…

Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey

ERIC Educational Resources Information Center

Olpak, Yusuf Ziya; Kiliç Çakmak, Ebru

2018-01-01

The aim of this study was to describe the validity and reliability of a Turkish language version of the CoI survey developed by Arbaugh et al. (2008). Data were obtained from 1150 students enrolled in online courses in various departments in three Turkish state universities. The data were randomly divided into two parts: the first part was…

MassTag Polymerase Chain Reaction for Differential Diagnosis of Viral Hemorrhagic Fevers

DTIC Science & Technology

2006-04-01

fever virus (RVFV), Crimean - Congo hemorrhagic fever virus (CCHFV), and hantaviruses (Bunyaviridae); and...ribavirin may be helpful if given early in the course of Lassa fever (9), Crimean - Congo hemorrhagic fever (10), or hemorrhagic fever with renal...I, Erol S, Erdem F, Yilmaz N, Parlak M, et al. Crimean - Congo hemorrhagic fever in eastern Turkey: clinical fea- tures, risk factors and efficacy

New Interdisciplinary Science Course for First-Year Faculty of Science Students: Overview and Preliminary Results from the Pilot

ERIC Educational Resources Information Center

Cockcroft, Robert; Symons, Sarah L.; Goff, Lori; Knorr, Kris; Robinson, Sarah J.; van Wersch, Geneviève; Charney, Devra; Farquharson, Michael J.

2016-01-01

Transitioning to university can be a daunting endeavour, with student success dependent on a myriad of effects (Pascarella & Terenzini, 2005). Understanding how to navigate university systems, who to meet, how to get help, how to study, and what goals to set can be hard to grasp (Valle et al., 2003). We provide an overview of the new…

The Lymantria dispar nucleopolyhedrovirus contains the capsid-associated p24 protein gene

Treesearch

James M. Slavicek; Nancy Hayes-Plazolles

2003-01-01

During the course of investigations on a wild-type strain of Lymantria dispar multinucleocapsid nucleopolyhedrovirus (LdMNPV), a region of the viral genome was analyzed and found to contain 697 bp that is lacking in the sequenced strain (5-6) of LdMNPV (Kuzio et al., Virology 253, 17-34, 1999). The sequenced strain of LdMNPV contains a mutation in...

Development of a Moodle Course for Schoolchildren's Table Tennis Learning Based on Competence Motivation Theory: Its Effectiveness in Comparison to Traditional Training Method

ERIC Educational Resources Information Center

Zou, Junhua; Liu, Qingtang; Yang, Zongkai

2012-01-01

Based on Competence Motivation Theory (CMT), a Moodle course for schoolchildren's table tennis learning was developed (The URL is http://www.bssepp.com, and this course allows guest access). The effects of the course on students' knowledge, perceived competence and interest were evaluated through quantitative methods. The sample of the study…

TMOC: A Model for Lecturers' Training to Management of Online Courses in Higher-Education

ERIC Educational Resources Information Center

Ghilay, Yaron; Ghilay, Ruth

2014-01-01

The study examined a new model called TMOC: Training to Management of Online Courses. The model is designed to train lecturers in higher-education to successfully create, deliver and develop online courses. The research was based on a sample of lecturers, who studied in a course based on the new model at the Mofet Institute in Tel-Aviv (n = 20).…

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

PubMed Central

2015-01-01

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists. PMID:26430268

A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

PubMed

Mathias, Clinton

2015-08-25

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

Improving competencies in evidence-based dementia care: Results from a pilot study on a novel inter-professional training course (the KOMPIDEM project).

PubMed

Balzer, Katrin; Schröder, Rhian; Junghans, Anne; Stahl, Ute; Träder, Jens-Martin; Köpke, Sascha

2016-01-01

In order to address well-known challenges in dementia care, an inter-professional course was developed to improve medical students' and nursing students' competencies in the provision of evidence-based care for people with dementia. The course comprises lectures, problem-based learning (PbL) tutorials and visitations to care facilities. A pilot study was conducted to evaluate the acceptance and feasibility of the inter-professional course. Alongside preliminary implementation of the newly developed course, a pre-post survey was carried out involving all participating students. The questionnaire contained standardized and open-ended questions on participants' views regarding the quality and relevance of several course components and characteristics. The data were analyzed by means of descriptive statistics. When the course was offered the first time, multiple barriers became evident, leading to premature course termination and subsequent revision of the curriculum. When the revised course was offered, 10 medical students and 8 nursing students participated. The course proved feasible, and the median overall quality was rated as "2" (IQR 2-3) at a rating scale ranging from 1 (very good) to 6 (inadequate). Following aspects were most frequently judged positively: the course's inter-professional scope, the visitations to care facilities and the PbL tutorials. Potential for improvement was particularly noted with regard to a more distinct focus on well-defined, mainly practical learning outcomes. There were no indications of systematic between-group differences in the medical and nursing students' perceptions of the course program. The results confirmed the feasibility of the inter-professional course on dementia care and the relevance of its inter-professional scope. However, to ensure sustainable course implementation in the long term, further program adaptations based on current findings and further evaluation studies focusing on objective parameters of the process and outcome quality are required.

Cumulative stress pathophysiology in schizophrenia as indexed by allostatic load.

PubMed

Nugent, Katie L; Chiappelli, Joshua; Rowland, Laura M; Hong, L Elliot

2015-10-01

The etiopathophysiology of schizophrenia has long been linked to stress and the influence of stress is important in all stages of the illness. Previous examinations of perceived stress and acute stress responses may not capture this longitudinal stress pathophysiology. We hypothesized that the cumulative negative effects of stress, indexed by allostatic load (AL), would be elevated in schizophrenia, and that the AL paradigm would be relevant to our understanding of pathophysiology in schizophrenia. We assessed allostatic load in 30 patients with schizophrenia (SZ; mean age = 33; 17 males) and 20 healthy controls (HC; mean age = 35; 12 males) using 13 cardiovascular, metabolic, neuroendocrine and immune biomarkers. Participants' perceived stress over the past month, functional capacity and psychiatric symptoms were also measured. Controlling for age, SZ had significantly higher AL as compared to HC (p = 0.007). Greater AL was present in both early course and chronic SZ, and was associated with reduced functional capacity (p = 0.006) and more psychotic symptoms (p = 0.048) in SZ. Current level of perceived stress was not significantly elevated in SZ or associated with AL in either group. The higher AL found in SZ may reflect increased bodily "wear and tear", possibly caused by more chronic stress exposure or maladaptive responses to stress over time, although additional research is required to differentiate these causes. The higher AL is similarly present in early and chronic SZ, suggesting primary maladaptive stress physiology rather than secondary effects from medications or chronic illness. Copyright © 2015 Elsevier Ltd. All rights reserved.

Modeling knee joint endoprosthesis mode of deformation

NASA Astrophysics Data System (ADS)

Skeeba, V. Yu; Ivancivsky, V. V.

2018-03-01

The purpose of the work was to define the efficient design of the endoprosthesis, working in a multiple-cycle loading environment. Methodology and methods: triangulated surfaces of the base contact surfaces of endoprosthesis butt elements have been created using the PowerShape and SolidWorks software functional environment, and the assemblies of the possible combinations of the knee joint prosthetic designs have been prepared. The mode of deformation modeling took place in the multipurpose program complex ANSYS. Results and discussion: as a result of the numerical modeling, the following data were obtained for each of the developed knee joint versions: the distribution fields of absolute (total) and relative deformations; equivalent stress distribution fields; fatigue strength coefficient distribution fields. In the course of the studies, the following efficient design assembly has been established: 1) Ti-Al-V alloy composite femoral component with polymer inserts; 2) ceramic liners of the compound separator; 3) a Ti-Al-V alloy composite tibial component. The fatigue strength coefficient for the femoral component is 4.2; for the femoral component polymer inserts is 1.2; for the ceramic liners of the compound separator is 3.1; for the tibial component is 2.7. This promising endoprosthesis structure is recommended for further design and technological development.

An Evidence-Based Course in Complementary Medicines

PubMed Central

Hughes, Jeff

2012-01-01

Objective. To evaluate the impact of an evidence-based course in complementary medicines on the attitudes, knowledge, and professional practice behavior of undergraduate pharmacy students. Design. A required 12-week evidence-based complementary medicine course was designed and introduced into the third-year undergraduate pharmacy curriculum. The course included a combination of traditional lectures, interactive tutorial sessions, and a range of formal assessments. Assessment. Pre- and post-course survey instruments were administered to assess changes in students’ attitudes, perceptions, knowledge, and the likelihood they would recommend the use of complementary medicines in a pharmacy practice environment. Conclusion. Completion of a required evidence-based complementary medicines course resulted in a positive change in pharmacy students’ perceptions of the value of various complementary medicines as well as in their willingness to recommend them, and provided students with the required knowledge to make patient-centered recommendations for use of complementary medicines in a professional pharmacy practice setting. These findings support the need for greater evidence-based complementary medicine education within pharmacy curricula to meet consumer demand and to align with pharmacists’ professional responsibilities. PMID:23275665

A Web-based course on infection control for physicians in training: an educational intervention.

PubMed

Fakih, Mohamad G; Enayet, Iram; Minnick, Steven; Saravolatz, Louis D

2006-07-01

To evaluate the effectiveness of a Web-based course on infection control accessed by physicians in training. Educational intervention. A 607-bed urban teaching hospital. A total of 55 physicians in training beginning their first postgraduate year (the iPGY1 group) and 59 physicians completing their first, second, or third postgraduate year (the oPGY group). Individuals in the iPGY1 group took a Web-based course on infection control practices. Persons in the iPGY1 group who took the Web-based course completed an evaluation test consisting of 15 multiple-choice questions (total possible score, 15 points). The same test was given to persons in the oPGY group, who did not take the Web-based course. We compared scores of the Web-based test taken by subjects in the iPGY1 group immediately after the course with scores of the test they took 3 months after the course and with test scores of subjects in the oPGY group. The mean score (+/-SD) for subjects in the iPGY1 group who took the Web-based course was 10.6+/-2.2, compared with 8.0+/-2.5 for subjects in the oPGY group (P<.001). The mean score (+/-SD) for subjects in the iPGY1 group 3 months after completing the course decreased to 8.0+/-2.4 (P<.001 by the paired t test). For the oPGY group, significant differences were found between the scores (+/-SD) for subjects in the internal medicine (9.9+/-2.3), emergency medicine (8.4+/-1.7), pediatrics (7.0+/-1.7), and family medicine (5.8+/-1.6) residency programs (P<.001); there were no significant differences in scores according to the year of residency. Web-based infection control courses are an attractive teaching tool for physicians in training and need to be considered for teaching infection control. The evaluation of information retention will help identify physicians in training who require further training.

Patterns of Non-Invasive Ventilation in Amyotrophic Lateral Sclerosis.

PubMed

Markovic, Nevena; Povitz, Marcus; Smith, Joanne; Leasa, David; Shoesmith, Christen; Gofton, Teneille E

2018-06-06

Non-invasive ventilation (NIV) improves quality of life and survival in patients with amyotrophic lateral sclerosis (ALS) and respiratory symptoms. Little is known about the patterns of NIV use over time and the impact of NIV on end-of-life decision-making in ALS. This study assessed the pattern of NIV use over the course of the disease and the timing of end-of-life discussions in people living with ALS. A retrospective single-center cohort study was performed at London Health Sciences Centre. Daily NIV duration of use was evaluated at 3-month intervals. The timing of diagnosis, NIV initiation, discussions relating to do-not-attempt-resuscitation (DNAR) and death were examined. In total, 48 patients were included in the analysis. Duration of NIV use increased over time, and tolerance to NIV was observed to be better than expected in patients with bulbar-onset ALS. There was a high degree of variability in the timing of end-of-life discussions in patients with ALS (356±451 days from diagnosis). In this cohort, there was a strong association between the timing of discussions regarding code status and establishment of a DNAR order (r2=0.93). This retrospective cohort study suggests that the use of NIV in ALS increases over time and that there remains a great deal of variability in the timing of end-of-life discussions in people living with ALS. Future prospective studies exploring the use NIV over the disease trajectory and how NIV affects end-of-life decision-making in people with ALS are needed.

[Amyotrophic lateral sclerosis in literature, cinema and television].

PubMed

Collado-Vázquez, Susana; Carrillo, Jesús María

2014-07-01

Amyotrophic lateral sclerosis (ALS) is a neurodegenerative disease with a progressive course that affects the corticospinal and spinal cord motor neurons, the main manifestations of which are muscular weakness, amyotrophy and hyperreflexia. It has an incidence of 0.4-2.4 cases/100,000 inhabitants/year, and a prevalence of 4-6 cases/100,000 inhabitants. It is more frequent in adult males over 50 years of age. A number of different neurological diseases have been portrayed in literature, cinema and television, including ALS, which has been presented correctly and realistically. To analysis how literature, cinema and television have addressed ALS. Several different literary works have dealt with ALS, such as El desencuentro, Lou Gehrig: the luckiest man or Tuesdays with Morrie; the cinema has also depicted this disease in films such as The pride of the Yankees, My love beside me (closer to Heaven) or Right to die; and on television this disease has been shown in series, documentaries and television films, such as: Tuesdays with Morrie, Jenifer or A love affair: the Eleanor and Lou Gehrig Story. Most of the works are of a biographical and testimonial nature, and portray the disease realistically, with the intention of making ALS more widely known and raising the population's awareness about the condition. Literature, cinema and television have portrayed ALS in a realistic and believable manner, unlike some other diseases of a neurological origin.

A Competency Based, Individualized Course Design for ENG [English] 101.

ERIC Educational Resources Information Center

Ramsden, Patricia; Watkins, Clyde

A competency-based, individualized, English course was designed so that, at any one time, students would be working toward a grade of C, B, or A. While some students, based on a pre-course writing evaluation, might begin work at an advanced level, other students might spend the whole semester attempting to achieve the skills required for a C.…

Utilizing Simulation-Based Training of Video Clip Instruction for the Store Service Operations Practice Course

ERIC Educational Resources Information Center

Lin, Che-Hung; Yen, Yu-Ren; Wu, Pai-Lu

2015-01-01

The aim of this study was to develop a store service operations practice course based on simulation-based training of video clip instruction. The action research of problem-solving strategies employed for teaching are by simulated store operations. The counter operations course unit used as an example, this study developed 4 weeks of subunits for…

Effects of a Case-Based Reasoning System on Student Performance in a Java Programming Course

ERIC Educational Resources Information Center

Schmidt, Cecil

2007-01-01

The purpose of this study was to determine if a case-based reasoning tool would improve a student's understanding of the complex concepts in a Java programming course. Subjects for the study were randomly assigned from two sections of an introductory Java programming course. Posttests were used to measure the effects of the case-based reasoning…

Explore the Human-Based Teaching for the Professional Course of Materials Science and Engineering

ERIC Educational Resources Information Center

Zhao, Yiping; Chen, Li; Zhang, Yufeng

2008-01-01

As viewed from two sides such as teacher and student, in this article, we explore the human-based teaching reform for the college professional course of materials Science and Engineering, point out the qualities and conditions that professional teacher should possess in the process of human-based teaching reform of professional course and the…

Relationship between Nursing Students' Views about Web-Based Patient Education Course and Anxiety in Turkey

ERIC Educational Resources Information Center

Tasocak, Gülsün; Kaya, Hülya; Senyuva, Emine; Isik, Burçin; Bodur, Gönül

2014-01-01

The study was designed as descriptive and cross-sectional to determine the relation between students' views about web-based Patient Education course and anxiety. The study group consisted of all students registered the web-based Patient Education course (N: 148) at 2010-2011 semester at a nursing school. Data were collected using "Information…

Evaluating Student Motivation in Organic Chemistry Courses: Moving from a Lecture-Based to a Flipped Approach with Peer-Led Team Learning

ERIC Educational Resources Information Center

Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E.

2018-01-01

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…

A Competency-Based Clinical Chemistry Course for the Associate Degree Medical Laboratory Technician Graduate in a Medical Technology Baccalaureate Program.

ERIC Educational Resources Information Center

Buccelli, Pamela

Presented is a project that developed a competency-based clinical chemistry course for associate degree medical laboratory technicians (MLT) in a medical technology (MT) baccalaureate program. Content of the course was based upon competencies expected of medical technologists at career-entry as defined in the statements adopted in 1976 by the…