Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Core Practices for Teaching History: The Results of a Delphi Panel Survey

ERIC Educational Resources Information Center

Fogo, Bradley

2014-01-01

Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked…

The College Level Teaching Core: An Orientation and Training System for New Faculty.

ERIC Educational Resources Information Center

Graber, Jared S.; Kinser, Paul

The College Level Teaching Core offered at Valencia Community College (Florida) has been developed as a planned orientation and training program for college faculty. Offered twice per academic year during the early part of both the fall and spring semesters, the majority of College Level Teaching Core participants are members of the college's…

Teaching quantum physics by the sum over paths approach and GeoGebra simulations

NASA Astrophysics Data System (ADS)

Malgieri, M.; Onorato, P.; De Ambrosis, A.

2014-09-01

We present a research-based teaching sequence in introductory quantum physics using the Feynman sum over paths approach. Our reconstruction avoids the historical pathway, and starts by reconsidering optics from the standpoint of the quantum nature of light, analysing both traditional and modern experiments. The core of our educational path lies in the treatment of conceptual and epistemological themes, peculiar of quantum theory, based on evidence from quantum optics, such as the single photon Mach-Zehnder and Zhou-Wang-Mandel experiments. The sequence is supported by a collection of interactive simulations, realized in the open source GeoGebra environment, which we used to assist students in learning the basics of the method, and help them explore the proposed experimental situations as modeled in the sum over paths perspective. We tested our approach in the context of a post-graduate training course for pre-service physics teachers; according to the data we collected, student teachers displayed a greatly improved understanding of conceptual issues, and acquired significant abilities in using the sum over path method for problem solving.

Time Spent Teaching Core Academic Subjects in Elementary Schools. Comparisons across Community, School, Teacher, and Student Characteristics. Statistical Analysis Report.

ERIC Educational Resources Information Center

Perie, Marianne; And Others

The proportion of time that elementary school teachers use to teach core academic subjects (English/reading/language arts, mathematics, social studies, science) is an important aspect of instruction. Spending a large proportion of time teaching core curriculum subjects may be important not only in terms of school quality, but also in terms of…

Evaluating and Redesigning Teaching Learning Sequences at the Introductory Physics Level

ERIC Educational Resources Information Center

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-01-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…

Teaching Formulaic Sequences in an English-Language Class: The Effects of Explicit Instruction versus Coursebook Instruction

ERIC Educational Resources Information Center

Le-Thi, Duyen; Rodgers, Michael P. H.; Pellicer-Sánchez, Ana

2017-01-01

This study investigates the relative effectiveness of different teaching approaches on the learning of formulaic sequences. Three comparisons were made in this study: the effects of explicit teaching of formulaic sequences versus teaching embedded in traditional coursebook instruction, the effects of the degree of salience of the sequences in the…

Common Core: Teaching Optimum Topic Exploration (TOTE)

ERIC Educational Resources Information Center

Karge, Belinda Dunnick; Moore, Roxane Kushner

2015-01-01

The Common Core has become a household term and yet many educators do not understand what it means. This article explains the historical perspectives of the Common Core and gives guidance to teachers in application of Teaching Optimum Topic Exploration (TOTE) necessary for full implementation of the Common Core State Standards. An effective…

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

A Three-Dimensional Approach and Open Source Structure for the Design and Experimentation of Teaching-Learning Sequences: The case of friction

NASA Astrophysics Data System (ADS)

Besson, Ugo; Borghi, Lidia; De Ambrosis, Anna; Mascheretti, Paolo

2010-07-01

We have developed a teaching-learning sequence (TLS) on friction based on a preliminary study involving three dimensions: an analysis of didactic research on the topic, an overview of usual approaches, and a critical analysis of the subject, considered also in its historical development. We found that mostly the usual presentations do not take into account the complexity of friction as it emerges from scientific research, may reinforce some inaccurate students' conceptions, and favour a limited vision of friction phenomena. The TLS we propose begins by considering a wide range of friction phenomena to favour an initial motivation and a broader view of the topic and then develops a path of interrelated observations, experiments, and theoretical aspects. It proposes the use of structural models, involving visual representations and stimulating intuition, aimed at helping students build mental models of friction mechanisms. To facilitate the reproducibility in school contexts, the sequence is designed as an open source structure, with a core of contents, conceptual correlations and methodological choices, and a cloud of elements that can be re-designed by teachers. The sequence has been tested in teacher education and in upper secondary school, and has shown positive results in overcoming student difficulties and stimulating richer reasoning based on the structural models we suggested. The proposed path has modified the teachers' view of the topic, producing a motivation to change their traditional presentations. The open structure of the sequence has facilitated its implementation by teachers in school in coherence with the rationale of the proposal.

Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

PubMed

Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

Location of core diagnostic information across various sequences in brain MRI and implications for efficiency of MRI scanner utilization.

PubMed

Sharma, Aseem; Chatterjee, Arindam; Goyal, Manu; Parsons, Matthew S; Bartel, Seth

2015-04-01

Targeting redundancy within MRI can improve its cost-effective utilization. We sought to quantify potential redundancy in our brain MRI protocols. In this retrospective review, we aggregated 207 consecutive adults who underwent brain MRI and reviewed their medical records to document clinical indication, core diagnostic information provided by MRI, and its clinical impact. Contributory imaging abnormalities constituted positive core diagnostic information whereas absence of imaging abnormalities constituted negative core diagnostic information. The senior author selected core sequences deemed sufficient for extraction of core diagnostic information. For validating core sequences selection, four readers assessed the relative ease of extracting core diagnostic information from the core sequences. Potential redundancy was calculated by comparing the average number of core sequences to the average number of sequences obtained. Scanning had been performed using 9.4±2.8 sequences over 37.3±12.3 minutes. Core diagnostic information was deemed extractable from 2.1±1.1 core sequences, with an assumed scanning time of 8.6±4.8 minutes, reflecting a potential redundancy of 74.5%±19.1%. Potential redundancy was least in scans obtained for treatment planning (14.9%±25.7%) and highest in scans obtained for follow-up of benign diseases (81.4%±12.6%). In 97.4% of cases, all four readers considered core diagnostic information to be either easily extractable from core sequences or the ease to be equivalent to that from the entire study. With only one MRI lacking clinical impact (0.48%), overutilization did not seem to contribute to potential redundancy. High potential redundancy that can be targeted for more efficient scanner utilization exists in brain MRI protocols.

Implementing ILDs and Assessment in Small-enrollment, Calculus-based Physics Classes -- Lessons, Observations and Open Questions

NASA Astrophysics Data System (ADS)

Mason-McCaffrey, Deborah

2011-04-01

At Salem State, we offer a Physics minor, but most of our teaching load is support courses for other science majors and a lab sequence which satisfies the University's core education requirement. In three years of using assessments and ILDs in small-enrollment calculus-based Physics classes, there has been a significant implementation learning curve, there are encouraging results, a few cautions, and still some open questions to report. ILDs can be highly effective teaching tools. They do require significant advance preparation as well as a safe environment for student participation. Motivating students to do their best on assessment pre- and post-tests can also be difficult. Strategies for motivating assessment performance, experiments using clickers to encourage participation in ILDs, and modifying and developing home-grown ILDs are discussed.

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

PubMed Central

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Context Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Objective Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Design Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Main Outcome Measures Knowledge of ACGME core competencies. Results Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1–10 vs > 10), and number of rotations taught per year (1–6 vs 7–12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10–12 rotations per year) were more likely to provide competency-based teaching. Conclusion Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies. PMID:27768565

Common Core State Standards and Adaptive Teaching

ERIC Educational Resources Information Center

Kamil, Michael L.

2016-01-01

This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS…

What Core Competencies Are Related to Teachers' Innovative Teaching?

ERIC Educational Resources Information Center

Zhu, Chang; Wang, Di; Cai, Yonghong; Engels, Nadine

2013-01-01

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers'…

A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

ERIC Educational Resources Information Center

Ghirardi, Marco; Marchetti, Fabio; Pettinari, Claudio; Regis, Alberto; Roletto, Ezio

2014-01-01

A novel didactic sequence is proposed for the teaching of chemical equilibrium. This teaching sequence takes into account the historical and epistemological evolution of the concept, the alternative conceptions and learning difficulties highlighted by teaching science and research in education, and the need to focus on both the students'…

Common Core Teaching Strategics in the Inclusive Classroom

ERIC Educational Resources Information Center

Beggs, Sara

2017-01-01

In this qualitative case study, intersectionality of strategies for teaching in an inclusive classroom with students with disabilities and strategies for teaching the Common Core State Standards (CCSS) will be explored. A gap in the literature demonstrated a need for further research in the area of CCSS for students with disabilities and more…

Proposal for Teaching Evolutionary Biology: A Bridge between Research and Educational Practice

ERIC Educational Resources Information Center

Alvarez Pérez, Eréndira; Ruiz Gutiérrez, Rosaura

2016-01-01

We present quantitative results for the doctoral thesis of the first-named author of this article. The objective was to recommend and test a teaching proposal for core knowledge of evolutionary biology in secondary education. The focus of the study is "Problem cores in teaching". The "Weaving evolutionary thinking" teaching…

34 CFR 200.55 - Qualifications of teachers.

Code of Federal Regulations, 2010 CFR

2010-07-01

... ensure that all teachers hired after the first day of the 2002-2003 school year who teach core academic... school students under § 200.62. (b) All teachers of core academic subjects. (1) Not later than the end of... teach core academic subjects, including teachers employed by an LEA to provide services to eligible...

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

Evolution of the Students' Conceptual Understanding in the Case of a Teaching Sequence in Mechanics: Concept of Interaction

ERIC Educational Resources Information Center

Küçüközer, Asuman

2006-01-01

This study aims to better understand the construction of the meaning of physics concepts in mechanics during a teaching sequence at the upper secondary school level. In the teaching sessions, students were introduced to the concepts of interaction and force. During this teaching sequence the models called "interactions" and "laws of…

The Promises and Challenges of Teaching from an Intersectional Perspective: Core Components and Applied Strategies

ERIC Educational Resources Information Center

Jones, Susan R.; Wijeyesinghe, Charmaine L.

2011-01-01

This chapter explores how the framework of intersectionality can be used by faculty in course development and classroom teaching. An overview of intersectionality, highlighting core assumptions and tenets of the framework, is presented first. These assumptions and tenets are then applied to classroom dynamics and the practice of teaching in…

Genotype diversity of hepatitis C virus (HCV) in HCV-associated liver disease patients in Indonesia.

PubMed

Utama, Andi; Tania, Navessa Padma; Dhenni, Rama; Gani, Rino Alvani; Hasan, Irsan; Sanityoso, Andri; Lelosutan, Syafruddin A R; Martamala, Ruswhandi; Lesmana, Laurentius Adrianus; Sulaiman, Ali; Tai, Susan

2010-09-01

Hepatitis C virus (HCV) genotype distribution in Indonesia has been reported. However, the identification of HCV genotype was based on 5'-UTR or NS5B sequence. This study was aimed to observe HCV core sequence variation among HCV-associated liver disease patients in Jakarta, and to analyse the HCV genotype diversity based on the core sequence. Sixty-eight chronic hepatitis (CH), 48 liver cirrhosis (LC) and 34 hepatocellular carcinoma (HCC) were included in this study. HCV core variation was analysed by direct sequencing. Alignment of HCV core sequences demonstrated that the core sequence was relatively varied among the genotype. Indeed, 237 bases of the core sequence could classify the HCV subtype; however, 236 bases failed to differentiate several subtypes. Based on 237 bases of the core sequences, the HCV strains were classified into genotypes 1 (subtypes 1a, 1b and 1c), 2 (subtypes 2a, 2e and 2f) and 3 (subtypes 3a and 3k). The HCV 1b (47.3%) was the most prevalent, followed by subtypes 1c (18.7%), 3k (10.7%), 2a (10.0%), 1a (6.7%), 2e (5.3%), 2f (0.7%) and 3a (0.7%). HCV 1b was the most common in all patients, and the prevalence increased with the severity of liver disease (36.8% in CH, 54.2% in LC and 58.8% in HCC). These results were similar to a previous report based on NS5B sequence analysis. Hepatitis C virus core sequence (237 bases) could identify the HCV subtype and the prevalence of HCV subtype based on core sequence was similar to those based on the NS5B region.

Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers

NASA Astrophysics Data System (ADS)

Hume, Anne; Berry, Amanda

2013-10-01

This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers' development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher's draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers' PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching.

The Relationship between Elementary Teachers' Background in Mathematics, Teaching Self-Efficacy, and Teaching Outcome Expectancy When Implementing the Common Core State Standards

ERIC Educational Resources Information Center

Stuart, Jennifer Lynn

2017-01-01

The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured…

Experiences of clinical teaching for dental core trainees working in hospital.

PubMed

Mannion, C J; Brotherton, P

2014-07-11

There is recognition that the provision of excellence in education and training results in a skilled and competent workforce. However, the educational experiences of dental core trainees (DCT's) working in the hospital oral and maxillofacial surgery (OMFS) setting have not been previously investigated. In this paper, we examine DCT's learning experiences both 'formal' and 'non-formal' within the hospital setting of ward and clinic-based teaching. Are hospital dental core trainees receiving a meaningful educational experience? To conclude this paper, the authors recommend methods, based upon sound educational principles, to maximise the value of clinical sessions for teaching.

Teaching Task Sequencing via Verbal Mediation.

ERIC Educational Resources Information Center

Rusch, Frank R.; And Others

1987-01-01

Verbal sequence training was used to teach a moderately mentally retarded woman to sequence job-related tasks. Learning to say the tasks in the proper sequence resulted in the employee performing her tasks in that sequence, and the employee was capable of mediating her own work behavior when scheduled changes occurred. (Author/JDD)

Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

PubMed

Son, Ji; Zeidler, Kamakshi R; Echo, Anthony; Otake, Leo; Ahdoot, Michael; Lee, Gordon K

2013-04-01

The Accreditation Council of Graduate Medical Education has defined 6 core competencies that residents must master before completing their training. Objective structured clinical examinations (OSCEs) using standardized patients are effective educational tools to assess and teach core competencies. We developed an OSCE specific for microsurgical head and neck reconstruction. Fifteen plastic surgery residents participated in the OSCE simulating a typical new patient consultation, which involved a patient with oral cancer. Residents were scored in all 6 core competencies by the standardized patients and faculty experts. Analysis of participant performance showed that although residents performed well overall, many lacked proficiency in systems-based practice. Junior residents were also more likely to omit critical elements of the physical examination compared to senior residents. We have modified our educational curriculum to specifically address these deficiencies. Our study demonstrates that the OSCE is an effective assessment tool for teaching and assessing all core competencies in microsurgery.

Using professional interpreters in undergraduate medical consultation skills teaching

PubMed Central

Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

2014-01-01

The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration; and 3) invest in faculty development for successful and sustainable delivery. PMID:25473325

Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

ERIC Educational Resources Information Center

Buecker, Harrie Lynne

2010-01-01

This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

Special Education Teachers' Knowledge and Use of Brain-Based Teaching, Common Core State Standards, Formative Feedback Practices and Instructional Efficacy for the Diverse Learning Needs of Students in High and Low Proficiency Groups

ERIC Educational Resources Information Center

Walker-Thompson, Malasia

2014-01-01

This study examined special education teachers' knowledge and use of: brain-based teaching strategies, Common Core State Standards, formative feedback, and instructional efficacy for diverse students. The study identified the differences amongst special education teachers' responses on the dimensions of brain-based teaching strategies, Common Core…

A Simulation of DNA Sequencing Utilizing 3M Post-It[R] Notes

ERIC Educational Resources Information Center

Christensen, Doug

2009-01-01

An inexpensive and equipment free approach to teaching the technical aspects of DNA sequencing. The activity described requires an instructor with a familiarity of DNA sequencing technology but provides a straight forward method of teaching the technical aspects of sequencing in the absence of expensive sequencing equipment. The final sequence…

TEACHING INTERNSHIPS-CORE PROGRAM.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale.

TO DEVELOP TEACHERS FOR STUDENTS IN SEMIPROFESSIONAL OR CAREER PROGRAMS, THE JUNIOR COLLEGE DISTRICT OF ST. LOUIS AND ST. LOUIS COUNTY AND THE SOUTHERN ILLINOIS UNIVERSITY UNDERTOOK A MIDWEST TECHNICAL EDUCATION CENTER PROJECT, FUNDED BY THE FORD FOUNDATION AND CALLED THE TEACHING INTERNSHIP-CORE PROGRAM. GRADUATE CREDIT, AS WELL AS FINANCIAL…

The Common Core: New Standards, New Teaching

ERIC Educational Resources Information Center

Smith, Michael W.; Wilhelm, Jeffrey D.; Fredricksen, James

2013-01-01

The good news about the Common Core State Standards: They emphasize writing convincing arguments about issues that matter, clear and comprehensive informational texts that can do meaningful work in the world, and compelling narratives. The bad news: Traditional approaches to teaching writing aren't enough to meet these new standards. The…

Teaching through Research: Alignment of Core Chemistry Competencies and Skills within a Multidisciplinary Research Framework

ERIC Educational Resources Information Center

Ghanem, Eman; Long, S. Reid; Rodenbusch, Stacia E.; Shear, Ruth I.; Beckham, Josh T.; Procko, Kristen; DePue, Lauren; Stevenson, Keith J.; Robertus, Jon D.; Martin, Stephen; Holliday, Bradley; Jones, Richard A.; Anslyn, Eric V.; Simmons, Sarah L.

2018-01-01

Innovative models of teaching through research have broken the long-held paradigm that core chemistry competencies must be taught with predictable, scripted experiments. We describe here five fundamentally different, course-based undergraduate research experiences that integrate faculty research projects, accomplish ACS accreditation objectives,…

Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits.

ERIC Educational Resources Information Center

Frost, Julie A.; Emery, Michael J.

1996-01-01

This article briefly defines phonological core deficits in cases of dyslexia; considers student classification based on federal and state learning disability placement guidelines; and suggests 10 interventions such as teaching metacognitive strategies, providing direct instruction in language analysis and the alphabetic code, and teaching reading…

Les programmes de base: des principes a la realite (Core Programs: From Principles to Reality).

ERIC Educational Resources Information Center

Calve, Pierre

1985-01-01

The recent evolution of second language teaching theory regarding language, learning, communication, and teaching is summarized, and factors contributing to resistance to core second language programs are examined. They include tradition, school programs, time of instruction, language of instruction, teacher training, attitudes, and…

Teaching Linear Algebra: Must the Fog Always Roll In?

ERIC Educational Resources Information Center

Carlson, David

1993-01-01

Proposes methods to teach the more difficult concepts of linear algebra. Examines features of the Linear Algebra Curriculum Study Group Core Syllabus, and presents problems from the core syllabus that utilize the mathematical process skills of making conjectures, proving the results, and communicating the results to colleagues. Presents five…

Planning a Teaching Sequence for the Teaching of Chemical Bonding

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2015-01-01

The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical…

Improving Students' Conceptual Understanding of a Specific Content Learning: A Designed Teaching Sequence

ERIC Educational Resources Information Center

Ahmad, N. J.; Lah, Y. Che

2012-01-01

The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline…

Evaluating and redesigning teaching learning sequences at the introductory physics level

NASA Astrophysics Data System (ADS)

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-12-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

A Competence-Based Approach to the Design of a Teaching Sequence about Oral and Dental Health and Hygiene: A Case Study

ERIC Educational Resources Information Center

Blanco-López, Ángel; Franco-Mariscal, Antonio Joaquín; España-Ramos, Enrique

2016-01-01

We present a case study to illustrate the design and implementation of a teaching sequence about oral and dental health and hygiene. This teaching sequence was aimed at year 10 students (age 15-16) and sought to develop their scientific competences. In line with the PISA assessment framework for science and the tenets of a context-based approach…

Transforming the Core Business of Teaching and Learning in Classrooms through ICT

ERIC Educational Resources Information Center

Chandra, Vinesh; Mills, Kathy A.

2015-01-01

Information and Communication Technology (ICT) has become an integral part of societies across the globe. This study demonstrates how successful technology integration by 10 experienced teachers in an Australian high school was dependent on teacher-driven change and innovation that influenced the core business of teaching and learning. The…

Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

ERIC Educational Resources Information Center

Wylie, Ken; Cummins, Brian

2013-01-01

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

NASA Astrophysics Data System (ADS)

Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two approaches are provided on the CLEAN web portal (cleanet.org).

Teaching Cultural Competence to Psychiatry Residents: Seven Core Concepts and Their Implications for Therapeutic Technique.

PubMed

Pena, Jose M; Manguno-Mire, Gina; Kinzie, Erik; Johnson, Janet E

2016-04-01

The authors describe the Tulane Model for teaching cultural competence to psychiatry residents in order to outline an innovative approach to curricula development in academic psychiatry. The authors focus on the didactic experience that takes place during the first and second postgraduate years and present seven core concepts that should inform the emerging clinician's thinking in the formulation of every clinical case. The authors discuss the correspondence between each core concept and the Outline for Cultural Formulation, introduced in Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV and updated in DSM-5. The authors illustrate how each of the core concepts is utilized as a guideline for teaching residents a process for eliciting culturally relevant information from their patients and their personal histories and how to apply that knowledge in the assessment and treatment of patients in clinical settings.

Evaluation of the Abbott RealTime HCV genotype II plus RUO (PLUS) assay with reference to core and NS5B sequencing.

PubMed

Mallory, Melanie A; Lucic, Danijela; Ebbert, Mark T W; Cloherty, Gavin A; Toolsie, Dan; Hillyard, David R

2017-05-01

HCV genotyping remains a critical tool for guiding initiation of therapy and selecting the most appropriate treatment regimen. Current commercial genotyping assays may have difficulty identifying 1a, 1b and genotype 6. To evaluate the concordance for identifying 1a, 1b, and genotype 6 between two methods: the PLUS assay and core/NS5B sequencing. This study included 236 plasma and serum samples previously genotyped by core/NS5B sequencing. Of these, 25 samples were also previously tested by the Abbott RealTime HCV GT II Research Use Only (RUO) assay and yielded ambiguous results. The remaining 211 samples were routine genotype 1 (n=169) and genotype 6 (n=42). Genotypes obtained from sequence data were determined using a laboratory-developed HCV sequence analysis tool and the NCBI non-redundant database. Agreement between the PLUS assay and core/NS5B sequencing for genotype 1 samples was 95.8% (162/169), with 96% (127/132) and 95% (35/37) agreement for 1a and 1b samples respectively. PLUS results agreed with core/NS5B sequencing for 83% (35/42) of unselected genotype 6 samples, with the remaining seven "not detected" by the PLUS assay. Among the 25 samples with ambiguous GT II results, 15 were concordant by PLUS and core/NS5B sequencing, nine were not detected by PLUS, and one sample had an internal control failure. The PLUS assay is an automated method that identifies 1a, 1b and genotype 6 with good agreement with gold-standard core/NS5B sequencing and can aid in the resolution of certain genotype samples with ambiguous GT II results. Copyright © 2017 Elsevier B.V. All rights reserved.

Parsing the Practice of Teaching

ERIC Educational Resources Information Center

Kennedy, Mary

2016-01-01

Teacher education programs typically teach novices about one part of teaching at a time. We might offer courses on different topics--cultural foundations, learning theory, or classroom management--or we may parse teaching practice itself into a set of discrete techniques, such as core teaching practices, that can be taught individually. Missing…

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

ERIC Educational Resources Information Center

Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-01-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool--an interaction diagram (ID)--highlighting…

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

1995-01-01

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

Core Competencies for Medical Teachers (KLM)--A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching.

PubMed

Görlitz, Anja; Ebert, Thomas; Bauer, Daniel; Grasl, Matthäus; Hofer, Matthias; Lammerding-Köppel, Maria; Fabry, Götz

2015-01-01

Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step.

Learning of Core Disciplinary Ideas: Efficacy Comparison of Two Contrasting Modes of Science Instruction

ERIC Educational Resources Information Center

Schuster, David; Cobern, William W.; Adams, Betty A. J.; Undreiu, Adriana; Pleasants, Brandy

2018-01-01

Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is…

Surprising Strengths and Substantial Needs: Rural District Implementation of Common Core State Standards

ERIC Educational Resources Information Center

Timar, Thomas; Carter, Allison

2017-01-01

In August 2010, the California State Board of Education adopted the Common Core State Standards (CCSS). Three years later, the president of the State Board, Dr. Michael Kirst, noted that CCSS "changes almost everything," including what teachers teach, how they teach, and what students are expected to learn (Kirst, 2013). Echoing his…

Small Core, Big Network: A Comprehensive Approach to GIS Teaching Practice Based on Digital Three-Dimensional Campus Reconstruction

ERIC Educational Resources Information Center

Cheng, Liang; Zhang, Wen; Wang, Jiechen; Li, Manchun; Zhong, Lishan

2014-01-01

Geographic information science (GIS) features a wide range of disciplines and has broad applicability. Challenges associated with rapidly developing GIS technology and the currently limited teaching and practice materials hinder universities from cultivating highly skilled GIS graduates. Based on the idea of "small core, big network," a…

Computer-Assisted Instruction for Teaching Academic Skills to Students with Autism Spectrum Disorders: A Review of Literature

ERIC Educational Resources Information Center

Pennington, Robert C.

2010-01-01

Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted…

Core Leadership Practices or Prior Classroom Teaching Experience and Their Value When Hiring Building Principals

ERIC Educational Resources Information Center

Palagi, Patti

2017-01-01

To determine the qualities associated with effective building leaders, this study identifies how those tasked with hiring principals value core leadership practices and past educational experience. The inclusion of prior classroom teaching experience as a pre-requisite for applying to a principal preparation program provided the impetus for this…

Metrics. A Basic Core Curriculum for Teaching Metrics to Vocational Students.

ERIC Educational Resources Information Center

Albracht, James; Simmons, A. D.

This core curriculum contains five units for use in teaching metrics to vocational students. Included in the first unit are a series of learning activities to familiarize students with the terminology of metrics, including the prefixes and their values. Measures of distance and speed are covered. Discussed next are measures of volume used with…

Energy and Agriculture. A Basic Core Curriculum for Teaching Energy to Vocational Agriculture Students.

ERIC Educational Resources Information Center

Albracht, James; French, Byron

This core curriculum contains five units of material for teaching energy to vocational agriculture students. Energy uses and the benefits of energy conservation are covered in a unit on the impact of energy on agriculture. Discussed next are tractor performance and Nebraska tractor test data for selecting and evaluating tractors for maximum fuel…

Blending Common Core Standards and Functional Skills in Thematic Units for Students with Significant Intellectual Disabilities

ERIC Educational Resources Information Center

Cooper-Duffy, Karena; Hyer, Glenda

2014-01-01

Many teachers who educate students with significant intellectual disabilities struggle with the requirements for teaching academics linked to the Extended Common Core State Standards (ECCSS, 2010) while also balancing the need to teach functional skills. This article provides a practical way of creating thematic units that focuses on functional…

Applications of a Sequence of Points in Teaching Linear Algebra, Numerical Methods and Discrete Mathematics

ERIC Educational Resources Information Center

Shi, Yixun

2009-01-01

Based on a sequence of points and a particular linear transformation generalized from this sequence, two recent papers (E. Mauch and Y. Shi, "Using a sequence of number pairs as an example in teaching mathematics". Math. Comput. Educ., 39 (2005), pp. 198-205; Y. Shi, "Case study projects for college mathematics courses based on a particular…

Integrating Scientific Methods and Knowledge into the Teaching of Newton's Theory of Gravitation: An Instructional Sequence for Teachers' and Students' Nature of Science Education

ERIC Educational Resources Information Center

Develaki, Maria

2012-01-01

The availability of teaching units on the nature of science (NOS) can reinforce classroom instruction in the subject, taking into account the related deficiencies in textbook material and teacher training. We give a sequence of teaching units in which the teaching of Newton's gravitational theory is used as a basis for reflecting on the…

Multiple Teaching Approaches, Teaching Sequence and Concept Retention in High School Physics Education

ERIC Educational Resources Information Center

Fogarty, Ian; Geelan, David

2013-01-01

Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion--Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were…

Evaluation of the Abbott realtime HCV genotype II RUO (GT II) assay with reference to 5'UTR, core and NS5B sequencing.

PubMed

Mallory, Melanie A; Lucic, Danijela X; Sears, Mitchell T; Cloherty, Gavin A; Hillyard, David R

2014-05-01

HCV genotyping is a critical tool for guiding initiation of therapy and selecting the most appropriate treatment regimen. To evaluate the concordance between the Abbott GT II assay and genotyping by sequencing subregions of the HCV 5'UTR, core and NS5B. The Abbott assay was used to genotype 127 routine patient specimens and 35 patient specimens with unusual subtypes and mixed infection. Abbott results were compared to genotyping by 5'UTR, core and NS5B sequencing. Sequences were genotyped using the NCBI non-redundant database and the online genotyping tool COMET. Among routine specimens, core/NS5B sequencing identified 93 genotype 1s, 13 genotype 2s, 15 genotype 3s, three genotype 4s, two genotype 6s and one recombinant specimen. Genotype calls by 5'UTR, core, NS5B sequencing and the Abbott assay were 97.6% concordant. Core/NS5B sequencing identified two discrepant samples as genotype 6 (subtypes 6l and 6u) while Abbott and 5'UTR sequencing identified these samples as genotype 1 with no subtype. The Abbott assay subtyped 91.4% of genotype 1 specimens. Among the 35 rare specimens, the Abbott assay inaccurately genotyped 3k, 6e, 6o, 6q and one genotype 4 variant; gave indeterminate results for 3g, 3h, 4r, 6m, 6n, and 6q specimens; and agreed with core/NS5B sequencing for mixed specimens. The Abbott assay is an automated HCV genotyping method with improved accuracy over 5'UTR sequencing. Samples identified by the Abbott assay as genotype 1 with no subtype may be rare subtypes of other genotypes and thus require confirmation by another method. Copyright © 2014 Elsevier B.V. All rights reserved.

Research and Teaching PA: Towards Research as Teaching

ERIC Educational Resources Information Center

van der Meer, Frans-Bauke; Marks, Peter

2016-01-01

Research and teaching are core business of academic institutions. The research context is thought to be fruitful for teaching and learning, and students may contribute to research. But how exactly does the interplay between research and teaching take place and how, in what respects and under which conditions, does this contribute to the quality of…

Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

ERIC Educational Resources Information Center

Braguglia, Kay H.; Jackson, Kanata A.

2012-01-01

This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student…

Next Generation Sequencing at the University of Chicago Genomics Core

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

Faber, Pieter

2013-04-24

The University of Chicago Genomics Core provides University of Chicago investigators (and external clients) access to State-of-the-Art genomics capabilities: next generation sequencing, Sanger sequencing / genotyping and micro-arrays (gene expression, genotyping, and methylation). The current presentation will highlight our capabilities in the area of ultra-high throughput sequencing analysis.

Young Meaning Makers--Teaching Comprehension, Grades K-2. Common Core State Standards in Literacy Series

ERIC Educational Resources Information Center

Reutzel, D. Ray; Clark, Sarah K.; Jones, Cindy D.; Gillam, Sandra L.

2016-01-01

One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a…

Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure

ERIC Educational Resources Information Center

Karl, Jennifer; Collins, Belva C.; Hager, Karen D.; Ault, Melinda Jones

2013-01-01

The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the…

Embracing Your Eureka Moments: Perspectives on Fostering Impactful and Innovative Teaching Styles

ERIC Educational Resources Information Center

Platt, Kristen M.; Welleford, Andrew; Naze, Garrett; Hatcher, April Richardson

2017-01-01

A core question for educators at any stage of their career is often, "How do I improve my own teaching style, and how can I be the educator of the caliber I aspire to be?" In this series of reflective essays, the authors will offer strategies for developing an innovative and individual style that embraces core educational values.…

The effect of curriculum changes and instructional techniques on science-reasoning skills among high school students

NASA Astrophysics Data System (ADS)

Newman, Joan T.

Any change, particularly on a large scale like a sequence change in a district with 75,000 students, is difficult. However, with the advent of the new TAKS science test and the new requirements for high school graduation in the state of Texas, educators and students alike are engaged in innovative educational approaches to meet these requirements. This study investigated a different, non-traditional science sequence to investigate relationships among secondary core-science course sequencing, student science-reasoning performance, and classroom pedagogy. The methodology adopted in the study led to a deeper understanding of the successes and challenges faced by teachers in teaching conceptual physics and chemistry to 8 th and 9th grade students. The qualitative analysis suggested a difference in pedagogy employed by middle and high school science teachers and a need for secondary science teachers to enhance their content knowledge and pedagogical skills, as well as change their underlying attitudes and beliefs about the abilities of students. The study examined scores of 495 randomly chosen students following three different matriculation patterns within one large independent school district. The study indicated that students who follow a sequence with 9th grade IPC generally increase their science-reasoning skills as demonstrated on the 10th grade TAKS science test when these scores are compared with those of students who do not have 9th grade IPC in the science sequence.

Integrated sequence stratigraphy of the postimpact sediments from the Eyreville core holes, Chesapeake Bay impact structure inner basin

USGS Publications Warehouse

Browning, J.V.; Miller, K.G.; McLaughlin, P.P.; Edwards, L.E.; Kulpecz, A.A.; Powars, D.S.; Wade, B.S.; Feigenson, M.D.; Wright, J.D.

2009-01-01

The Eyreville core holes provide the first continuously cored record of postimpact sequences from within the deepest part of the central Chesapeake Bay impact crater. We analyzed the upper Eocene to Pliocene postimpact sediments from the Eyreville A and C core holes for lithology (semiquantitative measurements of grain size and composition), sequence stratigraphy, and chronostratigraphy. Age is based primarily on Sr isotope stratigraphy supplemented by biostratigraphy (dinocysts, nannofossils, and planktonic foraminifers); age resolution is approximately ??0.5 Ma for early Miocene sequences and approximately ??1.0 Ma for younger and older sequences. Eocene-lower Miocene sequences are subtle, upper middle to lower upper Miocene sequences are more clearly distinguished, and upper Miocene- Pliocene sequences display a distinct facies pattern within sequences. We recognize two upper Eocene, two Oligocene, nine Miocene, three Pliocene, and one Pleistocene sequence and correlate them with those in New Jersey and Delaware. The upper Eocene through Pleistocene strata at Eyreville record changes from: (1) rapidly deposited, extremely fi ne-grained Eocene strata that probably represent two sequences deposited in a deep (>200 m) basin; to (2) highly dissected Oligocene (two very thin sequences) to lower Miocene (three thin sequences) with a long hiatus; to (3) a thick, rapidly deposited (43-73 m/Ma), very fi ne-grained, biosiliceous middle Miocene (16.5-14 Ma) section divided into three sequences (V5-V3) deposited in middle neritic paleoenvironments; to (4) a 4.5-Ma-long hiatus (12.8-8.3 Ma); to (5) sandy, shelly upper Miocene to Pliocene strata (8.3-2.0 Ma) divided into six sequences deposited in shelf and shoreface environments; and, last, to (6) a sandy middle Pleistocene paralic sequence (~400 ka). The Eyreville cores thus record the fi lling of a deep impact-generated basin where the timing of sequence boundaries is heavily infl uenced by eustasy. ?? 2009 The Geological Society of America.

Designing and Evaluating Research-Based Instructional Sequences for Introducing Magnetic Fields

ERIC Educational Resources Information Center

Guisasola, Jenaro; Almudi, Jose Manuel; Ceberio, Mikel; Zubimendi, Jose Luis

2009-01-01

This study examines the didactic suitability of introducing a teaching sequence when teaching the concept of magnetic fields within introductory physics courses at the university level. This instructional sequence was designed taking into account students' common conceptions, an analysis of the course content, and the history of the development of…

Reading Nature from a "Bottom-Up" Perspective

ERIC Educational Resources Information Center

Magntorn, Ola; Hellden, Gustav

2007-01-01

This paper reports on a study of ecology teaching and learning in a Swedish primary school class (age 10-11 yrs). A teaching sequence was designed to help students read nature in a river ecosystem. The teaching sequence had a "bottom up" approach, taking as its starting point a common key organism--the freshwater shrimp. From this…

ElemeNT: a computational tool for detecting core promoter elements.

PubMed

Sloutskin, Anna; Danino, Yehuda M; Orenstein, Yaron; Zehavi, Yonathan; Doniger, Tirza; Shamir, Ron; Juven-Gershon, Tamar

2015-01-01

Core promoter elements play a pivotal role in the transcriptional output, yet they are often detected manually within sequences of interest. Here, we present 2 contributions to the detection and curation of core promoter elements within given sequences. First, the Elements Navigation Tool (ElemeNT) is a user-friendly web-based, interactive tool for prediction and display of putative core promoter elements and their biologically-relevant combinations. Second, the CORE database summarizes ElemeNT-predicted core promoter elements near CAGE and RNA-seq-defined Drosophila melanogaster transcription start sites (TSSs). ElemeNT's predictions are based on biologically-functional core promoter elements, and can be used to infer core promoter compositions. ElemeNT does not assume prior knowledge of the actual TSS position, and can therefore assist in annotation of any given sequence. These resources, freely accessible at http://lifefaculty.biu.ac.il/gershon-tamar/index.php/resources, facilitate the identification of core promoter elements as active contributors to gene expression.

Teaching Applied Genetics and Molecular Biology to Agriculture Engineers. Application of the European Credit Transfer System

ERIC Educational Resources Information Center

Weiss, J.; Egea-Cortines, M.

2008-01-01

We have been teaching applied molecular genetics to engineers and adapted the teaching methodology to the European Credit Transfer System. We teach core principles of genetics that are universal and form the conceptual basis of most molecular technologies. The course then teaches widely used techniques and finally shows how different techniques…

Teaching Wellness Concepts Using Mosston's Spectrum of Teaching Styles

ERIC Educational Resources Information Center

Wilkinson, Carol; Pennington, Todd; Zanandrea, Maria

2011-01-01

Teaching wellness principles in secondary physical education classes has become an important aspect of physical education as teachers work to help their students develop lifelong healthy lifestyle habits. Many schools now have a required wellness/fitness component as part of their state core requirements. Having developed their teaching skills by…

Can we teach core clinical obstetrics and gynaecology skills using low fidelity simulation in an interprofessional setting?

PubMed

Kumar, Arunaz; Gilmour, Carole; Nestel, Debra; Aldridge, Robyn; McLelland, Gayle; Wallace, Euan

2014-12-01

Core clinical skills acquisition is an essential component of undergraduate medical and midwifery education. Although interprofessional education is an increasingly common format for learning efficient teamwork in clinical medicine, its value in undergraduate education is less clear. We present a collaborative effort from the medical and midwifery schools of Monash University, Melbourne, towards the development of an educational package centred around a core skills-based workshop using low fidelity simulation models in an interprofessional setting. Detailed feedback on the package was positive with respect to the relevance of the teaching content, whether the topic was well taught by task trainers and simulation models used, pitch of level of teaching and perception of confidence gained in performing the skill on a real patient after attending the workshop. Overall, interprofessional core skills training using low fidelity simulation models introduced at an undergraduate level in medicine and midwifery had a good acceptance. © 2014 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

Increasing Sequence Diversity with Flexible Backbone Protein Design: The Complete Redesign of a Protein Hydrophobic Core

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

Murphy, Grant S.; Mills, Jeffrey L.; Miley, Michael J.

2015-10-15

Protein design tests our understanding of protein stability and structure. Successful design methods should allow the exploration of sequence space not found in nature. However, when redesigning naturally occurring protein structures, most fixed backbone design algorithms return amino acid sequences that share strong sequence identity with wild-type sequences, especially in the protein core. This behavior places a restriction on functional space that can be explored and is not consistent with observations from nature, where sequences of low identity have similar structures. Here, we allow backbone flexibility during design to mutate every position in the core (38 residues) of a four-helixmore » bundle protein. Only small perturbations to the backbone, 12 {angstrom}, were needed to entirely mutate the core. The redesigned protein, DRNN, is exceptionally stable (melting point >140C). An NMR and X-ray crystal structure show that the side chains and backbone were accurately modeled (all-atom RMSD = 1.3 {angstrom}).« less

Mystery Montage: A Holistic, Visual, and Kinesthetic Process for Expanding Horizons and Revealing the Core of a Teaching Philosophy

ERIC Educational Resources Information Center

Ennis, Kim; Priebe, Carly; Sharipova, Mayya; West, Kim

2012-01-01

Revealing the core of a teaching philosophy is the key to a concise and meaningful philosophy statement, but it can be an elusive goal. This paper offers a visual, kinesthetic, and holistic process for expanding the horizons of self-reflection, self-analysis, and self-knowledge. Mystery montage, a variation of visual mapping, storyboarding, and…

Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

ERIC Educational Resources Information Center

Loughland, Tony; Nguyen, Hoa Thi Mai

2016-01-01

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Core. Module I-A-3: Consumer Rights and Responsibilities.

ERIC Educational Resources Information Center

Smith, Sharman

This competency-based preservice home economics teacher education module on consumer rights and responsibilities is the third in a set of four core curriculum modules on consumer approach to homemaking education. (This set is part of a larger series of sixty-seven on the Management Approach to Teaching Consumer and Homemaking Education…

A Critique of "The Common Core Is a Change for the Better"

ERIC Educational Resources Information Center

Wolfe, Adam

2015-01-01

In their article, "The Common Core is a Change for the Better," Gardner and Powell (2013) make an argument in support of implementing the Common Core to improve teaching and student learning. They opine the Common Core will enable students to become more college and career ready and state the Common Core standards will provide…

Introduction to Semiconductor Physics in Secondary Education: Evaluation of a Teaching Sequence

ERIC Educational Resources Information Center

Garcia-Carmona, Antonio; Criado, Ana Maria

2009-01-01

The present article presents a didactic proposal oriented to teaching notions of semiconductor physics in secondary education. The methods and the results of a pilot study designed to analyse the effectiveness of a teaching sequence on the topic are also described. The subjects were 60 students, aged 14-15 years, of a secondary school in Seville,…

Sequence and structural implications of a bovine corneal keratan sulfate proteoglycan core protein. Protein 37B represents bovine lumican and proteins 37A and 25 are unique

NASA Technical Reports Server (NTRS)

Funderburgh, J. L.; Funderburgh, M. L.; Brown, S. J.; Vergnes, J. P.; Hassell, J. R.; Mann, M. M.; Conrad, G. W.; Spooner, B. S. (Principal Investigator)

1993-01-01

Amino acid sequence from tryptic peptides of three different bovine corneal keratan sulfate proteoglycan (KSPG) core proteins (designated 37A, 37B, and 25) showed similarities to the sequence of a chicken KSPG core protein lumican. Bovine lumican cDNA was isolated from a bovine corneal expression library by screening with chicken lumican cDNA. The bovine cDNA codes for a 342-amino acid protein, M(r) 38,712, containing amino acid sequences identified in the 37B KSPG core protein. The bovine lumican is 68% identical to chicken lumican, with an 83% identity excluding the N-terminal 40 amino acids. Location of 6 cysteine and 4 consensus N-glycosylation sites in the bovine sequence were identical to those in chicken lumican. Bovine lumican had about 50% identity to bovine fibromodulin and 20% identity to bovine decorin and biglycan. About two-thirds of the lumican protein consists of a series of 10 amino acid leucine-rich repeats that occur in regions of calculated high beta-hydrophobic moment, suggesting that the leucine-rich repeats contribute to beta-sheet formation in these proteins. Sequences obtained from 37A and 25 core proteins were absent in bovine lumican, thus predicting a unique primary structure and separate mRNA for each of the three bovine KSPG core proteins.

Core-SINE blocks comprise a large fraction of monotreme genomes; implications for vertebrate chromosome evolution.

PubMed

Kirby, Patrick J; Greaves, Ian K; Koina, Edda; Waters, Paul D; Marshall Graves, Jennifer A

2007-01-01

The genomes of the egg-laying platypus and echidna are of particular interest because monotremes are the most basal mammal group. The chromosomal distribution of an ancient family of short interspersed repeats (SINEs), the core-SINEs, was investigated to better understand monotreme genome organization and evolution. Previous studies have identified the core-SINE as the predominant SINE in the platypus genome, and in this study we quantified, characterized and localized subfamilies. Dot blot analysis suggested that a very large fraction (32% of the platypus and 16% of the echidna genome) is composed of Mon core-SINEs. Core-SINE-specific primers were used to amplify PCR products from platypus and echidna genomic DNA. Sequence analysis suggests a common consensus sequence Mon 1-B, shared by platypus and echidna, as well as platypus-specific Mon 1-C and echidna specific Mon 1-D consensus sequences. FISH mapping of the Mon core-SINE products to platypus metaphase spreads demonstrates that the Mon-1C subfamily is responsible for the striking Mon core-SINE accumulation in the distal regions of the six large autosomal pairs and the largest X chromosome. This unusual distribution highlights the dichotomy between the seven large chromosome pairs and the 19 smaller pairs in the monotreme karyotype, which has some similarity to the macro- and micro-chromosomes of birds and reptiles, and suggests that accumulation of repetitive sequences may have enlarged small chromosomes in an ancestral vertebrate. In the forthcoming sequence of the platypus genome there are still large gaps, and the extensive Mon core-SINE accumulation on the distal regions of the six large autosomal pairs may provide one explanation for this missing sequence.

CORE-SINEs: eukaryotic short interspersed retroposing elements with common sequence motifs.

PubMed

Gilbert, N; Labuda, D

1999-03-16

A 65-bp "core" sequence is dispersed in hundreds of thousands copies in the human genome. This sequence was found to constitute the central segment of a group of short interspersed elements (SINEs), referred to as mammalian-wide interspersed repeats, that proliferated before the radiation of placental mammals. Here, we propose that the core identifies an ancient tRNA-like SINE element, which survived in different lineages such as mammals, reptiles, birds, and fish, as well as mollusks, presumably for >550 million years. This element gave rise to a number of sequence families (CORE-SINEs), including mammalian-wide interspersed repeats, whose distinct 3' ends are shared with different families of long interspersed elements (LINEs). The evolutionary success of the generic CORE-SINE element can be related to the recruitment of the internal promoter from highly transcribed host RNA as well as to its capacity to adapt to changing retropositional opportunities by sequence exchange with actively amplifying LINEs. It reinforces the notion that the very existence of SINEs depends on the cohabitation with both LINEs and the host genome.

Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

ERIC Educational Resources Information Center

Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

Selection of Optimal Polypurine Tract Region Sequences during Moloney Murine Leukemia Virus Replication

PubMed Central

Robson, Nicole D.; Telesnitsky, Alice

2000-01-01

Retrovirus plus-strand synthesis is primed by a cleavage remnant of the polypurine tract (PPT) region of viral RNA. In this study, we tested replication properties for Moloney murine leukemia viruses with targeted mutations in the PPT and in conserved sequences upstream, as well as for pools of mutants with randomized sequences in these regions. The importance of maintaining some purine residues within the PPT was indicated both by examining the evolution of random PPT pools and from the replication properties of targeted mutants. Although many different PPT sequences could support efficient replication and one mutant that contained two differences in the core PPT was found to replicate as well as the wild type, some sequences in the core PPT clearly conferred advantages over others. Contributions of sequences upstream of the core PPT were examined with deletion mutants. A conserved T-stretch within the upstream sequence was examined in detail and found to be unimportant to helper functions. Evolution of virus pools containing randomized T-stretch sequences demonstrated marked preference for the wild-type sequence in six of its eight positions. These findings demonstrate that maintenance of the T-rich element is more important to viral replication than is maintenance of the core PPT. PMID:11044073

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Core. Module I-A-4: Incorporating the Consumer Approach in Homemaking Classes.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on incorporating the consumer approach in homemaking classes is the fourth in a set of four core curriculum modules on consumer approach to homemaking education. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and…

Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes

ERIC Educational Resources Information Center

Troia, Gary A.; Graham, Steve

2016-01-01

A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state's writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing.…

Investigation of the Effects of Teaching Core Exerciseson Young Soccer Players

ERIC Educational Resources Information Center

Yapici, Aysegül

2016-01-01

The objective of this study is to investigate the effects of teaching core exercises on some motoric parameters in young soccer players. 32 amateur male football players from Afjet Afyonspor and Muglaspor football team; 16 experimental group (average age 13.75 ± 0.46 years; mean body height 1.65.± 0.09 cm; mean body mass 52.88 ± 8.04 kg) and 16…

Using a Sequence of Number Pairs as an Example in Teaching Mathematics

ERIC Educational Resources Information Center

Mauch, Elizabeth; Shi, Yixun

2005-01-01

A sequence of number pairs can be used to generate many interesting examples in teaching mathematics subjects at various levels. It is often used in elementary or middle school mathematics classes to illustrate the concept of "patterns." In this paper the authors present a few interesting ways of using this sequence to form examples for high…

A Teaching-Learning Sequence on a Socio-Scientific Issue: Analysis and Evaluation of Its Implementation in the Classroom

ERIC Educational Resources Information Center

Vázquez-Alonso, Ángel; Aponte, Abdiel; Manassero-Mas, María-Antonia; Montesano, Marisa

2016-01-01

This study examines the effectiveness of a teaching-learning sequence (TLS) to improve the understanding of the influences and interactions between a technology (mining) and society. The aim of the study is also to show the possibility of both teaching and assessing the most innovative issues and aspects of scientific competence and their impact…

Teaching Again: A Professor's Tale of Returning to a Ninth Grade Classroom

ERIC Educational Resources Information Center

Poetter, Thomas S.

2012-01-01

Teaching Again exposes the very human core of the teaching experience. This book is not just about teaching English/language arts; it is about the heart and soul of the vocation that is teaching. It is also not just about Tom Poetter, the English teacher; it is about every individual who has ever tried to educate, whether that act has taken place…

Preserving Social Studies as Core Curricula in an Era of Common Core Reform

ERIC Educational Resources Information Center

Denton, David W.; Sink, Cindy

2015-01-01

Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are…

History and Systems of Psychology: A Course to Unite a Core Curriculum

ERIC Educational Resources Information Center

Williams, Joshua L.; McCarley, Nancy; Kraft, John

2013-01-01

Core curricula are designed, in part, to help undergraduate students become intellectually well-rounded. To merge core curricula with the components of the scholarship of teaching and learning movement, students engaged in core curricula need capstone courses designed to aid them in retaining information over the long term and synthesizing…

EPSE Project 2: Designing and Evaluating Short Teaching Sequences, Informed by Research Evidence.

ERIC Educational Resources Information Center

Leach, John; Hind, Andy; Lewis, Jenny; Scott, Phil

2002-01-01

Reports on Project 2 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, teachers and researchers worked collaboratively on the design of three short teaching sequences on electric circuits. (DDR)

Rheumatology education for undergraduate nursing, physiotherapy and occupational therapy students in the UK: standards, challenges and solutions.

PubMed

Hewlett, S; Clarke, B; O'Brien, A; Hammond, A; Ryan, S; Kay, L; Richards, P; Almeida, C

2008-07-01

Rheumatological conditions are common, thus nurses (Ns) occupational therapists (OTs) and physiotherapists (PTs) require at least basic rheumatology knowledge upon qualifying. The aim of this study was to develop a core set of teaching topics and potential ways of delivering them. A modified Delphi technique was used for clinicians to develop preliminary core sets of teaching topics for each profession. Telephone interviews with educationalists explored their views on these, and challenges and solutions for delivering them. Inter-professional workshops enabled clinicians and educationalists to finalize the core set together, and generate methods for delivery. Thirty-nine rheumatology clinicians (12N, 14OT, 13PT) completed the Delphi consensus, proposing three preliminary core sets (N71 items, OT29, PT26). Nineteen educationalists (6N, 7OT, 6PT) participated in telephone interviews, raising concerns about disease-specific vs generic teaching and proposing many methods for delivery. Three inter-professional workshops involved 34 participants (clinicians: N12, OT9, PT5; educationalists: N2, OT3, PT2; Patient 1) who reached consensus on a single core set comprising six teaching units: Anatomy and Physiology; Assessment; Management and Intervention; Psychosocial Issues; Patient Education; and the Multi-disciplinary Team, recommending some topics within the units receive greater depth for some professions. An innovative range of delivery options was generated plus two brief interventions: a Rheumatology Chat Show and a Rheumatology Road Show. Working together, clinicians and educationalists proposed a realistic core set of rheumatology topics for undergraduate health professionals. They proposed innovative delivery methods, with collaboration between educationalists, clinicians and patients strongly recommended. These potential interventions need testing.

Rheumatology education for undergraduate nursing, physiotherapy and occupational therapy students in the UK: standards, challenges and solutions

PubMed Central

Clarke, B.; O’Brien, A.; Hammond, A.; Ryan, S.; Kay, L.; Richards, P.; Almeida, C.

2008-01-01

Objectives. Rheumatological conditions are common, thus nurses (Ns) occupational therapists (OTs) and physiotherapists (PTs) require at least basic rheumatology knowledge upon qualifying. The aim of this study was to develop a core set of teaching topics and potential ways of delivering them. Methods. A modified Delphi technique was used for clinicians to develop preliminary core sets of teaching topics for each profession. Telephone interviews with educationalists explored their views on these, and challenges and solutions for delivering them. Inter-professional workshops enabled clinicians and educationalists to finalize the core set together, and generate methods for delivery. Results. Thirty-nine rheumatology clinicians (12N, 14OT, 13PT) completed the Delphi consensus, proposing three preliminary core sets (N71 items, OT29, PT26). Nineteen educationalists (6N, 7OT, 6PT) participated in telephone interviews, raising concerns about disease-specific vs generic teaching and proposing many methods for delivery. Three inter-professional workshops involved 34 participants (clinicians: N12, OT9, PT5; educationalists: N2, OT3, PT2; Patient 1) who reached consensus on a single core set comprising six teaching units: Anatomy and Physiology; Assessment; Management and Intervention; Psychosocial Issues; Patient Education; and the Multi-disciplinary Team, recommending some topics within the units receive greater depth for some professions. An innovative range of delivery options was generated plus two brief interventions: a Rheumatology Chat Show and a Rheumatology Road Show. Conclusions. Working together, clinicians and educationalists proposed a realistic core set of rheumatology topics for undergraduate health professionals. They proposed innovative delivery methods, with collaboration between educationalists, clinicians and patients strongly recommended. These potential interventions need testing. PMID:18443005

Multicore and GPU algorithms for Nussinov RNA folding

PubMed Central

2014-01-01

Background One segment of a RNA sequence might be paired with another segment of the same RNA sequence due to the force of hydrogen bonds. This two-dimensional structure is called the RNA sequence's secondary structure. Several algorithms have been proposed to predict an RNA sequence's secondary structure. These algorithms are referred to as RNA folding algorithms. Results We develop cache efficient, multicore, and GPU algorithms for RNA folding using Nussinov's algorithm. Conclusions Our cache efficient algorithm provides a speedup between 1.6 and 3.0 relative to a naive straightforward single core code. The multicore version of the cache efficient single core algorithm provides a speedup, relative to the naive single core algorithm, between 7.5 and 14.0 on a 6 core hyperthreaded CPU. Our GPU algorithm for the NVIDIA C2050 is up to 1582 times as fast as the naive single core algorithm and between 5.1 and 11.2 times as fast as the fastest previously known GPU algorithm for Nussinov RNA folding. PMID:25082539

Defining the Estimated Core Genome of Bacterial Populations Using a Bayesian Decision Model

PubMed Central

van Tonder, Andries J.; Mistry, Shilan; Bray, James E.; Hill, Dorothea M. C.; Cody, Alison J.; Farmer, Chris L.; Klugman, Keith P.; von Gottberg, Anne; Bentley, Stephen D.; Parkhill, Julian; Jolley, Keith A.; Maiden, Martin C. J.; Brueggemann, Angela B.

2014-01-01

The bacterial core genome is of intense interest and the volume of whole genome sequence data in the public domain available to investigate it has increased dramatically. The aim of our study was to develop a model to estimate the bacterial core genome from next-generation whole genome sequencing data and use this model to identify novel genes associated with important biological functions. Five bacterial datasets were analysed, comprising 2096 genomes in total. We developed a Bayesian decision model to estimate the number of core genes, calculated pairwise evolutionary distances (p-distances) based on nucleotide sequence diversity, and plotted the median p-distance for each core gene relative to its genome location. We designed visually-informative genome diagrams to depict areas of interest in genomes. Case studies demonstrated how the model could identify areas for further study, e.g. 25% of the core genes with higher sequence diversity in the Campylobacter jejuni and Neisseria meningitidis genomes encoded hypothetical proteins. The core gene with the highest p-distance value in C. jejuni was annotated in the reference genome as a putative hydrolase, but further work revealed that it shared sequence homology with beta-lactamase/metallo-beta-lactamases (enzymes that provide resistance to a range of broad-spectrum antibiotics) and thioredoxin reductase genes (which reduce oxidative stress and are essential for DNA replication) in other C. jejuni genomes. Our Bayesian model of estimating the core genome is principled, easy to use and can be applied to large genome datasets. This study also highlighted the lack of knowledge currently available for many core genes in bacterial genomes of significant global public health importance. PMID:25144616

Teaching Writing in the Social Sciences: A Comparison and Critique of Three Models

ERIC Educational Resources Information Center

Hansen, Kristine; Adams, Joyce

2010-01-01

This article describes and evaluates three approaches to teaching writing in the social sciences, particularly psychology: an English department-based course for all social science majors; a team-teaching model that embeds writing in core courses in psychology; and a stand-alone course dedicated to teaching writing in psychology, often taken…

Teaching Backwards: Reflections on an Unacknowledged Teaching Practice

ERIC Educational Resources Information Center

Debenham, Pat; Lee, Mary Ann

2005-01-01

Good teaching, at its core, is an intuitive practice. It is an art and craft in which, through vision, objectives, and planning, a teacher prepares for the teaching moment. Experienced teachers know that lesson plans and pre-planning though, no matter how finely crafted, only point the teacher and the student in a direction. As artist-educators…

Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

ERIC Educational Resources Information Center

Johannes, Christine; Fendler, Jan; Seidel, Tina

2013-01-01

Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of…

Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices

ERIC Educational Resources Information Center

Bailey, Judy; Taylor, Merilyn

2015-01-01

Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers' preparation for the classroom. More recently there have been calls for a focus on core high-leverage teaching practices and for novice teachers to engage in representations, decompositions, and approximations…

Teaching the foundational principles of rehabilitation psychology.

PubMed

Stiers, William

2016-02-01

Wright (1983) described 20 "value-laden beliefs and principles" that form the foundational principles of rehabilitation psychology, and the education and training of rehabilitation psychologists necessitates that they acquire the specialty-specific knowledge and attitudes/values related to these principles. This article addresses 2 questions about how these principles can be taught in rehabilitation psychology training: (a) What are the core theories and evidence supporting these foundational principles, and what should be the content of a "core curriculum" for teaching these?; and (b) What is known about the most effective methods for teaching these foundational principles, including questions of how to teach values? The foundational principles were grouped into 3 categories: individual psychological processes, social psychological processes, and values related to social integration. A literature review was conducted in these 3 categories, and the results are summarized and discussed. A core curriculum is discussed for teaching about disability-specific individual psychological processes, social psychological processes, and values related to social integration, including methods to reduce group prejudice and promote values relevant to the foundational principles. Specific suggestions for training program content and methods are provided. It is hoped that effective teaching of Wright's (1983) value-laden beliefs and principles will help rehabilitation psychology trainers and trainees focus on the key knowledge and attitude-value competencies that are to be acquired in training. (c) 2016 APA, all rights reserved).

Managing Substitute Teaching.

ERIC Educational Resources Information Center

Jones, Kevin R.

1999-01-01

This news brief presents information on managing substitute teaching. The information is based on issues discussed at a summit meeting which included public school administrators and personnel directors from around the nation. The main topics of concern focused around four core components related to the management of substitute teaching:…

Teaching Core Courses with a Focus on Rural Health. An Instructor Resource Guide. Appendix to a Final Report on the Paraprofessional Rurally Oriented Family Home Health Training Program.

ERIC Educational Resources Information Center

Myer, Donna Foster, Ed.

This instructor's resource guide, one in a series of products from a project to develop an associate degree program for paraprofessional rural family health promoters, deals with teaching courses that focus on rural health. Discussed in the first section of the guide are the role of core courses in rural health promotional training and the…

A Pedagogical Theory and Practice for College Writing Courses and Writing across the Curriculum Courses: A Social Constructionist Perspective on Learning through Argument.

ERIC Educational Resources Information Center

Soffree-Cady, Flore

To provide a writing pedagogy grounded in theory, a teaching method was developed which sequenced certain types of assignments. The classification of types and the organizational structure of the sequences were based on a teaching model that draws upon theories from various disciplines. Although the teaching activities are not new in themselves,…

Defining core elements and outstanding practice in Nutritional Science through collaborative benchmarking.

PubMed

Samman, Samir; McCarthur, Jennifer O; Peat, Mary

2006-01-01

Benchmarking has been adopted by educational institutions as a potentially sensitive tool for improving learning and teaching. To date there has been limited application of benchmarking methodology in the Discipline of Nutritional Science. The aim of this survey was to define core elements and outstanding practice in Nutritional Science through collaborative benchmarking. Questionnaires that aimed to establish proposed core elements for Nutritional Science, and inquired about definitions of " good" and " outstanding" practice were posted to named representatives at eight Australian universities. Seven respondents identified core elements that included knowledge of nutrient metabolism and requirement, food production and processing, modern biomedical techniques that could be applied to understanding nutrition, and social and environmental issues as related to Nutritional Science. Four of the eight institutions who agreed to participate in the present survey identified the integration of teaching with research as an indicator of outstanding practice. Nutritional Science is a rapidly evolving discipline. Further and more comprehensive surveys are required to consolidate and update the definition of the discipline, and to identify the optimal way of teaching it. Global ideas and specific regional requirements also need to be considered.

Moving out of one's comfort zone: developing and teaching an interprofessional research course.

PubMed

Berman, Rosemarie O

2013-07-01

Teamwork and interprofessional collaboration have long been identified as core competencies for achieving quality, safe, patient-centered care. The shared learning environment of an interprofessional course is one method for developing the foundation for a collaborative practice-ready work force. Developing and teaching a course for students in a variety of health professions can be challenging as faculty move beyond the comfort level of their discipline. This article describes the development of an interprofessional research course to meet the needs of different health disciplines with specific teaching strategies to develop core competencies for interprofessional collaboration and practice. Copyright 2013, SLACK Incorporated.

Plastome Sequences of Lygodium japonicum and Marsilea crenata Reveal the Genome Organization Transformation from Basal Ferns to Core Leptosporangiates

PubMed Central

Gao, Lei; Wang, Bo; Wang, Zhi-Wei; Zhou, Yuan; Su, Ying-Juan; Wang, Ting

2013-01-01

Previous studies have shown that core leptosporangiates, the most species-rich group of extant ferns (monilophytes), have a distinct plastid genome (plastome) organization pattern from basal fern lineages. However, the details of genome structure transformation from ancestral ferns to core leptosporangiates remain unclear because of limited plastome data available. Here, we have determined the complete chloroplast genome sequences of Lygodium japonicum (Lygodiaceae), a member of schizaeoid ferns (Schizaeales), and Marsilea crenata (Marsileaceae), a representative of heterosporous ferns (Salviniales). The two species represent the sister and the basal lineages of core leptosporangiates, respectively, for which the plastome sequences are currently unavailable. Comparative genomic analysis of all sequenced fern plastomes reveals that the gene order of L. japonicum plastome occupies an intermediate position between that of basal ferns and core leptosporangiates. The two exons of the fern ndhB gene have a unique pattern of intragenic copy number variances. Specifically, the substitution rate heterogeneity between the two exons is congruent with their copy number changes, confirming the constraint role that inverted repeats may play on the substitution rate of chloroplast gene sequences. PMID:23821521

The core learning objectives education model: an approach to the teaching of core concepts in the clinical clerkship.

PubMed

Rapp, David E; Lyon, Mark B; Orvieto, Marcelo A; Zagaja, Gregory P

2005-10-01

The classical approach to the undergraduate medical clerkship has several limitations, including variability of clinical exposure and method of examination. As a result, the clerkship experience does not ensure exposure to and reinforcement of the fundamental concepts of a given specialty. This article reviews the classic approach to clerkship education within the undergraduate medical education. Specific attention is placed on clinical exposure and clerkship examination. We describe the introduction of the Core Learning Objective (CLO) educational model at the University of Chicago Section of Urology. This model is designed to provide an efficient exposure to and evaluation of core clerkship learning objectives. The CLO model has been successfully initiated, focusing on both technical and clinical skill sets. The proposed model has been introduced with positive initial results and should allow for an efficient approach to the teaching and evaluation of core objectives in clerkship education.

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

PubMed

McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

2010-01-01

Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

Compact X-ray Binary Re-creation in Core Collapse: NGC 6397

NASA Astrophysics Data System (ADS)

Grindlay, J. E.; Bogdanov, S.; van den Berg, M.; Heinke, C.

2005-12-01

We report new Chandra observations of the core collapsed globular cluster NGC 6397. In comparison with our original Chandra observations (Grindlay et al 2001, ApJ, 563, L53), we now detect some 30 sources (vs. 20) in the cluster. A new CV is confirmed, though new HST/ACS optical observations (see Cohn et al this meeting) show that one of the original CV candidates is a background AGN). The 9 CVs (optically identified) yet only one MSP and one qLMXB suggest either a factor of 7 reduction in NSs/WDs vs. what we find in 47Tuc (see Grindlay 2005, Proc. Cefalu Conf. on Interacting Binaries) or that CVs are produced in the core collapse. The possible second MSP with main sequence companion, source U18 (see Grindlay et al 2001) is similar in its X-ray and optical properties to MSP-W in 47Tuc, which must have swapped its binary companion. Together with the one confirmed (radio) MSP in NGC 6397, with an evolved main sequence secondary, the process of enhanced partner swapping in the high stellar density of core collapse is implicated. At the same time, main sequence - main sequence binaries (active binaries) are depleted in the cluster core, presumably by "binary burning" in core collapse. These binary re-creation and destruction mechanisms in core collapse have profound implications for binary evolution and mergers in globulars that have undergone core collapse.

Another Nibble at the Core: Student Learning in a Thematically-Focused Introductory Sociology Course

ERIC Educational Resources Information Center

Howard, Jay R.; Novak, Katherine B.; Cline, Krista M. C.; Scott, Marvin B.

2014-01-01

Identifying and assessing core knowledge has been and continues to be a challenge that vexes the discipline of sociology. With the adoption of a thematic approach to courses in the core curriculum at Butler University, faculty teaching Introductory Sociology were presented with the opportunity and challenge of defining the core knowledge and…

Using "Arabidopsis" Genetic Sequences to Teach Bioinformatics

ERIC Educational Resources Information Center

Zhang, Xiaorong

2009-01-01

This article describes a new approach to teaching bioinformatics using "Arabidopsis" genetic sequences. Several open-ended and inquiry-based laboratory exercises have been designed to help students grasp key concepts and gain practical skills in bioinformatics, using "Arabidopsis" leucine-rich repeat receptor-like kinase (LRR…

Comparison of Three Different Hepatitis C Virus Genotyping Methods: 5'NCR PCR-RFLP, Core Type-Specific PCR, and NS5b Sequencing in a Tertiary Care Hospital in South India.

PubMed

Daniel, Hubert D-J; David, Joel; Raghuraman, Sukanya; Gnanamony, Manu; Chandy, George M; Sridharan, Gopalan; Abraham, Priya

2017-05-01

Based on genetic heterogeneity, hepatitis C virus (HCV) is classified into seven major genotypes and 64 subtypes. In spite of the sequence heterogeneity, all genotypes share an identical complement of colinear genes within the large open reading frame. The genetic interrelationships between these genes are consistent among genotypes. Due to this property, complete sequencing of the HCV genome is not required. HCV genotypes along with subtypes are critical for planning antiviral therapy. Certain genotypes are also associated with higher progression to liver cirrhosis. In this study, 100 blood samples were collected from individuals who came for routine HCV genotype identification. These samples were used for the comparison of two different genotyping methods (5'NCR PCR-RFLP and HCV core type-specific PCR) with NS5b sequencing. Of the 100 samples genotyped using 5'NCR PCR-RFLP and HCV core type-specific PCR, 90% (κ = 0.913, P < 0.00) and 96% (κ = 0.794, P < 0.00) correlated with NS5b sequencing, respectively. Sixty percent and 75% of discordant samples by 5'NCR PCR-RFLP and HCV core type-specific PCR, respectively, belonged to genotype 6. All the HCV genotype 1 subtypes were classified accurately by both the methods. This study shows that the 5'NCR-based PCR-RFLP and the HCV core type-specific PCR-based assays correctly identified HCV genotypes except genotype 6 from this region. Direct sequencing of the HCV core region was able to identify all the genotype 6 from this region and serves as an alternative to NS5b sequencing. © 2016 Wiley Periodicals, Inc.

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

ERIC Educational Resources Information Center

Gordon, Barrie; Doyle, Stephanie

2015-01-01

The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

Comparative Research: An Approach to Teaching Research Methods in Political Science and Public Administration

ERIC Educational Resources Information Center

Engbers, Trent A

2016-01-01

The teaching of research methods has been at the core of public administration education for almost 30 years. But since 1990, this journal has published only two articles on the teaching of research methods. Given the increasing emphasis on data driven decision-making, greater insight is needed into the best practices for teaching public…

Clinical pharmacology and therapeutics in undergraduate medical education in the UK: current status.

PubMed Central

Walley, T; Bligh, J; Orme, M; Breckenridge, A

1994-01-01

1. Medical undergraduate education is currently undergoing major changes in the UK in response to calls for the development of a core curriculum. Teaching in clinical pharmacology and therapeutics will also change to meet these demands. A postal survey was conducted to assess the current status of teaching in these subjects. 2. A questionnaire based on previous similar surveys conducted elsewhere was sent to departments or individuals in 27 medical schools in the UK; 22 (81%) replied. 3. Departmental priorities were defined as (in order): clinical research, undergraduate teaching, basic scientific research and clinical service provision. No change in these priorities in the future was foreseen by respondents. 4. Teaching methods were for the most part traditional, with the lecture as the most widely used and important technique. Specific clinical teaching was conducted by some and was considered very important by them. Teaching by problem solving was much less common. 5. Respondents were asked for free text comments; many of the remarks suggested dissatisfaction with the resources and time currently available for teaching in clinical pharmacology and therapeutics. Some expressed significant concerns that their teaching commitment would be reduced further by the development of the core curriculum. PMID:8186059

The punctilious RNA polymerase II core promoter

PubMed Central

Vo ngoc, Long; Wang, Yuan-Liang; Kassavetis, George A.; Kadonaga, James T.

2017-01-01

The signals that direct the initiation of transcription ultimately converge at the core promoter, which is the gateway to transcription. Here we provide an overview of the RNA polymerase II core promoter in bilateria (bilaterally symmetric animals). The core promoter is diverse in terms of its composition and function yet is also punctilious, as it acts with strict rules and precision. We additionally describe an expanded view of the core promoter that comprises the classical DNA sequence motifs, sequence-specific DNA-binding transcription factors, chromatin signals, and DNA structure. This model may eventually lead to a more unified conceptual understanding of the core promoter. PMID:28808065

Educational Value Units: A Mission-Based Approach to Assigning and Monitoring Faculty Teaching Activities in an Academic Medical Department.

PubMed

Regan, Linda; Jung, Julianna; Kelen, Gabor D

2016-12-01

Increasing emphasis on revenue generation could jeopardize the fundamental notion of what it means to be faculty. Despite being a core mission, education is often marginalized in academic medical departments, and expectations of faculty effort in this area are often vague. A potential solution is mission-based budgeting (MBB), which refers to the allocation of resources based on core-mission-related priorities. From December 2012 to March 2013, the authors developed an educational value unit (EVU) system (using an MBB approach) to assign and monitor teaching activities related to the core departmental educational mission at the Department of Emergency Medicine, Johns Hopkins Medicine. EVUs were based on learner contact time, with one EVU equal to roughly one hour of in-person time with medical students or residents. Core education faculty vetted the proposed system; educational leaders determined the total EVUs needed and assessed the impact of their equitable distribution among faculty; and faculty members selected preferences and were assigned EVU obligations. For academic year 2013-2014, 5,896 EVUs were distributed among 54 faculty. At the end of the year, complete EVU data were available for 47 faculty. Of these, only 6 failed to complete their assigned EVU obligations. All core teaching activities were covered, and educational efforts were distributed more equitably across faculty. The system is being refined, with an emphasis on incorporating learner outcome metrics, refining the teaching grid, incorporating failure to meet EVU obligations into yearly faculty evaluations, and disseminating the system to other departments and institutions.

Unexpected DNA affinity and sequence selectivity through core rigidity in guanidinium-based minor groove binders.

PubMed

Nagle, Padraic S; McKeever, Caitriona; Rodriguez, Fernando; Nguyen, Binh; Wilson, W David; Rozas, Isabel

2014-09-25

In this paper we report the design and biophysical evaluation of novel rigid-core symmetric and asymmetric dicationic DNA binders containing 9H-fluorene and 9,10-dihydroanthracene cores as well as the synthesis of one of these fluorene derivatives. First, the affinity toward particular DNA sequences of these compounds and flexible core derivatives was evaluated by means of surface plasmon resonance and thermal denaturation experiments finding that the position of the cations significantly influence the binding strength. Then their affinity and mode of binding were further studied by performing circular dichroism and UV studies and the results obtained were rationalized by means of DFT calculations. We found that the fluorene derivatives prepared have the ability to bind to the minor groove of certain DNA sequences and intercalate to others, whereas the dihydroanthracene compounds bind via intercalation to all the DNA sequences studied here.

Building Schema: Exploring Content with Song Lyrics and Strategic Reading

ERIC Educational Resources Information Center

Stygles, Justin

2014-01-01

Teaching with song lyrics has many popular variations. The Common Core State Standards discourage pre-teaching, leaving students somewhat adrift. Song lyrics possess the potential to scaffold students' schema in select social studies topics. Using reciprocal teaching (Palinscar & Brown 1984) within the reading workshop students ponder…

Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

ERIC Educational Resources Information Center

Dotger, Benjamin H.

2015-01-01

Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of "signature pedagogies" and their uncertain, engaging, formative qualities.…

Cross-Curricular Sequence: An Approach for Teaching Business Communication.

ERIC Educational Resources Information Center

Clarke, Lillian W.; Franklin, Carl M.

1985-01-01

The Cross-Curricular Sequencing (CCS) approach to teaching business communications is explored. Its uses in word processing, principles of management, and business policy courses are discussed. Techniques for integrating materials from these courses into business communication classes are described. The implications of CCS for business…

Preservice Science Teachers' Efficacy Regarding a Socioscientific Issue: A Belief System Approach

NASA Astrophysics Data System (ADS)

Kılınç, Ahmet; Kartal, Tezcan; Eroğlu, Barış; Demiral, Ümit; Afacan, Özlem; Polat, Dilber; Demirci Guler, Mutlu P.; Görgülü, Özkan

2013-12-01

The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.

TH-E-201-00: Teaching Radiology Residents: What, How, and Expectation

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

NONE

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

DNA sequence analysis of ARS elements from chromosome III of Saccharomyces cerevisiae: identification of a new conserved sequence.

PubMed Central

Palzkill, T G; Oliver, S G; Newlon, C S

1986-01-01

Four fragments of Saccharomyces cerevisiae chromosome III DNA which carry ARS elements have been sequenced. Each fragment contains multiple copies of sequences that have at least 10 out of 11 bases of homology to a previously reported 11 bp core consensus sequence. A survey of these new ARS sequences and previously reported sequences revealed the presence of an additional 11 bp conserved element located on the 3' side of the T-rich strand of the core consensus. Subcloning analysis as well as deletion and transposon insertion mutagenesis of ARS fragments support a role for 3' conserved sequence in promoting ARS activity. PMID:3529036

Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5

ERIC Educational Resources Information Center

Davis, Lauren

2013-01-01

Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5," shows you that teaching the Common Core State Standards in the elementary grades doesn't have to be intimidating! This easy-to-use guide provides model lesson plans for…

Teaching to the Core: Integrating Implementation of Common Core and Teacher Effectiveness Policies

ERIC Educational Resources Information Center

Wiener, Ross

2013-01-01

The purpose of the Common Core State Standards is to prepare students to succeed in college and career pursuits. To that end, the Common Core calls on teachers to focus on deepening students' understanding of what they're learning, enhancing their problem-solving skills, and improving their ability to communicate ideas. At the same time, states…

Genome-Wide Association Study of a Validated Case Definition of Gulf War Illness in a Population-Representative Sample

DTIC Science & Technology

2013-09-01

sequence dataset. All procedures were performed by personnel in the IIMT UT Southwestern Genomics and Microarray Core using standard protocols. More... sequencing run, samples were demultiplexed using standard algorithms in the Genomics and Microarray Core and processed into individual sample Illumina single... Sequencing (RNA-Seq), using Illumina’s multiplexing mRNA-Seq to generate full sequence libraries from the poly-A tailed RNA to a read depth of 30

In silico evolution of the Drosophila gap gene regulatory sequence under elevated mutational pressure.

PubMed

Chertkova, Aleksandra A; Schiffman, Joshua S; Nuzhdin, Sergey V; Kozlov, Konstantin N; Samsonova, Maria G; Gursky, Vitaly V

2017-02-07

Cis-regulatory sequences are often composed of many low-affinity transcription factor binding sites (TFBSs). Determining the evolutionary and functional importance of regulatory sequence composition is impeded without a detailed knowledge of the genotype-phenotype map. We simulate the evolution of regulatory sequences involved in Drosophila melanogaster embryo segmentation during early development. Natural selection evaluates gene expression dynamics produced by a computational model of the developmental network. We observe a dramatic decrease in the total number of transcription factor binding sites through the course of evolution. Despite a decrease in average sequence binding energies through time, the regulatory sequences tend towards organisations containing increased high affinity transcription factor binding sites. Additionally, the binding energies of separate sequence segments demonstrate ubiquitous mutual correlations through time. Fewer than 10% of initial TFBSs are maintained throughout the entire simulation, deemed 'core' sites. These sites have increased functional importance as assessed under wild-type conditions and their binding energy distributions are highly conserved. Furthermore, TFBSs within close proximity of core sites exhibit increased longevity, reflecting functional regulatory interactions with core sites. In response to elevated mutational pressure, evolution tends to sample regulatory sequence organisations with fewer, albeit on average, stronger functional transcription factor binding sites. These organisations are also shaped by the regulatory interactions among core binding sites with sites in their local vicinity.

A New Model for General Education in Associate's Degree Programs: Developing and Teaching a Core Across the Curriculum.

ERIC Educational Resources Information Center

Altieri, Guy; Cygnar, Patricia Marvelli

1997-01-01

Describes how faculty and administrators at Washtenaw Community College (WCC) strengthened general education requirements by identifying 24 core learning elements and incorporating them into existing classes. Provides advice for other colleges undergoing core curriculum revision. (17 citations) (YKH)

The Curriculum Gap

ERIC Educational Resources Information Center

Carroll, Kathleen

2015-01-01

The challenge of updating curriculum to align with Common Core State Standards is a national one felt by states, districts, and teachers alike. Teachers generally express enthusiasm for the Common Core, but consistently cite a lack of high-quality curricula as an impediment to teaching them. The demand for core-aligned quality materials has far…

Learning Progressions and Teaching Sequences: A Review and Analysis

ERIC Educational Resources Information Center

Duschl, Richard; Maeng, Seungho; Sezen, Asli

2011-01-01

Our paper is an analytical review of the design, development and reporting of learning progressions and teaching sequences. Research questions are: (1) what criteria are being used to propose a "hypothetical learning progression/trajectory" and (2) what measurements/evidence are being used to empirically define and refine a "hypothetical learning…

Clinical pharmacology and therapeutics in undergraduate medical education in the UK: the future.

PubMed Central

Walley, T; Bligh, J; Orme, M; Breckenridge, A

1994-01-01

1. Changes in undergraduate medical education will involve the development of a core curriculum of material of essential knowledge and of the skills for self directed learning both as a student and a postgraduate. A survey of departments or individuals teaching clinical pharmacology and therapeutics was conducted to consider what a core curriculum in these subjects might contain and how changes in the school curriculum would affect teaching in the future. 2. A questionnaire was developed based on an American consensus statement on the core curriculum in clinical pharmacology and therapeutics. Freetext answers were encouraged. Twenty-seven medical schools were surveyed; 21 (78%) replied. 3. Items of core knowledge (as defined by the American statement) were generally rated important or very important. The most important were considered to be (in order): prescribing for the elderly, management of overdose and adverse drug reactions. All of these were widely taught (85-100%). The least important items were the efficacy and toxicity of nonprescription drugs (taught by 35%) and the process of drug development and approval (taught nevertheless by 95%). 4. Core skills were generally rated less important, and less often taught. It was felt by many respondents that these skills, as defined, were excessively detailed for British undergraduates and more appropriate for postgraduate education. 5. Core attitudes were rated as being of intermediate importance, but not widely taught as it was felt that these could best be inculcated by example rather than formal teaching. Again, many felt that these attitudes were inappropriate for a UK core curriculum.(ABSTRACT TRUNCATED AT 250 WORDS) PMID:8186060

CERA: Clerkships Need National Curricula on Care Delivery, Awareness of Their NCC Gaps.

PubMed

Cochella, Susan; Liaw, Winston; Binienda, Juliann; Hustedde, Carol

2016-06-01

The Society of Teachers of Family Medicine's (STFM) National Clerkship Curriculum (NCC) was created to standardize and improve teaching of a minimum core curriculum in family medicine clerkships, promoting the Triple Aim of better care and population health at lower cost. It includes competencies all clerkships should teach and tools to support clerkship directors (CDs). This 2014 CERA survey of clerkship directors is one of several needs assessments that guide STFM's NCC Editorial Board in targeting improvements and peer-review processes. CERA's 2014 survey of CDs was sent to all 137 CDs at US and Canadian allopathic medical schools. Primary aims included: (1) Identify curricular topics of greatest need, (2) Inventory the percent of family medicine clerkships teaching each NCC topic, and (3) Determine if longitudinal or blended clerkship have unique needs. This survey also assessed use of NCC to advocate for teaching resources and collaborate with colleagues at other institutions. Ninety-one percent of CDs completed the survey. Sixty-four percent reported their clerkship covers all of the NCC minimum core, but on detailed analysis, only 1% teach all topics. CDs need curricula on care delivery topics (cost-effective approach to acute care, role of family medicine in the health care system, quality/safety, and comorbid substance abuse). Single-question assessments overestimate the percentage of clerkships teaching all of the NCC minimum core. Clerkships need national curricula on care delivery topics and tools to help them find their curricular gaps.

CORE-SINEs: Eukaryotic short interspersed retroposing elements with common sequence motifs

PubMed Central

Gilbert, Nicolas; Labuda, Damian

1999-01-01

A 65-bp “core” sequence is dispersed in hundreds of thousands copies in the human genome. This sequence was found to constitute the central segment of a group of short interspersed elements (SINEs), referred to as mammalian-wide interspersed repeats, that proliferated before the radiation of placental mammals. Here, we propose that the core identifies an ancient tRNA-like SINE element, which survived in different lineages such as mammals, reptiles, birds, and fish, as well as mollusks, presumably for >550 million years. This element gave rise to a number of sequence families (CORE-SINEs), including mammalian-wide interspersed repeats, whose distinct 3′ ends are shared with different families of long interspersed elements (LINEs). The evolutionary success of the generic CORE-SINE element can be related to the recruitment of the internal promoter from highly transcribed host RNA as well as to its capacity to adapt to changing retropositional opportunities by sequence exchange with actively amplifying LINEs. It reinforces the notion that the very existence of SINEs depends on the cohabitation with both LINEs and the host genome. PMID:10077603

Cytotoxic T lymphocytes and CD4 epitope mutations in the pre-core/core region of hepatitis B virus in chronic hepatitis B carriers in Northeast Iran.

PubMed

Zhand, Sareh; Tabarraei, Alijan; Nazari, Amineh; Moradi, Abdolvahab

2017-07-01

Hepatitis B virus (HBV) is vulnerable to many various mutations. Those within epitopes recognized by sensitized T cells may influence the re-emergence of the virus. This study was designed to investigate the mutation in immune epitope regions of HBV pre-core/core among chronic HBV patients of Golestan province, Northeast Iran. In 120 chronic HBV carriers, HBV DNA was extracted from blood plasma samples and PCR was done using specific primers. Direct sequencing and alignment of the pre-core/core region were applied using reference sequence from Gene Bank database (Accession Number AB033559). The study showed 27 inferred amino acid substitutions, 9 of which (33.3%) were in CD4 and 2 (7.4%) in cytotoxic T lymphocytes' (CTL) epitopes and 16 other mutations (59.2%) were observed in other regions. CTL escape mutations were not commonly observed in pre-core/core sequences of chronic HBV carriers in the locale of study. It can be concluded that most of the inferred amino acid substitutions occur in different immune epitopes other than CTL and CD4.

Case Study: The Chemistry of Cocaine

ERIC Educational Resources Information Center

Dewprashad, Brahmadeo

2011-01-01

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's case study focuses on the chemistry of cocaine to teach a number of core concepts in organic chemistry. It also requires that students read and analyze an original research paper on…

Multisensory Teaching of Basic Language Skills. Second Edition

ERIC Educational Resources Information Center

Birsh, Judith R., Ed.

2005-01-01

For students with dyslexia and other learning disabilities--and for their peers--creative teaching methods that use two or more senses can dramatically improve language skills and academic outcomes. That is why every current and future educator needs the second edition of this definitive guide to multisensory teaching. A core text for a variety of…

Learning to Teach Geography for Primary Education: Results of an Experimental Programme

ERIC Educational Resources Information Center

Blankman, Marian; Schoonenboom, Judith; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

2016-01-01

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography…

Inspiring to Inspire: Developing Teaching in Higher Education

ERIC Educational Resources Information Center

Williams, Louise; Nixon, Sarah; Hennessy, Claire; Mahon, Elizabeth; Adams, Gill

2016-01-01

Following a three-year staff development initiative within one faculty in a UK university, the authors reflected on inspiring teaching and the role that staff development can play in enhancing individual practice. Teaching is a core component of Higher Education and is complex and multi-faceted both theoretically and in practice. Through…

Teaching Purposes, Learning Goals, and Multimedia Production in Teacher Education

ERIC Educational Resources Information Center

Baird, John; Love, Kristina

2003-01-01

The authors of this article coordinate and teach different core subjects within a course of preservice teacher education in the Faculty of Education, University of Melbourne, Australia. Both subjects are obligatory, and are taught to the same cohort of students. The first author coordinates the subject Learning and Teaching; the second author…

Mutual-Choice Placement--A Humanistic Approach to Student Teaching Assignments.

ERIC Educational Resources Information Center

Easterly, Jean L.

Student teaching may be defined as a complex intermingling of roles and institutions. Few, however, would dispute that the core of student teaching is that unique relationship which occurs between two persons--the student teacher and the cooperating teacher. This relationship may be explored by examining two alternative models for matching student…

University Teacher Preparation Programmes as a Quality Enhancement Mechanism: Evaluating Impact beyond Individual Teachers' Practice

ERIC Educational Resources Information Center

Houston, Don; Hood, Cassandra

2017-01-01

Conceptually, practically and rhetorically teaching is at the core of quality in higher education. University teaching preparation programmes (TPPs) are regularly advocated to foster enhancement of teaching but there remains limited evidence to demonstrate their effectiveness or impact as a quality improvement mechanism. Support for such…

Common Core, Commonplaces, and Community in Teaching Reading

ERIC Educational Resources Information Center

Roskos, Kathleen; Neuman, Susan B.

2013-01-01

Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands,…

Identity Orientations: Definition, Assessment, and Personal Correlates. A Teaching Module.

ERIC Educational Resources Information Center

Carducci, Bernardo J.

Probably no other concept comes closer to encompassing the core of personality psychology than the concept of the self. This teaching activity provides instructors with a self-contained teaching module--including lecture material, an in-class activity, suggestions for in-class discussion, and supporting references--on the topic of identity…

Why It Might Be More Important to Teach Young Females Embroidery than More Conventional Art Practices as Part of Their Core Art Education.

ERIC Educational Resources Information Center

Bracey, Nancy

1993-01-01

Asserts that art history and art criticism have not met the needs and aspirations of female students. Maintains that teaching embroidery can help teach about a history of female oppression. Describes how this approach is used in the classroom. (CFR)

Exploring Scholarship of Teaching and Learning Approaches to Business Communication Research

ERIC Educational Resources Information Center

Pope-Ruark, Rebecca

2012-01-01

With our core focus on teaching and scholarship, business communication teacher-scholars are well placed to become leaders in the international Scholarship of Teaching and Learning (SoTL) movement. In this article, SoTL is defined and contextualized, three SoTL research approaches are introduced, and disciplinary research projects are suggested. A…

Children with Autism Are Impaired in the Understanding of Teaching

ERIC Educational Resources Information Center

Knutsen, John; Mandell, David S.; Frye, Douglas

2017-01-01

Children learn novel information using various methods, and one of the most common is human pedagogical communication or teaching--the purposeful imparting of information from one person to another. Neuro-typically developing (TD) children gain the ability to recognize and understand teaching as a core method for acquiring knowledge from others.…

Aliphatic peptides show similar self-assembly to amyloid core sequences, challenging the importance of aromatic interactions in amyloidosis.

PubMed

Lakshmanan, Anupama; Cheong, Daniel W; Accardo, Angelo; Di Fabrizio, Enzo; Riekel, Christian; Hauser, Charlotte A E

2013-01-08

The self-assembly of abnormally folded proteins into amyloid fibrils is a hallmark of many debilitating diseases, from Alzheimer's and Parkinson diseases to prion-related disorders and diabetes type II. However, the fundamental mechanism of amyloid aggregation remains poorly understood. Core sequences of four to seven amino acids within natural amyloid proteins that form toxic fibrils have been used to study amyloidogenesis. We recently reported a class of systematically designed ultrasmall peptides that self-assemble in water into cross-β-type fibers. Here we compare the self-assembly of these peptides with natural core sequences. These include core segments from Alzheimer's amyloid-β, human amylin, and calcitonin. We analyzed the self-assembly process using circular dichroism, electron microscopy, X-ray diffraction, rheology, and molecular dynamics simulations. We found that the designed aliphatic peptides exhibited a similar self-assembly mechanism to several natural sequences, with formation of α-helical intermediates being a common feature. Interestingly, the self-assembly of a second core sequence from amyloid-β, containing the diphenylalanine motif, was distinctly different from all other examined sequences. The diphenylalanine-containing sequence formed β-sheet aggregates without going through the α-helical intermediate step, giving a unique fiber-diffraction pattern and simulation structure. Based on these results, we propose a simplified aliphatic model system to study amyloidosis. Our results provide vital insight into the nature of early intermediates formed and suggest that aromatic interactions are not as important in amyloid formation as previously postulated. This information is necessary for developing therapeutic drugs that inhibit and control amyloid formation.

The concept lens diagram: a new mechanism for presenting biochemistry content in terms of "big ideas".

PubMed

Rowland, Susan L; Smith, Christopher A; Gillam, Elizabeth M A; Wright, Tony

2011-07-01

A strong, recent movement in tertiary education is the development of conceptual, or "big idea" teaching. The emphasis in course design is now on promoting key understandings, core competencies, and an understanding of connections between different fields. In biochemistry teaching, this radical shift from the content-based tradition is being driven by the "omics" information explosion; we can no longer teach all the information we have available. Biochemistry is a core, enabling discipline for much of modern scientific research, and biochemistry teaching is in urgent need of a method for delivery of conceptual frameworks. In this project, we aimed to define the key concepts in biochemistry. We find that the key concepts we defined map well onto the core science concepts recommended by the Vision and Change project. We developed a new method to present biochemistry through the lenses of these concepts. This new method challenged the way we thought about biochemistry as teachers. It also stimulated the majority of the students to think more deeply about biochemistry and to make links between biochemistry and material in other courses. This method is applicable to the full spectrum of content usually taught in biochemistry. Copyright © 2011 Wiley Periodicals, Inc.

Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey.

PubMed

Ross, Michael T; Macrae, Claire; Scott, Jayne; Renwick, Lynne; Moffat, Mandy; Needham, Gillian; Scott, Hazel; Shippey, Ben; Jackson, Catherine; Edgar, Simon; Aitken, Debbie; Evans, Phillip; Irvine, Stewart

2014-06-01

The UK General Medical Council requires all registered doctors to be competent in all areas of their work, including teaching and training. The current research sought consensus on core competencies for all consultants and GPs involved in teaching and training in Scotland. A draft list of 80 competencies was developed from the literature and made available as a survey to all consultants and GPs with teaching roles and all final year speciality trainees working in Scotland. Respondents rated the importance of each competency and provided free text comments. There were 1026 responses. Eighteen competencies were rated as "high priority", and are recommended as a baseline for all doctors involved in teaching and training; 55 were rated as "medium priority", and are recommended in relation to specific teaching and training roles; and 7 were rated as "low priority". Free text responses suggested the topic was controversial and emotive, and emphasised the importance of further work to engage trainers. The findings appeared to have face validity, and it was felt these could be used as the basis for developing a "Scottish Trainer Framework" for doctors and others involved in teaching and training in Scotland.

Computing prokaryotic gene ubiquity: rescuing the core from extinction.

PubMed

Charlebois, Robert L; Doolittle, W Ford

2004-12-01

The genomic core concept has found several uses in comparative and evolutionary genomics. Defined as the set of all genes common to (ubiquitous among) all genomes in a phylogenetically coherent group, core size decreases as the number and phylogenetic diversity of the relevant group increases. Here, we focus on methods for defining the size and composition of the core of all genes shared by sequenced genomes of prokaryotes (Bacteria and Archaea). There are few (almost certainly less than 50) genes shared by all of the 147 genomes compared, surely insufficient to conduct all essential functions. Sequencing and annotation errors are responsible for the apparent absence of some genes, while very limited but genuine disappearances (from just one or a few genomes) can account for several others. Core size will continue to decrease as more genome sequences appear, unless the requirement for ubiquity is relaxed. Such relaxation seems consistent with any reasonable biological purpose for seeking a core, but it renders the problem of definition more problematic. We propose an alternative approach (the phylogenetically balanced core), which preserves some of the biological utility of the core concept. Cores, however delimited, preferentially contain informational rather than operational genes; we present a new hypothesis for why this might be so.

Common Core and the Uncommon Learner: How Autism Affects Acquisition of Common Core State Standards

ERIC Educational Resources Information Center

Marsh, Wendela Whitcomb

2015-01-01

The Common Core State Standards (CCSS 2014a, b) are here to stay. State and local education agencies are responsible for ensuring that schools teach all students the core standards that they will need in college and the work force. However, the ever-growing population of students on the autism spectrum has unique learning needs which may make it…

Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12

ERIC Educational Resources Information Center

Davis, Lauren

2013-01-01

Schools nationwide are transitioning to the Common Core--our advice to you: Be prepared, but don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12," shows you that teaching the Common Core State Standards in high school doesn't have to be intimidating! This easy-to-use guide meets the particular needs of…

Common Core Literacy Lesson Plans: Ready-to-Use Resources, 6-8

ERIC Educational Resources Information Center

Davis, Lauren

2013-01-01

Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 6-8," shows you that teaching the Common Core State Standards in the middle grades doesn't have to be intimidating! This easy-to-use guide meets the particular needs of middle…

A Teaching-Learning Sequence about Weather Map Reading

ERIC Educational Resources Information Center

Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine

2017-01-01

In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a…

Instructional Models in Methods Courses. Occasional Paper No. 7.

ERIC Educational Resources Information Center

Clubok, Arthur, Ed.

Instructional models are distinct sets of sequenced teaching actions created to promote student achievement of selected learning outcomes. They identify: (1) the type of information to be presented to students; (2) the sequence in which it should be presented; (3) the teaching tactics that stimulate necessary cognitive learning processes; and (4)…

Teaching Biology around Themes: Teach Proteins and DNA Together.

ERIC Educational Resources Information Center

Offner, Susan

1992-01-01

Proposes as a unifying theme for high school biology the question of "how chromosomes determine what we are." Describes a sequence of lessons in which students learn about proteins, enzymes, and amino acids. Includes three dry laboratory exercises to demonstrate the DNA sequences for sickle cell anemia and cystic fibrosis. (MDH)

An Investigation of the Effects of CRA Instruction and Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Stroizer, Shaunita; Hinton, Vanessa; Flores, Margaret; Terry, LaTonya

2015-01-01

Students with Autism Spectrum Disorders (ASD) have unique educational needs. The concrete representational abstract (CRA) instructional sequence has been shown effective in teaching students with mathematical difficulties. The purpose of this study was to examine the effects of the CRA sequence in teaching students with ASD. A multiple baseline…

Teaching/Learning Guide: Level I.

ERIC Educational Resources Information Center

Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

The manual presents sequences of skills designed for use as guides to teaching/learning objectives and as a basis for evaluating and recording special education students' progress. It is explained that the goal of the first level of objectives (sequenced in this document) is to enable the student to function at a motor/psychomotor state of…

Transition to Science Teacher Educator: Tensions Experienced While Learning to Teach Lesson Sequencing

ERIC Educational Resources Information Center

Wiebke, Heidi; Park Rogers, Meredith

2014-01-01

This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data…

A Teaching and Learning Sequence about the Interplay of Chance and Determinism in Nonlinear Systems

ERIC Educational Resources Information Center

Stavrou, D.; Duit, R.; Komorek, M.

2008-01-01

A teaching and learning sequence aimed at introducing upper secondary school students to the interplay between chance and determinism in nonlinear systems is presented. Three experiments concerning nonlinear systems (deterministic chaos, self-organization and fractals) and one experiment concerning linear systems are introduced. Thirty upper…

A Teaching--Learning Sequence on Free Fall Motion

ERIC Educational Resources Information Center

Borghi, L.; De Ambrosis, A.; Lamberti, N.; Mascheretti, P.

2005-01-01

A teaching--learning sequence is presented that is designed to help high school pupils gain awareness about the independence of the vertical and horizontal components of free fall motion. The approach we propose is based on the use of experimental activities and computer simulations designed specifically to help pupils reflect on the experiments…

The Use of Sequence and Synthesis for Teaching Concepts.

ERIC Educational Resources Information Center

Frey, Linda; Reigeluth, Charles M.

In order to investigate the effects of sequence and synthesis in the teaching of taxonomically-related concepts, a study was conducted in which 27 students from Syracuse University were asked to examine printed instructions dealing with kinds of sailboats and then to respond to a test based on those instructions. The synthesizing structure…

Move Your Audience to Action: Using YouTube to Teach Persuasion

ERIC Educational Resources Information Center

Quagliata, Andrew B.

2014-01-01

For more than 75 years, instructors have taught students to use Monroe's (1935) Motivated Sequence (MMS) when organizing speeches designed to move audiences to action. However, modern approaches to teaching the sequence are needed to help instructors remain relevant and effective. This activity advocates the use of constructivist pedagogical…

Clinic teaching made easy: a prospective study of the American Academy of Dermatology core curriculum in primary care learners.

PubMed

McCleskey, Patrick E

2013-08-01

Dermatology instruction for primary care learners is limited, and the American Academy of Dermatology (AAD) has developed a new core curriculum for dermatology. This study sought to prospectively evaluate short-term knowledge acquisition and long-term knowledge retention after using the AAD core curriculum during a clinical dermatology clerkship. Resident physicians and physician assistant students performing clerkships at military dermatology clinics were given access to the AAD core curriculum teaching modules before their public availability. Knowledge acquisition was measured with pretests and posttests, and a follow-up quiz was given up to a year after the dermatology rotation to assess knowledge retention. In all, 82 primary care learners met inclusion criteria. Knowledge improved significantly from pretest to posttest (60.1 vs 77.4, P < .01). Of the 10 factors evaluated, only high use of the World Wide Web site was significantly associated with improved posttest scores (70.8 vs 82.2, P = .003). Long-term follow-up scores available from 38 participants were only slightly lower than their posttest scores (70.5 vs 78.9, P < .01) at a median time of 6.8 months after the clerkship. Students found the online modules clear, engaging, and worth their time and preferred them to other teaching methods such as textbook reading and lectures. The nonrandomized study was voluntary, so individual performance may be influenced by selection bias. The more learners used the online curriculum, the better they scored on the posttest. This demonstrates the efficacy of the AAD core curriculum in teaching its goals and objectives for primary care learners performing a dermatology clerkship. Copyright © 2012 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

Essential competencies in entry-level pediatric physical therapy education.

PubMed

Rapport, Mary Jane; Furze, Jennifer; Martin, Kathy; Schreiber, Joe; Dannemiller, Lisa A; Dibiasio, Paula A; Moerchen, Victoria A

2014-01-01

The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs. This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures. Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs. For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.

Designing Class Activities to Meet Specific Core Training Competencies: A Developmental Approach

ERIC Educational Resources Information Center

Guth, Lorraine J.; McDonnell, Kelly A.

2004-01-01

This article presents a developmental model for designing and utilizing class activities to meet specific Association for Specialists in Group Work (ASGW) core training competencies for group workers. A review of the relevant literature about teaching group work and meeting core training standards is provided. The authors suggest a process by…

Teacher Education Packet for Illinois Core Curriculum in Agriculture.

ERIC Educational Resources Information Center

Hemp, Paul; Pepple, Jerry

Developed for use by teacher educators or state staff, this teaching packet provides preservice or inservice training to teachers and prospective teachers on how to use the Illinois Core Curriculum in Agriculture. (It is recommended that copies of the Illinois core materials be available to the students.) Three problem areas are included:…

Explicit Instruction in Core Reading Programs

ERIC Educational Resources Information Center

Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.

2014-01-01

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates

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

Sensakovic, W.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

TeachEnG: a Teaching Engine for Genomics.

PubMed

Kim, Minji; Kim, Yeonsung; Qian, Lei; Song, Jun S

2017-10-15

Bioinformatics is a rapidly growing field that has emerged from the synergy of computer science, statistics and biology. Given the interdisciplinary nature of bioinformatics, many students from diverse fields struggle with grasping bioinformatic concepts only from classroom lectures. Interactive tools for helping students reinforce their learning would be thus desirable. Here, we present an interactive online educational tool called TeachEnG (acronym for Teaching Engine for Genomics) for reinforcing key concepts in sequence alignment and phylogenetic tree reconstruction. Our instructional games allow students to align sequences by hand, fill out the dynamic programming matrix in the Needleman-Wunsch global sequence alignment algorithm, and reconstruct phylogenetic trees via the maximum parsimony, Unweighted Pair Group Method with Arithmetic mean (UPGMA) and Neighbor-Joining algorithms. With an easily accessible interface and instant visual feedback, TeachEnG will help promote active learning in bioinformatics. TeachEnG is freely available at http://teacheng.illinois.edu. The source code is available from https://github.com/KnowEnG/TeachEnG under the Artistic License 2.0. It is written in JavaScript and compatible with Firefox, Safari, Chrome and Microsoft Edge. songj@illinois.edu. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

The Harvest suite for rapid core-genome alignment and visualization of thousands of intraspecific microbial genomes.

PubMed

Treangen, Todd J; Ondov, Brian D; Koren, Sergey; Phillippy, Adam M

2014-01-01

Whole-genome sequences are now available for many microbial species and clades, however existing whole-genome alignment methods are limited in their ability to perform sequence comparisons of multiple sequences simultaneously. Here we present the Harvest suite of core-genome alignment and visualization tools for the rapid and simultaneous analysis of thousands of intraspecific microbial strains. Harvest includes Parsnp, a fast core-genome multi-aligner, and Gingr, a dynamic visual platform. Together they provide interactive core-genome alignments, variant calls, recombination detection, and phylogenetic trees. Using simulated and real data we demonstrate that our approach exhibits unrivaled speed while maintaining the accuracy of existing methods. The Harvest suite is open-source and freely available from: http://github.com/marbl/harvest.

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

NASA Astrophysics Data System (ADS)

Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

Hybrid Text: An Engaging Genre to Teach Content Area Material across the Curriculum

ERIC Educational Resources Information Center

Bintz, William P.; Ciecierski, Lisa M.

2017-01-01

The Common Core State Standards for English language arts expect that teachers will use narrative and informational texts to teach content area material across the curriculum. However, many teachers at all grade levels struggle to incorporate both kinds of text, especially given the vast amount of specialized content they are required to teach.…

A Vision for Teaching, Leading, and Learning: Core Teaching and Leadership Standards for Vermont Educators

ERIC Educational Resources Information Center

Vermont Agency of Education, 2013

2013-01-01

The purpose of this document is to serve as a resource for educators, leaders, districts, professional organizations, teacher education programs, and others. As each set of standards included here emphasizes the skills and knowledge needed for 21st century teaching and learning, they form the basis for teacher preparation, licensure, and…

Towards a Theoretical Framework for the Use of ICT Strategies for Teaching Practicum Supervision

ERIC Educational Resources Information Center

Mabunda, P. L.

2013-01-01

Teaching Practice is a core component of pre-service or initial teacher education programmes worldwide. The requirements set by the South African Committee on Higher Education effected changes to the coordination and supervision of Teaching Practice. The purpose of this conceptual study was to review and gain insight into the use of various…

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

ERIC Educational Resources Information Center

Meibauer, Gustav; Aagaard Nøhr, Andreas

2018-01-01

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the…

Piloting a Co-Teaching Model for Mathematics Teacher Preparation: Learning to Teach Together

ERIC Educational Resources Information Center

Yopp, Ruth Helen; Ellis, Mark W.; Bonsangue, Martin V.; Duarte, Thomas; Meza, Susanna

2014-01-01

This study offers insights from an initial pilot of a co-teaching model for mathematics teacher preparation developed both to support experienced teachers in shifting their practice toward the vision set forth by NCTM and the Common Core State Standards for Mathematics (National Governors Association, 2010; NCTM, 2000, 2009) and to provide…

Academics' Perceptions of the Impact of Internal Quality Assurance on Teaching and Learning

ERIC Educational Resources Information Center

Tavares, Orlanda; Sin, Cristina; Videira, Pedro; Amaral, Alberto

2017-01-01

Internal quality assurance systems are expected to improve the institutions' core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on…

Why Teach Art?

ERIC Educational Resources Information Center

Stephens, Pamela Geiger

2008-01-01

Throughout the author's career as an art educator in public schools and at the university level, a perplexing question has recurred: "Why teach art?" This query never fails to surprise her, for in her estimation the arts are at the very core of all art educators need to know and what they should be teaching. As art teachers--regardless of where or…

Teaching Note--Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example

ERIC Educational Resources Information Center

Grise-Owens, Erlene; Miller, Justin; Escobar-Ratliff, Laura; George, Nicole

2018-01-01

Educating for human rights and justice requires attention to the well-being of those being prepared to pursue these aims. This article describes an MSW program's implementation of teaching self-care as a core practice skill. This curricular innovation stems from the increasing literature documenting the deleterious effects of burnout in…

Can Explicit Teaching of Knowledge Improve Reading Attainment? An Evaluation of the Core Knowledge Curriculum

ERIC Educational Resources Information Center

See, Beng Huat; Gorard, Stephen; Siddiqui, Nadia

2017-01-01

In England, as elsewhere, there is a tension in primary schools between imparting knowledge and teaching basic skills like literacy and numeracy. State-mandated programmes are generally concerned with structure and skills. However, a number of ministers and advisers across administrations have sought to expand the explicit teaching of world…

The Process of Adapting a German Pedagogy for Modern Mathematics Teaching in Japan

ERIC Educational Resources Information Center

Yamamoto, Shinya

2006-01-01

Modern geometry teaching in schools in Japan was modeled on the pedagogies of western countries. However, the core ideas of these pedagogies were often radically changed in the process of adaptation, resulting in teaching differing fundamentally from the original models. This paper discusses the radical changes the pedagogy of a German mathematics…

Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

ERIC Educational Resources Information Center

Garran, Ann Marie; Kang, Hye-Kyung; Fraser, Edith

2014-01-01

The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues…

Recognition of the Xenopus ribosomal core promoter by the transcription factor xUBF involves multiple HMG box domains and leads to an xUBF interdomain interaction.

PubMed

Leblanc, B; Read, C; Moss, T

1993-02-01

The interaction of the ribosomal transcription factor xUBF with the RNA polymerase I core promoter of Xenopus laevis has been studied both at the DNA and protein levels. It is shown that a single xUBF-DNA complex forms over the 40S initiation site (+1) and involves at least the DNA sequences between -20 and +60 bp. DNA sequences upstream of +10 and downstream of +18 are each sufficient to direct complex formation independently. HMG box 1 of xUBF independently recognizes the sequences -20 to -1 and +1 to +22 and the addition of the N-terminal dimerization domain to HMG box 1 stabilizes its interaction with these sequences approximately 10-fold. HMG boxes 2/3 interact with the DNA downstream of +22 and can independently position xUBF across the initiation site. The C-terminal segment of xUBF, HMG boxes 4, 5 or the acidic domain, directly or indirectly interact with HMG box 1, making the core promoter sequences between -11 and -15 hypersensitive to DNase. This interaction also requires the DNA sequences between +17 and +32, i.e. the HMG box 2/3 binding site. The data suggest extensive folding of the core promoter within the xUBF complex.

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

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

Zhang, J.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

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

Key, A.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Development of Mycoplasma synoviae (MS) core genome multilocus sequence typing (cgMLST) scheme.

PubMed

Ghanem, Mostafa; El-Gazzar, Mohamed

2018-05-01

Mycoplasma synoviae (MS) is a poultry pathogen with reported increased prevalence and virulence in recent years. MS strain identification is essential for prevention, control efforts and epidemiological outbreak investigations. Multiple multilocus based sequence typing schemes have been developed for MS, yet the resolution of these schemes could be limited for outbreak investigation. The cost of whole genome sequencing became close to that of sequencing the seven MLST targets; however, there is no standardized method for typing MS strains based on whole genome sequences. In this paper, we propose a core genome multilocus sequence typing (cgMLST) scheme as a standardized and reproducible method for typing MS based whole genome sequences. A diverse set of 25 MS whole genome sequences were used to identify 302 core genome genes as cgMLST targets (35.5% of MS genome) and 44 whole genome sequences of MS isolates from six countries in four continents were used for typing applying this scheme. cgMLST based phylogenetic trees displayed a high degree of agreement with core genome SNP based analysis and available epidemiological information. cgMLST allowed evaluation of two conventional MLST schemes of MS. The high discriminatory power of cgMLST allowed differentiation between samples of the same conventional MLST type. cgMLST represents a standardized, accurate, highly discriminatory, and reproducible method for differentiation between MS isolates. Like conventional MLST, it provides stable and expandable nomenclature, allowing for comparing and sharing the typing results between different laboratories worldwide. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Survey of genome sequences in a wild sweet potato, Ipomoea trifida (H. B. K.) G. Don

PubMed Central

Hirakawa, Hideki; Okada, Yoshihiro; Tabuchi, Hiroaki; Shirasawa, Kenta; Watanabe, Akiko; Tsuruoka, Hisano; Minami, Chiharu; Nakayama, Shinobu; Sasamoto, Shigemi; Kohara, Mitsuyo; Kishida, Yoshie; Fujishiro, Tsunakazu; Kato, Midori; Nanri, Keiko; Komaki, Akiko; Yoshinaga, Masaru; Takahata, Yasuhiro; Tanaka, Masaru; Tabata, Satoshi; Isobe, Sachiko N.

2015-01-01

Ipomoea trifida (H. B. K.) G. Don. is the most likely diploid ancestor of the hexaploid sweet potato, I. batatas (L.) Lam. To assist in analysis of the sweet potato genome, de novo whole-genome sequencing was performed with two lines of I. trifida, namely the selfed line Mx23Hm and the highly heterozygous line 0431-1, using the Illumina HiSeq platform. We classified the sequences thus obtained as either ‘core candidates’ (common to the two lines) or ‘line specific’. The total lengths of the assembled sequences of Mx23Hm (ITR_r1.0) was 513 Mb, while that of 0431-1 (ITRk_r1.0) was 712 Mb. Of the assembled sequences, 240 Mb (Mx23Hm) and 353 Mb (0431-1) were classified into core candidate sequences. A total of 62,407 (62.4 Mb) and 109,449 (87.2 Mb) putative genes were identified, respectively, in the genomes of Mx23Hm and 0431-1, of which 11,823 were derived from core sequences of Mx23Hm, while 28,831 were from the core candidate sequence of 0431-1. There were a total of 1,464,173 single-nucleotide polymorphisms and 16,682 copy number variations (CNVs) in the two assembled genomic sequences (under the condition of log2 ratio of >1 and CNV size >1,000 bases). The results presented here are expected to contribute to the progress of genomic and genetic studies of I. trifida, as well as studies of the sweet potato and the genus Ipomoea in general. PMID:25805887

ITEMS Project: An online sequence for teaching mathematics and astronomy

NASA Astrophysics Data System (ADS)

Martínez, Bernat; Pérez, Josep

2010-10-01

This work describes an elearning sequence for teaching geometry and astronomy in lower secondary school created inside the ITEMS (Improving Teacher Education in Mathematics and Science) project. It is based on results from the astronomy education research about studentsŠ difficulties in understanding elementary astronomical observations and models. The sequence consists of a set of computer animations embedded in an elearning environment aimed at supporting students in learning about astronomy ideas that require the use of geometrical concepts and visual-spatial reasoning.

Teaching Note--Integrating Theory and Research Methods in a First-Year Doctoral Sequence or Program

ERIC Educational Resources Information Center

Pollio, David E.; MacNeil, Gordon; Womack, Bethany; Brazeal, Michelle; Church, Wesley T., II

2016-01-01

This teaching note describes an innovative process in which faculty members worked collaboratively to create an integrated three-course sequence of requisite course content in a PhD program, developed complementary assignments, and coordinated a classroom experience that led to the creation of an individualized area statement and eventual…

Implementing an Equilibrium Law Teaching Sequence for Secondary School Students to Learn Chemical Equilibrium

ERIC Educational Resources Information Center

Ghirardi, Marco; Marchetti, Fabio; Pettinari, Claudio; Regis, Alberto; Roletto, Ezio

2015-01-01

A didactic sequence is proposed for the teaching of chemical equilibrium law. In this approach, we have avoided the kinetic derivation and the thermodynamic justification of the equilibrium constant. The equilibrium constant expression is established empirically by a trial-and-error approach. Additionally, students learn to use the criterion of…

Promoting Students' Interest and Motivation towards Science Learning: The Role of Personal Needs and Motivation Orientations

ERIC Educational Resources Information Center

Loukomies, Anni; Pnevmatikos, Dimitris; Lavonen, Jari; Spyrtou, Anna; Byman, Reijo; Kariotoglou, Petros; Juuti, Kalle

2013-01-01

This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational…

Learning Hypotheses and an Associated Tool to Design and to Analyse Teaching-Learning Sequences. Special Issue

ERIC Educational Resources Information Center

Buty, Christian; Tiberghien, Andree; Le Marechal, Jean-Francois

2004-01-01

This contribution presents a tool elaborated from a theoretical framework linking epistemological, learning and didactical hypotheses. This framework lead to design teaching sequences from a socio-constructivist perspective, and is based on the role of models in physics or chemistry, and on the role of students' initial knowledge in learning…

Rational Behavior Training: A Seven Lesson Sequence for Teaching Rational Behavior Skills to Students with Social and Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

This seven lesson curriculum sequence is designed to help teachers teach principles of Rational Behavior Training (RBT) which targets thinking behaviors, feeling behaviors, and behavioral responses to the environment. The program is appropriate for students with social and emotional disabilities and also develops reading, writing, spelling,…

Guided Self-Education in the Undergraduate Teaching of Gastroenterology

ERIC Educational Resources Information Center

Dworken, Harvey J.

1974-01-01

The objective of the study reported was to develop and to evaluate a multifaceted teaching program in gastroenterology for second-year students of medicine. Critical information is defined in a narrative, problem-oriented, pathophysiological core syllabus. (Editor)

An Appraoch to the Teaching of the Matriculation Physics Core

ERIC Educational Resources Information Center

Roberts , D. B.

1972-01-01

From an organizational point of view, a new high school physics program was developed. The teaching load was divided between two teachers. Benefits of the program were more preparation time for teachers and better student motivation. (PS)

Early Geometry Instruction for Young Children

ERIC Educational Resources Information Center

Jung, Myoungwhon; Conderman, Greg

2017-01-01

The most recent Kindergarten Common Core Mathematics State Standards include an emphasis on teaching geometry skills, such as recognizing, describing, naming, and composing shapes. This article provides five effective ideas for teachers of young children as they introduce and teach shapes.

Teaching Formulaic Sequences: The Same as or Different from Teaching Single Words?

ERIC Educational Resources Information Center

Alali, Fatima A.; Schmitt, Norbert

2012-01-01

Formulaic language is an important component of discourse and needs to be addressed in teaching pedagogy. Unfortunately, there has been little research into the most effective ways of teaching formulaic language. In this study, Kuwaiti students were taught words and idioms using the same teaching methodologies, and their learning was measured. The…

Differences in community composition of bacteria in four glaciers in western China

NASA Astrophysics Data System (ADS)

An, L. Z.; Chen, Y.; Xiang, S.-R.; Shang, T.-C.; Tian, L.-D.

2010-06-01

Microbial community patterns vary in glaciers worldwide, presenting unique responses to global climatic and environmental changes. Four bacterial clone libraries were established by 16S rRNA gene amplification from four ice layers along the 42-m-long ice core MuztB drilled from the Muztag Ata Glacier. A total of 151 bacterial sequences obtained from the ice core MuztB were phylogenetically compared with the 71 previously reported sequences from three ice cores extracted from ice caps Malan, Dunde, and Puruogangri. Six phylogenetic clusters Flavisolibacter, Flexibacter (Bacteroidetes), Acinetobacter, Enterobacter (Gammaproteobacteria), Planococcus/Anoxybacillus (Firmicutes), and Propionibacter/Luteococcus (Actinobacteria) frequently occurred along the Muztag Ata Glacier profile, and their proportion varied by seasons. Sequence analysis showed that most of the sequences from the ice core clustered with those from cold environments, and the sequence clusters from the same glacier more closely grouped together than those from the geographically isolated glaciers. Moreover, bacterial communities from the same location or similarly aged ice formed a cluster, and were clearly separate from those from other geographically isolated glaciers. In summary, the findings provide preliminary evidence of zonal distribution of microbial community, and suggest biogeography of microorganisms in glacier ice.

Differences in community composition of bacteria in four deep ice sheets in western China

NASA Astrophysics Data System (ADS)

An, L.; Chen, Y.; Xiang, S.-R.; Shang, T.-C.; Tian, L.-De

2010-02-01

Microbial community patterns vary in glaciers world wide, presenting unique responses to global climatic and environmental changes. Four bacterial clone libraries were established by 16S rRNA gene amplification from four ice layers along the 42-m-long ice core MuztB drilled from the Muztag Ata Glacier. A total of 152 bacterial sequences obtained from the ice core MuztB were phylogenetically compared with the 71 previously reported sequences from three ice cores extracted from ice caps Malan, Dunde, and Puruoganri. The six functional clusters Flavisolibacter, Flexibacter (Bacteroidetes), Acinetobacter, Enterobacter (Gammaproteobacteria), Planococcus/Anoxybacillus (Firmicutes), and Propionibacter/Luteococcus (Actinobacteria) frequently occurred along the Muztag Ata Glacier profile. Sequence analysis showed that most of the sequences from the ice core clustered with those from cold environments, and the sequences from the same glacier formed a distinct cluster. Moreover, bacterial communities from the same location or similarly aged ice formed a cluster, and were clearly separate from those from other geographically isolated glaciers. In a summary, the findings provide preliminary evidence of zone distribution of microbial community, support our hypothesis of the spatial and temporal biogeography of microorganisms in glacial ice.

The Development of an Integrated Science Core Curriculum for Allied Health Students

ERIC Educational Resources Information Center

Sesney, John; And Others

1977-01-01

The article describes the development of BioMedical Sciences Core at Weber State College in Ogden, Utah for introductory level allied health students. The design of the "Core" curriculum is to integrate the disciplines of physics, chemistry, anatomy, physiology, and microbiology as they relate to the human body rather than teaching the traditional…

The Common Core Is a Change for the Better

ERIC Educational Resources Information Center

Gardner, Nancy S.; Powell, Rod

2014-01-01

The authors, two high school teachers, endorse the Common Core State Standards saying they will improve teaching and learning. The Common Core, they say, not only help students acquire the skills for success in life after high school, but they offer consistency in a student's educational journey and let employers know what to expect.…

An Approach toward the Development of Core Syllabuses for the Anatomical Sciences

ERIC Educational Resources Information Center

Moxham, Bernard John; Plaisant, Odile; Smith, Claire F.; Pawlina, Wojciech; McHanwell, Stephen

2014-01-01

There is increasingly a call for clinical relevance in the teaching of the biomedical sciences within all health care programs. This presupposes that there is an understanding of what is "core" material within the curriculum. To date, the anatomical sciences have been poorly served by the development of core syllabuses, although there…

The Influence of the Core Practices Movement on the Teaching and Perspectives of Novice Teacher Educators

ERIC Educational Resources Information Center

DeMink-Carthew, Jessica; Grove, Rebecca; Peterson, Margaret

2017-01-01

This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses,…

Raising FLAGS: Renewing Core French at the Pre-Service Teacher Level

ERIC Educational Resources Information Center

Carr, Wendy

2010-01-01

A new program for core French teacher candidates called FLAGS (French Language and Global Studies) was established at the University of British Columbia (UBC) in 2007. The program is intended for those who are keen to teach core French and possess rudimentary proficiency in the language but may not necessarily have the same proficiency or prior…

Biochemical Characterization of a Mycobacteriophage Derived DnaB Ortholog Reveals New Insight into the Evolutionary Origin of DnaB Helicases

PubMed Central

Bhowmik, Priyanka; Das Gupta, Sujoy K.

2015-01-01

The bacterial replicative helicases known as DnaB are considered to be members of the RecA superfamily. All members of this superfamily, including DnaB, have a conserved C- terminal domain, known as the RecA core. We unearthed a series of mycobacteriophage encoded proteins in which the RecA core domain alone was present. These proteins were phylogenetically related to each other and formed a distinct clade within the RecA superfamily. A mycobacteriophage encoded protein, Wildcat Gp80 that roots deep in the DnaB family, was found to possess a core domain having significant sequence homology (Expect value < 10-5) with members of this novel cluster. This indicated that Wildcat Gp80, and by extrapolation, other members of the DnaB helicase family, may have evolved from a single domain RecA core polypeptide belonging to this novel group. Biochemical investigations confirmed that Wildcat Gp80 was a helicase. Surprisingly, our investigations also revealed that a thioredoxin tagged truncated version of the protein in which the N-terminal sequences were removed was fully capable of supporting helicase activity, although its ATP dependence properties were different. DnaB helicase activity is thus, primarily a function of the RecA core although additional N-terminal sequences may be necessary for fine tuning its activity and stability. Based on sequence comparison and biochemical studies we propose that DnaB helicases may have evolved from single domain RecA core proteins having helicase activities of their own, through the incorporation of additional N-terminal sequences. PMID:26237048

Approach to numerical safety guidelines based on a core melt criterion. [PWR; BWR

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

Azarm, M.A.; Hall, R.E.

1982-01-01

A plausible approach is proposed for translating a single level criterion to a set of numerical guidelines. The criterion for core melt probability is used to set numerical guidelines for various core melt sequences, systems and component unavailabilities. These guidelines can be used as a means for making decisions regarding the necessity for replacing a component or improving part of a safety system. This approach is applied to estimate a set of numerical guidelines for various sequences of core melts that are analyzed in Reactor Safety Study for the Peach Bottom Nuclear Power Plant.

The Blue Straggler Star Population in NGC 1261: Evidence for a Post-core-collapse Bounce State

NASA Astrophysics Data System (ADS)

Simunovic, Mirko; Puzia, Thomas H.; Sills, Alison

2014-11-01

We present a multi-passband photometric study of the Blue Straggler Star (BSS) population in the Galactic globular cluster (GC) NGC 1261, using available space- and ground-based survey data. The inner BSS population is found to have two distinct sequences in the color-magnitude diagram (CMD), similar to double BSS sequences detected in other GCs. These well defined sequences are presumably linked to single short-lived events such as core collapse, which are expected to boost the formation of BSSs. In agreement with this, we find a BSS sequence in NGC 1261 which can be well reproduced individually by a theoretical model prediction of a 2 Gyr old population of stellar collision products, which are expected to form in the denser inner regions during short-lived core contraction phases. Additionally, we report the occurrence of a group of BSSs with unusually blue colors in the CMD, which are consistent with a corresponding model of a 200 Myr old population of stellar collision products. The properties of the NGC 1261 BSS populations, including their spatial distributions, suggest an advanced dynamical evolutionary state of the cluster, but the core of this GC does not show the classical signatures of core collapse. We argue that these apparent contradictions provide evidence for a post-core-collapse bounce state seen in dynamical simulations of old GCs.

Constraints and Meaning-Making: Dealing with the Multifacetedness of Social Studies in Audited Teaching Practices

ERIC Educational Resources Information Center

Strandler, Ola

2017-01-01

Purpose: The backdrop of the article is the emergence of an international and politically motivated ambition that aims at standardising the purpose and outcomes of teaching practices via various forms of outcome controls. This ambition of standardisation is discussed in a Swedish context in relation to social studies teaching, which, at its core,…

Research-Led Teaching: Moving from a Fractured Engagement to a Marriage of Convenience

ERIC Educational Resources Information Center

Schapper, Jan; Mayson, Susan E.

2010-01-01

There are many reasons to develop closer links between research and teaching. To do this, we argue the need to move beyond university rhetoric that fractures the engagement of teaching with research and instead focus on the development of what is necessary to bring these two core academic activities closer together. Opening with a review of the…

Reconciling Teaching and Research in Law: An Expatriate Law Teacher's Interdisciplinary Reflection

ERIC Educational Resources Information Center

Kuo, Ming-Sung

2015-01-01

The relationship between research and teaching has long been at the core of the unsettled debate over the development and distribution of human knowledge. Recently ways to bridge teaching and research has come to the fore in higher education reform again. Partly pushed by the adoption of national academic assessment regimes, most of which are…

Optimising a curriculum for clinical haematology and biochemistry in sports medicine: a Delphi approach

PubMed Central

Fallon, K E; Trevitt, A C

2006-01-01

Objectives To investigate issues of curriculum in the context of a postgraduate sports medicine training programme, specifically in the field of clinical biochemistry and haematology. Methods Following the Delphi methodology, a series of sequential questionnaires was administered to curriculum developers, clinical teachers, examiners, and registrars. Results Agreement on a core syllabus for this subject with an indication of the core aims and objectives of teaching and learning in this field and the associated required skills and competencies. An indication of current and ideal teaching and learning methods and reasons for these preferences. A consensus of key features of a teaching module for this field and of appropriate methods of examination. Conclusions The data derived from this study, as well as the experience of engaging in it, will better inform curriculum developers, teachers, and students of one another's perceptions as to what is important in and appropriate to teaching and learning in this field of sports medicine. Engagement in the exercise and broader consideration of the outcomes by those who develop the curriculum, teach, and formulate the examination process will facilitate attainment of the ideal of well aligned teaching, learning, and examination in this specific field. PMID:16432001

Exploring the development of novice unqualified graduate teachers' topic-specific PCK in teaching the particulate nature of matter in South Africa's classrooms

NASA Astrophysics Data System (ADS)

Pitjeng-Mosabala, Phihlo; Rollnick, Marissa

2018-05-01

This study investigates the development of Topic-Specific Pedagogical Content Knowledge (TSPCK) of 14 novice uncertified graduate science teachers during a Professional Development Intervention (PDI) on teaching particulate nature of matter. TSPCK was defined in terms of five knowledge components: learner prior knowledge, curricular saliency, representations, what is difficult to teach and conceptual teaching strategies. Data sources consisted of validated pre- and post-TSPCK and content knowledge (CK) tests, teacher-constructed Content Representations (CoRes) before and after teaching and, for four teachers, video-recorded lessons, and field notes together with teacher interviews. The purpose of this study was to investigate how the teachers develop TSPCK through the process. The results provide an insight into how initial construction of CoRes enabled the entire group to start thinking about how to teach the topic. For the four case-study teachers, evidence of TSPCK development was observed in their teaching. These teachers showed greater improvement in TSPCK and CK than those who taught only the prerequisite concepts of the topic. The findings show that it is possible for uncertified teachers to develop PCK in the practice context with appropriate PDI. Some improvement in PCK was also observed for the larger group who taught only prerequisite concepts.

Core Professionalism Education in Surgery: A Systematic Review.

PubMed

Sarıoğlu Büke, Akile; Karabilgin Öztürkçü, Özlem Sürel; Yılmaz, Yusuf; Sayek, İskender

2018-03-15

Professionalism education is one of the major elements of surgical residency education. To evaluate the studies on core professionalism education programs in surgical professionalism education. Systematic review. This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.

Genetic Pedagogical Content Knowledge (PCK) Ability Profile of Prospective Biology Teacher

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Muthmainnah, E.; Hidayat, T.

2017-02-01

Genetics is one of the topics or subject matter in biology that are considered difficult. Student difficulties of understanding genetics, can be caused by lack of understanding this concept and the way of teachers teach. Pedagogical Content Knowledge (PCK) is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches. The aims of study was to analyze genetic PCK ability profile of prospective biology teacher.13 student of sixth semester Biology education department who learned Kapita Selekta Biologi SMA course, participated in this study. PCK development was measured by CoRes (Content Representation). Before students fill CoRes, students are tested mastery genetic concepts through a multiple-choice test with three tier-test. Data was obtained from the prior CoRes and its revisions, as well as the mastery concept in pre and post test. Results showed that pre-test of genetic mastery concepts average on 55.4% (low category) and beginning of the writing CoRes, student get 43.2% (Pra PCK). After students get lecture and simulating learning, the post-test increased to 63.8% (sufficient category) and PCK revision is also increase 58.1% (growing PCK). It can be concluded that mastery of subject matter could affects the ability of genetic PCK.

Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency

ERIC Educational Resources Information Center

McGuire, Michael; Larson-Hall, Jenifer

2017-01-01

Formulaic sequences (FS) are frequently used by native speakers and have been found to help non-native speakers sound more fluent as well. We hypothesized that explicitly teaching FS to classroom ESL learners would increase the use of such language, which could further result in increased second language (L2) fluency. We report on a 5-week study…

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

ERIC Educational Resources Information Center

Nikopoulos, Christos K.; Keenan, Mickey

2007-01-01

This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple…

Implementing and Evaluating a Sequence of Instruction on Gaseous Pressure with Pre-Service Primary School Student Teachers.

ERIC Educational Resources Information Center

Taylor, Neil; Lucas, Keith B.

2000-01-01

Describes a teaching sequence on gaseous pressure implemented in a group of pre-service primary teachers in Fiji that provides subjects with a strong visual model of particle behavior which they then applied to a series of collaborative science activities for which they attempted to construct explanations. Suggests that this teaching sequence…

The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

ERIC Educational Resources Information Center

Boreham, N. C.; And Others

1985-01-01

This study investigated the effects of two sequences of instruction--theory-to-application and application-to-theory--on medical students' cognitive preferences in preclinical science teaching. Results indicate that presenting an example of the clinical application of biochemical theory before presenting the theory itself increased students'…

The Interplay of Representations and Patterns of Classroom Discourse in Science Teaching Sequences

ERIC Educational Resources Information Center

Tang, Kok-Sing

2016-01-01

The purpose of this study is to examines the relationship between the communicative approach of classroom talk and the modes of representations used by science teachers. Based on video data from two physics classrooms in Singapore, a recurring pattern in the relationship was observed as the teaching sequence of a lesson unfolded. It was found that…

Transferring a Teaching Learning Sequence between Two Different Educational Contexts: The Case of Greece and Finland

ERIC Educational Resources Information Center

Spyrtou, Anna; Lavonen, Jari; Zoupidis, Anastasios; Loukomies, Anni; Pnevmatikos, Dimitris; Juuti, Kalle; Kariotoglou, Petros

2018-01-01

In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as…

A Teaching-Learning Sequence for the Special Relativity Theory at High School Level Historically and Epistemologically Contextualized

ERIC Educational Resources Information Center

Arriassecq, Irene; Greca, Ileana Maria

2012-01-01

This paper discusses some topics that stem from recent contributions made by the History, the Philosophy, and the Didactics of Science. We consider these topics relevant to the introduction of the Special Relativity Theory (SRT) in high school within a contextualized approach. We offer an outline of a teaching-learning sequence dealing with the…

A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science

ERIC Educational Resources Information Center

Maurício, Paulo; Valente, Bianor; Chagas, Isabel

2017-01-01

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour…

Analyzing Students' Learning Progressions throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

ERIC Educational Resources Information Center

Hernández, María Isabel; Couso, Digna; Pintó, Roser

2015-01-01

The study we have carried out aims to characterize 15-to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual…

Microscopic models for bridging electrostatics and currents

NASA Astrophysics Data System (ADS)

Borghi, L.; DeAmbrosis, A.; Mascheretti, P.

2007-03-01

A teaching sequence based on the use of microscopic models to link electrostatic phenomena with direct currents is presented. The sequence, devised for high school students, was designed after initial work carried out with student teachers attending a school of specialization for teaching physics at high school, at the University of Pavia. The results obtained with them are briefly presented, because they directed our steps for the development of the teaching sequence. For both the design of the experiments and their interpretation, we drew inspiration from the original works of Alessandro Volta; in addition, a structural model based on the particular role of electrons as elementary charges both in electrostatic phenomena and in currents was proposed. The teaching sequence starts from experiments on charging objects by rubbing and by induction, and engages students in constructing microscopic models to interpret their observations. By using these models and by closely examining the ideas of tension and capacitance, the students acknowledge that a charging (or discharging) process is due to the motion of electrons that, albeit for short time intervals, represent a current. Finally, they are made to see that the same happens in transients of direct current circuits.

Friis Hills Drilling Project - Coring an Early to mid-Miocene terrestrial sequence in the Transantarctic Mountains to examine climate gradients and ice sheet variability along an inland-to-offshore transect

NASA Astrophysics Data System (ADS)

Lewis, A. R.; Levy, R. H.; Naish, T.; Gorman, A. R.; Golledge, N.; Dickinson, W. W.; Kraus, C.; Florindo, F.; Ashworth, A. C.; Pyne, A.; Kingan, T.

2015-12-01

The Early to mid-Miocene is a compelling interval to study Antarctic ice sheet (AIS) sensitivity. Circulation patterns in the southern hemisphere were broadly similar to present and reconstructed atmospheric CO2 concentrations were analogous to those projected for the next several decades. Geologic records from locations proximal to the AIS are required to examine ice sheet response to climate variability during this time. Coastal and offshore drill core records recovered by ANDRILL and IODP provide information regarding ice sheet variability along and beyond the coastal margin but they cannot constrain the extent of inland retreat. Additional environmental data from the continental interior is required to constrain the magnitude of ice sheet variability and inform numerical ice sheet models. The only well-dated terrestrial deposits that register early to mid-Miocene interior ice extent and climate are in the Friis Hills, 80 km inland. The deposits record multiple glacial-interglacial cycles and fossiliferous non-glacial beds show that interglacial climate was warm enough for a diverse biota. Drifts are preserved in a shallow valley with the oldest beds exposed along the edges where they terminate at sharp erosional margins. These margins reveal drifts in short stratigraphic sections but none is more than 13 m thick. A 34 m-thick composite stratigraphic sequence has been produced from exposed drift sequences but correlating beds in scattered exposures is problematic. Moreover, much of the sequence is buried and inaccessible in the basin center. New seismic data collected during 2014 reveal a sequence of sediments at least 50 m thick. This stratigraphic package likely preserves a detailed and more complete sedimentary sequence for the Friis Hills that can be used to refine and augment the outcrop-based composite stratigraphy. We aim to drill through this sequence using a helicopter-transportable diamond coring system. These new cores will allow us to obtain continuous measurements on unweathered material through the terrestrial sequence. Beds of tephra are exposed in outcrop and we expect to encounter these key age markers in the cored sequence. These new high quality, well-dated terrestrial data will be directly compared to marine cores to provide environmental data across a broad onshore-offshore transect.

Explicit Instruction Elements in Core Reading Programs

ERIC Educational Resources Information Center

Child, Angela R.

2012-01-01

Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

Unraveling Core Functional Microbiota in Traditional Solid-State Fermentation by High-Throughput Amplicons and Metatranscriptomics Sequencing.

PubMed

Song, Zhewei; Du, Hai; Zhang, Yan; Xu, Yan

2017-01-01

Fermentation microbiota is specific microorganisms that generate different types of metabolites in many productions. In traditional solid-state fermentation, the structural composition and functional capacity of the core microbiota determine the quality and quantity of products. As a typical example of food fermentation, Chinese Maotai-flavor liquor production involves a complex of various microorganisms and a wide variety of metabolites. However, the microbial succession and functional shift of the core microbiota in this traditional food fermentation remain unclear. Here, high-throughput amplicons (16S rRNA gene amplicon sequencing and internal transcribed space amplicon sequencing) and metatranscriptomics sequencing technologies were combined to reveal the structure and function of the core microbiota in Chinese soy sauce aroma type liquor production. In addition, ultra-performance liquid chromatography and headspace-solid phase microextraction-gas chromatography-mass spectrometry were employed to provide qualitative and quantitative analysis of the major flavor metabolites. A total of 10 fungal and 11 bacterial genera were identified as the core microbiota. In addition, metatranscriptomic analysis revealed pyruvate metabolism in yeasts (genera Pichia, Schizosaccharomyces, Saccharomyces , and Zygosaccharomyces ) and lactic acid bacteria (genus Lactobacillus ) classified into two stages in the production of flavor components. Stage I involved high-level alcohol (ethanol) production, with the genus Schizosaccharomyces serving as the core functional microorganism. Stage II involved high-level acid (lactic acid and acetic acid) production, with the genus Lactobacillus serving as the core functional microorganism. The functional shift from the genus Schizosaccharomyces to the genus Lactobacillus drives flavor component conversion from alcohol (ethanol) to acid (lactic acid and acetic acid) in Chinese Maotai-flavor liquor production. Our findings provide insight into the effects of the core functional microbiota in soy sauce aroma type liquor production and the characteristics of the fermentation microbiota under different environmental conditions.

Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

NASA Astrophysics Data System (ADS)

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-12-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

We Don't Live in a Multiple-Choice World: Inquiry and the Common Core

ERIC Educational Resources Information Center

Jaeger, Paige

2012-01-01

The Common Core raises the bar for states struggling to decide what should be taught or tested. As low-performing schools strive to improve instruction, the blueprint has been defined. The Common Core defines the curriculum in enough detail and specifies ways to teach that content creatively and innovatively, to produce graduates who are problem…

Analyzing How Formalist, Cognitive-Processing, and Literacy Practices Learning Paradigms are Shaping the Implementation of the Common Core State Standards

ERIC Educational Resources Information Center

Beach, Richard

2011-01-01

This paper analyzes the influence of three different learning paradigms for learning literacy--formalist, cognitive-processing, and literacy practices--on the implementation of the Common Core State Standards. It argues that the Common Core State Standards are based largely on a formalist paradigm as evident in the emphasis on teaching text…

10 CFR 50.43 - Additional standards and provisions affecting class 103 licenses and certifications for...

Code of Federal Regulations, 2010 CFR

2010-01-01

... licensed before 1997, or use simplified, inherent, passive, or other innovative means to accomplish their... sequences, including equilibrium core conditions; or (2) There has been acceptable testing of a prototype... accident sequences, including equilibrium core conditions. If a prototype plant is used to comply with the...

Teaching Aerobic Cell Respiration Using the 5Es

ERIC Educational Resources Information Center

Patro, Edward T.

2008-01-01

The 5E teaching model provides a five step method for teaching science. While the sequence of the model is strictly linear, it does provide opportunities for the teacher to "revisit" prior learning before moving on. The 5E method is described as it relates to the teaching of aerobic cell respiration.

A Framework for Addressing Skeptics' Claims Using Evidence-Based Argumentation: Lessons Learned from Educational Research

NASA Astrophysics Data System (ADS)

Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

2012-12-01

In science education, climate change is an issue that is especially useful for teaching concepts spanning several fields of science, as well the nature and practices of science. In response, we are developing a NASA-funded curriculum, titled Climate Science Investigations (CSI): South Florida, that teaches high school and first-year undergraduate level students how to analyze and use scientific data answer questions about climate change. To create an effective curriculum, we integrated lessons learned from our educational research conducted within our elementary science methods courses (Lambert, Lindgren, & Bleicher, 2012). For the past few years, we have been integrating climate science in our courses as a way to teach standards across several science disciplines and assessing our preservice teachers' gains in knowledge over the semesters. More recently, given the media attention and reports on the public's shift in opinion toward being more skeptical (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011), we have assessed our students' perceptions about climate change and implemented strategies to help students use evidence-based scientific argumentation to address common claims of climate skeptics. In our elementary science methods courses, we framed climate change as a crosscutting theme, as well as a core idea, in the Next Generation Science Standards. We proposed that the issue and science of climate change would help preservice teachers not only become more interested in the topic, but also be more prepared to teach core science concepts spanning several disciplines (physical, life, and earth sciences). We also thought that highlighting the "practice of scientific inquiry" by teaching students to develop evidence-based arguments would help the preservice teachers become more analytical and able to differentiate scientific evidence from opinions, which could ultimately influence their perceptions on climate change. Lessons learned from our preservice teachers' conceptions and perceptions about climate change, as well as the difficulties in engaging in evidence-based argumentation, have informed and enhanced the framework for development of the CSI: South Florida curriculum. The modules are sequenced according to the proposed learning progression. First, students are introduced to the nature of science and Earth's energy balance. Students then investigate the temporal and spatial temperature data to answer the question of whether Earth is warming. Students also compare natural and anthropogenic causes of climate change, investigate the various observed and projected consequences of climate change in the fourth module, and examine ways to mitigate the effects of and adapt to climate change. Finally, students learn how to refute skeptics' claims by providing counter evidence and reasoning of why the skeptics' claim is not the appropriate explanation. This paper describes our conceptual framework for teaching students how to address the skeptics' claims using the content learned in the CSI: South Florida curriculum and evidence-based argumentation.

A core syllabus for the teaching of neuroanatomy to medical students.

PubMed

Moxham, Bernard; McHanwell, Stephen; Plaisant, Odile; Pais, Diogo

2015-09-01

There is increasingly a call for clinical relevance in the teaching of biomedical sciences within all health care courses. However, this presupposes that there is a clear understanding of what can be considered core material within the curricula. To date, the anatomical sciences have been relatively poorly served by the development of core syllabuses, particularly for specialized core syllabuses such as neuroanatomy. One of the aims of the International Federation of Associations of Anatomists (IFAA) and of the European Federation for Experimental Morphology (EFEM) is to formulate, on an international scale, core syllabuses for all branches of the anatomical sciences using Delphi Panels consisting of anatomists, scientists, and clinicians to initially evaluate syllabus content. In this article, the findings of a Delphi Panel for neuroanatomy are provided. These findings will subsequently be published on the IFAA website to enable anatomical (and other cognate learned) societies and individual anatomists, clinicians, and students to freely comment upon, and elaborate and amend, the syllabuses. The aim is to set internationally recognized standards and thus to provide guidelines concerning neuroanatomical knowledge when engaged in course development. © 2015 Wiley Periodicals, Inc.

Prevalence of mutations in hepatitis C virus core protein associated with alteration of NF-kappaB activation.

PubMed

Mann, Elizabeth A; Stanford, Sandra; Sherman, Kenneth E

2006-10-01

The hepatitis C virus (HCV) core protein is a key structural element of the virion but also affects a number of cellular pathways, including nuclear factor kappaB (NF-kappaB) signaling. NF-kappaB is a transcription factor that regulates both anti-apoptotic and pro-inflammatory genes and its activation may contribute to HCV-mediated pathogenesis. Amino acid sequence divergence in core is seen at the genotype level as well as within patient isolates. Recent work has implicated amino acids 9-11 of core in the modulation of NF-kappaB activation. We report that the sequence RKT is highly conserved (93%) at this position across all HCV genotypes, based on sequences collected in the Los Alamos HCV database. Of the 13 types of variants present in the database, the two most prevalent substitutions are RQT and RKP. We further show that core encoding RKP fails to activate NF-kappaB signaling in vitro while NF-kappaB activation by core encoding RQT does not differ from control RKT core. The effect of RKP core is specific to NF-kappaB signaling as activator protein 1 (AP-1) activity is not altered. Further studies are needed to assess potential associations between specific amino acid substitutions at positions 9-11 and liver disease progression and/or response to treatment in individual patients.

Eliciting Student Thinking: Definition, Research Support, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06

ERIC Educational Resources Information Center

Qi, Yi; Sykes, Gary

2016-01-01

This report describes and provides research and scholarly support for a core practice of teaching--eliciting student thinking (EST)--that is the target for a performance assessment contributing one component of the "ETS"® National Observational Teaching Examination (NOTE) assessment series. The purpose of this report is to review the…

Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project

ERIC Educational Resources Information Center

Hottecke, Dietmar; Henke, Andreas; Riess, Falk

2012-01-01

This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners' perspectives are explicitly taken into account. Teaching methods…

The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

ERIC Educational Resources Information Center

Rizaki, Aikaterini; Kokkotas, Panagiotis

2013-01-01

The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration…

Applying Common Core Standards to Students with Disabilities in Music

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2014-01-01

The following article includes general information on the Common Core State Standards, how the standards apply to the music and academic education of students with disabilities, and web resources that will helpful to music educators teaching students with and without disabilities.

ESTIMATING THE RADIUS OF THE CONVECTIVE CORE OF MAIN-SEQUENCE STARS FROM OBSERVED OSCILLATION FREQUENCIES

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

Yang, Wuming, E-mail: yangwuming@bnu.edu.cn, E-mail: yangwuming@ynao.ac.cn

The determination of the size of the convective core of main-sequence stars is usually dependent on the construction of models of stars. Here we introduce a method to estimate the radius of the convective core of main-sequence stars with masses between about 1.1 and 1.5 M {sub ⊙} from observed frequencies of low-degree p -modes. A formula is proposed to achieve the estimation. The values of the radius of the convective core of four known stars are successfully estimated by the formula. The radius of the convective core of KIC 9812850 estimated by the formula is 0.140 ± 0.028 Rmore » {sub ⊙}. In order to confirm this prediction, a grid of evolutionary models was computed. The value of the convective-core radius of the best-fit model of KIC 9812850 is 0.149 R {sub ⊙}, which is in good agreement with that estimated by the formula from observed frequencies. The formula aids in understanding the interior structure of stars directly from observed frequencies. The understanding is not dependent on the construction of models.« less

LOGO Teaching Sequences on Numbers and Functions and Equations. Teacher's Text and Problems.

ERIC Educational Resources Information Center

Grant, Richard; And Others

The teacher's texts for two teaching sequences in the LOGO mathematics course are presented in this second volume of a four-volume report. The material presented here is designed to be a broad overview of the application of LOGO to the topics of numbers and functions. A variety of alternative paths and approaches are presented; in each case the…

A Three-Dimensional Approach and Open Source Structure for the Design and Experimentation of Teaching-Learning Sequences: The Case of Friction

ERIC Educational Resources Information Center

Besson, Ugo; Borghi, Lidia; De Ambrosis, Anna; Mascheretti, Paolo

2010-01-01

We have developed a teaching-learning sequence (TLS) on friction based on a preliminary study involving three dimensions: an analysis of didactic research on the topic, an overview of usual approaches, and a critical analysis of the subject, considered also in its historical development. We found that mostly the usual presentations do not take…

Case Study Projects for College Mathematics Courses Based on a Particular Function of Two Variables

ERIC Educational Resources Information Center

Shi, Y.

2007-01-01

Based on a sequence of number pairs, a recent paper (Mauch, E. and Shi, Y., 2005, Using a sequence of number pairs as an example in teaching mathematics, "Mathematics and Computer Education," 39(3), 198-205) presented some interesting examples that can be used in teaching high school and college mathematics classes such as algebra, geometry,…

SBLOCA outside containment at Browns Ferry Unit One: accident sequence analysis. [Small break

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

Condon, W.A.; Harrington, R.M.; Greene, S.R.

1982-11-01

This study describes the predicted response of Unit 1 at the Browns Ferry Nuclear Plant to a postulated small-break loss-of-coolant accident outside of the primary containment. The break has been assumed to occur in the scram discharge volume piping immediately following a reactor scram that cannot be reset. The events before core uncovering are discussed for both the worst-case accident sequence without operator action and for the more likely sequences with operator action. Without operator action, the events after core uncovering would include core meltdown and subsequent containment failure, and this event sequence has been determined through use of themore » MARCH code. An estimate of the magnitude and timing of the concomitant release of the noble gas, cesium, and iodine-based fission products to the environment is provided in Volume 2 of this report.« less

Promoting Students' Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations

NASA Astrophysics Data System (ADS)

Loukomies, Anni; Pnevmatikos, Dimitris; Lavonen, Jari; Spyrtou, Anna; Byman, Reijo; Kariotoglou, Petros; Juuti, Kalle

2013-12-01

This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents' psychological needs along with some insights into how students mediate the way they value an activity in the context of science education.

Teaching Writing in Economics

ERIC Educational Resources Information Center

Schmeiser, Katherine

2017-01-01

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that…

Why Teach Spelling?

ERIC Educational Resources Information Center

Reed, Deborah K.

2012-01-01

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Teaching American History Evaluation: Final Report

ERIC Educational Resources Information Center

Weinstock, Phyllis; Tseng, Fannie; Humphrey, Daniel; Gillespie, Marilyn; Yee, Kaily

2011-01-01

In 2001, Congress established the Teaching American History (TAH) program, which seeks to improve student achievement by improving teachers' knowledge, understanding, and appreciation of traditional American history as a separate subject within the core curriculum. Under this program, grants are awarded to local education agencies (LEAs), which…

Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers

ERIC Educational Resources Information Center

Haynes, J. Chris; Stripling, Christopher T.

2014-01-01

School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…

Against the Grain: Teaching Historical Complexity

ERIC Educational Resources Information Center

Neumann, Dave

2013-01-01

Many teachers and scholars have written about the importance of inquiry in effective history instruction. At its core, inquiry involves student investigation of a significant historical problem. Experienced teachers, however, often reveal their skill in purposely teaching against the grain. Skilled teachers help students appreciate historical…

A new method for teaching physical examination to junior medical students.

PubMed

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using "core clinical cases", overcoming the need for "rote" learning. This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. A model core clinical case developed in this project is described, with gout as the basis for a "foot and ankle" examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in "content overload". This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems.

An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher

NASA Astrophysics Data System (ADS)

Connell, Shelley Sha'ron

2007-12-01

This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer. Data were collected and analyzed in four segments: (a) teacher beliefs, (b) teaching practices, (c) congruency between teacher beliefs and teaching practices, and (d) factors that influence congruency. Teacher beliefs were listed at the start of the school year and analyzed in narrative format. Teaching practices were recorded in the journal and analyzed through coding. The relationship between beliefs and practices was explored on two levels, following Haney & McArthur's (2002) modified theory of planned behavior. First, congruency between beliefs and practices was determined, yielding beliefs that were either central (congruent with practices) or peripheral (incongruent with practices) to the author's belief system. Second, congruency between central beliefs and two categories of teaching principles was determined, yielding three subdivisions: constructivist core (congruent with constructivist principles), emerging core (congruent with general principles) and conflict core (incongruent with constructivist principles) beliefs. Data analysis showed 16 central beliefs (those congruent with practice) in operation. The study finding was that teacher beliefs and practices were largely congruent for this one teacher. This contrasted most published reports. Coupling application of the TPB and modified TPB, congruence appeared to be largely influenced by teacher reflection on classroom experiences and student outcomes, as well as three belief factors about teaching by constructivist principles: (a) beliefs about positive or negative outcomes (b) beliefs about social pressure and (c) beliefs about external factors that impact one's ability. Implications for future professional development include categorizing beliefs, pairing with mentors identified as having constructivist core beliefs and the use of reflective practice during field experiences.

The Danger of Poison. Level R = El Veneno es Peligroso. [Nivel R.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

Designed by Project TEACH (Teaching Environmental Awareness to the Children of Harvest), the skill-sequenced curriculum unit was developed to teach 3- to 5-year-old migrant children about the benefits and possible hazards of pesticides. Prepared in both Spanish and English, the field-tested unit can be used as a separate teaching unit or…

The Common Core State Standards: Comparisons of Access and Quality

ERIC Educational Resources Information Center

Wasserman, Nicholas H.

2011-01-01

Last year the United States unveiled the Common Core State Standards (CCSS) in English and Mathematics for grades K-12. In particular, the authors included two possible sequences of 8-12 mathematics courses that would fulfill the standards. Most notably, the courses titled "3a" and "3b" in these two sequences have become…

The parallel globe: a powerful instrument to perform investigations of Earth’s illumination

NASA Astrophysics Data System (ADS)

Rossi, Sabrina; Giordano, Enrica; Lanciano, Nicoletta

2015-01-01

Many researchers have documented the difficulties for learners of different ages and preparations in understanding basic astronomical concepts. Traditional instructional strategies and communication media do not seem to be effective in producing meaningful understanding, or even induce misconceptions and misinterpretations. In line with recent proposals for pedagogical sequences and learning progressions about core concepts and basic procedures in physics and astronomy education, in this paper we suggest an intermediate, essential step in the teaching path from the local geocentric view of the Earth-Sun system to a heliocentric one. With this aim we present data collected over a day and a year from an instrument we call the ‘parallel globe’, a globe positioned locally homothetic to the Earth. Some analyses are suggested, in particular of the phenomenon of illumination of the Earth and its variations, that are consistent with the proposed instructional objectives.

The Sequencing of Basic Chemistry Topics by Physical Science Teachers

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2016-01-01

The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…

Reading, Thinking, and Concept Development: Strategies for the Classroom.

ERIC Educational Resources Information Center

Harris, Theodore L., Ed.; Cooper, Eric J., Ed.

Intended to help teachers both improve students' text comprehension and better understand the teaching-learning process involved, this book focuses on comprehension and concept development as the central core of an effective educational program. The book's five sections deal with teaching explicit comprehension skills, precomprehension and…

The Intersection of Information and Science Literacy

ERIC Educational Resources Information Center

Klucevsek, Kristin

2017-01-01

To achieve higher science literacy, both students and the public require discipline-specific information literacy in the sciences. Scientific information literacy is a core component of the scientific process. In addition to teaching how to find and evaluate resources, scientific information literacy should include teaching the process of…

"I'm Not Teaching English, I'm Teaching Something Else!": How New Teachers Create Curriculum under Mandates of Educational Reform

ERIC Educational Resources Information Center

Costigan, Arthur

2018-01-01

This study presents how beginning teachers create and teach an English Language Arts (ELA) curriculum in urban schools in the context of an educational reform movement driven by mandates such as Common Core State Standards (CCSS), high stakes tests, and prescribed curricula. They serve in schools with each using unique and individual curricula due…

Teaching social justice.

PubMed

Fahrenwald, Nancy L

2003-01-01

Social justice is a core nursing value and the foundation of public health nursing. Social justice ideology requires nursing students to uphold moral, legal, and humanistic principles related to health. As such, teaching social justice requires a basis in moral developmental theory. In addition, teaching social justice demands action beyond classroom pedagogy. The author describes how social justice is taught within a baccalaureate program. A social justice project is described and examples are provided.

Use of Vietnamese in English Language Teaching in Vietnam: Attitudes of Vietnamese University Teachers

ERIC Educational Resources Information Center

Anh, Kieu Hang Kim

2012-01-01

Drawing upon the literature on the history of the language teaching methods focusing on the use of L1 in L2 teaching, the debate surrounding the role of L1 in the L2 classroom in general and in the English classroom in particular and recent studies of the issue, this article presents at its core a study that investigated the attitudes of…

Teaching and Assessing Professionalism in Radiology Resident Education.

PubMed

Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

2017-05-01

Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Phylogenetic analysis of anaerobic psychrophilic enrichment cultures obtained from a greenland glacier ice core

NASA Technical Reports Server (NTRS)

Sheridan, Peter P.; Miteva, Vanya I.; Brenchley, Jean E.

2003-01-01

The examination of microorganisms in glacial ice cores allows the phylogenetic relationships of organisms frozen for thousands of years to be compared with those of current isolates. We developed a method for aseptically sampling a sediment-containing portion of a Greenland ice core that had remained at -9 degrees C for over 100,000 years. Epifluorescence microscopy and flow cytometry results showed that the ice sample contained over 6 x 10(7) cells/ml. Anaerobic enrichment cultures inoculated with melted ice were grown and maintained at -2 degrees C. Genomic DNA extracted from these enrichments was used for the PCR amplification of 16S rRNA genes with bacterial and archaeal primers and the preparation of clone libraries. Approximately 60 bacterial inserts were screened by restriction endonuclease analysis and grouped into 27 unique restriction fragment length polymorphism types, and 24 representative sequences were compared phylogenetically. Diverse sequences representing major phylogenetic groups including alpha, beta, and gamma Proteobacteria as well as relatives of the Thermus, Bacteroides, Eubacterium, and Clostridium groups were found. Sixteen clone sequences were closely related to those from known organisms, with four possibly representing new species. Seven sequences may reflect new genera and were most closely related to sequences obtained only by PCR amplification. One sequence was over 12% distant from its closest relative and may represent a novel order or family. These results show that phylogenetically diverse microorganisms have remained viable within the Greenland ice core for at least 100,000 years.

Phylogenetic Analysis of Anaerobic Psychrophilic Enrichment Cultures Obtained from a Greenland Glacier Ice Core

PubMed Central

Sheridan, Peter P.; Miteva, Vanya I.; Brenchley, Jean E.

2003-01-01

The examination of microorganisms in glacial ice cores allows the phylogenetic relationships of organisms frozen for thousands of years to be compared with those of current isolates. We developed a method for aseptically sampling a sediment-containing portion of a Greenland ice core that had remained at −9°C for over 100,000 years. Epifluorescence microscopy and flow cytometry results showed that the ice sample contained over 6 × 107 cells/ml. Anaerobic enrichment cultures inoculated with melted ice were grown and maintained at −2°C. Genomic DNA extracted from these enrichments was used for the PCR amplification of 16S rRNA genes with bacterial and archaeal primers and the preparation of clone libraries. Approximately 60 bacterial inserts were screened by restriction endonuclease analysis and grouped into 27 unique restriction fragment length polymorphism types, and 24 representative sequences were compared phylogenetically. Diverse sequences representing major phylogenetic groups including alpha, beta, and gamma Proteobacteria as well as relatives of the Thermus, Bacteroides, Eubacterium, and Clostridium groups were found. Sixteen clone sequences were closely related to those from known organisms, with four possibly representing new species. Seven sequences may reflect new genera and were most closely related to sequences obtained only by PCR amplification. One sequence was over 12% distant from its closest relative and may represent a novel order or family. These results show that phylogenetically diverse microorganisms have remained viable within the Greenland ice core for at least 100,000 years. PMID:12676695

Influence of Clinical Experience and Productivity on Emergency Medicine Faculty Teaching Scores

PubMed Central

Clyne, Brian; Smith, Jessica L.; Napoli, Anthony M.

2012-01-01

Background Commonly cited barriers to effective teaching in emergency medicine include lack of time, competing demands for patient care, and a lack of formal teaching experience. Teaching may be negatively affected by demands for increased clinical productivity, or positively influenced by clinical experience. Objective To examine the association between faculty teaching scores and clinical productivity, years of clinical experience, and amount of clinical contact with resident physicians. Methods We conducted a retrospective, observational study with existing data on full-time faculty at a high-volume, urban emergency medicine residency training program for academic year 2008–2009. Residents rated faculty on 9 domains of teaching, including willingness to teach, enthusiasm for teaching, medical knowledge, preparation, and communication. Clinical productivity data for relative value units per hour and number of patients per hour, years of clinical experience, and annual clinical hours were obtained from existing databases. Results For the 25 core faculty members included in the study, there was no relationship between faculty teaching scores and clinical productivity measures (relative value units per hour: r2  =  0.01, P  =  .96, patients per hour: r2  =  0.00, P  =  .76), or between teaching scores and total clinical hours with residents (r2  =  0.07, P  =  .19). There was a significant negative relationship between years of experience and teaching scores (r2  =  0.27, P < .01). Conclusions Our study demonstrated that teaching scores for core emergency medicine faculty did not correlate with clinical productivity or amount of clinical contact with residents. Teaching scores were inversely related to number of years of clinical experience, with more experienced faculty earning the lowest teaching scores. Further study is necessary to determine if there are clinical measures that identify good educators. PMID:24294418

Core Professionalism Education in Surgery: A Systematic Review

PubMed Central

Sarıoğlu Büke, Akile; Karabilgin Öztürkçü, Özlem Sürel; Yılmaz, Yusuf; Sayek, İskender

2018-01-01

Background: Professionalism education is one of the major elements of surgical residency education. Aims: To evaluate the studies on core professionalism education programs in surgical professionalism education. Study Design: Systematic review. Methods: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. Results: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. Conclusion: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable. PMID:29553464

Teaching a Non-Western Core Program: The Development of Integrated Skills.

ERIC Educational Resources Information Center

Posey, John P.

1984-01-01

Describes the use of various learning methods in the Non-Western core of St. Joseph's College's interdisciplinary general education program, including extemporaneous speeches and individual role-playing exercises, extemporaneous group presentations of interviews and political demonstrations, simulation projects recreating a Chinese People's…

Hepatitis C virus genotypes in Singapore and Indonesia.

PubMed

Ng, W C; Guan, R; Tan, M F; Seet, B L; Lim, C A; Ngiam, C M; Sjaifoellah Noer, H M; Lesmana, L

1995-01-01

5' untranslated and partial core (C) region sequence of hepatitis C virus (HCV) in 21 Singaporean and 15 Indonesian isolates were amplified by reverse-transcription polymerase chain reaction and sequenced with the use of conserved primer sequences deduced from HCV genomes identified in other geographical regions. The HCV genotypes are predominantly that of Simmonds type 1 and less of type 2 and 3 with the latter genotype currently not detected in Indonesia. The 5' untranslated sequences are related to HCV-1. DK-7 (Denmark), US-11 (United States of America), HCV-J4, SA-10 (South Africa), T-3 (Taiwan), HCV-J6, HCV-J8, Eb-1 and Eb-8. When compared with the prototype HCV-1, insertions are found within the 5' untranslated region of Singaporean isolates and not in the Indonesians. There are Singaporean and Indonesian isolates that have sequences within the 5' untranslated region that differ slightly from each other. Microheterogeneity is observed in the core region of two Singaporeans and one Indonesian isolate. Finally, not all HCV isolates can be amplified with the conserved core sequence primers when compared with the ease with which these isolates can be amplified with 5' untranslated region conserved primers.

Teaching Badminton through Play Practice in Physical Education

ERIC Educational Resources Information Center

Kim, Insook

2017-01-01

There is a strong belief that teachers' in-depth content knowledge is key for effective teaching. Teachers who possess specialized content knowledge uniquely needed for teaching are capable of appropriately selecting, sequencing, representing and adapting content applicable for students with different learning needs. Beyond teachers' content…

A Mini Teaching Sequence on the Totality of Islam.

ERIC Educational Resources Information Center

Pellicano, Grace; Pellicano, Roy R.

1987-01-01

Provides a secondary teaching unit on the Islamic religious faith and government. Maintains that students must understand the totality of Islam in order to make sense of recent events in Egypt, Morocco, Tunisia, Nigeria, and the Sudan. Included are complete teaching instructions and necessary handouts. (JDH)

Architecture & Environment

ERIC Educational Resources Information Center

Erickson, Mary; Delahunt, Michael

2010-01-01

Most art teachers would agree that architecture is an important form of visual art, but they do not always include it in their curriculums. In this article, the authors share core ideas from "Architecture and Environment," a teaching resource that they developed out of a long-term interest in teaching architecture and their fascination with the…

Five Keys for Teaching Mental Math

ERIC Educational Resources Information Center

Olsen, James R.

2015-01-01

After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…

Teaching Argument Writing to ELLs

ERIC Educational Resources Information Center

Ferlazzo, Larry; Hull-Sypnieski, Katie

2014-01-01

"How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?" The authors propose a tentative answer to a question that has been troubling educators of late. Educators, they suggest, need to keep in mind three crucial elements: Students should (1) begin by reading more informational…

Teaching a Geographical Component in World History Curriculum

ERIC Educational Resources Information Center

Kachina, Olga A.

2011-01-01

This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled "No Child Left Behind" (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding.…

An Emerging Model of Business: Enterprise and Catholic Social Teaching

ERIC Educational Resources Information Center

Castellano, Joseph F.; Forlani, Victor

2008-01-01

The challenge for faculty teaching in Catholic Business Schools is how to integrate the University's Catholic heritage and tradition into the core business curriculum. Such integration is necessary if schools of business are to provide their students with a distinctive educational experience. The Living Asset Stewardship (LAS) philosophy of…

Reflections on Aesthetic Teaching

ERIC Educational Resources Information Center

Sotiropoulou-Zormpala, Marina

2012-01-01

This article examines how it is possible to use the aesthetic process to enrich teaching practices in preschool and elementary school education. What is under scrutiny is the aesthetic dimension of a core curricular subject, the ultimate goal being to achieve an understanding of curricular content through aesthetic learning processes. For this…

Creating Inclusive Schools for All Students

ERIC Educational Resources Information Center

Causton-Theoharis, Julie; Theoharis, George

2009-01-01

Inclusion in general education and attention to belonging are the first steps toward greater achievement for all students. This must be followed by improving the core teaching and curriculum to enhance learning of all students through differentiation, and teaching to multiple modalities and learning preferences. For these changes to occur,…

First-Year Hands-On Design Course: Implementation & Reception

ERIC Educational Resources Information Center

Butterfield, Anthony E.; Branch, Kyle; Trujillo, Edward

2015-01-01

To incorporate active and collaborative teaching methods early in our curriculum, we have developed a freshman design laboratory. The course introduces numerous core concepts and lab skills, by way of seven teaching modules, including spectrometer construction and a collaborative project with seniors. Survey data show students enjoyed and learned…

Entrepreneurial Creativity as a Convergent Basis for Teaching Business Communication

ERIC Educational Resources Information Center

Grenci, Richard T.

2012-01-01

Of the "21st Century" business skills of communication, collaboration, creativity, and critical thinking, creativity arguably receives among the least explicit attention in traditional business core curricula. With that in mind, the context of entrepreneurial creativity is put forth as a basis for teaching business communication. By…

An Investigative, Cooperative Learning Approach for General Chemistry Laboratories

ERIC Educational Resources Information Center

Díaz-Vázquez, Liz M.; Montes, Barbara Casañas; Echevarría Vargas, Ileabett M.; Hernandez-Cancel, Griselle; Gonzalez, Fernando; Molina, Anna M.; Morales-Cruz, Moraima; Torres-Díaz, Carlos M.; Griebenow, Kai

2012-01-01

The integration of research and education is an essential component of our university's teaching philosophy. Recently, we made a curricular revision to facilitate such an approach in the General Chemistry Laboratory, to teach students that investigative approaches are at the core of sciences. The curriculum revision included new interdisciplinary…

Preparing to Teach in Secondary Schools

ERIC Educational Resources Information Center

Brooks, Valerie, Ed.; Abbott, Ian, Ed.; Bills, Liz, Ed.

2004-01-01

This book is key reading for all trainee secondary school teachers. It covers the range of core professional skills that student teachers need to acquire irrespective of their subject specialism or their training route. It also considers recent developments in teaching, exploring the opportunities and challenges they present for those about to…

Are sdAs helium core stars?

NASA Astrophysics Data System (ADS)

Pelisoli, Ingrid; Kepler, S. O.; Koester, Detlev

2017-12-01

Evolved stars with a helium core can be formed by non-conservative mass exchange interaction with a companion or by strong mass loss. Their masses are smaller than 0.5 M⊙. In the database of the Sloan Digital Sky Survey (SDSS), there are several thousand stars which were classified by the pipeline as dwarf O, B and A stars. Considering the lifetimes of these classes on the main sequence, and their distance modulus at the SDSS bright saturation, if these were common main sequence stars, there would be a considerable population of young stars very far from the galactic disk. Their spectra are dominated by Balmer lines which suggest effective temperatures around 8 000-10 000 K. Several thousand have significant proper motions, indicative of distances smaller than 1 kpc. Many show surface gravity in intermediate values between main sequence and white dwarf, 4.75 < log g < 6.5, hence they have been called sdA stars. Their physical nature and evolutionary history remains a puzzle. We propose they are not H-core main sequence stars, but helium core stars and the outcomes of binary evolution. We report the discovery of two new extremely-low mass white dwarfs among the sdAs to support this statement.

The rapidly emerging ESBL-producing Escherichia coli O25-ST131 clone carries LPS core synthesis genes of the K-12 type.

PubMed

Szijártó, Valéria; Pal, Tibor; Nagy, Gabor; Nagy, Eszter; Ghazawi, Akela; al-Haj, Mohammed; El Kurdi, Sylvia; Sonnevend, Agnes

2012-07-01

The clone Escherichia coli O25 ST131, typically producing extended-spectrum beta-lactamases (ESBLs), has spread globally and became the dominant type among extraintestinal isolates at many parts of the world. However, the reasons behind the emergence and success of this clone are only partially understood. We compared the core type genes by PCR of ESBL-producing and ESBL-nonproducing strains isolated from urinary tract infections in the United Arab Emirates and found a surprisingly high frequency of the K-12 core type (44.6%) among members of the former group, while in the latter one, it was as low (3.7%), as reported earlier. The high figure was almost entirely attributable to the presence of members of the clone O25 ST131 among ESBL producers. Strains from the same clone isolated in Europe also carried the K-12 core type genes. Sequencing the entire core operon of an O25 ST131 isolate revealed a high level of similarity to known K-12 core gene sequences and an almost complete identity with a recently sequenced non-O25 ST131 fecal isolate. The exact chemical structure and whether and how this unusual core type contributed to the sudden emergence of ST131 require further investigations. © 2012 Federation of European Microbiological Societies. Published by Blackwell Publishing Ltd. All rights reserved.

The cDNA sequence of mouse Pgp-1 and homology to human CD44 cell surface antigen and proteoglycan core/link proteins.

PubMed

Wolffe, E J; Gause, W C; Pelfrey, C M; Holland, S M; Steinberg, A D; August, J T

1990-01-05

We describe the isolation and sequencing of a cDNA encoding mouse Pgp-1. An oligonucleotide probe corresponding to the NH2-terminal sequence of the purified protein was synthesized by the polymerase chain reaction and used to screen a mouse macrophage lambda gt11 library. A cDNA clone with an insert of 1.2 kilobases was selected and sequenced. In Northern blot analysis, only cells expressing Pgp-1 contained mRNA species that hybridized with this Pgp-1 cDNA. The nucleotide sequence of the cDNA has a single open reading frame that yields a protein-coding sequence of 1076 base pairs followed by a 132-base pair 3'-untranslated sequence that includes a putative polyadenylation signal but no poly(A) tail. The translated sequence comprises a 13-amino acid signal peptide followed by a polypeptide core of 345 residues corresponding to an Mr of 37,800. Portions of the deduced amino acid sequence were identical to those obtained by amino acid sequence analysis from the purified glycoprotein, confirming that the cDNA encodes Pgp-1. The predicted structure of Pgp-1 includes an NH2-terminal extracellular domain (residues 14-265), a transmembrane domain (residues 266-286), and a cytoplasmic tail (residues 287-358). Portions of the mouse Pgp-1 sequence are highly similar to that of the human CD44 cell surface glycoprotein implicated in cell adhesion. The protein also shows sequence similarity to the proteoglycan tandem repeat sequences found in cartilage link protein and cartilage proteoglycan core protein which are thought to be involved in binding to hyaluronic acid.

Identification of two novel pathogenic compound heterozygous MYO7A mutations in Usher syndrome by whole exome sequencing.

PubMed

Jia, Ying; Li, Xiaoge; Yang, Dong; Xu, Yi; Guo, Ying; Li, Xin

2018-01-01

The current study aims to identify the pathogenic sites in a core pedigree of Usher syndrome (USH). A core pedigree of USH was analyzed by whole exome sequencing (WES). Mutations were verified by polymerase chain reaction (PCR) amplification and Sanger sequencing. Two pathogenic variations (c.849+2T>C and c.5994G>A) in MYO7A were successfully identified and individually separated from parents. One variant (c.849+2T>C) was nonsense mutation, causing the protein terminated in advance, and the other one (c.5994G>A) located near the boundary of exon could cause aberrant splicing. This study provides a meaningful exploration for identification of clinical core genetic pedigrees. Copyright © 2017 Elsevier B.V. All rights reserved.

A single amino-acid substitution in the Ets domain alters core DNA binding specificity of Ets1 to that of the related transcription factors Elf1 and E74.

PubMed

Bosselut, R; Levin, J; Adjadj, E; Ghysdael, J

1993-11-11

Ets proteins form a family of sequence specific DNA binding proteins which bind DNA through a 85 aminoacids conserved domain, the Ets domain, whose sequence is unrelated to any other characterized DNA binding domain. Unlike all other known Ets proteins, which bind specific DNA sequences centered over either GGAA or GGAT core motifs, E74 and Elf1 selectively bind to GGAA corecontaining sites. Elf1 and E74 differ from other Ets proteins in three residues located in an otherwise highly conserved region of the Ets domain, referred to as conserved region III (CRIII). We show that a restricted selectivity for GGAA core-containing sites could be conferred to Ets1 upon changing a single lysine residue within CRIII to the threonine found in Elf1 and E74 at this position. Conversely, the reciprocal mutation in Elf1 confers to this protein the ability to bind to GGAT core containing EBS. This, together with the fact that mutation of two invariant arginine residues in CRIII abolishes DNA binding, indicates that CRIII plays a key role in Ets domain recognition of the GGAA/T core motif and lead us to discuss a model of Ets proteins--core motif interaction.

Evolution of massive stars in very young clusters and associations

NASA Technical Reports Server (NTRS)

Stothers, R. B.

1985-01-01

Statistics concerning the stellar content of young galactic clusters and associations which show well defined main sequence turnups have been analyzed in order to derive information about stellar evolution in high-mass galaxies. The analytical approach is semiempirical and uses natural spectroscopic groups of stars on the H-R diagram together with the stars' apparent magnitudes. The new approach does not depend on absolute luminosities and requires only the most basic elements of stellar evolution theory. The following conclusions are offered on the basis of the statistical analysis: (1) O-tupe main-sequence stars evolve to a spectral type of B1 during core hydrogen burning; (2) most O-type blue stragglers are newly formed massive stars burning core hydrogen; (3) supergiants lying redward of the main-sequence turnup are burning core helium; and most Wolf-Rayet stars are burning core helium and originally had masses greater than 30-40 solar mass. The statistics of the natural spectroscopic stars in young galactic clusters and associations are given in a table.

Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

ERIC Educational Resources Information Center

Berentsen, Lowell W.

2006-01-01

Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

Finding Common Ground with the Common Core

ERIC Educational Resources Information Center

Moisan, Heidi

2015-01-01

This article examines the journey of museum educators at the Chicago History Museum in understanding the Common Core State Standards and implementing them in our work with the school audience. The process raised questions about our teaching philosophy and our responsibility to our audience. Working with colleagues inside and outside of our…

Connect with Kids. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Connect with Kids" aims to promote prosocial attitudes and positive behavior of elementary (grades 3-5) and secondary (grades 6-12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The…

Teaching under Policy Cascades: Common Core and Literacy Instruction

ERIC Educational Resources Information Center

Papola-Ellis, Aimee

2014-01-01

Educational policies and initiatives significantly influence instruction in classrooms across the nation. This article presents data from a larger critical ethnographic study in an urban school in the United States during the school's first year implementing the Common Core State Standards. In this article, the author shares data from three…

The Common Core and Inverse Functions

ERIC Educational Resources Information Center

Edenfield, Kelly W.

2012-01-01

The widespread adoption of the Common Core State Standards for Mathematics (CCSSI 2010) shows a commitment to changing mathematics teaching and learning in pursuit of increasing student achievement. CCSSM should not be viewed as just another list of content standards for publishers and assessment groups to design their products around. Many…

Core-Course Faculty Development Series on Methodology.

ERIC Educational Resources Information Center

Alewynse, John

This report describes a three-year project at Hampton University (Virginia) to improve the core freshman year curriculum and, ultimately, to improve student learning outcomes. The project involved the development of annual week-long seminars on the teaching of freshman courses in composition, speech, history, and mathematics. Emphasis was on…

Molecular dynamics studies on the DNA-binding process of ERG.

PubMed

Beuerle, Matthias G; Dufton, Neil P; Randi, Anna M; Gould, Ian R

2016-11-15

The ETS family of transcription factors regulate gene targets by binding to a core GGAA DNA-sequence. The ETS factor ERG is required for homeostasis and lineage-specific functions in endothelial cells, some subset of haemopoietic cells and chondrocytes; its ectopic expression is linked to oncogenesis in multiple tissues. To date details of the DNA-binding process of ERG including DNA-sequence recognition outside the core GGAA-sequence are largely unknown. We combined available structural and experimental data to perform molecular dynamics simulations to study the DNA-binding process of ERG. In particular we were able to reproduce the ERG DNA-complex with a DNA-binding simulation starting in an unbound configuration with a final root-mean-square-deviation (RMSD) of 2.1 Å to the core ETS domain DNA-complex crystal structure. This allowed us to elucidate the relevance of amino acids involved in the formation of the ERG DNA-complex and to identify Arg385 as a novel key residue in the DNA-binding process. Moreover we were able to show that water-mediated hydrogen bonds are present between ERG and DNA in our simulations and that those interactions have the potential to achieve sequence recognition outside the GGAA core DNA-sequence. The methodology employed in this study shows the promising capabilities of modern molecular dynamics simulations in the field of protein DNA-interactions.

Occupation-Specific VESL Teaching Techniques. A VESL Staff Development Training Resource Packet.

ERIC Educational Resources Information Center

West, Linda; Wilkinson, Betty

Materials for a workshop on teaching vocational English as a Second Language (VESL) are gathered. An annotated outline presents the content and sequence of the workshop, including an icebreaker activity, general techniques for teaching occupation-specific vocabulary, sample lesson plans and accompanying instructional materials for teaching…

Teaching/Learning Methods and Students' Classification of Food Items

ERIC Educational Resources Information Center

Hamilton-Ekeke, Joy-Telu; Thomas, Malcolm

2011-01-01

Purpose: This study aims to investigate the effectiveness of a teaching method (TLS (Teaching/Learning Sequence)) based on a social constructivist paradigm on students' conceptualisation of classification of food. Design/methodology/approach: The study compared the TLS model developed by the researcher based on the social constructivist paradigm…

A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching

ERIC Educational Resources Information Center

Wigham, Ciara R.

2017-01-01

Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic…

An "Heretical" Method for Teaching Foreign Languages.

ERIC Educational Resources Information Center

Bar-Lev, Zev

This article presents an output-printed, lexically-based communicative teaching method. Specially designed to impart spontaneous speaking abilities for special students, it is a possible solution to broader problems of foreign language teaching. It is based on the assumption that acquisition-sequence is crucial to successful classroom study, but…

Teaching the Physically Handicapped to Swim.

ERIC Educational Resources Information Center

Anderson, William

First principles of teaching swimming to the handicapped are reviewed; attention is given to children with cerebral palsy or muscular dystrophy, physical handicaps, blindness, and deafness. Swimming strokes, suggested exercises, group teaching, and a typical sequence of lessons and exercises are considered. Some case histories and a plan for a…

Using Creative Writing to Teach Exposition/Artistic/Report Writing.

ERIC Educational Resources Information Center

West, William W.

Teachers who restrict their teaching of writing to elements of exposition are likely to fail because there is insufficient content, interest, or challenge in learning simple exposition, and the techniques that contribute to polished exposition are more easily accessible when approached through aesthetic writing. A teaching sequence for using…

Activities to Promote Critical Thinking. Classroom Practices in Teaching English, 1986.

ERIC Educational Resources Information Center

National Council of Teachers of English, Urbana, IL.

Intended to involve students in language and communication study in such a way that significant thinking occurs, this collection of teaching ideas outlines ways to teach literature and composition that engage the students in such thinking processes as inferring, sequencing, predicting, classifying, problem solving, and synthesizing. The activities…

Prediction of protein secondary structure content for the twilight zone sequences.

PubMed

Homaeian, Leila; Kurgan, Lukasz A; Ruan, Jishou; Cios, Krzysztof J; Chen, Ke

2007-11-15

Secondary protein structure carries information about local structural arrangements, which include three major conformations: alpha-helices, beta-strands, and coils. Significant majority of successful methods for prediction of the secondary structure is based on multiple sequence alignment. However, multiple alignment fails to provide accurate results when a sequence comes from the twilight zone, that is, it is characterized by low (<30%) homology. To this end, we propose a novel method for prediction of secondary structure content through comprehensive sequence representation, called PSSC-core. The method uses a multiple linear regression model and introduces a comprehensive feature-based sequence representation to predict amount of helices and strands for sequences from the twilight zone. The PSSC-core method was tested and compared with two other state-of-the-art prediction methods on a set of 2187 twilight zone sequences. The results indicate that our method provides better predictions for both helix and strand content. The PSSC-core is shown to provide statistically significantly better results when compared with the competing methods, reducing the prediction error by 5-7% for helix and 7-9% for strand content predictions. The proposed feature-based sequence representation uses a comprehensive set of physicochemical properties that are custom-designed for each of the helix and strand content predictions. It includes composition and composition moment vectors, frequency of tetra-peptides associated with helical and strand conformations, various property-based groups like exchange groups, chemical groups of the side chains and hydrophobic group, auto-correlations based on hydrophobicity, side-chain masses, hydropathy, and conformational patterns for beta-sheets. The PSSC-core method provides an alternative for predicting the secondary structure content that can be used to validate and constrain results of other structure prediction methods. At the same time, it also provides useful insight into design of successful protein sequence representations that can be used in developing new methods related to prediction of different aspects of the secondary protein structure. (c) 2007 Wiley-Liss, Inc.

Unraveling Core Functional Microbiota in Traditional Solid-State Fermentation by High-Throughput Amplicons and Metatranscriptomics Sequencing

PubMed Central

Song, Zhewei; Du, Hai; Zhang, Yan; Xu, Yan

2017-01-01

Fermentation microbiota is specific microorganisms that generate different types of metabolites in many productions. In traditional solid-state fermentation, the structural composition and functional capacity of the core microbiota determine the quality and quantity of products. As a typical example of food fermentation, Chinese Maotai-flavor liquor production involves a complex of various microorganisms and a wide variety of metabolites. However, the microbial succession and functional shift of the core microbiota in this traditional food fermentation remain unclear. Here, high-throughput amplicons (16S rRNA gene amplicon sequencing and internal transcribed space amplicon sequencing) and metatranscriptomics sequencing technologies were combined to reveal the structure and function of the core microbiota in Chinese soy sauce aroma type liquor production. In addition, ultra-performance liquid chromatography and headspace-solid phase microextraction-gas chromatography-mass spectrometry were employed to provide qualitative and quantitative analysis of the major flavor metabolites. A total of 10 fungal and 11 bacterial genera were identified as the core microbiota. In addition, metatranscriptomic analysis revealed pyruvate metabolism in yeasts (genera Pichia, Schizosaccharomyces, Saccharomyces, and Zygosaccharomyces) and lactic acid bacteria (genus Lactobacillus) classified into two stages in the production of flavor components. Stage I involved high-level alcohol (ethanol) production, with the genus Schizosaccharomyces serving as the core functional microorganism. Stage II involved high-level acid (lactic acid and acetic acid) production, with the genus Lactobacillus serving as the core functional microorganism. The functional shift from the genus Schizosaccharomyces to the genus Lactobacillus drives flavor component conversion from alcohol (ethanol) to acid (lactic acid and acetic acid) in Chinese Maotai-flavor liquor production. Our findings provide insight into the effects of the core functional microbiota in soy sauce aroma type liquor production and the characteristics of the fermentation microbiota under different environmental conditions. PMID:28769888

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Sequences, Series, and Mathematica.

ERIC Educational Resources Information Center

Mathews, John H.

1992-01-01

Describes how the computer algebra system Mathematica can be used to enhance the teaching of the topics of sequences and series. Examines its capabilities to find exact, approximate, and graphically generated approximate solutions to problems from these topics and to understand proofs about sequences. (MDH)

Northern Cascadia Subduction Zone Earthquake Records from Onshore and Offshore Core Data

NASA Astrophysics Data System (ADS)

Hausmann, R. B.; Goldfinger, C.; Black, B.; Romsos, C. G.; Galer, S.; Collins, T.

2016-12-01

We are investigating the paleoseismic record at Bull Run Lake, at the latitude of Portland, Oregon, central Cascadia margin. Bull Run is a landslide dammed lake in a cirque basin on the western flanks of Mt. Hood, 65 km east of Portland, and is the City of Portland's primary water supply. We collected full coverage high-resolution multibeam and backscatter data, high resolution CHIRP sub-bottom profiles, and seven sediment cores which contain a correlative turbidite sequence of post Mazama beds. The continuity of the turbidite record shows little or no relationship to the minor stream inlets, suggesting the disturbance beds are not likely to be storm related. CT and physical property data were used to separate major visible beds and background sedimentation, which also contain thin laminae. The XRF element Compton scattering may show grading due to mineralogical variation and a change in wave profile, commonly found at bed boundaries. We have identified 27 post -Mazama event beds and 5 ashes in the lake, and constructed an OxCal age model anchored by radiocarbon ages, the Mazama ash, and the twin Timberline ash beds. The radiocarbon ages, age model results, as well as electron microprobe (EMP) data clearly identify the Mazama ash at the base of our cores. Two closely-spaced ash beds in our cores likely correlate to the Timberline eruptive period at 1.5ka. The number, timing and sequence of the event beds, and physical property log correlation, as well as key bed characteristics, closely matches offshore turbidite sequences off northern Oregon. For example, key regional bed T11, observed as a thick two-pulse bed in all offshore cores, also anchors the Bull Run sequence. One difference is that the twin Timberline ash occupies the stratigraphic position of regional offshore paleoseismic bed T4, which is also a two pulse event at this latitude. The cores also contain many faint laminae that may contain a storm record, however, the identification of small beds is complicated by the low sedimentation rate and low resolution of the Bull Run cores. The watershed and lake may also contain evidence of crustal faulting, though the event sequence appears to be primarily that of the Cascadia subduction zone earthquake sequence. See also Goldfinger et al. for investigation of slope stability and ground motions at Bull Run and other Cascadia lakes.

Points of View: A Survey of Survey Courses--Are They Effective? A Unique Approach? Four Semesters of Biology Core Curriculum

ERIC Educational Resources Information Center

Batzli, Janet M.

2005-01-01

''Why four semesters? How does this track differ from the two-semester course sequence?'' These are the most common questions students have when they learn about the Biology Core Curriculum (Biocore), a unique four-semester honors biology sequence at University of Wisconsin-Madison (UW-Madison). Biocore was first taught at University of Wisconsin…

A novel multimedia tool to improve bedside teaching of cardiac auscultation

PubMed Central

Woywodt, A; Herrmann, A; Kielstein, J; Haller, H; Haubitz, M; Purnhagen, H

2004-01-01

Training in cardiac auscultation is a core element of undergraduate teaching but recent studies have documented a remarkable decline in auscultatory skills. Therefore there is an interest in new ways to teach cardiac auscultation. In analogy to phonocardiography, an electronic system for simultaneous auscultation and visualisation of murmurs was sought. For this purpose, an electronic stethoscope was linked to a laptop computer and software created to visualise auscultatory findings. In a preliminary trial in undergraduate students, this approach greatly facilitated teaching. Amalgamating traditional phonocardiography with a multimedia approach, this system represents a novel tool for bedside teaching of cardiac auscultation. PMID:15192171

Information Orientation, Information Technology Governance, and Information Technology Service Management: A Multi-Level Approach for Teaching the MBA Core Information Systems Course

ERIC Educational Resources Information Center

Beachboard, John; Aytes, Kregg

2011-01-01

Core MBA IT courses have tended to be survey courses that cover important topics but often do not sufficiently engage students. The result is that many top-ranked MBA programs have not found such courses useful enough to include in their core MBA requirements. In this paper, we present a design of an MBA course emphasizing information technology…

Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

ERIC Educational Resources Information Center

Mercer-Mapstone, Lucy; Kuchel, Louise

2017-01-01

Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

The Embedded Textbook: Collaborating with Faculty to Employ Library Subscription E-Books as Core Course Text

ERIC Educational Resources Information Center

Ratto, Brooke Gilmore; Lynch, Andy

2012-01-01

Student and faculty frustrations with traditional higher education textbook models continue to escalate. These frustrations present an opportunity for academic libraries to forge partnerships with teaching faculty and vendors to repurpose existing library resources. Library and teaching faculty at Southern New Hampshire University collaborated to…

Teacher-Led Reforms Have a Big Advantage--Teachers

ERIC Educational Resources Information Center

Stanulis, Randi N.; Cooper, Kristy S.; Dear, Benita; Johnston, Amanda M.; Richard-Todd, Rhonda R.

2016-01-01

Becoming a better teacher by learning and implementing new ways of teaching requires time, effort, persistence, and a belief that new strategies will enhance student learning. But when educational leaders try to improve teachers and teaching from the outside, by bringing in reformers to transform how teachers engage in the core business of…

Teaching Improvisation through Melody and Blues-Based Harmony: A Comprehensive and Sequential Approach

ERIC Educational Resources Information Center

Heil, Leila

2017-01-01

This article describes a sequential approach to improvisation teaching that can be used with students at various age and ability levels by any educator, regardless of improvisation experience. The 2014 National Core Music Standards include improvisation as a central component in musical learning and promote instructional approaches that are…

Research on ERP Teaching Model Reform for Application-Oriented Talents Education

ERIC Educational Resources Information Center

Fan, Chongjun; Zhang, Peng; Liu, Qin; Yang, Jianzheng; Xi, Wanyu

2011-01-01

Enterprise Resource Planning is one of the core courses of management. According to the educational characteristics of application-oriented talents training, this paper discussed the issues of ERP teaching for application-oriented talents training at present and proposed a number of ideas and strategies in the aspects of modifying the teaching…

Present State of CAD Teaching in Spanish Universities

ERIC Educational Resources Information Center

Garcia, Ramon Rubio; Santos, Ramon Gallego; Quiros, Javier Suarez; Penin, Pedro I. Alvarez

2005-01-01

During the 1990s, all Spanish Universities updated the syllabuses of their courses as a result of the entry into force of the new Organic Law of Universities ("Ley Organica de Universidades") and, for the first time, "Computer Assisted Design" (CAD) appears in the list of core subjects (compulsory teaching content set by the…

An Essay on the Teaching of Leadership to Undergraduates in Business Schools

ERIC Educational Resources Information Center

Kosicek, Paul Michael

2008-01-01

Business schools across the United States since the late 1800s have taught accounting concepts, business tactics, and management skills in their predominately management-oriented core curricula. They strive to provide students with an effective toolbox designed to improve market share and the bottom line. The teaching of management exposes the…

Teaching the Writer's Craft

ERIC Educational Resources Information Center

Kittle, Penny

2014-01-01

"Writing is a core skill for living, not just for school," writes high school English teacher Penny Kittle. Although it's important to teach students the conventions of grammar, punctuation, and sentence structure, teachers don't need to approach this task "like scolds, red pens in hand, stamping out sin, and punishing…

Visualizing Accounting Transaction Flows into Financial Statements

ERIC Educational Resources Information Center

Jones, Daniel J.

2012-01-01

Professors who teach the introductory accounting course should ask themselves: "What are the core concepts that I wish to have my non-majors remember if I meet them at their ten-year alumni class reunion?" There is a fundamental logic to financial accounting. This teaching note presents foundational accounting concepts in a manner that…

Some Teaching Reform Ideas on Management Information System of Master of Business Administration

ERIC Educational Resources Information Center

Fan, Chongjun

2009-01-01

Management information system (MIS) is one of the core courses of master of business administration (MBA). Based on the educational characteristics of MBA, this paper studies the teaching issues and strategies of MIS course of MBA. The discussion includes three parts: modification of educational content; improvement of educational ability; case…

The Application of Simulated Experimental Teaching in International Trade Course

ERIC Educational Resources Information Center

Ma, Tao; Chen, Wen

2009-01-01

International Trade Practice is a professional basic course for specialty of International Economy and Trade. As the core of International Trade Practice, it is extremely related to foreign affairs and needs much practical experience. This paper puts forward some suggestions on how to improve the performance of teaching in order to educate the…

Using a Simultaneous Prompting Procedure to Embed Core Content When Teaching a Potential Employment Skill

ERIC Educational Resources Information Center

Collins, Belva C.; Terrell, Misty; Test, David W.

2017-01-01

This investigation used a multiple-probe-across-participants design to examine the effects of using a simultaneous prompting procedure to teach four secondary students with mild intellectual disabilities the employment task of caring for plants in a greenhouse. The instructor also embedded photosynthesis science content as nontargeted information…

Teaching and Learning Health Justice: Best Practices and Recommendations for Innovation

ERIC Educational Resources Information Center

Rentmeester, Christy A.; Chapple, Helen S.; Haddad, Amy M.; Stone, John R.

2016-01-01

We describe the development and implementation of an online graduate bioethics program that weaves a theme of health justice throughout the curriculum. Our account relies on a constructionist model of curriculum development and adult teaching and learning theory. Our curriculum draws upon core values of Jesuit higher education, including content…

Thinking Identity Differently: Dynamics of Identity in Self and Institutional Boundary

ERIC Educational Resources Information Center

Albrecht, Nancy J.; Fortney, Brian S.

2011-01-01

In research oriented universities, research and teaching are often viewed as separate. Aydeniz and Hodge present one professor's struggles to synthesize an identity from three different spaces, each with competing values and core beliefs. As Mr. G's story unfolds, and he reflects upon his negotiation between teaching and research responsibilities,…

Challenges of Video-Conferencing Teaching and Effective Teaching Methods

ERIC Educational Resources Information Center

Fitzgibbon, Paula

2003-01-01

Higher educational institutions are increasingly called upon to make cost-cutting decisions in the types of courses offered, the maximum number of students allowed per section and course delivery modes. Lever (1992) says that this "doing more with less" is one of the core challenges facing community colleges and universities. All of us…

Teaching Speech Communication in a Black College: Does Technology Make a Difference?

ERIC Educational Resources Information Center

Nwadike, Fellina O.; Ekeanyanwu, Nnamdi T.

2011-01-01

Teaching a speech communication course in typical HBCUs (historically black colleges and universities) comes with many issues, because the application of technology in some minority institutions differs. The levels of acceptability as well as affordability are also core issues that affect application. Using technology in the classroom means many…

Dialogic Teaching in the Initial Teacher Education Classroom: "Everyone's Voice Will Be Heard"

ERIC Educational Resources Information Center

Simpson, Alyson

2016-01-01

This study examines the impact of dialogic teaching as core pedagogy in the higher education context. It investigates how instructional design informed by Alexander's dialogic principles and educational linguistics encouraged pre-service teachers and in-service teachers to develop professional capabilities to first recognise and then harness the…

Teaching Accountability: Using Client Feedback to Train Effective Family Therapists

ERIC Educational Resources Information Center

Sparks, Jacqueline A.; Kisler, Tiffani S.; Adams, Jerome F.; Blumen, Dale G.

2011-01-01

The AAMFT Task Force on Core Competencies (Nelson et al., 2007) proposed that marriage and family therapy (MFT) educators teach and provide evidence of trainee competence beyond coursework and accrued clinical hours. This article describes the integration of a systematic client feedback protocol into an MFT-accredited program's curricula to…

Validation of Scores from a New Measure of Preservice Teachers' Self-Efficacy to Teach Statistics in the Middle Grades

ERIC Educational Resources Information Center

Harrell-Williams, Leigh M.; Sorto, M. Alejandra; Pierce, Rebecca L.; Lesser, Lawrence M.; Murphy, Teri J.

2014-01-01

The influential "Common Core State Standards for Mathematics" (CCSSM) expect students to start statistics learning during middle grades. Thus teacher education and professional development programs are advised to help preservice and in-service teachers increase their knowledge and confidence to teach statistics. Although existing…

Equitable Classroom Assessment: Promoting Self-Development and Self-Determination

ERIC Educational Resources Information Center

Kelly, Deirdre M.; Brandes, Gabriella Minnes

2008-01-01

Assessment of students' learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books have a relatively clear theory of anti-oppression education at their core but do not provide details…

Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team

ERIC Educational Resources Information Center

Olin, Anette; Ingerman, Åke

2016-01-01

This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education--here "didactic models"--with teaching practice, aligned with professional development. The phase where the collaboration moves…

Shifting Preservice Teachers' Beliefs and Understandings to Support Pedagogical Change in Mathematics

ERIC Educational Resources Information Center

Letwinsky, Karim Medico; Cavender, Monica

2018-01-01

Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs…

Tools for Teaching Change Management: The Matrix of Change and Supporting Software.

ERIC Educational Resources Information Center

Brynjolfsson, Erik; van Alstyne, Marshall; Bernstein, Abraham; Renshaw, Amy Austin

This paper presents recent developments in provision of support tools for change management and explains how they have been effectively used for teaching students about information technology (IT)-enabled change management in the core IT classes at MIT (Massachusetts Institute of Technology) and Stanford University (California). It also describes…

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Preschool Education in Today's World: Teaching Children with Diverse Backgrounds and Abilities

ERIC Educational Resources Information Center

Burns, M. Susan; Johnson, Richard T.; Assaf, Mona M.

2012-01-01

Future early childhood educators need to know how to teach "all" young learners effectively--including children with diverse cultural, linguistic, and economic backgrounds and children with special needs. This core textbook equips early childhood educators with the knowledge they'll need to succeed in the classroom and ensure the best…

Investigating the Effects of a Math-Enhanced Agricultural Teaching Methods Course

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2013-01-01

Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers' mathematics content knowledge. The purpose of this study was to investigate…

Beyond Study Abroad: A Human Rights Delegation to Teach Policy Advocacy

ERIC Educational Resources Information Center

Gammonley, Denise; Rotabi, Karen Smith; Forte, Janett; Martin, Amanda

2013-01-01

Advancement of human rights is a core competency in the social work curriculum. Presented is a model to teach policy practice from a human rights perspective based on a violence-against-women delegation visit to Guatemala. Postdelegation policy advocacy responses included White House and State Department briefings on the problems, including…

Mathematically Rich, Investigative Tasks for Teaching Algebra

ERIC Educational Resources Information Center

Day, Lorraine

2015-01-01

A challenge for teachers is to incorporate the Standards for Mathematical Practice (CCSSI 2010) throughout their teaching of mathematics so that the Common Core Standards do not revert back to a purely content-driven curriculum. One way to achieve this is through the use of mathematically rich, investigative tasks. These tasks encourage students…

Teaching Geography in American History. ERIC Trends/Issues, Paper No. 1.

ERIC Educational Resources Information Center

Backler, Alan

This ERIC Trends Issues paper highlights the complementary qualities of geography and history and recommends the infusion of geography core themes into high school U.S. history courses. Part 1, "Rationale for Teaching Geography in American History," features information about: (1) overcoming the neglect of geography instruction; (2)…

Farm Business Management. Instructional Material, Year 1.

ERIC Educational Resources Information Center

Hodgens, Jim; Myers, Leland

Designed to provide a basic core om instruction in teaching farm management in Oklahoma, this manual is intended for use in the first year of a three-year adult postsecondary program of instruction. The materials may also be used to teach producers currently engaged in production agriculture. Instructors are encouraged to supplement the…

Learning to Teach Elementary Science through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

ERIC Educational Resources Information Center

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-01-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves…

Resources for Teaching Linear Algebra. MAA Notes Volume 42.

ERIC Educational Resources Information Center

Carlson, David, Ed.; And Others

This book takes the position that the teaching of elementary linear algebra can be made more effective by emphasizing applications, exposition, and pedagogy. It includes the recommendations of the Linear Algebra Curriculum Study Group with their core syllabus for the first course, and the thoughts of mathematics faculty who have taught linear…

Inclusion Professional Development Model and Regular Middle School Educators

ERIC Educational Resources Information Center

Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

2014-01-01

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

Teaching Math to My Scholars: Inner City Middle School Students

ERIC Educational Resources Information Center

Iyer, Ranjani; Pitts, Joseph

2017-01-01

Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students…

A Challenge-Feedback Learning Approach to Teaching International Business

ERIC Educational Resources Information Center

Sternad, Dietmar

2015-01-01

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

Reenvisioning Teaching and Learning: Opportunities for Campus IT

ERIC Educational Resources Information Center

Brown, Malcolm

2014-01-01

The pressure on higher education to become more innovative and effective with respect to its teaching and learning (T&L) mission is unceasing. Institutions are challenged to rethink how they perform this core mission. The campus IT organization, always of strategic importance, can become a key partner and facilitator in that process. Its…

Democracy's Untold Story: What World History Textbooks Neglect.

ERIC Educational Resources Information Center

Gagnon, Paul

Content weakness in textbooks is a major obstacle to effective social studies teaching. Chapters 1-3 of this book provide the Education for Democracy Project's Statement of Principles, a consideration of history's role as the core of social studies education, and the role of textbooks in teaching world history. Chapters 4-14 examine five selected…

Improving Ethical Attitudes or Simply Teaching Ethical Codes? The Reality of Accounting Ethics Education

ERIC Educational Resources Information Center

Cameron, Robyn Ann; O'Leary, Conor

2015-01-01

Ethical instruction is critical in accounting education. However, does accounting ethics teaching actually instil core ethical values or simply catalogue how students should act when confronted with typical accounting ethical dilemmas? This study extends current literature by distinguishing between moral/ethical and legal/ethical matters and then…

Organizing for Instruction in Education Systems and School Organizations: "How" the Subject Matters

ERIC Educational Resources Information Center

Spillane, James P.; Hopkins, Megan

2013-01-01

Teaching, the core technology of schooling, is an essential consideration in investigations of education systems and school organizations. Taking teaching seriously as an explanatory variable in research on education systems and organizations necessitates moving beyond treating it as a unitary practice, so as to take account of the school subjects…

Student Perceptions of the Classroom Environment: Actionable Feedback to Guide Core Instruction

ERIC Educational Resources Information Center

Nelson, Peter M.; Ysseldyke, James E.; Christ, Theodore J.

2015-01-01

The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of…

Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy

ERIC Educational Resources Information Center

Hobbs, Renee; McGee, Sandra

2014-01-01

Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced…

A new method for teaching physical examination to junior medical students

PubMed Central

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Introduction Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using “core clinical cases”, overcoming the need for “rote” learning. Methods This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. Results and discussion A model core clinical case developed in this project is described, with gout as the basis for a “foot and ankle” examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in “content overload”. Conclusion This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems. PMID:26937208

Promoting fundamental clinical skills: a competency-based college approach at the University of Washington.

PubMed

Goldstein, Erika A; Maclaren, Carol F; Smith, Sherilyn; Mengert, Terry J; Maestas, Ramoncita R; Foy, Hugh M; Wenrich, Marjorie D; Ramsey, Paul G

2005-05-01

The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today's medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

Teaching clinical skills in developing countries: are clinical skills centres the answer?

PubMed

Stark, Patsy; Fortune, F

2003-11-01

There is growing international interest in teaching clinical skills in a variety of contexts, one of which is Clinical Skills Centres. The drivers for change making Skills Centres an important adjunct to ward and ambulatory teaching come both from within and outside medical education. Educationally, self-directed learning is becoming the accepted norm, encouraging students to seek and maximize learning opportunities. There are global changes in health care practice, increased consumerism and increasing student numbers. In some countries, professional recommendations influence what is taught. Increasingly, core skills curricula and outcome objectives are being defined. This explicit definition encourages assessment of the core skills. In turn, all students require equal opportunities to learn how to practise the skills safely and competently. The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive. To discuss the potential role of Clinical Skills Centres in skills training in developing countries and to consider alternative options. Many developing countries seek to establish Clinical Skills Centres to ensure effective and reliable skills teaching. However, the model may not be appropriate,because fully equipped Clinical Skills Centres are expensive to set up, staff; and run. They are not the only way to achieve high quality clinical teaching. Suggested options are based on the philosophy and teaching methods successfully developed in Clinical Skills Centres that may fulfil the local needs to achieve low cost and high quality clinical teaching which is reflective of the local health needs and cultural expectations.

COSMIC-LAB: Double BSS sequences as signatures of the Core Collapse phenomenon in star clusters.

NASA Astrophysics Data System (ADS)

Ferraro, Francesco

2011-10-01

Globular Clusters {GCs} are old stellar systems tracing key stages of the star formation and chemical enrichment history of the early Universe and the galaxy assembly phase. As part of a project {COSMIC-LAB} aimed at using GCs as natural laboratories to study the complex interplay between dynamics and stellar evolution, here we present a proposal dealing with the role of Blue Straggler Stars {BSS}.BSS are core-hydrogen burning stars more massive than the main-sequence turnoff population. The canonical scenarios for BSS formation are either the mass transfer between binary companions, or stellar mergers induced by collisions. We have recently discovered two distinct and parallel sequences of BSS in the core of M30 {Ferraro et al. 2009, Nature 462, 1082}. We suggested that each of the two sequences is populated by BSS formed by one of the two processes, both triggered by the cluster core collapse, that, based on the observed BSS properties, must have occurred 1-2 Gyr ago. Following this scenario, we have identified a powerful "clock" to date the occurrence of this key event in the GC history.Here we propose to secure WFC3 images of 4 post-core collapse GCs, reaching S/N=200 at the BSS magnitude level, in order to determine the ubiquity of the BSS double sequence and calibrate the "dynamical clock". This requires very high spatial resolution and very high precision photometry capabilities that are unique to the HST. The modest amount of requested time will have a deep impact on the current and future generations of dynamical evolutionary models of collisional stellar systems.

Research core drilling in the Manson impact structure, Iowa

NASA Technical Reports Server (NTRS)

Anderson, R. R.; Hartung, J. B.; Roddy, D. J.; Shoemaker, E. M.

1992-01-01

The Manson impact structure (MIS) has a diameter of 35 km and is the largest confirmed impact structure in the United States. The MIS has yielded a Ar-40/Ar-39 age of 65.7 Ma on microcline from its central peak, an age that is indistinguishable from the age of the Cretaceous-Tertiary boundary. In the summer of 1991 the Iowa Geological Survey Bureau and U.S. Geological Survey initiated a research core drilling project on the MIS. The first core was beneath 55 m of glacial drift. The core penetrated a 6-m layered sequence of shale and siltstone and 42 m of Cretaceous shale-dominated sedimentary clast breccia. Below this breccia, the core encountered two crystalline rock clast breccia units. The upper unit is 53 m thick, with a glassy matrix displaying various degrees of devitrification. The upper half of this unit is dominated by the glassy matrix, with shock-deformed mineral grains (especially quartz) the most common clast. The glassy-matrix unit grades downward into the basal unit in the core, a crystalline rock breccia with a sandy matrix, the matrix dominated by igneous and metamorphic rock fragments or disaggregated grains from those rocks. The unit is about 45 m thick, and grains display abundant shock deformation features. Preliminary interpretations suggest that the crystalline rock breccias are the transient crater floor, lifted up with the central peak. The sedimentary clast breccia probably represents a postimpact debris flow from the crater rim, and the uppermost layered unit probably represents a large block associated with the flow. The second core (M-2) was drilled near the center of the crater moat in an area where an early crater model suggested the presence of postimpact lake sediments. The core encountered 39 m of sedimentary clast breccia, similar to that in the M-1 core. Beneath the breccia, 120 m of poorly consolidated, mildly deformed, and sheared siltstone, shale, and sandstone was encountered. The basal unit in the core was another sequence of sedimentary clast breccia. The two sedimentary clast units, like the lithologically similar unit in the M-1 core, probably formed as debris flows from the crater rim. The middle, nonbrecciated interval is probably a large, intact block of Upper Cretaceous strata transported from the crater rim with the debris flow. Alternatively, the sequence may represent the elusive postimpact lake sequence.

An Apprenticeship Rotation Teaches Chief Residents Nontechnical Skills and ACGME Core Competencies.

PubMed

Kwakye, Gifty; Chen, Xiaodong Phoenix; Havens, Joaquim M; Irani, Jennifer L; Yule, Steven; Smink, Douglas S

2015-01-01

Traditionally, surgical training has used an apprenticeship model but has more recently moved to a service-based model, with groups of residents working with groups of attending surgeons. We developed an apprenticeship rotation to enhance one-on-one interaction between chief residents and selected faculty. We hypothesized that the apprenticeship rotation would be effective for teaching nontechnical skills (NTS) and core competencies. An apprenticeship rotation was created at a university-based surgery residency in which each chief resident selected a single attending surgeon with whom to work exclusively with for a 4-week period. Emphasis was placed on teaching intraoperative NTS as well as the 4 difficult-to-teach Accreditation Council for Graduate Medical Education core competencies (DCC): Interpersonal and Communication Skills, Practice-Based Learning and Improvement, Professionalism, and Systems-Based Practice. Participants were surveyed afterwards about their rotation using a 5-point Likert scale. A Wilcoxon signed rank test was used to compare differences depending on data distribution. All (13/13) the chief residents and 67% (8/12) faculty completed the survey. Overall, 85% of residents and 87.5% of faculty would recommend the rotation to other residents/faculty members. Both residents and faculty reported improvement in trainees' technical skills and NTS. Residents reported improvement in all 4 DCC, particularly, Practice-Based Learning and Improvement, Professionalism, and Interpersonal and Communication Skills. The apprenticeship rotation is an effective means of teaching residents both NTS and DCC essential for independent practice. Consideration should be given to introducing this program into surgical curricula nationally. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Teaching Time Concepts to Young Children.

ERIC Educational Resources Information Center

Muir, Sharon Pray

1986-01-01

Presents many activity ideas for teaching young children about time using chronological events, clocks, and calendars. Jerome Bruner's enactive-iconic-symbolic sequence of concept development is used as a guide for these learning experiences. (LP)

Differentiating mass from density: The effect of modeling and student dialogue in a sixth-grade classroom

NASA Astrophysics Data System (ADS)

Deich, Martha L.

The concept of density can be difficult to learn. In the middle grades, students characteristically conflate mass and density, and even after instruction many students do not distinguish them consistently (Smith, Maclin, Grosslight, & Davis, 1997). Few develop a conceptualization of density that accounts for the implications of changing mass, volume, temperature, and/or state. My work looks specifically at how students make sense of the relationship between mass and volume as they refine their understanding of density. The concept of density is challenging to teach. Traditional methods of teaching density in middle-school classrooms typically involve either the measurement of an object's mass and volume and the subsequent calculation of the ratio of the two quantities, or the observation of different materials in water to learn about their buoyancy. Unfortunately, as Carol Smith and her colleagues have documented (1985, 1992, 1997), these approaches leave many students stuck in their "commonsense frameworks" that merge mass and density into one concept. Teachers need better ways to teach density. Hence I designed an intervention to study the effects of some possibly more effective ways to teach density. I developed and taught a complex intervention (Brown, 1992) featuring student modeling, extensive student dialogue on data and data analyses, formative assessments, the substitution of hands-on inquiry for mathematical problem sets, and multiple thought experiments. The hallmarks of the intervention were modeling and student dialogue, and the research question I posed was: Does classroom practice that encourages modeling with open-ended discourse help students differentiate between the concepts of mass and density? I patterned my research on a Smith study of density instruction in eighth grade (Smith, Maclin, Grosslight, & Davis, 1997), which had a quasiexperimental research design that compared the results of teaching density differently in two classrooms. I selected an intervention class and a comparison class from those I was teaching. The core of the density curriculum was similar in both classes. Instead of the intervention, though, the comparison class closely followed the lesson sequences provided by the classroom textbook, which tended to focus on formal and formulaic density instruction. I modified Smith's assessments for sixth graders. After teaching one class the intervention curriculum and the other the textbook-based curriculum, I evaluated and compared the progress of research participants in both classrooms by means of a pre- and post-instruction clinical interview, a pre- and post-instruction written test, and the end-of-chapter test from the textbook used in the comparison classroom. The results of my study were consistent: the intervention students outperformed and showed greater improvement on all assessments compared to the comparison students. In this study, modeling and student discourse were more effective ways to teach density than a standard textbook-based lesson sequence. The intervention helped students start to disrupt the conflation of mass and density, fostering both the comprehension of volume as a variable property of matter, and a nuanced understanding of density beyond formulaic reasoning. This dissertation is a report of my study for two audiences---academics and science educators. For the latter, I include recommendations for improving density instruction that are informed by my research.

A Curriculum for Teaching Human Sexuality to Mentally Impaired Adolescents.

ERIC Educational Resources Information Center

Rinckey, David Jason

Presented is a developmentally sequenced curriculum designed for teaching human sexuality to mentally impaired adolescents. A brief objective is presented, teaching methods are listed, and materials needed are described (in terms of author, title, source, and price) for each of the following topic areas: vocabulary of sexuality; fact vs. myths;…

Results of the 2010 Survey on Teaching Chemical Reaction Engineering

ERIC Educational Resources Information Center

Silverstein, David L.; Vigeant, Margot A. S.

2012-01-01

A survey of faculty teaching the chemical reaction engineering course or sequence during the 2009-2010 academic year at chemical engineering programs in the United States and Canada reveals change in terms of content, timing, and approaches to teaching. The report consists of two parts: first, a statistical and demographic characterization of the…

A Self-Instructional Approach To the Teaching of Enzymology Involving Computer-Based Sequence Analysis and Molecular Modelling.

ERIC Educational Resources Information Center

Attwood, Paul V.

1997-01-01

Describes a self-instructional assignment approach to the teaching of advanced enzymology. Presents an assignment that offers a means of teaching enzymology to students that exposes them to modern computer-based techniques of analyzing protein structure and relates structure to enzyme function. (JRH)

Reciprocal Teaching: Analyzing Interactive Dynamics in the Co-Construction of a Text's Meaning

ERIC Educational Resources Information Center

Tarchi, Christian; Pinto, Giuliana

2016-01-01

Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether…

Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.

ERIC Educational Resources Information Center

Gelsinger, Barry D.

Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…

A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching

ERIC Educational Resources Information Center

Adler, Jill; Ronda, Erlina

2015-01-01

We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that…

Sequence stratigraphic principles applied to the Miocene Hawthorn Group, west-central Florida

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

Norton, V.L.; Randazzo, A.F.

1993-03-01

Sequence boundaries for the Miocene Hawthorn Group in the ROMP 20 drill core from Osprey, Sarasota County, FL were generally delineated by lithologic variations recognized from core slabs, thin section analysis, and geophysical logs. At least six depositional sequences representing third order sea level fluctuations were identified. Depositional environments were determined on the basis of the characteristic lithologic constituents including rip-up clasts, pellets, fossils, laminations, burrow, degree of induration, and grain sorting. The sequence boundaries appear to have formed when the rate of the eustatic fall exceeded basin subsidence rates producing a relative sea level fall at a depositional shorelinemore » break. As a result of the basinward facies shift associated with this sequence type, peritidal facies may directly overlie deeper water facies. Subaerial exposure and erosion can be expected. The sequence of facies representing progressively deeper water depositional environments, followed by a progressive shallowing, were present between bounding surfaces. Among the six sequences recognized, four were clearly delineated as representative of regression, subaerial exposure, and subsequent transgression. Two sequences were less clearly defined and probably represent transitional facies which had exposure surfaces developed. Comparison of the petrologically established sequence stratigraphy with published sea level curves resulted in a strong correlation between the number of sequences recognized and the number of coastal on-lap/off-lap cycles depicted for the early to middle Miocene. This correlation suggests that petrologic examination of core slabs, with supplemental thin section data, can provide useful information regarding the recognition of stratigraphic sequences and relative sea level fluctuations, particularly, in situations where seismic data may not be available.« less

IMPLICATIONS OF RAPID CORE ROTATION IN RED GIANTS FOR INTERNAL ANGULAR MOMENTUM TRANSPORT IN STARS

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

Tayar, Jamie; Pinsonneault, Marc H., E-mail: tayar.1@osu.edu

2013-09-20

Core rotation rates have been measured for red giant stars using asteroseismology. These data, along with helioseismic measurements and open cluster spin-down studies, provide powerful clues about the nature and timescale for internal angular momentum transport in stars. We focus on two cases: the metal-poor red giant KIC 7341231 ({sup O}tto{sup )} and intermediate-mass core helium burning stars. For both, we examine limiting case studies for angular momentum coupling between cores and envelopes under the assumption of rigid rotation on the main sequence. We discuss the expected pattern of core rotation as a function of mass and radius. In themore » case of Otto, strong post-main-sequence coupling is ruled out and the measured core rotation rate is in the range of 23-33 times the surface value expected from standard spin-down models. The minimum coupling timescale (0.17-0.45 Gyr) is significantly longer than that inferred for young open cluster stars. This implies ineffective internal angular momentum transport in early first ascent giants. By contrast, the core rotation rates of evolved secondary clump stars are found to be consistent with strong coupling given their rapid main-sequence rotation. An extrapolation to the white dwarf regime predicts rotation periods between 330 and 0.0052 days, depending on mass and decoupling time. We identify two key ingredients that explain these features: the presence of a convective core and inefficient angular momentum transport in the presence of larger mean molecular weight gradients. Observational tests that can disentangle these effects are discussed.« less

The Histone Database: an integrated resource for histones and histone fold-containing proteins

PubMed Central

Mariño-Ramírez, Leonardo; Levine, Kevin M.; Morales, Mario; Zhang, Suiyuan; Moreland, R. Travis; Baxevanis, Andreas D.; Landsman, David

2011-01-01

Eukaryotic chromatin is composed of DNA and protein components—core histones—that act to compactly pack the DNA into nucleosomes, the fundamental building blocks of chromatin. These nucleosomes are connected to adjacent nucleosomes by linker histones. Nucleosomes are highly dynamic and, through various core histone post-translational modifications and incorporation of diverse histone variants, can serve as epigenetic marks to control processes such as gene expression and recombination. The Histone Sequence Database is a curated collection of sequences and structures of histones and non-histone proteins containing histone folds, assembled from major public databases. Here, we report a substantial increase in the number of sequences and taxonomic coverage for histone and histone fold-containing proteins available in the database. Additionally, the database now contains an expanded dataset that includes archaeal histone sequences. The database also provides comprehensive multiple sequence alignments for each of the four core histones (H2A, H2B, H3 and H4), the linker histones (H1/H5) and the archaeal histones. The database also includes current information on solved histone fold-containing structures. The Histone Sequence Database is an inclusive resource for the analysis of chromatin structure and function focused on histones and histone fold-containing proteins. Database URL: The Histone Sequence Database is freely available and can be accessed at http://research.nhgri.nih.gov/histones/. PMID:22025671

Generation of sequence signatures from DNA amplification fingerprints with mini-hairpin and microsatellite primers.

PubMed

Caetano-Anollés, G; Gresshoff, P M

1996-06-01

DNA amplification fingerprinting (DAF) with mini-hairpins harboring arbitrary "core" sequences at their 3' termini were used to fingerprint a variety of templates, including PCR products and whole genomes, to establish genetic relationships between plant tax at the interspecific and intraspecific level, and to identify closely related fungal isolates and plant accessions. No correlation was observed between the sequence of the arbitrary core, the stability of the mini-hairpin structure and DAF efficiency. Mini-hairpin primers with short arbitrary cores and primers complementary to simple sequence repeats present in microsatellites were also used to generate arbitrary signatures from amplification profiles (ASAP). The ASAP strategy is a dual-step amplification procedure that uses at least one primer in each fingerprinting stage. ASAP was able to reproducibly amplify DAF products (representing about 10-15 kb of sequence) following careful optimization of amplification parameters such as primer and template concentration. Avoidance of primer sequences partially complementary to DAF product termini was necessary in order to produce distinct fingerprints. This allowed the combinatorial use of oligomers in nucleic acid screening, with numerous ASAP fingerprinting reactions based on a limited number of primer sequences. Mini-hairpin primers and ASAP analysis significantly increased detection of polymorphic DNA, separating closely related bermudagrass (Cynodon) cultivars and detecting putatively linked markers in bulked segregant analysis of the soybean (Glycine max) supernodulation (nitrate-tolerant symbiosis) locus.

Unique core genomes of the bacterial family vibrionaceae: insights into niche adaptation and speciation.

PubMed

Kahlke, Tim; Goesmann, Alexander; Hjerde, Erik; Willassen, Nils Peder; Haugen, Peik

2012-05-10

The criteria for defining bacterial species and even the concept of bacterial species itself are under debate, and the discussion is apparently intensifying as more genome sequence data is becoming available. However, it is still unclear how the new advances in genomics should be used most efficiently to address this question. In this study we identify genes that are common to any group of genomes in our dataset, to determine whether genes specific to a particular taxon exist and to investigate their potential role in adaptation of bacteria to their specific niche. These genes were named unique core genes. Additionally, we investigate the existence and importance of unique core genes that are found in isolates of phylogenetically non-coherent groups. These groups of isolates, that share a genetic feature without sharing a closest common ancestor, are termed genophyletic groups. The bacterial family Vibrionaceae was used as the model, and we compiled and compared genome sequences of 64 different isolates. Using the software orthoMCL we determined clusters of homologous genes among the investigated genome sequences. We used multilocus sequence analysis to build a host phylogeny and mapped the numbers of unique core genes of all distinct groups of isolates onto the tree. The results show that unique core genes are more likely to be found in monophyletic groups of isolates. Genophyletic groups of isolates, in contrast, are less common especially for large groups of isolate. The subsequent annotation of unique core genes that are present in genophyletic groups indicate a high degree of horizontally transferred genes. Finally, the annotation of the unique core genes of Vibrio cholerae revealed genes involved in aerotaxis and biosynthesis of the iron-chelator vibriobactin. The presented work indicates that genes specific for any taxon inside the bacterial family Vibrionaceae exist. These unique core genes encode conserved metabolic functions that can shed light on the adaptation of a species to its ecological niche. Additionally, our study suggests that unique core genes can be used to aid classification of bacteria and contribute to a bacterial species definition on a genomic level. Furthermore, these genes may be of importance in clinical diagnostics and drug development.

Conformation of Tax-response elements in the human T-cell leukemia virus type I promoter.

PubMed

Cox, J M; Sloan, L S; Schepartz, A

1995-12-01

HTLV-I Tax is believed to activate viral gene expression by binding bZIP proteins (such as CREB) and increasing their affinities for proviral TRE target sites. Each 21 bp TRE target site contains an imperfect copy of the intrinsically bent CRE target site (the TRE core) surrounded by highly conserved flanking sequences. These flanking sequences are essential for maximal increases in DNA affinity and transactivation, but they are not, apparently, contacted by protein. Here we employ non-denaturing gel electrophoresis to evaluate TRE conformation in the presence and absence of bZIP proteins, and to explore the role of DNA conformation in viral transactivation. Our results show that the TRE-1 flanking sequences modulate the structure and modestly increase the affinity of a CREB bZIP peptide for the TRE-1 core recognition sequence. These flanking sequences are also essential for a maximal increase in stability of the CREB-DNA complex in the presence of Tax. The CRE-like TRE core and the TRE flanking sequences are both essential for formation of stable CREB-TRE-1 and Tax-CREB-TRE-1 complexes. These two DNA segments may have co-evolved into a unique structure capable of recognizing Tax and a bZIP protein.

Endogenous Hot Spots of De Novo Telomere Addition in the Yeast Genome Contain Proximal Enhancers That Bind Cdc13

PubMed Central

Obodo, Udochukwu C.; Epum, Esther A.; Platts, Margaret H.; Seloff, Jacob; Dahlson, Nicole A.; Velkovsky, Stoycho M.; Paul, Shira R.

2016-01-01

DNA double-strand breaks (DSBs) pose a threat to genome stability and are repaired through multiple mechanisms. Rarely, telomerase, the enzyme that maintains telomeres, acts upon a DSB in a mutagenic process termed telomere healing. The probability of telomere addition is increased at specific genomic sequences termed sites of repair-associated telomere addition (SiRTAs). By monitoring repair of an induced DSB, we show that SiRTAs on chromosomes V and IX share a bipartite structure in which a core sequence (Core) is directly targeted by telomerase, while a proximal sequence (Stim) enhances the probability of de novo telomere formation. The Stim and Core sequences are sufficient to confer a high frequency of telomere addition to an ectopic site. Cdc13, a single-stranded DNA binding protein that recruits telomerase to endogenous telomeres, is known to stimulate de novo telomere addition when artificially recruited to an induced DSB. Here we show that the ability of the Stim sequence to enhance de novo telomere addition correlates with its ability to bind Cdc13, indicating that natural sites at which telomere addition occurs at high frequency require binding by Cdc13 to a sequence 20 to 100 bp internal from the site at which telomerase acts to initiate de novo telomere addition. PMID:27044869

Highway Maintenance Equipment Operator: Basic Core. Training Materials.

ERIC Educational Resources Information Center

Perky, Sandra Dutreau; And Others

This basic core curriculum is part of a three-part series of instructional guides designed for use in teaching a course in highway maintenance equipment operation. Addressed in the individual units of the curriculum, after an orientation unit, are safety; basic math; basic hand tools; procedures for loading. lashing, and unloading equipment;…

An Application of Structural Equation Modeling for Developing Good Teaching Characteristics Ontology

ERIC Educational Resources Information Center

Phiakoksong, Somjin; Niwattanakul, Suphakit; Angskun, Thara

2013-01-01

Ontology is a knowledge representation technique which aims to make knowledge explicit by defining the core concepts and their relationships. The Structural Equation Modeling (SEM) is a statistical technique which aims to explore the core factors from empirical data and estimates the relationship between these factors. This article presents an…

Meeting Core Requirements through Efficient Time Management. Teaching Tips.

ERIC Educational Resources Information Center

Prusak, Keven

1997-01-01

Using a basketball unit as an example, this paper presents a model to help middle school physical educators accomplish a proper warmup, stretch, and cardiovascular workout as required by state core requirements without sacrificing time for skills acquisition and play. Concepts of individual goal setting and goal achievement are an inherent part of…

The Core Components of Reading Instruction in Chinese

ERIC Educational Resources Information Center

Ho, Connie Suk-Han; Wong, Yau-Kai; Yeung, Pui-Sze; Chan, David Wai-ock; Chung, Kevin Kien-Hoa; Lo, Sau-Ching; Luan, Hui

2012-01-01

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in…

A Mentoring Program Drills down on the Common Core

ERIC Educational Resources Information Center

Davis, Emily; Sinclair, Steve; Gschwend, Laura

2015-01-01

The Santa Cruz/Silicon Valley New Teacher Project--under the aegis of the New Teacher Center--devised a program to train teacher mentors to help new teachers incorporate the Common Core standards into their teaching. The three-year program yielded five critical lessons: Mentors need ongoing support to develop their readiness and willingness to…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning

ERIC Educational Resources Information Center

Forsyth, Carol; Pavlik, Philip, Jr.; Graesser, Arthur C.; Cai, Zhiqiang; Germany, Mae-lynn; Millis, Keith; Dolan, Robert P.; Butler, Heather; Halpern, Diane

2012-01-01

"OperationARIES!" is an Intelligent Tutoring System that teaches scientific inquiry skills in a game-like atmosphere. Students complete three different training modules, each with natural language conversations, in order to acquire deep-level knowledge of 21 core concepts of research methodology (e.g., correlation does not mean…

Teaching with Technology in Physical Education

ERIC Educational Resources Information Center

Eberline, Andrew D.; Richards, K. Andrew R.

2013-01-01

Physical education is at a crossroads in the 21st century. With government mandates related to the No Child Left Behind Act (U.S. Department of Education, 2001) emphasizing core subjects, such as math and literacy, non-core subjects have been deemphasized. The most recent "Shape of the Nation Report" (National Association for Sport and…

Changing Literacy Practices According to the Finnish Core Curriculum

ERIC Educational Resources Information Center

Räisänen, Sari; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean

2016-01-01

We investigated how a teacher implemented principles of literacy teaching and learning set forth in the Finnish core curriculum in a first-grade classroom, focusing on two aspects of the curriculum: (1) "a community-oriented view of language," which can be understood from a socio-cultural perspective; and (2) "a broad conception of…

A Comparison of E-Learning in Scotland's Colleges and Secondary Schools: The Case of National Qualifications in "Core Skills"

ERIC Educational Resources Information Center

Davidson, J. K.; Elliot, D. L.

2007-01-01

This paper investigates and compares the utilization of online resources to support teaching and learning in two different educational sectors with overlapping student groups in Scotland: secondary schools and further education (FE) colleges. The online "Core Skills" materials included Numeracy, Communication, Information Technology…

Integration of Skills and Competencies in the Missouri Marketing Education Core Curriculum. Section II.

ERIC Educational Resources Information Center

Ruhland, Sheila K.; Wilkinson, Richard F.

This publication contains teaching activities for the Fundamentals of Marketing and Advanced Marketing curriculum. Chapter 1 presents an alignment of the marketing education core competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing as they relate to the basic academic skills, advanced academic skills,…

Individual and Collective Reflection: How to Meet the Needs of Development in Teaching

ERIC Educational Resources Information Center

Nissila, Sade-Pirkko

2005-01-01

The following five core ideas explain how learning organizations function as wholes. The core ideas are central when school is examined as a learning organization. Personal mastery, mental models, team learning, shared visions and system thinking offer different angles to examine the organization. (1) Personal mastery. Without personal commitment,…

Making Sense and Facing Tensions: An Investigation of Core Practice Complexities

ERIC Educational Resources Information Center

Neel, Michael A.

2017-01-01

Recently, scholars have called for a practice-based framework for teacher education and some have argued more narrowly for a framework built around "core practices of teaching." These efforts, in part, are intended to make teacher education practice public and available for collective improvement. The purpose of this paper is to…

Technology and Engineering Education and the Common Core Standards

ERIC Educational Resources Information Center

Rust, Terrie

2012-01-01

The nearly unanimous state acceptance of the Common Core State Standards (CCSS) in mathematics and English Language Arts (ELA) jolted many teachers out of their complacency. How was this major change going to impact their teaching and their curriculum? What changes would be made in student assessments and teacher accountability? The good news is…

Math and ELA Meet at the Common Core

ERIC Educational Resources Information Center

Gardner, Nancy S.; Smith, Nicole

2016-01-01

Math and English language arts seem such disparate content areas but the Common Core State Standards actually draw out their similarities in the teaching and learning process. Both require students to learn grit and perseverance; both ask students to use reasons or evidence to support arguments; both require precision; both require structures to…

The Implications of Disciplinary Literacy

ERIC Educational Resources Information Center

Shanahan, Cynthia; Shanahan, Timothy

2014-01-01

During the past several years, middle schools and high schools have been shifting their attention to disciplinary literacy. The Common Core State Standards are explicit in requiring teachers to teach the literacy of science, literature, and history, and even states that are not part of Common Core (such as Texas) are making this shift as well.…

Mathematical Rigor in the Common Core

ERIC Educational Resources Information Center

Hull, Ted H.; Balka, Don S.; Miles, Ruth Harbin

2013-01-01

A whirlwind of activity surrounds the topic of teaching and learning mathematics. The driving forces are a combination of changes in assessment and advances in technology that are being spurred on by the introduction of content in the Common Core State Standards for Mathematical Practice. Although the issues are certainly complex, the same forces…

Rethinking the Core: Teaching Theater and English in the High-Stakes Testing Climate

ERIC Educational Resources Information Center

Perry, Tonya, Ed.

2007-01-01

In this article, the author discusses how to consolidate schools where enrollment have dropped significantly. In addition to financial concerns, effective and developmentally appropriate curriculum choices are important. The author states that the "core" academic courses must be offered no matter the configuration of the schools, but…

Radiolabeled Escherichia coli heat-stable enterotoxin analogs for in vivo imaging of colorectal cancer

NASA Astrophysics Data System (ADS)

Giblin, M. F.; Sieckman, G. L.; Owen, N. K.; Hoffman, T. J.; Forte, L. R.; Volkert, W. A.

2005-12-01

The human Escherichia coli heat-stable enterotoxin (STh, amino acid sequence N1SSNYCCELCCNPACTGCY19) binds specifically to the guanylate cyclase C (GC-C) receptor, which is present in high density on the apical surface of normal intestinal epithelial cells as well as on the surface of human colon cancer cells. In the current study, two STh analogs were synthesized and evaluated in vitro and in vivo. Both analogs shared identical 6-19 core sequences, and had N-terminal pendant DOTA moieties. The analogs differed in the identity of a 6 amino acid peptide sequence intervening between DOTA and the 6-19 core. In one analog, the peptide was an RGD-containing sequence found in human fibronectin (GRGDSP), while in the other this peptide sequence was randomly scrambled (GRDSGP). The results indicated that the presence of the human fibronectin sequence in the hybrid peptide did not affect tumor localization in vivo.

ACGME core competency training, mentorship, and research in surgical subspecialty fellowship programs.

PubMed

Francesca Monn, M; Wang, Ming-Hsien; Gilson, Marta M; Chen, Belinda; Kern, David; Gearhart, Susan L

2013-01-01

To determine the perceived effectiveness of surgical subspecialty training programs in teaching and assessing the 6 ACGME core competencies including research. Cross-sectional survey. ACGME approved training programs in pediatric urology and colorectal surgery. Program Directors and recent trainees (2007-2009). A total of 39 program directors (60%) and 57 trainees (64%) responded. Both program directors and recent trainees reported a higher degree of training and mentorship (75%) in patient care and medical knowledge than the other core competencies (p<0.0001). Practice based learning and improvement, interpersonal and communication, and professionalism training were perceived effective to a lesser degree. Specifically, in the areas of teaching residents and medical students and team building, program directors, compared with recent trainees, perceived training to be more effective, (p = 0.004, p = 0.04). Responses to questions assessing training in systems based practice ubiquitously identified a lack of training, particularly in financial matters of running a practice. Although effective training in research was perceived as lacking by recent trainees, 81% reported mentorship in this area. According to program directors and recent trainees, the most effective method of teaching was faculty supervision and feedback. Only 50% or less of the recent trainees reported mentorship in career planning, work-life balance, and job satisfaction. Not all 6 core competencies and research are effectively being taught in surgery subspecialty training programs and mentorship in areas outside of patient care and research is lacking. Emphasis should be placed on faculty supervision and feedback when designing methods to better incorporate all 6 core competencies, research, and mentorship. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The first microbiological contamination assessment by deep-sea drilling and coring by the D/V Chikyu at the Iheya North hydrothermal field in the Mid-Okinawa Trough (IODP Expedition 331)

PubMed Central

Yanagawa, Katsunori; Nunoura, Takuro; McAllister, Sean M.; Hirai, Miho; Breuker, Anja; Brandt, Leah; House, Christopher H.; Moyer, Craig L.; Birrien, Jean-Louis; Aoike, Kan; Sunamura, Michinari; Urabe, Tetsuro; Mottl, Michael J.; Takai, Ken

2013-01-01

During the Integrated Ocean Drilling Program (IODP) Expedition 331 at the Iheya North hydrothermal system in the Mid-Okinawa Trough by the D/V Chikyu, we conducted microbiological contamination tests of the drilling and coring operations. The contamination from the drilling mud fluids was assessed using both perfluorocarbon tracers (PFT) and fluorescent microsphere beads. PFT infiltration was detected from the periphery of almost all whole round cores (WRCs). By contrast, fluorescent microspheres were not detected in hydrothermally active core samples, possibly due to thermal decomposition of the microspheres under high-temperature conditions. Microbial contamination from drilling mud fluids to the core interior subsamples was further characterized by molecular-based evaluation. The microbial 16S rRNA gene phylotype compositions in the drilling mud fluids were mainly composed of sequences of Beta- and Gammaproteobacteria, and Bacteroidetes and not archaeal sequences. The phylotypes that displayed more than 97% similarity to the sequences obtained from the drilling mud fluids were defined as possible contaminants in this study and were detected as minor components of the bacterial phylotype compositions in 13 of 37 core samples. The degree of microbiological contamination was consistent with that determined by the PFT and/or microsphere assessments. This study suggests a constructive approach for evaluation and eliminating microbial contamination during riser-less drilling and coring operations by the D/V Chikyu. PMID:24265628

The first microbiological contamination assessment by deep-sea drilling and coring by the D/V Chikyu at the Iheya North hydrothermal field in the Mid-Okinawa Trough (IODP Expedition 331).

PubMed

Yanagawa, Katsunori; Nunoura, Takuro; McAllister, Sean M; Hirai, Miho; Breuker, Anja; Brandt, Leah; House, Christopher H; Moyer, Craig L; Birrien, Jean-Louis; Aoike, Kan; Sunamura, Michinari; Urabe, Tetsuro; Mottl, Michael J; Takai, Ken

2013-01-01

During the Integrated Ocean Drilling Program (IODP) Expedition 331 at the Iheya North hydrothermal system in the Mid-Okinawa Trough by the D/V Chikyu, we conducted microbiological contamination tests of the drilling and coring operations. The contamination from the drilling mud fluids was assessed using both perfluorocarbon tracers (PFT) and fluorescent microsphere beads. PFT infiltration was detected from the periphery of almost all whole round cores (WRCs). By contrast, fluorescent microspheres were not detected in hydrothermally active core samples, possibly due to thermal decomposition of the microspheres under high-temperature conditions. Microbial contamination from drilling mud fluids to the core interior subsamples was further characterized by molecular-based evaluation. The microbial 16S rRNA gene phylotype compositions in the drilling mud fluids were mainly composed of sequences of Beta- and Gammaproteobacteria, and Bacteroidetes and not archaeal sequences. The phylotypes that displayed more than 97% similarity to the sequences obtained from the drilling mud fluids were defined as possible contaminants in this study and were detected as minor components of the bacterial phylotype compositions in 13 of 37 core samples. The degree of microbiological contamination was consistent with that determined by the PFT and/or microsphere assessments. This study suggests a constructive approach for evaluation and eliminating microbial contamination during riser-less drilling and coring operations by the D/V Chikyu.

[Application of portfolio in teaching dermatology clinic: an experience in teaching of medicine].

PubMed

de Cabalier, M E; Chalub, D M

2009-01-01

We present a learning experience conducted in the Chair of Dermatology Clinic of the Faculty of Medical Sciences, National University of Cordoba in the context of curriculum change. For comprehension,present a theoretical framework and practical from the conceptualization of the "portfolio" teaching and its role teaching and learning paradigms sustained constructivist medical education. The portfolio Teach-ing is not a collection of papers, but a coherent set of experiences led thoughtful learning between teachers and students. This resource allows to account for the "qualitative achievements" of students from their work produced, sorted and evaluated in a carefully planned sequence of experiences and case Dermatology Clinic. To introduce the teaching portfolio, the planned new student grouping shapes and a sequence of learning experiences for the construction of this resource, namely: "The development of theoretical material iconographic resources and working guidelines for students. "The clinical reasoning on a case or laboratory experience-Clinical case Discussion and bibliography. -The development of records to from observation of patients. "The study of clinical cases: diagnosis and evolution of clinical cases. Interconsultations-Registration and referrals. "The magazine room and sharing experiences. In each of these, production, tutorial feedback Team teaching and assessment tasks allowed assessment approach to learning and improving he achievements of the students to the approval of the subject.

A teaching-learning sequence about weather map reading

NASA Astrophysics Data System (ADS)

Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine

2017-07-01

In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a weather forecast. Sixty PET capabilities and difficulties in understanding weather maps were investigated, using inquiry-based learning activities. The results show that most PET became more capable of reading weather maps and assigning wind direction and speed on them. Our results also show that PET could be guided to understand meteorology concepts useful in everyday life and in teaching their future students.

Constraints on the core μ-gradient of the solar-like star HD 49385 via low-degree mixed modes

NASA Astrophysics Data System (ADS)

Deheuvels, S.; Michel, E.

2010-12-01

The existence of an ℓ=1 avoided crossing in the spectrum of the solar-like pulsator-target \\cible was established by Deheuvels & Michel (2009). It is the first confirmed detection of such a phenomenon. The authors showed in a preliminary modeling of the star that it was in a post main sequence status. Being a 1.3 M⊙-star, \\cible has had a convective core during its main sequence phase. The μ-gradient left by the withdrawal of this core bears information about the processes of transport at the boundary of the core. We here investigate the constraints that the observed avoided crossing brings on the μ-gradient in the core of the star. The CoRoT space mission, launched on 2006 December 27, was developed and is operated by the CNES with participation of the Science Programs of ESA; ESA's RSSD, Austria, Belgium, Brazil, Germany, and Spain.

Teaching Civil Procedure with the Aid of Local Tort Litigation.

ERIC Educational Resources Information Center

Anderson, Lloyd C.; Kirkwood, Charles E.

1987-01-01

A course in civil procedure using local tort litigation and classroom simulation of the trial has been enthusiastically recevied by students and useful in teaching appropriate procedure, sequencing, questioning, and professional cooperation. (MSE)

Teaching Crystallography to Noncrystallographers.

ERIC Educational Resources Information Center

Glusker, Jenny P.

1988-01-01

Addresses the requirements of high school students and noncrystallographers in lectures on crystals, diffraction, and structure analysis. Discusses basic understanding and a sequence that addresses these requirements. Suggests visual and descriptive teaching methods used in this effort. (CW)

Innovative strategies for teaching nursing research in Taiwan.

PubMed

Liou, Shwu-Ru; Cheng, Ching-Yu; Tsai, Hsiu-Min; Chang, Chia-Hao

2013-01-01

Evidence-based practice is imperative in clinical settings because it bridges the gap between research findings and clinical practice. Promoting nursing student interest and enthusiasm for research is therefore crucial when teaching nursing research. The aim of thus study was to develop innovative teaching strategies that increase nursing students' interests and engagement in research. This study employed a descriptive, pretest-posttest, quasiexperimental design with 103 participants in the experimental group and 106 in the control group. The Attitudes toward Research Questionnaire, Classroom Engagement Scale, Self-Directed Learning Instrument, Nursing Eight Core Competencies Scale, Value of Teams survey, and a research knowledge test were applied to evaluate the outcomes of the innovative teaching strategies. Scores for the research knowledge test were significantly higher in the experimental group than in the control group in posttest 1 and posttest 2. After the intervention, participants in the experimental group exhibited higher scores on attitudes toward research, eight core competencies in nursing,value of teams, classroom engagement, and self-directed learning than participants in the control group. Students in the experimental group perceived a lower degree of pressure and higher degrees of interest, enjoyment, and acceptance of the research course than students in the control group. This study confirmed that using innovative teaching strategies in nursing research courses enhances student interest and enthusiasm about evidence-based practice.

Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

NASA Astrophysics Data System (ADS)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context of socio-culture were the creative factor in the teaching global warming. On the other hand, the teachers had an idea that lack of technology and the defect of child's intelligence were hinder factors teaching global warming.

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

PubMed

Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan

2015-01-01

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the "graphics-sequence memory method." A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG's mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

Student as Citizen: Teaching Critical Civic Literacy Skills in the Library

ERIC Educational Resources Information Center

Levin, Sarah Jane

2016-01-01

As a school librarian, one of the author's goals is to teach students to become responsible citizens who recognize a sense of purpose and place in the larger community. Many schools have core values that reflect a desire for students to develop a broad community mission and purpose, often through programs with thoughtful curricula, including…

The Concept Lens Diagram: A New Mechanism for Presenting Biochemistry Content in Terms of "Big Ideas"

ERIC Educational Resources Information Center

Rowland, Susan L.; Smith, Christopher A.; Gillam, Elizabeth M. A.; Wright, Tony

2011-01-01

A strong, recent movement in tertiary education is the development of conceptual, or "big idea" teaching. The emphasis in course design is now on promoting key understandings, core competencies, and an understanding of connections between different fields. In biochemistry teaching, this radical shift from the content-based tradition is…

Use of a New "Moodle" Module for Improving the Teaching of a Basic Course on Computer Architecture

ERIC Educational Resources Information Center

Trenas, M. A.; Ramos, J.; Gutierrez, E. D.; Romero, S.; Corbera, F.

2011-01-01

This paper describes how a new "Moodle" module, called "CTPracticals", is applied to the teaching of the practical content of a basic computer organization course. In the core of the module, an automatic verification engine enables it to process the VHDL designs automatically as they are submitted. Moreover, a straightforward…

Curriculum Integration in Arts Education: Connecting Multiple Art Forms through the Idea of "Space"

ERIC Educational Resources Information Center

Bautista, Alfredo; Tan, Liang See; Ponnusamy, Letchmi Devi; Yau, Xenia

2016-01-01

Arts integration research has focused on documenting how the teaching of specific art forms can be integrated with "core" academic subject matters (e.g. science, mathematics and literacy). However, the question of how the teaching of multiple art forms themselves can be integrated in schools remains to be explored by educational…

The Effectiveness of an Integrated Conceptual Approach to Teaching Middle School Science: A Mixed Methods Investigation

ERIC Educational Resources Information Center

Frampton, Susan K.

2009-01-01

This study was designed to compare the effectiveness of using traditional and integrated instructional strategies to increase student understanding of the core concepts of energy. There are mixed messages in the literature as to the success of using an integrated approach to teach science content, despite suggestions its use improves student…

Teaching Leadership: Most Any Psychologist Can Do It

ERIC Educational Resources Information Center

Riggio, Ronald E.

2015-01-01

The past two decades have seen a growing interest in college courses on leadership in a variety of academic disciplines. The study of leadership has a long history, much of it based on psychology. As a result, psychologists are well informed and quite capable of teaching leadership courses. In this article, I discuss core theories of leadership,…

What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement. (First National Report)

ERIC Educational Resources Information Center

Willms, J. Douglas; Friesen, Sharon; Milton, Penny

2009-01-01

Across Canada there is increased attention to the important relationship between the quality of learning environments--particularly effective teaching--and student achievement. "What did you do in school today?" proposes a multi-dimensional framework of student engagement as a core idea for improving the quality of teaching and learning…

Using the Text Structures of Information Books to Teach Writing in the Primary Grades

ERIC Educational Resources Information Center

Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray

2013-01-01

Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the "English Language Arts Common Core State…

Teaching Critical Literacy across the Curriculum in Multimedia America.

ERIC Educational Resources Information Center

Semali, Ladislaus M.

The teaching of media texts as a form of textual construction is embedded in the assumption that audiences bring individual preexisting dispositions even though the media may contribute to their shaping of basic attitudes, beliefs, values, and behavior. As summed up by D. Lusted, at the core of such textual construction are basic assumptions that…

The Evolution of Teaching Instruments and Their Use between 1800 and 1930

ERIC Educational Resources Information Center

Brenni, Paolo

2012-01-01

At the beginning of the nineteenth century, the core of a typical teaching collection was composed by apparatus, which were very similar to the ones proposed in the eighteenth century by 's Gravesande, Nollet, Desaguliers and others lecturer demonstrators and makers. Since 1820 circa, new didactic instruments were introduced. Most of them…

Teaching for Transfer: Insights from Theory and Practices in Primary-Level French-Second-Language Classrooms

ERIC Educational Resources Information Center

Thomas, Reed; Mady, Callie

2014-01-01

This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on…

Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution

ERIC Educational Resources Information Center

Barnes, M. Elizabeth; Brownell, Sara E.

2016-01-01

Evolution is a core concept of biology, and yet many college biology students do not accept evolution because of their religious beliefs. However, we do not currently know how instructors perceive their role in helping students accept evolution or how they address the perceived conflict between religion and evolution when they teach evolution.…

School-University Action Research: Impacts on Teaching Practices and Pupil Learning

ERIC Educational Resources Information Center

Attorps, Iiris; Kellner, Eva

2017-01-01

The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical…

An Exploration of Turkish Teachers' Attributions to Barriers Faced within Learner-Centred Teaching

ERIC Educational Resources Information Center

Soysal, Y.; Radmard, S.

2017-01-01

This study explored Turkish teachers' attributional reasoning regarding the barriers they face when they attempted to undertake learner-centred teaching, which is a core requirement of educational reform-based initiations in Turkey. To achieve this aim, a naturalistic inquiry was conducted in order to capture the clarifications of the barriers and…

A Review of the Game-Centred Approaches to Teaching and Coaching Literature since 2006

ERIC Educational Resources Information Center

Harvey, Stephen; Jarrett, Kendall

2014-01-01

Background: In 2006, Oslin and Mitchell published a review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of…

The Role of Peer Influence and Perceived Quality of Teaching in Faculty Acceptance of Web-Based Learning Management Systems

ERIC Educational Resources Information Center

Salajan, Florin D.; Welch, Anita G.; Ray, Chris M.; Peterson, Claudette

2015-01-01

This study's primary investigation is the impact of "peer influence" and "perceived quality of teaching" on faculty members' usage of web-based learning management systems within the Technology Acceptance Model (TAM) framework. These factors are entered into an extended TAM as external variables impacting on the core constructs…

Application of Learner Corpora to Second Language Learning and Teaching: An Overview

ERIC Educational Resources Information Center

Xu, Qi

2016-01-01

The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching…

Implementing the Zone of Proximal Development: From the Pedagogical Experiment to the Developmental Education System of Leonid Zankov

ERIC Educational Resources Information Center

Guseva, Liudmila G.; Solomonovich, Mark

2017-01-01

This article overviews the theoretical and applied works of the psychologist and pedagogue Leonid Zankov. Zankov's model of teaching is based on Vygotsky's theory that appropriate teaching methods stimulate cognitive development, whose core notion is the Zone of Proximal Development. This educational psychology research was verified by large scale…

An Analysis on Teaching Reform of Tourism Psychology

ERIC Educational Resources Information Center

Wei, Min

2006-01-01

The goal of tourism education in Chinese undergraduate courses is to develop the student with ability of the application, the skill and meet the demand of the post for the administration of tourism. The tourism psychology took the core role of tourism specialty, whose educational model, the content, the teaching method, the way of examination and…

Using Educational Design Research to Inform Teaching and Learning in the Health Professions

ERIC Educational Resources Information Center

Steketee, Carole; Bate, Frank

2013-01-01

Teaching has always been at the core of what it means to practice in the health professions. Health professionals generally accept that as part of their role they will be involved in educating future generations in their discipline. However, whilst health professional educators typically have extensive knowledge and skills in their discipline…

Helping Elementary Preservice Teachers Learn to Use Curriculum Materials for Effective Science Teaching

ERIC Educational Resources Information Center

Schwarz, Christina V.; Gunckel, Kristin L.; Smith, Ed L.; Covitt, Beth A.; Bae, Minjung; Enfield, Mark; Tsurusaki, Blakely K.

2008-01-01

Curriculum analysis, modification, and enactment are core components of teacher practice. Beginning teachers rely heavily on curriculum materials that are often of poor quality to guide their practice. As a result, we argue that preservice teachers need to learn how to use curriculum materials for effective teaching. To address this concern, the…

Back to Basics: Teaching the Statement of Cash Flows

ERIC Educational Resources Information Center

Cecil, H. Wayne; King, Teresa T.; Andrews, Christine P.

2011-01-01

A conceptual foundation for the Statement of Cash Flows based on the ten elements of financial statements provides students with a deep understanding of core accounting concepts. Traditional methods of teaching the statement of cash flows tend to focus on statement preparation rules, masking the effect of business events on the change in cash.…

Using Video Records to Mediate Teaching Interns' Critical Reflection

ERIC Educational Resources Information Center

Scott, Sarah E.; Kucan, Linda; Correnti, Richard; Miller, Leigh A.

2013-01-01

In this study we investigated how the use of video records in a literacy methods course supports the development of reflective practitioners when video is a core element of the course design. Specifically, we detail how interns' video-based reflections provide evidence that the use of video records of teaching interns' promotes the development of…

The Exclusion of the Creative Arts from Contracted School Curricula for Teaching the Common Core Standards

ERIC Educational Resources Information Center

Gormley, Kathleen; McDermott, Peter

2016-01-01

Many people would agree the creative arts are essential for children's education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for…

Team Teaching and Cooperative Groups in Abstract Algebra: Nurturing a New Generation of Confident Mathematics Teachers

ERIC Educational Resources Information Center

Grassl, R.; Mingus, T. T. Y.

2007-01-01

Experiences in designing and teaching a reformed abstract algebra course are described. This effort was partially a result of a five year statewide National Science Foundation (NSF) grant entitled the Rocky Mountain Teacher Enhancement Collaborative. The major thrust of this grant was to implement reform in core mathematics courses that would…

Teaching Games Level Design Using the StarCraft II Editor

ERIC Educational Resources Information Center

Sweetser, Penelope

2013-01-01

Level design is often characterised as "where the rubber hits the road" in game development. It is a core area of games design, alongside design of game rules and narrative. However, there is a lack of literature dedicated to documenting teaching games design, let alone the more specialised topic of level design. Furthermore, there…

SANTPEN's SoTL Journey: Building and Using a SoTL Approach across Institutions

ERIC Educational Resources Information Center

West, Deborah; Stephenson, Helen

2016-01-01

In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an…

Designing a Course in Statistics for a Learning Health Systems Training Program

ERIC Educational Resources Information Center

Samsa, Gregory P.; LeBlanc, Thomas W.; Zaas, Aimee; Howie, Lynn; Abernethy, Amy P.

2014-01-01

The core pedagogic problem considered here is how to effectively teach statistics to physicians who are engaged in a "learning health system" (LHS). This is a special case of a broader issue--namely, how to effectively teach statistics to academic physicians for whom research--and thus statistics--is a requirement for professional…

How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching

ERIC Educational Resources Information Center

Hudson, Peter

2012-01-01

Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers' needs towards becoming effective teachers in their first year of…

Using Dynamic Tools to Develop an Understanding of the Fundamental Ideas of Calculus

ERIC Educational Resources Information Center

Verzosa, Debbie; Guzon, Angela Fatima; De Las Peñas, Ma. Louise Antonette N.

2014-01-01

Although dynamic geometry software has been extensively used for teaching calculus concepts, few studies have documented how these dynamic tools may be used for teaching the rigorous foundations of the calculus. In this paper, we describe lesson sequences utilizing dynamic tools for teaching the epsilon-delta definition of the limit and the…

Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners

ERIC Educational Resources Information Center

Kim, Sun A.; Wang, Peishi; Michaels, Craig A.

2015-01-01

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…

Mathematical Practices in a Learning Environment Designed by Realistic Mathematics Education: Teaching Experiment about Cone and Pyramid

ERIC Educational Resources Information Center

Özdemir, Burçin Gökkurt

2017-01-01

The purpose of the study is to identify the classroom mathematical practices developed within a learning environment designed by Realistic Mathematics Education for teaching cone and pyramid to preservice teachers. A teaching experiment including five-week instructional sequence by a hypothetical learning trajectory about the solids of cone and…

Investigating Human Impact in the Environment with Faded Scaffolded Inquiry Supported by Technologies

ERIC Educational Resources Information Center

Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Nagy, Robin

2012-01-01

Teaching science as inquiry is advocated in all national science education documents and by leading science and science teaching organizations. In addition to teaching science as inquiry, we recognize that learning experiences need to connect to students' lives. This article details how we use a sequence of faded scaffolded inquiry supported by…

Teaching the Patterns of Life, Unit One: Consumer Education; Language Arts Program for Low Achievers, Grade 7. Revised Edition.

ERIC Educational Resources Information Center

Brown, Alvin B.; And Others

This volume provides a motivational scheme which uses consumer education to teach language arts and build self-confidence in low-achieving junior high school students. Seventeen sequences describe strategies for teaching various aspects of consumer education, including definition of the consumer, problems that face consumers (including discussions…

"Discovering Plate Boundaries in Data-Rich Environments": Supporting Pre-service Teachers involvement in Unique Practices of Geosciences

NASA Astrophysics Data System (ADS)

Barrie, A. S.; Moore, J.

2012-12-01

Plate tectonics is one of the core scientific concepts in both the NRC K-12 standards documents (#ESS2.B) and College Board Standards for Science (#ES.1.3). These documents also mention the scientific practices expected to improve as students are learning plate tectonics: interpreting data based on their observations of maps and argumentation around the evidence based on data. Research on students' understanding of maps emphasizes the difficulty of reading maps in science classrooms.We are conducting an ethnographic case study of the process of learning and teaching by novice teachers in the middle school science major at a mid-Atlantic University. The participants of the study are third-year majors (in the middle school science program and middle students at a suburban middle school. The study uses the data from four different fields (geography, geochronology, volcanology and seismology) to help involve preservice teachers in the practices of geosciences.The data for the study includes video and audio records of novice teachers' learning and teaching processes as well as teachers' reflections about their learning and on teaching Plate Tectonics by using real data. The video and audio data will be compiled and synthesized into event maps and transcripts, which are necessary for sociolinguistic analysis. Event maps provide an overall view of the events and are used to map the learning and teaching events into timely sequences and phases based on the subtopics and types of educational activities. Transcripts cover in detail the discussion and activity observed at each phase of the learning and teaching events. After compilation, event maps and transcripts will be analyzed by using Discourse analysis with an ethnographic perspective in order to identify novice teachers' challenges and the improvement they want to make on their teaching and assessment artifacts. The preliminary findings of the project identified challenges faced by novice teachers learning and teaching plate tectonics using key scientific practices. As a result of the educational activities developed in this project, we will try help teachers to overcome their challenges and develop the pedagogical skills that novice teachers need to use to teach plate tectonics by focusing on key scientific practices with the help of previously-developed educational resources. Learning about the processes that occur at plate boundaries will help future teachers (and their students) understand natural disasters such as earthquakes and volcanoes. Furthermore, the study will have a significant, and broader, impact by 'teaching the teachers' and empowering novice teachers to overcome the challenges of reading maps and using argumentation in science classrooms.

A Bargain Price for Teaching about Percentage

ERIC Educational Resources Information Center

Lo, Jane-Jane; Ko, Yi-Yin

2013-01-01

Middle school is a crucial transition period for students as they move from concrete to algebraic ways of thinking. This article describes a sequence of instruction geared toward helping prospective middle school instructors teach the topic of percentages.

The ion-induced folding of the hammerhead ribozyme: core sequence changes that perturb folding into the active conformation.

PubMed Central

Bassi, G S; Murchie, A I; Lilley, D M

1996-01-01

The hammerhead ribozyme undergoes an ion-dependent folding process into the active conformation. We find that the folding can be blocked at specific stages by changes of sequence or functionality within the core. In the the absence of added metal ions, the global structure of the hammerhead is extended, with a large angle subtended between stems I and II. No core sequence changes appear to alter this geometry, consistent with an unstructured core under these conditions. Upon addition of low concentrations of magnesium ions, the hammerhead folds by an association of stems II and III, to include a large angle between them. This stage is inhibited or altered by mutations within the oligopurine sequence lying between stems II and III, and folding is completely prevented by an A14G mutation. Further increase in magnesium ion concentration brings about a second stage of folding in the natural sequence hammerhead, involving a reorientation of stem I, which rotates around into the same direction of stem II. Because this transition occurs over the same range of magnesium ion concentration over which the hammerhead ribozyme becomes active, it is likely that the final conformation is most closely related to the active form of the structure. Magnesium ion-dependent folding into this conformation is prevented by changes at G5, notably removal of the 2'-hydroxyl group and replacement of the base by cytidine. The ability to dissect the folding process by means of sequence changes suggests that two separate ion-dependent stages are involved in the folding of the hammerhead ribozyme into the active conformation. PMID:8752086

Molecular characterization and epidemic history of hepatitis C virus using core sequences of isolates from Central Province, Saudi Arabia.

PubMed

Shier, Medhat K; Iles, James C; El-Wetidy, Mohammad S; Ali, Hebatallah H; Al Qattan, Mohammad M

2017-01-01

The source of HCV transmission in Saudi Arabia is unknown. This study aimed to determine HCV genotypes in a representative sample of chronically infected patients in Saudi Arabia. All HCV isolates were genotyped and subtyped by sequencing of the HCV core region and 54 new HCV isolates were identified. Three sets of primers targeting the core region were used for both amplification and sequencing of all isolates resulting in a 326 bp fragment. Most HCV isolates were genotype 4 (85%), whereas only a few isolates were recognized as genotype 1 (15%). With the assistance of Genbank database and BLAST, subtyping results showed that most of genotype 4 isolates were 4d whereas most of genotype 1 isolates were 1b. Nucleotide conservation and variation rates of HCV core sequences showed that 4a and 1b have the highest levels of variation. Phylogenetic analysis of sequences by Maximum Likelihood and Bayesian Coalescent methods was used to explore the source of HCV transmission by investigating the relationship between Saudi Arabia and other countries in the Middle East and Africa. Coalescent analysis showed that transmissions of HCV from Egypt to Saudi Arabia are estimated to have occurred in three major clusters: 4d was introduced into the country before 1900, the major 4a clade's MRCA was introduced between 1900 and 1920, and the remaining lineages were introduced between 1940 and 1960 from Egypt and Middle Africa. Results showed that no lineages seem to have crossed from Egypt to Saudi Arabia in the last 15 years. Finally, sequencing and characterization of new HCV isolates from Saudi Arabia will enrich the HCV database and help further studies related to treatment and management of the virus.

Molecular characterization and epidemic history of hepatitis C virus using core sequences of isolates from Central Province, Saudi Arabia

PubMed Central

Iles, James C.; El-Wetidy, Mohammad S.; Ali, Hebatallah H.; Al Qattan, Mohammad M.

2017-01-01

The source of HCV transmission in Saudi Arabia is unknown. This study aimed to determine HCV genotypes in a representative sample of chronically infected patients in Saudi Arabia. All HCV isolates were genotyped and subtyped by sequencing of the HCV core region and 54 new HCV isolates were identified. Three sets of primers targeting the core region were used for both amplification and sequencing of all isolates resulting in a 326 bp fragment. Most HCV isolates were genotype 4 (85%), whereas only a few isolates were recognized as genotype 1 (15%). With the assistance of Genbank database and BLAST, subtyping results showed that most of genotype 4 isolates were 4d whereas most of genotype 1 isolates were 1b. Nucleotide conservation and variation rates of HCV core sequences showed that 4a and 1b have the highest levels of variation. Phylogenetic analysis of sequences by Maximum Likelihood and Bayesian Coalescent methods was used to explore the source of HCV transmission by investigating the relationship between Saudi Arabia and other countries in the Middle East and Africa. Coalescent analysis showed that transmissions of HCV from Egypt to Saudi Arabia are estimated to have occurred in three major clusters: 4d was introduced into the country before 1900, the major 4a clade’s MRCA was introduced between 1900 and 1920, and the remaining lineages were introduced between 1940 and 1960 from Egypt and Middle Africa. Results showed that no lineages seem to have crossed from Egypt to Saudi Arabia in the last 15 years. Finally, sequencing and characterization of new HCV isolates from Saudi Arabia will enrich the HCV database and help further studies related to treatment and management of the virus. PMID:28863156

Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study.

PubMed

Lee, Kyung Eun

2018-04-01

An important goal of nursing education is helping students achieve core competencies efficiently. One proposed way of improving nursing education is team-based learning (TBL). The aim of this study was to assess the comparative effectiveness of TBL and lecture-style classes in terms of teaching core competencies in nursing education, which include clinical competence skills, problem-solving ability, communication competencies, critical thinking ability, and self-leadership. This quasi-experimental study enrolled 183 students as participants, with 95 and 88 in the experimental and control groups, respectively. These two groups attended 6 hours (2 hours weekly for 3 weeks) of TBL and lecture-style classes, respectively. Differences in core competencies between the two groups were compared before and after the intervention. The experimental group achieved significantly higher scores for clinical competence skills, communication competence, critical thinking ability, and self-leadership at posttest than at pretest, whereas the control group achieved significantly higher scores for clinical competence skills and critical thinking ability at posttest than at pretest. After the intervention, the experimental group had significantly better clinical competence skills, communication competence, and self-leadership than the control group. TBL is an effective approach method to teaching core competencies in nursing education.

Exploration of the Genomic Diversity and Core Genome of the Bifidobacterium adolescentis Phylogenetic Group by Means of a Polyphasic Approach

PubMed Central

Duranti, Sabrina; Turroni, Francesca; Milani, Christian; Foroni, Elena; Bottacini, Francesca; Dal Bello, Fabio; Ferrarini, Alberto; Delledonne, Massimo; van Sinderen, Douwe

2013-01-01

In the current work, we describe genome diversity and core genome sequences among representatives of three bifidobacterial species, i.e., Bifidobacterium adolescentis, Bifidobacterium catenulatum, and Bifidobacterium pseudocatenulatum, by employing a polyphasic approach involving analysis of 16S rRNA gene and 16S-23S internal transcribed spacer (ITS) sequences, pulsed-field gel electrophoresis (PFGE), and comparative genomic hybridization (CGH) assays. PMID:23064340

Convective overshooting in the evolution of very massive stars

NASA Technical Reports Server (NTRS)

Stothers, R.; Chin, C.-W.

1981-01-01

Possible convective overshooting in stars of 30-120 solar masses are considered, including a merger between the convective core and the intermediate zone, and penetration by the outer convection zone into the hydrogen-shell region when the star is a supergiant. Convective mixing between the core and inner envelopes is found to lead to a brief renewal of hydrogen burning in the core, and a moderate widening of the main sequence bond in the H-R diagram. Deep penetration by the outer convection zone is found to force the star out of the red supergiant configuration and into a configuration near the main sequence. This would account for the apparent spread of the uppermost part of the main sequence and the concentration of luminous supergiants towards earlier spectral types. In addition, heavy mass loss need not be assumed to achieve the points of agreement, and are tentatively considered unimportant from an evolutionary point of view.

Core II Materials for Rural Agriculture Programs. Units E-H.

ERIC Educational Resources Information Center

Biondo, Ron; And Others

This curriculum guide includes teaching packets for 21 problem areas to be included in a core curriculum for 10th grade students enrolled in a rural agricultural program. Covered in the four units included in this volume are crop science (harvesting farm crops and growing small grains); soil science and conservation of natural resources…

Bricklaying Curriculum: Basic Core. Instructional Materials. Revised.

ERIC Educational Resources Information Center

Turcotte, Raymond J.; Hendrix, Laborn J.

This volume, the first in a two-volume core curriculum, is designed for use in teaching a course in basic bricklaying. Included in the introductory section of the guide are units on the free enterprise system, the economics of free enterprise, industry orientation, ways of becoming a good leader, job advancement, and safety and first aid. The next…

How History Became a Core Subject in Swedish Upper Secondary Schools

ERIC Educational Resources Information Center

Elgstrom, Ole; Hellstenius, Mats

2010-01-01

In 2004, history was introduced by a Parliamentary decision as a new core subject in the Swedish upper secondary school system. This event constituted a major break--history now became a compulsory subject for all upper secondary school students after having been subject to a continually diminishing number of teaching hours ever since 1945. This…

The Common Core Mathematics Companion: The Standards Decoded, High School

ERIC Educational Resources Information Center

National Council of Teachers of Mathematics, 2017

2017-01-01

When it comes to mathematics, standards aligned is achievement aligned… In the short time since "The Common Core Mathematics Companions" for grades K-2, 3-5 and 6-8 burst on the scene, they have been lauded as the best resources for making critical mathematics ideas easy to teach. With this brand-new volume, high school mathematics…

Teaching under the Policy Cascades: Common Core, Learned Dependency, and Literacy Instruction

ERIC Educational Resources Information Center

Papola, Aimee L.

2012-01-01

Educational policies and initiatives continually influence the instruction in classrooms across the nation. At the time of this study, the Common Core State Standards Initiative was in its first full year of implementation in schools across the country. Using ethnographic methods (Foley, 1990; Heath, 1983; McLaren, 1986) and a critical theory…

Using Video Games to Teach Game Design: A Gaming Collection for Libraries

ERIC Educational Resources Information Center

Mastel, Kristen; Huston, Dave

2009-01-01

Game-design programs are relatively new in the world of academia, as the author of this article discovered when she worked as Brown College's librarian and learning resource center coordinator. With that newness comes the challenge of determining a "core" collection of materials to support the discipline. This kind of core collection is…

Building Foundational and Vocabulary Knowledge in the Common Core, K-8: Developmentally-Grounded Instruction about Words

ERIC Educational Resources Information Center

Templeton, Shane

2015-01-01

How young children's and older students' knowledge of words develops--their structure, their meanings, how they work in context--is reflected in the Common Core English Language Arts expectations. Meeting these expectations for each learner requires that we teach in a developmentally-responsive manner. This includes our being familiar with the…

Diversity, Knowledge Clusters, and Job Placement: Graduate Economics Teaching of Core Microeconomics

ERIC Educational Resources Information Center

Campbell, Arthur; Feinstein, Jonathan S.; Hong, Soonwook; Qian, Sharon; Williams, Trevor C.

2017-01-01

The authors present an empirical analysis of what is taught in core micro-economics at a set of top U.S. doctoral economics programs. Their aim is to evaluate the diversity across programs and assess whether there are distinct "schools of thought" in graduate economics education. Their empirical findings reveal substantial, in fact,…

Core III Materials for Rural Agriculture Programs. Units H-I.

ERIC Educational Resources Information Center

Courson, Roger L.; And Others

This curriculum guide includes teaching packets for nine problem areas of study to be included in a core curriculum for 11th-grade or third-year students enrolled in rural agricultural programs in Illinois. Each problem area includes some or all of the following components: suggestions to the teacher, a teacher guide, a competency inventory, an…

Agricultural Mechanics Unit for Plant Science Core Curriculum. Volume 15, Number 4. Instructor's Guide.

ERIC Educational Resources Information Center

Linhardt, Richard E.; Hunter, Bill

This instructor's guide is intended for use in teaching the agricultural mechanics unit of a plant science core curriculum. Covered in the individual units of the guide are the following topics: arc welding (following safety procedures, controlling distortion, selecting and caring for electrodes, identifying the material to be welded, and welding…

Teaching to the Common Core by Design, Not Accident

ERIC Educational Resources Information Center

Phillips, Vicki; Wong, Carina

2012-01-01

The Bill & Melinda Gates Foundation has created tools and supports intended to help teachers adapt to the Common Core State Standards in English language arts and mathematics. The tools seek to find the right balance between encouraging teachers' creativity and giving them enough guidance to ensure quality. They are the product of two years of…

Quality Online Resources and Supports for Educators Teaching the Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Walters, Kirk; Smith, Toni; Leinwand, Steve; Ford, Jennifer; Scheopner Torres, Aubrey

2015-01-01

This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure…

A CORE PROBLEM ON SAFETY, TEACHING CORE.

ERIC Educational Resources Information Center

LONG, SADIE

A TRAFFIC ACCIDENT MOTIVATED A GROUP OF EIGHTH-GRADE CIVICS STUDENTS TO FORM DIFFERENT COMMITTEES TO OBTAIN A TRAFFIC GUARD FOR THEIR SCHOOL. COMMITTEES WERE FORMED TO CONTACT THE POLICE DEPARTMENT BY LETTER AND INTERVIEW, TO TAKE PICTURES OF THE STREET CORNER AND MAKE CHARTS SHOWING ITS DANGER, TO DO RESEARCH ON CONSTITUTIONAL RIGHTS OF CITIZENS,…

How Shall I Teach Thee? An Uncommon Pedagogy for the Common Core.

ERIC Educational Resources Information Center

Vecellio, Shawn

2013-01-01

In this article the author examines the Common Core State Standards (CCSS) to argue for changes in "standards-based" perspectives and practices that grew out of No Child Left Behind. Drawing on an article by David T. Conley, cochairman of the Validation Committee for the CCSS, the author offers a new model for the professional…

At the Center of the Common Core

ERIC Educational Resources Information Center

Principal, 2012

2012-01-01

While the 2011-2012 school year offered educators a sketch of the Common Core State Standards and how they would impact teaching and learning, this year that painting takes shape. Many states and districts are well on the way to implementing the standards--but the process is complex, especially for the school leaders who shoulder the task of…

Validating a Conceptual Framework for the Core Concept of "Cell-Cell Communication"

ERIC Educational Resources Information Center

Michael, Joel; Martinkova, Patricia; McFarland, Jenny; Wright, Ann; Cliff, William; Modell, Harold; Wenderoth, Mary Pat

2017-01-01

We have created and validated a conceptual framework for the core physiology concept of "cell-cell communication." The conceptual framework is composed of 51 items arranged in a hierarchy that is, in some instances, four levels deep. We have validated it with input from faculty who teach at a wide variety of institutional types. All…

iGardening: Integrated Activities for Teaching in the Common Core Era

ERIC Educational Resources Information Center

Cavin, Amanda; Elfer, Charles J.; Roberts, Scott L.

2014-01-01

At first glance, implementing the new Common Core Standards, with their dramatically higher learning expectations for early elementary students, may seem like a daunting task. The authors of this article think there has never been a better time for K-2 teachers to begin developing lessons that integrate all disciplines, promote higher order…

A Case Study Analysis of One Suburban High School's College Preparation Program

ERIC Educational Resources Information Center

Pound, Sandra R.

2011-01-01

Research shows that students who take a certain core curriculum are better prepared for college than those students who do not; however, data indicate that taking core courses is not enough: Teachers must assign greater rigor in all courses they teach, especially courses needed for college (Schmeiser, 2007). As early as 1983 the National…

Many Teachers Not Ready for the Common Core

ERIC Educational Resources Information Center

Sawchuk, Stephen

2012-01-01

A national survey of school districts last fall by the Center on Education Policy found that fewer than half of the districts had planned professional development aligned to the Common Core State Standards this school year. The challenge of getting the nation's 3.2 million K-12 public school teachers ready to teach to the standards is enormous.…

The Core Principles of Extensive Reading in an EAP Writing Context

ERIC Educational Resources Information Center

Park, Jeongyeon; Ro, Eunseok

2015-01-01

In the first part of the discussion forum on extensive reading (ER) in "Reading in a Foreign Language" ("RFL") (April 2015 issue), many scholars in the field shared views regarding the core features to be considered when implementing ER, frequently referring to Day and Bamford's (1998, 2002) top 10 principles for teaching ER.…

Fire. Youth Training Scheme. Core Exemplar Work Based Project.

ERIC Educational Resources Information Center

Further Education Staff Coll., Blagdon (England).

This trainer's guide is intended to assist supervisors of work-based career training projects in teaching students the basics of fire prevention in the kitchen. The guide is one in a series of core curriculum modules that is intended for use in combination on- and off-the-job programs to familiarize youth with the skills, knowledge, and attitudes…

Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving

ERIC Educational Resources Information Center

Spooner, Fred; Saunders, Alicia; Root, Jenny; Brosh, Chelsi

2017-01-01

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a…

Integration of Biological Applications into the Core Undergraduate Curriculum: A Practical Strategy

ERIC Educational Resources Information Center

Komives, Claire; Prince, Michael; Fernandez, Erik; Balcarcel, Robert

2011-01-01

A web database of solved problems has been created to enable faculty to incorporate biological applications into core courses. Over 20% of US ChE departments utilized problems from the website, and 19 faculty attended a workshop to facilitate teaching the modules. Assessment of student learning showed some gains related to biological outcomes, as…

Undergraduate Entrepreneurial Finance Course: Some Curriculum and Pedagogical Perspectives

ERIC Educational Resources Information Center

Thapa, Samanta; Chan, Kam C.

2013-01-01

Using online survey, we document the opinions of finance professors as to what should be the core content of undergraduate entrepreneurial finance course and the approach to be taken to teach this course. On the core content of the course, the top five topics preferred by the respondents were: Identifying business opportunities and examining their…