Modeling spatiotemporal covariance for magnetoencephalography or electroencephalography source analysis.

PubMed

Plis, Sergey M; George, J S; Jun, S C; Paré-Blagoev, J; Ranken, D M; Wood, C C; Schmidt, D M

2007-01-01

We propose a new model to approximate spatiotemporal noise covariance for use in neural electromagnetic source analysis, which better captures temporal variability in background activity. As with other existing formalisms, our model employs a Kronecker product of matrices representing temporal and spatial covariance. In our model, spatial components are allowed to have differing temporal covariances. Variability is represented as a series of Kronecker products of spatial component covariances and corresponding temporal covariances. Unlike previous attempts to model covariance through a sum of Kronecker products, our model is designed to have a computationally manageable inverse. Despite increased descriptive power, inversion of the model is fast, making it useful in source analysis. We have explored two versions of the model. One is estimated based on the assumption that spatial components of background noise have uncorrelated time courses. Another version, which gives closer approximation, is based on the assumption that time courses are statistically independent. The accuracy of the structural approximation is compared to an existing model, based on a single Kronecker product, using both Frobenius norm of the difference between spatiotemporal sample covariance and a model, and scatter plots. Performance of ours and previous models is compared in source analysis of a large number of single dipole problems with simulated time courses and with background from authentic magnetoencephalography data.

Development of a StrengthsQuest-based Online Orientation Course for the Mathematics Engineering Science Achievement (MESA) Program

NASA Astrophysics Data System (ADS)

Farmer, J.

2009-12-01

MESA Programs have been established in over 30 community colleges in California. A critical component of the Program is the development of a course that helps new students in the community college and MESA environment to adjust to both college life and begin preparing for a professional career in the math- or science-based fields. To date, programs have developed an eclectic mix of courses to orient their students to their programs and to the college. This includes actual college courses that are credit or non-credit, usually 1 or 2 college units, as well as others that are offered only from within their MESA program that meet several times during the students’ first semester in the MESA Program. At College of the Desert (COD), a one unit orientation course was developed and approved by the Curriculum committee and was offered for the first time in Fall 2001. This class met once per week and consisted of several activities to help the student succeed and provided an opportunity for them to investigate future careers.. A StrengthsQuest assessment was added to this course in Fall 2004 and more and more of the course was impacted by the knowledge that the students gained about themselves from the assessment. One ongoing problem that was experienced with this course was scheduling a time so most of the new students could attend this important class at the beginning of their participation in the MESA Program. A pilot program to offer an online orientation course has been implemented at COD for the past two semesters that utilizes the StrengthsQuest as the initial student assessment and provides several experiences that build on those results. An outline of the components of the course will be presented and its potential will be discussed.

Time course based artifact identification for independent components of resting-state FMRI.

PubMed

Rummel, Christian; Verma, Rajeev Kumar; Schöpf, Veronika; Abela, Eugenio; Hauf, Martinus; Berruecos, José Fernando Zapata; Wiest, Roland

2013-01-01

In functional magnetic resonance imaging (fMRI) coherent oscillations of the blood oxygen level-dependent (BOLD) signal can be detected. These arise when brain regions respond to external stimuli or are activated by tasks. The same networks have been characterized during wakeful rest when functional connectivity of the human brain is organized in generic resting-state networks (RSN). Alterations of RSN emerge as neurobiological markers of pathological conditions such as altered mental state. In single-subject fMRI data the coherent components can be identified by blind source separation of the pre-processed BOLD data using spatial independent component analysis (ICA) and related approaches. The resulting maps may represent physiological RSNs or may be due to various artifacts. In this methodological study, we propose a conceptually simple and fully automatic time course based filtering procedure to detect obvious artifacts in the ICA output for resting-state fMRI. The filter is trained on six and tested on 29 healthy subjects, yielding mean filter accuracy, sensitivity and specificity of 0.80, 0.82, and 0.75 in out-of-sample tests. To estimate the impact of clearly artifactual single-subject components on group resting-state studies we analyze unfiltered and filtered output with a second level ICA procedure. Although the automated filter does not reach performance values of visual analysis by human raters, we propose that resting-state compatible analysis of ICA time courses could be very useful to complement the existing map or task/event oriented artifact classification algorithms.

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?

ERIC Educational Resources Information Center

Markey, Karen; Swanson, Fritz; Jenkins, Andrea; Jennings, Brian; St. Jean, Beth; Rosenberg, Victor; Yao, Xingxing; Frost, Robert

2009-01-01

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. (Contains 1 table.)

Transmission from theory to practice: Experiences using open-source code development and a virtual short course to increase the adoption of new theoretical approaches

NASA Astrophysics Data System (ADS)

Harman, C. J.

2015-12-01

Even amongst the academic community, new theoretical tools can remain underutilized due to the investment of time and resources required to understand and implement them. This surely limits the frequency that new theory is rigorously tested against data by scientists outside the group that developed it, and limits the impact that new tools could have on the advancement of science. Reducing the barriers to adoption through online education and open-source code can bridge the gap between theory and data, forging new collaborations, and advancing science. A pilot venture aimed at increasing the adoption of a new theory of time-variable transit time distributions was begun in July 2015 as a collaboration between Johns Hopkins University and The Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI). There were four main components to the venture: a public online seminar covering the theory, an open source code repository, a virtual short course designed to help participants apply the theory to their data, and an online forum to maintain discussion and build a community of users. 18 participants were selected for the non-public components based on their responses in an application, and were asked to fill out a course evaluation at the end of the short course, and again several months later. These evaluations, along with participation in the forum and on-going contact with the organizer suggest strengths and weaknesses in this combination of components to assist participants in adopting new tools.

Statistical Feature Extraction for Artifact Removal from Concurrent fMRI-EEG Recordings

PubMed Central

Liu, Zhongming; de Zwart, Jacco A.; van Gelderen, Peter; Kuo, Li-Wei; Duyn, Jeff H.

2011-01-01

We propose a set of algorithms for sequentially removing artifacts related to MRI gradient switching and cardiac pulsations from electroencephalography (EEG) data recorded during functional magnetic resonance imaging (fMRI). Special emphases are directed upon the use of statistical metrics and methods for the extraction and selection of features that characterize gradient and pulse artifacts. To remove gradient artifacts, we use a channel-wise filtering based on singular value decomposition (SVD). To remove pulse artifacts, we first decompose data into temporally independent components and then select a compact cluster of components that possess sustained high mutual information with the electrocardiogram (ECG). After the removal of these components, the time courses of remaining components are filtered by SVD to remove the temporal patterns phase-locked to the cardiac markers derived from the ECG. The filtered component time courses are then inversely transformed into multi-channel EEG time series free of pulse artifacts. Evaluation based on a large set of simultaneous EEG-fMRI data obtained during a variety of behavioral tasks, sensory stimulations and resting conditions showed excellent data quality and robust performance attainable by the proposed methods. These algorithms have been implemented as a Matlab-based toolbox made freely available for public access and research use. PMID:22036675

Still feeling it: the time course of emotional recovery from an attentional perspective

PubMed Central

Morriss, Jayne; Taylor, Alexander N. W.; Roesch, Etienne B.; van Reekum, Carien M.

2013-01-01

Emotional reactivity and the time taken to recover, particularly from negative, stressful, events, are inextricably linked, and both are crucial for maintaining well-being. It is unclear, however, to what extent emotional reactivity during stimulus onset predicts the time course of recovery after stimulus offset. To address this question, 25 participants viewed arousing (negative and positive) and neutral pictures from the International Affective Picture System (IAPS) followed by task-relevant face targets, which were to be gender categorized. Faces were presented early (400–1500 ms) or late (2400–3500 ms) after picture offset to capture the time course of recovery from emotional stimuli. Measures of reaction time (RT), as well as face-locked N170 and P3 components were taken as indicators of the impact of lingering emotion on attentional facilitation or interference. Electrophysiological effects revealed negative and positive images to facilitate face-target processing on the P3 component, regardless of temporal interval. At the individual level, increased reactivity to: (1) negative pictures, quantified as the IAPS picture-locked Late Positive Potential (LPP), predicted larger attentional interference on the face-locked P3 component to faces presented in the late time window after picture offset. (2) Positive pictures, denoted by the LPP, predicted larger facilitation on the face-locked P3 component to faces presented in the earlier time window after picture offset. These results suggest that subsequent processing is still impacted up to 3500 ms after the offset of negative pictures and 1500 ms after the offset of positive pictures for individuals reacting more strongly to these pictures, respectively. Such findings emphasize the importance of individual differences in reactivity when predicting the temporality of emotional recovery. The current experimental model provides a novel basis for future research aiming to identify profiles of adaptive and maladaptive recovery. PMID:23734116

Reconstructing biochemical pathways from time course data.

PubMed

Srividhya, Jeyaraman; Crampin, Edmund J; McSharry, Patrick E; Schnell, Santiago

2007-03-01

Time series data on biochemical reactions reveal transient behavior, away from chemical equilibrium, and contain information on the dynamic interactions among reacting components. However, this information can be difficult to extract using conventional analysis techniques. We present a new method to infer biochemical pathway mechanisms from time course data using a global nonlinear modeling technique to identify the elementary reaction steps which constitute the pathway. The method involves the generation of a complete dictionary of polynomial basis functions based on the law of mass action. Using these basis functions, there are two approaches to model construction, namely the general to specific and the specific to general approach. We demonstrate that our new methodology reconstructs the chemical reaction steps and connectivity of the glycolytic pathway of Lactococcus lactis from time course experimental data.

The Role of Teaching Presence and Student Participation in Spanish Blended Courses

ERIC Educational Resources Information Center

Rubio, Fernando; Thomas, Jonathan M.; Li, Qin

2018-01-01

This chapter describes a study of a blended language course that combines face-to-face (F2F) instructional time with an online component. The purpose of the study is to understand how teachers and students exploit the complementarity of the two delivery formats to improve the learning experience. The study first examines how the presence of an…

Double Blending: Online Theory with On-Campus Practice in Photography Instruction

ERIC Educational Resources Information Center

Abrahmov, Shlomo Lee; Ronen, Miky

2008-01-01

This paper presents a blended learning model in which the online component is not used to replace some of the traditional on-campus activities of a course but to "introduce new teaching objectives" that would not have been possible to achieve, because of class time limitations and the nature of the course. The instructional model was aimed at…

Stable “Trait” Variance of Temperament as a Predictor of the Temporal Course of Depression and Social Phobia

PubMed Central

Naragon-Gainey, Kristin; Gallagher, Matthew W.; Brown, Timothy A.

2013-01-01

A large body of research has found robust associations between dimensions of temperament (e.g., neuroticism, extraversion) and the mood and anxiety disorders. However, mood-state distortion (i.e., the tendency for current mood state to bias ratings of temperament) likely confounds these associations, rendering their interpretation and validity unclear. This issue is of particular relevance to clinical populations who experience elevated levels of general distress. The current study used the “trait-state-occasion” latent variable model (Cole, Martin, & Steiger, 2005) to separate the stable components of temperament from transient, situational influences such as current mood state. We examined the predictive power of the time-invariant components of temperament on the course of depression and social phobia in a large, treatment-seeking sample with mood and/or anxiety disorders (N = 826). Participants were assessed three times over the course of one year, using interview and self-report measures; most participants received treatment during this time. Results indicated that both neuroticism/behavioral inhibition (N/BI) and behavioral activation/positive affect (BA/P) consisted largely of stable, time-invariant variance (57% to 78% of total variance). Furthermore, the time-invariant components of N/BI and BA/P were uniquely and incrementally predictive of change in depression and social phobia, adjusting for initial symptom levels. These results suggest that the removal of state variance bolsters the effect of temperament on psychopathology among clinically distressed individuals. Implications for temperament-psychopathology models, psychopathology assessment, and the stability of traits are discussed. PMID:24016004

Stable "trait" variance of temperament as a predictor of the temporal course of depression and social phobia.

PubMed

Naragon-Gainey, Kristin; Gallagher, Matthew W; Brown, Timothy A

2013-08-01

A large body of research has found robust associations between dimensions of temperament (e.g., neuroticism, extraversion) and the mood and anxiety disorders. However, mood-state distortion (i.e., the tendency for current mood state to bias ratings of temperament) likely confounds these associations, rendering their interpretation and validity unclear. This issue is of particular relevance to clinical populations who experience elevated levels of general distress. The current study used the "trait-state-occasion" latent variable model (D. A. Cole, N. C. Martin, & J. H. Steiger, 2005) to separate the stable components of temperament from transient, situational influences such as current mood state. We examined the predictive power of the time-invariant components of temperament on the course of depression and social phobia in a large, treatment-seeking sample with mood and/or anxiety disorders (N = 826). Participants were assessed 3 times over the course of 1 year, using interview and self-report measures; most participants received treatment during this time. Results indicated that both neuroticism/behavioral inhibition (N/BI) and behavioral activation/positive affect (BA/P) consisted largely of stable, time-invariant variance (57% to 78% of total variance). Furthermore, the time-invariant components of N/BI and BA/P were uniquely and incrementally predictive of change in depression and social phobia, adjusting for initial symptom levels. These results suggest that the removal of state variance bolsters the effect of temperament on psychopathology among clinically distressed individuals. Implications for temperament-psychopathology models, psychopathology assessment, and the stability of traits are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Teaching science and ethics to undergraduates: a multidisciplinary approach.

PubMed

McGowan, Alan H

2013-06-01

The teaching of the ethical implications of scientific advances in science courses for undergraduates has significant advantages for both science and non-science majors. The article describes three courses taught by the author as examples of the concept, and examines the disadvantages as well as the advantages. A significant advantage of this approach is that many students take the courses primarily because of the ethical component who would not otherwise take science. A disadvantage is less time in the course for the science; arguably, this is outweighed by the greater retention of the science when it is put into context.

Self-regulated Learning in a Hybrid Science Course at a Community College

NASA Astrophysics Data System (ADS)

Manuelito, Shannon Joy

Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative data and explanation of the findings using the SRL framework. Additionally, lessons learned, limitations, and implications for practice and research are discussed. Specifically, it is suggested that instructors can foster student learning in hybrid courses by teaching students to engage in SRL processes and behaviors rather than merely focusing on delivery of course content. Such SRL behaviors allow students to exercise greater control over the autonomous learning situations inherent in hybrid courses.

Knowledge attainment, perceptions, and professionalism in participants completing the didactic phase of an Army reserve critical care nursing residency program.

PubMed

Wynd, C A; Gotschall, W

2000-04-01

Combat hospitals in today's Army demand nurses with critical care nursing "8A" additional skills identifiers. The intensity of future wars and operations other than war, together with highly technological weapons, forecast a large number of casualties evacuated rapidly from combat with wounds that require skillful and intensive nursing care. Many of the critical care nurses providing future care are positioned in the reserve components and require creative approaches to education and training concentrated into one weekend per month. An Army Reserve critical care nursing residency program was designed in one midwestern combat support hospital. The didactic course, phase I, was evaluated for effectiveness in achieving outcomes of increased knowledge attainment, enhanced perceptions of critical care nursing, and higher degrees of professionalism. Twenty-seven registered nurses completed the course, and 30 nurses from the same hospital served as controls. A repeated-measures analysis examined outcomes before intervention (time 1), at course completion (time 2), and at a 6-month follow-up (time 3). The course was effective at increasing scores on knowledge attainment and perceptions of critical care nursing; however; professionalism scores were initially high and remained so throughout the study. This research extends information about critical care nursing education and evaluates a training mechanism for meeting the unique requirements and time constraints of nurses in the reserve components who need to provide a high level of skill to soldiers in combat.

An event-related potential study of maternal love in mothers.

PubMed

Lu, Jiamei; Li, Da; Xu, Jingwei

2012-10-01

Feeling is stable and implicit and can be explicated in concrete situations in the form of emotion. To map the time course of feeling processing, the present study explored electrophysiological responses relevant to inner feeling by creating situations to evoke the explicit response of feeling. Fourteen mothers were asked to listen to TS and NS. Although the early event-related potential components (P1, N1 and P2) elicited by story pictures were not affected by the emotional valence of stories, the pictures relevant to TS elicited larger P3 and late positive potential (LPP) components than did neutral story pictures, indicating that feeling processing occurred at the post-perceptual stage. Feeling-related positive potential was separated using the difference wave analysis technique, which consisted of two sub-components: FRBB1 and FRBB2 based on P3 and LPP modulations, respectively. These data provide new electrophysiological evidence for the time course of feeling processing related to maternal love.

The Time Course of the Influence of Valence and Arousal on the Implicit Processing of Affective Pictures

PubMed Central

Feng, Chunliang; Wang, Lili; Liu, Chao; Zhu, Xiangru; Dai, Ruina; Mai, Xiaoqin; Luo, Yue-Jia

2012-01-01

In the current study, we investigated the time course of the implicit processing of affective pictures with an orthogonal design of valence (negative vs. positive) by arousal (low vs. high). Previous studies with explicit tasks suggested that valence mainly modulates early event-related potential (ERP) components, whereas arousal mainly modulates late components. However, in this study with an implicit task, we observed significant interactions between valence and arousal at both early and late stages over both parietal and frontal sites, which were reflected by three different ERP components: P2a (100–200 ms), N2 (200–300 ms), and P3 (300–400 ms). Furthermore, there was also a significant main effect of arousal on P2b (200–300 ms) over parieto-occipital sites. Our results suggest that valence and arousal effects on implicit affective processing are more complicated than previous ERP studies with explicit tasks have revealed. PMID:22295062

Components of a Course on National Security Policy.

ERIC Educational Resources Information Center

Quester, George H.

1987-01-01

Describes the components of a course on the formation of national security policy. Includes information on the amount of emphasis and instructional approach to take with each component of the course. Components include the nature of strategy, the role of war in international politics, disarmament and arms control, nuclear weapons and nuclear war,…

Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.

PubMed

Griff, Edwin R

2016-09-01

In the present article, a veteran lecturer of human anatomy and physiology taught several sections of the laboratory component for the first time and shares his observations and analysis from this unique perspective. The article discusses a large-enrollment, content-heavy anatomy and physiology course in relationship to published studies on learning and student self-efficacy. Changes in the laboratory component that could increase student learning are proposed. The author also points out the need for research to assess whether selective curricular changes could increase the depth of understanding and retention of learned material. Copyright © 2016 The American Physiological Society.

Strategies for lowering attrition rates and raising NCLEX-RN pass rates.

PubMed

Higgins, Bonnie

2005-12-01

This study was designed to determine strategies to raise the NCLEX-RN pass rate and lower the attrition rate in a community college nursing program. Ex-post facto data were collected from 213 former nursing student records. Qualitative data were collected from 10 full-time faculty, 30 new graduates, and 45 directors of associate degree nursing programs in Texas. The findings linked the academic variables of two biology courses and three components of the preadmission test to completion of the nursing program. A relationship was found between one biology course, the science component of the preadmission test, the HESI Exit Examination score, and the nursing skills course to passing the NCLEX-RN. Qualitative data indicated preadmission requirements, campus counselors, remediation, faculty, test-item writing, and teaching method were instrumental in completion of the program and passing the NCLEX-RN.

Evaluation of Distance Course Effectiveness - Exploring the Quality of Interactive Processes

NASA Astrophysics Data System (ADS)

Botelho, Francisco Villa Ulhôa; Vicari, Rosa Maria

Understanding the dynamics of learning processes implies an understanding of their components: individuals, environment or context and mediation. It is known that distance learning (DL) has a distinctive characteristic in relation to the mediation component. Due to the need of overcoming the barriers of distance and time, DL intensively uses information and communication technologies (ICT) to perform interactive processes. Construction of effective learning environments depends on human relationships. It also depends on the emotionality placed on such relationships. Therefore, knowing how to act in virtual environments in the sense of creating the required ambiance for animation of learning processes has a unique importance. This is the theme of this study. Its general objectives were achieved and can be summarized as follows: analyze indexes that are significant for evaluations of distance course effectiveness; investigate to which extent effectiveness of DL courses is correlated with quality of interactive processes; search characteristics of the conversations by individuals interacting in study groups that are formed in virtual environments, which may contribute to effectiveness of distance courses.

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

Pattern identification in time-course gene expression data with the CoGAPS matrix factorization.

PubMed

Fertig, Elana J; Stein-O'Brien, Genevieve; Jaffe, Andrew; Colantuoni, Carlo

2014-01-01

Patterns in time-course gene expression data can represent the biological processes that are active over the measured time period. However, the orthogonality constraint in standard pattern-finding algorithms, including notably principal components analysis (PCA), confounds expression changes resulting from simultaneous, non-orthogonal biological processes. Previously, we have shown that Markov chain Monte Carlo nonnegative matrix factorization algorithms are particularly adept at distinguishing such concurrent patterns. One such matrix factorization is implemented in the software package CoGAPS. We describe the application of this software and several technical considerations for identification of age-related patterns in a public, prefrontal cortex gene expression dataset.

Repeated decompositions reveal the stability of infomax decomposition of fMRI data

PubMed Central

Duann, Jeng-Ren; Jung, Tzyy-Ping; Sejnowski, Terrence J.; Makeig, Scott

2010-01-01

In this study, we decomposed 12 fMRI data sets from six subjects each 101 times using the infomax algorithm. The first decomposition was taken as a reference decomposition; the others were used to form a component matrix of 100 by 100 components. Equivalence relations between components in this matrix, defined as maximum spatial correlations to the components of the reference decomposition, were found by the Hungarian sorting method and used to form 100 equivalence classes for each data set. We then tested the reproducibility of the matched components in the equivalence classes using uncertainty measures based on component distributions, time courses, and ROC curves. Infomax ICA rarely failed to derive nearly the same components in different decompositions. Very few components per data set were poorly reproduced, even using vector angle uncertainty measures stricter than correlation and detection theory measures. PMID:17281453

Structure and Management of an Engineering Senior Design Course.

PubMed

Tanaka, Martin L; Fischer, Kenneth J

2016-07-01

The design of products and processes is an important area in engineering. Students in engineering schools learn fundamental principles in their courses but often lack an opportunity to apply these methods to real-world problems until their senior year. This article describes important elements that should be incorporated into a senior capstone design course. It includes a description of the general principles used in engineering design and a discussion of why students often have difficulty with application and revert to trial and error methods. The structure of a properly designed capstone course is dissected and its individual components are evaluated. Major components include assessing resources, identifying projects, establishing teams, understanding requirements, developing conceptual designs, creating detailed designs, building prototypes, testing performance, and final presentations. In addition to the course design, team management and effective mentoring are critical to success. This article includes suggested guidelines and tips for effective design team leadership, attention to detail, investment of time, and managing project scope. Furthermore, the importance of understanding business culture, displaying professionalism, and considerations of different types of senior projects is discussed. Through a well-designed course and proper mentoring, students will learn to apply their engineering skills and gain basic business knowledge that will prepare them for entry-level positions in industry.

Student Perceptions of Online Radiologic Science Courses.

PubMed

Papillion, Erika; Aaron, Laura

2017-03-01

To evaluate student perceptions of the effectiveness of online radiologic science courses by examining various learning activities and course characteristics experienced in the online learning environment. A researcher-designed electronic survey was used to obtain results from students enrolled in the clinical portion of a radiologic science program that offers online courses. The survey consisted of elements associated with demographics, experience, and perceptions related to online radiologic science courses. Surveys were sent to 35 program directors of Joint Review Committee on Education in Radiologic Technology-accredited associate and bachelor's degree programs with requests to share the survey with students. The 38 students who participated in the survey identified 4 course characteristics most important for effective online radiologic science courses: a well-organized course, timely instructor feedback, a variety of learning activities, and informative documents, such as course syllabus, calendar, and rubrics. Learner satisfaction is a successful indicator of engagement in online courses. Descriptive statistical analysis indicated that elements related to the instructor's role is one of the most important components of effectiveness in online radiologic science courses. This role includes providing an organized course with informative documents, a variety of learning activities, and timely feedback and communication. Although online courses should provide many meaningful learning activities that appeal to a wide range of learning styles, the nature of the course affects the types of learning activities used and therefore could decrease the ability to vary learning activities. ©2017 American Society of Radiologic Technologists.

Redesign of a required undergraduate pharmacy management course to improve student engagement and concept retention.

PubMed

Perepelkin, Jason

2012-12-12

To change the structure of a required pharmacy management course to make it more interactive and engaging for students. The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.

Development and implementation of online National Board Dental Examination Review Courses.

PubMed

Gadbury-Amyot, Cynthia C; Austin, Kylie Siruta; Overman, Pamela R

2013-12-01

Failure on the National Board Dental Examination (NBDE) Parts I and II has troubling consequences for dental students, faculty members, and school administrators. Since the NBDE is a high-stakes exam for all involved, it is important to determine effective strategies to help students prepare. The purpose of this article is to describe the development and implementation of online NBDE Parts I and II Review Courses by the faculty and administration at the University of Missouri-Kansas City School of Dentistry. The courses are taught by faculty members who are content experts. By utilizing distance technology, students in any geographic location can review the material at the time, place, and pace that are most convenient. Early outcomes show that 592 students from thirty-two states have participated in the courses since they were first offered in 2010-11. In post-course evaluations, students report that participation in the courses encouraged them to spend more time preparing for the exam and that the associated PowerPoint slides/handouts provided structure for their review. The literature suggests that multiple modalities are most effective in preparing for the NBDE. These online review courses can serve as a beneficial component of a student's preparation regimen.

What Is the Right RFID for Your Process?

DTIC Science & Technology

2006-01-30

Support Model for Valuing Proposed Improvements in Component Reliability. June 2005. NPS-PM-05-007 Dillard, John T., and Mark E. Nissen...Arlington, VA. 2005. Kang, Keebom, Ken Doerr, Uday Apte, and Michael Boudreau. “Decision Support Models for Valuing Improvements in Component...courses in the Executive and Full-time MBA programs. Areas of Uday’s research interests include managing service operations, supply chain

A Gas-Kinetic Scheme for Multimaterial Flows and Its Application in Chemical Reaction

NASA Technical Reports Server (NTRS)

Lian, Yongsheng; Xu, Kun

1999-01-01

This paper concerns the extension of the multicomponent gas-kinetic BGK-type scheme to multidimensional chemical reactive flow calculations. In the kinetic model, each component satisfies its individual gas-kinetic BGK equation and the equilibrium states of both components are coupled in space and time due to the momentum and energy exchange in the course of particle collisions. At the same time, according to the chemical reaction rule one component can be changed into another component with the release of energy, where the reactant and product could have different gamma. Many numerical test cases are included in this paper, which show the robustness and accuracy of kinetic approach in the description of multicomponent reactive flows.

The choice of the speed of an airship

NASA Technical Reports Server (NTRS)

Munk, Max M

1922-01-01

The favorable speed of an airship is chiefly determined by the condition of the consumption of the least amount of fuel per unit of traveled distance, although other conditions come into play. The resulting rules depend on the character of the wind and on the variability of the efficiency of the engine propeller units. This investigation resulted in the following rules. 1) Always keep the absolute course and steer at such an angle with reference to it as to neutralize the side wind. 2) In a strong contrary wind, take a speed one and one half times the velocity of the wind. 3) As a general rule, take the velocity of the wind and the velocity of the course component of the wind. Add them together if the wind has a contrary component, but subtract them from each other if the wind has a favorable component.

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.

A clinically integrated curriculum in Evidence-based Medicine for just-in-time learning through on-the-job training: The EU-EBM project

PubMed Central

Coppus, Sjors FPJ; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben WJ; Khan, Khalid S

2007-01-01

Background Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. Methods A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. Results We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. Conclusion The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice. PMID:18042271

A clinically integrated curriculum in evidence-based medicine for just-in-time learning through on-the-job training: the EU-EBM project.

PubMed

Coppus, Sjors F P J; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

2007-11-27

Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice.

Assuring Quality in Online Course Delivery

ERIC Educational Resources Information Center

Matuga, Julia M.; Wooldridge, Deborah G.; Poirier, Sandra

2011-01-01

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and…

Predictors of attrition for a sexual assault forensic examiner (SAFE) blended learning training program.

PubMed

Patterson, Debra; Resko, Stella

2015-01-01

Participant attrition is a major concern for online continuing education health care courses. The current study sought to understand what factors predicted health care professionals completing the online component of a sexual assault forensic examiner (SAFE) blended learning training program (12-week online course and 2-day in-person clinical skills workshop). The study used a Web-based survey to examine participant characteristics, motivation, and external barriers that may influence training completion. Hierarchical logistic regression was utilized to examine the predictors of training completion, while the Cox proportional hazards (Cox PH) regression model helped determine the factors associated with the timing of participant attrition. Results show that 79.3% of the enrolled professionals completed the online component. The study also found that clinicians who work in rural communities and those who were interested in a 2-day clinical skills workshop were more likely to complete the online course. In terms of when attrition occurred, we found that participants who were motivated by the 2-day clinical workshop, those who worked in a rural community, and participants interested in the training program because of its online nature were more likely to complete more of the online course. Blending an online course with a brief in-person clinical component may serve as a motivator for completing an online course because it provides the opportunity to develop clinical skills while receiving immediate feedback. Participant attrition appears to be less of a concern for rural clinicians because this modality can reduce their barriers to accessing continuing education. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Examining the time course of genital and subjective sexual responses in women and men with concurrent plethysmography and thermography.

PubMed

Huberman, Jackie S; Dawson, Samantha J; Chivers, Meredith L

2017-10-01

Sexual response is a dynamic process, though there is limited knowledge of the time course and relationships among its psychological and physiological components. To address this gap, we concurrently assessed self-reported sexual arousal, genital temperature (with thermography), and genital vasocongestion (with vaginal photoplethysmography [VPP] or penile plethysmography [PPG]) during sexual and nonsexual films in 28 androphilic women (attracted to men) and 27 gynephilic men (attracted to women). Men and women had similarly strong agreement between subjective and genital responses (sexual concordance) with thermography, but this agreement was stronger in men than women with PPG/VPP. The time course of changes in self-reported arousal was most similar to changes in genital temperature (i.e., time to onset and peak response). Time-lagged correlations and multilevel modeling revealed changes in the strength of relationships between aspects of sexual response over time. Results highlight the dynamic nature of sexual response and drawbacks of relying on zero-order correlations to characterize sexual concordance. Copyright © 2017 Elsevier B.V. All rights reserved.

A Screening Mechanism Differentiating True from False Pain during Empathy.

PubMed

Sun, Ya-Bin; Lin, Xiao-Xiao; Ye, Wen; Wang, Ning; Wang, Jin-Yan; Luo, Fei

2017-09-13

Empathizing with another's suffering is important in social interactions. Empathic behavior is selectively elicited from genuine, meaningful pain but not from fake, meaningless scenarios. However, the brain's screening mechanism of false information from meaningful events and the time course for the screening process remains unclear. Using EEG combined with principle components analysis (PCA) techniques, here we compared temporal neurodynamics between the observation of pain and no-pain pictures as well as between true (painful expressions and needle-penetrated arms) and false (needle-penetrated faces with neutral expressions) pain pictures. The results revealed that pain vs. no-pain information is differentiated in the very early ERP components, i.e., the N1/P1 for the face and arm pictures categories and the VPP/N170 for the facial expression category while the mid-latency ERP components, N2 and P3, played key roles in differentiating true from false situations. The complex of N2 and P3 components may serve as a screening mechanism through which observers allocate their attentions to more important or relevant events and screen out false environmental information. This is the first study to describe and provide a time course of the screening process during pain empathy. These findings shed new light on the understanding of empathic processing.

A Web-based e-learning course: integration of pathophysiology into pharmacology.

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Functional Connectivity Parcellation of the Human Thalamus by Independent Component Analysis.

PubMed

Zhang, Sheng; Li, Chiang-Shan R

2017-11-01

As a key structure to relay and integrate information, the thalamus supports multiple cognitive and affective functions through the connectivity between its subnuclei and cortical and subcortical regions. Although extant studies have largely described thalamic regional functions in anatomical terms, evidence accumulates to suggest a more complex picture of subareal activities and connectivities of the thalamus. In this study, we aimed to parcellate the thalamus and examine whole-brain connectivity of its functional clusters. With resting state functional magnetic resonance imaging data from 96 adults, we used independent component analysis (ICA) to parcellate the thalamus into 10 components. On the basis of the independence assumption, ICA helps to identify how subclusters overlap spatially. Whole brain functional connectivity of each subdivision was computed for independent component's time course (ICtc), which is a unique time series to represent an IC. For comparison, we computed seed-region-based functional connectivity using the averaged time course across all voxels within a thalamic subdivision. The results showed that, at p < 10 -6 , corrected, 49% of voxels on average overlapped among subdivisions. Compared with seed-region analysis, ICtc analysis revealed patterns of connectivity that were more distinguished between thalamic clusters. ICtc analysis demonstrated thalamic connectivity to the primary motor cortex, which has eluded the analysis as well as previous studies based on averaged time series, and clarified thalamic connectivity to the hippocampus, caudate nucleus, and precuneus. The new findings elucidate functional organization of the thalamus and suggest that ICA clustering in combination with ICtc rather than seed-region analysis better distinguishes whole-brain connectivities among functional clusters of a brain region.

34 CFR 686.25 - Correspondence study.

Code of Federal Regulations, 2014 CFR

2014-07-01

..., DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH... without terms, but not including any residential component, by— (1) Using the half-time annual award; and... correspondence courses using terms but not including any residential component— (1) The institution must prepare...

34 CFR 686.25 - Correspondence study.

Code of Federal Regulations, 2013 CFR

2013-07-01

..., DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH... without terms, but not including any residential component, by— (1) Using the half-time annual award; and... correspondence courses using terms but not including any residential component— (1) The institution must prepare...

34 CFR 686.25 - Correspondence study.

Code of Federal Regulations, 2012 CFR

2012-07-01

..., DEPARTMENT OF EDUCATION (CONTINUED) TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION (TEACH... without terms, but not including any residential component, by— (1) Using the half-time annual award; and... correspondence courses using terms but not including any residential component— (1) The institution must prepare...

A course in tools and procedures for Physics I

NASA Astrophysics Data System (ADS)

Allie, Saalih; Buffler, Andy

1998-07-01

A one-semester course covering the tools, skills, and procedures that are required to engage meaningfully with first-year university physics is described. The course forms part of the Science Foundation Programme at the University of Cape Town which was set up to provide access to a science degree for students who have been educationally disadvantaged, part of the legacy of racial discrimination in South Africa. The course comprises three basic elements: a theoretical component, a laboratory-based experimental component, and a communication skills component. The theory component consists of the various mathematical techniques used in a calculus-based Physics I course, grouped into cognate areas so that each technique is presented immediately in the full range of contexts that will be encountered later on. Part of the theory component involves written explanations of the mathematical formalism. The focus of the communication skills component is on report writing which follows as a natural consequence of the laboratory tasks which have been restructured as problems necessitating an experimental investigation. The implementation of cooperative tutorial groups, which forms an integral part of the learning environment, is also discussed.

Redesign of a Required Undergraduate Pharmacy Management Course to Improve Student Engagement and Concept Retention

PubMed Central

2012-01-01

Objective. To change the structure of a required pharmacy management course to make it more interactive and engaging for students. Design. The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students’ third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. Assessment. A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. Conclusion. A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice. PMID:23275666

The Evolution of a Professional Practice Forum: Balancing Peer-to-Peer Learning With Course Objectives.

PubMed

Janssen, Anna; Robinson, Tracy; Shaw, Tim

2014-10-31

The Opioid Treatment Accreditation Course (OTAC) is a mandatory accreditation requirement in New South Wales, Australia, and aims to prepare medical practitioners for the provision of safe and effective Opioid Substitution Treatment to people with opioid dependence. The course has a strong focus on safe prescribing practices and the course design includes a Professional Practice Forum that is engaging for participants and effective at imparting complex ideas and concepts that do not place additional time constraints on already time-poor health professionals. The study aimed to use participatory action research methods to develop and evaluate an online Professional Practice Forum that is a key component of the OTAC teaching and learning experience. Three evaluation cycles were implemented with three cohorts of participants (N=40) to inform the design and review of the updated OTAC course. Overall, the study relied on participatory action research methods to enhance a sense of online community and to revise the Professional Practice Forum component of the course. Findings from survey feedback and an examination of Web metrics were used to monitor participant learning and were subsequently subject to thematic analysis in order to identify key themes. The use of participatory action techniques in the redesign of the OTAC course was a successful means of engaging with participants and resulted in four revisions based on feedback from facilitators and participants. The Professional Practice Forum was rated highly and received positive feedback from both moderators and participants. The use of interactive forums in online learning in an educational module for adult learners can prove extremely valuable as a means for participants to share their expertise and improve their learning outcomes. In particular, the use of sticky and welcome threads were significant features that enhanced interactions between participants and facilitators and resulted in increased quantity and quality of postings. These findings can help inform future researchers on how to develop peer engagement modules that are amenable to assessment and that build an online sense of community.

Teacher Engagement in Core Components of an Effective, Early Childhood Professional Development Course: Links to Changes in Teacher-Child Interactions

ERIC Educational Resources Information Center

Williford, Amanda P.; Carter, Lauren M.; Maier, Michelle F.; Hamre, Bridget K.; Cash, Anne; Pianta, Robert C.; Downer, Jason T.

2017-01-01

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher-child…

Increase in female faculty in American Society for Gastrointestinal Endoscopy-sponsored programming over time.

PubMed

Enestvedt, Brintha K; DeVivo, Rebecca S; Schmitt, Colleen M; Calderwood, Audrey H

2018-04-01

Female representation in medicine is increasing across all levels of medical training, yet women hold fewer senior leadership positions than men. National recognition, including participation as faculty in society-sponsored programs, is one component of academic advancement. The aim of this study was to characterize female representation among faculty in courses sponsored by the American Society for Gastrointestinal Endoscopy (ASGE). We performed a retrospective review of demographic data, including faculty gender and role, year, and program type, from the ASGE database of its sponsored programs between 2009 and 2014. Female faculty rates were compared with the rate of female membership in the ASGE and by faculty role and course type over time. Between 2009 and 2014 there were a total of 2020 ASGE course faculty positions of which women comprised 19%. There was a significant increase in the proportion of women that served as course faculty over time (P < .0005). Female faculty participation exceeded the ASGE female domestic membership rate in all years. Women were more likely to serve as course directors than lecturers (25% vs 18%, P = .004) and to participate in smaller courses (P = .0003). We found an increase in female participation in ASGE programming over time, suggesting that specialty societies are making efforts to improve female representation at the national level. Future work should evaluate whether or not these opportunities translate into leadership roles for women within their own institutions or lead to promotions for women over time. Copyright © 2018 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

Pupil dilation during recognition memory: Isolating unexpected recognition from judgment uncertainty.

PubMed

Mill, Ravi D; O'Connor, Akira R; Dobbins, Ian G

2016-09-01

Optimally discriminating familiar from novel stimuli demands a decision-making process informed by prior expectations. Here we demonstrate that pupillary dilation (PD) responses during recognition memory decisions are modulated by expectations, and more specifically, that pupil dilation increases for unexpected compared to expected recognition. Furthermore, multi-level modeling demonstrated that the time course of the dilation during each individual trial contains separable early and late dilation components, with the early amplitude capturing unexpected recognition, and the later trailing slope reflecting general judgment uncertainty or effort. This is the first demonstration that the early dilation response during recognition is dependent upon observer expectations and that separate recognition expectation and judgment uncertainty components are present in the dilation time course of every trial. The findings provide novel insights into adaptive memory-linked orienting mechanisms as well as the general cognitive underpinnings of the pupillary index of autonomic nervous system activity. Copyright © 2016 Elsevier B.V. All rights reserved.

A variational approach to parameter estimation in ordinary differential equations.

PubMed

Kaschek, Daniel; Timmer, Jens

2012-08-14

Ordinary differential equations are widely-used in the field of systems biology and chemical engineering to model chemical reaction networks. Numerous techniques have been developed to estimate parameters like rate constants, initial conditions or steady state concentrations from time-resolved data. In contrast to this countable set of parameters, the estimation of entire courses of network components corresponds to an innumerable set of parameters. The approach presented in this work is able to deal with course estimation for extrinsic system inputs or intrinsic reactants, both not being constrained by the reaction network itself. Our method is based on variational calculus which is carried out analytically to derive an augmented system of differential equations including the unconstrained components as ordinary state variables. Finally, conventional parameter estimation is applied to the augmented system resulting in a combined estimation of courses and parameters. The combined estimation approach takes the uncertainty in input courses correctly into account. This leads to precise parameter estimates and correct confidence intervals. In particular this implies that small motifs of large reaction networks can be analysed independently of the rest. By the use of variational methods, elements from control theory and statistics are combined allowing for future transfer of methods between the two fields.

Reliability, Convergent Validity and Time Invariance of Default Mode Network Deviations in Early Adult Major Depressive Disorder.

PubMed

Bessette, Katie L; Jenkins, Lisanne M; Skerrett, Kristy A; Gowins, Jennifer R; DelDonno, Sophie R; Zubieta, Jon-Kar; McInnis, Melvin G; Jacobs, Rachel H; Ajilore, Olusola; Langenecker, Scott A

2018-01-01

There is substantial variability across studies of default mode network (DMN) connectivity in major depressive disorder, and reliability and time-invariance are not reported. This study evaluates whether DMN dysconnectivity in remitted depression (rMDD) is reliable over time and symptom-independent, and explores convergent relationships with cognitive features of depression. A longitudinal study was conducted with 82 young adults free of psychotropic medications (47 rMDD, 35 healthy controls) who completed clinical structured interviews, neuropsychological assessments, and 2 resting-state fMRI scans across 2 study sites. Functional connectivity analyses from bilateral posterior cingulate and anterior hippocampal formation seeds in DMN were conducted at both time points within a repeated-measures analysis of variance to compare groups and evaluate reliability of group-level connectivity findings. Eleven hyper- (from posterior cingulate) and 6 hypo- (from hippocampal formation) connectivity clusters in rMDD were obtained with moderate to adequate reliability in all but one cluster (ICC's range = 0.50 to 0.76 for 16 of 17). The significant clusters were reduced with a principle component analysis (5 components obtained) to explore these connectivity components, and were then correlated with cognitive features (rumination, cognitive control, learning and memory, and explicit emotion identification). At the exploratory level, for convergent validity, components consisting of posterior cingulate with cognitive control network hyperconnectivity in rMDD were related to cognitive control (inverse) and rumination (positive). Components consisting of anterior hippocampal formation with social emotional network and DMN hypoconnectivity were related to memory (inverse) and happy emotion identification (positive). Thus, time-invariant DMN connectivity differences exist early in the lifespan course of depression and are reliable. The nuanced results suggest a ventral within-network hypoconnectivity associated with poor memory and a dorsal cross-network hyperconnectivity linked to poorer cognitive control and elevated rumination. Study of early course remitted depression with attention to reliability and symptom independence could lead to more readily translatable clinical assessment tools for biomarkers.

Occupational Component. 36-Level Courses. Teacher Resource Manual. Integrated Occupational Program.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This 36-level occupational component of Integrated Occupational Program (IOP) consists of 8 occupational clusters composed of 20 occupational courses. Each course contains learning activities so that students in Alberta (Canada) may develop occupational concepts, skills, and attitudes. This teacher's manual consists of the following sections:…

Service-Learning in a Capstone Modeling Course

ERIC Educational Resources Information Center

Berkove, Ethan

2013-01-01

A capstone course is often synthetic, bringing together many components of a student's educational background. For this reason, a project-based course in mathematical modeling makes a great capstone, as modeling problems often require a broad collection of mathematical tools for their solution. The addition of a service-learning component can…

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

PubMed Central

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

Spontaneous ultra-weak light emissions from wheat seedlings are rhythmic and synchronized with the time profile of the local gravimetric tide

NASA Astrophysics Data System (ADS)

Moraes, Thiago A.; Barlow, Peter W.; Klingelé, Emile; Gallep, Cristiano M.

2012-06-01

Semi-circadian rhythms of spontaneous photon emission from wheat seedlings germinated and grown in a constant environment (darkened chamber) were found to be synchronized with the rhythm of the local gravimetric (lunisolar) tidal acceleration. Time courses of the photon-count curves were also found to match the growth velocity profile of the seedlings. Pair-wise analyses of the data—growth, photon count, and tidal—by local tracking correlation always revealed significant coefficients ( P > 0.7) for more than 80% of any of the time periods considered. Using fast Fourier transform, the photon-count data revealed periodic components similar to those of the gravimetric tide. Time courses of biophoton emissions would appear to be an additional, useful, and innovative tool in both chronobiological and biophysical studies.

Characterization of spontaneous excitatory synaptic currents in salamander retinal ganglion cells.

PubMed Central

Taylor, W R; Chen, E; Copenhagen, D R

1995-01-01

1. Spontaneous excitatory postsynaptic currents (sEPSCs) were recorded under voltage-clamp conditions. Consistent with activation of non-NMDA-type glutamate receptors, the sEPSCs reversed at potentials above 0 mV, were blocked by 1 microM CNQX and prolonged by 2 mM aniracetam. 2. The peak conductance of the averaged sEPSCs (n = 70-400) was 130 +/- 60 pS (mean +/- S.D.; 17 cells, ranging from 70 to 290 pS). Amplitude distributions were skewed towards larger amplitudes. 3. The decay of individual and mean sEPSCs was exponential with a mean time constant (tau d) of 3.75 +/- 0.84 ms (n = 13), which was voltage independent. The 10-90% rise time of the sEPSCs was 1.30 +/- 0.44 ms (n = 13). There was no correlation between sEPSC rise time and tau d suggesting that dendritic filtering alone did not shape the time course of sEPSCs. 4. Light-evoked EPSCs in these retinal ganglion cells are mediated by concomitant activation of NMDA and non-NMDA receptors; however, no NMDA component was discerned in the sEPSCs, even when recording at -96 mV in Mg(2+)-free solutions. The decay time course was not altered by 20 microM AP7, an NMDA antagonist, nor was an NMDA component unmasked by adding glycine or D-serine. These results suggest that NMDA and non-NMDA receptors are not coactivated by a single vesicle of transmitter during spontaneous release, and thus are probably not colocalized in the postsynaptic membrane at the sites of spontaneous release. 5. The sEPSCs were an order of magnitude faster than the non-NMDA receptor-mediated EPSCs evoked by light stimuli, and it is proposed that the EPSC time course is determined largely by the extended time course of release of synaptic vesicles from bipolar cells. The quantal content of a light-evoked non-NMDA receptor-mediated EPSC in an on-off cell is about 200 quanta. Images Figure 6 PMID:7562636

Reforming an Undergraduate Environmental Science Course for Nonscience Majors

ERIC Educational Resources Information Center

Kazempour, Mahsa; Amirshokoohi, Aidin

2013-01-01

This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

Building Your Own Web Course: The Case for Off-the-Shelf Component Software.

ERIC Educational Resources Information Center

Kaplan, Howard

1998-01-01

Compares the features, advantages, and disadvantages of two major software options available for designing web courses: (1) component, off-the shelf software that allows for creation of audio slide lectures, course materials, discussion forums, animations, synchronous chat groups, quiz creators, and electronic mail, and (2) integrated packages…

Importance-Performance Evaluation: A Method of Discerning Successful Program Components.

ERIC Educational Resources Information Center

Hollenhorst, Steven; Ewert, Alan

Questionnaires completed by 53 high school age students from the Voyaguer Outward Bound School (VOBS) were analyzed to determine how well the program met the perceived needs/expectations of the students. Prior to the course, participants ranked the 17 course components in order of perceived importance, and following the course they indicated how…

Teaching Introductory Statistics Online--Satisfying the Students

ERIC Educational Resources Information Center

Tudor, Gail E.

2006-01-01

This paper describes the components of a successful, online, introductory statistics course and shares students' comments and evaluations of each component. Past studies have shown that quality interaction with the professor is lacking in many online courses. While students want a course that is well organized and easy to follow, they also want to…

A Progress Report on an Exploratory Mathematics Course: Incorporating a Programming Component

ERIC Educational Resources Information Center

Goldberg, Robert; Waxman, Jerry

2004-01-01

This paper reports on an ongoing effort to incorporate a programming component into exploratory mathematics courses and analyzes some of the many practical considerations required for successfully managing such a course in large lecture hall classes. Two pedagogical paradigms (top-down and bottom-up) are compared and contrasted for teaching Visual…

Student Autonomy and its Effects on Student Enjoyment in a Traditional Mechanics Course for First-Year Engineering Students

NASA Astrophysics Data System (ADS)

Perera, Janaki I.; Quinlivan, Brendan T.; Simonovich, Jennifer A.; Towers, Emily; Zadik, Oren H.; Zastavker, Yevgeniya V.

2012-02-01

In light of recent literature in educational psychology, this study investigates instructional support and students' autonomy at a small technical undergraduate school. Grounded theory is used to analyze twelve semi-structured open-ended interviews about engineering students' experiences in Introductory Mechanics that includes Lecture, Recitation, and Laboratory components. Using data triangulation with each course component as a unit of analysis, this study examines students' course enjoyment as a function of instructional support and autonomy. The Lecture utilizes traditional instructor-centered pedagogy with predominantly passive learning and no student autonomy. The Recitation creates an active learning environment through small group work with a moderate degree of autonomy. The Laboratory is designed around self-guided project-based activities with significant autonomy. Despite these differences, all three course components provide similar levels of instructional support. The data reveal that students enjoy the low autonomy provided by Lecture and Recitations while finding the Laboratory frustrating. Analyses indicate that the differences in autonomy contribute to students' misinterpretation of the three course components' value within the context of the entire course.

From Soap Opera to Research Methods Teaching: Developing an Interactive Website/DVD to Teach Research in Health and Social Care

ERIC Educational Resources Information Center

Sabey, Abigail; Horrocks, Sue

2011-01-01

Research methods modules have become a core component of a range of nursing and allied health professional educational programmes both at pre-qualifying, undergraduate level and at post-qualifying and Masters' level, in keeping with requirements of professional bodies. These courses are offered both on a full time basis and part time for qualified…

Moving the Needle: The Effect of Faculty Development on Part-Time Teachers at a Technical College

ERIC Educational Resources Information Center

Proeber, Helen R.

2012-01-01

In the business division of the technical college in which this study occurred, there was a need to change the way part-time faculty prepared course syllabi. The implementation of a professional development workshop that focused on the components and necessity of the syllabus provided the teachers new information they needed to be prepared for the…

Courses without classrooms.

PubMed

Boyer, S A

1999-01-01

There is an alternative to classroom lecture that provides faster, more complete instruction and introduces the learner to clinical application of skills in a safe environment. This teaching style uses multiple media to present professional, published resources that provide excellent quality, topic-specific information. The benefits of this type of teaching/learning module include improved use of student and instructor time, scheduling advantages, increased learning, revenue generation potential, and student empowerment. With this approach, a strong, sound educational base is built, and each course includes some degree or form of clinical application as a key component.

Transient-state kinetic approach to mechanisms of enzymatic catalysis.

PubMed

Fisher, Harvey F

2005-03-01

Transient-state kinetics by its inherent nature can potentially provide more directly observed detailed resolution of discrete events in the mechanistic time courses of enzyme-catalyzed reactions than its more widely used steady-state counterpart. The use of the transient-state approach, however, has been severely limited by the lack of any theoretically sound and applicable basis of interpreting the virtual cornucopia of time and signal-dependent phenomena that it provides. This Account describes the basic kinetic behavior of the transient state, critically examines some currently used analytic methods, discusses the application of a new and more soundly based "resolved component transient-state time-course method" to the L-glutamate-dehydrogenase reaction, and establishes new approaches for the analysis of both single- and multiple-step substituted transient-state kinetic isotope effects.

Time-Course Contingencies in Perceptual Organization and Identification of Fragmented Object Outlines

ERIC Educational Resources Information Center

Panis, Sven; Wagemans, Johan

2009-01-01

To study the dynamic interplay between different component processes involved in the identification of fragmented object outlines, the authors used a discrete-identification paradigm in which the masked presentation duration of fragmented object outlines was repeatedly increased until correct naming occurred. Survival analysis was used to…

The Time Course of Incremental Word Processing during Chinese Reading

ERIC Educational Resources Information Center

Zhou, Junyi; Ma, Guojie; Li, Xingshan; Taft, Marcus

2018-01-01

In the current study, we report two eye movement experiments investigating how Chinese readers process incremental words during reading. These are words where some of the component characters constitute another word (an embedded word). In two experiments, eye movements were monitored while the participants read sentences with incremental words…

Mediated Communication as a Component of Distance Education.

ERIC Educational Resources Information Center

Holmberg, Borje, Ed.

The concern of this booklet is with "two-way traffic", or real communication, in distance education. Following an introduction by Holmberg, the following papers appear: "Some Thoughts on Delayed and Immediate Feedback" (Diehl); "The Effect of Field Scoring on Time to Completion in Career Development Courses" (Diehl);…

The Academic Library and the Culture for Learning

ERIC Educational Resources Information Center

Hufford, Jon R.

2016-01-01

Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

NASA Astrophysics Data System (ADS)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses, students completed a pretest, the assigned modules, and a posttest. Success in remediation was measured using normalized gain scores, which measures the change in score divided by the maximum possible increase: (posttest-pretest)/(1-pretest). To compare across courses, normalized gain scores were standardized. Additional analysis included disaggregating normalized gain scores by quartiles based on pretest scores. The results were supplemented by qualitative data from faculty interviews and information provided by faculty on a web form upon completion of the course. Results suggest TMYN modules remediate mathematical skills effectively, and that normalized gains tend to be higher for students in the lower quartiles on the pretest. Students indicate finding the modules helpful, though sometimes difficult. Faculty interview data triangulate these findings and provide further evidence that online, modularized remediation is an effective alternative to assigning prerequisite mathematical courses to remediate mathematical skills.

Using participant hedonic ratings of food images to construct data driven food groupings.

PubMed

Johnson, Susan L; Boles, Richard E; Burger, Kyle S

2014-08-01

Little is known regarding how individuals' hedonic ratings of a variety of foods interrelate and how hedonic ratings correspond to habitual dietary intake. Participant ratings of food appeal of 104 food images were collected while participants were in a fed state (n = 129). Self-reported frequency of intake of the food items, perceived hunger, body mass index (BMI), and dietary restraint were also assessed. Principal components analysis (PCA) was employed to analyze hedonic ratings of the foods, to identify component structures and to reduce the number of variables. The resulting component structures comprised 63 images loading on seven components including Energy-Dense Main Courses, Light Main Courses and Seafood as well as components more analogous to traditional food groups (e.g., Fruits, Grains, Desserts, Meats). However, vegetables were not represented in a unique, independent component. All components were positively correlated with reported intake of the food items (r's = .26-.52, p <.05), except for the Light Main Course component (r = .10). BMI showed a small positive relation with aggregated food appeal ratings (r = .19; p <.05), which was largely driven by the relations between BMI and appeal ratings for Energy-Dense Main Courses (r = .24; p <.01) and Desserts (r = .27; p <.01). Dietary restraint showed a small significant negative relation to Energy-Dense Main Courses (r = -.21; p <.05), and Meats (r = -.18; p <.05). The present investigation provides novel evidence regarding how individuals' hedonic ratings of foods aggregate into food components and how these component ratings relate to dietary intake. The notable absence of a vegetable component suggests that individuals' liking for vegetables is highly variable and, from an empirical standpoint, not related to how they respond hedonically to other food categories. Copyright © 2014 Elsevier Ltd. All rights reserved.

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development).

PubMed

Dickersin, K; Braun, L; Mead, M; Millikan, R; Wu, A M; Pietenpol, J; Troyan, S; Anderson, B; Visco, F

2001-12-01

To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. The Project LEAD curriculum has developed over 5 years to include lectures, problem-based study groups, case studies, interactive critical appraisal sessions, a seminar by an 'expert' scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course.

Multidisciplinary Difficult Airway Course: An Essential Educational Component of a Hospital-Wide Difficult Airway Response Program.

PubMed

Leeper, W Robert; Haut, Elliott R; Pandian, Vinciya; Nakka, Sajan; Dodd-O, Jeffrey; Bhatti, Nasir; Hunt, Elizabeth A; Saheed, Mustapha; Dalesio, Nicholas; Schiavi, Adam; Miller, Christina; Kirsch, Thomas D; Berkow, Lauren

2018-04-05

A hospital-wide difficult airway response team was developed in 2008 at The Johns Hopkins Hospital with three central pillars: operations, safety monitoring, and education. The objective of this study was to assess the outcomes of the educational pillar of the difficult airway response team program, known as the multidisciplinary difficult airway course (MDAC). The comprehensive, full-day MDAC involves trainees and staff from all provider groups who participate in airway management. The MDAC occurs within the Johns Hopkins Medicine Simulation Center approximately four times per year and uses a combination of didactic lectures, hands-on sessions, and high-fidelity simulation training. Participation in MDAC is the main intervention being investigated in this study. Data were collected prospectively using course evaluation survey with quantitative and qualitative components, and prepost course knowledge assessment multiple choice questions (MCQ). Outcomes include course evaluation scores and themes derived from qualitative assessments, and prepost course knowledge assessment MCQ scores. Tertiary care academic hospital center PARTICIPANTS: Students, residents, fellows, and practicing physicians from the departments of Surgery, Otolaryngology Head and Neck Surgery, Anesthesiology/Critical Care Medicine, and Emergency Medicine; advanced practice providers (nurse practitioners and physician assistants), nurse anesthetists, nurses, and respiratory therapists. Totally, 23 MDACs have been conducted, including 499 participants. Course evaluations were uniformly positive with mean score of 86.9 of 95 points. Qualitative responses suggest major value from high-fidelity simulation, the hands-on skill stations, and teamwork practice. MCQ scores demonstrated significant improvement: median (interquartile range) pre: 69% (60%-81%) vs post: 81% (72%-89%), p < 0.001. Implementation of a MDAC successfully disseminated principles and protocols to all airway providers. Demonstrable improvement in prepost course knowledge assessment and overwhelmingly positive course evaluations (quantitative and qualitative) suggest a critical and ongoing role for the MDAC course. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Temporal Dynamics of Visual Attention Measured with Event-Related Potentials

PubMed Central

Kashiwase, Yoshiyuki; Matsumiya, Kazumichi; Kuriki, Ichiro; Shioiri, Satoshi

2013-01-01

How attentional modulation on brain activities determines behavioral performance has been one of the most important issues in cognitive neuroscience. This issue has been addressed by comparing the temporal relationship between attentional modulations on neural activities and behavior. Our previous study measured the time course of attention with amplitude and phase coherence of steady-state visual evoked potential (SSVEP) and found that the modulation latency of phase coherence rather than that of amplitude was consistent with the latency of behavioral performance. In this study, as a complementary report, we compared the time course of visual attention shift measured by event-related potentials (ERPs) with that by target detection task. We developed a novel technique to compare ERPs with behavioral results and analyzed the EEG data in our previous study. Two sets of flickering stimulus at different frequencies were presented in the left and right visual hemifields, and a target or distracter pattern was presented randomly at various moments after an attention-cue presentation. The observers were asked to detect targets on the attended stimulus after the cue. We found that two ERP components, P300 and N2pc, were elicited by the target presented at the attended location. Time-course analyses revealed that attentional modulation of the P300 and N2pc amplitudes increased gradually until reaching a maximum and lasted at least 1.5 s after the cue onset, which is similar to the temporal dynamics of behavioral performance. However, attentional modulation of these ERP components started later than that of behavioral performance. Rather, the time course of attentional modulation of behavioral performance was more closely associated with that of the concurrently recorded SSVEPs analyzed. These results suggest that neural activities reflected not by either the P300 or N2pc, but by the SSVEPs, are the source of attentional modulation of behavioral performance. PMID:23976966

Development of Pediatric Neurologic Emergency Life Support Course: A Preliminary Report.

PubMed

Haque, Anwarul; Arif, Fehmina; Abass, Qalab; Ahmed, Khalid

2017-11-01

Acute neurological emergencies (ANEs) in children are common life-threatening illnesses and are associated with high mortality and severe neurological disability in survivors, if not recognized early and treated appropriately. We describe our experience of teaching a short, novel course "Pediatric Neurologic Emergency Life Support" to pediatricians and trainees in a resource-limited country. This course was conducted at 5 academic hospitals from November 2013 to December 2014. It is a hybrid of pediatric advance life support and emergency neurologic life support. This course is designed to increase knowledge and impart practical training on early recognition and timely appropriate treatment in the first hour of children with ANEs. Neuroresuscitation and neuroprotective strategies are key components of this course to prevent and treat secondary injuries. Four cases of ANEs (status epilepticus, nontraumatic coma, raised intracranial pressure, and severe traumatic brain injury) were taught as a case simulation in a stepped-care, protocolized approach based on best clinical practices with emphasis on key points of managements in the first hour. Eleven courses were conducted during the study period. One hundred ninety-six physicians including 19 consultants and 171 residents participated in these courses. The mean (SD) score was 65.15 (13.87%). Seventy percent (132) of participants were passed (passing score > 60%). The overall satisfaction rate was 85%. Pediatric Neurologic Emergency Life Support was the first-time delivered educational tool to improve outcome of children with ANEs with good achievement and high satisfaction rate of participants. Large number courses are required for future validation.

Adding Vectors across the North: Development of Laboratory Component of Distance Education Physics Course

NASA Astrophysics Data System (ADS)

Spencer, V. K.; Solie, D. J.

2010-12-01

Bush Physics for the 21st Century (BP21) is a distance education physics course offered through the Interior Aleutians Campus of the University of Alaska Fairbanks. It provides an opportunity for rural Alaskan high school and community college students, many of whom have no other access to advanced science courses, to earn university science credit. The curriculum is mathematically rigorous and includes a laboratory component to prepare students who wish to pursue science and technology careers. The laboratory component has been developed during the past 3 years. Students learn lab safety, basic laboratory technique, experiment components and group collaboration. Experiments have place-based themes and involve skills that translate to rural Alaska when possible. Preliminary data on the general effectiveness of the labs have been analyzed and used to improve the course.

Individual differences in cognitive reappraisal usage modulate the time course of brain activation during symptom provocation in specific phobia

PubMed Central

2013-01-01

Background Extinction learning is proposed to be one key mechanism of action underlying exposure-based cognitive-behavioral therapy (CBT) in specific phobia. Beyond that, cognitive reappraisal, one important strategy to regulate negative emotions, is a crucial component of CBT interventions, but has been disregarded in previous studies investigating neural change processes in specific phobia. The aim of this study was to investigate the association of individual differences in habitual/dispositional cognitive reappraisal usage and the time course of brain activation during phobic stimulation in specific phobia. Methods Dental phobic patients and healthy control subjects participated in a functional magnetic resonance imaging (fMRI) study whilst being confronted with phobic, disgust, fear and neutral pictures. Individual differences in cognitive reappraisal usage were assessed via a self-report questionnaire and correlated with activation decreases over the course of time. Results Phobic individuals with higher dispositional cognitive reappraisal scores showed a more pronounced activation decline in the right dorsomedial prefrontal cortex (dmPFC) which might be associated with a diminution of explicit cognitive emotion regulation over the course of time. Less decrease of activation in the right ventromedial prefrontal cortex (vmPFC) and the lateral orbitofrontal cortex (lOFC) over time in subjects with higher cognitive reappraisal scores might be related to a stronger automatic regulation of emotions or even emotional relearning. Additionally, phobic subjects compared with healthy controls showed a stronger habituation of the left dmPFC over the course of symptom provocation. Conclusions The results of this study show for the first time that individual differences in cognitive reappraisal usage are associated with the time course of brain activation during symptom provocation in specific phobia. Additionally, the present study gives first indications for the importance of considering individual differences in cognitive reappraisal usage in the treatment of specific phobia. PMID:23937792

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.

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

A Multi-Year Study of Teaching an Online Computer Literacy Course in a Medical University: A Lesson Learnt

ERIC Educational Resources Information Center

Wan, Hsu-Tien; Hsu, Kuang-Yang; Sheu, Shiow-Yunn

2016-01-01

In this research, we aim to understand the effectiveness of adopting educational technologies in a computer literacy course to students in a medical university. The course was organized with three core components: Open Education Resources (OER) reading, a book club, and online game competition. These components were delivered by a learning…

An Oral History Project: World War II Veterans Share Memories in My Classroom

ERIC Educational Resources Information Center

Fuchs, David W.

2004-01-01

This article describes how the author developed and implemented a course on World War II that has an oral history component. The author describes the format of the World War II course and the oral history component within the course framework. The author uses classroom presentations by veterans to enliven his World War II history class and enhance…

Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

ERIC Educational Resources Information Center

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-01-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…

Connecticut State Technical Colleges Fact Book, 1987-88.

ERIC Educational Resources Information Center

McCarroll, Judy; Jones, Dennis

Current and historical data on the Connecticut State Technical System and its five component campuses are provided in this report. Parts I through III present enrollment data for courses financed through the tuition fund, the extension fund, and both funds combined. Information is provided on headcount and full-time enrollment trends by program…

The Challenge of Experiential Learning.

ERIC Educational Resources Information Center

Blower, Deborah F.; Parsons, Nancy A.

The Child Care Services Course (CCSC) at Red River Community College in Manitoba offers an innovative experiential learning component for the first year of a two-year diploma program. To apply for the experiential learning program (ELP), applicants must have 2 years of full-time experience in a children's center or licensed day care home working…

A time-course analysis of effects of the steroidogenesis inhibitor ketoconazole on components of the hypothalamic-pituitary-gonadal axis of fathead minnows (Presentation)

EPA Science Inventory

The objective of this study was to evaluate temporal effects of the model steroidogenesis inhibitor ketoconazole (KTC) on aspects of reproductive endocrine function controlled by the hypothalamic-pituitary-gonadal (HPG) axis in the fathead minnow (Pimephales promelas). Ketoconazo...

Filter Presses. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Alloway, Rawle A.

This lesson is an introduction to the operation of filter presses. Two basic types of presses, their components, the sequence of operation, operational controls, sampling, and testing are discussed. The instructor's manual contains a description of the lesson, estimated presentation time, instructional materials list, suggested sequence of…

Wisconsin VTAE Pipefitting Apprenticeship Curriculum. Instructor Guide, Apprentice Guide, [and] Wisconsin VTAE Pipefitting Competency Profile.

ERIC Educational Resources Information Center

Northeast Wisconsin Technical Inst., Green Bay.

This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional…

A Time-course Analysis of Effects of the Steroidogenesis Inhibitor Ketoconazole on Components of the Hypothalamic-pituitary-gonadal Axis of Fathead Minnows

EPA Science Inventory

The objective of this study was to evaluate temporal effects of the model steroidogenesis inhibitor ketoconazole (KTC) on aspects of reproductive endocrine function controlled by the hypothalamic-pituitary-gonadal (HPG) axis in the fathead minnow (Pimephales promelas). Ketoconazo...

A Time-course Analysis of Effects of the Steroidogenesis Inhibitor Ketoconazole on Components of the Hypothalamic-pituitary-gonadal Axis of Fathead Minnows

EPA Science Inventory

The objective of this study was to evaluate temporal effects of the model steroidogenesis inhibitor ketoconazole (KTC) on aspects of reproductive endocrine function controlled by the hypothalamic-pituitary-gonadal (HPG) axis in the fathead minnow (Pimephales promelas). Ketoconaz...

Music, Pedagogy, Therapy: Suggestopaedia.

ERIC Educational Resources Information Center

Racle, Gabriel L.

Suggestopaedia seems to be the only pedagogical approach using music as an integral part or essential component of the teaching process, in spite of the fact that the contribution of music to pedagogy and successful learning has been recognized for some time. In a suggestopaedic course, music plays a large part in creating a pleasant suggestive…

Vernon Bermuda Workshop: A Course in Sub-tropical Island Ecology

NASA Technical Reports Server (NTRS)

Werdell, P. Jeremy

2012-01-01

More than 30 years ago, educators in central Connecticut developed the Vernon Bermuda Workshop as a means of introducing middle- and high-school students to subtropical island ecology. Each year, after months of classroom preparation, approximately 20 top students spend one week at the Bermuda Institute of Ocean Sciences (St. George's, Bermuda) studying the local flora and fauna in both the field and laboratory. The curriculum includes an additional array of activities, ranging from historical and ecological tours to spelunking, and culminates in a series of field-observation-related presentations. I am responsible for the meteorological and oceanographic components of the curriculum. In the field, my students collect time-series of biophysical variables over the course of a day, which they use to interpret diurnal patterns and interactions amongst the variables. I also add remote-sensing and phytoplankton biology components to the curriculum - in previous years, my students have studied time-series of Sea WIFS imagery collected at Bermuda during our trip. I have been an Instructor for this Workshop since 2003. The Workshop provides an outreach activity for GSFC Code 616.

Using a Modular Construction Kit for the Realization of an Interactive Computer Graphics Course.

ERIC Educational Resources Information Center

Klein, Reinhard; Hanisch, Frank

Recently, platform independent software components, like JavaBeans, have appeared that allow writing reusable components and composing them in a visual builder tool into new applications. This paper describes the use of such models to transform an existing course into a modular construction kit consisting of components of teaching text and program…

A Collaborative Capstone to Develop a Mobile Hospital Clinic Application through a Student Team Competition

ERIC Educational Resources Information Center

Wong, Wilson; Pepe, James; Stahl, James; Englander, Irv

2013-01-01

A new collaborative capstone model is presented that consists of three synergistic elements: (1) a capstone course component; (2) a business component; and (3) an advanced technical course component geared towards enhancing the student capstone learning experience. The model was fully implemented at Bentley University in spring 2012 with…

Time course of brain activation elicited by basic emotions.

PubMed

Hot, Pascal; Sequeira, Henrique

2013-11-13

Whereas facial emotion recognition protocols have shown that each discrete emotion has a specific time course of brain activation, there is no electrophysiological evidence to support these findings for emotional induction by complex pictures. Our objective was to specify the differences between the time courses of brain activation elicited by feelings of happiness and, with unpleasant pictures, by feelings of disgust and sadness. We compared event-related potentials (ERPs) elicited by the watching of high-arousing pictures from the International Affective Picture System, selected to induce specific emotions. In addition to a classical arousal effect on late positive components, we found specific ERP patterns for each emotion in early temporal windows (<200 ms). Disgust was the first emotion to be associated with different brain processing after 140 ms, whereas happiness and sadness differed in ERPs elicited at the frontal and central sites after 160 ms. Our findings highlight the limits of the classical averaging of ERPs elicited by different emotions inside the same valence and suggest that each emotion could elicit a specific temporal pattern of brain activation, similar to those observed with emotional face recognition.

Kinetics of transmembrane transport of small molecules into electropermeabilized cells.

PubMed

Pucihar, Gorazd; Kotnik, Tadej; Miklavcic, Damijan; Teissié, Justin

2008-09-15

The transport of propidium iodide into electropermeabilized Chinese hamster ovary cells was monitored with a photomultiplier tube during and after the electric pulse. The influence of pulse amplitude and duration on the transport kinetics was investigated with time resolutions from 200 ns to 4 ms in intervals from 400 micros to 8 s. The transport became detectable as early as 60 micros after the start of the pulse, continued for tens of seconds after the pulse, and was faster and larger for higher pulse amplitudes and/or longer pulse durations. With fixed pulse parameters, transport into confluent monolayers of cells was slower than transport into suspended cells. Different time courses of fluorescence increase were observed during and at various times after the pulse, reflecting different transport mechanisms and ongoing membrane resealing. The data were compared to theoretical predictions of the Nernst-Planck equation. After a delay of 60 micros, the time course of fluorescence during the pulse was approximately linear, supporting a mainly electrophoretic solution of the Nernst-Planck equation. The time course after the pulse agreed with diffusional solution of the Nernst-Planck equation if the membrane resealing was assumed to consist of three distinct components, with time constants in the range of tens of microseconds, hundreds of microseconds, and tens of seconds, respectively.

Utilizing the CIPP Model as a Means to Develop an Integrated Service-Learning Component in a University Health Course

ERIC Educational Resources Information Center

Powell, Brent; Conrad, Eric

2015-01-01

Purpose: To examine the enhancement of a university health course through the utilization of the CIPP Model as a means to develop an integrated service-learning component. Methods: The CIPP model was utilized in two concurrent semesters of an undergraduate health course in order to design and evaluate the implementation of a drug and alcohol…

The University Münster Model Surgery System for Orthognathic Surgery. Part II -- KD-MMS.

PubMed

Ehmer, Ulrike; Joos, Ulrich; Ziebura, Thomas; Flieger, Stefanie; Wiechmann, Dirk

2013-01-04

Model surgery is an integral part of the planning procedure in orthognathic surgery. Most concepts comprise cutting the dental cast off its socket. The standardized spacer plates of the KD-MMS provide for a non-destructive, reversible and reproducible means of maxillary and/or mandibular plaster cast separation. In the course of development of the system various articulator types were evaluated with regard to their capability to provide a means of realizing the concepts comprised of the KD-MMS. Special attention was dedicated to the ability to perform three-dimensional displacements without cutting of plaster casts. Various utilities were developed to facilitate maxillary displacement in accordance to the planning. Objectives of this development comprised the ability to implement the values established in the course of two-dimensional ceph planning. The system - KD-MMS comprises a set of hardware components as well as a defined procedure. Essential hardware components are red spacer and blue mounting plates. The blue mounting plates replace the standard yellow SAM mounting elements. The red spacers provide for a defined leeway of 8 mm for three-dimensional movements. The non-destructive approach of the KD-MMS makes it possible to conduct different model surgeries with the same plaster casts as well as to restore the initial, pre-surgical situation at any time. Thereby, surgical protocol generation and gnathologic splint construction are facilitated. The KD-MMS hardware components in conjunction with the defined procedures are capable of increasing efficiency and accuracy of model surgery and splint construction. In cases where different surgical approaches need to be evaluated in the course of model surgery, a significant reduction of chair time may be achieved.

Neuroanatomy education: The impact on perceptions, attitudes, and knowledge of an intensive course on general practice residents.

PubMed

Arantes, Mavilde; Barbosa, Joselina Maria; Ferreira, Maria Amélia

2017-09-01

General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents' perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants' attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as "extremely useful," and 3 (15%) rated it as "very useful." This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465-474. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Assessment of Postflight Locomotor Performance Utilizing a Test of Functional Mobility: Strategic and Adaptive Responses

NASA Technical Reports Server (NTRS)

Warren, L. E.; Mulavara, A. P.; Peters, B. T.; Cohen, H. S.; Richards, J. T.; Miller, C. A.; Brady, R.; Ruttley, T. M.; Bloomberg, J. J.

2006-01-01

Space flight induces adaptive modification in sensorimotor function, allowing crewmembers to operate in the unique microgravity environment. This adaptive state, however, is inappropriate for a terrestrial environment. During a re-adaptation period upon their return to Earth, crewmembers experience alterations in sensorimotor function, causing various disturbances in perception, spatial orientation, posture, gait, and eye-head coordination. Following long duration space flight, sensorimotor dysfunction would prevent or extend the time required to make an emergency egress from the vehicle; compromising crew safety and mission objectives. We are investigating two types of motor learning that may interact with each other and influence a crewmember's ability to re-adapt to Earth's gravity environment. In strategic learning, crewmembers make rapid modifications in their motor control strategy emphasizing error reduction. This type of learning may be critical during the first minutes and hours after landing. In adaptive learning, long-term plastic transformations occur, involving morphological changes and synaptic modification. In recent literature these two behavioral components have been associated with separate brain structures that control the execution of motor strategies: the strategic component was linked to the posterior parietal cortex and the adaptive component was linked to the cerebellum (Pisella, et al. 2004). The goal of this paper was to demonstrate the relative contributions of the strategic and adaptive components to the re-adaptation process in locomotor control after long duration space flight missions on the International Space Station (ISS). The Functional Mobility Test (FMT) was developed to assess crewmember s ability to ambulate postflight from an operational and functional perspective. Sixteen crewmembers were tested preflight (3 sessions) and postflight (days 1, 2, 4, 7, 25) following a long duration space flight (approx 6 months) on the ISS. We have further analyzed the FMT data to characterize strategic and adaptive components during the postflight readaptation period. Crewmembers walked at a preferred pace through an obstacle course set up on a base of 10 cm thick medium density foam (Sunmate Foam, Dynamic Systems, Inc., Leicester, NC). The 6.0m X 4.0m course consisted of several pylons made of foam; a Styrofoam barrier 46.0cm high that crewmembers stepped over; and a portal constructed of two Styrofoam blocks, each 31cm high, with a horizontal bar covered by foam and suspended from the ceiling which was adjusted to the height of the crewmember s shoulder. The portal required crewmembers to bend at the waist and step over a barrier simultaneously. All obstacles were lightweight, soft and easily knocked over. Crewmembers were instructed to walk through the course as quickly and as safely as possible without touching any of the objects on the course. This task was performed three times in the clockwise direction and three times in the counterclockwise direction that was randomly chosen. The dependent measures for each trial were: time to complete the course (seconds) and the number of obstacles touched or knocked down. For each crewmember, the time to complete each FMT trial from postflight days 1, 2, 4, 7 and 25 were further analyzed. A single logarithmic curve using a least squares calculation was fit through these data to produce a single comprehensive curve (macro). This macro curve composed of data spanning 25 days, illustrates the re-adaptive learning function over the longer time scale term. Additionally, logarithmic curves were fit to the 6 data trials within each individual post flight test day to produce 5 separate daily curves. These micro curves, produced from data obtained over the course of minutes, illustrates the strategic learning function exhibited over a relative shorter time scale. The macro curve for all subjects exhibited adaptive motor learning patterns over the 25 day period. Howev, 9/16 crewmembers exhibited significant strategic motor learning patterns in their micro curves, as defined by m > 1 in the equation of the line y=m*LN(x) +b. These data indicate that postflight recovery in locomotor function involves both strategic and adaptive mechanisms. Future countermeasures will be designed to enhance both recovery processes.

TU-AB-207A-03: Image Quality, Dose, and Clinical Applications

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

Dong, F.

Practicing medical physicists are often time charged with the tasks of evaluating and troubleshooting complex image quality issues related to CT scanners. This course will equip them with a solid and practical understanding of common CT imaging chain and its major components with emphasis on acquisition physics and hardware, reconstruction, artifacts, image quality, dose, and advanced clinical applications. The core objective is to explain the effects of these major system components on the image quality. This course will not focus on the rapid-changing advanced technologies given the two-hour time limit, but the fundamental principles discussed in this course may facilitatemore » better understanding of those more complicated technologies. The course will begin with an overview of CT acquisition physics and geometry. X-ray tube and CT detector are important acquisition hardware critical to the overall image quality. Each of these two subsystems consists of several major components. An in-depth description of the function and failure modes of these components will be provided. Examples of artifacts related to these failure modes will be presented: off-focal radiation, tube arcing, heel effect, oil bubble, offset drift effect, cross-talk effect, and bad pixels. The fundamentals of CT image reconstruction will first be discussed on an intuitive level. Approaches that do not require rigorous derivation of mathematical formulations will be presented. This is followed by a detailed derivation of the Fourier slice theorem: the foundation of the FBP algorithm. FBP for parallel-beam, fan-beam, and cone-beam geometries will be discussed. To address the issue of radiation dose related to x-ray CT, recent advances in iterative reconstruction, their advantages, and clinical applications will also be described. Because of the nature of fundamental physics and mathematics, limitations in data acquisition, and non-ideal conditions of major system components, image artifact often arise in the reconstructed images. Because of the limited scope of this course, only major imaging artifacts, their appearance, and possible mitigation and corrections will be discussed. Assessment of the performance of a CT scanner is a complicated subject. Procedures to measure common image quality metrics such as high contrast spatial resolution, low contrast detectability, and slice profile will be described. The reason why these metrics used for FBP may not be sufficient for statistical iterative reconstruction will be explained. Optimizing radiation dose requires comprehension of CT dose metrics. This course will briefly describe various dose metrics, and interaction with acquisition parameters and patient habitus. CT is among the most frequently used imaging tools due to its superior image quality, easy to operate, and a broad range of applications. This course will present several interesting CT applications such as a mobile CT unit on an ambulance for stroke patients, low dose lung cancer screening, and single heartbeat cardiac CT. Learning Objectives: Understand the function and impact of major components of X-ray tube on the image quality. Understand the function and impact of major components of CT detector on the image quality. Be familiar with the basic procedure of CT image reconstruction. Understand the effect of image reconstruction on CT image quality and artifacts. Understand the root causes of common CT image artifacts. Be familiar with image quality metrics especially high and low contrast resolution, noise power spectrum, slice sensitivity profile, etc. Understand why basic image quality metrics used for FBP may not be sufficient to characterize the performance of advanced iterative reconstruction. Be familiar with various CT dose metrics and their interaction with acquisition parameters. New development in advanced CT clinical applications. JH: Employee of GE Healthcare. FD: No disclosure.; J. Hsieh, Jiang Hsieh is an employee of GE Healthcare.« less

Formative Evaluations in Online Classes

ERIC Educational Resources Information Center

Peterson, Jennifer L.

2016-01-01

Online courses are continuing to become an important component of higher education course offerings. As the number of such courses increases, the need for quality course evaluations and course improvements is also increasing. However, there is not general agreement on the best ways to evaluate and use evaluation data to improve online courses.…

Early stages of memory formation in filial imprinting: Fos-like immunoreactivity and behavior in the domestic chick.

PubMed

Suge, R; McCabe, B J

2004-01-01

Early stages of memory formation in filial imprinting were studied in domestic chicks. Chicks trained for 15 min showed strong imprinting, demonstrated by a strong preference for their training stimulus, and the time course of this preference over 2 days after training was similar to that of chicks trained for 60 min. The chicks therefore learned characteristics of the training stimulus very early during training. The intermediate and medial hyperstriatum ventrale (IMHV) is a part of the chick forebrain that is crucial for imprinting. Previous experiments have shown a learning-specific increase in Fos-like immunoreactivity, used as a marker of neuronal activity, in the IMHV after training for 60 min. The time course of Fos expression in the IMHV was measured after training for 15 min and 60 min. The same pattern of expression was found for both training times, showing a peak 120 min after the start of training. The time course of expression was stimulus-dependent. Fos expression in the IMHV, but not the hippocampus, was significantly correlated with strength of imprinting. It is concluded that the learning-specific change in Fos expression in the IMHV is associated with very early components of memory formation.

Analysis of anabolic steroids in hair: time courses in guinea pigs.

PubMed

Shen, Min; Xiang, Ping; Yan, Hui; Shen, Baohua; Wang, Mengye

2009-09-01

Sensitive, specific, and reproducible methods for the quantitative determination of eight anabolic steroids in guinea pig hair have been developed using LC/MS/MS and GC/MS/MS. Methyltestosterone, stanozolol, methandienone, nandrolone, trenbolone, boldenone, methenolone and DHEA were administered intraperitoneally in guinea pigs. After the first injection, black hair segments were collected on shaved areas of skin. The analysis of these segments revealed the distribution of anabolic steroids in the guinea pig hair. The major components in hair are the parent anabolic steroids. The time courses of the concentrations of the steroids in hair (except methenolone, which does not deposit in hair) demonstrated that the peak concentrations were reached on days 2-4, except stanozolol, which peaked on day 10 after administration. The concentrations in hair appeared to be related to the physicochemical properties of the drug compound and to the dosage. These studies on the distribution of drugs in the hair shaft and on the time course of their concentration changes provide information relevant to the optimal time and method of collecting hair samples. Such studies also provide basic data that will be useful in the application of hair analysis in the control of doping and in the interpretation of results.

The time course of emotional picture processing: an event-related potential study using a rapid serial visual presentation paradigm

PubMed Central

Zhu, Chuanlin; He, Weiqi; Qi, Zhengyang; Wang, Lili; Song, Dongqing; Zhan, Lei; Yi, Shengnan; Luo, Yuejia; Luo, Wenbo

2015-01-01

The present study recorded event-related potentials using rapid serial visual presentation paradigm to explore the time course of emotionally charged pictures. Participants completed a dual-target task as quickly and accurately as possible, in which they were asked to judge the gender of the person depicted (task 1) and the valence (positive, neutral, or negative) of the given picture (task 2). The results showed that the amplitudes of the P2 component were larger for emotional pictures than they were for neutral pictures, and this finding represents brain processes that distinguish emotional stimuli from non-emotional stimuli. Furthermore, positive, neutral, and negative pictures elicited late positive potentials with different amplitudes, implying that the differences between emotions are recognized. Additionally, the time course for emotional picture processing was consistent with the latter two stages of a three-stage model derived from studies on emotional facial expression processing and emotional adjective processing. The results of the present study indicate that in the three-stage model of emotion processing, the middle and late stages are more universal and stable, and thus occur at similar time points when using different stimuli (faces, words, or scenes). PMID:26217276

Charge immobilization of the voltage sensor in domain IV is independent of sodium current inactivation.

PubMed

Sheets, Michael F; Hanck, Dorothy A

2005-02-15

Recovery from fast inactivation in voltage-dependent Na+ channels is associated with a slow component in the time course of gating charge during repolarization (i.e. charge immobilization), which results from the slow movement of the S4 segments in domains III and IV (S4-DIII and S4-DIV). Previous studies have shown that the non-specific removal of fast inactivation by the proteolytic enzyme pronase eliminated charge immobilization, while the specific removal of fast inactivation (by intracellular MTSET modification of a cysteine substituted for the phenylalanine in the IFM motif, ICMMTSET, in the inactivation particle formed by the linker between domains III and IV) only reduced the amount of charge immobilization by nearly one-half. To investigate the molecular origin of the remaining slow component of charge immobilization we studied the human cardiac Na+ channel (hH1a) in which the outermost arginine in the S4-DIV, which contributes approximately 20% to total gating charge (Qmax), was mutated to a cysteine (R1C-DIV). Gating charge could be fully restored in R1C-DIV by exposure to extracellular MTSEA, a positively charged methanethiosulphonate reagent. The RIC-DIV mutation was combined with ICMMTSET to remove fast inactivation, and the gating currents of R1C-DIV-ICM(MTSET) were recorded before and after modification with MTSEAo. Prior to MTSEAo, the time course of the gating charge during repolarization (off-charge) was best described by a single fast time constant. After MTSEA, the off-charge had both fast and slow components, with the slow component accounting for nearly 35% of Qmax. These results demonstrate that the slow movement of the S4-DIV during repolarization is not dependent upon the normal binding of the inactivation particle.

Using participant hedonic ratings of food images to construct data driven food groupings☆

PubMed Central

Johnson, Susan L.; Boles, Richard E.; Burger, Kyle S.

2014-01-01

Theorists posit that food reward is a powerful determinant of intake, yet little is known regarding how individuals’ hedonic ratings of a variety of foods interrelate and how hedonic ratings correspond to habitual dietary intake. Participant ratings of food appeal of 104 food images were collected while participants were in a fed state (n = 129). Self-reported frequency of intake of the food items, perceived hunger, body mass index (BMI), and dietary restraint were also assessed. Principal components analysis (PCA) was employed to analyze hedonic ratings of the foods, to identify component structures and to reduce the number of variables. The resulting component structures comprised 63 images loading on seven components including Energy-Dense Main Courses, Light Main Courses and Seafood as well as components more analogous to traditional food groups (e.g., Fruits, Grains, Desserts, Meats). However, vegetables were not represented in a unique, independent component. All components were positively correlated with reported intake of the food items (r’s = .26–.52, p < .05), except for the Light Main Course component (r = .10). BMI showed a small positive relation with aggregated food appeal ratings (r = .19; p < .05), which was largely driven by the relations between BMI and appeal ratings for Energy-Dense Main Courses (r = .24; p < .01) and Desserts (r = .27; p < .01). Dietary restraint showed a small significant negative relation to Energy-Dense Main Courses (r = −.21; p < .05), and Meats (r = −.18; p < .05). The present investigation provides novel evidence that how individuals’ hedonic ratings of foods aggregate into food components and how these component ratings relate to dietary intake. The notable absence of a vegetable component suggests that individuals’ liking for vegetables is highly variable and, from an empirical standpoint, not related to how they respond hedonically to other food categories. PMID:24769294

The Basic Surgical Skills Course in Sub-Saharan Africa: An Observational Study of Effectiveness.

PubMed

Fergusson, Stuart J; Sedgwick, David M; Ntakiyiruta, Georges; Ntirenganya, Faustin

2018-04-01

The Basic Surgical Skills (BSS) course is a common component of postgraduate surgical training programmes in sub-Saharan Africa, but was originally designed in a UK context, and its efficacy and relevance have not been formally assessed in Africa. An observational study was carried out during a BSS course delivered to early-stage surgical trainees from Rwanda and the Democratic Republic of the Congo. Technical skill in a basic wound closure task was assessed in a formal Objective Structured Assessment of Technical Skills (OSAT) before and after course completion. Participants completed a pre-course questionnaire documenting existing surgical experience and self-perceived confidence levels in surgical skills which were to be taught during the course. Participants repeated confidence ratings and completed course evaluation following course delivery. A cohort of 17 participants had completed a pre-course median of 150 Caesarean sections as primary operator. Performance on the OSAT improved from a mean of 10.5/17 pre-course to 14.2/17 post-course (mean of paired differences 3.7, p < 0.001). Improvements were seen in 15/17 components of wound closure. Pre-course, only 47% of candidates were forming hand-tied knots correctly and 38% were appropriately crossing hands with each throw, improving to 88 and 76%, respectively, following the course (p = 0.01 for both components). Confidence levels improved significantly in all technical skills taught, and the course was assessed as highly relevant by trainees. The Basic Surgical Skills course is effective in improving the basic surgical technique of surgical trainees from sub-Saharan Africa and their confidence in key technical skills.

Evaluating a College Leadership Course: What Do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply Do They Learn It?

ERIC Educational Resources Information Center

Sessa, Valerie I.; Matos, Cristina; Hopkins, Courtney A.

2009-01-01

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found…

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development)

PubMed Central

Dickersin, Kay; Braun, Lundy; Mead, Margaret; Millikan, Robert; Wu, Anna M.; Pietenpol, Jennifer; Troyan, Susan; Anderson, Benjamin; Visco, Frances

2008-01-01

Objective To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Population Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Setting Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. Results The Project LEAD curriculum has developed over 5 years to include lectures, problem‐based study groups, case studies, interactive critical appraisal sessions, a seminar by an ‘expert’ scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Conclusions Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course. PMID:11703495

Examining student performance in an introductory Physics for engineering course: A quantitative case study.

NASA Astrophysics Data System (ADS)

Valente, Diego; Savkar, Amit; Mokaya, Fridah; Wells, James

The Force Concept Inventory (FCI) has been analyzed and studied in various ways with regards to students' understanding of basic physics concepts. We present normalized learning gains and effect size calculations of FCI scores, taken in the context of large-scale classes in a 4-year public university and course instruction that incorporates elements of Just-In-Time teaching and active learning components. In addition, we will present here a novel way of using FCI pre- and post-test as a predictor of students' performance on midterm and final exams. Utilizing a taxonomy table of physics concepts, we will look at student performance broken down by topic, while also examining possible correlations between FCI post-test scores and other course assessments. College of Liberal Arts and Sciences (CLAS), UConn.

Hands-On in the Non-Laboratory Classroom Reconstructing Plant Phylogenies Using Morphological Characters

ERIC Educational Resources Information Center

Flory, S. Luke; Ingram, Ella L.; Heidinger, Britt J.; Tintjer, Tammy

2005-01-01

Laboratory components of introductory biology college-level courses are becoming increasingly rare. Due to the absence of laboratory funding and time, instructors at all levels are faced with the problem of implementing inquiry-based projects. In this article, the authors present an activity that they developed for the 50-minute discussion period…

Judgment of Learning, Monitoring Accuracy, and Student Performance in the Classroom Context

ERIC Educational Resources Information Center

Cao, Li; Nietfeld, John L.

2005-01-01

As a key component in self-regulated learning, the ability to accurately judge the status of learning enables students to become strategic and effective in the learning process. Weekly monitoring exercises were used to improve college students' (N = 94) accuracy of judgment of learning over a 14-week educational psychology course. A time series…

Final Project Report of Optimizing Vocational Development in the Handicapped, September 1980-June 1981.

ERIC Educational Resources Information Center

Middlesex County Vocational and Technical High Schools, New Brunswick, NJ.

A project helped handicapped high school students to develop and implement realistic vocational plans and to develop functional skills in various areas associated with independent living. Designed as an evening course open to full time special needs vocational high school students, the program consisted of the following two components: (l) a…

Developing a Mathematics Capstone Experience at The U.S. Air Force Academy

ERIC Educational Resources Information Center

Herzinger, Kurt; Holcomb, Trae; Peterson, Dale; Schaubroeck, Beth

2013-01-01

There are many details to consider when designing a capstone experience. Expectations of students, faculty workload, resources, logistics, and timing all play a part in the value of this endeavor. We discuss the experience of creating a research capstone experience from scratch including the components of our current course as well as lessons…

Tense over Time: The Longitudinal Course of Tense Acquisition in Children with Specific Language Impairment.

ERIC Educational Resources Information Center

Rice, Mabel L.; Wexler, Kenneth; Hershberger, Scott

1998-01-01

A longitudinal study of 43 typical children (ages 2 to 8) and 21 children with specific language impairments (SLI) found that a diverse set of morphemes share the property of tense marking, that acquisition shows linear and nonlinear components, and that mean length of utterance predicts rate of acquisition. (Author/CR)

Gravity Thickening. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

The basic operation of the gravity thickener is described in this lesson, focusing on the theory of operation, components found in a typical thickener, and the parameters which must be understood in optimizing the opeation of the thickener. Attention is given to mathematics concepts which are used in controlling hydraulic loading, detention time,…

The Precise Time Course of Lexical Activation: MEG Measurements of the Effects of Frequency, Probability, and Density in Lexical Decision

ERIC Educational Resources Information Center

Stockall, Linnaea; Stringfellow, Andrew; Marantz, Alec

2004-01-01

Visually presented letter strings consistently yield three MEG response components: the M170, associated with letter-string processing (Tarkiainen, Helenius, Hansen, Cornelissen, & Salmelin, 1999); the M250, affected by phonotactic probability, (Pylkkanen, Stringfellow, & Marantz, 2002); and the M350, responsive to lexical frequency (Embick,…

The neural correlates of implicit self-relevant processing in low self-esteem: an ERP study.

PubMed

Yang, Juan; Guan, Lili; Dedovic, Katarina; Qi, Mingming; Zhang, Qinglin

2012-08-30

Previous neuroimaging studies have shown that implicit and explicit processing of self-relevant (schematic) material elicit activity in many of the same brain regions. Electrophysiological studies on the neural processing of explicit self-relevant cues have generally supported the view that P300 is an index of attention to self-relevant stimuli; however, there has been no study to date investigating the temporal course of implicit self-relevant processing. The current study seeks to investigate the time course involved in implicit self-processing by comparing processing of self-relevant with non-self-relevant words while subjects are making a judgment about color of the words in an implicit attention task. Sixteen low self-esteem participants were examined using event-related potentials technology (ERP). We hypothesized that this implicit attention task would involve P2 component rather than the P300 component. Indeed, P2 component has been associated with perceptual analysis and attentional allocation and may be more likely to occur in unconscious conditions such as this task. Results showed that latency of P2 component, which indexes the time required for perceptual analysis, was more prolonged in processing self-relevant words compared to processing non-self-relevant words. Our results suggested that the judgment of the color of the word interfered with automatic processing of self-relevant information and resulted in less efficient processing of self-relevant word. Together with previous ERP studies examining processing of explicit self-relevant cues, these findings suggest that the explicit and the implicit processing of self-relevant information would not elicit the same ERP components. Copyright © 2012 Elsevier B.V. All rights reserved.

The Refrigeration System; Appliance Repair--Advanced: 9027.01.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This course outline provides students with an understanding of the observation of basic refrigeration system components, the techniques used in working with copper tubing, and practice demonstrations to show what they have learned. Course content includes specific block objectives, orientation, refrigeration components (evaporator, compressor,…

Using Authentic Data in High School Earth System Science Research - Inspiring Future Scientists

NASA Astrophysics Data System (ADS)

Bruck, L. F.

2006-05-01

Using authentic data in a science research class is an effective way to teach students the scientific process, problem solving, and communication skills. In Frederick County Public Schools, MD a course has been developed to hone scientific research skills, and inspire interest in careers in science and technology. The Earth System Science Research course provides eleventh and twelfth grade students an opportunity to study Earth System Science using the latest information developed through current technologies. The system approach to this course helps students understand the complexity and interrelatedness of the Earth system. Consequently students appreciate the dynamics of local and global environments as part of a complex system. This course is an elective offering designed to engage students in the study of the atmosphere, biosphere, cryosphere, geosphere, and hydrosphere. This course allows students to utilize skills and processes gained from previous science courses to study the physical, chemical, and biological aspects of the Earth system. The research component of the course makes up fifty percent of course time in which students perform independent research on the interactions within the Earth system. Students are required to produce a scientific presentation to communicate the results of their research. Posters are then presented to the scientific community. Some of these presentations have led to internships and other scientific opportunities.

Growing a Science Internship One Year at a Time: Updates to the Science Undergraduate Laboratory Internship Program D. Ortiz-Arias, A. Dominguez, A. Zwicker, S. Greco

NASA Astrophysics Data System (ADS)

Ortiz, Deedee; Dominguez, Arturo; Zwicker, Andrew; Greco, Shannon

2016-10-01

Between 1993-2014, the National Undergraduate Fellowship (NUF) program, sponsored by the DOE Office of Fusion Energy Sciences, provided summer research internships for outstanding undergraduate students from around the country. Since then, the NUF program was merged into the Science Undergraduate Laboratory Internship (SULI) program, sponsored by the DOE Office of Workforce Development for Teachers and Students. While there were many similarities between the two programs, the SULI program did not include the one-week introductory course in plasma physics or the opportunity for participants to present their summer research results at this meeting. In the past two years, working with representatives from both OFES and WDTS, we have again implemented some of the most important components of the NUF program. The week-long, introductory course in plasma physics is included and streamed live- especially important since most undergraduate physics students have not taken a plasma physics course before they begin their research. Students are again able to present their research to our community, a critical component of a full research experience and plans are underway to obtain additional funding to once again include universities as eligible host sites.

A Model-Driven Approach to e-Course Management

ERIC Educational Resources Information Center

Savic, Goran; Segedinac, Milan; Milenkovic, Dušica; Hrin, Tamara; Segedinac, Mirjana

2018-01-01

This paper presents research on using a model-driven approach to the development and management of electronic courses. We propose a course management system which stores a course model represented as distinct machine-readable components containing domain knowledge of different course aspects. Based on this formally defined platform-independent…

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

Refrigeration Controls: Electrical & Mechanical; Appliance Repair 3: 9027.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This booklet outlines a course designed to equip major appliance service students with the fundamental knowledge and understanding of procedures, basic electrical circuitry, and nomenclatures of components necessary in successfully tracing a circuit and repairing or replacing a malfunctioning component. Course content includes goals, specific…

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

Business Technology Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the business technology education component of Florida's comprehensive vocational…

Marketing Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the marketing education component of Florida's comprehensive vocational education…

Aviation Maintenance Technology. Course Content Guides. FAA Approved Curriculum.

ERIC Educational Resources Information Center

Shrawder, Jack; And Others

Course content guides are provided for the 30 courses in this aviation maintenance technology curriculum approved by the Federal Aviation Administration. Course titles are physics for technicians; aircraft information, regulations, and procedures; aircraft assembly; fundamentals of aircraft electronics; aircraft electrical components; aircraft…

Health Science Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the health science education component of Florida's comprehensive vocational…

Public Service Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the public service education component of Florida's comprehensive vocational…

Technology Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the technology education component of Florida's comprehensive vocational education…

The Intercultural Component in Textbooks for Teaching a Service Technical Writing Course

ERIC Educational Resources Information Center

Matveeva, Natalia

2007-01-01

This research article investigates new developments in the representation of the intercultural component in textbooks for a service technical writing course. Through textual analysis, using quantitative and qualitative techniques, I report discourse analysis of 15 technical writing textbooks published during 1993-2006. The theoretical and…

Towards a More Realistic Business Curriculum.

ERIC Educational Resources Information Center

Han, H'tein

A college business course focusing on the opportunities, issues, problems, and challenges of doing business with companies in the Pacific Rim region is described. The course has two major components: classroom learning and field study. The classroom component includes reading large quantities of materials that relate to economies of the Pacific…

Courseware Components and Features: Preferences of Faculty in the Human Sciences

ERIC Educational Resources Information Center

Causin, Gina Fe G.; Robertson, Lona J.; Ryan, Bill

2008-01-01

This project gathered information on the important components and features of distance education courseware identified by faculty teaching in the Great Plains Interactive Distance Education Alliance. Respondents indicated that they were most interested in features that helped with course management, allowed them to update and post course materials…

Adding an Online Component to a Teacher Training Program Helps Increase Participation and Engagement

ERIC Educational Resources Information Center

Martin, Roger; Smith, Dianne

2006-01-01

We liked our training model. We were bringing in teachers during their contract time for a full day of technology staff development. We offered, through one of two training labs at our District Educational Technology Center (ETC), more than 30 different courses on skill development or how to implement technology into instructional practices. Our…

Using an Agenda Setting Model to Help Students Develop & Exercise Participatory Skills and Values

ERIC Educational Resources Information Center

Perry, Anthony D.; Wilkenfeld, Britt S.

2006-01-01

The Agenda Setting Model is a program component that can be used in courses to contribute to students' development as responsible, effective, and informed citizens. This model involves students in finding a unified voice to assert an agenda of issues that they find especially pressing. This is often the only time students experience such a…

Is the Second Time the Charm? Investigating Trends in Online Re-Enrollment, Retention and Success

ERIC Educational Resources Information Center

Hachey, Alyse C.; Wladis, Claire W.; Conway, Katherine M.

2012-01-01

Online education is becoming an increasingly important component of higher education. The Sloan Foundation 2010 Survey of Online Learning reports that more than 30% of all students take at least one online course during their college career. Because of this, attention is now turning to the quality of student outcomes that this instructional method…

Introducing a Twitter Discussion Board to Support Learning in Online and Blended Learning Environments

ERIC Educational Resources Information Center

Thoms, Brian; Eryilmaz, Evren

2015-01-01

In this research we present a new design component for online learning communities (OLC); one that integrates Twitter with an online discussion board (ODB). We introduce our design across two sections of upper-division information systems courses at a university located within the U.S. The first section consisted of full-time online learners,…

An Inexpensive Kinetic Study: The Reaction of FD&C Red #3 (Erythrosin B) with Hypochlorite

ERIC Educational Resources Information Center

Henary, Maher M.; Russell, Arlene A.

2007-01-01

Kinetics constitutes a core topic in both the lecture and laboratory components of lower- level chemistry courses. While textbook examples can ignore issues of time, temperature and safety, the laboratory can not. Reactions must occur slowly enough to be detected by students, occur rapidly enough for data collection in the few hours assigned to a…

Management Communication in Non-U.S. MBA Programs: Current Trends and Practices

ERIC Educational Resources Information Center

Knight, Melinda

2005-01-01

A study of top-ranked, full-time, global MBA programs suggests that management communication is indeed both an important focus and component in the curriculum. The methods of delivery, however, do not seem to follow any particular model, such as the common U.S. practice of a separate program or department. Required courses are found at 10 of the…

Time course of influence on the allocation of attentional resources caused by unconscious fearful faces.

PubMed

Jiang, Yunpeng; Wu, Xia; Saab, Rami; Xiao, Yi; Gao, Xiaorong

2018-05-01

Emotionally affective stimuli have priority in our visual processing even in the absence of conscious processing. However, the influence of unconscious emotional stimuli on our attentional resources remains unclear. Using the continuous flash suppression (CFS) paradigm, we concurrently recorded and analyzed visual event-related potential (ERP) components evoked by the images of suppressed fearful and neutral faces, and the steady-state visual evoked potential (SSVEP) elicited by dynamic Mondrian pictures. Fearful faces, relative to neutral faces, elicited larger late ERP components on parietal electrodes, indicating emotional expression processing without consciousness. More importantly, the presentation of a suppressed fearful face in the CFS resulted in a significantly greater decrease in SSVEP amplitude which started about 1-1.2 s after the face images first appeared. This suggests that the time course of the attentional bias occurs at about 1 s after the appearance of the fearful face and demonstrates that unconscious fearful faces may influence attentional resource allocation. Moreover, we proposed a new method that could eliminate the interaction of ERPs and SSVEPs when recorded concurrently. Copyright © 2018 Elsevier Ltd. All rights reserved.

Construction, implementation, and evaluation of an undergraduate biology laboratory teaching model

NASA Astrophysics Data System (ADS)

Tarrant, Todd M.

This dissertation documents a time series study in which an undergraduate non-majors biology laboratory was revised, leading to the development of a new teaching model. The course model was developed at a large Midwestern university enrolling about 827 students in 32 sections per semester and using graduate teaching assistants as primary instructors. The majority of the students consisted of freshman and sophomores, with the remainder being juniors and seniors. This dissertation explains the rationale leading to the development and implementation of this educational model using graduate teaching assistants as the primary course instructors and embedded course assessment as evidence of its success. The major components of this model include six major items including: learning community, course design, GTA professional development, course delivery, assessment, and the filter. The major aspects of this model include clear links between instruction, GTA professional development, embedded assessment (student and GTA), course revision, student perceptions, and performance. The model includes the following components: Formal and informal discourse in the learning community, teaching assistant professional development, the use of multiple assessment tools, a filter to guide course evaluation, and redirection and delivery of course content based on embedded formal course assessment. Teaching assistants receive both initial and ongoing professional development throughout the semester in effective instructional pedagogy from an instructor of record. Results for three years of operation show a significant increase in student biology content knowledge and the use of scientific process/critical thinking skills with mean improvement in student performance of 25.5% and 18.9% respectively. Mean attendance for ISB 208L is 95% for the six semesters of this study showing students regularly attend the laboratory classes and remain in the course with a completion rate of 93%. Additionally, grade point averages have remained high (mean of 3.3 for ISB 208L) while question cognitive level used on course assignments and tests has increased each semester while assignment weight has remained constant. Students indicate through SIRS data that the course is relevant to their lives, emphasizes understanding of ideas, concepts, and encourages students to think about the relationship between science and society. This study is significant in that it provides a description of a field tested working model for all aspects of a course that has large student enrollment, uses graduate teaching assistants as primary instructors, embedded course assessment, ongoing professional development, and general applicability in being transferable to other courses.

Integrating writing research with curricular development in large-enrollment introductory physics

NASA Astrophysics Data System (ADS)

Demaree, Dedra

2008-05-01

Multiple research projects have been undertaken as part of an ongoing study to develop methods to do quantitative assessment of writing to learn within physics. The ability to make use of writing to learn at first glance appears limited in large-enrollment courses due to the time-intensive nature of essay writing and grading. However, effective ways to implement writing are quite possible. One study that will be discussed required students to do textbook summary writing in introductory physics in the 2007 spring semester of the ``Foundation Physics Course'' at the University of Cape Town. This course is a component of the special access program which contains mostly second language English speakers. Another use of writing will be reported that is currently being used in the introductory physics course at Oregon State University as a way to enhance problem solving. This project is also aimed at scaffolding students toward goals in our upper division courses. This talk will report on some of what we know about writing to learn, how we are working to improve ways to study it quantitatively, and how we are incorporating some aspects of it in accessible ways in large-enrollment introductory courses.

Investigating univariate temporal patterns for intrinsic connectivity networks based on complexity and low-frequency oscillation: a test-retest reliability study.

PubMed

Wang, X; Jiao, Y; Tang, T; Wang, H; Lu, Z

2013-12-19

Intrinsic connectivity networks (ICNs) are composed of spatial components and time courses. The spatial components of ICNs were discovered with moderate-to-high reliability. So far as we know, few studies focused on the reliability of the temporal patterns for ICNs based their individual time courses. The goals of this study were twofold: to investigate the test-retest reliability of temporal patterns for ICNs, and to analyze these informative univariate metrics. Additionally, a correlation analysis was performed to enhance interpretability. Our study included three datasets: (a) short- and long-term scans, (b) multi-band echo-planar imaging (mEPI), and (c) eyes open or closed. Using dual regression, we obtained the time courses of ICNs for each subject. To produce temporal patterns for ICNs, we applied two categories of univariate metrics: network-wise complexity and network-wise low-frequency oscillation. Furthermore, we validated the test-retest reliability for each metric. The network-wise temporal patterns for most ICNs (especially for default mode network, DMN) exhibited moderate-to-high reliability and reproducibility under different scan conditions. Network-wise complexity for DMN exhibited fair reliability (ICC<0.5) based on eyes-closed sessions. Specially, our results supported that mEPI could be a useful method with high reliability and reproducibility. In addition, these temporal patterns were with physiological meanings, and certain temporal patterns were correlated to the node strength of the corresponding ICN. Overall, network-wise temporal patterns of ICNs were reliable and informative and could be complementary to spatial patterns of ICNs for further study. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.

Industrial Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the industrial education component in Florida. Curriculum frameworks are provided for 144 programs/clusters; representative topics are as…

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Incorporation of basic research and service components in a field environmental geochemistry course

NASA Astrophysics Data System (ADS)

Senko, J.

2015-12-01

"Application-based service learning" (ABSL) refers to an approach to formal course instruction that integrates service and research components into the course. An ABSL approach was employed in a field-based environmental chemistry course, whose goal was to evaluate and monitor the aqueous geochemistry of coal mine-derived acid mine drainage (AMD) in the Appalachia basin. In this course, students conducted literature reviews on the geochemistry and environmental impacts of AMD, participated in a field sampling campaign of several AMD treatment systems, and conducted chemical analyses of the samples that they retrieved. The remainder of the course was dedicated to "lab meetings," during which data was analyzed, conclusions were drawn from the data, and a manuscript was drafted that described the findings of the field analyses, and made recommendations regarding the performance of the AMD treatment systems. The service component of the course focused on socioeconomic impacts of coal mining and the Appalachian region, with the final manuscript distributed to AMD treatment practitioners and state regulatory agencies. A comparison of pre- and post-course questionnaires that included Likert scale questions revealed that students' attitudes toward basic research improved over the period or the course. Based on the questionnaires attitudes toward service diminished, but "open-ended" questionnaires indicated an improved attitude toward both research and service, with an emphasis on the benefits of research that serves the community. Ultimately, we hope to develop approaches to compare the effectiveness of ABSL-based across disciplines.

Building a sustainable academic-community partnership: focus on fall prevention.

PubMed

Gray, Betsey; Macrae, Nancy

2012-01-01

To create an interprofessional/interdisciplinary education (IPE), pilot course that provided a representative group of students the opportunity to develop a 6 week fall reduction program for a group of elder volunteers who were independently living in the community. The authors describe the processes that occurred for the course and student-led program to be developed. This pilot course provided opportunities for interprofessional student learning, faculty practice and development, and a program to improve the health of the participants. Sustaining interprofessional collaboration is challenging, primarily due to scheduling difficulties and faculty workloads. More time needs to be devoted to developing the team skills of students, as well as building their knowledge of the contributions each discipline can make to a holistic view of elders. The next phase of this project needs to include pre and post measurement of students' readiness for IPE and elders to more adequately assess the components and effects of the course and program for fall prevention.

Performance, throughput, and cost of in-home training for the Army Reserve: Using asynchronous computer conferencing as an alternative to resident training

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

Hahn, H.A.; Ashworth, R.L. Jr.; Phelps, R.H.

1990-01-01

Asynchronous computer conferencing (ACC) was investigated as an alternative to resident training for the Army Reserve Component (RC). Specifically, the goals were to (1) evaluate the performance and throughput of ACC as compared with traditional Resident School instruction and (2) determine the cost-effectiveness of developing and implementing ACC. Fourteen RC students took a module of the Army Engineer Officer Advanced Course (EOAC) via ACC. Course topics included Army doctrine, technical engineering subjects, leadership, and presentation skills. Resident content was adapted for presentation via ACC. The programs of instruction for ACC and the equivalent resident course were identical; only the mediamore » used for presentation were changed. Performance on tests, homework, and practical exercises; self-assessments of learning; throughput; and cost data wee the measures of interest. Comparison data were collected on RC students taking the course in residence. Results indicated that there were no performance differences between the two groups. Students taking the course via ACC perceived greater learning benefit than did students taking the course in residence. Resident throughput was superior to ACC throughput, both in terms of numbers of students completing and time to complete the course. In spite of this fact, however, ACC was more cost-effective than resident training.« less

Evaluation of Embedded System Component Utilized in Delivery Integrated Design Project Course

NASA Astrophysics Data System (ADS)

Junid, Syed Abdul Mutalib Al; Hussaini, Yusnira; Nazmie Osman, Fairul; Razak, Abdul Hadi Abdul; Idros, Mohd Faizul Md; Karimi Halim, Abdul

2018-03-01

This paper reports the evaluation of the embedded system component utilized in delivering the integrated electronic engineering design project course. The evaluation is conducted based on the report project submitted as to fulfil the assessment criteria for the integrated electronic engineering design project course named; engineering system design. Six projects were assessed in this evaluation. The evaluation covers the type of controller, programming language and the number of embedded component utilization as well. From the evaluation, the C-programming based language is the best solution preferred by the students which provide them flexibility in the programming. Moreover, the Analog to Digital converter is intensively used in the projects which include sensors in their proposed design. As a conclusion, in delivering the integrated design project course, the knowledge over the embedded system solution is very important since the high density of the knowledge acquired in accomplishing the project assigned.

Family and Consumer Sciences Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the family and consumer sciences component of Florida's comprehensive vocational…

Agribusiness and Natural Resources Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the agribusiness and natural resources education component of Florida's…

California State University, Northridge: Hybrid Lab Courses

ERIC Educational Resources Information Center

EDUCAUSE, 2014

2014-01-01

California State University, Northridge's Hybrid Lab course model targets high failure rate, multisection, gateway courses in which prerequisite knowledge is a key to success. The Hybrid Lab course model components incorporate interventions and practices that have proven successful at CSUN and other campuses in supporting students, particularly…

The New Computers and Writing Course at the University of Texas at Austin: Context and Theory.

ERIC Educational Resources Information Center

Rouzie, Albert

The new "Computers and Writing" course implemented by the division of rhetoric and composition at the University of Texas at Austin is an elective second-year writing course that satisfies the university's requirement for writing component courses. In this course, instructors and students generate and apply rhetorical terminology and…

A Writing and Ethics Component for a Quantum Mechanics, Physical Chemistry Course

ERIC Educational Resources Information Center

Reilly, John T.; Strickland, Michael

2010-01-01

A writing-across-the-curriculum and ethics component is presented for a second-semester, physical chemistry course. The activity involves introducing ethical issues pertinent to scientists. Students are asked to read additional material, participate in discussions, and write essays and a paper on an ethical issue. The writing and discussion…

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

ERIC Educational Resources Information Center

Hahn, H. A.; And Others

The purpose of this handbook is to provide background and guidelines for course designers and instructional developers who will be developing Reserve Component training for the United States military using asynchronous computer conferencing techniques. The recommendations in this report are based on an international review of the literature in…

Communication Practice vs. Pattern Practice "or a Live Teacher Is Absolutely Necessary"

ERIC Educational Resources Information Center

Palmer, Adrian

2012-01-01

A language course has two components: (1) the course content; and (2) the presentation of that content. This article deals with the presentation component. Its main thesis is this: Since the ultimate goal of language learning is communication, classroom presentation should, from the outset, be directed toward the development of communication…

Comparing Online to Face-To-Face Delivery of Undergraduate Digital Circuits Content

ERIC Educational Resources Information Center

LaMeres, Brock J.; Plumb, Carolyn

2014-01-01

This paper presents a comparison of online to traditional face-to-face delivery of undergraduate digital systems material. Two specific components of digital content were compared and evaluated: a sophomore logic circuits course with no laboratory, and a microprocessor laboratory component of a junior-level computer systems course. For each of…

English as a Second Language for Automotive Component Parts Line Operators.

ERIC Educational Resources Information Center

Lewandowski, Carol

This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed to improve the English speaking and reading skills of non-English-speaking automotive component parts line operators, the course covers oral, written,…

Implementation and Evaluation of a Course Concept Based on Reusable Learning Objects

ERIC Educational Resources Information Center

Van Zele, Els; Vandaele, Pieter; Botteldooren, Dick; Lenaerts, Josephina

2003-01-01

This article describes the implementation and evaluation of a learning objects based computer aided system for an advanced engineering course at Ghent University, Belgium. A new syllabus concept was introduced: students had access to a Web-delivered component and received an identical printed component as two sources of information additional to…

Utilizing Virtual Teams in a Management Principles Course

ERIC Educational Resources Information Center

Olson-Buchanan, Julie B.; Rechner, Paula L.; Sanchez, Rudolph J.; Schmidtke, James M.

2007-01-01

Purpose: The purpose of this paper is to describe development of a component in a management principles course to develop university students' virtual team skills. There were several challenges in creating and implementing this new component. The paper aims to describe how these challenges were addressed and discusses outcomes associated with this…

Reflecting on Reflection as a Critical Component in Service Learning

ERIC Educational Resources Information Center

Bloomquist, Catherine

2015-01-01

Despite the popularity of service learning, it is sometimes criticized for its lack of academic rigor. This piece provides a counterpoint to that argument by describing a LIS service-learning course from the student's perspective. I focus particularly on the role of reflection, a key component in service-learning courses that helps to…

Technological Alternatives to Paper-Based Components of Team-Based Learning

ERIC Educational Resources Information Center

Robinson, Daniel H.; Walker, Joshua D.

2008-01-01

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

The effect of offering distance education on enrollment in onsite training at the National Conservation Training Center

USGS Publications Warehouse

Ratz, Joan M.; Schuster, Rudy M.; Marcy, Ann H.

2011-01-01

The objective of this study was to explore the effect that providing distance education courses would have on enrollment in courses offered on the campus of the National Conservation Training Center. This is an exploratory study and the results should be interpreted as preliminary rather than conclusive. The study included two components: analysis of existing training-enrollment data for the time period from October 1, 2007 to June 24, 2009, and a survey of U.S. Fish and Wildlife Service (Service) employees regarding their preferences for onsite training and distance education. The analysis of training-enrollment data included training records for 2,823 Service employees. Using this dataset, we created a database that included region, supervisory status, number of enrollments in online training, instructor-led web-based classes, correspondence courses, courses at the campus of the National Conservation Training Center, and instructor-led courses off campus. Our analyses focused on differences between enrollment in distance education and onsite courses and the effects of regional affiliation, supervisory status, and course format. Generally, the regions closest to the campus had higher enrollment in onsite training and regions farther away had higher enrollment in distance education. Nonsupervisors were more likely to enroll in training on campus and supervisors were more likely to enroll in instructor-led training off site. Enrollment in instructor-led courses was higher than in self-paced courses, although this may result from fewer offerings of self-paced courses. The second component of the study involved a survey of Service employees regarding their preferences for distance education and onsite training. The survey was administered online and 911 Service employees responded. Overall, survey respondents indicated a small preference for onsite training and were more likely to enroll in onsite courses than distance education. When asked to indicate reasons that would lead them to choose one type of training over the other, practical reasons were more frequently indicated as influential in the decision to enroll in distance education and interactions with others were more frequently cited as reasons to enroll in onsite training.We conclude that the information we assembled and analyzed indicates that distance education currently functions as a supplemental approach to training when participation in training onsite at the National Conservation Training Center campus is impractical.

Students' perceptions of their education on graduation from a dental school in India.

PubMed

Shetty, Vittaldas B; Shirahatti, Ravi V; Pawar, Prakash

2012-11-01

This study was conducted with the purpose of assessing students' perceived learning experience at the time of graduation from a dental school in India. The domains appraised were undergraduate curriculum, student motivation and support services, institutional infrastructure, administrative services, components of teaching-learning programs, confidence level in carrying out specific clinical procedures, career choice, and postgraduate specialty preference after graduation. The authors surveyed forty-five dental interns at the end of their undergraduate course, a 100 percent response rate from the class. The results showed that over 95 percent of the graduates were satisfied with the curriculum and 60 to 95 percent reported that the various components of the teaching-learning process were adequate. Only 42 percent of the students were confident about setting up a practice; 65 percent wished to take a course on general dentistry; and 86 percent wanted to pursue postgraduate study. The principal conclusions were that although the program was satisfactory to the majority of participants, some areas of concern were identified that need improvement.

Implementation and evaluation of a simulation curriculum for paediatric residency programs including just-in-time in situ mock codes.

PubMed

Sam, Jonathan; Pierse, Michael; Al-Qahtani, Abdullah; Cheng, Adam

2012-02-01

To develop, implement and evaluate a simulation-based acute care curriculum in a paediatric residency program using an integrated and longitudinal approach. Curriculum framework consisting of three modular, year-specific courses and longitudinal just-in-time, in situ mock codes. Paediatric residency program at BC Children's Hospital, Vancouver, British Columbia. The three year-specific courses focused on the critical first 5 min, complex medical management and crisis resource management, respectively. The just-in-time in situ mock codes simulated the acute deterioration of an existing ward patient, prepared the actual multidisciplinary code team, and primed the surrounding crisis support systems. Each curriculum component was evaluated with surveys using a five-point Likert scale. A total of 40 resident surveys were completed after each of the modular courses, and an additional 28 surveys were completed for the overall simulation curriculum. The highest Likert scores were for hands-on skill stations, immersive simulation environment and crisis resource management teaching. Survey results also suggested that just-in-time mock codes were realistic, reinforced learning, and prepared ward teams for patient deterioration. A simulation-based acute care curriculum was successfully integrated into a paediatric residency program. It provides a model for integrating simulation-based learning into other training programs, as well as a model for any hospital that wishes to improve paediatric resuscitation outcomes using just-in-time in situ mock codes.

Critical Care Specialty Elective: Nursing 401A.

ERIC Educational Resources Information Center

Jepson, Cheri A.

This course guide describes an elective speciality course on critical/intensive care nursing. A rationale for the course is followed by general information, including a description of the theoretical and clinical course components, an enumeration of major goals and objectives, a detailed outline of the units of instruction, a calendar of…

A Writing Course Designed for Developmental College Students.

ERIC Educational Resources Information Center

Malinowski, Patricia A.; Huard, Susan D.

This description of "Introduction to College Composition," a credit-bearing developmental writing course offered by the Community College of the Finger Lakes, provides an overview of the writing, grammar skills, and reading components of the course. Introductory information indicates that the course adopts a process-oriented approach to…

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

PubMed Central

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. PMID:27146160

Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

PubMed

Root Kustritz, Margaret V

2014-01-01

A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor.

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.

Ethics Simulations as Preparation for Public Discourse

ERIC Educational Resources Information Center

Hamilton, James P.; Mueller, Alfred G.

2010-01-01

Courses: Fundamentals of public speaking, basic hybrid course, introduction to communication, introduction to journalism, introduction to advertising, and any other course that includes components of communication ethics. Objective: Students will understand the fundamental elements of communication ethics.

Development and Validity of Western University's On-Road Assessment.

PubMed

Classen, Sherrilene; Krasniuk, Sarah; Alvarez, Liliana; Monahan, Miriam; Morrow, Sarah A; Danter, Tim

2017-01-01

Although used across North America, many on-road studies do not explicitly document the content and metrics of on-road courses and accompanying assessments. This article discusses the development of the University of Western Ontario's on-road course, and elucidates the validity of its accompanying on-road assessment. We identified main components for developing an on-road course and used measurement theory to establish face, content, and initial construct validity. Five adult volunteer drivers and 30 drivers with multiple sclerosis participated in the study. The road course had face and content validity, representing 100% of roadway components determined through a content validity matrix and index. The known-groups method showed that debilitated drivers (vs. not debilitated), made more driving errors ( W = 463.50, p = .03), and failed the on-road course, indicating preliminary construct validity of the on-road assessment. This research guides and empirically supports a process for developing a road course and its assessment.

Summer Session: A Time for Innovation

NASA Astrophysics Data System (ADS)

Mola, Monty

2013-05-01

Summer is almost here (at least for those of us who teach semesters). Many of us are taking a well-deserved break to spend time with our families, conduct research, travel, and myriad other activities. Some of us, however, will be teaching summer school. For those of us lucky enough to be teaching this summer, we have one suggestion: Be bold! Summer is the ideal time to try something new with your teaching. We have known for some time that alternative pedagogies and engaging teaching strategies can be more effective than traditional lectures as student learning environments. However, even with headlines in The Washington Post proclaiming that the lecture is dead,2 inroads of physics education research-based curricula have been slow to diffuse into the classrooms for the greater population of college physics instructors.3 Many instructors of traditional physics courses see the use of research-based instructional strategies (RBIS) as desirable but risky and time consuming.3 Assuming a traditional physics course structure, both the where and the when each component takes place can also limit the types of engaging pedagogies used.4

Argument-Driven Inquiry: Using the Laboratory to Improve Undergraduates' Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This paper presents preliminary evidence supporting the use of peer review in undergraduate science as a means to improve student writing and to alleviate barriers, such as lost class time, by incorporation of the peer-review process into the laboratory component of the course. The study was conducted in a single section of an undergraduate…

Determining Nutrient Requirements For Intensively Managed Loblolly Pine Stands Using the SSAND (Soil Supply and Nutrient Demand) Model

Treesearch

Hector G. Adegbidi; Nicholas B. Comerford; Hua Li; Eric J. Jokela; Nairam F. Barros

2002-01-01

Nutrient management represents a central component of intensive silvicultural systems that are designed to increase forest productivity in southern pine stands. Forest soils throughout the South are generally infertile, and fertilizers may be applied one or more times over the course of a rotation. Diagnostic techniques, such as foliar analysis and soil testing are...

Guidelines for the Organization of Short Courses and Workshops on the Dissemination of Data in Science and Technology.

ERIC Educational Resources Information Center

Watson, David G.

This document presents guidelines on the organization of short courses and workshops on the dissemination of data in science and technology. Such courses can be either of a "stand-alone" nature or they can constitute scientific data components of more general courses in information science. These courses are intended for documentalists,…

Energy and the Way We Live. Article Booklet for the Twelfth Course by Newspaper.

ERIC Educational Resources Information Center

Newman, Dorothy K.; And Others

The 15 articles in this booklet were written for the twelfth Course by Newspaper, "Energy and the Way We Live." Courses by Newspaper is a program presenting college-level courses to the public through the cooperation of newspapers and participating colleges. Other components of this course are the Reader/Study Guide (SO 012 724) and the…

Energy and the Way We Live. A Courses by Newspaper Reader.

ERIC Educational Resources Information Center

Kranzberg, Melvin, Ed.; And Others

This book of readings and a study guide on energy is part of the twelfth Course by Newspaper, "Energy and the Way We Live." Courses by Newspaper is a program presenting college-level courses to the public through the cooperation of newspapers and participating colleges. Other components of this course are the Source Book (SO 012 722) and…

Neural Representation of Scale Illusion: Magnetoencephalographic Study on the Auditory Illusion Induced by Distinctive Tone Sequences in the Two Ears

PubMed Central

Kuriki, Shinya; Yokosawa, Koichi; Takahashi, Makoto

2013-01-01

The auditory illusory perception “scale illusion” occurs when a tone of ascending scale is presented in one ear, a tone of descending scale is presented simultaneously in the other ear, and vice versa. Most listeners hear illusory percepts of smooth pitch contours of the higher half of the scale in the right ear and the lower half in the left ear. Little is known about neural processes underlying the scale illusion. In this magnetoencephalographic study, we recorded steady-state responses to amplitude-modulated short tones having illusion-inducing pitch sequences, where the sound level of the modulated tones was manipulated to decrease monotonically with increase in pitch. The steady-state responses were decomposed into right- and left-sound components by means of separate modulation frequencies. It was found that the time course of the magnitude of response components of illusion-perceiving listeners was significantly correlated with smooth pitch contour of illusory percepts and that the time course of response components of stimulus-perceiving listeners was significantly correlated with discontinuous pitch contour of stimulus percepts in addition to the contour of illusory percepts. The results suggest that the percept of illusory pitch sequence was represented in the neural activity in or near the primary auditory cortex, i.e., the site of generation of auditory steady-state response, and that perception of scale illusion is maintained by automatic low-level processing. PMID:24086676

Effectiveness of an evidence-based practice (EBP) course on the EBP competence of undergraduate nursing students: A quasi-experimental study.

PubMed

Ruzafa-Martínez, María; López-Iborra, Lidón; Armero Barranco, David; Ramos-Morcillo, Antonio Jesús

2016-03-01

International nursing institutions and experts recommend evidence-based practice (EBP) as a core component of the curriculum for nurses. However, the impact of EBP training on the competence of undergraduate nursing students remains unclear. To evaluate the effectiveness of an EBP course on the EBP competence undergraduate nursing students'. Quasi-experimental study carried out in non-randomized intervention and control groups. The study was conducted in a Spanish public university in 2010. Out of 420 second- and third-year nursing students, 75 were enrolled in the EBP course, forming the intervention group, and 73 were not enrolled in this course were recruited as controls. The educational intervention was a 15-week course designed to teach EBP competence. The EBP Competence Questionnaire (EBP-COQ) was administered before and after the intervention. Repeated-measure ANOVA was used to compare intervention and control group scores before and at two months after the 15-week intervention period. At 2months after the EBP course, mean EBP-COQ scores of the intervention group were significantly improved versus baseline in attitude (4.28 vs. 3.33), knowledge (3.92 vs. 2.82) and skills (4.01 vs. 2.75) dimensions, whereas little change was observed in control group scores over the same time period. Repeated-measures ANOVA revealed a significant effect of Time ×Group interaction on global competence and all three EBP-COQ dimensions. Undergraduate nursing students experience positive changes in EBP competence, knowledge, skills, and attitude as the result of a 15-week educational intervention on EBP. This EBP course may provide nursing school educators and policymakers with a useful model for integrating EBP teaching within the nursing curriculum. Copyright © 2015 Elsevier Ltd. All rights reserved.

Remembering the dynamic changes in pain intensity and unpleasantness: a psychophysical study.

PubMed

Khoshnejad, Mina; Fortin, Marie C; Rohani, Farzan; Duncan, Gary H; Rainville, Pierre

2014-03-01

This study investigated the short-term memory of dynamic changes in acute pain using psychophysical methods. Pain intensity or unpleasantness induced by painful contact-heat stimuli of 8, 9, or 10s was rated continuously during the stimulus or after a 14-s delay using an electronic visual analog scale in 10 healthy volunteers. Because the continuous visual analog scale time courses contained large amounts of redundant information, a principal component analysis was applied to characterize the main features inherent to both the concurrent rating and retrospective evaluations. Three components explained about 90% of the total variance across all trials and subjects, with the first component reflecting the global perceptual profile, and the second and third components explaining finer perceptual aspects (eg, changes in slope at onset and offset and shifts in peak latency). We postulate that these 3 principal components may provide some information about the structure of the mental representations of what one perceives, stores, and remembers during the course of few seconds. Analysis performed on the components confirmed significant memory distortions and revealed that the discriminative information about pain dimensions in concurrent ratings was partly or completely lost in retrospective ratings. Importantly, our results highlight individual differences affecting these memory processes. These results provide further evidence of the important transformations underlying the processing of pain in explicit memory and raise fundamental questions about the conversion of dynamic nociceptive signals into a mental representation of pain in perception and memory. Copyright © 2013 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

Mitigating Challenges of Using Virtual Reality in Online Courses: A Case Study

ERIC Educational Resources Information Center

Stewart, Barbara; Hutchins, Holly M.; Ezell, Shirley; De Martino, Darrell; Bobba, Anil

2010-01-01

Case study methodology was used to describe the challenges experienced in the development of a virtual component for a freshman-level undergraduate course. The purpose of the project was to use a virtual environment component to provide an interactive and engaging learning environment. While some student and faculty feedback was positive, this…

Occupational Component. 26-Level Courses. Teacher Resource Manual. Integrated Occupational Program. Interim-1991: Curriculum.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This planning and instructional manual is designed to assist teachers in implementing the 20 10-credit-hour courses that make up the 26-level occupational component of the Integrated Occupational Program (IOP) in Alberta, Canada. (The IOP was developed to assist students who experience difficulties in secondary education and to help students make…

Revising the Experiential Learning Component of the Business Capstone Course at Delaware Technical Community College's George Campus

ERIC Educational Resources Information Center

Roux, June N.

2017-01-01

This Executive Position Paper examines the experiential learning component of the business capstone course at Delaware Technical Community College's George campus in Wilmington, Delaware. As a statewide institution of higher education, Delaware Tech offers associate of applied science degrees in practical, skills-based majors, including a number…

A Modified Approach to Team-Based Learning in Linear Algebra Courses

ERIC Educational Resources Information Center

Nanes, Kalman M.

2014-01-01

This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically…

Bringing Educational Relevancy to the First-Year College Experience by Bearing Witness to Social Problems.

ERIC Educational Resources Information Center

Peters, Jonathan R.; Stearns, Donald E.

2003-01-01

A study examined the effectiveness of the experiential component of a first-year college environmental course concerning water pollution in Toms River, New Jersey. A survey of 542 students who took the course with or without the river project found that the experiential component improved student interest, stimulated critical thinking, and…

Effects of load and maintenance duration on the time course of information encoding and retrieval in working memory: from perceptual analysis to post-categorization processes.

PubMed

Pinal, Diego; Zurrón, Montserrat; Díaz, Fernando

2014-01-01

information encoding, maintenance, and retrieval; these are supported by brain activity in a network of frontal, parietal and temporal regions. Manipulation of WM load and duration of the maintenance period can modulate this activity. Although such modulations have been widely studied using the event-related potentials (ERP) technique, a precise description of the time course of brain activity during encoding and retrieval is still required. Here, we used this technique and principal component analysis to assess the time course of brain activity during encoding and retrieval in a delayed match to sample task. We also investigated the effects of memory load and duration of the maintenance period on ERP activity. Brain activity was similar during information encoding and retrieval and comprised six temporal factors, which closely matched the latency and scalp distribution of some ERP components: P1, N1, P2, N2, P300, and a slow wave. Changes in memory load modulated task performance and yielded variations in frontal lobe activation. Moreover, the P300 amplitude was smaller in the high than in the low load condition during encoding and retrieval. Conversely, the slow wave amplitude was higher in the high than in the low load condition during encoding, and the same was true for the N2 amplitude during retrieval. Thus, during encoding, memory load appears to modulate the processing resources for context updating and post-categorization processes, and during retrieval it modulates resources for stimulus classification and context updating. Besides, despite the lack of differences in task performance related to duration of the maintenance period, larger N2 amplitude and stronger activation of the left temporal lobe after long than after short maintenance periods were found during information retrieval. Thus, results regarding the duration of maintenance period were complex, and future work is required to test the time-based decay theory predictions.

GPA/GPSA/OSU-Okmulgee natural gas compression technician training program

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

Doede, S.

Approximately one year ago, OSU-Okmulgee and the Gas Processors Association began discussions about the possibility of developing a natural Gas Technician Training Program for GPA members. Following a presentation to the Membership and Services Committee, Chairman John Ehlers solicited and obtained the approval of the GPA Executive Committee to sponsor the program. Participation in the program was also made available to GPSA members. The purpose of the program is to upgrade the technical competency and professional level of incoming natural gas compression technicians. It educates students to analytically diagnose, service and maintain gas compression equipment and systems using industry recommendedmore » procedures, special tools and service information. It also provides course content, which will enable successful graduates to advance in position after additional experience, and to understand new systems, technologies and components as they are introduced. The two-year Associate-In-Applied Science Degree program includes six successive college semesters. Nearly one-half of the time is designated for technical/academic education at Oklahoma State University-Okmulgee with the balance of time allocated for on-the-job internship experiences at sponsoring GPA/GPSA members. Each block of technical education and general education course work is followed by an immediate work experience time period designated to reinforce the technical and general education. These time periods are approximately seven and one-half weeks in length each. It is essential for the success of the students and the program that the students' education at OSU-Okmulgee and work experiences at GPA/GPSA member facilities be closely aligned for maximum student learning and retention. In addition to technical classes on gas compression equipment and components, the courses offered in math, speech, technical writing, psychology and ethics for example, prepare students to be able to communicate well, get along with others and be responsible and productive employees.« less

Learning by doing at the Colorado School of Mines

NASA Astrophysics Data System (ADS)

Furtak, Thomas E.; Ruskell, Todd G.

2013-03-01

With over 260 majors, the undergraduate physics program at CSM is among the largest in the country. An underlying theme in this success is experiential learning, starting with a studio teaching method in the introductory calculus-based physics courses. After their second year students complete a 6-week full-time summer course devoted to hands-on practical knowledge and skills, including machine shop techniques, high-vacuum technology, applied optics, electronic control systems, and computational tools. This precedes a two-semester laboratory sequence that can be taught at an advanced level because of the students' experience. The required capstone senior course is a year-long open-ended challenge in which students partner with members of the faculty to work on authentic research projects, teaming with grad students or post-docs as contributing members to the department's externally funded scholarship. All of these features are important components of our B.S. degree, Engineering Physics, which is officially accredited by ABET.

Distance Learning Courses on the Web: The Authoring Approach.

ERIC Educational Resources Information Center

Santos, Neide; Diaz, Alicia; Bibbo, Luis Mariano

This paper proposes a framework for supporting the authoring process of distance learning courses. An overview of distance learning courses and the World Wide Web is presented. The proposed framework is then described, including: (1) components of the framework--a hypermedia design methodology for authoring the course, links to related Web sites,…

Where Are We Now? Statistics on Capstone Courses Nationwide

ERIC Educational Resources Information Center

Howe, Susannah

2010-01-01

Capstone design courses are an increasingly common component of engineering curricula nationwide, but how much do we really know about the current practices? How do capstone courses differ across departments and institutions? How have capstone courses changed in the past 10 years? This paper highlights data from a survey of engineering capstone…

Obstetrician/Gynecologists and Postpartum Mental Health: Differences between CME Course Takers and Nontakers

ERIC Educational Resources Information Center

Leddy, Meaghan A.; Farrow, Victoria A.; Joseph, Gerald F., Jr.; Schulkin, Jay

2012-01-01

Introduction: Continuing medical education (CME) courses are an essential component of professional development. Research indicates a continued need for understanding how and why physicians select certain CME courses, as well as the differences between CME course takers and nontakers. Purpose: Obstetrician-gynecologists (OB-GYNs) are health care…

A Cold-Pole Enhancement in Mercury’s Sodium Exosphere

PubMed Central

Cassidy, Timothy A.; McClintock, William E.; Killen, Rosemary M.; Sarantos, Menelaos; Merkel, Aimee W.; Vervack, Ronald J.; Burger, Matthew H.

2018-01-01

The Ultraviolet and Visible Spectrometer (UVVS) component of the Mercury Atmospheric and Surface Composition Spectrometer (MASCS) on the MESSENGER spacecraft characterized the local-time distribution of the sodium exosphere over the course of its orbital mission. The observations show that the sodium exosphere is enhanced above Mercury’s cold-pole longitudes. Based on previously published sodium exosphere models we infer that these regions act as nightside surface reservoirs, temporary sinks to the exosphere that collect sodium atoms transported anti-sunward. The reservoirs are revealed as exospheric enhancements when they are exposed to sunlight. As in the models the reservoir is depleted as the cold poles rotate from dawn to dusk, but unlike the models the depletion is only partial. The persistence of the reservoir means that it could, over the course of geologically long periods of time, contribute to an increase in the bulk concentration of sodium near the cold-pole longitudes. PMID:29720774

Improving workplace safety training using a self-directed CPR-AED learning program.

PubMed

Mancini, Mary E; Cazzell, Mary; Kardong-Edgren, Suzan; Cason, Carolyn L

2009-04-01

Adequate training in cardiopulmonary resuscitation (CPR) and use of an automated external defibrillator (AED) is an important component of a workplace safety training program. Barriers to traditional in-classroom CPR-AED training programs include time away from work to complete training, logistics, learner discomfort over being in a classroom setting, and instructors who include information irrelevant to CPR. This study evaluated differences in CPR skills performance between employees who learned CPR using a self-directed learning (SDL) kit and employees who attended a traditional instructor-led course. The results suggest that the SDL kit yields learning outcomes comparable to those obtained with traditional instructor-led courses and is a more time-efficient tool for CPR-AED training. Furthermore, the SDL kit overcomes many of the barriers that keep individuals from learning CPR and appears to contribute to bystanders' confidently attempting resuscitation.

Physiological pump loading of isolated cardiac muscle.

PubMed

Paulus, W J; Claes, V A; Brutsaert, D L

1976-05-01

Cat papillary muscles were subjected to a continuously changing load, resulting from an analysis of the left ventricle as a muscle pump system. The papillary muscle was assumed to be part of a circumferential bundle of muscle fibers of a simplified ejecting ventricle. The load included the pressure--stress relationship of this ventricle and the peripheral vascular load with its inertial, resistive and capacitive components. When this loading function was imposed on a shortening muscle through an electronic feedback circuit, the time course of force development and the velocity versus force plots closely resembled data obtained in the intact heart. Analysis of mechanical work (delta 1 X f) and power (V X f) and their respective time course permitted distinction between changes of contractile performance due to (1) positive or negative inotropic interventions, (2) altered hypothetical ventricular dimensions and changed preload, and (3) the long-term load-dependent memory of cardiac muscle.

Developing a Psychology of Learning in the Field: Pre-service Mentoring of At-Risk Middle School Students.

ERIC Educational Resources Information Center

Navarro, Virginia

This narrative recounts the process of developing and implementing a field component in a preservice course on the psychology of teaching and learning at a large urban school of education. The professional development model of integrated school reform was used as a theoretical base. The field component of the course had two strands: reflective…

Nutritional quality and acceptability of a weekly vegetarian lunch in primary-school canteens in Ghent, Belgium: 'Thursday Veggie Day'.

PubMed

De Keyzer, Willem; Van Caneghem, Sven; Heath, Anne-Louise M; Vanaelst, Barbara; Verschraegen, Mia; De Henauw, Stefaan; Huybrechts, Inge

2012-12-01

To determine the nutritional adequacy and acceptability to children of vegetarian lunches served on 'Thursday Veggie Day' - a public health initiative in Ghent (Belgium) primary schools. A comparison of food leftovers from main courses on regular days and Thursdays was made using a visual plate waste method. The nutritional value of the vegetarian meat analogue and meat components of main courses served on five 'Thursday Veggie Days' and five comparable conventional main courses was evaluated using three criteria (maximum 30 % of energy from fat, maximum of one-third of fat as saturated fat and minimum 1.5 g of dietary fibre per 420 kJ). Two canteens from primary schools in Ghent, Belgium, participating in the 'Thursday Veggie Day' campaign. Primary-school children aged between 6 and 12 years. In total, 1242 and 472 main course plate waste observations of conventional and vegetarian menus, respectively, were evaluated. There was no significant difference in plate waste between vegetarian (16.7 %) and conventional (17.3 %) main courses. Overall, the five vegetarian components were found to be nutritionally adequate with a mean score of 2.2 out of 3, compared with 0.4 for the meat component. However, three of the vegetarian components provided >30 % of energy from fat and, in one, the amount of saturated fat exceeded one-third of total fat. Vegetarian canteen meals offered as part of 'Thursday Veggie Day' appear to be nutritionally appropriate and as acceptable as conventional main courses to children in primary schools in Ghent.

MO-DE-BRA-02: SIMAC: A Simulation Tool for Teaching Linear Accelerator Physics

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

Carlone, M; Harnett, N; Department of Radiation Oncology, University of Toronto, Toronto, Ontario

Purpose: The first goal of this work is to develop software that can simulate the physics of linear accelerators (linac). The second goal is to show that this simulation tool is effective in teaching linac physics to medical physicists and linac service engineers. Methods: Linacs were modeled using analytical expressions that can correctly describe the physical response of a linac to parameter changes in real time. These expressions were programmed with a graphical user interface in order to produce an environment similar to that of linac service mode. The software, “SIMAC”, has been used as a learning aid in amore » professional development course 3 times (2014 – 2016) as well as in a physics graduate program. Exercises were developed to supplement the didactic components of the courses consisting of activites designed to reinforce the concepts of beam loading; the effect of steering coil currents on beam symmetry; and the relationship between beam energy and flatness. Results: SIMAC was used to teach 35 professionals (medical physicists; regulators; service engineers; 1 week course) as well as 20 graduate students (1 month project). In the student evaluations, 85% of the students rated the effectiveness of SIMAC as very good or outstanding, and 70% rated the software as the most effective part of the courses. Exercise results were collected showing that 100% of the students were able to use the software correctly. In exercises involving gross changes to linac operating points (i.e. energy changes) the majority of students were able to correctly perform these beam adjustments. Conclusion: Software simulation(SIMAC), can be used to effectively teach linac physics. In short courses, students were able to correctly make gross parameter adjustments that typically require much longer training times using conventional training methods.« less

Toward a more professional and practical medical education: a novel Central European approach.

PubMed

Drexel, Heinz; Vonbank, Alexander; Fraunberger, Peter; Riesen, Walter F; Saely, Christoph H

2015-01-01

We here present an innovative curriculum for a complete medical education that conforms to the current European Bologna system of academic training. The curriculum aims at raising doctors who are excellently prepared for clinical work over as short a time as 5 years; it provides a comprehensive, yet shorter than usual, education that strongly pronounces the importance of increasing the students' practical clinical competences and rigorously excludes superfluous contents. The curriculum encompasses 52 modules, 32 at the bachelor's and 20 at the master's level. Already at the level of the bachelor degree, full employability is given; the students finish the master's course as medical doctors optimally prepared to manage patients at the level of postgraduate medical education. The structure of the curriculum is modular; each modular component is essential for medical education and contains an average of five European Credit Transfer System credits, amounting to 150 hours of education. Depending on the subspecialty, the courses include lectures, seminars, practical laboratory training, and clinical training at varying quantities. In addition to attendance times, sufficient time slots are prepared for self-study in lectures, seminars, and practical work. With our curriculum, we provide an easily applicable backbone for a modern course of medicine that can be installed also at smaller academic institutions.

Course Design for Critical Thinking.

ERIC Educational Resources Information Center

Furedy, John J.; Furedy, Christine

1979-01-01

A fourth year honors thesis research course in psychology at the University of Toronto uses the device of adversarial interaction to improve critical thinking. Course components, including thesis submission, research seminar, student relations, and supervision, are designed to simulate the constraints, criticism, and relationships of actual…

Mechanisms of Mindfulness in Communication Training

ERIC Educational Resources Information Center

Huston, Daniel C.; Garland, Eric L.; Farb, Norman A. S.

2011-01-01

Mindfulness, an ancient spiritual practice, is becoming an increasingly popular component of communication courses, training individuals to reserve judgment in their dealings with others. However, the effects of mindfulness in communication courses are not well researched. We compared students taking an introductory communication course that…

Mountain Plains Learning Experience Guide: Automotive Repair. Course: Automotive Fuel Systems.

ERIC Educational Resources Information Center

Osland, Walt

One of twelve individualized courses included in an automotive repair curriculum, this course covers the theory, operation, and repair of the carburetor, fuel pump, and other related fuel system components and parts. The course is comprised of six units: (1) Fundamentals of Fuel Systems, (2) Fuel Pumps, (3) Fuel Lines and Filters, (4) Carburetors,…

Teaching a Basic Religious Studies Course Using Guided Design and an Individualized Course Requirements Plan.

ERIC Educational Resources Information Center

Trobian, Helen R.

The religious studies course described in this paper is offered at Bennett College, a predominantly Black college for women. It utilizes an extensive book list and library reserves rather than a textbook, and emphasizes individualized research carried on concurrently with classroom presentations. Specific components of the course are listed and/or…

Anthropology: Focus Upon Ethnic Studies.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of General Education Curriculum Development.

This course syllabus is designed to serve as the basis for a one-semester, 12th grade anthropology course or a one-year, 12th grade ethnic studies course. As such it can be used as the culminating course in a kindergarten-grade 12 sequence. The ethnic studies component is based on data collected by an Italo-American Curriculum Studies Project and…

Theory to Practice through Teacher Inquiry Courses in a Graduate Program: Two Teachers' Perspectives

ERIC Educational Resources Information Center

Keat, Jane Blakely

2005-01-01

Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher…

Mountain Plains Learning Experience Guide: Automotive Repair. Course: Brake Systems.

ERIC Educational Resources Information Center

Schramm, C.; Osland, Walt

One of twelve individualized courses included in an automotive repair curriculum, this course covers theory, operation, and repair of drum brakes, disc brakes, and brake system components. The course is comprised of six units: (1) Fundamentals of Brake Systems, (2) Master Cylinder, (3) Drum Brakes, (4) Disc Brakes, (5) Power Brakes, and (6)…

Physics Myth Busting: A Lab-Centered Course for Non-Science Students

ERIC Educational Resources Information Center

Madsen, Martin John

2011-01-01

There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

Evaluation Report of the Course for Distance Education Policy-Makers in Southern Africa. Final Report

ERIC Educational Resources Information Center

Magagula, Cisco

2002-01-01

The evaluator was contracted to determine whether the online or face-to-face course components met course participants' needs and increased their understanding and knowledge of policy development processes, and to determine the efficiency and effectiveness of delivery strategies. In addition, the course evaluator was asked to look at the…

Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course

ERIC Educational Resources Information Center

Shinaberger, Lee

2017-01-01

An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a…

Computer ethics: A capstone course

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

Fisher, T.G.; Abunawass, A.M.

1994-12-31

This paper presents a capstone course on computer ethics required for all computer science majors in our program. The course was designed to encourage students to evaluate their own personal value systems in terms of the established values in computer science as represented by the ACM Code of Ethics. The structure, activities, and topics of the course as well as assessment of the students are presented. Observations on various course components and student evaluations of the course are also presented.

Beyond Ignorance: Using the Cultural Stereotypes of Americans Studying in the UK as a Resource for Learning and Teaching about British Culture

ERIC Educational Resources Information Center

Janes, Dominic

2011-01-01

A course introducing British culture is a standard component of many study abroad programmes running in this country that are aimed at international students who will be spending a limited amount of time in the United Kingdom. However, it is not often acknowledged that such students possess a range of strong pre-conceptions about British culture…

Transient heat conduction in a heat fin

NASA Astrophysics Data System (ADS)

Brody, Jed; Brown, Max

2017-08-01

We immerse the bottom of a rod in ice water and record the time-dependent temperatures at positions along the length of the rod. Though the experiment is simple, a surprisingly difficult problem in heat conduction must be solved to obtain a theoretical fit to the measured data. The required equipment is very inexpensive and could be assigned as a homework exercise or a hands-on component of an online course.

The different time courses of reading different levels of Chinese characters: an ERP study.

PubMed

Lu, Qilin; Tang, Yi-Yuan; Zhou, Li; Yu, Qingbao

2011-07-12

The dual route processing was generally accepted in the reading of alphabetic languages, which suggests alphabetic words can be read by either addressed pathway or assembled pathway. However, it was still unclear whether there was a particular 'dual route mechanism' during reading Chinese characters. In our previous fMRI study, the result showed that there might be a particular 'dual route mechanism', and its addressed pathway was similar between Chinese and English, whereas for the need of spatial analysis, the assembled pathway of Chinese was different from that of English which involved grapheme-to-phoneme correspondences. The present study, using event-related potential, which provide more temporal information, aimed to further support our previous view, and peered inside the different time courses of reading different types of Chinese characters. It was found that reading high frequency Chinese characters increased the N170 component which was believed to enhance attention to the addressed pathway in the left occipital-temporal area. Pseudo Chinese characters could be read by a particular assembled pathway, which caused the largest amplitude of P320 component in the right occipital-temporal area, which considered as a key brain area for radical analysis. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Astrobo: Towards a new observatory control system for the Garching Observatory 0.6m

NASA Astrophysics Data System (ADS)

Schweyer, T.; Jarmatz, P.; Burwitz, V.

2016-12-01

The recently installed Campus Observatory Garching (COG) 0.6m telescope features a wide array of instruments, including a wide-field imager and a variety of spectrographs. To support all these different instruments and improve time usage, it was decided to develop a new control system from scratch, that will be able to safely observe autonomously as well as manually (for student lab courses). It is built using an hierarchical microservice architecture, which allows well-specified communication between its components regardless of the programming language used. This modular design allows for fast prototyping of components as well as easy implementation of complex instrumentation control software.

Incorporating Geoethics in Introductory Earth System Science Courses

NASA Astrophysics Data System (ADS)

Schmitt, J.

2014-12-01

The integrative nature of Earth System Science courses provides extensive opportunities to introduce students to geoethical inquiry focused on globally significant societal issues. Geoscience education has traditionally lagged in its efforts to increase student awareness of the significance of geologic knowledge to understanding and responsibly confronting causes and possible solutions for emergent, newly emerging, and future problems of anthropogenic cause and consequence. Developing an understanding of the human impact on the earth system requires early (lower division) and for geoscience majors, repeated (upper division) curricular emphasis on the interactions of the lithosphere, hydrosphere, atmosphere, biosphere, and pedosphere across space and through time. Capturing the interest of university students in globally relevant earth system issues and their ethical dimensions while first learning about the earth system is an important initial step in bringing geoethical deliberation and awareness to the next generation of geoscientists. Development of a new introductory Earth System Science course replacing a traditional introductory Physical Geology course at Montana State University has involved abandonment of concept-based content organization in favor of a place-based approach incorporating examination of the complex interactions of earth system components and emergent issues and dilemmas deriving from the unique component interactions that characterize each locale. Thirteen different place-based week-long modules (using web- and classroom-based instruction) were developed to ensure cumulative broad coverage across the earth geographically and earth system components conceptually. Each place-based instructional module contains content of societal relevance requiring synthesis, critical evaluation, and reflection by students. Examples include making linkages between deforestation driven by economics and increased seismicity in Haiti, agriculture and development of marine dead zones in the Gulf of Mexico, glacier melting and alpine ecotone migration due to global warming in Glacier National Park, USA, and destruction of Caribbean mangrove forests and its negative effects on coral reef biodiversity.

Nuclear Technology Series. Course 35: Systems and Components.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

Composition for Critical Thinking: A Course Description.

ERIC Educational Resources Information Center

Lazere, Donald

Intended for college or secondary school teachers of courses beyond the basic level in freshman English and composition, this course description treats components of composition for critical thinking, including semantics, tone, logic, and argumentation, and their application to writing critical, argumentative, and research papers. The introduction…

An Innovative Pharmaceutical Care Practical Course

ERIC Educational Resources Information Center

Bulatova, N. R.; Aburuz, S.; Yousef, A. M.

2007-01-01

The innovative practical course was developed to improve the students' ability to acquire pharmaceutical care skills. The primary components of the course were in-school training using small group discussions and hospital experience including identification, analysis, prevention and resolution of drug-therapy problems, patient counseling on their…

Acquisition of neural learning in cerebellum and cerebral cortex for smooth pursuit eye movements

PubMed Central

Li, Jennifer X.; Medina, Javier F.; Frank, Loren M.; Lisberger, Stephen G.

2011-01-01

We have evaluated the emergence of neural learning in the frontal eye fields (FEFSEM) and the floccular complex of the cerebellum while monkeys learned a precisely-timed change in the direction of pursuit eye movement. For each neuron, we measured the time course of changes in neural response across a learning session that comprised at least 100 repetitions of an instructive change in target direction. In both areas, the average population learning curves tracked the behavioral changes with high fidelity, consistent with possible roles in driving learning. However, the learning curves of individual neurons sometimes bore little relation to the smooth, monotonic progression of behavioral learning. In the FEFSEM, neural learning was episodic. For individual neurons, learning appeared at different times during the learning session and sometimes disappeared by the end of the session. Different FEFSEM neurons expressed maximal learning at different times relative to the acquisition of behavioral learning. In the floccular complex, many Purkinje cells acquired learned simple-spike responses according to the same time course as behavioral learning and retained their learned responses throughout the learning session. A minority of Purkinje cells acquired learned responses late in the learning session, after behavioral learning had reached an asymptote. We conclude that learning in single neurons can follow a very different time course from behavioral learning. Both the FEFSEM and the floccular complex contain representations of multiple temporal components of learning, with different neurons contributing to learning at different times during the acquisition of a learned movement. PMID:21900551

Kinetics of the formation of chromosome aberrations in X-irradiated human lymphocytes: analysis by premature chromosome condensation with delayed fusion.

PubMed

Greinert, R; Detzler, E; Volkmer, B; Harder, D

1995-11-01

Human lymphocytes irradiated with graded doses of up to 5 Gy of 150 kV X rays were fused with mitotic CHO cells after delay times ranging from 0 to 14 h after irradiation. The yields of dicentrics seen under PCC conditions, using C-banding for centromere detection, and of excess acentric fragments observed in the PCC experiment were determined by image analysis. At 4 Gy the time course of the yield of dicentrics shows an early plateau for delay times up to 2 h, then an S-shaped rise and a final plateau which is reached after a delay time of about 8 to 10 h. Whereas the dose-yield curve measured at zero delay time is strictly linear, the shape of the curve obtained for 8 h delay time is linear-quadratic. The linear yield component, alpha D, is formed entirely in the fast process manifested in the early plateau, while component beta D2 is developed slowly in the subsequent hours. Analysis of the kinetics of the rise of the S-shaped curve for yield as a function of time leads to the postulate of an "intermediate product" of pairwise DNA lesion interaction, still fragile when subjected to the stress of PCC, but gradually processed into a stable dicentric chromosome. It is concluded that the observed difference in the kinetics of the alpha and beta components explains a number of earlier results, especially the disappearance of the beta component at high LET, and opens possibilities for chemical and physical modification of the beta component during the extended formation process after irradiation observed here.

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course

PubMed Central

Hale, Kenneth M.; Brown, Nicole V.; McAuley, James W.

2016-01-01

Objective. To investigate the effect of an interprofessional service-learning course on health professions students’ self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students’ self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students’ self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education. PMID:27073285

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

PubMed

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Implementation and evaluation of a simulation curriculum for paediatric residency programs including just-in-time in situ mock codes

PubMed Central

Sam, Jonathan; Pierse, Michael; Al-Qahtani, Abdullah; Cheng, Adam

2012-01-01

OBJECTIVE: To develop, implement and evaluate a simulation-based acute care curriculum in a paediatric residency program using an integrated and longitudinal approach. DESIGN: Curriculum framework consisting of three modular, year-specific courses and longitudinal just-in-time, in situ mock codes. SETTING: Paediatric residency program at BC Children’s Hospital, Vancouver, British Columbia. INTERVENTIONS: The three year-specific courses focused on the critical first 5 min, complex medical management and crisis resource management, respectively. The just-in-time in situ mock codes simulated the acute deterioration of an existing ward patient, prepared the actual multidisciplinary code team, and primed the surrounding crisis support systems. Each curriculum component was evaluated with surveys using a five-point Likert scale. RESULTS: A total of 40 resident surveys were completed after each of the modular courses, and an additional 28 surveys were completed for the overall simulation curriculum. The highest Likert scores were for hands-on skill stations, immersive simulation environment and crisis resource management teaching. Survey results also suggested that just-in-time mock codes were realistic, reinforced learning, and prepared ward teams for patient deterioration. CONCLUSIONS: A simulation-based acute care curriculum was successfully integrated into a paediatric residency program. It provides a model for integrating simulation-based learning into other training programs, as well as a model for any hospital that wishes to improve paediatric resuscitation outcomes using just-in-time in situ mock codes. PMID:23372405

SU-E-E-01: ABR Diagnostic Radiology Core Exam: Was Our Redesigned Physics Course Successful in Teaching Physics to Radiology Residents?

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

Kanal, K; Hoff, M; Dickinson, R

Purpose: Our purpose is to evaluate the effectiveness of our two year physics course in preparing radiology residents for the American Board of Radiology (ABR) diagnostic radiology exam. Methods: We designed a new two-year physics course that integrates radiology clinical content and practice and is primarily based on the AAPM curriculum and RSNA/AAPM physics modules. Biweekly classes focus on relevant concepts from assigned reading and use audience response systems to encourage participation. Teaching efficiency is optimized through lecturer rotations of physicists, radiologists, and guest speakers. An emphasis is placed on clinical relevance by requiring lab work and providing equipment demonstrations.more » Periodic quiz were given during the course. The course website was also redesigned for usability, and physics review lectures were conducted two weeks before the board exam to refresh key concepts. At the completion of our first two-year course, we conducted a confidential evaluation of the faculty and course. The evaluation assessed metrics such as overall organization, clinical relevance of content, and level of difficulty, with a rating scale from poor to excellent. Results: Our evaluation indicated that the redesigned course provided effective board exam preparation, with most responses between good and excellent. There was some criticism on the course length and on chronological discontinuity, but the review lectures were appreciated by the residents. All of our residents passed the physics component of the ABR exam with scores exceeding the minimum passing score by a significant margin. Conclusion: The course evaluation and board exam results indicate that our new two-year course format provides valuable board exam preparation. This is possible thanks to the time and effort taken by the physics faculty on ensuring the residents get quality physics education.« less

Identifying Components of Meta-Awareness about Composition: Toward a Theory and Methodology for Writing Studies

ERIC Educational Resources Information Center

VanKooten, Crystal

2016-01-01

Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW courses that is informed by Gregory Schraw's model of…

Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

ERIC Educational Resources Information Center

Prescott, Sarah

2013-01-01

A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium.…

Managing Stress on the Job. P.R.I.D.E. People Retraining for Industry Excellence.

ERIC Educational Resources Information Center

Pollak, Ave

This workplace skills course on managing stress on the job is designed to provide an opportunity to develop the skills needed to meet the stress and reduce the "overload." Introductory material includes a course description, objectives, and course topics. The course consists of 24 sessions, each of which has these components: teacher tips,…

"Hits" (Not "Discussion Posts") Predict Student Success in Online Courses: A Double Cross-Validation Study

ERIC Educational Resources Information Center

Ramos, Cheryl; Yudko, Errol

2008-01-01

The efficacy of individual components of an online course on positive course outcome was examined via stepwise multiple regression analysis. Outcome was measured as the student's total score on all exams given during the course. The predictors were page hits, discussion posts, and discussion reads. The vast majority of the variance of outcome was…

The Partially Flipped Classroom: The Effects of Flipping a Module on "Junk Science" in a Large Methods Course

ERIC Educational Resources Information Center

Burgoyne, Stephanie; Eaton, Judy

2018-01-01

Flipped classrooms are gaining popularity, especially in psychology statistics courses. However, not all courses lend themselves to a fully flipped design, and some instructors might not want to commit to flipping every class. We tested the effectiveness of flipping just one component (a module on junk science) of a large methods course. We…

The impact of childhood temperament on the development of borderline personality disorder symptoms over the course of adolescence.

PubMed

Stepp, Stephanie D; Keenan, Kate; Hipwell, Alison E; Krueger, Robert F

2014-12-01

The purpose of this study was to characterize the development of BPD symptoms across adolescence by evaluating the fit of several latent variable growth models to annual assessments of symptoms obtained from girls when they were ages 14 through 19 years. After determining the best fitting model, we examined prospective associations between the temperament dimensions of emotionality, activity, low sociability, and shyness and BPD symptom development. We utilized longitudinal data from the Pittsburgh Girls Study; one of the few large-scale, prospective studies of girls (N = 2,450) in the United States. Parent- and teacher-reports of girls' temperament were collected at Wave 1, when girls were ages 5-8 years. Child-reports of BPD symptoms were collected annually beginning at age 14 through 19 years. We found that a free curve slope intercept model provided the best model fit, with the course of BPD symptoms characterized by a large component of inter-individual stability and a smaller component representing within-individual changes across adolescence. Symptoms appeared to peak by age 15, decline through age 18, and remain steady between ages 18 and 19 years. Both parent- and teacher-reports of temperament emotionality, activity, low sociability, and shyness predicted the developmental course of symptoms. BPD symptoms in adolescence reflect trait-like differences between youth with less within-person variability across time. Childhood temperament dimensions of emotionality, activity, low sociability, and shyness predict adolescent BPD symptom development. Parent- and teacher-informants provide unique information about the course of BPD symptoms, underscoring the utility of collecting child assessments using multiple informants.

The Consumer Protection Clinical Course at UCLA School of Law

ERIC Educational Resources Information Center

Bergman, Paul

1978-01-01

The Consumer Protection clinical course, in which case supervision is provided by government agency personnel, is described. Implications are considered regarding the necessity and emphasis of a seminar component, and the usefulness of clinical courses in teaching substantive law as well as lawyering skills. (LBH)

Nuclear Technology Series. Course 16: Mechanical Component Characteristics and Specifications.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

Integrating Leadership Processes: Redefining the Principles Course.

ERIC Educational Resources Information Center

Neff, Bonita Dostal

2002-01-01

Revamps the principles of a public relations course, the first professional course in the public relations sequence, by integrating a leadership process and a service-learning component. Finds that more students are reflecting the interpersonal and team skills desired in the 1998 national study on public relations. (SG)

Medical students perception of test anxiety triggered by different assessment modalities.

PubMed

Guraya, Salman Y; Guraya, Shaista S; Habib, Fawzia; AlQuiliti, Khalid W; Khoshhal, Khalid I

2018-05-06

Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and to explore the students perceptions about confounding factors. A self-administered questionnaire was administered to medical students. The instrument contained four main themes; lifestyle, psychological and specific factors of information needs, learning styles, and perceived difficulty level of each assessment tool. A highest test anxiety score of 5 was ranked for "not scheduling available time" and "insufficient exercise" by 28.8 and 28.3% students, respectively. For "irrational thoughts about exam" and "fear to fail", a highest test anxiety score of 5 was scored by 28.8 and 25.7% students, respectively. The highest total anxiety score of 1255 was recorded for long case exam, followed by 975 for examiner-based objective structured clinical examination. Excessive course load and course not well covered by faculty were thought to be the main confounding factors. The examiner-based assessment modalities induced high test anxiety. Faculty is urged to cover core contents within stipulated time and to rigorously reform and update existing curricula to prepare relevant course material.

Examining adherence to components of cognitive-behavioral therapy for youth anxiety after training and consultation.

PubMed

Edmunds, Julie M; Brodman, Douglas M; Ringle, Vanesa A; Read, Kendra L; Kendall, Philip C; Beidas, Rinad S

2017-02-01

The present study examined 115 service providers' adherence to components of cognitive-behavioral therapy (CBT) for youth anxiety prior to training, post workshop training, and after three months of weekly consultation. Adherence was measured using a role-play with a trained actor. We examined differences in individual adherence to CBT components across time and the relationship between number of consultation sessions attended and adherence ratings following consultation. Findings indicated that somatic arousal identification and relaxation were the most used treatment components prior to training. Adherence to all components of CBT increased following workshop training, except the usage of problem-solving. Adherence to problem-solving, positive reinforcement, the identification of anxious self-talk, and the creation of coping thoughts increased following consultation but usage of problem-solving remained low compared to other treatment components. Overall adherence remained less than optimal at the final measurement point. Number of consultation sessions attended predicted post-consultation adherence to identification of somatic arousal, identification of anxious self-talk, and positive reinforcement. Implications include tailoring future training based on baseline levels of adherence and spending more time during training and consultation on underutilized CBT components, such as problem-solving. Limitations of the present study, including how adherence was measured, are discussed. This study adds to the implementation science literature by providing more nuanced information on changes in adherence over the course of training and consultation of service providers.

Stimulus-related independent component and voxel-wise analysis of human brain activity during free viewing of a feature film.

PubMed

Lahnakoski, Juha M; Salmi, Juha; Jääskeläinen, Iiro P; Lampinen, Jouko; Glerean, Enrico; Tikka, Pia; Sams, Mikko

2012-01-01

Understanding how the brain processes stimuli in a rich natural environment is a fundamental goal of neuroscience. Here, we showed a feature film to 10 healthy volunteers during functional magnetic resonance imaging (fMRI) of hemodynamic brain activity. We then annotated auditory and visual features of the motion picture to inform analysis of the hemodynamic data. The annotations were fitted to both voxel-wise data and brain network time courses extracted by independent component analysis (ICA). Auditory annotations correlated with two independent components (IC) disclosing two functional networks, one responding to variety of auditory stimulation and another responding preferentially to speech but parts of the network also responding to non-verbal communication. Visual feature annotations correlated with four ICs delineating visual areas according to their sensitivity to different visual stimulus features. In comparison, a separate voxel-wise general linear model based analysis disclosed brain areas preferentially responding to sound energy, speech, music, visual contrast edges, body motion and hand motion which largely overlapped the results revealed by ICA. Differences between the results of IC- and voxel-based analyses demonstrate that thorough analysis of voxel time courses is important for understanding the activity of specific sub-areas of the functional networks, while ICA is a valuable tool for revealing novel information about functional connectivity which need not be explained by the predefined model. Our results encourage the use of naturalistic stimuli and tasks in cognitive neuroimaging to study how the brain processes stimuli in rich natural environments.

Stimulus-Related Independent Component and Voxel-Wise Analysis of Human Brain Activity during Free Viewing of a Feature Film

PubMed Central

Lahnakoski, Juha M.; Salmi, Juha; Jääskeläinen, Iiro P.; Lampinen, Jouko; Glerean, Enrico; Tikka, Pia; Sams, Mikko

2012-01-01

Understanding how the brain processes stimuli in a rich natural environment is a fundamental goal of neuroscience. Here, we showed a feature film to 10 healthy volunteers during functional magnetic resonance imaging (fMRI) of hemodynamic brain activity. We then annotated auditory and visual features of the motion picture to inform analysis of the hemodynamic data. The annotations were fitted to both voxel-wise data and brain network time courses extracted by independent component analysis (ICA). Auditory annotations correlated with two independent components (IC) disclosing two functional networks, one responding to variety of auditory stimulation and another responding preferentially to speech but parts of the network also responding to non-verbal communication. Visual feature annotations correlated with four ICs delineating visual areas according to their sensitivity to different visual stimulus features. In comparison, a separate voxel-wise general linear model based analysis disclosed brain areas preferentially responding to sound energy, speech, music, visual contrast edges, body motion and hand motion which largely overlapped the results revealed by ICA. Differences between the results of IC- and voxel-based analyses demonstrate that thorough analysis of voxel time courses is important for understanding the activity of specific sub-areas of the functional networks, while ICA is a valuable tool for revealing novel information about functional connectivity which need not be explained by the predefined model. Our results encourage the use of naturalistic stimuli and tasks in cognitive neuroimaging to study how the brain processes stimuli in rich natural environments. PMID:22496909

Why women perform better in college than admission scores would predict: Exploring the roles of conscientiousness and course-taking patterns.

PubMed

Keiser, Heidi N; Sackett, Paul R; Kuncel, Nathan R; Brothen, Thomas

2016-04-01

Women typically obtain higher subsequent college GPAs than men with the same admissions test score. A common reaction is to attribute this to a flaw in the admissions test. We explore the possibility that this underprediction of women's performance reflects gender differences in conscientiousness and college course-taking patterns. In Study 1, we focus on using the ACT to predict performance in a single, large course where performance is decomposed into cognitive (exam and quiz scores) and less cognitive, discretionary components (discussion and extra credit points). The ACT does not underpredict female's cognitive performance, but it does underpredict female performance on the less cognitive, discretionary components of academic performance, because it fails to measure and account for the personality trait of conscientiousness. In Study 2, we create 2 course-difficulty indices (Course Challenge and Mean Aptitude in Course) and add them to an HLM regression model to see if they reduce the degree to which SAT scores underpredict female performance. Including Course Challenge does result in a modest reduction of the gender coefficient; however, including Mean Aptitude in Course does not. Thus, differences in course-taking patterns is a partial (albeit small) explanation for the common finding of differential prediction by gender. (c) 2016 APA, all rights reserved).

A Position on a Computer Literacy Course.

ERIC Educational Resources Information Center

Self, Charles C.

A position is put forth on the appropriate content of a computer literacy course and the role of computer literacy in the community college. First, various definitions of computer literacy are examined, including the programming, computer awareness, and comprehensive approaches. Next, five essential components of a computer literacy course are…

Students' Perceptions of Learning Mode in Mathematics

ERIC Educational Resources Information Center

Krishnan, Saras

2016-01-01

Blended courses or hybrid courses have gained popularity over the years because of their flexibility and convenience. Technology use in the online component of the blended/hybrid courses is another influence particularly to the younger generation of learners who enjoy learning interactively in a virtual environment. However, depending on the…

Course Notes and Suggestions for Consumer Education.

ERIC Educational Resources Information Center

Sweetwater Union High School District, Chula Vista, CA.

The document is a guide to a consumer education course; the course format is a series of several activity-based miniunits for each of 15 instructional areas: components of life styles, decision making, settling conflicts, budgeting, handling and controlling family income, credit, interest rates, savings institutions, family financial security,…

Non-Cognitive Factor Relationships to Hybrid Doctoral Course Satisfaction and Self-Efficacy

ERIC Educational Resources Information Center

Egbert, Jessica Dalby

2013-01-01

Through a quantitative, non-experimental design, the studied explored non-cognitive factor relationships to hybrid doctoral course satisfaction and self-efficacy, including the differences between the online and on-campus components of the student-selected hybrid courses. Descriptive, bivariate, and multivariate statistical analyses were used to…

Ground penetrating radar water content mapping of golf course green sand layers

USDA-ARS?s Scientific Manuscript database

Information on the spatial distribution of water content across the sand layer component of a golf course green can be important to golf course superintendents for evaluating drainage effectiveness and scheduling irrigation. To estimate the bulk water content of the sand layer at point locations ac...

General Education: Curriculum. A Capstone Course.

ERIC Educational Resources Information Center

Bunker Hill Community Coll., Boston, MA.

Prepared by the General Education (GE) Review Steering Committee of Massachusetts' Bunker Hill Community College in 1991, this guide provides a model of a Capstone course, a component of the College's newly developed GE Cornerstone Curriculum. Chapter 1 reviews the purpose of Capstone, a mandatory interdisciplinary course designed to integrate the…

MOOC Integration into Secondary School Courses

ERIC Educational Resources Information Center

Najafi, Hedieh; Evans, Rosemary; Federico, Christopher

2014-01-01

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials.…

General Construction. Instructor Manual.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This guide contains materials for a general construction course. Introductory materials include a list of videos, schedule for the 10-day course, and tools and material list. The course is divided into 10 sections. Each section consists of some or all of these components: list of trainee objectives, instructor notes, instructor outline,…

Quality Measures in Distance Learning.

ERIC Educational Resources Information Center

Husson, William J.; Waterman, Ellen K.

2002-01-01

The director of distance learning at Regis University in Colorado reflects on steps that must be taken to assure that university-level e-learning courses are the same quality as traditional courses. Key areas include: qualified faculty, teaching excellence, course design (with the added components of production as they apply to the application of…

A Course Case Study: Nuclear Power Generation and the Environment

ERIC Educational Resources Information Center

Schlesinger, Allen B.

1975-01-01

Describes a course that uses the Ft. Calhoun nuclear power plant as a case study. The course involves three component parts: physics of fission events, engineering requirements, and economic considerations; environmental impact from radiation and thermal effluents; and the impact of social, political and legal factors. (GS)

Exploring Teaching/Learning Activities for Sight Translation: Effectiveness from Students' Perspectives

ERIC Educational Resources Information Center

Chang, Karen Chung-chien

2016-01-01

In recent years, although many translation and interpretation (T&I) courses have been offered in undergraduate programs among universities in Taiwan, sight translation (ST), the suggested preparatory course for learning interpreting (Ilg & Lambert, 1996) is not commonly offered as a separate course but an included component in other…

Visual Representations of Academic Misconduct: Enhancing Information Literacy Skills

ERIC Educational Resources Information Center

Ivancic, Sonia R.; Hosek, Angela M.

2017-01-01

Courses: This unit activity is suited for courses with research and source citation components, such as the Basic Communication; Interpersonal, and Organizational Communication courses. Objectives: Students will (a) visually interpret and analyze instances of plagiarism; (b) revise their work to use proper citations and reduce instances of…

FCS Global Perspectives in a General Education Course

ERIC Educational Resources Information Center

Weiner, Anne

2010-01-01

General education requirements have long been a component of college and university baccalaureate programs. The courses have traditionally focused on the disciplines in the arts and sciences including mathematics, sciences, humanities, social sciences, and the arts. Family and consumer sciences (FCS) programs also offer courses in areas such as…

Students Matter: Quality Measurements in Online Courses

ERIC Educational Resources Information Center

Unal, Zafer; Unal, Aslihan

2016-01-01

Quality Matters (QM) is a peer review process designed to certify the quality of online courses and online components. It has generated widespread interest and received national recognition for its peer-based approach to quality assurance and continuous improvement in online education. While the entire QM online course design process is…

Managerial Accounting. Course Administrative Manual.

ERIC Educational Resources Information Center

Central Michigan Univ., Mount Pleasant. Inst. for Personal and Career Development.

This manual is part of the materials for a college-level programmed course in managerial accounting and intended to aid instructors in helping students to work their way through the self-instructional study guide around which the course is organized. The manual describes the various materials and components used in the self-instructional sequence…

Benefits of an Interpretation Course for Foreign Language Learning and Development

ERIC Educational Resources Information Center

Biasetti, Giada

2016-01-01

Based on the experience of developing and teaching an introductory course on Spanish-English interpretation, this study will situate and justify translation, more specifically interpreting, as an important component for language development. The goal is to analyze ways the development and implementation of an interpreting course (focusing on…

Model-free fMRI group analysis using FENICA.

PubMed

Schöpf, V; Windischberger, C; Robinson, S; Kasess, C H; Fischmeister, F PhS; Lanzenberger, R; Albrecht, J; Kleemann, A M; Kopietz, R; Wiesmann, M; Moser, E

2011-03-01

Exploratory analysis of functional MRI data allows activation to be detected even if the time course differs from that which is expected. Independent Component Analysis (ICA) has emerged as a powerful approach, but current extensions to the analysis of group studies suffer from a number of drawbacks: they can be computationally demanding, results are dominated by technical and motion artefacts, and some methods require that time courses be the same for all subjects or that templates be defined to identify common components. We have developed a group ICA (gICA) method which is based on single-subject ICA decompositions and the assumption that the spatial distribution of signal changes in components which reflect activation is similar between subjects. This approach, which we have called Fully Exploratory Network Independent Component Analysis (FENICA), identifies group activation in two stages. ICA is performed on the single-subject level, then consistent components are identified via spatial correlation. Group activation maps are generated in a second-level GLM analysis. FENICA is applied to data from three studies employing a wide range of stimulus and presentation designs. These are an event-related motor task, a block-design cognition task and an event-related chemosensory experiment. In all cases, the group maps identified by FENICA as being the most consistent over subjects correspond to task activation. There is good agreement between FENICA results and regions identified in prior GLM-based studies. In the chemosensory task, additional regions are identified by FENICA and temporal concatenation ICA that we show is related to the stimulus, but exhibit a delayed response. FENICA is a fully exploratory method that allows activation to be identified without assumptions about temporal evolution, and isolates activation from other sources of signal fluctuation in fMRI. It has the advantage over other gICA methods that it is computationally undemanding, spotlights components relating to activation rather than artefacts, allows the use of familiar statistical thresholding through deployment of a higher level GLM analysis and can be applied to studies where the paradigm is different for all subjects. Copyright © 2010 Elsevier Inc. All rights reserved.

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.

Technical Elements of Transportation. Grade 11-12. Course #8176 (Semester). Technology Education Course Guide. Industrial Arts/Technology Education.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This guide is intended for use in teaching a course in the history of the development of transportation systems and the individual elements in such systems. The course is designed to break transportation systems down into their individual components so as to make it possible to study system types, media, technical elements, and environmental…

The Time-Course of Sentence Meaning Composition. N400 Effects of the Interaction between Context-Induced and Lexically Stored Affordances

PubMed Central

Cosentino, Erica; Baggio, Giosuè; Kontinen, Jarmo; Werning, Markus

2017-01-01

Contemporary semantic theories can be classified along two dimensions: (i) the way and time-course in which contextual factors influence sentence truth-conditions; and (ii) whether and to what extent comprehension involves sensory, motor and emotional processes. In order to explore this theoretical space, our ERP study investigates the time-course of the interaction between the lexically specified telic component of a noun (the function of the object to which the noun refers to, e.g., a funnel is generally used to pour liquids into containers) and an ad-hoc affordance contextually induced by the situation described in the discourse. We found that, if preceded by a neutral discourse context, a verb incongruent with the noun's telic component as in “She uses the funnel to hang her coat” elicited an enhanced N400 compared to a congruent verb as in “She uses the funnel to pour water into a container.” However, if the situation introduced in the preceding discourse induced a new function for the object as an ad-hoc affordance (e.g., the funnel is glued to the wall and the agent wants to hang the coat), we observed a crossing-over regarding the direction of the N400 effect: comparing the ad-hoc affordance-inducing context with the neutral context, the N400 for the incongruent verb was significantly reduced, whereas the N400 for the congruent verb was significantly enhanced. We explain these results as a consequence of the incorporation of the contextually triggered ad-hoc affordance into the meaning of the noun. Combining these results with an analysis of semantic similarity values between test sentences and contexts, we argue that one possibility is that the incorporation of an ad-hoc affordance may be explained on the basis of the mental simulation of concurrent motor information. PMID:28603506

The Time-Course of Sentence Meaning Composition. N400 Effects of the Interaction between Context-Induced and Lexically Stored Affordances.

PubMed

Cosentino, Erica; Baggio, Giosuè; Kontinen, Jarmo; Werning, Markus

2017-01-01

Contemporary semantic theories can be classified along two dimensions: (i) the way and time-course in which contextual factors influence sentence truth-conditions; and (ii) whether and to what extent comprehension involves sensory, motor and emotional processes. In order to explore this theoretical space, our ERP study investigates the time-course of the interaction between the lexically specified telic component of a noun (the function of the object to which the noun refers to, e.g., a funnel is generally used to pour liquids into containers) and an ad-hoc affordance contextually induced by the situation described in the discourse. We found that, if preceded by a neutral discourse context, a verb incongruent with the noun's telic component as in "She uses the funnel to hang her coat" elicited an enhanced N400 compared to a congruent verb as in "She uses the funnel to pour water into a container." However, if the situation introduced in the preceding discourse induced a new function for the object as an ad-hoc affordance (e.g., the funnel is glued to the wall and the agent wants to hang the coat), we observed a crossing-over regarding the direction of the N400 effect: comparing the ad-hoc affordance-inducing context with the neutral context, the N400 for the incongruent verb was significantly reduced, whereas the N400 for the congruent verb was significantly enhanced. We explain these results as a consequence of the incorporation of the contextually triggered ad-hoc affordance into the meaning of the noun. Combining these results with an analysis of semantic similarity values between test sentences and contexts, we argue that one possibility is that the incorporation of an ad-hoc affordance may be explained on the basis of the mental simulation of concurrent motor information.

Reducing the stigma of mental illness in undergraduate medical education: a randomized controlled trial

PubMed Central

2013-01-01

Background The stigma of mental illness among medical students is a prevalent concern that has far reaching negative consequences. Attempts to combat this stigma through educational initiatives have had mixed results. This study examined the impact of a one-time contact-based educational intervention on the stigma of mental illness among medical students and compared this with a multimodal undergraduate psychiatry course at the University of Calgary, Canada that integrates contact-based educational strategies. Attitudes towards mental illness were compared with those towards type 2 diabetes mellitus (T2DM). Method A cluster-randomized trial design was used to evaluate the impact of contact-based educational interventions delivered at two points in time. The impact was assessed by collecting data at 4 time points using the Opening Minds Scale for Health Care Providers (OMS-HC) to assess changes in stigma. Results Baseline surveys were completed by 62% (n=111) of students before the start of the course and post-intervention ratings were available from 90 of these. Stigma scores for both groups were significantly reduced upon course completion (p < 0.0001), but were not significantly changed following the one-time contact based educational intervention in the primary analysis. Student confidence in working with people with a mental illness and interest in a psychiatric career was increased at the end of the course. Stigma towards mental illness remained greater than for T2DM at all time points. Conclusions Psychiatric education can decrease the stigma of mental illness and increase student confidence. However, one-time, contact-based educational interventions require further evaluation in this context. The key components are postulated to be contact, knowledge and attention to process, where attending to the student’s internal experience of working with people with mental illness is an integral factor in modulating perceptions of mental illness and a psychiatric career. PMID:24156397

Reducing the stigma of mental illness in undergraduate medical education: a randomized controlled trial.

PubMed

Papish, Andriyka; Kassam, Aliya; Modgill, Geeta; Vaz, Gina; Zanussi, Lauren; Patten, Scott

2013-10-24

The stigma of mental illness among medical students is a prevalent concern that has far reaching negative consequences. Attempts to combat this stigma through educational initiatives have had mixed results. This study examined the impact of a one-time contact-based educational intervention on the stigma of mental illness among medical students and compared this with a multimodal undergraduate psychiatry course at the University of Calgary, Canada that integrates contact-based educational strategies. Attitudes towards mental illness were compared with those towards type 2 diabetes mellitus (T2DM). A cluster-randomized trial design was used to evaluate the impact of contact-based educational interventions delivered at two points in time. The impact was assessed by collecting data at 4 time points using the Opening Minds Scale for Health Care Providers (OMS-HC) to assess changes in stigma. Baseline surveys were completed by 62% (n=111) of students before the start of the course and post-intervention ratings were available from 90 of these. Stigma scores for both groups were significantly reduced upon course completion (p < 0.0001), but were not significantly changed following the one-time contact based educational intervention in the primary analysis. Student confidence in working with people with a mental illness and interest in a psychiatric career was increased at the end of the course. Stigma towards mental illness remained greater than for T2DM at all time points. Psychiatric education can decrease the stigma of mental illness and increase student confidence. However, one-time, contact-based educational interventions require further evaluation in this context. The key components are postulated to be contact, knowledge and attention to process, where attending to the student's internal experience of working with people with mental illness is an integral factor in modulating perceptions of mental illness and a psychiatric career.

Earth Science Curriculum Enrichment Through Matlab!

NASA Astrophysics Data System (ADS)

Salmun, H.; Buonaiuto, F. S.

2016-12-01

The use of Matlab in Earth Science undergraduate courses in the Department of Geography at Hunter College began as a pilot project in Fall 2008 and has evolved and advanced to being a significant component of an Advanced Oceanography course, the selected tool for data analysis in other courses and the main focus of a graduate course for doctoral students at The city University of New York (CUNY) working on research related to geophysical, oceanic and atmospheric dynamics. The primary objectives of these efforts were to enhance the Earth Science curriculum through course specific applications, to increase undergraduate programming and data analysis skills, and to develop a Matlab users network within the Department and the broader Hunter College and CUNY community. Students have had the opportunity to learn Matlab as a stand-alone course, within an independent study group, or as a laboratory component within related STEM classes. All of these instructional efforts incorporated the use of prepackaged Matlab exercises and a research project. Initial exercises were designed to cover basic scripting and data visualization techniques. Students were provided data and a skeleton script to modify and improve upon based on the laboratory instructions. As student's programming skills increased throughout the semester more advanced scripting, data mining and data analysis were assigned. In order to illustrate the range of applications within the Earth Sciences, laboratory exercises were constructed around topics selected from the disciplines of Geology, Physics, Oceanography, Meteorology and Climatology. In addition the structure of the research component of the courses included both individual and team projects.

Online cultural competency education for millennial dental students.

PubMed

Evans, Lorraine; Hanes, Philip J

2014-06-01

Teaching cultural competence is now an educational requirement for U.S. dental curricula to meet 2013 accreditation standards. The question now is, given time restrictions, limited resources, and budget constraints faced by the majority of dental schools, how can they provide effective cultural competency education to prepare future dental professionals? An additional concern regarding instruction is the recent focus on techniques to engage Millennial learners since this generation is characterized as technologically savvy with a preference for multimedia and general dislike of traditional lectures. With these issues in mind, Georgia Regents University developed Healthy Perspectives, an online, interactive course in cultural competence designed to engage Millennial students. Both before and after the course, the students were asked to complete a modified version of the Clinical Cultural Competency Questionnaire. Of the eighty-eight students in the course (eighty-one first-year dental students and seven entering radiology students), seventy-one completed the questionnaire both before and after the course, for an 81 percent response rate. Seventy-five students also completed the course evaluation. The pre and post questionnaires showed statistically significant gains for students across the four primary areas of self-awareness, knowledge, attitudes, and skills. Student evaluations of the course were generally positive, particularly regarding content, but somewhat surprisingly their assessment of the interactive components (which were designed to meet generational expectations) was ambivalent.

Current Status and Issues in Basic Pharmaceutical Education.

PubMed

Yasuhara, Tomohisa

2017-01-01

Basic research in pharmaceutical sciences has a long and successful history. Researchers in this field have long given prime importance to the knowledge they have gained through their pharmaceutical education. The transition of pharmacy education to a 6-year course term has not only extended its duration but also placed more emphasis on practical clinical education. The School Education Act (in article 87, second paragraph) determines that "the term of the course, whose main purpose is to cultivate practical ability in clinical pharmacy, shall be six years" (excerpt). The 6-year pharmacy education is an exception to the general 4-year university term determined by the School Education Act. Therefore, the purpose of the 6-year course in pharmacy is clearly proscribed. This is true of the basic course in pharmaceutical education as well; hence, the basic course must be oriented toward developing "practical ability in clinical" education, too. The 6-year pharmacy course, starting from practice (Do), has evolved with the development of a syllabus that includes a model core curriculum (Plan). Furthermore, improvement in the course can be seen by the promoted development of faculty (Act). Now, evidence-based education research will be introduced (Check). This is how the Plan-Do-Check-Act cycle in pharmaceutical education is expected to work. Currently, pedagogy research in pharmacy education has just begun, so it is difficult to evaluate at this time whether basic pharmaceutical education does in fact contribute to enhancing the "practical clinical ability" component of pharmaceutical education.

A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

PubMed Central

Holbrook, Jane

2010-01-01

Objective To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. Assessment A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Conclusion Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course. PMID:20798797

A blended learning approach to teaching basic pharmacokinetics and the significance of face-to-face interaction.

PubMed

Edginton, Andrea; Holbrook, Jane

2010-06-15

To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course.

Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

NASA Astrophysics Data System (ADS)

Etkina, E.; Gibbons, K.; Holton, B. L.; Horton, G. K.

1999-09-01

In order to provide a physics instructional environment in which at-risk students (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an option for science, science teaching, and pre-health professions majors at Rutgers University. We have taught the course for the last five years. In this new course, we have used many elements that have been proven to be successful in physics instruction. We have added a new component, the minilab, stressing qualitative experiments performed by the students. By integrating all the elements, and structuring the time the students invest in the course, we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditional physics syllabus by the students, but to create a sense of community through the cooperation of students with each other and their instructors. We present a template for implementation of our program elsewhere.

Individual Behavioral Adaptability to Diminished G-Forces and Calcium Uptake of Inner ear Otoliths in Fish. A Sounding Rocket Experiment (TX 48)

NASA Astrophysics Data System (ADS)

Knie, Miriam; Shcherbakov, Denis; Hilbig, Reinhard

2013-02-01

In the course of the TEXUS 45 experiment we were able to show that the time-course of a habituation to diminished gravity depends on the respective G-level HQM (high quality microgravity, 10-4g) vs. LQM (low quality microgravity, 10-2g) and on the symmetric morphology of the gravity sensing components of the inner ear. An individually different regulation of inner ear otolith calcification plays a role in this process. With this study, the results of the TEXUS 45 flight were validated for another g-level (9x10-4g). In the course of the behavioural investigations we were able to show that most fish could adapt to these μg condition. Fish experiencing permanently 9x10-4g during the whole flight exhibit less kinetotic movements and from this we conclude, that they might use this minimal g-force for orientation. Furthermore these behavioural data were correlated with the morphology of otoliths (Lapilli and Sagittae).

Introduction to Film.

ERIC Educational Resources Information Center

Burns, Gary

There are numerous ways to structure the introduction to film course so as to meet the needs of the different types of students who typically enroll. Assuming there is no production component in the course, the teacher is left with two major approaches to choose from--historical and aesthetic. The units in the course will typically be built around…

Universal Course Shell Template Design and Implementation to Enhance Student Outcomes in Online Coursework

ERIC Educational Resources Information Center

Borgemenke, Arthur J.; Holt, William C.; Fish, Wade W.

2013-01-01

Instructors are continually looking for means to improve outcomes for students in online courses. This article examines the instructional design of courses to determine if consistent components implemented in a recently established online master's degree program can produce significant student outcomes. The authors detail the construction and…

Hybrid Course Design: A Different Type of Polymer Blend

ERIC Educational Resources Information Center

Pilcher, Spence C.

2017-01-01

An upper-division undergraduate polymer chemistry course was developed as a blended/hybrid course. The students met face-to-face once a week for 75 min with all other components being available online. Face-to-face meetings were used for class discussions/problem-based lectures, student presentations, hands-on activities, and examinations. Online…

Group Projects and Civic Engagement in a Quantitative Literacy Course

ERIC Educational Resources Information Center

Dewar, Jacqueline; Larson, Suzanne; Zachariah, Thomas

2011-01-01

We describe our approach to incorporating a civic engagement component into a quantitative literacy (QL) course and the resulting gains in student learning, confidence, and awareness of local civic issues. We revised the existing QL course by including semester-long group projects involving local community issues that students could investigate…

How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats

ERIC Educational Resources Information Center

Hubbard, Joanna K.; Potts, Macy A.; Couch, Brian A.

2017-01-01

Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover…

Using a Systematic Approach to Develop a Chemistry Course Introducing Students to Instrumental Analysis

ERIC Educational Resources Information Center

Shen, Hao-Yu; Shen, Bo; Hardacre, Christopher

2013-01-01

A systematic approach to develop the teaching of instrumental analytical chemistry is discussed, as well as a conceptual framework for organizing and executing lectures and a laboratory course. Three main components are used in this course: theoretical knowledge developed in the classroom, simulations via a virtual laboratory, and practical…

Principles of Peer Leadership: An Undergraduate Course for Students in Positions to Serve Fellow Students

ERIC Educational Resources Information Center

Friedel, Curtis R.; Kirland, Kelsey Church; Grimes, Matthew W.

2016-01-01

Principles of Peer Leadership is an undergraduate course developed through the collaboration of leadership educators with colleagues from residence life and fraternity/sorority life to provide instruction to undergraduate students serving in peer leadership positions across campus. The course comprises online and recitation components to connect…

Improvement or Selection? A Longitudinal Analysis of Students' Views about Experimental Physics in Their Lab Courses

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Lewandowski, H. J.

2017-01-01

Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an…

An Introduction to Modern Asian Economics. Asian Studies Instructional Module.

ERIC Educational Resources Information Center

Wasson, George

This curriculum outline presents the components of a course which introduces students to the modern economies of Asia and their relationship and interdependence with the United States economy. First, the goals and student objectives of the course are listed. Next, the course outline and assignments are presented, emphasizing the following basic…

Advanced Electronics. Curriculum Development. Bulletin 1778.

ERIC Educational Resources Information Center

Eppler, Thomas

This document is a curriculum guide for a 180-hour course in advanced electronics for 11th and 12th grades that has four instructional units. The instructional units are orientation, discrete components, integrated circuits, and electronic systems. The document includes a course flow chart; a two-page section that describes the course, lists…

A Kinesthetic Model Demonstrating Molecular Interactions Involved in Anterior-Posterior Pattern Formation in "Drosophila"

ERIC Educational Resources Information Center

Douglas, Kristin R.

2008-01-01

Prerequisites for the Developmental Biology course at Augustana College are introductory courses in zoology and cell biology. After introductory courses students appreciate the fact that proteins have three-dimensional structures; however, they often fail to recognize how protein interactions with other cellular components can lead to specific…

A Simulation for Teaching the Basic and Clinical Science of Fluid Therapy

ERIC Educational Resources Information Center

Rawson, Richard E.; Dispensa, Marilyn E.; Goldstein, Richard E.; Nicholson, Kimberley W.; Vidal, Noni Korf

2009-01-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical…

Promoting the Development of Civic Responsibility: Infusing Service-Learning Practices in First-Year "Success" Courses

ERIC Educational Resources Information Center

Mayhew, Matthew J.; Engberg, Mark E.

2011-01-01

The purpose of this study was to examine whether first-year success courses that conceptually integrated a serving-learning component influenced the development of civic responsibility, operationally defined as charitable and social justice responsibility. We longitudinally assessed 173 students enrolled in 10 first-year success courses, 5 with…

Teaching Qualitative Research Methods through Service-Learning

ERIC Educational Resources Information Center

Machtmes, Krisanna; Johnson, Earl; Fox, Janet; Burke, Mary S.; Harper, Jeannie; Arcemont, Lisa; Hebert, Lanette; Tarifa, Todd; Brooks, Roy C., Jr.; Reynaud, Andree L.; Deggs, David; Matzke, Brenda; Aguirre, Regina T. P.

2009-01-01

This paper is the result of a voluntary service-learning component in a qualitative research methods course. For this course, the service-learning project was the evaluation of the benefits to volunteers who work a crisis hotline for a local crisis intervention center. The service-learning course model used in this paper most closely resembles the…

Incorporating Professional Service as a Component of General Chemistry Laboratory by Demonstrating Chemistry to Elementary Students

ERIC Educational Resources Information Center

Theall, Rachel A. Morgan; Bond, Marcus R.

2013-01-01

Formalized participation in professional service is not often part of the college experience, especially for first-year students in chemistry courses. When service opportunities are offered, they are most often through elective credit, upper-level courses, extracurricular clubs, and the rare service-learning courses. We have successfully…

Evaluating the Effectiveness of a Mass Media Ethics Course.

ERIC Educational Resources Information Center

Lee, Byung; Padgett, George

2000-01-01

Examines the effectiveness of an ethics education component in a media law and ethics course. Suggests that a short-term mass media ethics study could not develop values considered essential for ethical behavior. Argues that students developed more complexity in their reasoning not measurable by the scale. Suggests a course or module on ethics…

What's My Math Course Got to Do with Biology?

ERIC Educational Resources Information Center

Burks, Robert; Lindquist, Joseph; McMurran, Shawnee

2008-01-01

At United States Military Academy, a unit on biological modeling applications forms the culminating component of the first semester core mathematics course for freshmen. The course emphasizes the use of problem-solving strategies and modeling to solve complex and ill-defined problems. Topic areas include functions and their shapes, data fitting,…

Fieldwork in Geography Education: Defining or Declining? The State of Fieldwork in Canadian Undergraduate Geography Programs

ERIC Educational Resources Information Center

Wilson, Heather; Leydon, Joseph; Wincentak, Joanna

2017-01-01

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to…

A New MOOC on Natural Disasters

NASA Astrophysics Data System (ADS)

Stix, J.; Gyakum, J. R.; Caissy, K.; Guadagno, A.; Roop, F.; Vungoc, P. A.; Walker, C.

2014-12-01

During the summer of 2014 we taught a MOOC course on natural disasters under the auspices of McGillX and edX. The course was principally designed to provide students with an introduction to the science behind naturally hazardous phenomena and natural disasters. An important guiding element of the course was to link the solid earth (volcanoes, earthquakes, landslides, and avalanches) with the oceanic and atmospheric earth (hurricanes, tornadoes, El Nino). These Earth components were also coupled by a section on climate change and global warming near the end of the course. This integrated approach demonstrated to students the highly linked nature of the Earth System. The course comprised a variety of materials with which students could engage. For each topic, the professors provided lecture materials as 5-10 minute video blocks sequenced to form a complete lecture of about 90 minutes. Typically the lectures would progress from scientific principles through case studies to mitigation. For nearly every topic we also provided a practical demonstration (e.g., supercooled water driving ice storms, liquid fragmentation driving volcanic eruptions), in order to illustrate principles in a dynamic fashion. Students also worked independently on a wide variety of exercises, and there were two non-cumulative, multiple-choice exams, as well as a case study which students would themselves research and present to their peers in the course. Finally, the professors provided weekly screenside chats to answer students' questions and to provide a more informal learning environment. This variety of approaches enhanced the course content. Two teaching assistants worked full-time during course delivery, ensuring that students received rapid feedback to their questions and issues. The initial course enrollment was approximately 10,000.

Examining the development of knowledge for teaching a novel introductory physics curriculum

NASA Astrophysics Data System (ADS)

Seung, Eulsun

The purpose of this study was to investigate how graduate physics teaching assistants (TAs) develop professional knowledge for teaching a new undergraduate introductory physics curriculum, Matter and Interactions (M&I ). M&I has recently been adopted as a novel introductory physics course that focuses on the application of a small number of fundamental physical principles on the atomic and molecular nature of matter. In this study, I examined the process of five TAs' development of knowledge for implementing the M&I course---from the time they engaged in an M&I content and methods workshop through their first semester as TAs for the course. Through a qualitative, multiple case study research design, data was collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs' written reflections, and field notes. The data were analyzed using the constant comparative method. The TAs' knowledge for teaching M&I was identified in three domains: pedagogical content knowledge, pedagogical knowledge, and subject matter knowledge. First, the three components of TAs' pedagogical content knowledge were identified: knowledge of the goals of M&I, knowledge of instructional strategies, and knowledge of students' learning. Second, pedagogical knowledge that the TAs demonstrated during the study fell predominantly into the category of classroom management and organization. The knowledge of classroom management and organization was categorized into two components: time management skills and group composition. Last, the TAs' subject matter knowledge that they developed through their M&I teaching experience was described in terms of the conceptual structure of the M&I curriculum, the new approach of the M&I curriculum, and specific topic knowledge. The TAs' knowledge for teaching developed from propositional knowledge to personal practical knowledge, and the process of knowledge development consisted of three phases: accepting, actualizing, and internalizing. In addition, the TAs' knowledge developed by combining various components of knowledge for teaching. Two factors that influenced the TAs' knowledge development were identified. First, the TAs' goals in the recitation class and their goals for the checkpoints in the laboratory class influenced their knowledge development. Second, various dilemmas that the TAs encountered during their teaching practice affected the TAs' knowledge development.

Factors affecting the appearance of the hump charge movement component in frog cut twitch fibers.

PubMed

Hui, C S

1991-08-01

Charge movement was measured in frog cut twitch fibers with the double Vaseline gap technique. Five manipulations listed below were applied to investigate their effects on the hump component (I gamma) in the ON segments of TEST minus CONTROL current traces. When external Cl-1 was replaced by MeSO3- to eliminate Cl current, I gamma peaked earlier due to a few millivolts shift of the voltage dependence of I gamma kinetics in the negative direction. The Q-V plots in the TEA.Cl and TEA.MeSO3 solutions were well fitted by a sum of two Boltzmann distribution functions. The more steeply voltage-dependent component (Q gamma) had a V approximately 6 mV more negative in the TEA.MeSO3 solution than in the TEA.Cl solution. These voltage shifts were partially reversible. When creatine phosphate in the end pool solution was removed, the I gamma hump disappeared slowly over the course of 20-30 min, partly due to a suppression of Q gamma. The hump reappeared when creatine phosphate was restored. When 0.2-1.0 mM Cd2+ was added to the center pool solution to block inward Ca current, the I gamma hump became less prominent due to a prolongation in the time course of I gamma but not to a suppression of Q gamma. When the holding potential was changed from -90 to -120 mV, the amplitude of I beta was increased, thereby obscuring the I gamma hump. Finally, when a cut fiber was stimulated repetitively, I gamma lost its hump appearance because its time course was prolonged. In an extreme case, a 5-min resting interval was insufficient for a complete recovery of the waveform. In general, a stimulation rate of once per minute had a negligible effect on the shape of I gamma. Of the five manipulations, MeSO3- has the least perturbation on the appearance of I gamma and is potentially a better substitute for Cl- than SO2-(4) in eliminating Cl current if the appearance of the I gamma hump is to be preserved.

Comparison between the C-leg microprocessor-controlled prosthetic knee and non-microprocessor control prosthetic knees: a preliminary study of energy expenditure, obstacle course performance, and quality of life survey.

PubMed

Seymour, Ron; Engbretson, Brenda; Kott, Karen; Ordway, Nathaniel; Brooks, Gary; Crannell, Jessica; Hickernell, Elise; Wheeler, Katie

2007-03-01

This study investigated energy expenditure and obstacle course negotiation between the C-leg and various non-microprocessor control (NMC) prosthetic knees and compared a quality of life survey (SF-36v2) of use of the C-leg to national norms. Thirteen subjects with unilateral limb loss (12 with trans-femoral and one with a knee disarticulation amputation) participated in the study. The mean age was 46 years, range 30-75. Energy expenditure using both the NMC and C-leg prostheses was measured at self-selected typical and fast walking paces on a motorized treadmill. Subjects were also asked to walk through a standardized walking obstacle course carrying a 4.5 kg (10 lb) basket and with hands free. Finally, the SF-36v2 was completed for subjects while using the C-leg. Statistically significant differences were found in oxygen consumption between prostheses at both typical and fast paces with the C-leg showing decreased values. Use of the C-leg resulted in a statistically significant decrease in the number of steps and time to complete the obstacle course. Scores on a quality of life index for subjects using the C-leg were above the mean for norms for limitation in the use of an arm or leg, equal to the mean for the general United States population for the physical component score and were above this mean for the mental component score. Based on oxygen consumption and obstacle course findings, the C-leg when compared to the NMC prostheses may provide increased functional mobility and ease of performance in the home and community environment. Questionnaire results suggest a minimal quality of life impairment when using a C-leg for this cohort of individuals with amputation.

Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians*

PubMed Central

Conte, Marisa L.; MacEachern, Mark P.; Mani, Nandita S.; Townsend, Whitney A.; Smith, Judith E.; Masters, Chase; Kelley, Caitlin

2015-01-01

Objective: The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians. Setting: The research took place at an academic health sciences library. Method: A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot. Main Results: Both the pilot and subsequent course received positive reviews. Changes based on assessment data will inform future iterations. Conclusion: The flipped classroom model can be successful in developing and implementing a course that is well rated by students. PMID:25918484

Descriptive Inorganic Chemistry at the Second Year Level.

ERIC Educational Resources Information Center

Webb, Michael J.; Canham, Geoffrey W. Rayner

1982-01-01

Describes the descriptive inorganic chemistry component of a second year course in intermediate general chemistry at Sir Wilfred Grenfall College (Canada). Includes course content, listing of audiovisual aids, and discussion of textbooks used. (Author/JN)

A hidden history: A survey of the teaching of eugenics in health, social care and pedagogical education and training courses in Europe.

PubMed

Atherton, H L; Steels, S L

2016-12-01

Knowledge and understanding of how eugenics has historically affected the lives of people with intellectual disabilities is vital if professionals are to mount an effective defence against its contemporary influences. An online survey of European providers of health, social care and pedagogical education and training courses was undertaken to find out how the history of eugenics is taught to those wishing to work in services for people with intellectual disabilities. Two hundred and six educational providers were contacted with a response rate of 35.9% (n = 74). Findings showed that the majority of educational providers recognize the importance of including the history of eugenics in their courses, although fewer feel confident that it is sufficiently well covered to prepare future professionals for their role as protector. Course content differs on both the emphasis given to the different components of this history, time dedicated to its delivery and the extent to which it is used to inform legal and ethical debate. Specific recommendations for developing the way in which this subject area is taught are outlined. © The Author(s) 2015.

A full XML-based approach to creating hypermedia learning modules in web-based environments: application to a pathology course.

PubMed

Staccini, Pascal; Dufour, Jean -Charles; Joubert, Michel; Michiels, Jean -François; Fieschi, Marius

2003-01-01

Nowadays, web-based learning services are a key topic in the pedagogical and learning strategies of universities. While organisational and teaching requirements of the learning environment are being evaluated, technical specifications are emerging, enabling educators to build advanced "units of learning". Changes, however, take a long time and cost-effective solutions have to be found to involve our institutions in such actions. In this paper, we present a model of the components of a course. We detail the method followed to implement this model in hypermedia modules with a viewer that can be played on line or from a CD-ROM. The XML technology has been used to implement all the data structures and a client-side architecture has been designed to build a course viewer. Standards of description of content (such as Dublin Core and DocBook) have been integrated into the data structures. This tool has been populated with data from a pathology course and supports other medical contents. The choice of the architecture and the usefulness of the programming tools are discussed. The means of migrating towards a server-side application are presented.

Two Year Community: Design and Components of a Two-Year College Interdisciplinary Field-Study Course

ERIC Educational Resources Information Center

Wolfe, Benjamin A.; Martin, Todd C.

2013-01-01

Interdisciplinary field study courses at 2-year colleges can provide an opportunity to enhance student learning. The authors present here an 11-day interdisciplinary field-study course designed for nonscience majors at a 2-year college. Using a theoretical learning framework that emphasizes cognitive and metacognitive gains, the field study…

Does Mother Tongue Education Support Development of Environmental Literacy in Turkey? An Analysis of Turkish Course Books

ERIC Educational Resources Information Center

Uyar, Yusuf; Ensar, Ferhat

2016-01-01

Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books…

Internal Consistency in Components of International Management/International Business Syllabi: Roadmaps with Mixed Messages

ERIC Educational Resources Information Center

Veliyath, Rajaram; Adams, Janet S.

2005-01-01

The course syllabus is a contract between instructor and students, a schedule of course assignments and activities, and a roadmap delineating objectives and checkpoints in the course. It is also a planning and reference tool for both students and instructor, and it models professors' expectations for their students. This study investigated whether…

When Are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

ERIC Educational Resources Information Center

Bergbower, Matthew L.

2017-01-01

For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The…

A Story Approach to Create Online College Courses

ERIC Educational Resources Information Center

Romero, Liz

2016-01-01

The purpose of this article is to describe the implementation of a story approach to create online courses in a college environment. The article describes the components of the approach and the implementation process to create a nursing and a language course. The implementation starts with the identification of the need and follows by creating a…

Balancing Theory and Practical Work in a Humanoid Robotics Course

ERIC Educational Resources Information Center

Wolff, Krister; Wahde, Mattias

2010-01-01

In this paper, we summarize our experiences from teaching a course in humanoid robotics at Chalmers University of Technology in Goteborg, Sweden. We describe the robotic platform used in the course and we propose the use of a custom-built robot consisting of standard electronic and mechanical components. In our experience, by using standard…

A Graduate Laboratory Course on Biodiesel Production Emphasizing Professional, Teamwork, and Research Skills

ERIC Educational Resources Information Center

Leavesley, West

2011-01-01

In this article we report on the use of a graduate "Special Topics" course to provide vital research and practical laboratory experience, within the context of developing a chemical process to manufacture biodiesel from algal sources. This course contained several key components that we believe are necessary skills in graduate research: 1) a…

Education Modules for Teaching Sustainability in a Mass and Energy Balance Course

ERIC Educational Resources Information Center

Zheng, Kai Liang; Bean, Doyle P., Jr.; Lou, Helen H.; Ho, Thomas C.; Huang, Yinlun

2011-01-01

In this article we report on the use of a graduate "Special Topics" course to provide vital research and practical laboratory experience, within the context of developing a chemical process to manufacture biodiesel from algal sources. This course contained several key components that we believe are necessary skills in graduate research: 1) a…

Harvard Project Physics Newsletter 10. The Project Physics Course, Text.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

A short description of the availability of Harvard Project Physics course components is given as is a discussion of the growth of the use of Project Physics in schools, including some enrollment data and survey results. Locations of the 1970 and 1971 Summer Institutes are listed. Adaptations of Project Physics course outside the United States are…

CNC Turning Center Advanced Operations. Computer Numerical Control Operator/Programmer. 444-332.

ERIC Educational Resources Information Center

Skowronski, Steven D.; Tatum, Kenneth

This student guide provides materials for a course designed to introduce the student to the operations and functions of a two-axis computer numerical control (CNC) turning center. The course consists of seven units. Unit 1 presents course expectations and syllabus, covers safety precautions, and describes the CNC turning center components, CNC…

Effects of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of PETE Students

ERIC Educational Resources Information Center

Webster, Liana

2017-01-01

Many physical education teacher education (PETE) programs seek to develop teacher candidates' content knowledge through various physical activity courses. However, limited empirical evidence exists linking college physical activity courses to the development of skill or fitness. The purpose of the study was to examine the effects of an educational…

Task Analysis and Descriptions of Required Job Competencies of Robotics/Automated Systems Technicians. Outlines for New Courses and Modules.

ERIC Educational Resources Information Center

Hull, Daniel M.; Lovett, James E.

The six new robotics and automated systems specialty courses developed by the Robotics/Automated Systems Technician (RAST) project are described in this publication. Course titles are Fundamentals of Robotics and Automated Systems, Automated Systems and Support Components, Controllers for Robots and Automated Systems, Robotics and Automated…

Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review

ERIC Educational Resources Information Center

Kebritchi, Mansureh; Lipschuetz, Angie; Santiague, Lilia

2017-01-01

Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper's framework was conducted to identify…

Incorporating Blended Format Cybersecurity Education into a Community College Information Technology Program

ERIC Educational Resources Information Center

Calhoun, Cheryl D.

2017-01-01

The main goal of this project is to expand cybersecurity curriculum. This was accomplished by developing six new courses. The curriculum for each course utilized a common online course for all class formats including web-enhanced, hybrid, or online. In this article, we will discuss the online components used, faculty professional development, and…

Student Listening Gains in the Basic Communication Course: A Comparison of Self-Report and Performance-Based Competence Measures

ERIC Educational Resources Information Center

Johnson, Danette Ifert; Long, Kathleen M.

2007-01-01

Direct listening instruction is a frequent component of basic communication courses. Research has found changes in self-perceived listening competence during a basic communication course and only a minimal relationship between self-perceived and performance-based measures of listening and other communication behaviors. Results of the present study…

Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

ERIC Educational Resources Information Center

Downs, C. T.

2009-01-01

First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the…

Art & Design Software Development Using IBM Handy (A Personal Experience).

ERIC Educational Resources Information Center

McWhinnie, Harold J.

This paper presents some of the results from a course in art and design. The course involved the use of simple computer programs for the arts. Attention was geared to the development of graphic components for educational software. The purpose of the course was to provide, through lectures and extensive hands on experience, a basic introduction to…

The Added Value of Conducting Learning Design Meeting to the Online Course Development Process

ERIC Educational Resources Information Center

Shaver, Denise

2017-01-01

Do you find it challenging to have discussions with instructors about designing online courses and best practices in teaching? This article will highlight key components to conducting effective Learning Design meetings. It outlines techniques used by this institution that inspires faculty to design coherent courses that lead to meaningful learning…

Predicting Student Success in a Psychological Statistics Course Emphasizing Collaborative Learning

ERIC Educational Resources Information Center

Gorvine, Benjamin J.; Smith, H. David

2015-01-01

This study describes the use of a collaborative learning approach in a psychological statistics course and examines the factors that predict which students benefit most from such an approach in terms of learning outcomes. In a course format with a substantial group work component, 166 students were surveyed on their preference for individual…

Mapping brain activity in gradient-echo functional MRI using principal component analysis

NASA Astrophysics Data System (ADS)

Khosla, Deepak; Singh, Manbir; Don, Manuel

1997-05-01

The detection of sites of brain activation in functional MRI has been a topic of immense research interest and many technique shave been proposed to this end. Recently, principal component analysis (PCA) has been applied to extract the activated regions and their time course of activation. This method is based on the assumption that the activation is orthogonal to other signal variations such as brain motion, physiological oscillations and other uncorrelated noises. A distinct advantage of this method is that it does not require any knowledge of the time course of the true stimulus paradigm. This technique is well suited to EPI image sequences where the sampling rate is high enough to capture the effects of physiological oscillations. In this work, we propose and apply tow methods that are based on PCA to conventional gradient-echo images and investigate their usefulness as tools to extract reliable information on brain activation. The first method is a conventional technique where a single image sequence with alternating on and off stages is subject to a principal component analysis. The second method is a PCA-based approach called the common spatial factor analysis technique (CSF). As the name suggests, this method relies on common spatial factors between the above fMRI image sequence and a background fMRI. We have applied these methods to identify active brain ares during visual stimulation and motor tasks. The results from these methods are compared to those obtained by using the standard cross-correlation technique. We found good agreement in the areas identified as active across all three techniques. The results suggest that PCA and CSF methods have good potential in detecting the true stimulus correlated changes in the presence of other interfering signals.

Using the TA to Prepare Graduate Students for Research and Employment

NASA Astrophysics Data System (ADS)

Heller, Kenneth

One of the most underused components of the physics graduate program is the time spent being a teaching assistant (TA). Often the TA duties consist of grading and trying to help undergraduates survive a physics course. How those duties are accomplished is left to each TA. The most common TA preparation, if it exists, has a narrow focus on the class being taught. Preparation consists of describing, or perhaps practicing, specific teaching skills and gaining familiarity with the equipment used in the laboratory portion of the class. Instead TAs can be integrated into the entire course in which they function so that they learn the course as a system. This means treating a course in the same way one approaches a research project with the TAs as members of the research team headed by a faculty advisor. TA preparation is broadened and support includes the management, teamwork, and communication skills necessary. This makes the TAs more efficient and effective teachers while explicitly connecting the TA experience to the ``soft'' skills they need in their own research careers whether in industry, national laboratories, or academia. This talk describes such a program, functioning for over 20 years at the University of Minnesota, that takes no more time than the usual TA but results in graduate students that are more satisfied with their TA experience, are better prepared to function in research groups, and provide a better classroom experience for their undergraduate students.

Training the public health workforce at the National School of Public Health: meeting Africa's needs.

PubMed

Mokwena, Kebogile; Mokgatle-Nthabu, Mathilda; Madiba, Sphiwe; Lewis, Helen; Ntuli-Ngcobo, Busi

2008-01-01

The inadequate number of trained public health personnel in Africa remains a challenge. In sub-Saharan Africa, the estimated workforce of public health practitioners is 1.3% of the world's health workforce addressing 25% of the world's burden of disease. To address this gap, the National School of Public Health at the then Medical University of Southern Africa created an innovative approach using distance learning components to deliver its public health programmes. Compulsory classroom teaching is limited to four two-week blocks. Combining mainly online components with traditional classroom curricula reduced limitations caused by geographical distances. At the same time, the curriculum was structured to contextualize continental health issues in both course work and research specific to students' needs. The approach used by the National School of Public Health allows for a steady increase in the number of public health personnel in Africa. Because of the flexible e-learning components and African-specific research projects, graduates from 16 African countries could benefit from this programme. An evaluation showed that such programmes need to constantly motivate participants to reduce student dropout rates and computer literacy needs to be a pre-requisite for entry into the programme. Short certificate courses in relevant public health areas would be beneficial in the African context. This programme could be replicated in other regions of the continent.

Training of public health workforce at the National School of Public Health: meeting Africa's needs.

PubMed

Mokwena, Kebogile; Mokgatle-Nthabu, Mathilda; Madiba, Sphiwe; Lewis, Helen; Ntuli-Ngcobo, Busi

2007-12-01

The inadequate number of trained public health personnel in Africa remains a challenge. In sub-Saharan Africa, the estimated workforce of public health practitioners is 1.3% of the world's health workforce addressing 25% of the world's burden of disease. To address this gap, the National School of Public Health at the then Medical University of Southern Africa created an innovative approach using distance learning components to deliver its public health programmes. Compulsory classroom teaching is limited to four two-week blocks. RELEVABT CHANGES: Combining mainly online components with traditional classroom curricula reduced limitations caused by geographical distances. At the same time, the curriculum was structured to contextualize continental health issues in both course work and research specific to students' needs. The approach used by the National School of Public Health allows for a steady increase in the number of public health personnel in Africa. Because of the flexible e-learning components and African-specific research projects, graduates from 16 African countries could avail of this programme. An evaluation showed that such programmes need to constantly motivate participants to reduce student dropout rates and computer literacy needs to be a pre-requisite for entry into the programme. Short certificate courses in relevant public health areas would be beneficial in the African context. This programme could be replicated in other regions of the continent.

Semantic and Phonological Encoding Times in Adults Who Stutter: Brain Electrophysiological Evidence.

PubMed

Maxfield, Nathan D

2017-10-17

Some psycholinguistic theories of stuttering propose that language production operates along a different time course in adults who stutter (AWS) versus typically fluent adults (TFA). However, behavioral evidence for such a difference has been mixed. Here, the time course of semantic and phonological encoding in picture naming was compared in AWS (n = 16) versus TFA (n = 16) by measuring 2 event-related potential (ERP) components: NoGo N200, an ERP index of response inhibition, and lateralized readiness potential, an ERP index of response preparation. Each trial required a semantic judgment about a picture in addition to a phonemic judgment about the target label of the picture. Judgments were mapped onto a dual-choice (Go-NoGo/left-right) push-button response paradigm. On each trial, ERP activity time-locked to picture onset was recorded at 32 scalp electrodes. NoGo N200 was detected earlier to semantic NoGo trials than to phonemic NoGo trials in both groups, replicating previous evidence that semantic encoding generally precedes phonological encoding in language production. Moreover, N200 onset was earlier to semantic NoGo trials in TFA than in AWS, indicating that semantic information triggering response inhibition became available earlier in TFA versus AWS. In contrast, the time course of N200 activity to phonemic NoGo trials did not differ between groups. Lateralized readiness potential activity was influenced by strategic response preparation and, thus, could not be used to index real-time semantic and phonological encoding. NoGo N200 results point to slowed semantic encoding in AWS versus TFA. Discussion considers possible factors in slowed semantic encoding in AWS and how fluency might be impacted by slowed semantic encoding.

Semantic and Phonological Encoding Times in Adults Who Stutter: Brain Electrophysiological Evidence

PubMed Central

2017-01-01

Purpose Some psycholinguistic theories of stuttering propose that language production operates along a different time course in adults who stutter (AWS) versus typically fluent adults (TFA). However, behavioral evidence for such a difference has been mixed. Here, the time course of semantic and phonological encoding in picture naming was compared in AWS (n = 16) versus TFA (n = 16) by measuring 2 event-related potential (ERP) components: NoGo N200, an ERP index of response inhibition, and lateralized readiness potential, an ERP index of response preparation. Method Each trial required a semantic judgment about a picture in addition to a phonemic judgment about the target label of the picture. Judgments were mapped onto a dual-choice (Go–NoGo/left–right) push-button response paradigm. On each trial, ERP activity time-locked to picture onset was recorded at 32 scalp electrodes. Results NoGo N200 was detected earlier to semantic NoGo trials than to phonemic NoGo trials in both groups, replicating previous evidence that semantic encoding generally precedes phonological encoding in language production. Moreover, N200 onset was earlier to semantic NoGo trials in TFA than in AWS, indicating that semantic information triggering response inhibition became available earlier in TFA versus AWS. In contrast, the time course of N200 activity to phonemic NoGo trials did not differ between groups. Lateralized readiness potential activity was influenced by strategic response preparation and, thus, could not be used to index real-time semantic and phonological encoding. Conclusion NoGo N200 results point to slowed semantic encoding in AWS versus TFA. Discussion considers possible factors in slowed semantic encoding in AWS and how fluency might be impacted by slowed semantic encoding. PMID:28973156

Training Faculty to Teach in Hybrid Settings

ERIC Educational Resources Information Center

Linder, Kathryn E.

2017-01-01

Based on the author's experiences developing and implementing a multi-week hybrid course design institute, this chapter outlines the components of training--both andragogical and technological--most helpful for faculty who are planning to teach a hybrid course.

Effectiveness of Workshop Style Teaching in Students' Learning of Introductory Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Mehta, Nirav; Cheng, Kelvin

2012-10-01

We have developed an interactive workshop-style course for our introductory calculus-based physics sequence at Trinity University. Lecture is limited to approximately 15 min. at the beginning of class, and the remainder of the 50-min. class is devoted to inquiry-based activities and problem solving. So far, lab is done separately and we have not incorporated the lab component into the workshop model. We use the Brief Electricity and Magnetism Assessment (BEMA) to compare learning gains between the workshop and traditional lecture-based course for the Spring 2012 semester. Both the workshop and lecture courses shared the same inquiry-based lab component that involved pre-labs, prediction-observation and post-lab activities. Our BEMA results indicate statistically significant improvement in overall learning gains compared to the traditional course. We compare our workshop BEMA scores both to traditional lecture scores here at Trinity and to those from other institutions.

Principal component analysis of indocyanine green fluorescence dynamics for diagnosis of vascular diseases

NASA Astrophysics Data System (ADS)

Seo, Jihye; An, Yuri; Lee, Jungsul; Choi, Chulhee

2015-03-01

Indocyanine green (ICG), a near-infrared fluorophore, has been used in visualization of vascular structure and non-invasive diagnosis of vascular disease. Although many imaging techniques have been developed, there are still limitations in diagnosis of vascular diseases. We have recently developed a minimally invasive diagnostics system based on ICG fluorescence imaging for sensitive detection of vascular insufficiency. In this study, we used principal component analysis (PCA) to examine ICG spatiotemporal profile and to obtain pathophysiological information from ICG dynamics. Here we demonstrated that principal components of ICG dynamics in both feet showed significant differences between normal control and diabetic patients with vascula complications. We extracted the PCA time courses of the first three components and found distinct pattern in diabetic patient. We propose that PCA of ICG dynamics reveal better classification performance compared to fluorescence intensity analysis. We anticipate that specific feature of spatiotemporal ICG dynamics can be useful in diagnosis of various vascular diseases.

A computational model of visual marking using an inter-connected network of spiking neurons: the spiking search over time & space model (sSoTS).

PubMed

Mavritsaki, Eirini; Heinke, Dietmar; Humphreys, Glyn W; Deco, Gustavo

2006-01-01

In the real world, visual information is selected over time as well as space, when we prioritise new stimuli for attention. Watson and Humphreys [Watson, D., Humphreys, G.W., 1997. Visual marking: prioritizing selection for new objects by top-down attentional inhibition of old objects. Psychological Review 104, 90-122] presented evidence that new information in search tasks is prioritised by (amongst other processes) active ignoring of old items - a process they termed visual marking. In this paper we present, for the first time, an explicit computational model of visual marking using biologically plausible activation functions. The "spiking search over time and space" model (sSoTS) incorporates different synaptic components (NMDA, AMPA, GABA) and a frequency adaptation mechanism based on [Ca(2+)] sensitive K(+) current. This frequency adaptation current can act as a mechanism that suppresses the previously attended items. We show that, when coupled with a process of active inhibition applied to old items, frequency adaptation leads to old items being de-prioritised (and new items prioritised) across time in search. Furthermore, the time course of these processes mimics the time course of the preview effect in human search. The results indicate that the sSoTS model can provide a biologically plausible account of human search over time as well as space.

Experiential learning in control systems laboratories and engineering project management

NASA Astrophysics Data System (ADS)

Reck, Rebecca Marie

Experiential learning is a process by which a student creates knowledge through the insights gained from an experience. Kolb's model of experiential learning is a cycle of four modes: (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. His model is used in each of the three studies presented in this dissertation. Laboratories are a popular way to apply the experiential learning modes in STEM courses. Laboratory kits allow students to take home laboratory equipment to complete experiments on their own time. Although students like laboratory kits, no previous studies compared student learning outcomes on assignments using laboratory kits with existing laboratory equipment. In this study, we examined the similarities and differences between the experiences of students who used a portable laboratory kit and students who used the traditional equipment. During the 2014- 2015 academic year, we conducted a quasi-experiment to compare students' achievement of learning outcomes and their experiences in the instructional laboratory for an introductory control systems course. Half of the laboratory sections in each semester used the existing equipment, while the other sections used a new kit. We collected both quantitative data and qualitative data. We did not identify any major differences in the student experience based on the equipment they used. Course objectives, like research objectives and product requirements, help provide clarity and direction for faculty and students. Unfortunately, course and laboratory objectives are not always clearly stated. Without a clear set of objectives, it can be hard to design a learning experience and determine whether students are achieving the intended outcomes of the course or laboratory. In this study, I identified a common set of laboratory objectives, concepts, and components of a laboratory apparatus for undergraduate control systems laboratories. During the summer of 2015, a panel of 40 control systems faculty members, from a variety of institutions, completed a multi-round Delphi survey in order to bring them toward consensus on the common aspects of their laboratories. The following winter, 45 additional faculty members and practitioners from the control systems community completed a follow-up survey to gather feedback on the results of the Delphi survey. During the Delphi study, the panelists identified 15 laboratory objectives, 26 concepts, and 15 components that were common in their laboratories. Then in both the Delphi survey and follow-up survey each participant rated the importance of each of these items. While the average ratings differed slightly between the two groups, the order of each set of items was compared with two different tests and the order was found to be similar. Some of the common and important learning objectives include connecting theory to what is implemented and observed in the laboratory, designing controllers, and modeling and simulating systems. The most common component in both groups was Math-Works software. Some of the common concepts include block diagrams, stability, and PID control. Defining common aspects of undergraduate control systems laboratories enables common development, detailed comparisons, and simplified adaptation of equipment and experiments between campuses and programs. Throughout an undergraduate program in engineering, there are multiple opportunities for hands-on laboratory experiences that are related to course content. However, a similarly immersive experience for project management graduate students is harder to incorporate for all students in a course at once. This study explores an experiential learning opportunity for graduate students in engineering management or project management programs. The project management students enroll in a project management course. Undergraduate students interested in working on a project with a real customer enroll in a different projects course. Two students from the project management course function as project managers and lead a team of undergraduate students in the second course through a project. I studied how closely the project management experience in these courses aligns with engineering project management in industry. In the spring of 2015, I enrolled in the project management course at a large Midwestern university. I used analytic autoethnography to compare my experiences in the course with my experiences as a project engineer at a large aerospace company. I found that the experience in the course provided an authentic and comprehensive opportunity to practice most of the skills listed in the Project Management Book of Knowledge (an industry standard) as necessary for project managers. Some components of the course that made it successful: I was the project manager for the whole term, I worked with a real client, and the team defined and delivered the project before the end of the semester.

Five Weekend National Family Medicine Fellowship. Program for faculty development.

PubMed

Talbot, Y; Batty, H; Rosser, W W

1997-12-01

PROBLEM ADDRESSEDMany faculty development programs are thought time-consuming and inaccessible to academic family physicians or physicians wanting to move into academic positions. This is largely due to difficulty in leaving their practices for extended periods. Canadian family medicine needs trained leaders who can work in teams and are well grounded in the principles of their discipline as they relate to education, management, research, and policy making.OBJECTIVE OF PROGRAMTo develop a team of leaders in family medicine.MAIN COMPONENTS OF PROGRAMThe Five Weekend National Family Medicine Fellowship Program focuses on the essentials of education, management, communication, critical appraisal skills, and the principles of family medicine to develop leadership and team-building skills for faculty and community-based family physicians entering academic careers. This unique 1-year program combines intensive weekend seminars with small-group projects between weekends. It emphasizes a broader set of skills than just teaching, has regional representation, and focuses on leadership and teamwork using a time-efficient format.CONCLUSIONThe program has graduated 34 Fellows over the last 3 years. More than 90% of the 35 projects developed through course work have been presented in national or provincial peer-reviewed settings. Quantitative ratings of program structure, course content, and course outcomes have been positive.

Transcriptomics as a tool for assessing the scalability of mammalian cell perfusion systems.

PubMed

Jayapal, Karthik P; Goudar, Chetan T

2014-01-01

DNA microarray-based transcriptomics have been used to determine the time course of laboratory and manufacturing-scale perfusion bioreactors in an attempt to characterize cell physiological state at these two bioreactor scales. Given the limited availability of genomic data for baby hamster kidney (BHK) cells, a Chinese hamster ovary (CHO)-based microarray was used following a feasibility assessment of cross-species hybridization. A heat shock experiment was performed using both BHK and CHO cells and resulting DNA microarray data were analyzed using a filtering criteria of perfect match (PM)/single base mismatch (MM) > 1.5 and PM-MM > 50 to exclude probes with low specificity or sensitivity for cross-species hybridizations. For BHK cells, 8910 probe sets (39 %) passed the cutoff criteria, whereas 12,961 probe sets (56 %) passed the cutoff criteria for CHO cells. Yet, the data from BHK cells allowed distinct clustering of heat shock and control samples as well as identification of biologically relevant genes as being differentially expressed, indicating the utility of cross-species hybridization. Subsequently, DNA microarray analysis was performed on time course samples from laboratory- and manufacturing-scale perfusion bioreactors that were operated under the same conditions. A majority of the variability (37 %) was associated with the first principal component (PC-1). Although PC-1 changed monotonically with culture duration, the trends were very similar in both the laboratory and manufacturing-scale bioreactors. Therefore, despite time-related changes to the cell physiological state, transcriptomic fingerprints were similar across the two bioreactor scales at any given instance in culture. Multiple genes were identified with time-course expression profiles that were very highly correlated (> 0.9) with bioprocess variables of interest. Although the current incomplete annotation limits the biological interpretation of these observations, their full potential may be realized in due course when richer genomic data become available. By taking a pragmatic approach of transcriptome fingerprinting, we have demonstrated the utility of systems biology to support the comparability of laboratory and manufacturing-scale perfusion systems. Scale-down model qualification is the first step in process characterization and hence is an integral component of robust regulatory filings. Augmenting the current paradigm, which relies primarily on cell culture and product quality information, with gene expression data can help make a substantially stronger case for similarity. With continued advances in systems biology approaches, we expect them to be seamlessly integrated into bioprocess development, which can translate into more robust and high yielding processes that can ultimately reduce cost of care for patients.

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 clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Background Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. Objectives The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. Program design The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Impact Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). Conclusion A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

A Novel Target Synthesis Laboratory for Students

NASA Astrophysics Data System (ADS)

Smales, C. Mark; Harding, David R. K.

1999-11-01

A third-year specialist course in drug design and delivery focused on a single laboratory goal for all students. A tetrapeptide, destined as the signal component of a drug delivery system, was chosen for this target synthesis. The practical, real-life aspect of the course, and the target synthesis in particular, was a major component of the appeal to the students. Students were given a synthetic scheme based on standard peptide synthesis protocols, and several lectures provided background for the general approach. They were then encouraged to design each step of the synthesis themselves, with reference to the literature and course work. As long as due diligence was shown in attempts to achieve success at each step, no student was penalized for losses, low yields, or other lack of progress. Reports on all procedures used were prepared in a journal format chosen by the student and were collected at the end of the course. The target-synthesis approach was appreciated by the students and enjoyed by the staff. We believe the students left the course with a greater appreciation for laboratory research. It takes more work to set up and run this type of course than the traditional follow-the-recipe course, but in our experience it was worth the extra effort.

NPS alternate techsat satellite, design project for AE-4871

NASA Technical Reports Server (NTRS)

1993-01-01

This project was completed as part of AE-4871, Advanced Spacecraft Design. The intent of the course is to provide experience in the design of all the major components in a spacecraft system. Team members were given responsibility for the design of one of the six primary subsystems: power, structures, propulsion, attitude control, telemetry, tracking and control (TT&C), and thermal control. In addition, a single member worked on configuration control, launch vehicle integration, and a spacecraft test plan. Given an eleven week time constraint, a preliminary design of each subsystem was completed. Where possible, possible component selections were also made. Assistance for this project came principally from the Naval Research Laboratory's Spacecraft Technology Branch. Specific information on components was solicited from representatives in industry. The design project centers on a general purpose satellite bus that is currently being sought by the Strategic Defense Initiative.

Enhanced Learning through Design Problems--Teaching a Components-Based Course through Design

ERIC Educational Resources Information Center

Jensen, Bogi Bech; Hogberg, Stig; Jensen, Frida av Flotum; Mijatovic, Nenad

2012-01-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is…

How Much is Enough? Rethinking the Role of High School Courses in College Admission

ERIC Educational Resources Information Center

Kretchmar, Jen; Farmer, Steve

2013-01-01

At many of the colleges and universities that attract the most applicants, the high-school course of study is a critical component of the evaluation. Many schools advise their candidates that they must take the most difficult course of study available at their high schools to have a chance of earning admission. Students can feel intense pressure…

Can Online Peer Review Assignments Replace Essays in Third Year University Courses? And If So, What Are the Challenges?

ERIC Educational Resources Information Center

Smith, Martin

2012-01-01

Essays are a traditional component of the course requirements in many post-secondary courses. However, the practical and pedagogical disadvantages of essays are significant. These include the increasing ease with which essays can be plagiarized, the lack of peer involvement in the traditional essay submission and feedback process, the usual lack…

Linking Teaching and Research in an Undergraduate Course and Exploring Student Learning Experiences

ERIC Educational Resources Information Center

Wallin, Patric; Adawi, Tom; Gold, Julie

2017-01-01

In this case study, we first describe how teaching and research are linked in a master's course on tissue engineering. A central component of the course is an authentic research project that the students carry out in smaller groups and in collaboration with faculty. We then explore how the students experience learning in this kind of…

An Evaluation of the Impact of a Wellness Course in the Undergraduate Psychology Curriculum.

ERIC Educational Resources Information Center

Kushner, Richard I.; Hartigan, Phyllis

Wellness and holistic health models, which focus on life style as a major component of long term health, are thriving throughout the United States. To evaluate the impact of an undergraduate psycholgoy course dealing with health enhancement, wellness, and prevention issues, 24 college freshmen enrolled in one of two courses for a 10-week period: a…

Aircraft Fuel, Fuel Metering, Induction and Exhaust Systems (Course Outline), Aviation Mechanics (Power Plant): 9057.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This document presents an outline for a 135-hour course designed to help the trainee gain the skills and knowledge necessary to become an aviation powerplant mechanic. The course outlines the theory of operation of various fuel systems, fuel metering, induction, and exhaust system components with an emphasis on troubleshooting, maintenance, and…

30 CFR 48.8 - Annual refresher training of miners; minimum courses of instruction; hours of instruction.

Code of Federal Regulations, 2010 CFR

2010-07-01

... course component is when there are no explosives used or stored on the mine property. (10) Mine gases... gases. (11) Health. The course shall include instruction on the purpose of taking dust, noise, and other... subjects include, but are not limited to, information about the physical and health hazards of chemicals in...

Summative Evaluation of the "Fitness over Forty" Course. Evaluation & Project Research Report No. 15--1988-89.

ERIC Educational Resources Information Center

Ontario Educational Communications Authority, Toronto.

"Fitness over Forty" is a 17-week multimedia course designed to lead to improved physical fitness for adults in the 40 to 60 age bracket who are of average health but have not been consistent in their physical activity. Course components include seven 30-minute television programs, a guidebook, and a fitness diary (including fitness…

What's in a Name? An Examination of Sociology of Aging Versus Social Gerontology Course Content

ERIC Educational Resources Information Center

Dossey-Newby, Paula; Krull, Amy C.

2005-01-01

This study examines the comparability of sociology of aging courses, a core component in many undergraduate multidisciplinary gerontology minor programs. A content analysis of syllabi in the 5th edition of Teaching Sociology of Aging and the Life Course (Harris, 2000) was undertaken to determine the presence of 7 core sociological concepts. Among…

CAD-supported university course on photonics and fiber optic communications

NASA Astrophysics Data System (ADS)

Chan, David K. C.; Richter, Andre

2002-05-01

The highly competitive global photonics industry has created a significant demand for professional Photonic Design Automation (PDA) tools and personnel trained to use them effectively. In such a dynamic field, CAD-supported courses built around widely used industrial PDA tools provide many advantages, especially when offered through tertiary education institutions (which are ideally suited to producing the future workforce of the Photonics industry). An objective of VPIsystems' University program is to develop tertiary level courses based on VPIsystems' WDM transmission and component modeling software tools. Advantages offered by such courses include: visualizing and aiding the understanding of complex physical problems encountered in the design of fiber-optic communication systems; virtual laboratory exercises that can accurately reproduce the behavior of real systems and components without the prohibitive infrastructure and maintenance costs of real laboratories; flexibility in studying interrelated physical effects individually or in combination to facilitate learning; provide expertise and practical insights in areas, including industry-focused topics, that are not generally covered in traditional tertiary courses; provide exposure to, currently, the most widely used PDA tools in the industry. In this paper, details of VPIsystems' University program and its CAD-supported Photonics courses will be presented.

Functional subdivision of group-ICA results of fMRI data collected during cinema viewing.

PubMed

Pamilo, Siina; Malinen, Sanna; Hlushchuk, Yevhen; Seppä, Mika; Tikka, Pia; Hari, Riitta

2012-01-01

Independent component analysis (ICA) can unravel functional brain networks from functional magnetic resonance imaging (fMRI) data. The number of the estimated components affects both the spatial pattern of the identified networks and their time-course estimates. Here group-ICA was applied at four dimensionalities (10, 20, 40, and 58 components) to fMRI data collected from 15 subjects who viewed a 15-min silent film ("At land" by Maya Deren). We focused on the dorsal attention network, the default-mode network, and the sensorimotor network. The lowest dimensionalities demonstrated most prominent activity within the dorsal attention network, combined with the visual areas, and in the default-mode network; the sensorimotor network only appeared with ICA comprising at least 20 components. The results suggest that even very low-dimensional ICA can unravel the most prominent functionally-connected brain networks. However, increasing the number of components gives a more detailed picture and functionally feasible subdivision of the major networks. These results improve our understanding of the hierarchical subdivision of brain networks during viewing of a movie that provides continuous stimulation embedded in an attention-directing narrative.

Principal component analysis of dynamic fluorescence images for diagnosis of diabetic vasculopathy

NASA Astrophysics Data System (ADS)

Seo, Jihye; An, Yuri; Lee, Jungsul; Ku, Taeyun; Kang, Yujung; Ahn, Chulwoo; Choi, Chulhee

2016-04-01

Indocyanine green (ICG) fluorescence imaging has been clinically used for noninvasive visualizations of vascular structures. We have previously developed a diagnostic system based on dynamic ICG fluorescence imaging for sensitive detection of vascular disorders. However, because high-dimensional raw data were used, the analysis of the ICG dynamics proved difficult. We used principal component analysis (PCA) in this study to extract important elements without significant loss of information. We examined ICG spatiotemporal profiles and identified critical features related to vascular disorders. PCA time courses of the first three components showed a distinct pattern in diabetic patients. Among the major components, the second principal component (PC2) represented arterial-like features. The explained variance of PC2 in diabetic patients was significantly lower than in normal controls. To visualize the spatial pattern of PCs, pixels were mapped with red, green, and blue channels. The PC2 score showed an inverse pattern between normal controls and diabetic patients. We propose that PC2 can be used as a representative bioimaging marker for the screening of vascular diseases. It may also be useful in simple extractions of arterial-like features.

The mass-luminosity relation in an introductory astronomy lab

NASA Astrophysics Data System (ADS)

LoPresto, Michael C.

2016-11-01

Exposing students in general education science courses of lower mathematical levels to experiments that make use of quantitative skills such as collecting and analyzing data is very important because they provide examples of how science is actually done. Experiments with relatively simple procedures that are also interesting and engaging which serve this purpose can be hard to find. This can especially be true for introductory college astronomy courses; however, courses of this type often do still have a laboratory component because most students, regardless of major, are required to take at least one laboratory science course. When required to work with data in a quantitative fashion, the difficulty students with lower mathematical skills often have is that any actual physical meaning of an experiment can become completely lost in a procedure that, to them, seems to be purely an exercise in complex mathematics and for which they have resorted to simply following by rote, from which, perhaps needless to say, they are likely to learn little or nothing. I have seen this happen numerous times and it has inspired me to focus on attempting to develop meaningful laboratory experiences for students of lower mathematical level courses, such as introductory astronomy and conceptual physics, that involve both the gathering and analysis of numerical data. What follows is a simple experiment of this type on the mass-luminosity relation for stars on the main sequence of the Hertzsprung-Russell diagram that has proven useful for an introductory astronomy laboratory course.

Student learning and perceptions in a flipped linear algebra course

NASA Astrophysics Data System (ADS)

Love, Betty; Hodge, Angie; Grandgenett, Neal; Swift, Andrew W.

2014-04-01

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or 'flips' the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven - very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor's notes. Student content understanding and course perceptions were examined. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. Course perceptions were represented by an end-of-semester survey that indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components.

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).

Implementing elements of The Physics Suite at a large metropolitan research university

NASA Astrophysics Data System (ADS)

Efthimiou, Costas; Maronde, Dan; McGreevy, Tim; del Barco, Enrique; McCole, Stefanie

2011-07-01

A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over the last two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture Demonstrations as part of the lecture component of the class. The laboratory component of the class has implemented the RealTime Physics curriculum, again in select sections. The remaining sections have continued with the teaching methods traditionally used. Using pre- and post-semester concept inventory tests, a student survey, student interviews, and a standard for successful completion of the course, the preliminary data indicate improved student learning.

Integration of bioinformatics into an undergraduate biology curriculum and the impact on development of mathematical skills.

PubMed

Wightman, Bruce; Hark, Amy T

2012-01-01

The development of fields such as bioinformatics and genomics has created new challenges and opportunities for undergraduate biology curricula. Students preparing for careers in science, technology, and medicine need more intensive study of bioinformatics and more sophisticated training in the mathematics on which this field is based. In this study, we deliberately integrated bioinformatics instruction at multiple course levels into an existing biology curriculum. Students in an introductory biology course, intermediate lab courses, and advanced project-oriented courses all participated in new course components designed to sequentially introduce bioinformatics skills and knowledge, as well as computational approaches that are common to many bioinformatics applications. In each course, bioinformatics learning was embedded in an existing disciplinary instructional sequence, as opposed to having a single course where all bioinformatics learning occurs. We designed direct and indirect assessment tools to follow student progress through the course sequence. Our data show significant gains in both student confidence and ability in bioinformatics during individual courses and as course level increases. Despite evidence of substantial student learning in both bioinformatics and mathematics, students were skeptical about the link between learning bioinformatics and learning mathematics. While our approach resulted in substantial learning gains, student "buy-in" and engagement might be better in longer project-based activities that demand application of skills to research problems. Nevertheless, in situations where a concentrated focus on project-oriented bioinformatics is not possible or desirable, our approach of integrating multiple smaller components into an existing curriculum provides an alternative. Copyright © 2012 Wiley Periodicals, Inc.

34 CFR 645.13 - How are regular Upward Bound projects organized?

Code of Federal Regulations, 2013 CFR

2013-07-01

...) Regular Upward Bound projects— (1) Must provide participants with a summer instructional component that is...) May provide a summer bridge component to those Upward Bound participants who have graduated from... summer bridge component provides participants with services and activities, including college courses...

34 CFR 645.13 - How are regular Upward Bound projects organized?

Code of Federal Regulations, 2014 CFR

2014-07-01

...) Regular Upward Bound projects— (1) Must provide participants with a summer instructional component that is...) May provide a summer bridge component to those Upward Bound participants who have graduated from... summer bridge component provides participants with services and activities, including college courses...

Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?

PubMed

Malatesha Joshi, R; Binks, Emily; Graham, Lori; Ocker-Dean, Emily; Smith, Dennie L; Boulware-Gooden, Regina

2009-01-01

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

Solar Cycle Variability and Surface Differential Rotation from Ca II K-line Time Series Data

NASA Astrophysics Data System (ADS)

Scargle, Jeffrey D.; Keil, Stephen L.; Worden, Simon P.

2013-07-01

Analysis of over 36 yr of time series data from the NSO/AFRL/Sac Peak K-line monitoring program elucidates 5 components of the variation of the 7 measured chromospheric parameters: (a) the solar cycle (period ~ 11 yr), (b) quasi-periodic variations (periods ~ 100 days), (c) a broadband stochastic process (wide range of periods), (d) rotational modulation, and (e) random observational errors, independent of (a)-(d). Correlation and power spectrum analyses elucidate periodic and aperiodic variation of these parameters. Time-frequency analysis illuminates periodic and quasi-periodic signals, details of frequency modulation due to differential rotation, and in particular elucidates the rather complex harmonic structure (a) and (b) at timescales in the range ~0.1-10 yr. These results using only full-disk data suggest that similar analyses will be useful for detecting and characterizing differential rotation in stars from stellar light curves such as those being produced by NASA's Kepler observatory. Component (c) consists of variations over a range of timescales, in the manner of a 1/f random process with a power-law slope index that varies in a systematic way. A time-dependent Wilson-Bappu effect appears to be present in the solar cycle variations (a), but not in the more rapid variations of the stochastic process (c). Component (d) characterizes differential rotation of the active regions. Component (e) is of course not characteristic of solar variability, but the fact that the observational errors are quite small greatly facilitates the analysis of the other components. The data analyzed in this paper can be found at the National Solar Observatory Web site http://nsosp.nso.edu/cak_mon/, or by file transfer protocol at ftp://ftp.nso.edu/idl/cak.parameters.

SOLAR CYCLE VARIABILITY AND SURFACE DIFFERENTIAL ROTATION FROM Ca II K-LINE TIME SERIES DATA

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

Scargle, Jeffrey D.; Worden, Simon P.; Keil, Stephen L.

Analysis of over 36 yr of time series data from the NSO/AFRL/Sac Peak K-line monitoring program elucidates 5 components of the variation of the 7 measured chromospheric parameters: (a) the solar cycle (period {approx} 11 yr), (b) quasi-periodic variations (periods {approx} 100 days), (c) a broadband stochastic process (wide range of periods), (d) rotational modulation, and (e) random observational errors, independent of (a)-(d). Correlation and power spectrum analyses elucidate periodic and aperiodic variation of these parameters. Time-frequency analysis illuminates periodic and quasi-periodic signals, details of frequency modulation due to differential rotation, and in particular elucidates the rather complex harmonic structuremore » (a) and (b) at timescales in the range {approx}0.1-10 yr. These results using only full-disk data suggest that similar analyses will be useful for detecting and characterizing differential rotation in stars from stellar light curves such as those being produced by NASA's Kepler observatory. Component (c) consists of variations over a range of timescales, in the manner of a 1/f random process with a power-law slope index that varies in a systematic way. A time-dependent Wilson-Bappu effect appears to be present in the solar cycle variations (a), but not in the more rapid variations of the stochastic process (c). Component (d) characterizes differential rotation of the active regions. Component (e) is of course not characteristic of solar variability, but the fact that the observational errors are quite small greatly facilitates the analysis of the other components. The data analyzed in this paper can be found at the National Solar Observatory Web site http://nsosp.nso.edu/cak{sub m}on/, or by file transfer protocol at ftp://ftp.nso.edu/idl/cak.parameters.« less

Incorporating Environmental and Sustainability Issues into the Curriculum in a Mineralogy Class

NASA Astrophysics Data System (ADS)

Cook, G. W.

2013-12-01

A traditional curriculum in mineralogy addresses classic subject matter such as crystal chemistry, crystallography, systematic mineralogy and optical mineralogy. This is entirely reasonable and appropriate, as these time-honored aspects of mineralogy are fundamental to students' understanding of Earth Materials; they are also important building blocks for an understanding of other geologic disciplines such as petrology, structural geology, and sedimentology. Due to the impressive breadth and amount of subject material that is covered in most mineralogy courses, time constraints do not allow instructors to branch out into more contemporary subjects. In our increasingly technologically-advanced (and crowded) modern society, issues pertaining to the environment and sustainability are at the forefront of scientific thought. In many introductory physical geoscience courses these issues are addressed and incorporated into the curriculum, thereby giving students valuable scientific background in modern environmental issues. However, in upper division classes (such as mineralogy) there is little time or motivation for instructors to add new content or to connect the course content with current environmental or societal concerns, even though there may be significant and meaningful opportunities to do so throughout the quarter or semester. Consequently, many students' understanding of environmental issues remains at an introductory or cursory level. In my mineralogy class at the University of California San Diego (UCSD), I teach a traditional curriculum with a modern approach that uses dynamic lectures, makes use of multimedia, and also utilizes current best teaching practices. As a department, we have recently made an increased effort to educate our students about environmental issues. Accordingly, I have integrated environmental and sustainability topics (when they are pertinent) into the curriculum as a regular component of the course. These topics typically relate to how minerals (and other Earth materials) affect society, human health, and the environment. I cover a variety of topics including (but not limited to) conflict minerals, the role of minerals as vital natural and energy resources, sustainability issues associated with the use of minerals as natural resources, environmental problems associated with the extraction and use of minerals, and human health concerns as they relate to minerals (asbestos, radioactivity/radon, water supply contamination, etc.). These new topics have successfully formed the basis for several new homework and lab assignments and are now an integral component in lectures. Students have communicated (both in end-of-quarter course reviews and in conversation) that they greatly appreciate the added instruction in these topics as we are able to go into far greater detail than would ordinarily be possible in an introductory class. Many also report that they appreciate learning about the societal relevance of minerals and that they are more motivated in the learning process. My experience has been that real world connections stimulate student interest and motivation in their studies, and the incorporation of environmental and sustainability as topics in our mineralogy class at UCSD has made a significant positive impact on student's learning. This is evident in student evaluations of the course.

Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2010-02-01

Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

Projects in an expert system class

NASA Technical Reports Server (NTRS)

Whitson, George M.

1991-01-01

Many universities now teach courses in expert systems. In these courses students study the architecture of an expert system, knowledge acquisition techniques, methods of implementing systems and verification and validation techniques. A major component of any such course is a class project consisting of the design and implementation of an expert system. Discussed here are a number of techniques that we have used at the University of Texas at Tyler to develop meaningful projects that could be completed in a semester course.

Enhancing a cancer prevention and control curriculum through interactive group discussions.

PubMed

Forsythe, L P; Gadalla, S M; Hamilton, J G; Heckman-Stoddard, B M; Kent, E E; Lai, G Y; Lin, S W; Luhn, P; Faupel-Badger, J M

2012-06-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This 4-week postgraduate course covers the spectrum of cancer prevention and control research (e.g., epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, cancer prevention fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking among the course participants and provide a teaching and leadership opportunity to current cancer prevention fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87 and 8/10, respectively) reported a high satisfaction with the experience for providing both an opportunity to explore course concepts in a greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated that they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses.

Enhancing a Cancer Prevention and Control Curriculum through Interactive Group Discussions

PubMed Central

Forsythe, L.P.; Gadalla, S.M.; Hamilton, J.G.; Heckman-Stoddard, B.M.; Kent, E.E.; Lai, G.Y.; Lin, S.W.; Luhn, P.; Faupel-Badger, J.M.

2012-01-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This four-week post-graduate course covers the spectrum of cancer prevention and control research (e.g. epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, Cancer Prevention Fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking amongst the course participants, and provide a teaching and leadership opportunity to current Cancer Prevention Fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87, and 8/10, respectively), reported high satisfaction with the experience for providing both an opportunity to explore course concepts in greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses. PMID:22661264

An assessment of non-stationarity in physiological cognitive state assessment using artificial neural networks.

PubMed

Estepp, Justin R; Klosterman, Samantha L; Christensen, James C

2011-01-01

With increased attention toward physiological cognitive state assessment as a component in the larger field of applied neuroscience, the need to develop methods for robust, stable assessment of cognitive state has been expressed as critical to designing effective augmented human-machine systems. The technique of cognitive state assessment, as well as its benefits, has been demonstrated by many research groups. In an effort to move closer toward a realized system, efforts must now be focused on critical issues that remain unsolved, namely instability of pattern classifiers over the course of hours and days. This work, as part of the Cognitive State Assessment Competition 2011, seeks to explore methods for 'learning' non-stationarity as a mitigation for more generalized patterns that are stable over time courses that are not widely discussed in the literature.

A Radionavigation Systems Course

ERIC Educational Resources Information Center

Lozano-Guerrero, Antonio José; Valenzuela-Valdés, Juan Francisco

2015-01-01

This paper presents a new course, Radionavigation Systems, whose laboratory and theoretical components complement each other to enhance student learning. Radionavigation skills and knowledge are taught by means of various instructional methods, and the laboratory successfully merges hands-on learning using specific instrumentation and software…

Teaching Qualitative Research Methods Using "Undercover Boss"

ERIC Educational Resources Information Center

Graham, LaKresha; Schuwerk, Tara J.

2017-01-01

Course(s): Research Methods, Qualitative Research Methods, Organizational Communication, Business Communication. Objectives: After completing this class exercise, students should be able to identify the major components of a qualitative research study, along with the ethical dilemmas that come with doing qualitative research.

Workload Reduction in Online Courses: Getting Some Shuteye

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2005-01-01

Instructors are a key component of any successful facilitated, asynchronous online course. They are tasked with providing the infrastructure for learning; modeling effective participation, collaboration, and learning strategies; monitoring and assessing learning and providing feedback, remediation, and grades; troubleshooting and resolving…

An Undergraduate Environmental Science Curriculum.

ERIC Educational Resources Information Center

Gupta, Gian C.

1982-01-01

Describes a curriculum in Environmental Sciences adopted by the University of Maryland Eastern Shore. Includes lists of lower-level courses for the first two years, required courses, and recommended electives. Discusses cooperative education/on-the-job training component, implementation, and evaluation. (Author/JN)

An analysis of factors that lead to better learning in an integrated and interdisciplinary course on climate change

NASA Astrophysics Data System (ADS)

Reed, D. E.; Lyford, M.; Schmidt, L. O.; Bowles-Terry, M.

2012-12-01

Climate change education presents many challenges to college educators due to the interdisciplinary nature of the issue as well as the social and political context and implications. This presents multiple barriers to learning for the student, both because it is difficult to address all scientific components in one course, and because many students have strong preconceived feelings or beliefs about climate change. A further barrier to learning for non-science majors is that very often the number of required science courses is low and a highly complex issue such as climate change is difficult to address in introductory science courses. To attempt to address these issues a course for non-science majors, Life Science 1002, Discovering Science, at the University of Wyoming was created as an interdisciplinary and integrated science course that includes a lecture component as well as weekly lab and discussion sections. Our previous work has shown a clear change in the reference sources used by non-science majors when referring to complex topics; namely, students increase their use of scientific journals when they are shown how to use scientific journals and students also report a correlated decrease in non-peer reviewed sources (ie, radio, newspapers, TV). We seek to expand on this work by using pre- and post-topic student surveys in the course at the University of Wyoming to directly measure student performance in different components of the course. The course has enrollment between 120 and 130 students, with nearly equal distribution between grade levels and a wide sampling of non-science majors or undeclared majors. For this work we will use a non-quantitative survey of students to find out which part of the course (lecture, lab or discussion) is most effective for student learning. Further, quantitative analysis of which factors of the student body (class standing, major, gender, background and personal beliefs) will be correlated to help predict who achieved the best and we will apply a non-quantitative analysis to determine which section of the student body had difficulties and why. This work will show other higher education instructors both the methodology and results from this study of the interdisciplinary course on climate change. While this work is limited in only focusing on one introductory course, the large number of students and the diversity of those students allow for a study of which factors in the course are best for student learning.

Analysis of Students' Aptitude to Provide Meaning to Images that Represent Cellular Components at the Molecular Level

PubMed Central

Dahmani, Hassen-Reda; Schneeberger, Patricia

2009-01-01

The number of experimentally derived structures of cellular components is rapidly expanding, and this phenomenon is accompanied by the development of a new semiotic system for teaching. The infographic approach is shifting from a schematic toward a more realistic representation of cellular components. By realistic we mean artist-prepared or computer graphic images that closely resemble experimentally derived structures and are characterized by a low level of styling and simplification. This change brings about a new challenge for teachers: designing course instructions that allow students to interpret these images in a meaningful way. To determine how students deal with this change, we designed several image-based, in-course assessments. The images were highly relevant for the cell biology course but did not resemble any of the images in the teaching documents. We asked students to label the cellular components, describe their function, or both. What we learned from these tests is that realistic images, with a higher apparent level of complexity, do not deter students from investigating their meaning. When given a choice, the students do not necessarily choose the most simplified representation, and they were sensitive to functional indications embedded in realistic images. PMID:19723817

The effect of hypobaric hypoxia on multichannel EEG signal complexity.

PubMed

Papadelis, Christos; Kourtidou-Papadeli, Chrysoula; Bamidis, Panagiotis D; Maglaveras, Nikos; Pappas, Konstantinos

2007-01-01

The objective of this study was the development and evaluation of nonlinear electroencephalography parameters which assess hypoxia-induced EEG alterations, and describe the temporal characteristics of different hypoxic levels' residual effect upon the brain electrical activity. Multichannel EEG, pO2, pCO2, ECG, and respiration measurements were recorded from 10 subjects exposed to three experimental conditions (100% oxygen, hypoxia, recovery) at three-levels of reduced barometric pressure. The mean spectral power of EEG under each session and altitude were estimated for the standard bands. Approximate Entropy (ApEn) of EEG segments was calculated, and the ApEn's time-courses were smoothed by a moving average filter. On the smoothed diagrams, parameters were defined. A significant increase in total power and power of theta and alpha bands was observed during hypoxia. Visual interpretation of ApEn time-courses revealed a characteristic pattern (decreasing during hypoxia and recovering after oxygen re-administration). The introduced qEEG parameters S1 and K1 distinguished successfully the three hypoxic conditions. The introduced parameters based on ApEn time-courses are assessing reliably and effectively the different hypoxic levels. ApEn decrease may be explained by neurons' functional isolation due to hypoxia since decreased complexity corresponds to greater autonomy of components, although this interpretation should be further supported by electrocorticographic animal studies. The introduced qEEG parameters seem to be appropriate for assessing the hypoxia-related neurophysiological state of patients in the hyperbaric chambers in the treatment of decompression sickness, carbon dioxide poisoning, and mountaineering.

Mindfulness training modifies subsystems of attention.

PubMed

Jha, Amism P; Krompinger, Jason; Baime, Michael J

2007-06-01

Mindfulness is defined as paying attention in the present moment. We investigate the hypothesis that mindfulness training may alter or enhance specific aspects of attention. We examined three functionally and neuroanatomically distinct but overlapping attentional subsystems: alerting, orienting, and conflict monitoring. Functioning of each subsystem was indexed by performance on the Attention Network Test. Two types of mindfulness training (MT) programs were examined, and behavioral testing was conducted on participants before (Time 1) and after (Time 2) training. One training group consisted of individuals naive to mindfulness techniques who participated in an 8-week mindfulness-based stress reduction (MBSR) course that emphasized the development of concentrative meditation skills. The other training group consisted of individuals experienced in concentrative meditation techniques who participated in a 1-month intensive mindfulness retreat. Performance of these groups was compared with that of control participants who were meditation naive and received no MT. At Time 1, the participants in the retreat group demonstrated improved conflict monitoring performance relative to those in the MBSR and control groups. At Time 2, the participants in the MBSR course demonstrated significantly improved orienting in comparison with the control and retreat participants. In contrast, the participants in the retreat group demonstrated altered performance on the alerting component, with improvements in exogenous stimulus detection in comparison with the control and MBSR participants. The groups did not differ in conflict monitoring performance at Time 2. These results suggest that mindfulness training may improve attention-related behavioral responses by enhancing functioning of specific subcomponents of attention. Whereas participation in the MBSR course improved the ability to endogenously orient attention, retreat participation appeared to allow for the development and emergence of receptive attentional skills, which improved exogenous alerting-related process.

Component-Based Approach in Learning Management System Development

ERIC Educational Resources Information Center

Zaitseva, Larisa; Bule, Jekaterina; Makarov, Sergey

2013-01-01

The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are…

Effects of benzocaine on the kinetics of normal and batrachotoxin-modified Na channels in frog node of Ranvier.

PubMed Central

Schneider, M F; Dubois, J M

1986-01-01

The effects of benzocaine (0.5-1 mM) on normal Na currents, and on Na current and gating charge movement (Q) of batrachotoxin (BTX)-modified Na channels were analyzed in voltage-clamped frog node of Ranvier. Without BTX treatment the decay of Na current during pulses to between -40 and 0 mV could be decomposed into two exponential components both in the absence and in the presence of benzocaine. Benzocaine did not significantly alter the inactivation time constant of either component, but reduced both their amplitudes. The amplitude of the slow inactivating component was more decreased by benzocaine than the amplitude of the fast one, leading to an apparently faster decline of the overall Na current. After removal of Na inactivation and charge movement immobilization by BTX, benzocaine decreased the amplitude of INa with no change in time course. INa, QON, and QOFF were all reduced by the same factor. The results suggest that the rate of reaction of benzocaine with its receptor is slow compared to the rates of channel activation and inactivation. The differential effects of benzocaine on the two components of Na current inactivation in normal channels can be explained assuming two types of channel with different rates of inactivation and different affinities for the drug. PMID:2428413

Preservice Mathematics Teachers' Perceptions of Using a Web 2.0 Technology as a Supportive Teaching-Learning Tool in a College Euclidean Geometry Course

ERIC Educational Resources Information Center

Hossain, Md. Mokter

2012-01-01

This mixed methods study examined preservice secondary mathematics teachers' perceptions of a blogging activity used as a supportive teaching-learning tool in a college Euclidean Geometry course. The effect of a 12-week blogging activity that was a standard component of a college Euclidean Geometry course offered for preservice secondary…

Difficulties of Student Teachers in the Engineering Graphics and Design Course at a South African University: Snapshot on Sectional Drawing

ERIC Educational Resources Information Center

Makgato, Moses; Khoza, Samuel D.

2016-01-01

Engineering Graphics and Design (EGD) is a university course that teaches a medium of communication in the form of drawings. This study was undertaken to investigate factors associated with the difficulties experienced by student teachers in the sectional drawing component of the EGD course. Purposive sampling was used to select 40 students…

Use of Bratwurst Sausage as a Model Cadaver in Introductory Physics for the Life Sciences Lab Experiments

ERIC Educational Resources Information Center

Sidebottom, David

2015-01-01

The general physics course that is taught in most departments as a service course for pre-med or pre-health students is undergoing a large shift in course content to better appeal to this group of learners. This revision also extends to the laboratory component, where more emphasis is being placed on teaching physics through biological examples.…

Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the "Teaching and Learning in Higher Education" Course for Graduate Students

ERIC Educational Resources Information Center

Sheffield, Suzanne Le-May; McSweeney, Jill Marie; Panych, Aaron

2015-01-01

Dalhousie University's Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled "Teaching and Learning in Higher Education." This course provides the certificate's theory component and has evolved to reflect the changing needs of future educators. One significant…

Defining, Developing, and Implementing a New Design for the Technology Component of a Human Resource Development Undergraduate Program

ERIC Educational Resources Information Center

Byers, Celina

2005-01-01

Purpose: To describe an approach to course redesign that may provide others in the field with a "template" to follow or modify when course redesign is necessary. Design/methodology/approach: Action research implies making a change and then observing and responding to the consequences of that change. Making the change in this course involved:…

Effects of a Risk and Resilience Course on Stress, Coping Skills, and Cognitive Strategies in College Students

ERIC Educational Resources Information Center

Shatkin, Jess P.; Diamond, Ursula; Zhao, Yihong; DiMeglio, John; Chodaczek, Michaela; Bruzzese, Jean-Marie

2016-01-01

This study tested the impact of the skills-building component of a two-semester risk and resilience (R&R) course on the stress, coping skills, and cognitive style of 36 undergraduates compared to 62 students enrolled in a child and adolescent psychopathology course. In the fall, students learned about risk taking and decision-making as well as…

Using a Science/Technology/Society Approach to Prepare Reform-Oriented Science Teachers: The Case of a Secondary Science Methods Course

ERIC Educational Resources Information Center

Dass, Pradeep M.

2005-01-01

Reformed preparation of science teachers is indeed vital for the vision of science teaching reform to be accomplished. Typically, a critical component of a preservice science teacher preparation program is the science teaching methods course. The usual intent of this course is to help preservice science students develop an understanding of various…

Mathematics Models in Chemistry--An Innovation for Non-Mathematics and Non-Science Majors

ERIC Educational Resources Information Center

Rash, Agnes M.; Zurbach, E. Peter

2004-01-01

The intention of this article is to present a year-long interdisciplinary course, Mathematical Models in Chemistry. The course is comprised of eleven units, each of which has both a mathematical and a chemical component. A syllabus of the course is given and the format of the class is explained. The interaction of the professors and the content is…

Integrating information literacy into an online undergraduate nursing informatics course: the librarian's role in the design and teaching of the course.

PubMed

Schulte, Stephanie J

2008-01-01

Integration of information literacy as a core component into a new online undergraduate nursing course proved to be a learning experience in course design and teaching. This article describes the framework for the course design that combined cultural competency, informatics, and information literacy and was grounded in informatics competencies for nurses at the beginning level, an informatics textbook, and the Neurnan Systems Model. The librarian's role in this process and the information literacy unit's content and written assignment are detailed, and challenges in the collaboration are also addressed.

The fascinating side of dirt: Soil and the global environment course

NASA Astrophysics Data System (ADS)

Grand, S.; Krzic, M.; Crowley, C.; Lascu, G.; Rosado, J.

2012-04-01

Soil has recently been attracting some renewed public attention due to its inextricable link to current environmental challenges such as climate change, food security and water resource protection. It is increasingly acknowledged that the world's future will require a better understanding of soil science. Yet enrolment in soil related programs at universities in North America and around the world has been declining. One of the proposed causes for this drop is the tendency for soil science education to emphasize the agricultural side of soil science, while our increasingly urban and environmentally conscious student population is more interested in environmental sciences. To address this issue, in 2011 we created an on-line, first-year soil science course designed specifically to communicate the significance of soil science to global environmental questions. We propose that this type of course is an effective way to help increase interest in higher level soil courses and reverse the downward trend in enrolments. The course content was centered on prominent environmental issues, which were used to introduce basic concepts of soil science. Course materials emphasized integration with other natural resources disciplines such as ecology, biogeochemistry and hydrology. The online format allowed for a seamless integration of multimedia components and web content into course materials, and is believed to be appealing to technologically savvy new generations of students. Online discussion boards were extensively used to maintain strong student engagement in the course. Discussion topics were based on soil-related news stories that helped demonstrate the relevance of soils to society and illustrate the complex and often controversial nature of environmental issues. Students also made significant use of an online bulletin board to post information about environmental events and share news stories related to the course. This course was offered for the first time in term 1 of the 2011/12 academic year. Preliminary student feedback was very positive. In the presentation, we will evaluate the overall course performance in generating enthusiasm for soil. We will also present the lesson learned, particularly regarding facilitating student's transition from this introductory course to more quantitative soil science courses.

An Analysis of the Perceptions and Resources of Large University Classes

PubMed Central

Cash, Ceilidh Barlow; Letargo, Jessa; Graether, Steffen P.; Jacobs, Shoshanah R.

2017-01-01

Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis. Both student and instructor survey results indicated that a large class begins around 240 students. Large classes were identified as impersonal and classified using extrinsic qualifiers; however, students did identify techniques that made the classes feel smaller. In addition to the qualitative survey, we also attempted to quantify courses by collecting data from course outlines and analyzed the data using categorical principal component analysis. The analysis maps institutional change in resource allocation and teaching structure from 2010 through 2014 and validates the use of categorical principal components analysis in educational research. We examine what perceptions and factors are involved in a large class that is perceived to feel small. Our analysis suggests that it is not the addition of resources or difference in the lecturing method, but it is the instructor that determines whether a large class can feel small. PMID:28495937

[Intensive care medicine as a component of the compulsory medical curriculum. Evaluation of a pilot curriculum at the University Hospital Aachen].

PubMed

Beckers, S K; Rex, S; Kopp, R; Bickenbach, J; Sopka, S; Rossaint, R; Dembinski, R

2009-03-01

In order to provide early achievement of practical experience during medical education, the medical faculty of the university Aachen has developed a new medical school curriculum which was offered in 2003 for the first time. In this curriculum anaesthesiology became a compulsory subject with practical training both in the operation theatre and in emergency medicine. Accordingly, a practical course in the field of intensive care medicine has also been designed with respect to the planned schedule and personnel resources. This course was evaluated by both students and teaching staff in a written, anonymous form as a quality control. A dedicated course was developed for medical students of the 8th and 9th semesters. In this course comprised of 6 students and lasting 1 week, practical training is provided by intensive care physicians and accompanied by theoretical lessons focusing on the definition, diagnosis, therapy and prophylaxis of sepsis, essentials of mechanical ventilation and patient presentation at the bedside during daily rounds. On the last day of training students were required to present patients by themselves thereby recapitulating the acquired knowledge. In the summer semester 2007 this intensive care training course was offered for the first time. All participating 83 students and 23 physicians involved in teaching evaluated the course with marks from 1 to 6 according to the standard German school grading system using an online questionnaire. Students rated the course with 1.6+/-0.7 (mean +/- SD) for comprehensibility, with 1.6+/-0.7 for structural design, and with 1.7+/-0.7 for agreement between teachers. They graded their personal learning success with 1.7+/-0.7. With a cumulative mark of 1.7+/-0.6, the course was ranked as 1 of the top 3 courses of the medical faculty from the very beginning. The majority of the teaching staff (80%) appreciated the focus on few selected teaching subjects. However, comprehensibility, structural design, agreement between teachers and personal learning success were graded one mark worse than by the students. According to the results, efficiency and acceptance of intensive care training courses were high. Major criteria for the high grading were a limited number of participants, the focus on few subjects, and a clear structural design. However, according to several personal notes from the students, simulation-based sessions and written teaching material might further improve success of this course.

Examining Interactivity in Synchronous Virtual Classrooms

ERIC Educational Resources Information Center

Martin, Florence; Parker, Michele A.; Deale, Deborah F.

2012-01-01

Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the…

Second-language learning effects on automaticity of speech processing of Japanese phonetic contrasts: An MEG study.

PubMed

Hisagi, Miwako; Shafer, Valerie L; Miyagawa, Shigeru; Kotek, Hadas; Sugawara, Ayaka; Pantazis, Dimitrios

2016-12-01

We examined discrimination of a second-language (L2) vowel duration contrast in English learners of Japanese (JP) with different amounts of experience using the magnetoencephalography mismatch field (MMF) component. Twelve L2 learners were tested before and after a second semester of college-level JP; half attended a regular rate course and half an accelerated course with more hours per week. Results showed no significant change in MMF for either the regular or accelerated learning group from beginning to end of the course. We also compared these groups against nine L2 learners who had completed four semesters of college-level JP. These 4-semester learners did not significantly differ from 2-semester learners, in that only a difference in hemisphere activation (interacting with time) between the two groups approached significance. These findings suggest that targeted training of L2 phonology may be necessary to allow for changes in processing of L2 speech contrasts at an early, automatic level. Copyright © 2016 Elsevier B.V. All rights reserved.

Why Does Behavioral Instruction Work? A Component Analysis of Performance and Motivational Outcomes.

ERIC Educational Resources Information Center

Omelich, Carol L.; Covington, Martin V.

Two fundamental components of behavioral instruction were investigated: the reported testing feature and absolute performance standards. The component analysis was conducted by offering an undergraduate psychology course simultaneously along two dimensions: grading systems and number of study/test cycles. The 425 college student subjects were…

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education.

PubMed

Bagley, Jennifer Elaine; Randall, K; Anderson, M P

2015-02-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages.

Nursing students' attitudes toward statistics: Effect of a biostatistics course and association with examination performance.

PubMed

Kiekkas, Panagiotis; Panagiotarou, Aliki; Malja, Alvaro; Tahirai, Daniela; Zykai, Rountina; Bakalis, Nick; Stefanopoulos, Nikolaos

2015-12-01

Although statistical knowledge and skills are necessary for promoting evidence-based practice, health sciences students have expressed anxiety about statistics courses, which may hinder their learning of statistical concepts. To evaluate the effects of a biostatistics course on nursing students' attitudes toward statistics and to explore the association between these attitudes and their performance in the course examination. One-group quasi-experimental pre-test/post-test design. Undergraduate nursing students of the fifth or higher semester of studies, who attended a biostatistics course. Participants were asked to complete the pre-test and post-test forms of The Survey of Attitudes Toward Statistics (SATS)-36 scale at the beginning and end of the course respectively. Pre-test and post-test scale scores were compared, while correlations between post-test scores and participants' examination performance were estimated. Among 156 participants, post-test scores of the overall SATS-36 scale and of the Affect, Cognitive Competence, Interest and Effort components were significantly higher than pre-test ones, indicating that the course was followed by more positive attitudes toward statistics. Among 104 students who participated in the examination, higher post-test scores of the overall SATS-36 scale and of the Affect, Difficulty, Interest and Effort components were significantly but weakly correlated with higher examination performance. Students' attitudes toward statistics can be improved through appropriate biostatistics courses, while positive attitudes contribute to higher course achievements and possibly to improved statistical skills in later professional life. Copyright © 2015 Elsevier Ltd. All rights reserved.

Discipline-Specific Compared to Generic Training of Teachers in Higher Education.

PubMed

Silva-Fletcher, Ayona; May, Stephen A

A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs.

Interprofessional pharmacy observation activity for third-year dental students.

PubMed

Conway, Susan E; Smith, Winter J; Truong, Teresa H; Shadid, Jill

2014-09-01

Interprofessional learning is a key component of today's health sciences education. Within a two-course series in dental pharmacology and therapeutics, a dental curriculum was revised to provide an interprofessional activity to expose dental students to a community pharmacy setting. The objectives of this activity were to augment students' learning about drug laws and prescription writing, as well as to foster interprofessional relationships and collaboration between pharmacists and dentists. Dental students were scheduled for one-hour observations at community pharmacies on campus. Learning objectives to guide this activity focused on demonstrating community pharmacy operating procedures, identifying ways to minimize prescribing and dosing errors, and understanding how pharmacists can assist dentists in prescribing. Following the observation, students were required to submit a written assignment, which accounted for 14 percent of their course grade. All 119 dental students (100 percent) enrolled in the course for the summers of 2012 and 2013 completed the activity. The average grade on the written assignment was 96.2 out of 100. At the end of the course, students were asked to participate in an online course evaluation survey, for which response rates were 37 percent and 43 percent for 2012 and 2013, respectively. The students rated the pharmacy observation activity favorably on this course evaluation. The pharmacy observation activity provided a successful interprofessional component to the didactic pharmacy course and was well received by the dental students as well as the community pharmacists.

Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change

NASA Astrophysics Data System (ADS)

Greenberg, Sallie E.

Social media (SM) are considered important avenues to reach citizens and engage them in social change. Given the widespread use of SM and their potential to enhance communication, they could also have significant influence when used as an educational tool. Educators are exploring whether classroom SM use has instructional benefits, such as enhancing interactivity and engagement. It is critical to understand the potential of SM for creating meaningful learning environments and public engagement pathways. Much work remains to understand the use of SM in this context and how to use them effectively. This study draws on active learning theory to examine the impact of SM as an instructional component with community college students learning to make connections among science, social responsibility, and global understanding in an environmental biology course (the Course). Using global climate change as a theme, the Course included a Facebook instructional component. A pretest--posttest, nonrandomized comparison group design was used to measure the impact of Facebook as an integrated component of the Course. The treatment and comparison groups were determined to be comparable based on demographics, access and ownership of digital devices, and SM use despite non-random assignment. No statistically significant differences were found between groups on these factors. The intervention consisted of semester-long required use of Facebook for the treatment group. The impact of the SM intervention was measured in three areas: (a) content knowledge, (b) attitudes toward climate change, and (c) public engagement actions and intentions to act. At the conclusion of the Course, no discernable difference was measured in content knowledge gains between the two groups. However, students who used Facebook experienced statistically significant differences in attitude, becoming increasingly concerned about global climate change. The comparison group demonstrated statistically significant differences in attitudes shifting toward more disengaged. Students who used Facebook showed considerably greater tendency toward action and expressed more intention to act than those who did not. Treatment group participants self-reported in interviews that the learning environment was enhanced in four areas: (a) convenience and logistics, (b) community and communication, (c) engaging learning environment, and (d) alternative participation pathways. Comments classified under the theme convenience and logistics provided insight into how the instructor and participants used Facebook in the intervention, such as to post maps and discuss assignment details. Comments categorized under the theme community and communication were those that made explicit who used Facebook and the impact of the intervention on communication and classroom community in areas such as creating dialog, carrying the discussion beyond the classroom, and having access to the instructor. Responses categorized under the theme engaging learning environment provided specific details about how Facebook use affected participants' engagement in the learning environment, such as their contribution to the course content and increased interaction with the course content. Comments within the alternative participation pathways theme showed ways in which Facebook use facilitated the other three themes, including removing barriers for shy students, providing additional time for issues that arose during class discussions, and through passive participation by reading the posts of classmates. This empirical study demonstrated that the use of Facebook in an educational setting had an impact on student attitudes and engagement actions. Additionally, Facebook use enhanced the learning environment in meaningful ways showing that SM, when used intentionally, benefits active learning environments and provides an opportunity to enhance a sense of public engagement among college students.

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to Blackboard and webCT), utilizing its features to promote dialogue as well as provide rich online content and media. A key element of the online courses is the development and support of an online learning community, an essential component in successful online courses. Interactive learning techniques are built into the course designs with assignments that encourage active participation. Educators (both formal and informal) use the courses as a venue to exchange ideas and teaching resources. A unique feature of the courses is the emphasis on hands-on activities, a hallmark of our professional development efforts. This presentation will focus on the lessons learned in the development of the three online courses and our successful recruitment and retention efforts.

Student performance in and perceptions of a high structure undergraduate human anatomy course.

PubMed

Shaffer, Justin F

2016-11-01

Human anatomy has usually been taught in a didactic fashion in colleges and universities. However, recent calls from United States governmental agencies have called for the transformation of undergraduate life sciences education to include active learning in the classroom. In addition, high structure courses have been shown to increase student engagement both in and out of the classroom and to improve student performance. Due to these reform efforts and the evidence on the benefits of these student-centered pedagogies, the goal of this study was to develop and assess a high structure college undergraduate human anatomy course with a lecture and laboratory component. The course was taught using a systems anatomy approach that required students to read the textbook and complete assignments before class, actively participate in class, and complete review quizzes after class. Results showed that teaching with high structure methods did not negatively affect any student groups (based on gender, ethnicity, or major) as measured by performance on lecture examinations and laboratory practical examinations. Students reported that reading the textbook and working with anatomical models were the most important towards helping them learn the course material and students' confidence in achieving the course goals significantly increased at the end of the course. The successful development and implementation of this course suggests that it is possible to teach human anatomy using active learning and high structure. Future studies can now be conducted to determine the contributions of specific course components to student success in high structure human anatomy courses. Anat Sci Educ 9: 516-528. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

PubMed

Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2010-03-01

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty, students, curriculum, and resources identified in this first systematic evaluation of the quality of nursing doctoral education can inform nursing schools, universities, and policy-makers about areas for improvement in Korea and possibly in the world. Geographical variations found in these four components of doctoral education warrant attention by policy-makers in Korea. Copyright 2009 Elsevier Ltd. All rights reserved.

Integration of a zebrafish research project into a molecular biology course to support critical thinking and course content goals.

PubMed

Felzien, Lisa K

2016-11-12

Engaging undergraduates in research is essential for teaching them to think like scientists, and it has become a desired component of classroom and laboratory instruction. Research projects that span an entire semester expose students to a variety of concepts and techniques and allow students to use experiments to learn scientific principles, understand why specific techniques are applicable, critically analyze varied data, and examine how experimentation leads to acquiring knowledge. To provide an experience with these features, a semester long research project was integrated into a combined lecture and laboratory course, Molecular Biology. The project utilized the zebrafish model to examine gene expression during embryonic development and required students to develop and test hypotheses about the timing of expression of previously uncharacterized genes. The main goals for the project were to provide opportunities for students to develop critical thinking skills required for conducting research and to support the content goals of the course. To determine whether these goals were met, student performance on the steps of the project and related pre-test and post-test questions was examined. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):565-573, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Learning experience in endodontics: Brazilian students' perceptions.

PubMed

Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

2013-05-01

Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

A Study of Students' Learning Styles, Discipline Attitudes and Knowledge Acquisition in Technology-Enhanced Probability and Statistics Education.

PubMed

Christou, Nicolas; Dinov, Ivo D

2010-09-01

Many modern technological advances have direct impact on the format, style and efficacy of delivery and consumption of educational content. For example, various novel communication and information technology tools and resources enable efficient, timely, interactive and graphical demonstrations of diverse scientific concepts. In this manuscript, we report on a meta-study of 3 controlled experiments of using the Statistics Online Computational Resources in probability and statistics courses. Web-accessible SOCR applets, demonstrations, simulations and virtual experiments were used in different courses as treatment and compared to matched control classes utilizing traditional pedagogical approaches. Qualitative and quantitative data we collected for all courses included Felder-Silverman-Soloman index of learning styles, background assessment, pre and post surveys of attitude towards the subject, end-point satisfaction survey, and varieties of quiz, laboratory and test scores. Our findings indicate that students' learning styles and attitudes towards a discipline may be important confounds of their final quantitative performance. The observed positive effects of integrating information technology with established pedagogical techniques may be valid across disciplines within the broader spectrum courses in the science education curriculum. The two critical components of improving science education via blended instruction include instructor training, and development of appropriate activities, simulations and interactive resources.

A Study of Students' Learning Styles, Discipline Attitudes and Knowledge Acquisition in Technology-Enhanced Probability and Statistics Education

PubMed Central

Christou, Nicolas; Dinov, Ivo D.

2011-01-01

Many modern technological advances have direct impact on the format, style and efficacy of delivery and consumption of educational content. For example, various novel communication and information technology tools and resources enable efficient, timely, interactive and graphical demonstrations of diverse scientific concepts. In this manuscript, we report on a meta-study of 3 controlled experiments of using the Statistics Online Computational Resources in probability and statistics courses. Web-accessible SOCR applets, demonstrations, simulations and virtual experiments were used in different courses as treatment and compared to matched control classes utilizing traditional pedagogical approaches. Qualitative and quantitative data we collected for all courses included Felder-Silverman-Soloman index of learning styles, background assessment, pre and post surveys of attitude towards the subject, end-point satisfaction survey, and varieties of quiz, laboratory and test scores. Our findings indicate that students' learning styles and attitudes towards a discipline may be important confounds of their final quantitative performance. The observed positive effects of integrating information technology with established pedagogical techniques may be valid across disciplines within the broader spectrum courses in the science education curriculum. The two critical components of improving science education via blended instruction include instructor training, and development of appropriate activities, simulations and interactive resources. PMID:21603097

Storm-time changes of geomagnetic field at MAGSAT altitudes (325-550 Km) and their comparison with changes at ground locations

NASA Technical Reports Server (NTRS)

Parada, N. D. J. (Principal Investigator); Kane, R. P.; Trivedi, N. B.

1983-01-01

The values of H, X, Y, Z at MAGSAT altitudes were first expressed as residuals delta H, delta X, delta Y, delta Z after subtracting the model HMD, XMD, YMD, ZMC. The storm-time variations of H showed that delta H (Dusk) was larger (negative) than delta H (Dawn) and occurred earlier, indicating a sort of hysteresis effect. Effects at MAGSAT altitudes were roughly the same (10% accuracy) as at ground, indicating that these effects were mostly of magnetospheric origin. The delta Y component also showed large storm-time changes. The latitudinal distribution of storm-time delta H showed north-south asymmetries varying in nature as the storm progressed. It seems that the central plane of the storm-time magnetospheric ring current undergoes latitudinal meanderings during the course of the storm.

Accounting Principles 30G. Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This curriculum guide was developed for a senior-level introductory accounting course for students in high schools in Manitoba. The course introduces Canadian accounting principles and practices; it applies Generally Accepted Accounting Principles (GAAP) to introductory financial accounting. The guide includes the following components: (1) an…

An Interdisciplinary Course in Pharmaceutical Advertising.

ERIC Educational Resources Information Center

Grieshaber, Larry D.; And Others

1980-01-01

A course in pharmaceutical product merchandising offered at the St. Louis College of Pharmacy incorporated as its three major components the development of a one-page print advertisement, a recorded radio commercial, and a videotape commercial series. Student evaluations were based on performance rather than effort. (MSE)

Teaching-Learning Revision.

ERIC Educational Resources Information Center

Britt, John F.

Traditionally, educational psychology has been a content-oriented course covering methodology, measurement, and learning theories. Recently, however, those in teacher education have been required to add a large clinical and field component to the course. An experiential taxonomy developed by Norman Steinaker and Robert Bell is flexible enough to…

Automotive Emission Control.

ERIC Educational Resources Information Center

Lee, Billy D.; And Others

This publication contains instructional materials for both teachers and students for a course in automotive emission control. Instructional materials in this publication are written in terms of student performance using measurable objectives. The course includes 16 units. Each instructional unit includes some or all of the basic components of a…

Facilitating Successful Online Discussions

ERIC Educational Resources Information Center

Woods, Kathryn; Bliss, Kadi

2016-01-01

As online course offerings continue to evolve, researchers have examined many strategies for improving the online learning experience for both the instructor and the student. Asynchronous, online discussions are one of the most common components of online courses. This article provides information about the best practices for facilitating…

English and Work Experience for Professionals.

ERIC Educational Resources Information Center

Rubrecht, Penthes; Gillies, Ellen

1993-01-01

Discusses a course designed for professionals in engineering, architecture, and business administration who were displaced, unemployed, or underemployed. The course contained 3 components: 12 weeks of intensive language training geared to the profession and workplace, individualized counseling and career path development, and a 4-week work…

The Integrated Sequence: An Innovative Component of Four Courses in the General Education Program at Davis & Elkins College. A Digest of Program Elements, Developmental Background, and Faculty Dynamics.

ERIC Educational Resources Information Center

Gartmann, Will

The Integrated Sequence Program at Davis & Elkins College, which consists of four team-taught, interdisciplinary courses, is described, along with the origins and philosophy of the program. The courses are as follows: Human Freedom and the Counterforces (freshman year); World Culture (sophomore year); Comparative Ideas (junior year); and The…

An Assessment of the Impact of Time Management Training on Student Success in a Time-Intensive Course

ERIC Educational Resources Information Center

Goodwin, M. M.; Califf, M. E.

2007-01-01

Workload has been found to be a major course-related factor that affects student dropout rates. A heavy workload combined with a lack of time can create problems for students with courses that, by their very nature, require extensive work outside of class time. One such course is the second-semester programming course at Illinois State University…

Generalized Correlation Coefficient for Non-Parametric Analysis of Microarray Time-Course Data.

PubMed

Tan, Qihua; Thomassen, Mads; Burton, Mark; Mose, Kristian Fredløv; Andersen, Klaus Ejner; Hjelmborg, Jacob; Kruse, Torben

2017-06-06

Modeling complex time-course patterns is a challenging issue in microarray study due to complex gene expression patterns in response to the time-course experiment. We introduce the generalized correlation coefficient and propose a combinatory approach for detecting, testing and clustering the heterogeneous time-course gene expression patterns. Application of the method identified nonlinear time-course patterns in high agreement with parametric analysis. We conclude that the non-parametric nature in the generalized correlation analysis could be an useful and efficient tool for analyzing microarray time-course data and for exploring the complex relationships in the omics data for studying their association with disease and health.

Design and implementation of an online systemic human anatomy course with laboratory.

PubMed

Attardi, Stefanie M; Rogers, Kem A

2015-01-01

Systemic Human Anatomy is a full credit, upper year undergraduate course with a (prosection) laboratory component at Western University Canada. To meet enrollment demands beyond the physical space of the laboratory facility, a fully online section was developed to run concurrently with the traditional face to face (F2F) course. Lectures given to F2F students are simultaneously broadcasted to online students using collaborative software (Blackboard Collaborate). The same collaborative software is used by a teaching assistant to deliver laboratory demonstrations in which three-dimensional (3D) virtual anatomical models are manipulated. Ten commercial software programs were reviewed to determine their suitability for demonstrating the virtual models, resulting in the selection of Netter's 3D Interactive Anatomy. Supplementary online materials for the central nervous system were developed by creating 360° images of plastinated prosected brain specimens and a website through which they could be accessed. This is the first description of a fully online undergraduate anatomy course with a live, interactive laboratory component. Preliminary data comparing the online and F2F student grades suggest that previous student academic performance, and not course delivery format, predicts performance in anatomy. Future qualitative studies will reveal student perceptions about their learning experiences in both of the course delivery formats. © 2014 American Association of Anatomists.

Mediated moderation in combined cognitive behavioral therapy versus component treatments for generalized anxiety disorder.

PubMed

Newman, Michelle G; Fisher, Aaron J

2013-06-01

This study examined (a) duration of generalized anxiety disorder (GAD) as a moderator of cognitive behavioral therapy (CBT) versus its components (cognitive therapy and self-control desensitization) and (b) increases in dynamic flexibility of anxious symptoms during the course of psychotherapy as a mediator of this moderation. Degree of dynamic flexibility in daily symptoms was quantified as the inverse of spectral power due to daily to intradaily oscillations in four-times-daily diary data (Fisher, Newman, & Molenaar, 2011). This was a secondary analysis of the data of Borkovec, Newman, Pincus, and Lytle (2002). Seventy-six participants with a principle diagnosis of GAD were assigned randomly to combined CBT (n = 24), cognitive therapy (n = 25), or self-control desensitization (n = 27). Duration of GAD moderated outcome such that those with longer duration showed greater reliable change from component treatments than they showed from CBT, whereas those with shorter duration fared better in response to CBT. Decreasing predictability in daily and intradaily oscillations of anxiety symptoms during therapy reflected less rigidity and more flexible responding. Increases in flexibility over the course of therapy fully mediated the moderating effect of GAD duration on condition, indicating a mediated moderation process. Individuals with longer duration of GAD may respond better to more focused treatments, whereas those with shorter duration of GAD may respond better to a treatment that offers more coping strategies. Importantly, the mechanism by which this moderation occurs appears to be the establishment of flexible responding during treatment.

Independent EEG Sources Are Dipolar

PubMed Central

Delorme, Arnaud; Palmer, Jason; Onton, Julie; Oostenveld, Robert; Makeig, Scott

2012-01-01

Independent component analysis (ICA) and blind source separation (BSS) methods are increasingly used to separate individual brain and non-brain source signals mixed by volume conduction in electroencephalographic (EEG) and other electrophysiological recordings. We compared results of decomposing thirteen 71-channel human scalp EEG datasets by 22 ICA and BSS algorithms, assessing the pairwise mutual information (PMI) in scalp channel pairs, the remaining PMI in component pairs, the overall mutual information reduction (MIR) effected by each decomposition, and decomposition ‘dipolarity’ defined as the number of component scalp maps matching the projection of a single equivalent dipole with less than a given residual variance. The least well-performing algorithm was principal component analysis (PCA); best performing were AMICA and other likelihood/mutual information based ICA methods. Though these and other commonly-used decomposition methods returned many similar components, across 18 ICA/BSS algorithms mean dipolarity varied linearly with both MIR and with PMI remaining between the resulting component time courses, a result compatible with an interpretation of many maximally independent EEG components as being volume-conducted projections of partially-synchronous local cortical field activity within single compact cortical domains. To encourage further method comparisons, the data and software used to prepare the results have been made available (http://sccn.ucsd.edu/wiki/BSSComparison). PMID:22355308

An evaluation of a paediatric radiation oncology teaching programme incorporating a SCORPIO teaching model.

PubMed

Ahern, Verity; Klein, Linda; Bentvelzen, Adam; Garlan, Karen; Jeffery, Heather

2011-04-01

Many radiation oncology registrars have no exposure to paediatrics during their training. To address this, the Paediatric Special Interest Group of the Royal Australian and New Zealand College of Radiologists has convened a biennial teaching course since 1997. The 2009 course incorporated the use of a Structured, Clinical, Objective-Referenced, Problem-orientated, Integrated and Organized (SCORPIO) teaching model for small group tutorials. This study evaluates whether the paediatric radiation oncology curriculum can be adapted to the SCORPIO teaching model and to evaluate the revised course from the registrars' perspective. Teaching and learning resources included a pre-course reading list, a lecture series programme and a SCORPIO workshop. Three evaluation instruments were developed: an overall Course Evaluation Survey for all participants, a SCORPIO Workshop Survey for registrars and a Teacher's SCORPIO Workshop Survey. Forty-five radiation oncology registrars, 14 radiation therapists and five paediatric oncology registrars attended. Seventy-three per cent (47/64) of all participants completed the Course Evaluation Survey and 95% (38/40) of registrars completed the SCORPIO Workshop Survey. All teachers completed the Teacher's SCORPIO Survey (10/10). The overall educational experience was rated as good or excellent by 93% (43/47) of respondents. Ratings of satisfaction with lecture sessions were predominantly good or excellent. Registrars gave the SCORPIO workshop high ratings on each of 10 aspects of quality, with 82% allocating an excellent rating overall for the SCORPIO activity. Both registrars and teachers recommended more time for the SCORPIO stations. The 2009 course met the educational needs of the radiation oncology registrars and the SCORPIO workshop was a highly valued educational component. © 2011 The Authors. Journal of Medical Imaging and Radiation Oncology © 2011 The Royal Australian and New Zealand College of Radiologists.

Modulation by EEG features of BOLD responses to interictal epileptiform discharges

PubMed Central

LeVan, Pierre; Tyvaert, Louise; Gotman, Jean

2013-01-01

Introduction EEG-fMRI of interictal epileptiform discharges (IEDs) usually assumes a fixed hemodynamic response function (HRF). This study investigates HRF variability with respect to IED amplitude fluctuations using independent component analysis (ICA), with the goal of improving the specificity of EEG-fMRI analyses. Methods We selected EEG-fMRI data from 10 focal epilepsy patients with a good quality EEG. IED amplitudes were calculated in an average reference montage. The fMRI data were decomposed by ICA and a deconvolution method identified IED-related components by detecting time courses with a significant HRF time-locked to the IEDs (F-test, p<0.05). Individual HRF amplitudes were then calculated for each IED. Components with a significant HRF/IED amplitude correlation (Spearman test, p< 0.05) were compared to the presumed epileptogenic focus and to results of a general linear model (GLM) analysis. Results In 7 patients, at least one IED-related component was concordant with the focus, but many IED-related components were at distant locations. When considering only components with a significant HRF/IED amplitude correlation, distant components could be discarded, significantly increasing the relative proportion of activated voxels in the focus (p=0.02). In the 3 patients without concordant IED-related components, no HRF/IED amplitude correlations were detected inside the brain. Integrating IED-related amplitudes in the GLM significantly improved fMRI signal modeling in the epileptogenic focus in 4 patients (p< 0.05). Conclusion Activations in the epileptogenic focus appear to show significant correlations between HRF and IED amplitudes, unlike distant responses. These correlations could be integrated in the analysis to increase the specificity of EEG-fMRI studies in epilepsy. PMID:20026222

A Computational Model of Liver Iron Metabolism

PubMed Central

Mitchell, Simon; Mendes, Pedro

2013-01-01

Iron is essential for all known life due to its redox properties; however, these same properties can also lead to its toxicity in overload through the production of reactive oxygen species. Robust systemic and cellular control are required to maintain safe levels of iron, and the liver seems to be where this regulation is mainly located. Iron misregulation is implicated in many diseases, and as our understanding of iron metabolism improves, the list of iron-related disorders grows. Recent developments have resulted in greater knowledge of the fate of iron in the body and have led to a detailed map of its metabolism; however, a quantitative understanding at the systems level of how its components interact to produce tight regulation remains elusive. A mechanistic computational model of human liver iron metabolism, which includes the core regulatory components, is presented here. It was constructed based on known mechanisms of regulation and on their kinetic properties, obtained from several publications. The model was then quantitatively validated by comparing its results with previously published physiological data, and it is able to reproduce multiple experimental findings. A time course simulation following an oral dose of iron was compared to a clinical time course study and the simulation was found to recreate the dynamics and time scale of the systems response to iron challenge. A disease state simulation of haemochromatosis was created by altering a single reaction parameter that mimics a human haemochromatosis gene (HFE) mutation. The simulation provides a quantitative understanding of the liver iron overload that arises in this disease. This model supports and supplements understanding of the role of the liver as an iron sensor and provides a framework for further modelling, including simulations to identify valuable drug targets and design of experiments to improve further our knowledge of this system. PMID:24244122

Developing a blended course on dying, loss, and grief.

PubMed

Kavanaugh, Karen; Andreoni, V Ann; Wilkie, Diana J; Burgener, Sandra; Buschmann, Mary Beth Tank; Henderson, Gloria; Hsiung, Yi-Fang Yvonne; Zhao, Zhongsheng

2009-01-01

An important component of end-of-life education is to provide health professionals with content related to dying, loss, and grief. The authors describe the strategies used to develop and offer a blended course (integration of classroom face-to-face learning with online learning) that addressed the sensitive and often emotional content associated with grieving and bereavement. Using Kolb's Experiential Learning Theory, a set of 4 online learning modules, with engaging, interactive elements, was created. Course evaluations demonstrated the success of the blended course in comparison to the traditional, exclusive face-to-face approach.

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

NASA Astrophysics Data System (ADS)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

An ERP investigation of conditional reasoning with emotional and neutral contents.

PubMed

Blanchette, Isabelle; El-Deredy, Wael

2014-11-01

In two experiments we investigate conditional reasoning using event-related potentials (ERPs). Our goal was to examine the time course of inference making in two conditional forms, one logically valid (Modus Ponens, MP) and one logically invalid (Affirming the Consequent, AC). We focus particularly on the involvement of semantically-based inferential processes potentially marked by modulations of the N400. We also compared reasoning about emotional and neutral contents with separate sets of stimuli of differing linguistic complexity across the two experiments. Both MP and AC modulated the N400 component, suggesting the involvement of a semantically-based inferential mechanism common across different logical forms, content types, and linguistic features of the problems. Emotion did not have an effect on early components, and did not interact with components related to inference making. There was a main effect of emotion in the 800-1050 ms time window, consistent with an effect on sustained attention. The results suggest that conditional reasoning is not a purely formal process but that it importantly implicates semantic processing, and that the effect of emotion on reasoning does not primarily operate through a modulation of early automatic stages of information processing. Copyright © 2014 Elsevier Inc. All rights reserved.

A real-time algorithm for the harmonic estimation and frequency tracking of dominant components in fusion plasma magnetic diagnostics

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

Alves, D.; Coelho, R.; Collaboration: JET-EFDA Contributors

2013-08-15

The real-time tracking of instantaneous quantities such as frequency, amplitude, and phase of components immerse in noisy signals has been a common problem in many scientific and engineering fields such as power systems and delivery, telecommunications, and acoustics for the past decades. In magnetically confined fusion research, extracting this sort of information from magnetic signals can be of valuable assistance in, for instance, feedback control of detrimental magnetohydrodynamic modes and disruption avoidance mechanisms by monitoring instability growth or anticipating mode-locking events. This work is focused on nonlinear Kalman filter based methods for tackling this problem. Similar methods have already provenmore » their merits and have been successfully employed in this scientific domain in applications such as amplitude demodulation for the motional Stark effect diagnostic. In the course of this work, three approaches are described, compared, and discussed using magnetic signals from the Joint European Torus tokamak plasma discharges for benchmarking purposes.« less

Using experimental design modules for process characterization in manufacturing/materials processes laboratories

NASA Technical Reports Server (NTRS)

Ankenman, Bruce; Ermer, Donald; Clum, James A.

1994-01-01

Modules dealing with statistical experimental design (SED), process modeling and improvement, and response surface methods have been developed and tested in two laboratory courses. One course was a manufacturing processes course in Mechanical Engineering and the other course was a materials processing course in Materials Science and Engineering. Each module is used as an 'experiment' in the course with the intent that subsequent course experiments will use SED methods for analysis and interpretation of data. Evaluation of the modules' effectiveness has been done by both survey questionnaires and inclusion of the module methodology in course examination questions. Results of the evaluation have been very positive. Those evaluation results and details of the modules' content and implementation are presented. The modules represent an important component for updating laboratory instruction and to provide training in quality for improved engineering practice.

Pipe Drafting with CAD. Teacher Edition.

ERIC Educational Resources Information Center

Smithson, Buddy

This teacher's guide contains nine units of instruction for a course on computer-assisted pipe drafting. The course covers the following topics: introduction to pipe drafting with CAD (computer-assisted design); flow diagrams; pipe and pipe components; valves; piping plans and elevations; isometrics; equipment fabrication drawings; piping design…

Developing Students, Developing Faculty: Incompatible or Compatible Goals?

ERIC Educational Resources Information Center

Ware, Mark E.; Davis, Stephen F.; Smith, Randolph A.

Grounding students in research methodology is at the core of the undergraduate curriculum. Students usually conduct individual projects in the experimental psychology or research methods courses, and most undergraduate courses in the psychology curriculum contain a strong research component. The opportunities and benefits for undergraduate student…

Asian Short Fiction. Asian Studies Instructional Module.

ERIC Educational Resources Information Center

Waugh, Susan

This curriculum outline introduces the components of a course which explores the genre of short novels, including works by twentieth-century Japanese and Chinese authors. First, the catalogue course description and required texts are presented, highlighting the instructor's historical introduction to the development of Western, Japanese, and…

Incorporating Engineering Design Challenges into STEM Courses

ERIC Educational Resources Information Center

Householder, Daniel L., Ed.; Hailey, Christine E., Ed.

2012-01-01

Successful strategies for incorporating engineering design challenges into science, technology, engineering, and mathematics (STEM) courses in American high schools are presented in this paper. The developers have taken the position that engineering design experiences should be an important component of the high school education of all American…

Facilitating Service Learning in the Online Technical Communication Classroom

ERIC Educational Resources Information Center

Nielsen, Danielle

2016-01-01

Drawing from the author's experience teaching online technical communication courses with an embedded service-learning component, this essay opens the discussion to the potential problems involved in designing online service-learning courses and provides practical approaches to integrating service learning into online coursework. The essay…

A Demonstration of Regression False Positive Selection in Data Mining

ERIC Educational Resources Information Center

Pinder, Jonathan P.

2014-01-01

Business analytics courses, such as marketing research, data mining, forecasting, and advanced financial modeling, have substantial predictive modeling components. The predictive modeling in these courses requires students to estimate and test many linear regressions. As a result, false positive variable selection ("type I errors") is…

Analysis of 3D Subharmonic Ultrasound Signals from Patients with Known Breast Masses for Lesion Differentiation

DTIC Science & Technology

2012-10-01

separate image processing course were attended and this programming language will be used for the research component of this project. Subharmonic...4 5 BODY ...lesions. 5 BODY 5.1 Training Component The training component of this research has been split into breast imaging and image processing arms

Expiratory timing in obstructive sleep apnoeas.

PubMed

Cibella, F; Marrone, O; Sanci, S; Bellia, V; Bonsignore, G

1990-03-01

Diaphragmatic electromyogram was recorded during NREM sleep in 4 patients affected by obstructive sleep apnoea (OSA) syndrome in order to evaluate the behaviour of expiratory time (TE) in the course of the obstructive apnoea-ventilation cycle. The two components of TE, i.e. time of post-inspiratory inspiratory activity (TPIIA) and time of expiratory phase 2 (TE2) were separately analysed. TPIIA showed a short duration, with only minor variations, within the apnoea, while its duration was more variable and longer in the interapnoeic periods: the longest TPIIA values were associated with the highest inspiratory volumes in the same breaths. This behaviour seemed regulated according to the need of a more or less effective expiratory flow braking, probably as a result of pulmonary stretch receptors discharge. Conversely TE2 showed a continuous gradual modulation, progressively increasing in the pre-apnoeic period, decreasing during the apnoea and increasing in the post-apnoeic period: these TE2 variations seemed related to oscillations in chemical drive. These data show that TE in the obstructive apnoea-ventilation cycle results from a different modulation in its two components and suggest that both mechanical and chemical influences play a role in its overall duration.

Wavelet-based localization of oscillatory sources from magnetoencephalography data.

PubMed

Lina, J M; Chowdhury, R; Lemay, E; Kobayashi, E; Grova, C

2014-08-01

Transient brain oscillatory activities recorded with Eelectroencephalography (EEG) or magnetoencephalography (MEG) are characteristic features in physiological and pathological processes. This study is aimed at describing, evaluating, and illustrating with clinical data a new method for localizing the sources of oscillatory cortical activity recorded by MEG. The method combines time-frequency representation and an entropic regularization technique in a common framework, assuming that brain activity is sparse in time and space. Spatial sparsity relies on the assumption that brain activity is organized among cortical parcels. Sparsity in time is achieved by transposing the inverse problem in the wavelet representation, for both data and sources. We propose an estimator of the wavelet coefficients of the sources based on the maximum entropy on the mean (MEM) principle. The full dynamics of the sources is obtained from the inverse wavelet transform, and principal component analysis of the reconstructed time courses is applied to extract oscillatory components. This methodology is evaluated using realistic simulations of single-trial signals, combining fast and sudden discharges (spike) along with bursts of oscillating activity. The method is finally illustrated with a clinical application using MEG data acquired on a patient with a right orbitofrontal epilepsy.

The recording of student performance in the microbiology laboratory as a training, tutorial, and motivational tool.

PubMed

Lipson, Steven M; Gair, Marina

2011-01-01

The laboratory component of a microbiology course consists of exercises which mandate a level of proficiency and manual dexterity equal to and often beyond that recognized among other biology courses. Bacterial growth, maintenance, identification (e.g., Gram stain, biochemical tests, genomics), as well as the continuous need to maintain laboratory safety and sterile technique, are only a few skills/responsibilities critical to the discipline of microbiology. Performance of the Gram stain remains one of the most basic and pivotal skills that must be mastered in the microbiology laboratory. However, a number of students continually have difficulty executing the Gram stain and preparative procedures associated with the test. In order to address this issue, we incorporated real-time digital recording as a supplemental teaching aid in the microbiology laboratory. Our use of the digital movie camera in the teaching setting served to enhance interest, motivate students, and in general, improve student performance.

Brief Multidimensional Students' Life Satisfaction Scale-PTPB Version (BMSLSS-PTPB): psychometric properties and relationship with mental health symptom severity over time.

PubMed

Athay, M Michele; Kelley, Susan Douglas; Dew-Reeves, Sarah E

2012-03-01

Youth life satisfaction is a component of subjective well-being, an important part of a strengths-based approach to treatment. This study establishes the psychometric properties of the Brief Multidimensional Students' Life Satisfaction Scale-PTPB Version (BMSLSS-PTPB). The BMSLSS-PTPB showed evidence of construct validity with significant correlations as expected to measures of youth hope and youth symptom severity, and no relationship as expected to youth treatment outcome expectations. A longitudinal analysis was conducted examining the relationship between youth-reported life satisfaction and mental health symptom severity (youth-, caregiver-, and clinician-report) for 334 youth (aged 11-18 years) receiving in-home treatment. Results indicated that life satisfaction consistently increased over the course of treatment but increased faster in youth whose symptom severity, as rated by all reporters, decreased over the course of treatment. Implications, future directions, and limitations of the study are discussed.

Using a dual safeguard web-based interactive teaching approach in an introductory physics class

NASA Astrophysics Data System (ADS)

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-06-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.

Phys FilmMakers: teaching science students how to make YouTube-style videos

NASA Astrophysics Data System (ADS)

Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

2018-01-01

Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

Simultaneous monitoring of changes in magnesium and calcium concentrations in frog cut twitch fibers containing antipyrylazo III

PubMed Central

1989-01-01

Antipyrylazo III was introduced into frog cut twitch fibers (17-19 degrees C) by diffusion. After action potential stimulation, the change in indicator absorbance could be resolved into two components that had different time courses and wavelength dependences. The first component was early and transient and due to an increase in myoplasmic free [Ca] (Maylie, J., M. Irving, N.L. Sizto, and W.K. Chandler, 1987, Journal of General Physiology, 89:83-143). The second component, usually measured at 590 nm (near the isosbestic wavelength for Ca), developed later than the Ca transient and returned towards baseline about 100 times more slowly. Although the wavelength dependence of this component is consistent with an increase in either free [Mg] or pH, its time course is clearly different from that of the signals obtained with the pH indicators phenol red and 4',5'-dimethyl-5-(and -6-) carboxyfluorescein, suggesting that it is mainly due to an increase in free [Mg]. After a single action potential in freshly prepared cut fibers that contained 0.3 mM antipyrylazo III, the mean peak amplitude of delta A (590) would correspond to an increase in free [Mg] of 47 microM if all the signal were due to a change in [Mg] and all the intracellular indicator reacted with Mg as in cuvette calibrations. With either repetitive action potential stimulation or voltage-clamp depolarization, the delta A (590) signal continued to develop throughout the period when free [Ca] was elevated and then recovered to within 40-90% of the prestimulus baseline with an average rate constant between 0.5 and 1.0 s-1. With prolonged voltage-clamp depolarization, both the amplitude and rate of development of the delta A(590) signal increased with the amplitude of the depolarization and appeared to saturate at levels corresponding to an increase in free [Mg] of 0.8-1.4 mM and a maximum rate constant of 3-4 s-1, respectively. These results are consistent with the idea that the delta A(590) signal is primarily due to changes in myoplasmic free [Mg] produced by a change in the Mg occupancy of the Ca,Mg sites on parvalbumin that results from the Ca transient. PMID:2786550

Reaching lost-to-care populations.

PubMed

Jordan, Wilbert C

2007-12-15

Identification of patients who are at high risk for human immunodeficiency virus (HIV) infection can lead to reduced frequencies of high-risk behaviors, provision of timely care for infected individuals, and decreased transmission of HIV. The HIV-associated outreach programs at the OASIS Clinic of the King-Harbor/Drew University complex (Los Angeles, CA) has 3 components: a traditional partner-notification (i.e., contact-tracing) component, a focused-intervention component through which clients are given incentives to bring in persons they feel are at high risk for HIV infection, and an outreach component targeting hard-to-reach populations. These interventions are highly effective in identifying individuals early during the course of their disease, when initiation of antiretroviral therapy is most effective. The partner-services program at the OASIS Clinic has been particularly useful in identifying partners of HIV-positive women, whereas the focused-intervention program is most useful for identifying gay men who are unaware of their positive HIV serostatus. Successful targeted outreach programs can identify many individuals who would not otherwise be aware of their HIV infection, but the programs also require more clinicians to manage these patients.

Integration of leadership training into a problem/case-based learning program for first- and second-year medical students.

PubMed

Ginzburg, Samara B; Deutsch, Susan; Bellissimo, Jaclyn; Elkowitz, David E; Stern, Joel Nh; Lucito, Robert

2018-01-01

The evolution of health care systems in response to societal and financial pressures has changed care delivery models, which presents new challenges for physicians. Leadership training is increasingly being recognized as an essential component of medical education training to prepare physicians to meet these needs. Unfortunately, most medical schools do not include leadership training. It has been suggested that a longitudinal and integrated approach to leadership training should be sought. We hypothesized that integration of leadership training into our hybrid problem-based learning (PBL)/case-based learning (CBL) program, Patient-Centered Explorations in Active Reasoning, Learning and Synthesis (PEARLS), would be an effective way for medical students to develop leadership skills without the addition of curricular time. We designed a unique leadership program in PEARLS in which 98 medical students participated during each of their six courses throughout the first 2 years of school. A program director and trained faculty facilitators educated students and coached them on leadership development throughout this time. Students were assessed by their facilitator at the end of every course on development of leadership skills related to teamwork, meaningful self-assessment, process improvement, and thinking outside the box. Students consistently improved their performance from the first to the final course in all four leadership parameters evaluated. The skills that demonstrated the greatest change were those pertaining to thinking outside the box and process improvement. Incorporation of a longitudinal and integrated approach to leadership training into an existing PBL/CBL program is an effective way for medical students to improve their leadership skills without the addition of curricular time. These results offer a new, time-efficient option for leadership development in schools with existing PBL/CBL programs.

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2002-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Diversity Program, in cooperation with the National Weather Service (NWS) facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants then join an interactive network to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. They participate in a mentoring program that networks students with professional meteorologists and provides opportunities for internships, summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have volunteered their time to help make these opportunities possible. Also, participants are invited to attend the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present a paper or poster.

Synthesizing Novel Anthraquinone Natural Product-Like Compounds to Investigate Protein-Ligand Interactions in Both an in Vitro and in Vivo Assay: An Integrated Research-Based Third-Year Chemical Biology Laboratory Course

ERIC Educational Resources Information Center

McKenzie, Nancy; McNulty, James; McLeod, David; McFadden, Meghan; Balachandran, Naresh

2012-01-01

A new undergraduate program in chemical biology was launched in 2008 to provide a unique learning experience for those students interested in this interdisciplinary science. An innovative undergraduate chemical biology laboratory course at the third-year level was developed as a key component of the curriculum. The laboratory course introduces…

Functional Subdivision of Group-ICA Results of fMRI Data Collected during Cinema Viewing

PubMed Central

Pamilo, Siina; Malinen, Sanna; Hlushchuk, Yevhen; Seppä, Mika; Tikka, Pia; Hari, Riitta

2012-01-01

Independent component analysis (ICA) can unravel functional brain networks from functional magnetic resonance imaging (fMRI) data. The number of the estimated components affects both the spatial pattern of the identified networks and their time-course estimates. Here group-ICA was applied at four dimensionalities (10, 20, 40, and 58 components) to fMRI data collected from 15 subjects who viewed a 15-min silent film (“At land” by Maya Deren). We focused on the dorsal attention network, the default-mode network, and the sensorimotor network. The lowest dimensionalities demonstrated most prominent activity within the dorsal attention network, combined with the visual areas, and in the default-mode network; the sensorimotor network only appeared with ICA comprising at least 20 components. The results suggest that even very low-dimensional ICA can unravel the most prominent functionally-connected brain networks. However, increasing the number of components gives a more detailed picture and functionally feasible subdivision of the major networks. These results improve our understanding of the hierarchical subdivision of brain networks during viewing of a movie that provides continuous stimulation embedded in an attention-directing narrative. PMID:22860044

Guided Inquiry for Teacher Enhancement Utilizing Internet-Delivered Geophysical Data

NASA Astrophysics Data System (ADS)

Clark, J.; Weinbeck, R. S.; Geer, I. W.; Moran, J. M.

2002-12-01

The Education Program of the American Meteorological Society (AMS) designed and nationally implemented two distance-learning courses for K-12 teacher enhancement that model scientific inquiry through investigations written that employ Internet-delivered geophysical data. DataStreme Atmosphere, launched in 1996, has introduced almost 6000 teachers nationwide to the basics of meteorology. DataStreme Water in the Earth System (WES), now in its fourth semester offering, employs the global water cycle as a vehicle to explore the flow and transformations of water and energy in the Earth system. By Spring 2003 almost 1000 teachers will have completed DataStreme WES. In both 12-week courses, participants complete two investigations per week and submit their work to a mentor on their Local Implementation Team (LIT) for discussion and evaluation. AMS staff scientists write part of each investigation to a current or archived situation utilizing specially formatted meteorological, hydrological, or oceanographic data. This component of the investigation is posted to the course homepage and has proven to be an exciting and highly motivational aspect of the DataStreme courses. In many cases, teachers learn scientific concepts by investigating a case (e.g., hurricane, flash flood) as it is happening, in near real-time. Participants who successfully complete a DataStreme course agree to serve their schools and school districts as a resource teacher and to offer peer training on the use of Internet-delivered geophysical data to upgrade science in the classroom.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

PubMed

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

Daily Mini Quizzes as Means for Improving Student Performance in Anatomy Course

PubMed Central

Poljičanin, Ana; Čarić, Ana; Vilović, Katarina; Košta, Vana; Marinović Guić, Maja; Aljinović, Jure; Grković, Ivica

2009-01-01

Aim To evaluate daily-written 10-question quizzes in a medical anatomy course as a way to integrate assessment into the course and to evaluate their effect on the course success. Methods Students answering correctly 8/10 or more questions were awarded 0.5 points per quiz. There were 34 quizzes with a maximum point score 17. Measurable outcomes of academic progress in anatomy course (pass rates on 4 examination terms, total pass rate, and average marks) were calculated, and 2007/08 academic year was compared with the previous academic year in which daily written quizzes were not a part of the course. The relationship between cumulative points on daily quizzes and 3 components of the final examination (written, practical, and oral) for 2007/08 academic year was assessed by non-parametric correlation testing. Results Individual scores on quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and grades on 3 components of the final examination: written (Spearman ρ = 0.784, P < 0.001, n = 79), practical (Spearman ρ = 0.342, P < 0.002, n = 79), and oral (Spearman ρ = 0.683, P < 0.001, n = 79) part. Compared with students in the previous academic year, students attending the course with daily quizzes significantly improved their academic achievement, expressed as the pass rate at the first examination term (39% vs 62%, respectively, χ2 test, P = 0.006) and the average course grade (2.71 ± 1.08 vs 3.38 ± 1.26, respectively; t test, P < 0.001). Conclusion Despite their frequency and possible associated stress, daily quizzes were associated with better academic success in the anatomy course. PMID:19260145

Sharing simulation-based training courses between institutions: opportunities and challenges.

PubMed

Laack, Torrey A; Lones, Ellen A; Schumacher, Donna R; Todd, Frances M; Cook, David A

2017-01-01

Sharing simulation-based training (SBT) courses between institutions could reduce time to develop new content but also presents challenges. We evaluate the process of sharing SBT courses across institutions in a mixed method study estimating the time required and identifying barriers and potential solutions. Two US academic medical institutions explored instructor experiences with the process of sharing four courses (two at each site) using personal interviews and a written survey and estimated the time needed to develop new content vs implement existing SBT courses. The project team spent approximately 618 h creating a collaboration infrastructure to support course sharing. Sharing two SBT courses was estimated to save 391 h compared with developing two new courses. In the qualitative analysis, participants noted the primary benefit of course sharing was time savings. Barriers included difficulty finding information and understanding overall course flow. Suggestions for improvement included establishing a standardized template, clearly identifying the target audience, providing a course overview, communicating with someone familiar with the original SBT course, employing an intuitive file-sharing platform, and considering local culture, context, and needs. Sharing SBT courses between institutions is feasible but not without challenges. An initial investment in a sharing infrastructure may facilitate downstream time savings compared with developing content de novo.

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education

PubMed Central

Randall, K; Anderson, MP

2015-01-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages. PMID:27433237

Statistics Anxiety among Postgraduate Students

ERIC Educational Resources Information Center

Koh, Denise; Zawi, Mohd Khairi

2014-01-01

Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their…

Decomposing University Grades: A Longitudinal Study of Students and Their Instructors

ERIC Educational Resources Information Center

Beenstock, Michael; Feldman, Dan

2018-01-01

First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for…

The Development of the E-Learning Course "Sociology"

ERIC Educational Resources Information Center

Aleksic-Maslac, Karmela; Magzan, Masa; Maslac, Ilena

2008-01-01

The fast development of information and communication technologies (ICT) improves greatly education quality. E-learning is an important education component at Zagreb School of Economics and Management (ZSEM) and, in addition, it is obligatory for all our teachers and students. In this paper, the development process of course "Sociology"…

Professional Development Training. ACTWU Insurance Department.

ERIC Educational Resources Information Center

Martin, Sabrina Budasi

This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…

The Main Components of Satisfaction with E-Learning

ERIC Educational Resources Information Center

Martín-Rodríguez, Óscar; Fernández-Molina, Juan Carlos; Montero-Alonso, Miguel Ángel; González-Gómez, Francisco

2015-01-01

Satisfaction on the part of the students plays an important role when teachers, their course programmes and the general quality of educational programmes are evaluated. Knowledge of the factors that influence satisfaction with e-learning initiatives can help improve such courses. In this study, involving 1114 university students from southern…

Introduction to Surgical Technology. Teacher Edition.

ERIC Educational Resources Information Center

Bushey, Vicki; And Others

This instructor's manual contains 14 units of instruction for a course on surgical technology designed to include the entry-level competencies students need to enter any of the more advanced surgical technology courses. Each unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities…

Online Project Based Learning in Innovation Management.

ERIC Educational Resources Information Center

O'Sullivan, David

2003-01-01

An innovation management course has three strands with face-to-face and online components: (1) seminars with online course notes and slides; (2) assignments (group online case studies, tutorials, in-class presentations); and (3) assessment (online, oral, in-class, written). Students are able to benchmark their work online and teachers use the…

Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes

ERIC Educational Resources Information Center

Burke, Brian L.; Sears, Sharon R.; Kraus, Sue; Roberts-Cady, Sarah

2014-01-01

This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal…

Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

ERIC Educational Resources Information Center

Shaw, Lawton; Kennepohl, Dietmar

2013-01-01

Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…

The Validity of the Musical Aptitude Profile for Predicting Grades in Freshman Music Theory.

ERIC Educational Resources Information Center

Harrison, Carole S.

1987-01-01

This study investigated the criterion-related validity of the Musical Aptitude Profile in relation to achievement in freshman music theory as determined by semester grades in the courses and by grades in three course components (paperwork, sight-singing and ear-training). (Author/BS)

Web-Based Certification Courses: The Future of Teacher Preparation in Special Education?

ERIC Educational Resources Information Center

Sun, Ling; Bender, William N.; Fore, Cecil, III

2003-01-01

This article describes development and implementation of the Western Carolina University Teacher Support Program, a multi-component Web-based special education teacher development course. The program is intended to reduce stress and burnout, improve retention, develop problem solving strategies, and improve the effectiveness of teachers.…

Mathematical Modeling in the Undergraduate Curriculum

ERIC Educational Resources Information Center

Toews, Carl

2012-01-01

Mathematical modeling occupies an unusual space in the undergraduate mathematics curriculum: typically an "advanced" course, it nonetheless has little to do with formal proof, the usual hallmark of advanced mathematics. Mathematics departments are thus forced to decide what role they want the modeling course to play, both as a component of the…

Instructional Design of Entrepreneurship Courses: Interview Research of Wyoming BRAVO! Entrepreneurs

ERIC Educational Resources Information Center

Kolb, Belinda J.

2010-01-01

This qualitative study investigated the opportunity recognition process of Wyoming BRAVO! Entrepreneur (WBE) Award winners or nominees, in order to better inform the learner analysis and organizational strategy components of instructional design, specifically with respect to entrepreneurship courses. This study may be of significance to post…

ELECTRICAL APPLIANCE SERVICEMAN, SUGGESTED GUIDE FOR A TRAINING COURSE.

ERIC Educational Resources Information Center

LOVE, L. CARL; RONEY, MAURICE W.

THE PURPOSE OF THIS GUIDE IS TO AID IN PLANNING AND DEVELOPING A COURSE FOR TRAINING ELECTRICAL APPLIANCE SERVICEMEN. OUTLINES (ONE PAGE EACH) COVER -- (1) RELATED INSTRUCTION, (2) FUNDAMENTALS OF ELECTRICITY, (3) BASIC CONTROLS AND ELECTRONIC COMPONENTS, (4) RESISTANCE HEATING APPLIANCES, (5) MOTORS FOR ELECTRIC APPLIANCES, (6) MOTOR DRIVEN…

Hospitality Services. Curriculum Guide [and] Student Activity Book [and] Reference Book.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences.

These three publications comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the multifaceted hospitality services industry. The curriculum guide is the teacher component of the series. Contents include the Texas Essential Knowledge and Skills (TEKS); sample course outlines;…

Distance Learning in Scientific and Professional Fields of Communication (Interdisciplinary Approach)

ERIC Educational Resources Information Center

Skorikova, Tatyana Petrovna; Khromova, Sergey Sergeevich; Dneprovskaya, Natalia Vitalievna

2016-01-01

Modern level of informational technologies development allows the authors of educational courses to decrease their dependence from technical specialists and to independently develop distance-learning courses and their separate online components, which require special methodical learning. The aim of present study is to develop a distance-learning…

Gas Cylinder Safety, Course 9518

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

Glass, George

2016-10-27

This course, Gas Cylinder Safety (#9518), presents an overview of the hazards and controls associated with handling, storing, using, and transporting gas cylinders. Standard components and markings of gas cylinders are also presented, as well as the process for the procurement, delivery, and return of gas cylinders at Los Alamos National Laboratory (LANL).

Assessing Group Interactions Online: Students' Perspectives

ERIC Educational Resources Information Center

Caws, Catherine

2006-01-01

The purpose of the following article is to discuss the integration of computer mediated communication into a French writing course and to report on the assessment methodology used in order to gather students' perspectives. The online course component was introduced in the Fall of 2003 in order to enhance students' learning by introducing…

Using Control Theory to Teach Control Theory (or Any Other Course).

ERIC Educational Resources Information Center

Mansfield, George

1979-01-01

Describes an undergraduate automatic controls course in which the teaching-learning process is regarded as a closed loop feedback system. The three basic components of the system: the controller, the plant, and the learning sensors are identified as the teacher, the student, and student feedback respectively. (SMB)

Fostering Problem-Solving in a Virtual Environment

ERIC Educational Resources Information Center

Morin, Danielle; Thomas, Jennifer D. E.; Saadé, Raafat George

2015-01-01

This article investigates students' perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills…

The Philippines in Spanish Rule. Asian Studies Module.

ERIC Educational Resources Information Center

Romero, Marco

This curriculum outline introduces the components of a Latin America Civilization course which acquaints students with the Philippines and the similarities that exist between the Philippines and Latin America. First, the goals and student objectives of the course, which emphasizes the history, economic, political, religious, ethnic, and social…

Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy

ERIC Educational Resources Information Center

Egbert, Jessica Dalby; Gomez, Frank; Li, Wenling; Pennington, Sandra L.

2015-01-01

Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components…

Complex Knowledge Mastery: Some Propositions.

ERIC Educational Resources Information Center

Keller, Joyce A.; Schallert, Diane L.

The proposition that the mastery of complex tasks embodies several components was studied for 236 students in an undergraduate introductory financial accounting course. A new curriculum was developed for the course that included in-depth exposure to the actual financial statements of a company and the understanding of the structural relationships…

Reflective Field Experiences for Success in Teaching Elementary Mathematics

ERIC Educational Resources Information Center

Robards, Shirley N.

2009-01-01

In this paper, the author discusses the major components of a junior level pedagogy course for elementary education majors learning to teach mathematics. The course reviews content and knowledge of the teacher candidates and introduces methods and materials for teaching elementary mathematics using the Standards or benchmarks from the National…

Multidisciplinary Explorations: Bridging the Gap between Engineering and Biology

ERIC Educational Resources Information Center

Abraham, John

2004-01-01

As the evidence of the benefits of multidisciplinary education accumulates many schools and instructors are finding ways of hybridizing courses to include substantial components of what are otherwise distinct sciences. Often, such course development is done with an eye toward industry, which requires a workforce capable of synthesizing varied…

Problem-Based Learning in a General Psychology Course.

ERIC Educational Resources Information Center

Willis, Sandra A.

2002-01-01

Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

Accelerated skills preparation and assessment for senior medical students entering surgical internship.

PubMed

Brunt, L Michael; Halpin, Valerie J; Klingensmith, Mary E; Tiemann, Debra; Matthews, Brent D; Spitler, Jennifer A; Pierce, Richard A

2008-05-01

Skills training plays an increasing role in residency training. Few medical schools have skills courses for senior students entering surgical residency. A skills course for 4(th)-year medical students matched in a surgical specialty was conducted in 2006 and 2007 during 7 weekly 3-hour sessions. Topics included suturing, knot tying, procedural skills (eg, chest tube insertion), laparoscopic skills, use of energy devices, and on-call management problems. Materials for outside practice were provided. Pre- and postcourse assessment of suturing skills was performed; laparoscopic skills were assessed postcourse using the Society of American Gastrointestinal and Endoscopic Surgeons' Fundamentals of Laparoscopic Surgery program. Students' perceived preparedness for internship was assessed by survey (1 to 5 Likert scale). Data are mean +/- SD and statistical analyses were performed. Thirty-one 4(th)-year students were enrolled. Pre- versus postcourse surveys of 45 domains related to acute patient management and technical and procedural skills indicated an improved perception of preparedness for internship overall (mean pre versus post) for 28 questions (p < 0.05). Students rated course relevance as "highly useful" (4.8 +/- 0.5) and their ability to complete skills as "markedly improved" (4.5 +/- 0.6). Suturing and knot-tying skills showed substantial time improvement pre- versus postcourse for 4 of 5 tasks: simple interrupted suturing (283 +/- 73 versus 243 +/- 52 seconds), subcuticular suturing (385 +/- 132 versus 274 +/- 80 seconds), 1-handed knot tying (73 +/- 33 versus 58 +/- 22 seconds), and tying in a restricted space (54 +/- 18 versus 44 +/- 16 seconds) (p < 0.02). Only 2-handed knot tying did not change substantially (65 +/- 24 versus 59 +/- 24 seconds). Of 13 students who took the Fundamentals of Laparoscopic Surgery skills test, 5 passed all 5 components and 3 passed 4 of 5 components. Skills instruction for senior students entering surgical internship results in a higher perception of preparedness and improved skills performance. Medical schools should consider integrating skills courses into the 4(th)-year curriculum to better prepare students for surgical residency.

A novel human surrogate model of noninjurious sharp mechanical pain.

PubMed

Shabes, Polina; Schloss, Natalie; Magerl, Walter; Schmahl, Christian; Treede, Rolf-Detlef; Baumgärtner, Ulf

2016-01-01

We propose a blade as a noninjurious nociceptive stimulus modeling sharp mechanical pain and yielding acute pain and hyperalgesia responses with closer proximity to incision-induced pain/hyperalgesia than punctate or blunt pressure mechanical pain models. Twenty-six healthy men and women were investigated to compare a small incision in the left forearm with noninvasive stimuli of different shapes and modalities to the right forearm. The magnitude and time course of incisional and blade-induced pain were assessed by numerical rating scales. Affective vs sensory components of pain experience were differentiated using a pain sensation questionnaire. The magnitude and time course of the axon reflex vasodilator response and of secondary hyperalgesia following a 7-second blade application were assessed. The maximum blade or incisional pain was similar (visual analogue scale [mean ± SD]: 32.9 ± 22.5 [blade] vs. 33.6 ± 29.8 [incision]), and both time courses matched closely in the first 10 seconds (paired t test; P = 0.5-1.0), whereas incision but not blade was followed by a second phase of pain, probably related to the tissue injury (decrease to half maximum pain 8 ± 2 vs. 33 ± 35 seconds; P < 0.01). Affective pain scores were significantly lower than sensory scores for all stimuli (P < 0.001). Comparing blade and incision, patterns of affective and sensory pain descriptors exhibited a remarkably similar pattern. Hence, we suggest the blade as novel model of sharp mechanical pain, which will be useful in investigating postoperative/mechanical pain and the role of self-injurious behavior in, eg, patients with borderline personality disorder.

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2011 CFR

2011-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

32 CFR 199.17 - TRICARE program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... of age, or (B) Attains 23 years of age or ceases to pursue a full-time course of study prior to...-time course of study in a secondary school or in a full-time course of study in an institution of...-time course of study prior to attaining 23 years of age, if, at 21 years of age, the eligible surviving...

Effect of Students' Perceptions of Course Load on Test Anxiety

PubMed Central

Sansgiry, Sujit S.; Sail, Kavita

2006-01-01

Objectives The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. Methods A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. Results One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Conclusions Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety. PMID:17149404

Effect of students' perceptions of course load on test anxiety.

PubMed

Sansgiry, Sujit S; Sail, Kavita

2006-04-15

The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety.

Mouse lung inflammation after instillation of particulate matter collected from a working dairy barn

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

Wegesser, Teresa C.; Last, Jerold A.

Coarse and fine particulate matter (PM{sub 2.5-10} and PM{sub 2.5}, respectively) are regulated ambient air pollutants thought to have major adverse health effects in exposed humans. The role of endotoxin and other bioaerosol components in the toxicity of PM from ambient air is controversial. This study evaluated the inflammatory lung response in mice instilled intratracheally with PM{sub 2.5-10} and PM{sub 2.5} emitted from a working dairy barn, a source presumed to have elevated concentrations of endotoxin. PM{sub 2.5-10} was more pro-inflammatory on an equal weight basis than was PM{sub 2.5}; both fractions elicited a predominantly neutrophilic response. The inflammatory responsemore » was reversible, with a peak response to PM{sub 2.5-10} observed at 24 h after instillation, and a return to control values by 72 h after instillation. The major active pro-inflammatory component in whole PM{sub 2.5-10}, but not in whole PM{sub 2.5}, is heat-labile, consistent with it being endotoxin. A heat treatment protocol for the gradual inactivation of biological materials in the PM fractions over a measurable time course was developed and optimized in this study using pure lipopolysaccharide (LPS) as a model system. The time course of heat inactivation of pure LPS and of endotoxin activity in PM{sub 2.5-10} as measured by Limulus bioassay is identical. The active material in both PM{sub 2.5-10} and PM{sub 2.5} remained in the insoluble fraction when the whole PM samples were extracted with physiological saline solution. Histological analysis of lung sections from mice instilled with PM{sub 2.5-10} or PM{sub 2.5} showed evidence of inflammation consistent with the cellular responses observed in lung lavage fluid. The major pro-inflammatory components present in endotoxin-rich PM were found in the insoluble fraction of PM{sub 2.5-10}; however, in contrast with PM{sub 2.5-10} isolated from ambient air in the Central Valley of California, the active components in the insoluble fraction were heat-labile.« less