Sample records for exam timetabling problems

  1. University Course Timetabling with Probability Collectives

    DTIC Science & Technology

    2008-03-01

    as other problems such as scheduling hospital shifts for nurses. The authors of [15] detail the use of a memetic algorithm. A memetic uses local...Heuristics, vol. 9, pp. 451-470, 2003. [15] E. K. Burke, J. P. Newall and R. F. Weare, "A memetic algorithm for university exam timetabling," in

  2. Courses timetabling problem by minimizing the number of less preferable time slots

    NASA Astrophysics Data System (ADS)

    Oktavia, M.; Aman, A.; Bakhtiar, T.

    2017-01-01

    In an organization with large number of resources, timetabling is one of the most important factors of management strategy and the one that is most prone to errors or issues. Timetabling the perfect organization plan is quite a task, thus the aid of operations research or management strategy approaches is obligation. Timetabling in educational institutions can roughly be categorized into school timetabling, course timetabling, and examination timetabling, which differ from each other by their entities involved such as the type of events, the kind of institution, and the type and the relative influence of constraints. Education timetabling problem is generally a kind of complex combinatorial problem consisting of NP-complete sub-problems. It is required that the requested timetable fulfills a set of hard and soft constraints of various types. In this paper we consider a courses timetabling problem at university whose objective is to minimize the number of less preferable time slots. We mean by less preferable time slots are those devoted in early morning (07.00 - 07.50 AM) or those in the late afternoon (17.00 - 17.50 AM) that in fact beyond the working hour, those scheduled during the lunch break (12.00 - 12.50 AM), those scheduled in Wednesday 10.00 - 11.50 AM that coincides with Department Meeting, and those in Saturday which should be in fact devoted for day-off. In some cases, timetable with a number of activities scheduled in abovementioned time slots are commonly encountered. The courses timetabling for the Educational Program of General Competence (PPKU) students at odd semester at Bogor Agricultural University (IPB) has been modelled in the framework of the integer linear programming. We solved the optimization problem heuristically by categorizing all the groups into seven clusters.

  3. University course timetabling and the requirements: Survey in several universities in the east-coast of Malaysia

    NASA Astrophysics Data System (ADS)

    Aziz, Nurul Liyana Abdul; Aizam, Nur Aidya Hanum

    2017-08-01

    Course timetabling problem receives the highlight at the beginning of every semester. The problem is mainly on assigning courses to timeslot, rooms and lecturers which involving a set of rules and policies constraints. Generally, researchers present different features to signify their own universities' timetable according to the structure and behavior of their institution. However, the gap between theory and real-world applications that can be seen in the resulted timetable is the lacking of acknowledging human preferences. As to overcome this, it is very important to consider all the demands and preferences from timetabling community. This research therefore tries to accommodate the problem by investigating through surveys to several universities in the east coast of Malaysia the demands and preferences of individuals involved directly. Results from the questionnaires will be analyzed by using SPSS and all current issues regarding the demands will be included into our existing general university course timetabling mathematical model. The new university course timetabling mathematical model could best represent universities and be useful, especially in universities in Malaysia.

  4. A Hidden Markov Model Approach to the Problem of Heuristic Selection in Hyper-Heuristics with a Case Study in High School Timetabling Problems.

    PubMed

    Kheiri, Ahmed; Keedwell, Ed

    2017-01-01

    Operations research is a well-established field that uses computational systems to support decisions in business and public life. Good solutions to operations research problems can make a large difference to the efficient running of businesses and organisations and so the field often searches for new methods to improve these solutions. The high school timetabling problem is an example of an operations research problem and is a challenging task which requires assigning events and resources to time slots subject to a set of constraints. In this article, a new sequence-based selection hyper-heuristic is presented that produces excellent results on a suite of high school timetabling problems. In this study, we present an easy-to-implement, easy-to-maintain, and effective sequence-based selection hyper-heuristic to solve high school timetabling problems using a benchmark of unified real-world instances collected from different countries. We show that with sequence-based methods, it is possible to discover new best known solutions for a number of the problems in the timetabling domain. Through this investigation, the usefulness of sequence-based selection hyper-heuristics has been demonstrated and the capability of these methods has been shown to exceed the state of the art.

  5. Combination of graph heuristics in producing initial solution of curriculum based course timetabling problem

    NASA Astrophysics Data System (ADS)

    Wahid, Juliana; Hussin, Naimah Mohd

    2016-08-01

    The construction of population of initial solution is a crucial task in population-based metaheuristic approach for solving curriculum-based university course timetabling problem because it can affect the convergence speed and also the quality of the final solution. This paper presents an exploration on combination of graph heuristics in construction approach in curriculum based course timetabling problem to produce a population of initial solutions. The graph heuristics were set as single and combination of two heuristics. In addition, several ways of assigning courses into room and timeslot are implemented. All settings of heuristics are then tested on the same curriculum based course timetabling problem instances and are compared with each other in terms of number of population produced. The result shows that combination of saturation degree followed by largest degree heuristic produce the highest number of population of initial solutions. The results from this study can be used in the improvement phase of algorithm that uses population of initial solutions.

  6. Evaluation of Recoverable-Robust Timetables on Tree Networks

    NASA Astrophysics Data System (ADS)

    D'Angelo, Gianlorenzo; di Stefano, Gabriele; Navarra, Alfredo

    In the context of scheduling and timetabling, we study a challenging combinatorial problem which is interesting from both a practical and a theoretical point of view. The motivation behind it is to cope with scheduled activities which might be subject to unavoidable disturbances, such as delays, occurring during the operational phase. The idea is to preventively plan some extra time for the scheduled activities in order to be "prepared" if a delay occurs, and to absorb it without the necessity of re-scheduling the activities from scratch. This realizes the concept of designing so called robust timetables. During the planning phase, one has to consider recovery features that might be applied at runtime if delays occur. Such recovery capabilities are given as input along with the possible delays that must be considered. The objective is the minimization of the overall needed time. The quality of a robust timetable is measured by the price of robustness, i.e. the ratio between the cost of the robust timetable and that of a non-robust optimal timetable. The considered problem is known to be NP-hard. We propose a pseudo-polynomial time algorithm and apply it on random networks and real case scenarios provided by Italian railways. We evaluate the effect of robustness on the scheduling of the activities and provide the price of robustness with respect to different scenarios. We experimentally show the practical effectiveness and efficiency of the proposed algorithm.

  7. Performance comparison of genetic algorithms and particle swarm optimization for model integer programming bus timetabling problem

    NASA Astrophysics Data System (ADS)

    Wihartiko, F. D.; Wijayanti, H.; Virgantari, F.

    2018-03-01

    Genetic Algorithm (GA) is a common algorithm used to solve optimization problems with artificial intelligence approach. Similarly, the Particle Swarm Optimization (PSO) algorithm. Both algorithms have different advantages and disadvantages when applied to the case of optimization of the Model Integer Programming for Bus Timetabling Problem (MIPBTP), where in the case of MIPBTP will be found the optimal number of trips confronted with various constraints. The comparison results show that the PSO algorithm is superior in terms of complexity, accuracy, iteration and program simplicity in finding the optimal solution.

  8. Genetic algorithm to solve the problems of lectures and practicums scheduling

    NASA Astrophysics Data System (ADS)

    Syahputra, M. F.; Apriani, R.; Sawaluddin; Abdullah, D.; Albra, W.; Heikal, M.; Abdurrahman, A.; Khaddafi, M.

    2018-02-01

    Generally, the scheduling process is done manually. However, this method has a low accuracy level, along with possibilities that a scheduled process collides with another scheduled process. When doing theory class and practicum timetable scheduling process, there are numerous problems, such as lecturer teaching schedule collision, schedule collision with another schedule, practicum lesson schedules that collides with theory class, and the number of classrooms available. In this research, genetic algorithm is implemented to perform theory class and practicum timetable scheduling process. The algorithm will be used to process the data containing lists of lecturers, courses, and class rooms, obtained from information technology department at University of Sumatera Utara. The result of scheduling process using genetic algorithm is the most optimal timetable that conforms to available time slots, class rooms, courses, and lecturer schedules.

  9. Integer programming model for optimizing bus timetable using genetic algorithm

    NASA Astrophysics Data System (ADS)

    Wihartiko, F. D.; Buono, A.; Silalahi, B. P.

    2017-01-01

    Bus timetable gave an information for passengers to ensure the availability of bus services. Timetable optimal condition happened when bus trips frequency could adapt and suit with passenger demand. In the peak time, the number of bus trips would be larger than the off-peak time. If the number of bus trips were more frequent than the optimal condition, it would make a high operating cost for bus operator. Conversely, if the number of trip was less than optimal condition, it would make a bad quality service for passengers. In this paper, the bus timetabling problem would be solved by integer programming model with modified genetic algorithm. Modification was placed in the chromosomes design, initial population recovery technique, chromosomes reconstruction and chromosomes extermination on specific generation. The result of this model gave the optimal solution with accuracy 99.1%.

  10. Logistical management and private sector involvement in reducing the cost of municipal solid waste collection service in the Tubas area of the West Bank.

    PubMed

    El-Hamouz, Amer M

    2008-01-01

    This paper addresses the problems of the municipal solid waste (MSW) collection system in the Tubas district of Palestine. More specifically, it addresses the often-voiced concerns pertaining to low efficiency as well as environmental problems. This was carried out through a systematic methodological approach. The paper illustrates how a private company applied a logistical management strategy, by rescheduling the MSW collection system, reallocating street solid waste containers and minimizing vehicle routing. The way in which the MSW collection timetable was rescheduled decreased the operating expenses and thus reduced MSW collection costs. All data needed to reschedule the collection timetable and optimize vehicle routing were based on actual field measurements. The new MSW collection timetable introduced by a private company was monitored for a period of a month. The new system resulted in an improvement in the MSW collection system by reducing the collection cost to a level that is socially acceptable (US dollars 3.75/family/month), as well as economically and environmentally sound.

  11. A dynamic multiarmed bandit-gene expression programming hyper-heuristic for combinatorial optimization problems.

    PubMed

    Sabar, Nasser R; Ayob, Masri; Kendall, Graham; Qu, Rong

    2015-02-01

    Hyper-heuristics are search methodologies that aim to provide high-quality solutions across a wide variety of problem domains, rather than developing tailor-made methodologies for each problem instance/domain. A traditional hyper-heuristic framework has two levels, namely, the high level strategy (heuristic selection mechanism and the acceptance criterion) and low level heuristics (a set of problem specific heuristics). Due to the different landscape structures of different problem instances, the high level strategy plays an important role in the design of a hyper-heuristic framework. In this paper, we propose a new high level strategy for a hyper-heuristic framework. The proposed high-level strategy utilizes a dynamic multiarmed bandit-extreme value-based reward as an online heuristic selection mechanism to select the appropriate heuristic to be applied at each iteration. In addition, we propose a gene expression programming framework to automatically generate the acceptance criterion for each problem instance, instead of using human-designed criteria. Two well-known, and very different, combinatorial optimization problems, one static (exam timetabling) and one dynamic (dynamic vehicle routing) are used to demonstrate the generality of the proposed framework. Compared with state-of-the-art hyper-heuristics and other bespoke methods, empirical results demonstrate that the proposed framework is able to generalize well across both domains. We obtain competitive, if not better results, when compared to the best known results obtained from other methods that have been presented in the scientific literature. We also compare our approach against the recently released hyper-heuristic competition test suite. We again demonstrate the generality of our approach when we compare against other methods that have utilized the same six benchmark datasets from this test suite.

  12. What students learn when studying physics practice exam problems

    NASA Astrophysics Data System (ADS)

    Fakcharoenphol, Witat; Potter, Eric; Stelzer, Timothy

    2011-06-01

    We developed a web-based tool to provide students with access to old exam problems and solutions. By controlling the order in which students saw the problems, as well as their access to solutions, we obtained data about student learning by studying old exam problems. Our data suggest that in general students learn from doing old exam problems, and that having access to the problem solutions increases their learning. However, the data also suggest the depth of learning may be relatively shallow. In addition, the data show that doing old exam problems provides important formative assessment about the student’s overall preparedness for the exam and their particular areas of strength and weakness.

  13. 7 CFR Exhibit D to Subpart E of... - Goals and Timetables for Minorities and Women

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ..., Malden, Medford, Wakefield, Westwood, Winthrop, Winchester, Woburn, and the Islands of Boston Harbor... of rhode island area Area covered—Statewide. Goals and Timetables [In percent] Timetable Trade Goal.... Goals and Timetables [In percent] Timetable Trade Goal Until further notice All 4.0-5.0 long island, ny...

  14. 7 CFR Exhibit D to Subpart E of... - Goals and Timetables for Minorities and Women

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ..., Malden, Medford, Wakefield, Westwood, Winthrop, Winchester, Woburn, and the Islands of Boston Harbor... of rhode island area Area covered—Statewide. Goals and Timetables [In percent] Timetable Trade Goal.... Goals and Timetables [In percent] Timetable Trade Goal Until further notice All 4.0-5.0 long island, ny...

  15. 7 CFR Exhibit D to Subpart E of... - Goals and Timetables for Minorities and Women

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ..., Malden, Medford, Wakefield, Westwood, Winthrop, Winchester, Woburn, and the Islands of Boston Harbor... of rhode island area Area covered—Statewide. Goals and Timetables [In percent] Timetable Trade Goal.... Goals and Timetables [In percent] Timetable Trade Goal Until further notice All 4.0-5.0 long island, ny...

  16. For Sale: Subliminal Bias in Textbooks

    ERIC Educational Resources Information Center

    Britton, Gwyneth E.; Lumpkin, Margaret C.

    1977-01-01

    Discusses the fact that, although publishers have acknowledged the problem of sex bias in textbooks in the United States, guidelines lack specifics, timetables, and procedures for monitoring content and enforcing compliance with the guidelines. (MB)

  17. Strategies for Mentoring Pedagogical Knowledge

    ERIC Educational Resources Information Center

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  18. Developing a model-based decision support system for call-a-ride paratransit service problems.

    DOT National Transportation Integrated Search

    2011-02-01

    Paratransit is the transportation service that supplements larger public transportation : systems by providing individualized rides without fixed routes or timetables. In 1990, : the Americans with Disabilities Act (ADA) was passed which allows passe...

  19. Women's Health Checkup

    MedlinePlus

    Regular health exams and tests can help find problems before they start. They also can help find problems early, ... special exams and screenings. During your checkup, your health care provider will usually do: A pelvic exam - ...

  20. 49 CFR 236.15 - Timetable instructions.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., MAINTENANCE, AND REPAIR OF SIGNAL AND TRAIN CONTROL SYSTEMS, DEVICES, AND APPLIANCES Rules and Instructions: All Systems General § 236.15 Timetable instructions. Automatic block, traffic control, train stop, train control and cab signal territory shall be designated in timetable instructions. ...

  1. 49 CFR 236.15 - Timetable instructions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., MAINTENANCE, AND REPAIR OF SIGNAL AND TRAIN CONTROL SYSTEMS, DEVICES, AND APPLIANCES Rules and Instructions: All Systems General § 236.15 Timetable instructions. Automatic block, traffic control, train stop, train control and cab signal territory shall be designated in timetable instructions. ...

  2. About the algorithm for construction of coordinated university timetables

    NASA Astrophysics Data System (ADS)

    Dobrynin, A. S.; Kulakov, S. M.; Taraborina, E. N.

    2018-05-01

    The factual description of the task and an algorithm for drawing up a coordinated timetable of academic work of the faculty and students at the level of department (local timetable) is presented, as well as the procedure for integrating private schedules, i.e. the formation of a university-wide timetable. Coordination of the latter has not only spatio-temporal in nature, but also takes into account the preferences (interests) of agents (users and performers of works).

  3. MO-F-204-00: Preparing for the ABR Diagnostic and Nuclear Medical Physics Exams

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

    NONE

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  4. MO-F-204-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

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

    Szczykutowicz, T.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  5. MO-F-204-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

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

    Zambelli, J.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  6. MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

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

    McKenney, S.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  7. MO-F-204-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

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

    MacDougall, R.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  8. WE-D-213-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

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

    MacDougall, R.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  9. WE-D-213-00: Preparing for the ABR Diagnostic and Nuclear Medicine Physics Exams

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

    NONE

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  10. WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

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

    Simiele, S.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  11. WE-D-213-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

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

    Bevins, N.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  12. WE-D-213-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

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

    Zambelli, J.

    Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

  13. Human blood metabolite timetable indicates internal body time

    PubMed Central

    Kasukawa, Takeya; Sugimoto, Masahiro; Hida, Akiko; Minami, Yoichi; Mori, Masayo; Honma, Sato; Honma, Ken-ichi; Mishima, Kazuo; Soga, Tomoyoshi; Ueda, Hiroki R.

    2012-01-01

    A convenient way to estimate internal body time (BT) is essential for chronotherapy and time-restricted feeding, both of which use body-time information to maximize potency and minimize toxicity during drug administration and feeding, respectively. Previously, we proposed a molecular timetable based on circadian-oscillating substances in multiple mouse organs or blood to estimate internal body time from samples taken at only a few time points. Here we applied this molecular-timetable concept to estimate and evaluate internal body time in humans. We constructed a 1.5-d reference timetable of oscillating metabolites in human blood samples with 2-h sampling frequency while simultaneously controlling for the confounding effects of activity level, light, temperature, sleep, and food intake. By using this metabolite timetable as a reference, we accurately determined internal body time within 3 h from just two anti-phase blood samples. Our minimally invasive, molecular-timetable method with human blood enables highly optimized and personalized medicine. PMID:22927403

  14. A Heuristics Approach for Classroom Scheduling Using Genetic Algorithm Technique

    NASA Astrophysics Data System (ADS)

    Ahmad, Izah R.; Sufahani, Suliadi; Ali, Maselan; Razali, Siti N. A. M.

    2018-04-01

    Reshuffling and arranging classroom based on the capacity of the audience, complete facilities, lecturing time and many more may lead to a complexity of classroom scheduling. While trying to enhance the productivity in classroom planning, this paper proposes a heuristic approach for timetabling optimization. A new algorithm was produced to take care of the timetabling problem in a university. The proposed of heuristics approach will prompt a superior utilization of the accessible classroom space for a given time table of courses at the university. Genetic Algorithm through Java programming languages were used in this study and aims at reducing the conflicts and optimizes the fitness. The algorithm considered the quantity of students in each class, class time, class size, time accessibility in each class and lecturer who in charge of the classes.

  15. Timetabling: A Shared Services Model

    ERIC Educational Resources Information Center

    O'Regan, Carmel

    2012-01-01

    This paper identifies common timetabling issues and options as experienced in Australian universities, and develops a rationale to inform management decisions on a suitable system and the associated policies, procedures, management structure and resources at the University of Newcastle, to enable more effective timetabling in line with the needs…

  16. Timetabling an Academic Department with Linear Programming.

    ERIC Educational Resources Information Center

    Bezeau, Lawrence M.

    This paper describes an approach to faculty timetabling and course scheduling that uses computerized linear programming. After reviewing the literature on linear programming, the paper discusses the process whereby a timetable was created for a department at the University of New Brunswick. Faculty were surveyed with respect to course offerings…

  17. 49 CFR 217.7 - Operating rules; filing and recordkeeping.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., Washington, DC 20590, one copy of its code of operating rules, timetables, and timetable special instructions which were in effect on November 21, 1994. Each Class I railroad, each Class II railroad, and each..., and timetable special instructions before it commences operations. (b) After November 21, 1994, each...

  18. 22 CFR 506.4 - Annual goals and timetables.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Annual goals and timetables. 506.4 Section 506.4 Foreign Relations BROADCASTING BOARD OF GOVERNORS PART-TIME CAREER EMPLOYMENT PROGRAM § 506.4 Annual goals and timetables. A Board-wide plan for promoting part-time employment opportunities will be developed...

  19. Qualitative Timetabling: An Organizational and Qualitative Approach to Improving University Course Scheduling

    ERIC Educational Resources Information Center

    Hill, Duncan L.

    2008-01-01

    Focusing on the current timetabling process at the University of Toronto Mississauga, I apply David Wesson's theoretical framework in order to understand how increasing enrolment interacts with a decentralized timetabling process to limit the flexibility of course schedules, and the resultant impact on educational quality. I then apply Robert…

  20. 40 CFR 600.313-01 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 30 2011-07-01 2011-07-01 false Timetable for data and information... Economy Regulations for 1977 and Later Model Year Automobiles-Labeling § 600.313-01 Timetable for data and... later than thirty calendar days prior to the date the model type [vehicle] is initially offered for sale...

  1. 40 CFR 600.313-01 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 29 2010-07-01 2010-07-01 false Timetable for data and information... Economy Regulations for 1977 and Later Model Year Automobiles-Labeling § 600.313-01 Timetable for data and... later than thirty calendar days prior to the date the model type [vehicle] is initially offered for sale...

  2. 40 CFR 600.313-86 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 30 2011-07-01 2011-07-01 false Timetable for data and information... Economy Regulations for 1977 and Later Model Year Automobiles-Labeling § 600.313-86 Timetable for data and... later than thirty calendar days prior to the date the model type [vehicle] is initially offered for sale...

  3. 40 CFR 600.313-86 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 29 2010-07-01 2010-07-01 false Timetable for data and information... Economy Regulations for 1977 and Later Model Year Automobiles-Labeling § 600.313-86 Timetable for data and... later than thirty calendar days prior to the date the model type [vehicle] is initially offered for sale...

  4. 33 CFR Appendix G to Part 157 - Timetables for Application of Double Hull Requirements

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 33 Navigation and Navigable Waters 2 2013-07-01 2013-07-01 false Timetables for Application of Double Hull Requirements G Appendix G to Part 157 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... RELATING TO TANK VESSELS CARRYING OIL IN BULK Pt. 157, App. G Appendix G to Part 157—Timetables for...

  5. 33 CFR Appendix G to Part 157 - Timetables for Application of Double Hull Requirements

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 33 Navigation and Navigable Waters 2 2011-07-01 2011-07-01 false Timetables for Application of Double Hull Requirements G Appendix G to Part 157 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... RELATING TO TANK VESSELS CARRYING OIL IN BULK Pt. 157, App. G Appendix G to Part 157—Timetables for...

  6. 33 CFR Appendix G to Part 157 - Timetables for Application of Double Hull Requirements

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 33 Navigation and Navigable Waters 2 2014-07-01 2014-07-01 false Timetables for Application of Double Hull Requirements G Appendix G to Part 157 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... RELATING TO TANK VESSELS CARRYING OIL IN BULK Pt. 157, App. G Appendix G to Part 157—Timetables for...

  7. 33 CFR Appendix G to Part 157 - Timetables for Application of Double Hull Requirements

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 33 Navigation and Navigable Waters 2 2012-07-01 2012-07-01 false Timetables for Application of Double Hull Requirements G Appendix G to Part 157 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... RELATING TO TANK VESSELS CARRYING OIL IN BULK Pt. 157, App. G Appendix G to Part 157—Timetables for...

  8. Time Seizures and the Self: Institutional Temporalities and Self Preservation among Homeless Women

    PubMed Central

    Cooper, Amy

    2014-01-01

    This article documents temporalities of homelessness as experienced by many homeless people today, those living in the midst of an urban “services ghetto”—where social service organizations abound, but such organizations fail to coordinate the provision or timing of services, producing an incoherent multiplicity of offerings and schedules. I analyzed distinct but related temporal modes by which institutional timetables controlled homeless women’s existence, what I call empty time and overscheduled time. The paradoxes of institutionalized waiting and strict yet inconsistent timetables exacted profound material and psychological tolls. For homeless women in Chicago, many of whom experienced symptoms of severe mental illness, simply securing their daily needs was such a time-consuming endeavor that they had to focus on short-term self-preservation rather than seeking stable employment or housing. Using anthropological theories of self and subjectivity, I argue that what was at stake for many women was more than the exhaustion of shelter life—negotiating institutional timetables also threatened their sense of dignity and humanity. Through the everyday patterning of women’s time, nonprofit agencies whose stated aim was to eliminate homelessness paradoxically frustrated women’s efforts to escape life on the streets. I conclude the analysis with policy suggestions to address these problems. PMID:25287573

  9. Oral Exams as a Tool for Teaching and Assessment

    ERIC Educational Resources Information Center

    Sayre, Eleanor C.

    2014-01-01

    Oral exams are a fruitful and practical alternative to written exams in small-enrolment Science classes. In an oral exam, the instructor can assess conceptual understanding, problem-solving, scientific communication skills, and a student's philosophy of science. In contrast, a written exam gives a much poorer picture of how students learn and…

  10. Proposal for a unified selection to medical residency programs.

    PubMed

    Toffoli, Sônia Ferreira Lopes; Ferreira Filho, Olavo Franco; Andrade, Dalton Francisco de

    2013-01-01

    This paper proposes the unification of entrance exams to medical residency programs (MRP) in Brazil. Problems related to MRP and its interface with public health problems in Brazil are highlighted and how this proposal are able to help solving these problems. The proposal is to create a database to be applied in MRP unified exams. Some advantages of using the Item Response Theory (IRT) in this database are highlighted. The MRP entrance exams are developed and applied decentralized where each school is responsible for its examination. These exams quality are questionable. Reviews about items quality, validity and reliability of appliances are not common disclosed. Evaluation is important in every education system bringing on required changes and control of teaching and learning. The proposal of MRP entrance exams unification, besides offering high quality exams to institutions participants, could be as an extra source to rate medical school and cause improvements, provide studies with a database and allow a regional mobility. Copyright © 2013 Elsevier Editora Ltda. All rights reserved.

  11. Using self-paced, `flipped' teaching to promote deep learning in an Earth Sciences programming course

    NASA Astrophysics Data System (ADS)

    Kalnins, L. M.

    2015-12-01

    Over the last year we implemented a complete restructuring of a second year Matlab-based course on numerical modelling of Earth processes, with changes aimed at 1) strengthening students' independence as programmers, 2) addressing student concerns about support in developing coding skills, and 3) improving key modelling skills such as choosing boundary conditions. To address this, we designed a mastery-based approach where students progress through a series of small programming projects at their own pace. As part of this, all lectures are `flipped' into short videos, allowing all contact hours to be spent on programming. The projects themselves are structured based on a `bottlenecks to learning' approach, explicitly separating out the steps of learning new commands and code structures, creating a conceptual and mathematical model of the problem, and development of more generic programmings skills such as debugging before asking the students to combine all of the above to build a numerical model of an Earth Sciences problem. Compared with the previous, traditionally taught cohort, student questionnaires show a strong improvement in overall satisfaction. Free text responses show a focus on learning for understanding, and that students particularly valued the encouragement to slow down and work towards understanding when they encountered a difficult topic, rather than being pressured by a set timetable to move on. Quantitatively, exam performance improved on key conceptual questions, such as boundary conditions and discretisation, and overall achievement also rose, with 25% of students achieving an `A+' standard of work. Many of the final projects also demonstrated programming and modelling skills that had not been directly taught, ranging from use of new commands to extension of techniques taught in 1D to the 2D case: strong confirmation of the independent skills we aimed to foster with this new approach.

  12. The Preparatory Workshop: A Partial Solution to an English Compulsory Exam Failure Rate.

    ERIC Educational Resources Information Center

    Naugle, Helen; McGuire, Peter

    Georgia Institute of Technology has created a preparatory workshop that avoids focusing composition courses on the state competency exam while helping its students pass the exam. In checking the exams of students who had failed, three problems appeared: lack of motivation, lack of awareness of the standards for grading the exam, and an inability…

  13. Peer-led instruction for a qualifying exam preparatory course or: How I learned to stop worrying and love the PhD Qualifying Exam

    NASA Astrophysics Data System (ADS)

    Christensen, Warren; Engelhardt, Larry

    2006-04-01

    In the spring of 2004, the authors were charged with the task of creating and administering a qualifying exam preparation curriculum that would strive to assist graduate students studying for their comprehensive physics exam. We incorporated many pedagogical techniques that have been proven effective at nearly all levels of instruction by leading researchers in the field of physics education. Our primary focus was on peer-led instruction and time-on-task doing actual problems from previous qualifying exams. After a brief but precise lecture covering essential ideas over a particular subject matter, students spend most of class time working in small groups and presenting worked problems at the board. At all times, the focus was on student explanations concerning the fundamental concepts behind a specific problem, as well as contemplating variations to broaden understanding and challenge students to think on their feet. We found that students who attended and participated regularly in class could be correlated with those students who achieved high marks on the exam.

  14. A Model for the Stop Planning and Timetables of Customized Buses

    PubMed Central

    Yang, Yang

    2017-01-01

    Customized buses (CBs) are a new mode of public transportation and an important part of diversified public transportation, providing advanced, attractive and user-led service. The operational activity of a CB is planned by aggregating space–time demand and similar passenger travel demands. Based on an analysis of domestic and international research and the current development of CBs in China and considering passenger travel data, this paper studies the problems associated with the operation of CBs, such as stop selection, line planning and timetables, and establishes a model for the stop planning and timetables of CBs. The improved immune genetic algorithm (IIGA) is used to solve the model with regard to the following: 1) multiple population design and transport operator design, 2) memory library design, 3) mutation probability design and crossover probability design, and 4) the fitness calculation of the gene segment. Finally, a real-world example in Beijing is calculated, and the model and solution results are verified and analyzed. The results illustrate that the IIGA solves the model and is superior to the basic genetic algorithm in terms of the number of passengers, travel time, average passenger travel time, average passenger arrival time ahead of schedule and total line revenue. This study covers the key issues involving operational systems of CBs, combines theoretical research and empirical analysis, and provides a theoretical foundation for the planning and operation of CBs. PMID:28056041

  15. A Model for the Stop Planning and Timetables of Customized Buses.

    PubMed

    Ma, Jihui; Zhao, Yanqing; Yang, Yang; Liu, Tao; Guan, Wei; Wang, Jiao; Song, Cuiying

    2017-01-01

    Customized buses (CBs) are a new mode of public transportation and an important part of diversified public transportation, providing advanced, attractive and user-led service. The operational activity of a CB is planned by aggregating space-time demand and similar passenger travel demands. Based on an analysis of domestic and international research and the current development of CBs in China and considering passenger travel data, this paper studies the problems associated with the operation of CBs, such as stop selection, line planning and timetables, and establishes a model for the stop planning and timetables of CBs. The improved immune genetic algorithm (IIGA) is used to solve the model with regard to the following: 1) multiple population design and transport operator design, 2) memory library design, 3) mutation probability design and crossover probability design, and 4) the fitness calculation of the gene segment. Finally, a real-world example in Beijing is calculated, and the model and solution results are verified and analyzed. The results illustrate that the IIGA solves the model and is superior to the basic genetic algorithm in terms of the number of passengers, travel time, average passenger travel time, average passenger arrival time ahead of schedule and total line revenue. This study covers the key issues involving operational systems of CBs, combines theoretical research and empirical analysis, and provides a theoretical foundation for the planning and operation of CBs.

  16. 38 CFR 1.894 - Annual goals and timetables.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... GENERAL PROVISIONS Part-Time Career Employment Program § 1.894 Annual goals and timetables. An departmentwide plan for promoting part-time employment opportunities will be developed annually. This plan will...

  17. How emotions affect logical reasoning: evidence from experiments with mood-manipulated participants, spider phobics, and people with exam anxiety.

    PubMed

    Jung, Nadine; Wranke, Christina; Hamburger, Kai; Knauff, Markus

    2014-01-01

    Recent experimental studies show that emotions can have a significant effect on the way we think, decide, and solve problems. This paper presents a series of four experiments on how emotions affect logical reasoning. In two experiments different groups of participants first had to pass a manipulated intelligence test. Their emotional state was altered by giving them feedback, that they performed excellent, poor or on average. Then they completed a set of logical inference problems (with if p, then q statements) either in a Wason selection task paradigm or problems from the logical propositional calculus. Problem content also had either a positive, negative or neutral emotional value. Results showed a clear effect of emotions on reasoning performance. Participants in negative mood performed worse than participants in positive mood, but both groups were outperformed by the neutral mood reasoners. Problem content also had an effect on reasoning performance. In a second set of experiments, participants with exam or spider phobia solved logical problems with contents that were related to their anxiety disorder (spiders or exams). Spider phobic participants' performance was lowered by the spider-content, while exam anxious participants were not affected by the exam-related problem content. Overall, unlike some previous studies, no evidence was found that performance is improved when emotion and content are congruent. These results have consequences for cognitive reasoning research and also for cognitively oriented psychotherapy and the treatment of disorders like depression and anxiety.

  18. How emotions affect logical reasoning: evidence from experiments with mood-manipulated participants, spider phobics, and people with exam anxiety

    PubMed Central

    Jung, Nadine; Wranke, Christina; Hamburger, Kai; Knauff, Markus

    2014-01-01

    Recent experimental studies show that emotions can have a significant effect on the way we think, decide, and solve problems. This paper presents a series of four experiments on how emotions affect logical reasoning. In two experiments different groups of participants first had to pass a manipulated intelligence test. Their emotional state was altered by giving them feedback, that they performed excellent, poor or on average. Then they completed a set of logical inference problems (with if p, then q statements) either in a Wason selection task paradigm or problems from the logical propositional calculus. Problem content also had either a positive, negative or neutral emotional value. Results showed a clear effect of emotions on reasoning performance. Participants in negative mood performed worse than participants in positive mood, but both groups were outperformed by the neutral mood reasoners. Problem content also had an effect on reasoning performance. In a second set of experiments, participants with exam or spider phobia solved logical problems with contents that were related to their anxiety disorder (spiders or exams). Spider phobic participants' performance was lowered by the spider-content, while exam anxious participants were not affected by the exam-related problem content. Overall, unlike some previous studies, no evidence was found that performance is improved when emotion and content are congruent. These results have consequences for cognitive reasoning research and also for cognitively oriented psychotherapy and the treatment of disorders like depression and anxiety. PMID:24959160

  19. Tailoring the Preparticipation Exam to Female Athletes.

    ERIC Educational Resources Information Center

    Johnson, Mimi D.

    1992-01-01

    Discusses the basics of the preparticipation exam, focusing on aspects specific to females, such as menstrual dysfunction, disordered eating, and orthopedic problems such as scoliosis and patellofemoral pain. Health history questionnaire and other parts of the exam are included in six tables. (SM)

  20. [EU-Cosmetics: timetables for the replacement of animal experiments].

    PubMed

    Ruhdel, Irmela Wiltrud

    2005-01-01

    According to the 7(th) Amendment of the Cosmetics Directive the European Commission had to establish timetables for the phasing out of the various animal tests for the safety evaluation of ingredients used in cosmetics. However, the published timetables do not reflect the objectives of the 7(th) Amendment but contain longer deadlines for the ban on animal experiments of several endpoints. The European Commission also had to draw up a Directive for establishing an Annex IX that should list validated alternative methods which are not already listed in Annex V of the Dangerous Substances Directive. Although various alternative methods could have been listed in this Annex IX, the Commission published an empty table. From the point of view of the German Animal Welfare Federation amendments of the timetables and the Directive establishing Annex IX are urgently required. Additionally, the Commission has to provide optimal conditions for the replacement of alternative methods.

  1. Fatigue-life behavior and matrix fatigue crack spacing in unnotched SCS-6/Timetal 21S metal matrix composites

    NASA Technical Reports Server (NTRS)

    Ward, G. T.; Herrmann, D. J.; Hillberry, B. M.

    1993-01-01

    Fatigue tests of the SCS-6/Timetal 21S composite system were performed to characterize the fatigue behavior for unnotched conditions. The stress-life behavior of the unnotched (9/90)2s laminates was investigated for stress ratios of R = 0.1 and R = 0.3. The occurrence of matrix cracking was also examined in these specimens. This revealed multiple matrix crack initiation sites throughout the composite, as well as evenly spaced surface cracks along the length of the specimens. No difference in fatigue lives were observed for stress ratios of R = 0.1 and R = 0.3 when compared on a stress range basis. The unnotched SCS-6/Timetal 21S composites had shorter fatigue lives than the SCS-6/Ti-15-3 composites, however the neat Timetal 21S matrix material had a longer fatigue life than the neat Ti-15-3.

  2. Perceptions and performance using computer-based testing: One institution's experience.

    PubMed

    Bloom, Timothy J; Rich, Wesley D; Olson, Stephanie M; Adams, Michael L

    2018-02-01

    The purpose of this study was to evaluate student and faculty perceptions of the transition to a required computer-based testing format and to identify any impact of this transition on student exam performance. Separate questionnaires sent to students and faculty asked about perceptions of and problems with computer-based testing. Exam results from program-required courses for two years prior to and two years following the adoption of computer-based testing were compared to determine if this testing format impacted student performance. Responses to Likert-type questions about perceived ease of use showed no difference between students with one and three semesters experience with computer-based testing. Of 223 student-reported problems, 23% related to faculty training with the testing software. Students most commonly reported improved feedback (46% of responses) and ease of exam-taking (17% of responses) as benefits to computer-based testing. Faculty-reported difficulties were most commonly related to problems with student computers during an exam (38% of responses) while the most commonly identified benefit was collecting assessment data (32% of responses). Neither faculty nor students perceived an impact on exam performance due to computer-based testing. An analysis of exam grades confirmed there was no consistent performance difference between the paper and computer-based formats. Both faculty and students rapidly adapted to using computer-based testing. There was no evidence that switching to computer-based testing had any impact on student exam performance. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Investigating the Effects of Exam Length on Performance and Cognitive Fatigue

    PubMed Central

    Jensen, Jamie L.; Berry, Dane A.; Kummer, Tyler A.

    2013-01-01

    This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-level exams to two populations of non-majors biology students. We gathered exam performance data between conditions as well as performance on the first and second half of exams within conditions. We showed that lengthier exams led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory. It also led to greater performance on the final exam, lending support to the testing effect in creative problem solving. Lengthier exams did not result in lower performance due to fatiguing conditions, although students perceived subjective fatigue. Implications of these findings are discussed with respect to assessment practices. PMID:23950918

  4. Will students pass a competitive exam that they failed in their dreams?

    PubMed

    Arnulf, Isabelle; Grosliere, Laure; Le Corvec, Thibault; Golmard, Jean-Louis; Lascols, Olivier; Duguet, Alexandre

    2014-10-01

    We tested whether dreams can anticipate a stressful exam and how failure/success in dreams affect next-day performance. We collected information on students' dreams during the night preceding the medical school entrance exam. Demographic, academic, sleep and dream characteristics were compared to the students' grades on the exam. Of the 719 respondents to the questionnaire (of 2324 total students), 60.4% dreamt of the exam during the night preceding it. Problems with the exam appeared in 78% of dreams and primarily involved being late and forgetting answers. Reporting a dream about the exam on the pre-exam night was associated with better performance on the exam (p=.01). The frequency of dreams concerning the exam during the first term predicted proportionally higher performance on the exam (R=0.1, p=.01). These results suggest that the negative anticipation of a stressful event in dreams is common and that this episodic simulation provides a cognitive gain. Copyright © 2014 Elsevier Inc. All rights reserved.

  5. Assessment of a novel group-centered testing schema in an upper-level undergraduate molecular biotechnology course.

    PubMed

    Srougi, Melissa C; Miller, Heather B; Witherow, D Scott; Carson, Susan

    2013-01-01

    Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume. Copyright © 2013 Wiley Periodicals, Inc.

  6. Optimal Weighting for Exam Composition

    ERIC Educational Resources Information Center

    Ganzfried, Sam; Yusuf, Farzana

    2018-01-01

    A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were…

  7. Cheating on Multiple-Choice Exams: Monitoring, Assessment, and an Optional Assignment

    ERIC Educational Resources Information Center

    Nath, Leda; Lovaglia, Michael

    2009-01-01

    Academic dishonesty is unethical. Exam cheating is viewed as more serious than most other forms (Pincus and Schmelkin 2003). The authors review the general cheating problem, introduce a program to conservatively identify likely cheaters on multiple-choice exams, and offer a procedure for handling likely cheaters. Feedback from students who confess…

  8. 45 CFR 1355.32 - Timetable for the reviews.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON CHILDREN, YOUTH AND FAMILIES, FOSTER CARE MAINTENANCE PAYMENTS, ADOPTION ASSISTANCE, AND CHILD AND FAMILY SERVICES GENERAL § 1355.32 Timetable for the...

  9. 45 CFR 1355.32 - Timetable for the reviews.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON CHILDREN, YOUTH AND FAMILIES, FOSTER CARE MAINTENANCE PAYMENTS, ADOPTION ASSISTANCE, AND CHILD AND FAMILY SERVICES GENERAL § 1355.32 Timetable for the...

  10. Dynamics of subway networks based on vehicles operation timetable

    NASA Astrophysics Data System (ADS)

    Xiao, Xue-mei; Jia, Li-min; Wang, Yan-hui

    2017-05-01

    In this paper, a subway network is represented as a dynamic, directed and weighted graph, in which vertices represent subway stations and weights of edges represent the number of vehicles passing through the edges by considering vehicles operation timetable. Meanwhile the definitions of static and dynamic metrics which can represent vertices' and edges' local and global attributes are proposed. Based on the model and metrics, standard deviation is further introduced to study the dynamic properties (heterogeneity and vulnerability) of subway networks. Through a detailed analysis of the Beijing subway network, we conclude that with the existing network structure, the heterogeneity and vulnerability of the Beijing subway network varies over time when the vehicle operation timetable is taken into consideration, and the distribution of edge weights affects the performance of the network. In other words, although the vehicles operation timetable is restrained by the physical structure of the network, it determines the performances and properties of the Beijing subway network.

  11. Patterns of behavior in online homework for introductory physics

    NASA Astrophysics Data System (ADS)

    Fredericks, Colin

    Student activity in online homework was obtained from courses in physics in 2003 and 2005. This data was analyzed through a variety of methods, including principal component analysis, Pearson's r correlation, and comparison to performance measures such as detailed exam scores. Through this analysis it was determined which measured homework behaviors were associated with high exam scores and course grades. It was also determined that homework problems requiring analysis can have an impact on certain types of exam problems where traditional homework does not. Suggestions are given for future research and possible use of these methods in other contexts.

  12. Virtual Proctoring in Distance Education: An Open-Source Solution

    ERIC Educational Resources Information Center

    Rose, Chris

    2009-01-01

    Students will cheat during exams, that is nothing new, but now that the Higher Education Act requires the proctoring of exams, distance education institutions now find that both they and their students have a major problem. Exams have to be proctored, but requiring distance education students to search out a reliable proctor and travel to a…

  13. Students' Attitudes towards Group-Based Project Exams in Two Engineering Programmes

    ERIC Educational Resources Information Center

    Dahl, Bettina; Kolmos, Anette

    2015-01-01

    At Aalborg University, engineering students spend half the time each semester in groups working on projects in a problem-based learning (PBL) curriculum. The projects are assessed through group exams, except for between 2007 and 2013 when the law forbade group-based project exams. Prior to 2007, a survey showed that students preferred the…

  14. How to use: the neonatal neurological examination.

    PubMed

    Wusthoff, Courtney J

    2013-08-01

    The neurological exam can be a challenging part of a newborn's full evaluation. At the same time, the neonatal neurological exam is a useful tool in identifying babies needing closer evaluation for potential problems. The Dubowitz assessment is a standardised approach to the neonatal neurological exam designed for use by paediatricians in routine practice. Evidence has validated this technique and delineated its utility as a screening exam in various populations. This paper reviews clinical application of the Dubowitz assessment of the newborn.

  15. The Solar Energy Timetable. Worldwatch Paper 19.

    ERIC Educational Resources Information Center

    Hayes, Denis

    This publication proposes a timetable for converting the world economy to solar energy. The contents include: (1) A solar-powered world by 2025; (2) Heating and cooling; (3) Renewable fuels; (4) Electricity; (5) Getting there from here; and (6) Notes. Numerous facts are presented within these sections. International solar research programs are…

  16. 29 CFR 30.3 - Equal opportunity standards.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., assignment of work, job performance, rotation among all work processes of the trade, imposition of penalties... apprenticeship including goals and timetables for women and minorities which has been approved as meeting the... amendment will qualify for this exception only if the goals and timetables for minorities and women for the...

  17. 45 CFR 1355.32 - Timetable for the reviews.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Timetable for the reviews. 1355.32 Section 1355.32 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON CHILDREN, YOUTH AND FAMILIES, FOSTER CARE...

  18. 45 CFR 1355.32 - Timetable for the reviews.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false Timetable for the reviews. 1355.32 Section 1355.32 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON CHILDREN, YOUTH AND FAMILIES, FOSTER CARE...

  19. 45 CFR 1355.32 - Timetable for the reviews.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false Timetable for the reviews. 1355.32 Section 1355.32 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION ON CHILDREN, YOUTH AND FAMILIES, FOSTER CARE...

  20. 29 CFR 30.3 - Equal opportunity standards.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., assignment of work, job performance, rotation among all work processes of the trade, imposition of penalties... apprenticeship including goals and timetables for women and minorities which has been approved as meeting the... amendment will qualify for this exception only if the goals and timetables for minorities and women for the...

  1. 29 CFR 1405.7 - Goals and timetables.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Regulations Relating to Labor (Continued) FEDERAL MEDIATION AND CONCILIATION SERVICE PART-TIME EMPLOYMENT Part-time Employment Program § 1405.7 Goals and timetables. On an annual basis, as part of the manpower and budget process, management will set goals for establishing part-time positions to part-time along with a...

  2. Including an Exam P/1 Prep Course in a Growing Actuarial Science Program

    ERIC Educational Resources Information Center

    Wakefield, Thomas P.

    2014-01-01

    The purpose of this article is to describe the actuarial science program at our university and the development of a course to enhance students' problem solving skills while preparing them for Exam P/1 of the Society of Actuaries (SOA) and the Casualty Actuary Society (CAS). The Exam P/1 prep course, formally titled Mathematical Foundations of…

  3. Using Clickers to Facilitate Development of Problem-Solving Skills

    PubMed Central

    Levesque, Aime A.

    2011-01-01

    Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams. PMID:22135374

  4. An Organizational and Qualitative Approach to Improving University Course Scheduling

    ERIC Educational Resources Information Center

    Hill, Duncan L.

    2010-01-01

    Focusing on the current timetabling process at the University of Toronto Mississauga (UTM), I apply David Wesson's theoretical framework in order to understand (1) how increasing enrollment interacts with a decentralized timetabling process to limit the flexibility of course schedules and (2) the resultant impact on educational quality. I then…

  5. Timetabling and Extracurricular Activities: A Study of Teachers' Attitudes towards Preparation Time

    ERIC Educational Resources Information Center

    Whiteley, Robert F.; Richard, George

    2012-01-01

    Many models of timetabling exist in secondary schools in Western educational jurisdictions. This study examines whether or not teachers teaching a full course load without preparation time during a semester are willing to volunteer to participate in extracurricular activities. This research was conducted in a rural school district in British…

  6. 40 CFR 600.313-08 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 30 2014-07-01 2014-07-01 false Timetable for data and information submittal and review. 600.313-08 Section 600.313-08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES Fuel...

  7. 40 CFR 600.313-08 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 31 2013-07-01 2013-07-01 false Timetable for data and information submittal and review. 600.313-08 Section 600.313-08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES Fuel...

  8. 40 CFR 600.313-08 - Timetable for data and information submittal and review.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 31 2012-07-01 2012-07-01 false Timetable for data and information submittal and review. 600.313-08 Section 600.313-08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES Fuel...

  9. On ripple-load, stress-corrosion, and sustained-load cracking behavior in a high strength beta titanium alloy

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

    Pao, P.S.; Meyn, D.A.; Bayles, R.A.

    1997-06-01

    Both overaged and peakaged TIMETAL 21S beta titanium alloys exhibit significant ripple-load cracking susceptibility in salt water and in ambient air environments. At R = 0.90, the ripple-load cracking thresholds of the overaged alloy are 67% and 72% lower than the stress-corrosion cracking and sustained-load cracking thresholds. For the peakaged alloy, the reductions are 55% and 61%. The stress-corrosion cracking threshold in salt water and the sustained-load cracking threshold in air of peakaged TIMETAL 21S are significantly lower while the ripple-load cracking threshold is slightly lower than those of the overaged alloy. The stress-corrosion cracking, sustained-load cracking, and ripple-load crackingmore » resistance of peakaged TIMETAL 21S are significantly inferior to those of both beta-annealed Ti-6Al-4V and Ti-15V-3Cr-3Al-3Sn. The ripple-load cracking resistance of overaged TIMETAL 21S, though better than Ti-15V-3Cr-3Al-3Sn, is still inferior than that of beta-annealed Ti-6Al-4V.« less

  10. Prediction of future asset prices

    NASA Astrophysics Data System (ADS)

    Seong, Ng Yew; Hin, Pooi Ah; Ching, Soo Huei

    2014-12-01

    This paper attempts to incorporate trading volumes as an additional predictor for predicting asset prices. Denoting r(t) as the vector consisting of the time-t values of the trading volume and price of a given asset, we model the time-(t+1) asset price to be dependent on the present and l-1 past values r(t), r(t-1), ....., r(t-1+1) via a conditional distribution which is derived from a (2l+1)-dimensional power-normal distribution. A prediction interval based on the 100(α/2)% and 100(1-α/2)% points of the conditional distribution is then obtained. By examining the average lengths of the prediction intervals found by using the composite indices of the Malaysia stock market for the period 2008 to 2013, we found that the value 2 appears to be a good choice for l. With the omission of the trading volume in the vector r(t), the corresponding prediction interval exhibits a slightly longer average length, showing that it might be desirable to keep trading volume as a predictor. From the above conditional distribution, the probability that the time-(t+1) asset price will be larger than the time-t asset price is next computed. When the probability differs from 0 (or 1) by less than 0.03, the observed time-(t+1) increase in price tends to be negative (or positive). Thus the above probability has a good potential of being used as a market indicator in technical analysis.

  11. Sleep quality during exam stress: the role of alcohol, caffeine and nicotine.

    PubMed

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms.

  12. Sleep Quality during Exam Stress: The Role of Alcohol, Caffeine and Nicotine

    PubMed Central

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms. PMID:25279939

  13. Adult soft tissue sarcoma

    MedlinePlus

    ... or intestines Breathing problems Exams and Tests Your health care provider will ask you about your medical history and do a physical exam. Other tests may include: X-rays CT scan MRI PET scan If your provider suspects cancer, you might ...

  14. Sleep and Final Exam Performance in Introductory Physics

    NASA Astrophysics Data System (ADS)

    Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

    2018-03-01

    Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students actually do sleep the night before an exam, and how that would relate to their performance. The effect of inadequate sleep on exam performance was explored in a second-semester introductory physics course. At the end of the final exam, students reported the number of hours they slept the night before. Sleep deprivation corresponded to lower final exam scores. The main purpose of this study is to provide evidence that instructors can provide to their students to convince them that their time is better spent sleeping rather than studying all night before an exam.

  15. Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

    PubMed Central

    Franklin, Brandon M.; Xiang, Lin; Collett, Jason A.; Rhoads, Megan K.

    2015-01-01

    Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions (P < 0.05, d = 1.109) but not multiple-choice exam questions (P = 0.071, d = 0.716) or final course outcome (P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success. PMID:26628656

  16. 30 CFR 280.71 - What is the timetable for release of data and information?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 30 Mineral Resources 2 2011-07-01 2011-07-01 false What is the timetable for release of data and information? 280.71 Section 280.71 Mineral Resources BUREAU OF OCEAN ENERGY MANAGEMENT, REGULATION, AND ENFORCEMENT, DEPARTMENT OF THE INTERIOR OFFSHORE PROSPECTING FOR MINERALS OTHER THAN OIL, GAS, AND SULPHUR ON...

  17. 29 CFR 30.3 - Equal opportunity standards.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... apprenticeship including goals and timetables for women and minorities which has been approved as meeting the requirements of title VII of the Civil Rights Act of 1964, as amended (42 U.S.C. 2000e et seq.) and its... amendment will qualify for this exception only if the goals and timetables for minorities and women for the...

  18. 29 CFR 30.3 - Equal opportunity standards.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... apprenticeship including goals and timetables for women and minorities which has been approved as meeting the requirements of title VII of the Civil Rights Act of 1964, as amended (42 U.S.C. 2000e et seq.) and its... amendment will qualify for this exception only if the goals and timetables for minorities and women for the...

  19. Learning Physical Examination Skills outside Timetabled Training Sessions: What Happens and Why?

    ERIC Educational Resources Information Center

    Duvivier, Robbert J.; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.

    2012-01-01

    Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide.…

  20. 33 CFR Appendix G to Part 157 - Timetables for Application of Double Hull Requirements

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Double Hull Requirements G Appendix G to Part 157 Navigation and Navigable Waters COAST GUARD, DEPARTMENT... Application of Double Hull Requirements 1. Source. These timetables conform to 46 U.S.C. 3703a(c). 2... double hull or with a double containment system determined by the Coast Guard to be as effective as a...

  1. Modeling fatigue crack growth in cross ply titanium matrix composites

    NASA Technical Reports Server (NTRS)

    Bakuckas, J. G., Jr.; Johnson, W. S.

    1993-01-01

    In this study, the fatigue crack growth behavior of fiber bridging matrix cracks in cross-ply SCS-6/Ti-15-3 and SCS-6/Timetal-21S laminates containing center holes was investigated. Experimental observations revealed that matrix cracking was far more extensive and wide spread in the SCS-6/Ti-15-3 laminates compared to that in the SCS-6/Timetal-21S laminates. In addition, the fatigue life of the SCS-6/Ti-15-3 laminates was significantly longer than that of the SCS-6/Timetal-21S laminates. The matrix cracking observed in both material systems was analyzed using a fiber bridging (FB) model which was formulated using the boundary correction factors and weight functions for center hole specimen configurations. A frictional shear stress is assumed in the FB model and was used as a curve fitting parameter to model matrix crack growth data. The higher frictional shear stresses calculated in the SCS-6/Timetal-21S laminates resulted in lower stress intensity factors in the matrix and higher axial stresses in the fibers compared to those in the SCS-6/Ti-15-3 laminates at the same applied stress levels.

  2. Problem-based writing with peer review improves academic performance in physiology.

    PubMed

    Pelaez, Nancy J

    2002-12-01

    The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students "passed" three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as (1) problems recognizing levels of organization, (2) problems with cause/effect, and (3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.

  3. Experience using radio frequency laptops to access the electronic medical record in exam rooms.

    PubMed Central

    Dworkin, L. A.; Krall, M.; Chin, H.; Robertson, N.; Harris, J.; Hughes, J.

    1999-01-01

    Kaiser Permanente, Northwest, evaluated the use of laptop computers to access our existing comprehensive Electronic Medical Record in exam rooms via a wireless radiofrequency (RF) network. Eleven of 22 clinicians who were offered the laptops successfully adopted their use in the exam room. These clinicians were able to increase their exam room time with the patient by almost 4 minutes (25%), apparently without lengthening their overall work day. Patient response to exam room computing was overwhelmingly positive. The RF network response time was similar to the hardwired network. Problems cited by some laptop users and many of the eleven non-adopters included battery issues, different equipment layout and function, and inadequate training. IT support needs for the RF laptops were two to four times greater than for hardwired desktops. Addressing the reliability and training issues should increase clinician acceptance, making a successful general roll-out for exam room computing more likely. PMID:10566458

  4. The Effects of Parenting Style on College Transition

    ERIC Educational Resources Information Center

    Smith, Gerri

    2011-01-01

    College retention rates are a growing problem for many universities. Previous researchers focused on the inconsistencies between high school exit exams and college entrance exams, marginalized groups, and students with disabilities. However, a gap remains in the current literature regarding other external variables that may affect college…

  5. Online Testing: The Dog Sat on My Keyboard.

    ERIC Educational Resources Information Center

    White, Jacci

    This paper will highlight some advantages and disadvantages of several online models for student assessment. These models will include: live exams, multiple choice tests, essay exams, and student projects. In addition, real student responses and "problems" will be used as prompts to improve models of authentic online assessment in mathematics.…

  6. Preparticipation Exams: How to Detect a Teenage Crisis.

    ERIC Educational Resources Information Center

    Donahue, Parnell

    1990-01-01

    Sport-specific preparticipation examinations do not address social problems (drug abuse, suicide, murder, accidents, and sex) epidemic among teenagers, but they are often the only contact these youth have with a physician. This article discusses these risk factors and presents methods for assessing them during preparticipation exams. (SM)

  7. Naval Postgraduate School Scheduling Support System (NPS4)

    DTIC Science & Technology

    1992-03-01

    NPSS ...... .................. 156 2. Final Exam Scheduler .. .......... 159 F. PRESENTATION SYSTEM ... ............. . 160 G. USER INTERFACE... NPSS ...... .................. 185 2. Final Exam Model ... ............ 186 3. The Class Schedulers .. .......... 186 4. Assessment of Problem Model...Information Distribution ....... 150 4.13 NPSS Optimization Process .... ............ . 157 4.14 NPSS Performance ..... ................ . 159 4.15 Department

  8. Early Life Processes, Endocrine Mediators and Number of Susceptible Cells in Relation to Breast Cancer Risk

    DTIC Science & Technology

    2007-04-01

    Medicine, Karolinska Institutet / Karolinska University Hospital, SE-171 76 Stockholm, Sweden. Timetable of research accomplishments of CP1 as outlined...velocity with mammographic patterns in adult life” CP2 PI: Prof. Per Hall, Dept. of Medical Epidemiology and Biostatistics, Karolinska Institutet ...Medical Epidemiology and Biostatistics, Karolinska Institutet , P.O. Box 281, SE-171 77 Stockholm, Sweden Timetable of research accomplishments of CP3 as

  9. T@lemed: Ehealth applications applied to underserved areas in Latin America

    NASA Astrophysics Data System (ADS)

    Sachpazidis, Ilias; Ohl, Roland; Binotto, Alécio Pedro Delazari; Torres, Márcio Soares; Messina, Luiz Ary; Sales, Alexandre; Gomes, Ricardo; Sakas, Georgios

    2006-12-01

    Access to medical care is sometimes very difficult to be reached from people living in rural and underserved areas. This problem is very well known in rural areas in Brazil. Citizens have no access to health care. They have to travel hundreds of kilometres to receive medical care. In this paper, we will propose a medical network based on state-of-the-art medical imaging application that addresses the problems of providing health care from a distance. Additionally, we are going to show preliminarily results of the first year of the system deployment and utilization in undeserved regions in Brazil. The total number of patients submitted to ultrasound examinations, during the 10 months of projects' medical trials, is 321. The exams have begun with the elderly people (hypertension and diabetes cases) with 90% above 50-years-old. Fifty-four percent were male and 46% were female. From those exams, 67 exams (21%) needed a second medical opinion and were transmitted to Santa Casa hospital in Porto Alegre, Brazil, one of the referral medical centres. From those second opinions of Santa Casa, 12 exams had to be repeated since the acquired images were not sufficient to give a correct diagnosis. The Lagoa Tres Cantos medical doctor performed also preventive exams with patients who had not presented any symptoms (70%).

  10. Judgments of Physics Problem Difficulty among Experts and Novices

    ERIC Educational Resources Information Center

    Fakcharoenphol, Witat; Morphew, Jason W.; Mestre, José P.

    2015-01-01

    Students' ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is related to content expertise. Students also make judgments of their own learning and of problem…

  11. The TRIPSE: A Process-Oriented Exam for Large Undergraduate Classes

    ERIC Educational Resources Information Center

    Nastos, Stash; Rangachari, P. K.

    2013-01-01

    The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15-25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers…

  12. Experimental verification of a tuned inertial mass electromagnetic transducer

    NASA Astrophysics Data System (ADS)

    Watanabe, Yuta; Sugiura, Keita; Asai, Takehiko

    2018-03-01

    This research reports on the design and experimental verification of a tuned inertial mass electromagnetic trans- ducer (TIMET) for energy harvesting from vibrating large structures and structural vibration control devices. The TIMET consists of a permanent-magnetic synchronous motor (PMSM), a rotational mass, and a tuning spring. The PMSM and the rotational mass are connected to a ball screw mechanism so that the rotation of the PMSM is synchronized with the rotational mass. And the tuning spring interfaced to the shaft of the ball screw mechanism is connected to the vibrating structure. Thus, through this ball screw mechanism, transla- tional vibration motion of the structure is converted to rotational behavior and mechanical energy is absorbed as electrical energy by the PMSM. Moreover, the amplified equivalent inertial mass effect is obtained by rotating relatively small physical masses. Therefore, when the stiffness of the tuning spring is determined so that the inertial mass resonates with the natural frequency of the vibratory structure, the PMSM rotates more effectively. As a result, the generated energy by the PMSM can be increased. The authors design a prototype of the TIMET and carry out experiments using sine and sine seep waves to show the effectiveness of the tuned inertial mass mechanism. Also, an analytical model of the proposed device is developed using a curve fitting technique to simulate the behavior of the TIMET.

  13. Improving Performance in Quantum Mechanics with Explicit Incentives to Correct Mistakes

    ERIC Educational Resources Information Center

    Brown, Benjamin R.; Mason, Andrew; Singh, Chandralekha

    2016-01-01

    An earlier investigation found that the performance of advanced students in a quantum mechanics course did not automatically improve from midterm to final exam on identical problems even when they were provided the correct solutions and their own graded exams. Here, we describe a study, which extended over four years, in which upper-level…

  14. Sleep and Final Exam Performance in Introductory Physics

    ERIC Educational Resources Information Center

    Coletta, Vincent; Wikholm, Colin; Pascoe, Daniel

    2018-01-01

    Most physics instructors believe that adequate sleep is important in order for students to perform well on problem solving, and many instructors advise students to get plenty of sleep the night before an exam. After years of giving such advice to students at Loyola Marymount University (LMU), one of us decided to find out how many hours students…

  15. Cheating in a Dental Practical Exam

    ERIC Educational Resources Information Center

    Currie, Wendy; Dracopoulos, Susie; Hendry, Graham

    2017-01-01

    There is increasing attention given to academic integrity across university education and dental schools are not immune to this problem (Andrews et al. J Dent Educ 71; 1027-1039, 2007; Ford & Hughes Eur J Dent Educ 16(1):e180-e186, 2012). While there has been an increasing concern about academic dishonesty in written exams and assignments,…

  16. Impeding Students' Efforts to Cheat in Online Classes

    ERIC Educational Resources Information Center

    Hearn Moore, Paula; Head, J. Derrick; Griffin, Richard B.

    2017-01-01

    This paper identifies several methods a student could use to cheat while enrolled in an online course. Problems encountered in conducting an online course and in administering an online exam involve: (1) identifying the test taker, (2) preventing the theft of the exam, (3) combating the unauthorized use of textbooks and/or notes, (4) preparing an…

  17. Svetovid--Interactive Development and Submission System with Prevention of Academic Collusion in Computer Programming

    ERIC Educational Resources Information Center

    Pribela, Ivan; Ivanovic, Mirjana; Budimac, Zoran

    2009-01-01

    This paper discusses Svetovid, cross-platform software that helps instructors to assess the amount of effort put into practical exercises and exams in courses related to computer programming. The software was developed as an attempt at solving problems associated with practical exercises and exams. This paper discusses the design and use of…

  18. Association Between National Board Dental Examination Part II Scores and Comprehensive Examinations at Harvard School of Dental Medicine.

    PubMed

    Lee, Min Kyeong; Allareddy, Veerasathpurush; Howell, T Howard; Karimbux, Nadeem Y

    2011-01-01

    Harvard School of Dental Medicine (HSDM) uses a hybrid problem-based approach to teaching in the predoctoral program. The objective structured clinical examination (OSCE) is a formative examination designed to assess the performance of students in the problem-based learning (PBL) curriculum. At HSDM three comprehensive examinations with OSCE components are administered during the third and fourth years of clinical training. The National Board Dental Examination (NBDE) Part II is taken in the final year of the predoctoral program. This study examines the association between the NBDE Part II and the comprehensive exams held at HSDM. Predoctoral students from the HSDM classes of 2005 and 2006 were included in this study. The outcome variable of interest was the scores obtained by students in the NBDE Part II, and the main independent variable of interest was the performance of students in the comprehensive exams (honors, pass, make-up exam to pass). The Mann-Whitney U-test was used to examine the association between the grades obtained in the each of the three comprehensive exams and the NBDE Part II scores. Multivariable linear regression analysis was also used to examine the association between the NBDE Part II scores and the comprehensive exam grades. The effect of potential confounding factors including age, sex, and race/ethnicity was adjusted. The results suggest that students who performed well in the comprehensive exams performed better on the NBDE Part II, even after adjusting for confounding factors. Future studies will examine the long-term impact of PBL on postdoctoral plans and career choices.

  19. [Equivalency examinations for foreign physicians in Baden-Wuerttemberg].

    PubMed

    Farhan, N; Wiesemann, A; Wirsching, M

    2014-05-01

    Recent years have seen an increasing number of foreign doctors starting to practice medicine in German hospitals (or more rarely, in surgeries). In order to be granted the German license to practice medicine, doctors with a medical degree from outside the European Union have to undergo an equivalency examination. The supervisory authority for this is the examination office of the relevant federal state, which is why different procedures are being applied in the individual states. The aim of this paper is to point out the problems that frequently arise when conducting this specialist exam and to make suggestions as to how to improve the quality of the procedure. 6 senior professors from the examination boards of the 4 medical schools in Baden-Wuerttemberg formed a focus group and discussed the difficulties associated with the exam, recorded problems in its actual implementation and then analysed the minutes of the meeting in a results-based manner in order to compile proposals for optimisation. In view of the deficits in subject knowledge, general communication skills and specific communication skills, the difficulties of the current recognition procedure and the existing equivalency exam fall into 3 categories: structure and content of the exam, examiners and exam candidates. In consultation with the State Examination Office Stuttgart, some processes for optimisation have been devised, e. g., to develop a special curriculum which could be used for guidance and to recruit more examiners. The recommendations of the focus group from Baden-Wuerttemberg are an important step towards more transparency and possibly towards a Germany-wide standardisation of this exam. © Georg Thieme Verlag KG Stuttgart · New York.

  20. Elimination of Dual Slope from the Coffin Manson Relationship of Low-Cycle Fatigue in the Titanium Alloy Timetal 834, by Cold Rolling

    NASA Astrophysics Data System (ADS)

    Sai Srinadh, K. V.; Singh, Vakil

    2007-08-01

    Cold rolling of the titanium alloy Timetal 834 was found to cause marked enhancement in low-cycle fatigue (LCF) life at low strain amplitude and to eliminate bilinear behavior from the Coffin Manson (C-M) relationship. It was due to work hardening of surface grains of soft orientation and consequent increase in resistance of the material against crack initiation. The observed effect was not associated with texture.

  1. A Web-Based Distance Education Course in Nutrition in Public Health: Case study

    PubMed Central

    Morais, Tania B; Cuppari, Lilian; Franceschini, Sylvia C.C; Priore, Silvia E; Camargo, Kátia G; Gimenez, Reinaldo; Bernardo, Viviane; Sigulem, Daniel

    2001-01-01

    Background Strict work timetables, personal and professional duties or an inability to be absent from home or work can all represent major constraints for those wishing to improve their professional skills. Within this context, the World Wide Web can allow people to conveniently follow distance courses from their homes. Objective To present an experience in the use of the Web in the continuing education of healthcare professionals in Brazil. Methods A Web-based distance education course in nutrition in public health was developed. The methodology was an adaptation of both problem-based and task-based learning. At the end of the course an evaluation questionnaire which covered the course's contents, the educational methodology and resources, the duration and schedule, and the use of the Web as a tool for distance education was given to the students. Results There were 83 on line registrations from 13 states, 73 of the applicants were female, 62 had a degree in nutrition and 18 were physicians. From these; eleven students from ten states were chosen: nine female nutritionists, two female physicians, and one male physician. Seven students completed the course, took and passed the final exam. Of the other four students, two failed to follow the schedule, one had health problems, and one did not obtain the minimal score for sitting the final exam. The students had a mean age of 35, and a mean of ten years in practice. They all stated that they were unable to attend a regular course, even though they felt that they needed to improve their professional skills. Most of them studied seven days a week for between two and four hours a day. The students also felt that their professional skills had improved and each reported having made changes in their practice as a result of their participation. The students approved of the course's contents, methodology and resources, however they were divided about its duration. The Web as a tool in distance education was approved by the students. If it was not for the Web they could not have taken part in a continuing education program. All students said they would attend another virtual course, if available. Even though most of them did not have difficulty adapting to the virtual environment, they did feel that an adaptation period would be of value. Conclusions A Web-based course may be more effective than other distance education methodologies because it is more interactive and dynamic. On-line material can be constantly reviewed and updated, and the students can have the opportunity to submit commentaries or questions directly to the teaching staff. A Web-based course also allows the students to go beyond the course content as they learn how to search and take advantage of the huge resources of information available on the Internet. PMID:11720958

  2. A Web-based distance education course in nutrition in public health: case study.

    PubMed

    Sigulem, D M; Morais, T B; Cuppari, L; Franceschini, S C; Priore, S E; Camargo, K G; Gimenez, R; Bernardo, V; Sigulem, D

    2001-01-01

    Strict work timetables, personal and professional duties or an inability to be absent from home or work can all represent major constraints for those wishing to improve their professional skills. Within this context, the World Wide Web can allow people to conveniently follow distance courses from their homes. To present an experience in the use of the Web in the continuing education of healthcare professionals in Brazil. A Web-based distance education course in nutrition in public health was developed. The methodology was an adaptation of both problem-based and task-based learning. At the end of the course an evaluation questionnaire which covered the course s contents, the educational methodology and resources, the duration and schedule, and the use of the Web as a tool for distance education was given to the students. There were 83 on line registrations from 13 states, 73 of the applicants were female, 62 had a degree in nutrition and 18 were physicians. From these; eleven students from ten states were chosen: nine female nutritionists, two female physicians, and one male physician. Seven students completed the course, took and passed the final exam. Of the other four students, two failed to follow the schedule, one had health problems, and one did not obtain the minimal score for sitting the final exam. The students had a mean age of 35, and a mean of ten years in practice. They all stated that they were unable to attend a regular course, even though they felt that they needed to improve their professional skills. Most of them studied seven days a week for between two and four hours a day. The students also felt that their professional skills had improved and each reported having made changes in their practice as a result of their participation. The students approved of the course s contents, methodology and resources, however they were divided about its duration. The Web as a tool in distance education was approved by the students. If it was not for the Web they could not have taken part in a continuing education program. All students said they would attend another virtual course, if available. Even though most of them did not have difficulty adapting to the virtual environment, they did feel that an adaptation period would be of value. A Web-based course may be more effective than other distance education methodologies because it is more interactive and dynamic. On-line material can be constantly reviewed and updated, and the students can have the opportunity to submit commentaries or questions directly to the teaching staff. A Web-based course also allows the students to go beyond the course content as they learn how to search and take advantage of the huge resources of information available on the Internet.

  3. FLEX: A Modular Software Architecture for Flight License Exam

    NASA Astrophysics Data System (ADS)

    Arsan, Taner; Saka, Hamit Emre; Sahin, Ceyhun

    This paper is about the design and implementation of an examination system based on World Wide Web. It is called FLEX-Flight License Exam Software. We designed and implemented flexible and modular software architecture. The implemented system has basic specifications such as appending questions in system, building exams with these appended questions and making students to take these exams. There are three different types of users with different authorizations. These are system administrator, operators and students. System administrator operates and maintains the system, and also audits the system integrity. The system administrator can not be able to change the result of exams and can not take an exam. Operator module includes instructors. Operators have some privileges such as preparing exams, entering questions, changing the existing questions and etc. Students can log on the system and can be accessed to exams by a certain URL. The other characteristic of our system is that operators and system administrator are not able to delete questions due to the security problems. Exam questions can be inserted on their topics and lectures in the database. Thus; operators and system administrator can easily choose questions. When all these are taken into consideration, FLEX software provides opportunities to many students to take exams at the same time in safe, reliable and user friendly conditions. It is also reliable examination system for the authorized aviation administration companies. Web development platform - LAMP; Linux, Apache web server, MySQL, Object-oriented scripting Language - PHP are used for developing the system and page structures are developed by Content Management System - CMS.

  4. Fatigue crack growth in unidirectional and cross-ply SCS-6/Timetal 21S titanium matrix composite

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

    Herrmann, D.J.

    1994-01-01

    Fatigue crack growth in unidirectional and cross-ply SCS-6/ Timetal(R) 21S titanium matrix composite was investigated. Fatigue crack growth tests were performed on (0){sub 4}, (90){sub 4}, and (0/90){sub s} center notch specimens. The (0){sub 4} and (0/90){sub s} fatigue crack growth rates decreased initially. Specimens removed prior to failure were polished to the first row of fibers and intact fibers in the wake of the matrix crack were observed. These bridging fibers reduced the stress intensity range that the matrix material was subjected to, thus reducing the crack growth rate. The crack growth rate eventually increased as fibers failed inmore » the crack wake but the fatigue crack growth rate was still much slower than that of unreinforced Timetal(R) 21S. A model was developed to study the mechanics of a cracked unidirectional composite with any combination of intact and broken fibers in the wake of a matrix crack. The model was correlated to fatigue crack growth rate tests. The model was verified by comparing predicted displacements near the crack surface with Elber gage (1.5 mm gage length extensometer) measurements. The fatigue crack growth rate for the (90){sub 4} specimens was faster than that of unreinforced Timetal(registered trademark) 21S. Elber gage displacement measurements were in agreement with linear elastic fracture mechanics predictions, suggesting that linear elastic fracture mechanics may be applicable to transversely loaded titanium matrix composites.« less

  5. The Problem of Untested Sexual Assault Kits: Why Are Some Kits Never Submitted to a Crime Laboratory?

    ERIC Educational Resources Information Center

    Patterson, Debra; Campbell, Rebecca

    2012-01-01

    Victims of sexual assault are often advised to seek postassault medical care to have a forensic exam, which includes evidence collection (termed a "sexual assault kit" [SAK]). After the exam, law enforcement personnel are supposed to submit the SAK to a crime laboratory for analysis. However, recent media reports suggest that in many communities…

  6. Increasing Student Performance on the Independent School Entrance Exam (ISEE) Using the Gap Analysis Approach

    ERIC Educational Resources Information Center

    Sarshar, Shanon Etty

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined the performance gap experienced by 6th grade students on the math sections of the ISEE (Independent School Entrance Exam). The purpose of the study was to identify and validate the knowledge, motivation, and organization causes of the students' low…

  7. UMAP Modules-Units 71, 72, 73, 74, 75, 81-83, 234.

    ERIC Educational Resources Information Center

    Horelick, Brindell; And Others

    The first four units cover aspects of medical applications of calculus: 71-Measuring Cardiac Output; 72-Prescribing Safe and Effective Dosage; 73-Epidemics; and 74-Tracer Methods in Permiability. All units include a set of exercises and answers to at least some of the problems. Unit 72 also contains a model exam and answers to this exam. The fifth…

  8. How we developed and piloted an electronic key features examination for the internal medicine clerkship based on a US national curriculum.

    PubMed

    Bronander, Kirk A; Lang, Valerie J; Nixon, L James; Harrell, Heather E; Kovach, Regina; Hingle, Susan; Berman, Norman

    2015-01-01

    Key features examinations (KFEs) have been used to assess clinical decision making in medical education, yet there are no reports of an online KFE-based on a national curriculum for the internal medicine clerkship. What we did: The authors developed and pilot tested an electronic KFE based on the US Clerkship Directors in Internal Medicine core curriculum. Teams, with expert oversight and peer review, developed key features (KFs) and cases. The exam was pilot tested at eight medical schools with 162 third and fourth year medical students, of whom 96 (59.3%) responded to a survey. While most students reported that the exam was more difficult than a multiple choice question exam, 61 (83.3%) students agreed that it reflected problems seen in clinical practice and 51 (69.9%) students reported that it more accurately assessed the ability to make clinical decisions. The development of an electronic KFs exam is a time-intensive process. A team approach offers built-in peer review and accountability. Students, although not familiar with this format in the US, recognized it as authentically assessing clinical decision-making for problems commonly seen in the clerkship.

  9. Health Checkup

    MedlinePlus

    Regular health exams and tests can help find problems before they start. They also can help find problems early, ... and screenings you need depends on your age, health and family history, and lifestyle choices such as ...

  10. AN INVESTIGATION OF VISION PROBLEMS AND THE VISION CARE SYSTEM IN RURAL CHINA.

    PubMed

    Bai, Yunli; Yi, Hongmei; Zhang, Linxiu; Shi, Yaojiang; Ma, Xiaochen; Congdon, Nathan; Zhou, Zhongqiang; Boswell, Matthew; Rozelle, Scott

    2014-11-01

    This paper examines the prevalence of vision problems and the accessibility to and quality of vision care in rural China. We obtained data from 4 sources: 1) the National Rural Vision Care Survey; 2) the Private Optometrists Survey; 3) the County Hospital Eye Care Survey; and 4) the Rural School Vision Care Survey. The data from each of the surveys were collected by the authors during 2012. Thirty-three percent of the rural population surveyed self-reported vision problems. Twenty-two percent of subjects surveyed had ever had a vision exam. Among those who self-reported having vision problems, 34% did not wear eyeglasses. Fifty-four percent of those with vision problems who had eyeglasses did not have a vision exam prior to receiving glasses. However, having a vision exam did not always guarantee access to quality vision care. Four channels of vision care service were assessed. The school vision examination program did not increase the usage rate of eyeglasses. Each county-hospital was staffed with three eye-doctors having one year of education beyond high school, serving more than 400,000 residents. Private optometrists often had low levels of education and professional certification. In conclusion, our findings shows that the vision care system in rural China is inadequate and ineffective in meeting the needs of the rural population sampled.

  11. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    NASA Astrophysics Data System (ADS)

    Kontur, F. J.; de La Harpe, K.; Terry, N. B.

    2015-06-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

  12. The Equal Employment Opportunity Commission Collection of Federal Affirmative Action Goals and Timetables and Enforcement of Federal Sector EEO Complaints. Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-Ninth Congress, First Session, Washington, DC, July 23, 1985.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Education and Labor.

    This report of a hearing before the House Subcommittee on Employment Opportunities addresses the issues of complying with Federal standards concerning equal representation of minorities and women in Federal jobs. In 1984, three agencies refused to submit affirmative action goals and timetables: The Department of Justice, the Federal Trade…

  13. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1980-01-01

    Presents background information and a problem on "escape velocity," which applies the gas laws to atmospheric and meteorological phenomena. Also, a problem is presented which requires an understanding of the principles of operation of pressure gauges. (CS)

  14. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    ERIC Educational Resources Information Center

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  15. Lack of follow-up exams after failed school vision screenings: an investigation of contributing factors.

    PubMed

    Kimel, Linda S

    2006-06-01

    Programs to facilitate professional eye exams after failed school vision screenings often are based on the assumption that funding and access to services are major obstacles to care. Despite such programs, many children do not receive professional exams. The purpose of this study was to identify additional barriers to follow-up eye care. School nurses in an urban, midwestern public school district identified elementary school students who had not received follow-up eye exams after failed school vision screenings. Parents of these students were interviewed during the summer to determine financial, logistical, social/family, and perceptual barriers to care. Family issues, parental perceptions of vision problems, and difficulty planning ahead were found to be significant factors. Strategies to increase follow-up compliance and recommendations for overcoming barriers to care were also identified.

  16. Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

    ERIC Educational Resources Information Center

    Prevost, Luanna B.; Lemons, Paula P.

    2016-01-01

    This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this…

  17. Lunar science. [geophysics, mineralogy and evolution of moon

    NASA Technical Reports Server (NTRS)

    Brett, R.

    1973-01-01

    A review of the recent developments in lunar science summarizing the most important lunar findings and the known restraints on the theories of lunar evolution is presented. Lunar geophysics is discussed in sections dealing with the figure of the moon, mascons, and the lunar thermal regime; recent seismic studies and magnetic results are reported. The chemical data on materials taken from lunar orbit are analyzed, and the lunar geology is discussed. Special attention is accorded the subject of minerology, reflecting the information obtained from lunar samples of both mare and nonmare origin. A tentative timetable of lunar events is proposed, and the problem of the moon's origin is briefly treated.

  18. Affirmative Action Compliance Program for Fiscal Year 1980

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

    Not Available

    Eleven chapters are used to delineate Lawrence Berkeley Lab's compliance, namely: (1) a description of LBL's facility, history, staff, mission, etc; (2) Affirmative Action policy statement; (3) dissemination (internal and external) per the implementation regulations; (4) identification of Affirmative Action responsibilities; (5) personnel policies; (6) past goal-setting process and accomplishment; (7) work-force array, job groups, availability determinations, identification of underutilization, and goals and timetables; (8) identification of problem areas and action-oriented programs; (9) listing and brief description of specific LBL Affirmative Action programs; (10) compliance with sex-discrimination guidelines; and (11) compliance with guidelines on discrimination because of religion or nationalmore » origin.« less

  19. An application of different dioids in public key cryptography

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

    Durcheva, Mariana I., E-mail: mdurcheva66@gmail.com

    2014-11-18

    Dioids provide a natural framework for analyzing a broad class of discrete event dynamical systems such as the design and analysis of bus and railway timetables, scheduling of high-throughput industrial processes, solution of combinatorial optimization problems, the analysis and improvement of flow systems in communication networks. They have appeared in several branches of mathematics such as functional analysis, optimization, stochastic systems and dynamic programming, tropical geometry, fuzzy logic. In this paper we show how to involve dioids in public key cryptography. The main goal is to create key – exchange protocols based on dioids. Additionally the digital signature scheme ismore » presented.« less

  20. Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

    PubMed Central

    Bailey, E. G.; Jensen, J.; Nelson, J.; Wiberg, H. K.; Bell, J. D.

    2017-01-01

    First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students’ achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. PMID:28130269

  1. The Four-Year Investigation of Physical and Physiological Features of Students in a Physical Education and Sports Department

    ERIC Educational Resources Information Center

    Ocak, Yucel

    2016-01-01

    Problem Statement: Student candidates who want to be a Physical Education Teacher in Turkey should take special ability exams of Physical Education and Sports Schools. In this exam, it is required to have a high physical capability apart from a high level of special branch skills. For this reason, the students who pass and start their education at…

  2. Calculus Student Descending a Staircase.

    ERIC Educational Resources Information Center

    Mueller, William

    1999-01-01

    Common student attitudes toward reform methods are conveyed through the thoughts of a student leaving a multivariable calculus exam and musings range over textbooks, homework, workload, group work, writing, noncomputational problems, instructional problems, instructional styles, and classroom activities. (Author/ASK)

  3. Development of a testlet generator in re-engineering the Indonesian physics national-exams

    NASA Astrophysics Data System (ADS)

    Mindyarto, Budi Naini; Mardapi, Djemari; Bastari

    2017-08-01

    The Indonesian Physics national-exams are end-of-course summative assessments that could be utilized to support the assessment for learning in physics educations. This paper discusses the development and evaluation of a testlet generator based on a re-engineering of Indonesian physics national exams. The exam problems were dissected and decomposed into testlets revealing the deeper understanding of the underlying physical concepts by inserting a qualitative question and its scientific reasoning question. A template-based generator was built to facilitate teachers in generating testlet variants that would be more conform to students' scientific attitude development than their original simple multiple-choice formats. The testlet generator was built using open source software technologies and was evaluated focusing on the black-box testing by exploring the generator's execution, inputs and outputs. The results showed the correctly-performed functionalities of the developed testlet generator in validating inputs, generating testlet variants, and accommodating polytomous item characteristics.

  4. Using Data Analysis Problems in a Large General Microbiology Course.

    ERIC Educational Resources Information Center

    Deutch, Charles E.

    1997-01-01

    Argues that data analysis problems can be used successfully in large introductory microbiology courses, even when exams consist entirely of multiple-choice questions and out-of-class contact with the instructor is limited. Discusses course organization, problem structure, student performance and response, advantages of using data analysis…

  5. Challenges in Creating Online Exercises and Exams in Organic Chemistry.

    PubMed

    Jaun, Bernhard; Thilgen, Carlo

    2018-02-01

    e-Learning has become increasingly important in chemical education and online exams can be an attractive alternative to traditional exams written on paper, particularly in classes with a large number of students. Ten years ago, we began to set up an e-course complementing our lecture courses Organic Chemistry I and II within the open-source e-learning environment Moodle. In this article, we retrace a number of decisions we took over time, thereby illustrating the challenges one faces when creating online exercises and exams in (organic) chemistry. Special emphasis is put on the development of MOSFECCS (MOlecular Structural Formula Editor and Calculator of Canonical SMILES), our new editor for drawing structural formulae and converting them to alphanumeric SMILES codes that can be submitted as answers to e-problems. Convinced that the possibility for structure input is essential to set up sensible chemistry quizzes and exams, and realising that existing tools present major flaws in an educational context, we decided to embark on the implementation of MOSFECCS which takes into account a number of didactic aspects.

  6. Driven to Distraction: Does the Infamous Earth Shadow Distractor Divert Student Attention in the Cause of the Phases of the Moon Question?

    NASA Astrophysics Data System (ADS)

    Caton, Daniel B.

    2014-01-01

    The concept of the cause of the phases of the Moon is one that is well known to be a problem for astronomy students, with a large fraction thinking incorrectly that the phases are caused by the shadow of the Earth. I have typically repeated this question from the first exam in the two-semester Introductory Astronomy course, through the final exam of the second semester, for a total of 8 appearances. It occurred to me that the inclusion of the shadow distractor in these multiple choice questions may actually reinforce the misconception by repeatedly distracting the student to the familiar but wrong answer. I am running an experiment to see if this is happening. I am giving different forms of the question to half the class for exams 2 and 3 of the first semester, exams 1-3 of the second, with half the class not getting the shadow distractor. I then am offering the shadow distractor to the whole class for the two semesters’ final exams. The early results of this experiment will be discussed.

  7. Innovations in human genetics education. Incorporation of genetics into a problem-based medical school curriculum.

    PubMed Central

    Swinford, A E; McKeag, D B

    1990-01-01

    There has been recent interest in the development of problem-based human genetics curricula in U.S. medical schools. The College of Human Medicine at Michigan State University has had a problem-based curriculum since 1974. The vertical integration of genetics within the problem-based curriculum, called "Track II," has recently been revised. On first inspection, the curriculum appeared to lack a significant genetics component; however, on further analysis it was found that many genetics concepts were covered in the biochemistry, microbiology, pathology, and clinical science components. Both basic science concepts and clinical applications of genetics are covered in the curriculum by providing appropriate references for basic concepts and including inherited conditions within the differential diagnosis in the cases studied. Evaluations consist of a multiple-choice content exam and a modified essay exam based on a clinical case, allowing evaluation of both basic concepts and problem-solving ability. This curriculum prepares students to use genetics in a clinical context in their future careers. PMID:2220816

  8. Collaborative learning and testing in introductory general chemistry

    NASA Astrophysics Data System (ADS)

    Amaral, Katie Elizabeth

    Students taking General chemistry at the University of Florida are either well-prepared or under-prepared. To meet the needs of the under-prepared students, an introductory course (CHM 1025) was developed. An accurate method of placement into CHM 1025 or the mainstream course (CHM 2045) was needed. The Chemistry Readiness Assessment Exam was written and tested and students are advised to take either course based upon their scores. The accuracy of the cutoff scores was examined, with the minimum passing chemistry score lowered to six correct out of 18, and the math score raised to six correct out of eight. Collaborative problem-solving sessions were held during every CHM 1025 class. These sessions were shown to increase student achievement in CHM 1025. Group placement was also shown to have an effect on student achievement in the course. Students placed randomly into collaborative groups had the highest average GPA, while students placed by achievement had the lowest average GPA. The efficacy of CHM 1025 was examined to determine if the students who required the course do as well in CHM 2045 as those students who did not need it. Students who had taken CHM 1025 had a higher GPA in CHM 2045 than the students who went directly into CHM 2045. Students in the spring semester of 2004 took collaborative exams. Achievement levels of students who had collaborative exams were compared to students who took traditional exams to determine if collaborative testing had an effect on student achievement and retention in CHM 1025. There was no significant difference in achievement although the collaborative exams were harder. Percentages of students taking each exam were also compared, with more students taking the collaborative exams. Finally, undergraduate students called peer mentors, who had taken CHM 1025, were recruited to assist with the course. Mentors helped CHM 1025 students with the collaborative problems. The mentors' presence helped lower students' withdrawal rates in the class. The mentors also benefited from the program, as evidenced by their higher GPA in CHM 2045.

  9. Evaluation of Undergraduate Geologists' Problem Solving and Cognition during Field Exams Using a Mixed Methods Approach

    ERIC Educational Resources Information Center

    Balliet, Russell N.

    2012-01-01

    Understanding how geologists conduct fieldwork through analysis of problem solving has significant potential impact on field instruction methods. Recent progress has been made in this area but the problem solving behaviors displayed by geologists during fieldwork and the associated underlying cognition remains poorly understood. We present…

  10. Problem-based learning in internal medicine: virtual patients or paper-based problems?

    PubMed

    Sobocan, Monika; Turk, Neja; Dinevski, Dejan; Hojs, Radovan; Pecovnik Balon, Breda

    2017-01-01

    Teaching using paper problem-based learning (p-PBL) sessions has left some students fatigued with the learning process. Therefore, attempts have been made to replace p-PBL with digitally enhanced, decision-making PBL in the form of virtual patients (VP). Student enthusiasm for substituting p-PBL with VP has not been quantitatively evaluated on the intended educational effects. To determine the educational effects of substituting p-PBL sessions with VP on undergraduate medical students in their internal medicine course. We conducted a randomised controlled study on 34 third-year undergraduate medical students in the academic year 2015-2016. Student performance after an intervention substituting p-PBL sessions with VP was analysed. The educational outcomes were measured with knowledge exams and the Diagnostic Thinking Inventory. There was no difference in exam performance between groups (P > 0.833) immediately after the intervention, or in long term. Nor was there a significant difference in improvement of diagnostic thinking between groups (P > 0.935 and P > 0.320). Our study showed no significant improvement in diagnostic thinking abilities or knowledge exam results with the use of VP. Educators can add VP to sessions to motivate students, but a significant improvement to educational outcome should not be expected. © 2016 Royal Australasian College of Physicians.

  11. Computer Applications in Teaching and Learning.

    ERIC Educational Resources Information Center

    Halley, Fred S.; And Others

    Some examples of the usage of computers in teaching and learning are examination generation, automatic exam grading, student tracking, problem generation, computational examination generators, program packages, simulation, and programing skills for problem solving. These applications are non-trivial and do fulfill the basic assumptions necessary…

  12. An acute post-sexual assault intervention to prevent drug abuse: updated findings.

    PubMed

    Resnick, Heidi S; Acierno, Ron; Amstadter, Ananda B; Self-Brown, Shannon; Kilpatrick, Dean G

    2007-10-01

    Sexual assault and rape routinely produce extreme distress and negative psychological reactions in victims. Further, past research suggests that victims are at increased risk of developing substance use or abuse post-rape. The post-rape forensic medical exam may itself exacerbate peritraumatic distress because it includes cues that may serve as reminders of the assault, thereby potentiating post-assault negative sequelae. To address these problems, a two-part video intervention was developed to take advantage of the existing sexual assault forensic exam infrastructure, and to specifically (a) minimize anxiety/discomfort during forensic examinations, thereby reducing risk of future emotional problems, and (b) prevent increased substance use and abuse following sexual assault. Updated findings with a sample of 268 sexual assault victims participating in the forensic medical exam and completing one or more follow-up assessments at: (1)<3 months post-assault; (2) 3 to 6 months post-assault; or (3) 6 months or longer post-assault indicated that the video was associated with significantly lower frequency of marijuana use at each time point, among women who reported use prior to the assault.

  13. Locating, characterizing and minimizing sources of error for a paper case-based structured oral examination in a multi-campus clerkship.

    PubMed

    Kumar, A; Bridgham, R; Potts, M; Gushurst, C; Hamp, M; Passal, D

    2001-01-01

    To determine consistency of assessment in a new paper case-based structured oral examination in a multi-community pediatrics clerkship, and to identify correctable problems in the administration of examination and assessment process. Nine paper case-based oral examinations were audio-taped. From audio-tapes five community coordinators scored examiner behaviors and graded student performance. Correlations among examiner behaviors scores were examined. Graphs identified grading patterns of evaluators. The effect of exam-giving on evaluators was assessed by t-test. Reliability of grades was calculated and the effect of reducing assessment problems was modeled. Exam-givers differed most in their "teaching-guiding" behavior, and this negatively correlated with student grades. Exam reliability was lowered mainly by evaluator differences in leniency and grading pattern; less important was absence of standardization in cases. While grade reliability was low in early use of the paper case-based oral examination, modeling of plausible effects of training and monitoring for greater uniformity in administration of the examination and assigning scores suggests that more adequate reliabilities can be attained.

  14. Acing the Exam.

    ERIC Educational Resources Information Center

    Margolis, Rick

    2002-01-01

    Discusses improving student test scores based on an interview with Bob Berkowitz, co-developer of the Big6 approach to problem solving. Highlights include experiences at Wayne Central High School (Ontario Center, NY); cooperation between library media specialists and classroom teachers; viewing instruction as a series of information problems; and…

  15. Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students.

    PubMed

    Montenery, Susan

    2017-05-01

    Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students' perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students' perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students' narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.

  16. A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

    NASA Astrophysics Data System (ADS)

    Bhavsar, Suketu

    2015-08-01

    I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging interaction and communication while studying. Knowing the questions beforehand provides a guide to their studying as well as allays their fears about what could be asked. The students also receive guidance to what constitutes a good answer, namely accuracy, thoroughness and the quality of the presentation.

  17. Determining organ doses from computed tomography scanners using cadaveric subjects

    NASA Astrophysics Data System (ADS)

    Griglock, Thomas M.

    The use of computed tomographic (CT) imaging has increased greatly since its inception in 1972. Technological advances have increased both the applicability of CT exams for common health problems as well as the radiation doses used to perform these exams. The increased radiation exposures have garnered much attention in the media and government agencies, and have brought about numerous attempts to quantify the amount of radiation received by patients. While the overwhelming majority of these attempts have focused on creating models of the human body (physical or computational), this research project sought to directly measure the radiation inside an actual human being. Three female cadaveric subjects of varying sizes were used to represent live patients. Optically-stimulated luminescent (OSL) dosimeters were used to measure the radiation doses. A dosimeter placement system was developed, tested, and optimized to allow accurate and reproducible placement of the dosimeters within the cadaveric subjects. A broad-beam, 320-slice, volumetric CT scanner was utilized to perform all CT exams, including five torso exams, four cardiac exams, and three organ perfusion exams. Organ doses ranged in magnitude from less than 1 to over 120 mGy, with the largest doses measured for perfusion imaging. A methodology has been developed that allows fast and accurate measurement of actual organ doses resulting from CT exams. The measurements made with this methodology represent the first time CT organ doses have been directly measured within a human body. These measurements are of great importance because they allow comparison to the doses measured using previous methods, and can be used to more accurately assess the risks from CT imaging.

  18. Online with Integers

    ERIC Educational Resources Information Center

    Siegel, Jonathan W.; Siegel, P. B.

    2011-01-01

    Integers are sometimes used in physics problems to simplify the mathematics so the arithmetic does not distract students from the physics concepts. This is particularly important in exams where students should not have to spend a lot of time using their calculators. Common uses of integers in physics problems include integer solutions to…

  19. Varicocele

    MedlinePlus

    ... the scrotum Possible problems with fertility or decreased sperm count Some men do not have symptoms. Exams ... of your testicle. If you have surgery, your sperm count will likely increase. However, it will not ...

  20. 78 FR 5556 - Public Hearing

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-25

    ... Energy USA Inc. (Towanda Creek--Franklin Township Volunteer Fire Department), Franklin Township, Bradford.... 20081210). 19. Project Sponsor and Facility: Titanium Metals Corporation (TIMET), Caernarvon Township...

  1. Vision problems

    MedlinePlus

    ... shade or curtain hanging across part of your visual field. Optic neuritis : inflammation of the optic nerve ... to ask your doctor Images Crossed eyes Eye Visual acuity test Slit-lamp exam Visual field test ...

  2. Digestive System

    MedlinePlus

    ... think about eating. In response to this sensory stimulation, the brain sends impulses through the nerves that ... it based on symptoms, medical history, and a physical exam. Problems With the Pancreas, Liver, and Gallbladder ...

  3. Air cushion landing gear applications study

    NASA Technical Reports Server (NTRS)

    Earl, T. D.

    1979-01-01

    A series of air cushion landing gear (ACLG) applications was studied and potential benefits analyzed in order to identify the most attractive of these. The selected applications are new integrated designs (not retrofits) and employ a modified design approach with improved characteristics and performance. To aid the study, a survey of potential users was made. Applications were evaluated in the light of comments received. A technology scenario is developed, with discussion of problem areas, current technology level and future needs. Feasible development timetables are suggested. It is concluded that near-term development of small-size ACLG trunks, exploration of flight effects and braking are key items. The most attractive applications are amphibious with very large cargo aircraft and small general aviation having the greatest potential.

  4. Determining when a fracture occurred: Does the method matter? Analysis of the similarity of three different methods for estimating time since fracture of juvenile long bones.

    PubMed

    Drury, Anne; Cunningham, Craig

    2018-01-01

    Radiographic fracture date estimation is a critical component of skeletal trauma analysis in the living. Several timetables have been proposed for how the appearance of radiographic features can be interpreted to provide a likely time frame for fracture occurrence. This study compares three such timetables for pediatric fractures, by Islam et al. (2000), Malone et al. (2011), and Prosser et al. (2012), in order to determine whether the fracture date ranges produced by using these methods are in agreement with one another. Fracture date ranges were estimated for 112 long bone fractures in 96 children aged 1-17 years, using the three different timetables. The extent of similarity of the intervals was tested by statistically comparing the overlap between the ranges. Results showed that none of the methods were in perfect agreement with one another. Differences seen included the size of the estimated date range for when a fracture occurred, and the specific dates given for both the upper and lower ends of the fracture date range. There was greater similarity between the ranges produced by Malone et al. (2011) and both the other two studies than there was between Islam et al. (2000) and Prosser et al. (2012). The greatest similarity existed between Malone et al. (2011) and Islam et al. (2000). The extent of differences between methods can vary widely, depending on the fracture analysed. Using one timetable gives an average earliest possible fracture date of less than 2 days before another, but the range was extreme, with one method estimating minimum time since fracture as 25 days before another method for a given fracture. In most cases, one method gave maximum time since fracture as a week less than the other two methods, but range was extreme and some estimates were nearly two months different. The variability in fracture date estimates given by these timetables indicates that caution should be exercised when estimating the timing of a juvenile fracture if relying solely on one of the published guides. Future research should be undertaken to compare these methods on a population of known fracture timing, and to better understand the relationship between age of the individual, skeletal health, fracture healing rates, and radiographic characteristics of fracture healing. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

  5. Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.

    PubMed

    Sibbald, Matt; McKinney, James; Cavalcanti, Rodrigo B; Yu, Eric; Wood, David A; Nair, Parvathy; Eva, Kevin W; Hatala, Rose

    2013-08-01

    Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.

  6. An acute post-sexual assault intervention to prevent drug abuse: Updated Findings

    PubMed Central

    Resnick, Heidi S.; Acierno, Ron; Amstadter, Ananda B.; Self-Brown, Shannon

    2007-01-01

    Sexual assault and rape routinely produce extreme distress and negative psychological reactions in victims. Further, past research suggests that victims are at increased risk of developing substance use or abuse post-rape in efforts to ameliorate post assault distress. The post-rape forensic medical exam may itself exacerbate peritraumatic distress because it includes cues that may serve as reminders of the assault, thereby potentiating post-assault negative sequelae. To address this problem, a two-part video intervention was developed to take advantage of the existing sexual assault forensic exam infrastructure, and to specifically (a) minimize anxiety/discomfort during forensic examinations, thereby reducing risk of future emotional problems, and (b) prevent increased substance use and abuse following sexual assault. Updated findings with a sample of 268 sexual assault victims participating in the forensic medical exam and completing one or more follow-up assessments at: (1) < 3 months post-assault; (2) 3 to 6 months post-assault; or (3) 6 months or longer post-assault indicated that the video was associated with significantly lower frequency of marijuana use at each time point, among women who reported use prior to the assault. PMID:17275198

  7. Amblyopia (For Parents)

    MedlinePlus

    ... stay. Eye Exams for Kids Kids reach "visual maturity" by about 8 years old; after that, vision ... problems are caught before a child reaches visual maturity. Most screenings are done at the pediatrician's office ...

  8. Diabetic Nerve Problems

    MedlinePlus

    ... the wrong times. This damage is called diabetic neuropathy. Over half of people with diabetes get it. ... change positions quickly Your doctor will diagnose diabetic neuropathy with a physical exam and nerve tests. Controlling ...

  9. An Investigation of Problem Solving Approaches, Strategies, and Models Used by the 7th and 8th Grade Students When Solving Real-World Problems

    ERIC Educational Resources Information Center

    Bayazit, Ibrahim

    2013-01-01

    This study scrutinises approaches and thinking processes displayed by the elementary school students when solving real-world problems. It employed a qualitative inquiry to produce rich and realistic data about the case at hand. The research sample included 116 students. The data were obtained from written exam and semistructured interviews, and…

  10. An investigation into the impact of question structure on the performance of first year physics undergraduate students at the University of Cambridge

    NASA Astrophysics Data System (ADS)

    Gibson, Valerie; Jardine-Wright, Lisa; Bateman, Elizabeth

    2015-07-01

    We describe a study of the impact of exam question structure on the performance of first year Natural Sciences physics undergraduates from the University of Cambridge. The results show conclusively that a student’s performance improves when questions are scaffolded compared with university style questions. In a group of 77 female students we observe that the average exam mark increases by 13.4% for scaffolded questions, which corresponds to a 4.9 standard deviation effect. The equivalent observation for 236 male students is 9% (5.5 standard deviations). We also observe a correlation between exam performance and A2-level marks for UK students, and that students who receive their school education overseas, in a mixed gender environment, or at an independent school are more likely to receive a first class mark in the exam. These results suggest a mis-match between the problem-solving skills and assessment procedures between school and first year university and will provide key input into the future teaching and assessment of first year undergraduate physics students.

  11. Functional Analyses of the Problems in Non-English Majors' Writings

    ERIC Educational Resources Information Center

    Li, Shun-ying

    2010-01-01

    Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors' writings, which decrease non-English majors' ability to use English as a tool to realize its pragmatic functions and meta-functions. The exam-centered objective, the product-oriented approach, the inefficient mode of instruction, the…

  12. Interactive problem-solving sessions in an introductory bioscience course engaged students and gave them feedback, but did not increase their exam scores.

    PubMed

    McEvoy, James P

    2017-10-02

    Active learning, including the promotion of student interactivity in lectures, has been found to improve student engagement and performance in university science classes. This letter describes the use of Pearson's Learning Catalytics to run regular, formatively assessed problem-solving sessions as part of the semiflipped redesign of an introductory level university bioscience course. Students found the problem-solving sessions more engaging than a traditional lecture, and felt that they were receiving better feedback on their progress in the course. Their participation in the problem-solving sessions was strongly associated with their performance in the course's summative assessments, making it possible to identify and assist probable poor performers early in the course. Other measures of student engagement with the course were not improved, and neither were their average exam grades when compared with their grades in a course which had not been redesigned. Possible reasons for this are discussed. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  13. The role of rehearsal in a novel call center-type task.

    PubMed

    Perham, Nick; Banbury, Simon

    2012-01-01

    Laboratory research has long demonstrated the disruptive effects of background sound to task performance yet the real-world implications of such effects are less well known. We report two experiments that demonstrate the importance of the role of rehearsal to a novel call center-type task. In Experiment 1, performance of a novel train timetable task-in which participants identified four train journeys following presentation of train journey information-was disrupted by realistic office noise. However, in Experiment 2, when the need for rehearsal was reduced by presenting the information and the timetable at the same time, no disruption occurred . Results are discussed in terms of interference-by-process and interference-by-content approaches to short-term memory.

  14. Exploring the gender gap in the conceptual survey of electricity and magnetism

    NASA Astrophysics Data System (ADS)

    Henderson, Rachel; Stewart, Gay; Stewart, John; Michaluk, Lynnette; Traxler, Adrienne

    2017-12-01

    The "gender gap" on various physics conceptual evaluations has been extensively studied. Men's average pretest scores on the Force Concept Inventory and Force and Motion Conceptual Evaluation are 13% higher than women's, and post-test scores are on average 12% higher than women's. This study analyzed the gender differences within the Conceptual Survey of Electricity and Magnetism (CSEM) in which the gender gap has been less well studied and is less consistent. In the current study, data collected from 1407 students (77% men, 23% women) in a calculus-based physics course over ten semesters showed that male students outperformed female students on the CSEM pretest (5%) and post-test (6%). Separate analyses were conducted for qualitative and quantitative problems on lab quizzes and course exams and showed that male students outperformed female students by 3% on qualitative quiz and exam problems. Male and female students performed equally on the quantitative course exam problems. The gender gaps within CSEM post-test scores, qualitative lab quiz scores, and qualitative exam scores were insignificant for students with a CSEM pretest score of 25% or less but grew as pretest scores increased. Structural equation modeling demonstrated that a latent variable, called Conceptual Physics Performance/Non-Quantitative (CPP/NonQnt), orthogonal to quantitative test performance was useful in explaining the differences observed in qualitative performance; this variable was most strongly related to CSEM post-test scores. The CPP/NonQnt of male students was 0.44 standard deviations higher than female students. The CSEM pretest measured CPP/NonQnt much less accurately for women (R2=4 % ) than for men (R2=17 % ). The failure to detect a gender gap for students scoring 25% or less on the pretest suggests that the CSEM instrument itself is not gender biased. The failure to find a performance difference in quantitative test performance while detecting a gap in qualitative performance suggests the qualitative differences do not result from psychological factors such as science anxiety or stereotype threat.

  15. Albinism

    MedlinePlus

    ... normal skin and hair Patches of missing skin color Many forms of albinism are associated with the following symptoms: Crossed eyes Light sensitivity Rapid eye movements Vision problems, or functional blindness Exams and Tests Genetic testing offers the most ...

  16. Hemorrhoids

    MedlinePlus

    ... by simply looking at the rectal area. External hemorrhoids can often be detected this way. Tests that may help diagnose the problem include: Rectal exam Sigmoidoscopy Anoscopy Treatment Treatments for hemorrhoids include: Over-the-counter corticosteroid (for example, cortisone) ...

  17. Tracking delays in report availability caused by incorrect exam status with Web-based issue tracking: a quality initiative.

    PubMed

    Awan, Omer Abdulrehman; van Wagenberg, Frans; Daly, Mark; Safdar, Nabile; Nagy, Paul

    2011-04-01

    Many radiology information systems (RIS) cannot accept a final report from a dictation reporting system before the exam has been completed in the RIS by a technologist. A radiologist can still render a report in a reporting system once images are available, but the RIS and ancillary systems may not get the results because of the study's uncompleted status. This delay in completing the study caused an alarming number of delayed reports and was undetected by conventional RIS reporting techniques. We developed a Web-based reporting tool to monitor uncompleted exams and automatically page section supervisors when a report was being delayed by its incomplete status in the RIS. Institutional Review Board exemption was obtained. At four imaging centers, a Python script was developed to poll the dictation system every 10 min for exams in five different modalities that were signed by the radiologist but could not be sent to the RIS. This script logged the exams into an existing Web-based tracking tool using PHP and a MySQL database. The script also text-paged the modality supervisor. The script logged the time at which the report was finally sent, and statistics were aggregated onto a separate Web-based reporting tool. Over a 1-year period, the average number of uncompleted exams per month and time to problem resolution decreased at every imaging center and in almost every imaging modality. Automated feedback provides a vital link in improving technologist performance and patient care without assigning a human resource to manage report queues.

  18. Using an Epistemic Game to Facilitate Students' Problem-Solving: The Case of Hospitality Management

    ERIC Educational Resources Information Center

    Wang, Shwu-Huey; Wang, Hsiu-Yuan

    2017-01-01

    Hospitality students are required to be able to address challenging cases or problems in the work environment. However, traditional lecture- or exam-based instruction leaves a gap between theory and practice. On the other hand, modern youth live and socialise in an increasingly digital environment, and one of their biggest pastimes is playing…

  19. Conceptual Framework to Help Promote Retention and Transfer in the Introductory Chemical Engineering Course

    ERIC Educational Resources Information Center

    Hanyak, Michael E., Jr.

    2015-01-01

    In an introductory chemical engineering course, the conceptual framework of a holistic problem-solving methodology in conjunction with a problem-based learning approach has been shown to create a learning environment that nurtures deep learning rather than surface learning. Based on exam scores, student grades are either the same or better than…

  20. International Testing Platforms: When Similar Outcomes Meet Different Testing Needs

    ERIC Educational Resources Information Center

    Garcia Laborda, Jesus

    2006-01-01

    Computers have become a solution for many traditional problems from the kitchen to the school. It is not, therefore, uncommon to use them to solve existing problems. It is also quite frequent that different educational needs can lead to similar solutions. For instance, the Australian immigration services use a number of exams to allow the access…

  1. Prospective Primary School Teachers' Proficiencies in Solving Real-World Problems: Approaches, Strategies and Models

    ERIC Educational Resources Information Center

    Aksoy, Yilmaz; Bayazit, Ibrahim; Dönmez, S. Merve Kirnap

    2015-01-01

    This study investigates approaches, strategies and models used by prospective primary school teachers in responding to real-world problems. The research was carried out with 82 participants. Data were collected through written-exam and semi-structured interviews; and they were analysed using content and discourse analysis methods. Most of the…

  2. The Sixth U.S.A. Mathematical Olympiad

    ERIC Educational Resources Information Center

    Greitzer, Samuel L.

    1978-01-01

    One hundred and seven students of 365,000 students given the annual High School Mathematics Examination took part in the sixth U.S.A. Mathematical Olympiad. The top eight scores are listed along with comparative Exam and Olympiad scores for the group and individual problem scores. The problems proposed on the U.S.A. Olympiad on an International…

  3. Increasing radiographer productivity by an incentive point system.

    PubMed

    Williams, B; Chacko, P T

    1982-01-01

    Because of a very low technologist productivity in their Radiology Department, the authors describe a Productive Point System they developed and implemented to solve this personnel problem. After establishing the average time required to perform all exams, point credits (one point for every ten minutes utilized) were assigned to each exam performed, thereby determining an index of production. A Productive Index of 80% was considered realistic and was the equivalent of 192 points for a 40-hour work week. From 1975 to 1978 personal productivity increased from 79% to 113%. This resulted in an average yearly fiscal savings of over $20,000.00 for this three-year period. There was also a significant improvement in exam efficiency and quality, job attitude, personnel morale, and public relations. This program was highly successful because technologist acceptance and cooperation was complete, and this occurred mainly because the system supports the normal occupational goals and expectations of technologists.

  4. Increasing radiographer productivity by an incentive point system.

    PubMed

    Williams, B; Chacko, P T

    1983-01-01

    Because of a very low technologist productivity in their Radiology Department, the authors describe a Productive Point System they developed and implemented to solve this personnel problem. After establishing the average time required to perform all exams, point credits (one point for every ten minutes utilized) were assigned to each exam performed, thereby determining an index of production. A Productive Index of 80% was considered realistic and was the equivalent of 192 points for a 40-hour work week. From 1975 to 1978 personal productivity increased from 79% to 113%. This resulted in an average yearly fiscal savings of over $20,000.00 for this three-year period. There was also a significant improvement in exam efficiency and quality, job attitude, personnel morale, and public relations. This program was highly successful because technologist acceptance and cooperation was complete, and this occurred mainly because the system supports the normal occupational goals and expectations of technologists.

  5. Applying mixed reality to simulate vulnerable populations for practicing clinical communication skills.

    PubMed

    Chuah, Joon Hao; Lok, Benjamin; Black, Erik

    2013-04-01

    Health sciences students often practice and are evaluated on interview and exam skills by working with standardized patients (people that role play having a disease or condition). However, standardized patients do not exist for certain vulnerable populations such as children and the intellectually disabled. As a result, students receive little to no exposure to vulnerable populations before becoming working professionals. To address this problem and thereby increase exposure to vulnerable populations, we propose using virtual humans to simulate members of vulnerable populations. We created a mixed reality pediatric patient that allowed students to practice pediatric developmental exams. Practicing several exams is necessary for students to understand how to properly interact with and correctly assess a variety of children. Practice also increases a student's confidence in performing the exam. Effective practice requires students to treat the virtual child realistically. Treating the child realistically might be affected by how the student and virtual child physically interact, so we created two object interaction interfaces - a natural interface and a mouse-based interface. We tested the complete mixed reality exam and also compared the two object interaction interfaces in a within-subjects user study with 22 participants. Our results showed that the participants accepted the virtual child as a child and treated it realistically. Participants also preferred the natural interface, but the interface did not affect how realistically participants treated the virtual child.

  6. When to Have an Eye Exam

    MedlinePlus

    ... What health problems have you had in recent years? Are you taking any medications? Do you have any allergies to medications, food or other substances? Have you ever had eye surgery? Does anyone in your family ...

  7. Pelvic Support Problems

    MedlinePlus

    ... pelvic exam, or special tests. Treatments include special pelvic muscle exercises called Kegel exercises. A mechanical support device called a pessary helps some women. Surgery and medicines are other treatments. NIH: National Institute of Child Health and Human Development

  8. Accidental Bowel Leakage

    MedlinePlus

    ... Women with a bowel control problem may leak gas or liquid or solid stool. Other symptoms may include the ... which can lead to leakage of solid or liquid stool (feces) or gas. Anoscopy: An exam of the anus using an ...

  9. Future aircraft networks and schedules

    NASA Astrophysics Data System (ADS)

    Shu, Yan

    2011-07-01

    Because of the importance of air transportation scheduling, the emergence of small aircraft and the vision of future fuel-efficient aircraft, this thesis has focused on the study of aircraft scheduling and network design involving multiple types of aircraft and flight services. It develops models and solution algorithms for the schedule design problem and analyzes the computational results. First, based on the current development of small aircraft and on-demand flight services, this thesis expands a business model for integrating on-demand flight services with the traditional scheduled flight services. This thesis proposes a three-step approach to the design of aircraft schedules and networks from scratch under the model. In the first step, both a frequency assignment model for scheduled flights that incorporates a passenger path choice model and a frequency assignment model for on-demand flights that incorporates a passenger mode choice model are created. In the second step, a rough fleet assignment model that determines a set of flight legs, each of which is assigned an aircraft type and a rough departure time is constructed. In the third step, a timetable model that determines an exact departure time for each flight leg is developed. Based on the models proposed in the three steps, this thesis creates schedule design instances that involve almost all the major airports and markets in the United States. The instances of the frequency assignment model created in this thesis are large-scale non-convex mixed-integer programming problems, and this dissertation develops an overall network structure and proposes iterative algorithms for solving these instances. The instances of both the rough fleet assignment model and the timetable model created in this thesis are large-scale mixed-integer programming problems, and this dissertation develops subproblem schemes for solving these instances. Based on these solution algorithms, this dissertation also presents computational results of these large-scale instances. To validate the models and solution algorithms developed, this thesis also compares the daily flight schedules that it designs with the schedules of the existing airlines. Furthermore, it creates instances that represent different economic and fuel-prices conditions and derives schedules under these different conditions. In addition, it discusses the implication of using new aircraft in the future flight schedules. Finally, future research in three areas---model, computational method, and simulation for validation---is proposed.

  10. Using contests to ``spice up'' workshop physics

    NASA Astrophysics Data System (ADS)

    Duffy, M. G.; Warden, J. A.

    1997-03-01

    Once or twice each semester we give the students in our calculus-based Workshop Physics (1) course a problem dressed up as a contest. To "win," a team must correctly predict the outcome of a unique event and test that prediction within a single fifty minute class period. Successful teams win a home-cooked meal or other prize unrelated to course grade. We design a contest to focus cooperative effort, yet it also serves in ways like a problem session, review, or exam, but with no grade pressure. As illustrated by the sample contests exhibited on the poster, you can adjust the difficulty of these exercises to get a variety of different success rates. While this is hardly a novel idea, we provide it as a reminder that it is useful to step out of the normal homework, quiz, exam mode once in a while. Pedagogical goals include: • Fast, intensive review, like an exam but without the pass/fail stress. • Puts a premium on cooperative effort and promotes teamwork. • Serves as a morale booster, an antidote to "midterm blues." Student teams are given a chance to predict the outcome of a unique event and to test that prediction within a single fifty-minute class. The task chosen requires at least two careful measurements and subsequent analysis.

  11. Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course.

    PubMed

    Bailey, E G; Jensen, J; Nelson, J; Wiberg, H K; Bell, J D

    2017-01-01

    First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students' achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. © 2017 E. G. Bailey et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  12. Spinal Stenosis

    MedlinePlus

    ... or back Numbness, weakness, cramping, or pain in your arms or legs Pain going down the leg Foot problems Doctors diagnose spinal stenosis with a physical exam and imaging tests. Treatments include medications, physical therapy, braces, and surgery. NIH: National Institute of Arthritis ...

  13. The ICA Communication Audit: Process, Status, Critique

    ERIC Educational Resources Information Center

    Goldhaber, Gerald M.; Krivonos, Paul D.

    1977-01-01

    Explores the International Communication Association (ICA) Audit process including goals, products, instruments, audit logistics and timetable, feedback of results and follow-up, costs, current status and audits conducted to date. (ED.)

  14. Tablet computer enhanced training improves internal medicine exam performance.

    PubMed

    Baumgart, Daniel C; Wende, Ilja; Grittner, Ulrike

    2017-01-01

    Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP® (medical knowledge self-assessment program) exam performance. In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test (Tablet PC with custom multimedia education software package) or traditional education (control) group, respectively. All completed an extensive questionnaire to collect their socio-demographic data, evaluate educational status, computer affinity and skills, problem solving, eLearning knowledge and self-rated medical knowledge. Both groups were MKSAP® tested at the beginning and the end of their rotation. The MKSAP® score at the final exam was the primary endpoint. Data of 55 (tablet n = 24, controls n = 31) male 36.4%, median age 28 years, 65.5% students, were evaluable. The mean MKSAP® score improved in the tablet PC (score Δ + 8 SD: 11), but not the control group (score Δ- 7, SD: 11), respectively. After adjustment for baseline score and confounders the Tablet PC group showed on average 11% better MKSAP® test results compared to the control group (p<0.001). The most commonly used resources for medical problem solving were journal articles looked up on PubMed or Google®, and books. Our study provides evidence, that tablet computer based integrated training and clinical practice enhances medical education and exam performance. Larger, multicenter trials are required to independently validate our data. Residency and fellowship directors are encouraged to consider adding portable computer devices, multimedia content and introduce blended learning to their respective training programs.

  15. Tablet computer enhanced training improves internal medicine exam performance

    PubMed Central

    Wende, Ilja; Grittner, Ulrike

    2017-01-01

    Background Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP® (medical knowledge self-assessment program) exam performance. Methods In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test (Tablet PC with custom multimedia education software package) or traditional education (control) group, respectively. All completed an extensive questionnaire to collect their socio-demographic data, evaluate educational status, computer affinity and skills, problem solving, eLearning knowledge and self-rated medical knowledge. Both groups were MKSAP® tested at the beginning and the end of their rotation. The MKSAP® score at the final exam was the primary endpoint. Results Data of 55 (tablet n = 24, controls n = 31) male 36.4%, median age 28 years, 65.5% students, were evaluable. The mean MKSAP® score improved in the tablet PC (score Δ + 8 SD: 11), but not the control group (score Δ- 7, SD: 11), respectively. After adjustment for baseline score and confounders the Tablet PC group showed on average 11% better MKSAP® test results compared to the control group (p<0.001). The most commonly used resources for medical problem solving were journal articles looked up on PubMed or Google®, and books. Conclusions Our study provides evidence, that tablet computer based integrated training and clinical practice enhances medical education and exam performance. Larger, multicenter trials are required to independently validate our data. Residency and fellowship directors are encouraged to consider adding portable computer devices, multimedia content and introduce blended learning to their respective training programs. PMID:28369063

  16. Examination performances of German and international medical students in the preclinical studying-term – A descriptive study

    PubMed Central

    Huhn, D.; Resch, F.; Duelli, R.; Möltner, A.; Huber, J.; Karimian Jazi, K.; Amr, A.; Eckart, W.; Herzog, W.; Nikendei, C.

    2014-01-01

    Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all p<.05). The performance of students with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (p<.05). Furthermore, German students completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (<.01). Discussion: Due to its poorer performance in written and oral examinations and its simultaneously longer duration of study, the group of non-German medical students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations. PMID:25228931

  17. The licensure exam in nursing degree courses: a survey in the four universities of the Lazio Region.

    PubMed

    Marchetti, A; Virgolesi, M; Pulimeno, A M L; Rocco, G; Stievano, A; Venturini, G; De Marinis, M G

    2014-01-01

    In recent years, the nursing licensure exam is at the centre of a national and international wide debate. This debate regards the planning of the nursing licensure exam in many Universities and the competences that this exam must certify to ensure quality, effectiveness, and ethics of nursing care from newly-graduated nurses to general public. The aim of this study was to describe the practical tests used for the licensure exam in the four Universities of the Lazio Region. The researchers analyzed the type of practical tests used and the field of competences assessed according to the degrees of performance defined by the Dublin Descriptors. The data were collected through semi-structured interviews to Presidents, Directors and Lecturers of nursing degree courses and through direct retrieval of the written texts of the licensure exam. Two researchers analyzed the practical tests. A special lecture-grid divided into three different sections to interpret the data was created. Statistical analysis was carried out by means of Epi-info 3.5.1/2008. Analysis of data showed that the most used tests were Discussion of theoretical and practical aspects in context (33.6%), followed by the Test with open and/or closed questions (23,9%). Psychomotor and relational skills tests were little used. The most valued field of competence was the cognitive one (85,5%) that assessed, above all, the storage of the concept. The ability to interpret data and solve problems was less valued. The study showed the high discrepancy in the types of tests used in the four Universities of the Lazio Region. Universities found it difficult to assess psychomotor and relational skills of the students. Most of the cognitive tests utilized omitted the evaluation of mastery of complex competences. Therefore, there is the necessity of a new planning of the nursing licensure exam to overcome these critical issues.

  18. Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly

    NASA Astrophysics Data System (ADS)

    Williamson, Vickie M.; Rowe, Marvin W.

    2002-09-01

    The purpose of this semester-long study was to investigate the effect of replacing traditional lecture with cooperative group problem-solving sessions in a junior-level quantitative analysis course. The control and treatment groups had the same instructor, met on the same day, had the same reading assignments, and had common exams. The instructor worked sample problems for the control group. In the treatment group, students were assigned to heterogeneous cooperative groups of 4. The groups solved problems presented on an overhead that were the same or equivalent in content and number to those used in the control group. Students were responsible for making sure that all members of the group could work each problem. The students' reasoning abilities were measured by the Test of Logical Thinking (TOLT). Groups were compared on quiz, exam, final, and course grades. Other data included attitudinal surveys, observations, field notes, interviews, and open-response evaluations. No significant differences were found in content measures. Differences were found in the number of students dropping the course and in the attitudes and perceptions of the two groups. Qualitative measures support a number of assertions concerning more positive attitudes and lower withdrawal rates in the treatment group, and a case for mixed delivery modes.

  19. Hydrops fetalis

    MedlinePlus

    ... in skin color (pallor) More severe forms may cause: Breathing problems Bruising or purplish bruise-like spots on the skin Heart failure Severe anemia Severe jaundice Total body swelling Exams and Tests An ultrasound done during pregnancy may show: High levels of amniotic fluid Abnormally ...

  20. A Simple Heat of Crystallization Experiment.

    ERIC Educational Resources Information Center

    De Nevers, Noel

    1991-01-01

    A demonstration used in a heat and material balances class that explains how a reusable heat pack works is described. An initial homework problem or exam question is provided with its solution. A discussion of the solution is included. (KR)

  1. The Evolution of Multicellular Plants and Animals.

    ERIC Educational Resources Information Center

    Valentine, James W.

    1978-01-01

    Traces the evolution of unicellular organisms to the multi-cellular plants and animals in existence today. Major events are depicted in a geologic timetable. Organisms, extinct and recent, are classified by taxonomic group. (MA)

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

    Silverman, L.

    This paper outlines the following: United Nations` framework convention on climatic change; the United States` climate change action plan; current issues to be resolved (targets/timetables, policies, advancing commitments of all parties, and compliance); and implications for clean coal technologies.

  3. Why do some students struggle while others succeed in chemistry? A study of the influence of undergraduate student beliefs, perceptions, and use of resources on performance in introductory chemistry

    NASA Astrophysics Data System (ADS)

    Sinapuelas, Michelle Leigh Shaver

    This dissertation explores how student beliefs about the nature of science learning, beliefs in their academic ability, perceptions of the classroom environment, perceptions of external support, and use of resources contribute to success in introductory chemistry as measured by midterm and final exam scores. These factors were selected for study because they are susceptible to instructional intervention. A beliefs and perceptions survey and use of resources framework were developed, tested, and utilized to find predictors for student grades. To measure beliefs and perceptions the Chemistry Beliefs and Perceptions Survey was developed and tested. A total of 428 introductory chemistry students responded to the survey measuring their beliefs and perceptions during Fall 2009. Factor analysis of student responses yielded four categories of beliefs and perceptions: nature of science learning, academic ability, classroom environment, and external support. A hierarchical linear model estimated the influence of student beliefs and perceptions on exam scores. There was a positive relationship between exam scores and (a) belief in academic ability and (b) belief that learning science involves understanding dynamic processes. There was a negative relationship between exam scores and perception of external support. Perceptions of the classroom environment were not strongly related to exam scores. These results were replicated with survey responses collected from students taking the course the following Fall (N=597). To characterize student use of resources, a subset of survey participants (N=61) were interviewed at three time-points spanning the Fall 2009 semester. Interview responses were used to create a Use of Resources Framework. This framework described students as memorizers, procedural thinkers, critical thinkers, or researchers. Students characterized as memorizers or procedural thinkers view outside sources of information as the "authority," while critical thinkers and researchers evaluate information for themselves and generate explanations in their own words by using multiple relevant ideas. The four use of resource levels were shown to predict exam performance. There was a positive relationship between use of resources and exam performance. Survey and interview measures were combined for the subset of 61 students to explore the joint contribution of use of resources along with beliefs and perceptions on exam performance. The influence of student beliefs in their academic ability on exam performance was found to be mediated by use of resources. That is, there was a positive relationship between belief in academic ability and use of resources. There was also a positive relationship between overall use of resources and exam performance. To illustrate these relationships, three case studies are described. The case studies demonstrate the strong relationship between use of resources (for example the textbook, solving problems, interactions with peers) and understanding of chemistry as revealed on the exams. The cases illustrate how students use resources to understand the course material. Memorizers and procedural thinkers explain the idea of boiling based on connection of recalled information with little evaluation of these ideas. Critical thinkers and researchers explain their understanding in their own words, including evaluation of multiple explanations on the topic. These results suggest that it might be valuable to instruct students in productive ways to use resources so they can succeed in chemistry. This may be done by modeling effective strategies to become a more independent learner such as (a) evaluation or critique of information before accepting its accuracy, (b) translate information to create their own understanding, (c) work out problems on their own before confirming answers with others, (d) opportunities to exchange and evaluate ideas with others. Instructional interventions that improve student use of resources in chemistry could lead to better overall student performance.

  4. Mining for preparatory processes of transfer learning in a blended course

    NASA Astrophysics Data System (ADS)

    Ng, K.; Hartman, K.; Goodkin, N.; Wai Hoong Andy, K.

    2017-12-01

    585 undergraduate science students enrolled in a multidisciplinary environmental sustainability course. Each week, students were given the opportunity to read online materials, answer multiple choice and short answer questions, and attend a three-hour lecture. The online materials and questions were released one week prior to the lecture. After each week, we mined the student data logs exported from the course learning management system and used a model-based clustering algorithm to divide the class into six groups according to resource access patterns. The patterns were mostly based on the frequency with which a student accessed the items in the growing set of online resources and whether those resources were relevant to the upcoming exam. Each exam was self-contained—meaning the second exam did not reference content taught during the first half of the course. The exam items themselves were intentionally designed to provide a mix of recall, application, and transfer items. Recall items referenced facts and examples provided during the lectures and course materials. Application items asked students to solve problems using the methods shown during lecture. Transfer items asked students to use what they had learned to analyze new data sets and unfamiliar problems. We then used a log-likelihood analysis to determine if there were differences in item accuracy on the exams by resource pattern clusters. We found students who deviated from the majority of student access patterns by accessing prior material during the recess break before new material had been assigned and introduced performed significantly more accurately on the transfer items than the other cluster groups. This finding fits with the concept of Preparation for Future Learning (Bransford & Schwartz, 1999) which suggests learners can be strategic about their learning to prepare themselves to complete new tasks in the future. Our findings also suggest that using learning analytics to call attention activity during expected lulls in a course might be a productive method of predicting future performance. Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education, 24 (pp. 61-101). Washington, DC: American Educational Research Association

  5. SOFTWARE REVIEW: Oxford Personal Revision Guides: A-level Physics 1999/2000 Syllabus GCSE Physics 1999/2000 Syllabus

    NASA Astrophysics Data System (ADS)

    Parker, Kerry

    2000-09-01

    Is it any better than a textbook and a pad of A4 paper? That's the question we have to ask if we consider investing in a `Revision' CD-ROM. Of course, nothing, in our lifetimes, will quite replace the students' own notes, some paper and a pencil. But, so far as private study is concerned, the computer offers a number of potential advantages: sound, animation, hyperlinks, interactivity, a calculator and a clock. For those with a modem, we can add Internet connections too. A few years ago the only revision materials available for computers were simply electronic versions of textbooks: a few animations and voice commentaries, with maybe a few multiple choice tests was the best you could expect. I was universally disappointed with all such CD-ROMs; they were a waste of money. At last things are changing and theseOxford Personal Revision Guides are definitely software of the new generation: there is commentary, there are animated diagrams (ripple tanks, Hertzsprung-Russell diagrams, falling stones...), there are plenty of hyperlinks to other sections of the CD, and to exam board websites on the Internet, so that students can check their own syllabus.... This CD is not a rip-off! The software uses Microscoft Internet Explorer to produce a screen that looks as if you are connected to the Internet. Few students will have any problems in navigating the system. It is a massive piece of programming requiring a fairly modern PC (Pentium 166, 32 MB RAM, quad-speed CD-ROM drive and a good monitor and sound card really are the minimum; I loaded the programme on an older machine and it struggled!). Installation took a good while because the software insists on installing/updating Internet Explorer to 5.0 and checking for, and loading if necessary, Real Player 7, Microsoft Java Virtual Machine and Macromedia Shockwave 7.0.2 Player. Once all this was loaded it worked extremely well, and at first I kept imagining that I was in fact connected to a fantastic educational site on the web! Both CDs begin with an introductory section which guides the student into the Revision Plan Wizard. The authors have suggested how much time each section requires, so depending upon what topics the students needs to work at, and the date of their exam, they can design a revision timetable. The student is simply told how long they have to revise each day, and then in the main physics section they are told what they have to study each week. Both packages also feature an equation handler: `a piece of software that allows different manipulations on a predefined equation and is aimed at bettering one's arithmetical skills.' (I think the language gives away the fact that this software is not designed for lower ability GCSE candidates!) The GCSE physics content is divided into seven `chapters' - Making things happen, Heat, Forces at work, Waves, Electrical and magnetic phenomena, Properties of materials and The cosmic onion. There is also a comprehensive introduction, an equation handler, some exam board questions, tests and reports. The physics is well written and is taught in colourful images, many of which are animated and have a brief commentary. There are plenty of brief six-minute tests, interspersed with the revision materials, to keep the students on their toes, but I was disappointed with the interactivity in the physics content pages. To progress, the student only has to keep clicking `I've read this page'. The A-level material is subdivided into Foundations, Key topics, Further topics and Physical data. Foundations involves motion, work, electricity, magnetism and waves, while Key topics looks at dimensions, vectors, moments, circular motion and other material from the core syllabus. Further topics cover most of the material required by the options from different boards, like many revision books. The text is clearly written and the graphics are colourful, but most of the content is still a slightly animated electronic textbook. I was disappointed, for example, that although I was asked for my exam board when I constructed my revision timetable, this didn't appear to make any difference to the content I was given to work through. I was recommended to get the current syllabus from the board's website, but given that this CD is aimed specifically at the 1999-2000 syllabus we might have hoped.... There are some advantages to having an electronic version of a book, of course. These CDs will allow a student to copy text and paste it into their own revision notes, and also the beautiful pictures can be printed. With imaginative support there is a lot more you could do with a resource like this. Inevitably, there are still lots of bugs, mistakes and problems. For example, the diagnostic pre-test to indicate my weak areas was `currently not available' for the A-level revision programme, while as a GCSE student I faced a very daunting diagnostic test. (It wasn't just that the questions were difficult - the test is two hours long, with a stop clock counting down the minutes!) Having played with the programs for a while, I still can't see how to get the answers to the questions. (Each test question has a `show me the answer' button, but I couldn't get it to work!) At the end of each test you get a summary score, but I couldn't get it to tell me which questions I had got wrong! There seems to have been a bit of a mix-up with the commentaries for the animations. Many of the commentaries simply tell you to `click to start the animation'. This was very frustrating in some of the sequences - for example, the evolution of the Sun is shown very nicely animated on a Hertzsprung-Russell diagram, but the text that explains this evolution remains unspoken - and unread, of course, if you are a student watching the sequence. And there are the usual errors in text and graphics which inevitably get into textbooks. Multimedia is not exempt, for example, from diffraction at a wide slit producing no central maximum, there was no arrow for my iron core to label the correct place in the electric bell.... The usual slips, just like paper-based publishing. So - is it worth it? For a bright student who likes surfing the Internet - definitely. It may not have flashing lights, but if you are disciplined enough to work through it, it is more supportive than a book. My guess is that most students would dip into it, find that the physics is the same as their book, and go back to the book. For teachers, some of the materials might provide excellent material for an electronic white board. In short: useful, if you like that sort of thing, good value for money, but nothing to revolutionize your teaching.

  6. Solving Differential Equations Analytically. Elementary Differential Equations. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 335.

    ERIC Educational Resources Information Center

    Goldston, J. W.

    This unit introduces analytic solutions of ordinary differential equations. The objective is to enable the student to decide whether a given function solves a given differential equation. Examples of problems from biology and chemistry are covered. Problem sets, quizzes, and a model exam are included, and answers to all items are provided. The…

  7. Final Report Program Plan for Search and Rescue Electronics Alerting and Locating System

    DOT National Transportation Integrated Search

    1974-02-01

    This study investigates the requirements that exist for electronic devices for alerting and locating distress incidents and presents a plan for acquiring an adequate capability. Data are provided that bound the problem. Possible alternatives are exam...

  8. Eastern Washington Intermodal Transportation Study Scope of Work

    DOT National Transportation Integrated Search

    1993-02-04

    This document presents a detailed Scope of Work to guide implementation of : the Eastern Washington Intermodal Transportation Study. Included is a : description of project management and staff responsibilities, a detailed work : plan and timetable fo...

  9. 50 CFR 84.44 - What is the timetable for the use of grant money?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... THE INTERIOR (CONTINUED) FINANCIAL ASSISTANCE-WILDLIFE SPORT FISH RESTORATION PROGRAM NATIONAL COASTAL WETLANDS CONSERVATION GRANT PROGRAM Conditions on Acceptance/Use of Federal Money § 84.44 What is the...

  10. 50 CFR 84.44 - What is the timetable for the use of grant money?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... THE INTERIOR (CONTINUED) FINANCIAL ASSISTANCE-WILDLIFE SPORT FISH RESTORATION PROGRAM NATIONAL COASTAL WETLANDS CONSERVATION GRANT PROGRAM Conditions on Acceptance/Use of Federal Money § 84.44 What is the...

  11. Multimodal correlation and intraoperative matching of virtual models in neurosurgery

    NASA Technical Reports Server (NTRS)

    Ceresole, Enrico; Dalsasso, Michele; Rossi, Aldo

    1994-01-01

    The multimodal correlation between different diagnostic exams, the intraoperative calibration of pointing tools and the correlation of the patient's virtual models with the patient himself, are some examples, taken from the biomedical field, of a unique problem: determine the relationship linking representation of the same object in different reference frames. Several methods have been developed in order to determine this relationship, among them, the surface matching method is one that gives the patient minimum discomfort and the errors occurring are compatible with the required precision. The surface matching method has been successfully applied to the multimodal correlation of diagnostic exams such as CT, MR, PET and SPECT. Algorithms for automatic segmentation of diagnostic images have been developed to extract the reference surfaces from the diagnostic exams, whereas the surface of the patient's skull has been monitored, in our approach, by means of a laser sensor mounted on the end effector of an industrial robot. An integrated system for virtual planning and real time execution of surgical procedures has been realized.

  12. Advanced Concepts in Quantum Mechanics

    NASA Astrophysics Data System (ADS)

    Esposito, Giampiero; Marmo, Giuseppe; Miele, Gennaro; Sudarshan, George

    2014-11-01

    Preface; 1. Introduction: the need for a quantum theory; 2. Experimental foundations of quantum theory; 3. Waves and particles; 4. Schrödinger picture, Heisenberg picture and probabilistic aspects; 5. Integrating the equations of motion; 6. Elementary applications: 1-dimensional problems; 7. Elementary applications: multidimensional problems; 8. Coherent states and related formalism; 9. Introduction to spin; 10. Symmetries in quantum mechanics; 11. Approximation methods; 12. Modern pictures of quantum mechanics; 13. Formulations of quantum mechanics and their physical implications; 14. Exam problems; Glossary of geometric concepts; References; Index.

  13. On being examined: do students and faculty agree?

    PubMed

    Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P K

    2015-12-01

    Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34). Copyright © 2015 The American Physiological Society.

  14. 76 FR 43156 - Approval and Promulgation of Air Quality Implementation Plan; Missouri; Final Disapproval of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-20

    ... EPA to fashion for small entities less burdensome compliance or reporting requirements or timetables... adopted by voluntary consensus standards bodies. NTTAA directs EPA to provide Congress, through the Office...

  15. Turf Protecting Toxins.

    ERIC Educational Resources Information Center

    Fischer, Dan

    2002-01-01

    Points out the enthusiasm of students towards the complex chemical survival mechanism of some plants during the early stages of life. Uses allelopathic research to introduce students to conducting experimental research. Includes sample procedures, a timetable, and a sample grading sheet. (YDS)

  16. The multilayer temporal network of public transport in Great Britain

    NASA Astrophysics Data System (ADS)

    Gallotti, Riccardo; Barthelemy, Marc

    2015-01-01

    Despite the widespread availability of information concerning public transport coming from different sources, it is extremely hard to have a complete picture, in particular at a national scale. Here, we integrate timetable data obtained from the United Kingdom open-data program together with timetables of domestic flights, and obtain a comprehensive snapshot of the temporal characteristics of the whole UK public transport system for a week in October 2010. In order to focus on multi-modal aspects of the system, we use a coarse graining procedure and define explicitly the coupling between different transport modes such as connections at airports, ferry docks, rail, metro, coach and bus stations. The resulting weighted, directed, temporal and multilayer network is provided in simple, commonly used formats, ensuring easy access and the possibility of a straightforward use of old or specifically developed methods on this new and extensive dataset.

  17. A preliminary study to metaheuristic approach in multilayer radiation shielding optimization

    NASA Astrophysics Data System (ADS)

    Arif Sazali, Muhammad; Rashid, Nahrul Khair Alang Md; Hamzah, Khaidzir

    2018-01-01

    Metaheuristics are high-level algorithmic concepts that can be used to develop heuristic optimization algorithms. One of their applications is to find optimal or near optimal solutions to combinatorial optimization problems (COPs) such as scheduling, vehicle routing, and timetabling. Combinatorial optimization deals with finding optimal combinations or permutations in a given set of problem components when exhaustive search is not feasible. A radiation shield made of several layers of different materials can be regarded as a COP. The time taken to optimize the shield may be too high when several parameters are involved such as the number of materials, the thickness of layers, and the arrangement of materials. Metaheuristics can be applied to reduce the optimization time, trading guaranteed optimal solutions for near-optimal solutions in comparably short amount of time. The application of metaheuristics for radiation shield optimization is lacking. In this paper, we present a review on the suitability of using metaheuristics in multilayer shielding design, specifically the genetic algorithm and ant colony optimization algorithm (ACO). We would also like to propose an optimization model based on the ACO method.

  18. Digital radiography reject analysis: data collection methodology, results, and recommendations from an in-depth investigation at two hospitals.

    PubMed

    Foos, David H; Sehnert, W James; Reiner, Bruce; Siegel, Eliot L; Segal, Arthur; Waldman, David L

    2009-03-01

    Reject analysis was performed on 288,000 computed radiography (CR) image records collected from a university hospital (UH) and a large community hospital (CH). Each record contains image information, such as body part and view position, exposure level, technologist identifier, and--if the image was rejected--the reason for rejection. Extensive database filtering was required to ensure the integrity of the reject-rate calculations. The reject rate for CR across all departments and across all exam types was 4.4% at UH and 4.9% at CH. The most frequently occurring exam types with reject rates of 8% or greater were found to be common to both institutions (skull/facial bones, shoulder, hip, spines, in-department chest, pelvis). Positioning errors and anatomy cutoff were the most frequently occurring reasons for rejection, accounting for 45% of rejects at CH and 56% at UH. Improper exposure was the next most frequently occurring reject reason (14% of rejects at CH and 13% at UH), followed by patient motion (11% of rejects at CH and 7% at UH). Chest exams were the most frequently performed exam at both institutions (26% at UH and 45% at CH) with half captured in-department and half captured using portable x-ray equipment. A ninefold greater reject rate was found for in-department (9%) versus portable chest exams (1%). Problems identified with the integrity of the data used for reject analysis can be mitigated in the future by objectifying quality assurance (QA) procedures and by standardizing the nomenclature and definitions for QA deficiencies.

  19. Learning physical examination skills outside timetabled training sessions: what happens and why?

    PubMed

    Duvivier, Robbert J; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2012-08-01

    Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide. Interviews were recorded, transcribed and analyzed using qualitative methods. The interview guide was based on questionnaire results; overall response rate for Years 1-3 was 90% (n = 875). Students report a variety of activities to improve their physical examination skills. On average, students devote 20% of self-study time to skill training with Year 1 students practising significantly more than Year 3 students. Practice patterns shift from just-in-time learning to a longitudinal selfdirected approach. Factors influencing this change are assessment methods and simulated/real patients. Learning resources used include textbooks, examination guidelines, scientific articles, the Internet, videos/DVDs and scoring forms from previous OSCEs. Practising skills on fellow students happens at university rooms or at home. Also family and friends were mentioned to help. Simulated/real patients stimulated students to practise of physical examination skills, initially causing confusion and anxiety about skill performance but leading to increased feelings of competence. Difficult or enjoyable skills stimulate students to practise. The strategies students adopt to master physical examination skills outside timetabled training sessions are self-directed. OSCE assessment does have influence, but learning takes place also when there is no upcoming assessment. Simulated and real patients provide strong incentives to work on skills. Early patient contacts make students feel more prepared for clinical practice.

  20. Identification of alcohol-pedestrian crash problems among selected racial/ethnic groups

    DOT National Transportation Integrated Search

    1997-09-01

    Pedestrians who had been drinking make up about half of all adult pedestrian crash fatalities. About one-third of all adult pedestrian victims were at BACs of 15% or more (NHTSA's Fatality Analysis Reporting System (FARS), 1984-1993). This study exam...

  1. Classroom: Efficient Grading

    ERIC Educational Resources Information Center

    Shaw, David D.; Pease, Leonard F., III.

    2014-01-01

    Grading can be accelerated to make time for more effective instruction. This article presents specific time management strategies selected to decrease administrative time required of faculty and teaching assistants, including a multiple answer multiple choice interface for exams, a three-tier grading system for open ended problem solving, and a…

  2. Education in the Scottish Parliament: Parliamentary Report Number 3.

    ERIC Educational Resources Information Center

    Donn, Gari

    2000-01-01

    Describes the new Scottish Parliament's first education crisis: failure of the Scottish Qualifications Authority (SQA), which oversees the public examinations system, to make timely and correct awards to secondary students who sat exams. Discusses data processing problems, accountability and ministerial responsibility, communication issues,…

  3. Teaching and Learning with Individually Unique Exercises

    ERIC Educational Resources Information Center

    Joerding, Wayne

    2010-01-01

    In this article, the author describes the pedagogical benefits of giving students individually unique homework exercises from an exercise template. Evidence from a test of this approach shows statistically significant improvements in subsequent exam performance by students receiving unique problems compared with students who received traditional…

  4. Relationship between anxiety level and radiological investigation. Comparison among different diagnostic imaging exams in a prospective single-center study.

    PubMed

    Lo Re, Giuseppe; De Luca, Rossella; Muscarneri, Filippa; Dorangricchia, Patrizia; Picone, Dario; Vernuccio, Federica; Salerno, Sergio; La Tona, Giuseppe; Pinto, Antonio; Midiri, Massimo; Russo, Antonio; Lagalla, Roberto; Cicero, Giuseppe

    2016-10-01

    Every patient could feel anxious when he waits in a radiological department to undergo diagnostic exams. The aim of our study is to evaluate the impact of the radiological exams on patient anxiety. We evaluated 343 patients (mean age 54.83 years) who underwent different types of diagnostic exams in the Department of Diagnostic Imaging at our Hospital from April 2013 to August 2014. We administered to patients the State and Trait Anxiety Inventory Test, which detected with high sensitivity both state anxiety and trait anxiety. A team of clinical psychologists and radiologists evaluated the scores obtained. 83 out of 343 patients were excluded because refused to file the questionnaire. 31 % of the patients were submitted to MR, 18 % to breast imaging, 10 % to X-ray, 22 % Computer Tomography and 19 % to ultrasound, as previously described. 41 % of patients were submitted to the examination because of an oncologic disease, while 59 % because of non-oncological disease. Therefore, it was found that high levels of anxiety were present in most (about 91 %) of the patients and the scores varied according to the imaging examination and to the examination's reason: anxiety level was higher in non-oncological patients (54 %) and in patients waiting to undergo to MRI exams (29 %). Our data suggest that the diagnostic exams are stressful events for the patient, also in non-oncological patients. So, it is important to adequate the radiological staff to receive the patient, to inform him and perform exams with emotive involvement with a targeted education. Also, further studies are needed to evaluate the anxiety level and the quality of the images, because the anxiety can result in a somatic disorder with hyperactivity of the autonomic nervous system which may affect the patient's physical examination, causing problems in the evaluation of radiological images making to non-cooperative patient. MRI imaging is the examination that more of all led to an anxious state of patients but the main stressor is not related to the type of diagnostic examination, but to the uncertainty of the diagnosis, therapy and prognosis.

  5. Planning Ahead by Thinking Backwards.

    ERIC Educational Resources Information Center

    Farmer, Lesley S. J.

    1996-01-01

    Suggests evaluation criteria for selecting CD-ROMs and describes some typical titles along with examples of learning activities. Highlights include reference titles, including encyclopedias, magazine indexes, newspaper databases, subject-specific indexes, timetables and almanacs, and atlases; and curriculum-specific titles. (LRW)

  6. Just a Matter of Time.

    ERIC Educational Resources Information Center

    Smith, Frank

    2001-01-01

    Struggling students are often victimized by time constraints--arbitrarily imposed timetables for mastering material and meeting standards. People learn best from experience, not by information acquisition, skill development, rote memorization, or assessment. Reading, writing, arithmetic, scientific understanding, and civics require student…

  7. Automating Acquisitions: The Planning Process.

    ERIC Educational Resources Information Center

    Bryant, Bonita

    1984-01-01

    Account of process followed at large academic library in preparing for automation of acquisition and fund accounting functions highlights planning criteria, local goals, planning process elements (selecting participants, assigning tasks, devising timetable, providing foundations, evaluating systems, determining costs, formulating recommendations).…

  8. Physical exam of the adolescent shoulder: tips for evaluating and diagnosing common shoulder disorders in the adolescent athlete.

    PubMed

    Lazaro, Lionel E; Cordasco, Frank A

    2017-02-01

    In the young athlete, the shoulder is one of the most frequently injured joints during sports activities. The injuries are either from an acute traumatic event or overuse. Shoulder examination can present some challenges; given the multiple joints involved, the difficulty palpating the underlying structures, and the potential to have both intra- and/or extra-articular problems. Many of the shoulder examination tests can be positive in multiple problems. They usually have high sensitivity but low specificity and therefore low predictive value. The medical history coupled with a detailed physical exam can usually provide the information necessary to obtain an accurate diagnosis. A proficient shoulder examination and the development of an adequate differential diagnosis are important before considering advanced imaging. The shoulder complex relies upon the integrity of multiple structures for normal function. A detailed history is of paramount importance when evaluating young athletes with shoulder problems. A systematic physical examination is extremely important to guiding an accurate diagnosis. The patient's age and activity level are very important when considering the differential diagnosis. Findings obtain through history and physical examination should dictate the decision to obtain advanced imaging of the shoulder.

  9. How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.

    PubMed

    Reinhardt, Claus H; Rosen, Evelyne N

    2012-09-01

    Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

  10. Exploring Flipped Classroom Instruction in Calculus III

    ERIC Educational Resources Information Center

    Wasserman, Nicholas H.; Quint, Christa; Norris, Scott A.; Carr, Thomas

    2017-01-01

    In an undergraduate Calculus III class, we explore the effect of "flipping" the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional…

  11. Writing and Publishing Books in Counseling: A Survey of Authors.

    ERIC Educational Resources Information Center

    Seligman, Linda; Kelly, Shirley C.

    1990-01-01

    Presents data and ideas from 74 authors who published books in counseling field. Reviews writing and publishing process. Provides information on timetables, book contracts, and remuneration as well as suggestions on publisher selection and contract negotiation. (Author/CM)

  12. 5 CFR 950.801 - Campaign schedule.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... VOLUNTARY ORGANIZATIONS CFC Timetable § 950.801 Campaign schedule. (a) The Combined Federal Campaign will be....801 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... determined by the Director, OPM will accept applications from organizations seeking to be listed on the...

  13. 5 CFR 950.801 - Campaign schedule.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... VOLUNTARY ORGANIZATIONS CFC Timetable § 950.801 Campaign schedule. (a) The Combined Federal Campaign will be....801 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... determined by the Director, OPM will accept applications from organizations seeking to be listed on the...

  14. 5 CFR 950.801 - Campaign schedule.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... VOLUNTARY ORGANIZATIONS CFC Timetable § 950.801 Campaign schedule. (a) The Combined Federal Campaign will be....801 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... determined by the Director, OPM will accept applications from organizations seeking to be listed on the...

  15. 5 CFR 950.801 - Campaign schedule.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... VOLUNTARY ORGANIZATIONS CFC Timetable § 950.801 Campaign schedule. (a) The Combined Federal Campaign will be....801 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... determined by the Director, OPM will accept applications from organizations seeking to be listed on the...

  16. Vikings converge on Mars

    NASA Technical Reports Server (NTRS)

    1976-01-01

    The scientific goals of the Viking mission are described. The science investigations to be carried out are explained and a timetable of planetary operations is outlined. Descriptions of the Viking orbiter and lander systems are presented including explanations of the Viking experimental instrument subsystems.

  17. 12 CFR 702.204 - Prompt corrective action for “critically undercapitalized” credit unions

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... rates of interest on insured deposits in its relevant market area; (13) Other action to carry out prompt... complying with the quarterly timetable of steps and meeting the quarterly net worth targets prescribed in an...

  18. 78 FR 44199 - Semiannual Regulatory Agenda, Spring 2013

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-23

    ..., interstate movement, and environmental release of certain genetically engineered organisms. This rule will... genetically engineered plants and certain other genetically engineered organisms. Timetable: Action Date FR... Citrus Canker; 0579-AC05 Compensation for Certified Citrus Nursery Stock. 17 Introduction of Organisms...

  19. Take a Closer Look:Biofuels Can Support Environmental, Economic and Social Goals

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

    Dale, Bruce E.; Anderson, James; Brown, Dr. Robert C.

    The US Congress passed the Renewable Fuels Standard (RFS) seven years ago. Since then, biofuels have gone from darling to scapegoat for many environmentalists, policy makers, and the general public. The reasons for this shift are complex and include concerns about environmental degradation, uncertainties about impact on food security, new access to fossil fuels, and overly optimistic timetables. As a result, many people have written off biofuels. However, numerous studies indicate that biofuels, if managed sustainably, can help solve pressing environmental, social and economic problems (Figure 1). The scientific and policy communities should take a closer look by reviewing themore » key assumptions underlying opposition to biofuels and carefully consider the probable alternatives. Liquid fuels based on fossil raw materials are likely to come at increasing environmental cost. Sustainable futures require energy conservation, increased efficiency, and alternatives to fossil fuels, including biofuels.« less

  20. Core components of a comprehensive quality assurance program in anatomic pathology.

    PubMed

    Nakhleh, Raouf E

    2009-11-01

    In this article the core components of a comprehensive quality assurance and improvement plan are outlined. Quality anatomic pathology work comes with focus on accurate, timely, and complete reports. A commitment to continuous quality improvement and a systems approach with a persistent effort helps to achieve this end. Departments should have a quality assurance and improvement plan that includes a risk assessment of real and potential problems facing the laboratory. The plan should also list the individuals responsible for carrying out the program with adequate resources, a defined timetable, and annual assessment for progress and future directions. Quality assurance monitors should address regulatory requirements and be organized by laboratory division (surgical pathology, cytology, etc) as well as 5 segments (preanalytic, analytic, postanalytic phases of the test cycle, turn-around-time, and customer satisfaction). Quality assurance data can also be used to evaluate individual pathologists using multiple parameters with peer group comparison.

  1. Information fusion for diabetic retinopathy CAD in digital color fundus photographs.

    PubMed

    Niemeijer, Meindert; Abramoff, Michael D; van Ginneken, Bram

    2009-05-01

    The purpose of computer-aided detection or diagnosis (CAD) technology has so far been to serve as a second reader. If, however, all relevant lesions in an image can be detected by CAD algorithms, use of CAD for automatic reading or prescreening may become feasible. This work addresses the question how to fuse information from multiple CAD algorithms, operating on multiple images that comprise an exam, to determine a likelihood that the exam is normal and would not require further inspection by human operators. We focus on retinal image screening for diabetic retinopathy, a common complication of diabetes. Current CAD systems are not designed to automatically evaluate complete exams consisting of multiple images for which several detection algorithm output sets are available. Information fusion will potentially play a crucial role in enabling the application of CAD technology to the automatic screening problem. Several different fusion methods are proposed and their effect on the performance of a complete comprehensive automatic diabetic retinopathy screening system is evaluated. Experiments show that the choice of fusion method can have a large impact on system performance. The complete system was evaluated on a set of 15,000 exams (60,000 images). The best performing fusion method obtained an area under the receiver operator characteristic curve of 0.881. This indicates that automated prescreening could be applied in diabetic retinopathy screening programs.

  2. Somalia follow-up.

    PubMed

    Johnston, B

    1982-01-01

    This article is a sequel to 1 which described how plans were made to deliver primary health care in Somalian refugee camps, and provides information on the program which was developed for the training of health workers in the camps. A map is provided to show the location of the camps. The main problems to be dealt with were food, water, shelter, sanitation, drug supplies, staff, management, equipment, and facilities. Health problems included infectious diseases, malnutrition, parasites, and obstetrical and gynecological problems. A 2-week workshop was organized with health professionals, and the final program consisted of 5 modules, details of which are contained in the text. 5 teams went out, each having 5 members and an elected leader. The role of the community health worker was defined and the job description written. Detailed learning objectives were set for each module. The community health workers were selected from and by the camp population. The 1st module of training lasted 1 month and was followed by the other modules. At the end of the 1st training period, which involved 1,800 people, the teachers were called back for a 3-day evaluation period. The only change was a clarification of the immunization timetable. A country-wide evaluation was made at the end of 12 months, the result of which was a traditional birth attendant training program.

  3. Applying Metacognition Through Patient Encounters and Illness Scripts to Create a Conceptual Framework for Basic Science Integration, Storage, and Retrieval.

    PubMed

    Hennrikus, Eileen F; Skolka, Michael P; Hennrikus, Nicholas

    2018-01-01

    Medical school curriculum continues to search for methods to develop a conceptual educational framework that promotes the storage, retrieval, transfer, and application of basic science to the human experience. To achieve this goal, we propose a metacognitive approach that integrates basic science with the humanistic and health system aspects of medical education. During the week, via problem-based learning and lectures, first-year medical students were taught the basic science underlying a disease. Each Friday, a patient with the disease spoke to the class. Students then wrote illness scripts, which required them to metacognitively reflect not only on disease pathophysiology, complications, and treatments but also on the humanistic and health system issues revealed during the patient encounter. Evaluation of the intervention was conducted by measuring results on course exams and national board exams and analyzing free responses on the illness scripts and student course feedback. The course exams and National Board of Medical Examiners questions were divided into 3 categories: content covered in lecture, problem-based learning, or patient + illness script. Comparisons were made using Student t -test. Free responses were inductively analyzed using grounded theory methodology. This curricular intervention was implemented during the first 13-week basic science course of medical school. The main objective of the course, Scientific Principles of Medicine, is to lay the scientific foundation for subsequent organ system courses. A total of 150 students were enrolled each year. We evaluated this intervention over 2 years, totaling 300 students. Students scored significantly higher on illness script content compared to lecture content on the course exams (mean difference = 11.1, P  = .006) and national board exams given in December (mean difference = 21.8, P  = .0002) and June (mean difference = 12.7, P  = .016). Themes extracted from students' free responses included the following: relevance of basic science, humanistic themes of empathy, resilience, and the doctor-patient relationship, and systems themes of cost, barriers to care, and support systems. A metacognitive approach to learning through the use of patient encounters and illness script reflections creates stronger conceptual frameworks for students to integrate, store, retain, and retrieve knowledge.

  4. Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?

    NASA Astrophysics Data System (ADS)

    Yerdelen-Damar, Sevda; Elby, Andrew

    2016-06-01

    This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to learning physics, largely driven by college entrance exam preparation and therefore focused on algorithmic problem solving at the expense of exploring concepts and real-life examples more deeply. By contrast, in recommending study strategies to "Arzu," a hypothetical student who doesn't need to take a college entrance exam and just wants to understand physics deeply, the students focused more on linking concepts and real-life examples and on making sense of the formulas and concepts—deep approaches to learning that reflect somewhat sophisticated epistemologies. These results illustrate how students can epistemically compartmentalize, consciously taking different epistemic stances—different views of what counts as knowing and learning—in different contexts even within the same discipline.

  5. Technology support in nursing education: clickers in the classroom.

    PubMed

    Berry, Janice

    2009-01-01

    Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

  6. Teaching Tip: Developing an Intercollegiate Twitter Forum to Improve Student Exam Study and Digital Professionalism.

    PubMed

    Whiting, Martin; Kinnison, Tierney; Mossop, Liz

    #VetFinals has been developed as a novel online Twitter teaching event designed to support intercollegiate veterinary teaching using social media. Previous studies in other fields have suggested that Twitter use within universities may have benefits for undergraduate education. This "teaching tip" paper describes a project using Twitter to host online exam study sessions. The project has been a highly successful collaborative effort between the Royal Veterinary College and Nottingham Veterinary School in the UK. Over 4 years, the #VetFinals project has developed into a long-term, self-sustaining enterprise. This initiative provides a semi-structured means for student exam preparation with direct real-time input from a faculty member. It also creates a network of peers both horizontally across institutions and vertically throughout year groups. Based on similar initiatives in other disciplines, an anticipated outcome of this project was to contribute to student online professionalism. This could help address the veterinary community's recently highlighted problems with professional conduct and appropriate use of social media. Analysis of the success of this endeavor will be available in a future publication.

  7. School Counseling in China Today

    ERIC Educational Resources Information Center

    Thomason, Timothy C.; Qiong, Xiao

    2008-01-01

    This article provides a brief overview of the development of psychological thinking in China and social influences on the practice of school counseling today. Common problems of students are described, including anxiety due to pressure to perform well on exams, loneliness and social discomfort, and video game addiction. Counseling approaches used…

  8. HOW TO PASS ARMED FORCES TESTS.

    ERIC Educational Resources Information Center

    Cowles Education Corp., New York, NY.

    FOLLOWING THE CONTENT OF THE ARMED FORCES EXAMINATIONS, THIS BOOK IS PROGRAMED WITH STEP-BY-STEP DIRECTIONS, TESTS, AND CORRECT ANSWERS AND SOLUTIONS. THE CANDIDATE CAN SIMULATE TAKING THE ACTUAL EXAMS BY ANSWERING THE AUTHENTIC QUESTIONS AND PROBLEMS, MARKING THE ANSWER SHEET, AND EVALUATING HIS OWN APTITUDE BY COMPARING HIS ANSWERS WITH THE…

  9. Problems and Methods of Teaching and Assessment of Students on Day Release in Higher Education.

    ERIC Educational Resources Information Center

    Trotman-Dickenson, Danusia

    1980-01-01

    Part-time students' characteristics and teaching and testing preferences were correlated with performance on a standardized economics exam. Learning modules are described. Methods of pinpointing student weaknesses and predicting students' final results are discussed as they relate to other subjects. (MSE)

  10. Stress and Performance: Effects of Subjective Work Load and Time Urgency.

    ERIC Educational Resources Information Center

    Friend, Kenneth E.

    1982-01-01

    Measured subjective work load, time urgency, and other stress/motivation variables for management personnel taking a demanding problem-solving exam. Data suggest increases in psychological stresses like subjectively high work load and time urgency uniformly impair performance across the whole range of these variables. (Author)

  11. Feedback Improvement in Automatic Program Evaluation Systems

    ERIC Educational Resources Information Center

    Skupas, Bronius

    2010-01-01

    Automatic program evaluation is a way to assess source program files. These techniques are used in learning management environments, programming exams and contest systems. However, use of automated program evaluation encounters problems: some evaluations are not clear for the students and the system messages do not show reasons for lost points.…

  12. Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination-Related Self-Efficacy.

    PubMed

    Crego, Antonio; Carrillo-Diaz, María; Armfield, Jason M; Romero, Martín

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=-0.22, p<0.01) associated with students' exam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=-0.21, p<0.01), but students' exam-related self-efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

  13. 29 CFR 30.5 - Selection of apprentices.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... the general education development tests recognized by the State or local public instruction authority shall be evidence of educational achievement. Education requirements shall be applied uniformly to all... establish goals and timetables for the selection of minority and female apprentices, unless the sponsor...

  14. 29 CFR 30.5 - Selection of apprentices.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... the general education development tests recognized by the State or local public instruction authority shall be evidence of educational achievement. Education requirements shall be applied uniformly to all... establish goals and timetables for the selection of minority and female apprentices, unless the sponsor...

  15. 29 CFR 30.5 - Selection of apprentices.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... the general education development tests recognized by the State or local public instruction authority shall be evidence of educational achievement. Education requirements shall be applied uniformly to all... establish goals and timetables for the selection of minority and female apprentices, unless the sponsor...

  16. Detection of Diurnal Variation of Tomato Transcriptome through the Molecular Timetable Method in a Sunlight-Type Plant Factory.

    PubMed

    Higashi, Takanobu; Tanigaki, Yusuke; Takayama, Kotaro; Nagano, Atsushi J; Honjo, Mie N; Fukuda, Hirokazu

    2016-01-01

    The timing of measurement during plant growth is important because many genes are expressed periodically and orchestrate physiological events. Their periodicity is generated by environmental fluctuations as external factors and the circadian clock as the internal factor. The circadian clock orchestrates physiological events such as photosynthesis or flowering and it enables enhanced growth and herbivory resistance. These characteristics have possible applications for agriculture. In this study, we demonstrated the diurnal variation of the transcriptome in tomato (Solanum lycopersicum) leaves through molecular timetable method in a sunlight-type plant factory. Molecular timetable methods have been developed to detect periodic genes and estimate individual internal body time from these expression profiles in mammals. We sampled tomato leaves every 2 h for 2 days and acquired time-course transcriptome data by RNA-Seq. Many genes were expressed periodically and these expressions were stable across the 1st and 2nd days of measurement. We selected 143 time-indicating genes whose expression indicated periodically, and estimated internal time in the plant from these expression profiles. The estimated internal time was generally the same as the external environment time; however, there was a difference of more than 1 h between the two for some sampling points. Furthermore, the stress-responsive genes also showed weakly periodic expression, implying that they were usually expressed periodically, regulated by light-dark cycles as an external factor or the circadian clock as the internal factor, and could be particularly expressed when the plant experiences some specific stress under agricultural situations. This study suggests that circadian clock mediate the optimization for fluctuating environments in the field and it has possibilities to enhance resistibility to stress and floral induction by controlling circadian clock through light supplement and temperature control.

  17. Detection of Diurnal Variation of Tomato Transcriptome through the Molecular Timetable Method in a Sunlight-Type Plant Factory

    PubMed Central

    Higashi, Takanobu; Tanigaki, Yusuke; Takayama, Kotaro; Nagano, Atsushi J.; Honjo, Mie N.; Fukuda, Hirokazu

    2016-01-01

    The timing of measurement during plant growth is important because many genes are expressed periodically and orchestrate physiological events. Their periodicity is generated by environmental fluctuations as external factors and the circadian clock as the internal factor. The circadian clock orchestrates physiological events such as photosynthesis or flowering and it enables enhanced growth and herbivory resistance. These characteristics have possible applications for agriculture. In this study, we demonstrated the diurnal variation of the transcriptome in tomato (Solanum lycopersicum) leaves through molecular timetable method in a sunlight-type plant factory. Molecular timetable methods have been developed to detect periodic genes and estimate individual internal body time from these expression profiles in mammals. We sampled tomato leaves every 2 h for 2 days and acquired time-course transcriptome data by RNA-Seq. Many genes were expressed periodically and these expressions were stable across the 1st and 2nd days of measurement. We selected 143 time-indicating genes whose expression indicated periodically, and estimated internal time in the plant from these expression profiles. The estimated internal time was generally the same as the external environment time; however, there was a difference of more than 1 h between the two for some sampling points. Furthermore, the stress-responsive genes also showed weakly periodic expression, implying that they were usually expressed periodically, regulated by light–dark cycles as an external factor or the circadian clock as the internal factor, and could be particularly expressed when the plant experiences some specific stress under agricultural situations. This study suggests that circadian clock mediate the optimization for fluctuating environments in the field and it has possibilities to enhance resistibility to stress and floral induction by controlling circadian clock through light supplement and temperature control. PMID:26904059

  18. Domain Decomposition with Local Mesh Refinement.

    DTIC Science & Technology

    1989-08-01

    smoothi coefficients, or non-smooth solui ioni,. We eiriplov fromn 1 to 1024 tiles on problems containing irp to 161K (degrees of freedom. Though io... methodology survives such compromises and is even sequentially advantageous in many problems. The domain decomposition algorithms we employ (sertiun 3...iog( I + !J2 it - g i Ol Qunit squiare 1 he (,mai oive i> Hie outward normal. lfie sevoh iih exam pie, from [1. 27] has a smoothi solution, but rapidlY

  19. Association between respiratory problems and dental caries in children with bruxism.

    PubMed

    Motta, Lara Jansiski; Bortoletto, Carolina Carvalho; Marques, Alyne Jacques; Ferrari, Raquel Agnelli Mesquita; Fernandes, Kristianne Porta Santos; Bussadori, Sandra Kalil

    2014-01-01

    Bruxism is the habit of clenching or grinding one's teeth in non-functional activities and affects both children and adults alike. Respiratory problems, such as asthma and upper airway infections, are reported to be the etiological factors of bruxism. The aim of the present study was to determine whether there is an association between respiratory problems and dental caries in children who exhibit the habit of bruxism. An observational cross-sectional study was carried out. Patient histories were taken and clinical exams were performed on 90 children for selection and allocation to one of two groups. For the determination of bruxism, a questionnaire was administered to parents/guardians and an oral clinical exam was performed based on the criteria of the American Academy of Sleep Medicine. Thirty-three male and female children between 4 and 7 years of age participated in the study - 14 children with bruxism and 19 children without bruxism. The data were statistically analyzed using the chi-square test, with level of significance set at 5% (P < 0.05). Mean age of the participants was 5.73 years. The male gender accounted for 45.5% (n = 15) of the sample and the female gender accounted for 54.5% (n = 18). A statistically significant association was found between respiratory problems and dental caries among the children with bruxism. Seventy-seven percent of the children with bruxism had caries and 62.5% the children with respiratory problems exhibited the habit of bruxism. There seems to be an association between bruxism, respiratory problems, and dental caries in children.

  20. Challenges When Introducing Electronic Exam

    ERIC Educational Resources Information Center

    Kuikka, Matti; Kitola, Markus; Laakso, Mikko-Jussi

    2014-01-01

    Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences…

  1. Examining Exam Reviews: A Comparison of Exam Scores and Attitudes

    ERIC Educational Resources Information Center

    Hackathorn, Jana; Cornell, Kathryn; Garczynski, Amy M.; Solomon, Erin D.; Blankmeyer, Katheryn E.; Tennial, Rachel E.

    2012-01-01

    Instructors commonly use exam reviews to help students prepare for exams and to increase student success. The current study compared the effects of traditional, trivia, and practice test-based exam reviews on actual exam scores, as well as students' attitudes toward each review. Findings suggested that students' exam scores were significantly…

  2. 15 CFR 2007.3 - Timetable for reviews.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... by Federal Register notice: (1) June 1, deadline for acceptance of petitions for review; (2) July 15, Federal Register announcement of petitions accepted for review; (3) September/October—public hearings and submission of written briefs and rebuttal materials; (4) December/January—opportunity for public comment on...

  3. Department of Energy Semiannual Regulatory Agenda

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-26

    ...: Energy Efficiency Standards for Pool Heaters and Direct Heating Equipment and Water Heaters, and Test... EFFICIENCY STANDARDS FOR POOL HEATERS AND DIRECT HEATING EQUIPMENT AND WATER HEATERS Legal Authority: 42 USC... and direct heating equipment. This is the second review for water heaters. Timetable: Action Date FR...

  4. 49 CFR 220.309 - Permitted uses; exceptions to other restrictions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...) FEDERAL RAILROAD ADMINISTRATION, DEPARTMENT OF TRANSPORTATION RAILROAD COMMUNICATIONS Electronic Devices... an electronic device to refer to a railroad rule, special instruction, timetable, or other directive, if such use is authorized under a railroad operating rule or instruction. (b) An electronic device as...

  5. SOS: A Time Management Framework.

    ERIC Educational Resources Information Center

    Rees, Ruth

    1986-01-01

    Proposes a time management framework for those working within social service institutions such as schools. Explains three sequential and interdependent groups of recommendations: (1) self-awareness and self-discipline; (2) organizational awareness and a synchronization of both the institution and the individual; and (3) planning, timetabling,…

  6. 29 CFR 30.4 - Affirmative action plans.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... nondiscrimination. It includes procedures, methods, and programs for the identification, positive recruitment... to develop programs for preparing students to meet the standards and criteria required to qualify for... the above requirements. (d) Goals and timetables. (1) A sponsor adopting a selection method under § 30...

  7. 15 CFR 273.6 - Reporting requirement.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... implementation plans, with a current timetable for the agency's transition to the metric system, as well as actions planned for the budget year involved to implement fully the metric system, in accordance with this... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE METRIC CONVERSION POLICY FOR FEDERAL AGENCIES...

  8. Highballing with flimsies : working under train orders on the Espee's coast line

    DOT National Transportation Integrated Search

    1990-01-01

    In classic timetable and train-order territory, the study focuses on several dimensions of train : dispatchers' work, viewed through the other end of the telescope, i.e., from the perspective of the : dispatched train crewmembers and others in the fi...

  9. Affirmative Action Guidelines.

    ERIC Educational Resources Information Center

    Barbarita, Juana

    Clarifying guidelines are presented for use by California community college districts in interpreting Title 5 of the California Administrative Code, which requires the adoption of employee affirmative action plans, including goals and timetables to increase the number of ethnic minorities and women in district employment. Following material on the…

  10. 7 CFR 3406.15 - Evaluation criteria for teaching proposals.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... the quality of food and agricultural sciences higher education by strengthening institutional... sciences? If successful, is the project likely to lead to education reform? 10 points. (4) Products and... efforts to improve the quality of food and agricultural sciences higher education? Does the timetable...

  11. 7 CFR 3406.15 - Evaluation criteria for teaching proposals.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... the quality of food and agricultural sciences higher education by strengthening institutional... sciences? If successful, is the project likely to lead to education reform? 10 points. (4) Products and... efforts to improve the quality of food and agricultural sciences higher education? Does the timetable...

  12. 7 CFR 3406.15 - Evaluation criteria for teaching proposals.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... the quality of food and agricultural sciences higher education by strengthening institutional... sciences? If successful, is the project likely to lead to education reform? 10 points. (4) Products and... efforts to improve the quality of food and agricultural sciences higher education? Does the timetable...

  13. 7 CFR 3406.15 - Evaluation criteria for teaching proposals.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... the quality of food and agricultural sciences higher education by strengthening institutional... sciences? If successful, is the project likely to lead to education reform? 10 points. (4) Products and... efforts to improve the quality of food and agricultural sciences higher education? Does the timetable...

  14. 75 FR 17898 - Sunshine Act Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-08

    ... COMMISSION ON CIVIL RIGHTS Sunshine Act Notice AGENCY: United States Commission on Civil Rights... Discussion of Staff Level Meeting with EEOC re: its Compliance with Request for Documents Related to Civil...: Diversity Discussion of Timetable for Briefing Reports Update on National Civil Rights Conference Update on...

  15. A collection of public transport network data sets for 25 cities

    PubMed Central

    Kujala, Rainer; Weckström, Christoffer; Darst, Richard K.; Mladenović, Miloš N; Saramäki, Jari

    2018-01-01

    Various public transport (PT) agencies publish their route and timetable information with the General Transit Feed Specification (GTFS) as the standard open format. Timetable data are commonly used for PT passenger routing. They can also be used for studying the structure and organization of PT networks, as well as the accessibility and the level of service these networks provide. However, using raw GTFS data is challenging as researchers need to understand the details of the GTFS data format, make sure that the data contain all relevant modes of public transport, and have no errors. To lower the barrier for using GTFS data in research, we publish a curated collection of 25 cities' public transport networks in multiple easy-to-use formats including network edge lists, temporal network event lists, SQLite databases, GeoJSON files, and the GTFS data format. This collection promotes the study of how PT is organized across the globe, and also provides a testbed for developing tools for PT network analysis and PT routing algorithms. PMID:29762553

  16. Reconstructive Microsurgery: The Future Is Today.

    PubMed

    Amin, Kavit; Mohan, Anita T

    2017-01-01

    This reconstructive microsurgery course will run yearly and was borne and popularized from its infant meeting the year before, primarily focused on perforator flaps. It is a 2-day course updating residents/registrars to attending physicians/consultants about the most topical advancements in microvascular reconstructive surgery. The course is held at the New York University Langone Hospital in the United States.The timetable is primarily lecture based with the advantage of live-surgical procedures by world-renowned faculty. The timetable includes, but not limited to, facial/hand vascularized composite allotransplantation, upper/lower limb, breast, head and neck, transgender, and lymphedema surgery. Lectures were highly informative and there was ample time for case discussion with the appreciation that managing complex situations often requires input from other colleagues. The faculty focused on the lessons they have learned and potential pitfalls to avoid. The faculty was comprised of leading experts in reconstructive microsurgery from Europe, Korea, and throughout the United States.The primary emphasis of the course was to appreciate the global recognition in advances in microsurgery.

  17. Preparing Students for the AP Psychology Exam

    ERIC Educational Resources Information Center

    Whitlock, Kristin

    2013-01-01

    The Advanced Placement Psychology exam is one of the fastest growing exams offered by the College Board. The average percent of change in the number of students taking this exam over the past five years is 12.4%. With 238,962 students taking the exam in 2013, the AP Psychology exam is the sixth largest exam, surpassing AP Biology and AP World…

  18. Minority Education in Georgia: Is It Delivering What Is Expected?

    ERIC Educational Resources Information Center

    Tabatadze, Shalva

    2017-01-01

    This article explores the issue of minority education in the nation of Georgia, and this research aims to identify the reasons for minority educational problems. The results of school exit exams, literacy research studies, and the 2009 Program for International Student Assessment were used to highlight the differences in educational achievements…

  19. Learning Outcomes in an Online vs Traditional Course

    ERIC Educational Resources Information Center

    Stack, Steven

    2015-01-01

    Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students…

  20. The Tension between Professors' and Students' Perceptions Regarding the Academic Environment.

    ERIC Educational Resources Information Center

    Hativa, Nira

    This study was initiated in response to perceived behavior problems of undergraduate law school students at a research university in Israel. It was found that increasing numbers of students stopped attending classes on a regular basis, were not reading assigned materials, avoided participating in discussions, studied only superficially for exams,…

  1. Conquering the Physics GRE

    NASA Astrophysics Data System (ADS)

    Kahn, Yoni; Anderson, Adam

    2018-03-01

    Preface; How to use this book; Resources; 1. Classical mechanics; 2. Electricity and magnetism; 3. Optics and waves; 4. Thermodynamics and statistical mechanics; 5. Quantum mechanics and atomic physics; 6. Special relativity; 7. Laboratory methods; 8. Specialized topics; 9. Special tips and tricks for the Physics GRE; Sample exams and solutions; References; Equation index; Subject index; Problems index.

  2. The Efficacy of Sheltered Instruction Observation Protocol (SIOP) in Mathematics Instruction on English Language Learner Students

    ERIC Educational Resources Information Center

    Vidot, Jose L.

    2011-01-01

    Studies by the National Association for Educational Progress found that English Language Learner (ELL) students perform poorly compared to other students on standardized mathematics exams. The research problem addressed how Sheltered Instruction Observation Protocol (SIOP) affected the instructional practices of high school mathematics teachers.…

  3. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    ERIC Educational Resources Information Center

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  4. Grading Innovation in an International Marketing Course: Promoting Student Collaboration and Individual Accountability

    ERIC Educational Resources Information Center

    Chelminski, Piotr

    2017-01-01

    In this article, the author proposes an innovative, exam-based homework grading method to facilitate both collaboration among students and individual accountability while learning a complex theory and applying it to solve a problem. Results from this novel approach to grading a "comparative advantage theory" homework assignment, using an…

  5. The new AP Physics exams: Integrating qualitative and quantitative reasoning

    NASA Astrophysics Data System (ADS)

    Elby, Andrew

    2015-04-01

    When physics instructors and education researchers emphasize the importance of integrating qualitative and quantitative reasoning in problem solving, they usually mean using those types of reasoning serially and separately: first students should analyze the physical situation qualitatively/conceptually to figure out the relevant equations, then they should process those equations quantitatively to generate a solution, and finally they should use qualitative reasoning to check that answer for plausibility (Heller, Keith, & Anderson, 1992). The new AP Physics 1 and 2 exams will, of course, reward this approach to problem solving. But one kind of free response question will demand and reward a further integration of qualitative and quantitative reasoning, namely mathematical modeling and sense-making--inventing new equations to capture a physical situation and focusing on proportionalities, inverse proportionalities, and other functional relations to infer what the equation ``says'' about the physical world. In this talk, I discuss examples of these qualitative-quantitative translation questions, highlighting how they differ from both standard quantitative and standard qualitative questions. I then discuss the kinds of modeling activities that can help AP and college students develop these skills and habits of mind.

  6. 49 CFR 1540.5 - Terms used in this subchapter.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... has an agreement with the airport operator to conduct business on airport property. Airport tenant... thereof, in the chamber or cylinder or in a magazine inserted in the firearm. Passenger seating... and announced by timetable or schedule, published in a newspaper, magazine, or other advertising...

  7. 49 CFR 1540.5 - Terms used in this subchapter.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... has an agreement with the airport operator to conduct business on airport property. Airport tenant... thereof, in the chamber or cylinder or in a magazine inserted in the firearm. Passenger seating... and announced by timetable or schedule, published in a newspaper, magazine, or other advertising...

  8. 49 CFR 1540.5 - Terms used in this subchapter.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... has an agreement with the airport operator to conduct business on airport property. Airport tenant... thereof, in the chamber or cylinder or in a magazine inserted in the firearm. Passenger seating... and announced by timetable or schedule, published in a newspaper, magazine, or other advertising...

  9. 38 CFR 41.405 - Management decision.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Management decision. 41... Entities § 41.405 Management decision. (a) General. The management decision shall clearly state whether or... completed corrective action, a timetable for follow-up should be given. Prior to issuing the management...

  10. 38 CFR 41.405 - Management decision.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Management decision. 41... Entities § 41.405 Management decision. (a) General. The management decision shall clearly state whether or... completed corrective action, a timetable for follow-up should be given. Prior to issuing the management...

  11. 38 CFR 41.405 - Management decision.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Management decision. 41... Entities § 41.405 Management decision. (a) General. The management decision shall clearly state whether or... completed corrective action, a timetable for follow-up should be given. Prior to issuing the management...

  12. 38 CFR 41.405 - Management decision.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Management decision. 41... Entities § 41.405 Management decision. (a) General. The management decision shall clearly state whether or... completed corrective action, a timetable for follow-up should be given. Prior to issuing the management...

  13. 47 CFR 95.833 - Construction requirements.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 47 Telecommunication 5 2012-10-01 2012-10-01 false Construction requirements. 95.833 Section 95... PERSONAL RADIO SERVICES 218-219 MHz Service System Requirements § 95.833 Construction requirements. (a... record of expansion, including a timetable of new construction to meet changes in demand for service; (3...

  14. 47 CFR 95.833 - Construction requirements.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 47 Telecommunication 5 2014-10-01 2014-10-01 false Construction requirements. 95.833 Section 95... PERSONAL RADIO SERVICES 218-219 MHz Service System Requirements § 95.833 Construction requirements. (a... record of expansion, including a timetable of new construction to meet changes in demand for service; (3...

  15. 76 FR 40136 - Semiannual Regulatory Agenda

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-07

    ... Industries. 309 Small Business Size 3245-AG28 Standards: Real Estate, Rental and Leasing Industries. 310... Opportunity Act. This Act provides that any time limitation on any qualification, certification, or period of... guidance on tolling of time limitations for veteran-owned small businesses. Timetable: Action Date FR Cite...

  16. United States-Canada Trade and Economic Relationship: Prospects and Challenges

    DTIC Science & Technology

    2010-05-03

    timetable and added goat meat , chicken, ginseng, pecans, and macadamia nuts as covered commodities. A final rule was issued on January 15, 2009...fresh produce, red meats , seafood, and peanuts. The requirements for seafood were implemented on September 30, 2004, but COOL requirements for other

  17. Task Force on Declining Enrollment. Final Report.

    ERIC Educational Resources Information Center

    Hamden Public Schools, CT.

    This task force in Hamden, Connecticut, discovered an intricate relationship among declining enrollment and finances, buildings, community impact, and educational impact. Their study resulted in nine conclusions and recommendations. (1) We will recommend to the board of education criteria, procedures, and timetables for closing a school. (2)…

  18. 38 CFR 14.628 - Recognition of organizations.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... representation before the Board of Veterans' Appeals, or the proposed method of informing claimants of the... proposed method of informing claimants of this policy, with advice concerning the availability of... instruction, the subjects to be taught, the period of on-the-job training, a schedule or timetable for...

  19. 38 CFR 14.628 - Recognition of organizations.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... representation before the Board of Veterans' Appeals, or the proposed method of informing claimants of the... proposed method of informing claimants of this policy, with advice concerning the availability of... instruction, the subjects to be taught, the period of on-the-job training, a schedule or timetable for...

  20. 38 CFR 14.628 - Recognition of organizations.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... representation before the Board of Veterans' Appeals, or the proposed method of informing claimants of the... proposed method of informing claimants of this policy, with advice concerning the availability of... instruction, the subjects to be taught, the period of on-the-job training, a schedule or timetable for...

  1. 38 CFR 14.628 - Recognition of organizations.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... representation before the Board of Veterans' Appeals, or the proposed method of informing claimants of the... proposed method of informing claimants of this policy, with advice concerning the availability of... instruction, the subjects to be taught, the period of on-the-job training, a schedule or timetable for...

  2. 38 CFR 14.628 - Recognition of organizations.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... representation before the Board of Veterans' Appeals, or the proposed method of informing claimants of the... proposed method of informing claimants of this policy, with advice concerning the availability of... instruction, the subjects to be taught, the period of on-the-job training, a schedule or timetable for...

  3. A Note on Costing the Teaching Activity in Higher Education

    ERIC Educational Resources Information Center

    Birch, D. W.; And Others

    1977-01-01

    One method of calculating unit costs for the teaching function is explained. A formula is developed for allocating expenditures on the basis of a timetable analysis and tested on data from Lanchester Polytechnic and Loughborough University for the academic year 1972-73. (Author/LBH)

  4. 38 CFR 41.405 - Management decision.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Management decision. 41... Entities § 41.405 Management decision. (a) General. The management decision shall clearly state whether or... completed corrective action, a timetable for follow-up should be given. Prior to issuing the management...

  5. 24 CFR 92.61 - Program description.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Development HOME INVESTMENT PARTNERSHIPS PROGRAM Allocation Formula Insular Areas Program § 92.61 Program... occupied) and, for tenant assistance, number of households to be assisted; (3) A timetable for the... use other forms of investment not described in § 92.205(b), a description of the other forms of...

  6. 24 CFR 92.61 - Program description.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Development HOME INVESTMENT PARTNERSHIPS PROGRAM Allocation Formula Insular Areas Program § 92.61 Program... occupied) and, for tenant assistance, number of households to be assisted; (3) A timetable for the... use other forms of investment not described in § 92.205(b), a description of the other forms of...

  7. Algorithmic, LOCS and HOCS (chemistry) exam questions: performance and attitudes of college students

    NASA Astrophysics Data System (ADS)

    Zoller, Uri

    2002-02-01

    The performance of freshmen biology and physics-mathematics majors and chemistry majors as well as pre- and in-service chemistry teachers in two Israeli universities on algorithmic (ALG), lower-order cognitive skills (LOCS), and higher-order cognitive skills (HOCS) chemistry exam questions were studied. The driving force for the study was an interest in moving science and chemistry instruction from an algorithmic and factual recall orientation dominated by LOCS, to a decision-making, problem-solving and critical system thinking approach, dominated by HOCS. College students' responses to the specially designed ALG, LOCS and HOCS chemistry exam questions were scored and analysed for differences and correlation between the performance means within and across universities by the questions' category. This was followed by a combined student interview - 'speaking aloud' problem solving session for assessing the thinking processes involved in solving these types of questions and the students' attitudes towards them. The main findings were: (1) students in both universities performed consistently in each of the three categories in the order of ALG > LOCS > HOCS; their 'ideological' preference, was HOCS > algorithmic/LOCS, - referred to as 'computational questions', but their pragmatic preference was the reverse; (2) success on algorithmic/LOCS does not imply success on HOCS questions; algorithmic questions constitute a category on its own as far as students success in solving them is concerned. Our study and its results support the effort being made, worldwide, to integrate HOCS-fostering teaching and assessment strategies and, to develop HOCS-oriented science-technology-environment-society (STES)-type curricula within science and chemistry education.

  8. [Docimological analysis of the anatomy test for the PCEMII final exam in Dakar].

    PubMed

    Ouedraogo, T; Dia, A; Lo, E A; Cisse, A M; Ndiaye, A; Mauppin, J M; Sow, M L; Mudry, J N; Benkhelil, J

    1991-01-01

    This docimological analysis is based on computer treatment of the results of the anatomy exam for the two sessions of July (159 candidates) and October (56 candidates) of the identification questions, discrimination questions, coupling (paining), grouping, association and diagram labelling. The results were appraised following certain parameters: the gross score revealed a rather low average score for the whole class (14.57 and 9.57 over 30): the low success rate in July and the average figure of October indicate, in general, either the difficulty of the questions for the students or a bad reception of the message; the bad discrimination index, since only 21% of the questions are of the discriminatory type. This finding pointed to a revision of 50 of the 68 questions of July and 53 of the 68 questions of October. On the whole, only 15 questions, over the two sessions, could have been kept unchanged for an eventual bank (stock of data): The correlation coefficient has showed a significant relation between success in the anatomy subject and success in the PCEM2 exam. This work has showed the possibilities that computers may offer in the teaching of anatomy and the evaluation of students. Besides, it emphasizes the importance of the anatomy grade in the PCEM2 exam. Finally, the mode evaluation used help exploring the various levels of the cognitive areas (memorization, interpretation of data, problem-solving) and to build up a bank of anatomy questions.

  9. Electronic workflow for imaging in clinical research.

    PubMed

    Hedges, Rebecca A; Goodman, Danielle; Sachs, Peter B

    2014-08-01

    In the transition from paper to electronic workflow, the University of Colorado Health System's implementation of a new electronic health record system (EHR) forced all clinical groups to reevaluate their practices including the infrastructure surrounding clinical trials. Radiological imaging is an important piece of many clinical trials and requires a high level of consistency and standardization. With EHR implementation, paper orders were manually transcribed into the EHR, digitizing an inefficient work flow. A team of schedulers, radiologists, technologists, research personnel, and EHR analysts worked together to optimize the EHR to accommodate the needs of research imaging protocols. The transition to electronic workflow posed several problems: (1) there needed to be effective communication throughout the imaging process from scheduling to radiologist interpretation. (2) The exam ordering process needed to be automated to allow scheduling of specific research studies on specific equipment. (3) The billing process needed to be controlled to accommodate radiologists already supported by grants. (4) There needed to be functionality allowing exams to finalize automatically skipping the PACS and interpretation process. (5) There needed to be a way to alert radiologists that a specialized research interpretation was needed on a given exam. These issues were resolved through the optimization of the "visit type," allowing a high-level control of an exam at the time of scheduling. Additionally, we added columns and fields to work queues displaying grant identification numbers. The build solutions we implemented reduced the mistakes made and increased imaging quality and compliance.

  10. Diabetes eye exams

    MedlinePlus

    Diabetic retinopathy - eye exams; Diabetes - eye exams; Glaucoma - diabetic eye exam; Macular edema - diabetic eye exam ... Ophthalmology Retina/Vitreous Panel. Preferred Practice Pattern ... www.aao.org/preferred-practice-pattern/diabetic-retinopathy- ...

  11. 41 CFR 60-3.4 - Information on impact.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Standard Form 100, Employer Information Report EEO-1 series of reports. The user should adopt safeguards to... longer period of time and/or evidence concerning the impact which the selection procedure had when used... meeting the goals and timetables. While such affirmative action programs may in design and execution be...

  12. 41 CFR 60-3.4 - Information on impact.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Standard Form 100, Employer Information Report EEO-1 series of reports. The user should adopt safeguards to... longer period of time and/or evidence concerning the impact which the selection procedure had when used... meeting the goals and timetables. While such affirmative action programs may in design and execution be...

  13. 41 CFR 60-3.4 - Information on impact.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Standard Form 100, Employer Information Report EEO-1 series of reports. The user should adopt safeguards to... longer period of time and/or evidence concerning the impact which the selection procedure had when used... meeting the goals and timetables. While such affirmative action programs may in design and execution be...

  14. Reaction Time of a Group of Physics Students

    ERIC Educational Resources Information Center

    Saxena, Charu; Kaur, Rini; Arun, P.

    2008-01-01

    The reaction time of a group of students majoring in physics is reported here. Strong correlation between fatigue, reaction time and performance has been observed and may be useful for academicians and administrators responsible for working out timetables, course structures, student counsellings, etc. (Contains 5 figures, 1 table, and 1 footnote.)

  15. Educational Excellence Study, Texas Southern University.

    ERIC Educational Resources Information Center

    Texas Southern Univ., Houston.

    A proposed plan for review of the mission and goals of Texas Southern University (TSU) is presented that deals with improvements and resources needed to strengthen the university, unnecessary program duplication with other universities, new programs, institutional goals and timetables, improved planning at TSU, and sound human relations practices.…

  16. One-Year Plan for Library Services.

    ERIC Educational Resources Information Center

    Caroline County Public Library, Denton, MD.

    This action plan for the Caroline County (MD) Public Library describes the key elements of library service for the 1985-86 fiscal year, derived from the library's long range plan for 1985-90. Objectives, strategies, activities, and timetables for accomplishing the following goals are outlined: (1) citizens of the county will increasingly meet…

  17. Trauma and Boys, Birth to 3: What's Different?

    ERIC Educational Resources Information Center

    Golding, Paul; Fitzgerald, Hiram E.

    2016-01-01

    This article considers infant and toddler boys' unique susceptibilities to caregiving inadequacies that might lead to trauma in their development. It does so by examining the results of research, which point to three areas where boys are likely to have particular difficulties--their slower developmental timetable, their different relationship with…

  18. Department of Agriculture Semiannual Regulatory Agenda

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-26

    ... Goats 0579-AC92 17 Plant Pest Regulations; Update of General Provisions 0579-AC98 18 Bovine Spongiform... than birds bred for use in research. Timetable: Action Date FR Cite NPRM 08/00/10 NPRM Comment Period... AND GOATS Legal Authority: 7 USC 8301 to 8317 Abstract: This rulemaking would amend the scrapie...

  19. 32 CFR Enclosure 2 - Requirements for Environmental Considerations-Foreign Nations and Protected Global Resources

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... in its internal affairs and its responsibility to evaluate requirements with respect to the... timetable, physical features, general operating plan, and other similar broad-guage descriptive factors; b... and its prerogative to evaluate requirements with respect to the environment; and d. Ensure...

  20. 32 CFR Enclosure 2 - Requirements for Environmental Considerations-Foreign Nations and Protected Global Resources

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... in its internal affairs and its responsibility to evaluate requirements with respect to the... timetable, physical features, general operating plan, and other similar broad-guage descriptive factors; b... and its prerogative to evaluate requirements with respect to the environment; and d. Ensure...

  1. 32 CFR Enclosure 2 - Requirements for Environmental Considerations-Foreign Nations and Protected Global Resources

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... in its internal affairs and its responsibility to evaluate requirements with respect to the... timetable, physical features, general operating plan, and other similar broad-guage descriptive factors; b... and its prerogative to evaluate requirements with respect to the environment; and d. Ensure...

  2. Dopaminergic Functioning and Preschoolers' Theory of Mind

    ERIC Educational Resources Information Center

    Lackner, Christine L.; Bowman, Lindsay C.; Sabbagh, Mark A.

    2010-01-01

    Representational theory of mind (RTM) development follows a universal developmental timetable whereby major advances in reasoning about mental representations occur between the ages of 3 and 5 years old. This progression appears to be only absent in the case of specific neurodevelopmental impairments, such as autism. Taken together, this suggests…

  3. 76 FR 40204 - Unified Agenda of Federal Regulatory and Deregulatory Actions

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-07-07

    ... U.S. Nuclear Regulatory Commission (NRC) is publishing its semiannual regulatory agenda in.... Public comments on NRC's published rulemaking actions are available on the Federal rulemaking Web site at... under the heading ``Timetable'' is the date the rule is scheduled to be published in the Federal...

  4. Countdown to Curtain: A Marketing Timetable.

    ERIC Educational Resources Information Center

    Neiman, Marcus; Thoms, Paul E.

    1992-01-01

    Discusses methods of raising public awareness of school music performances. Argues that communication is the key to assuring public support. Presents a long-range plan for promoting events. Describes detailed procedures to follow both before and after the performance. Suggestions that effective promotion will benefit the school, the program, and…

  5. 43 CFR 34.8 - Affirmative action plans.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 43 Public Lands: Interior 1 2011-10-01 2011-10-01 false Affirmative action plans. 34.8 Section 34..., applicants or recipients shall have an acceptable affirmative action plan which has been approved by the... paragraph (c) of this section. The affirmative action plan must set forth overall goals and timetables for...

  6. How-to-Do-It. How Long Is a Long Time?

    ERIC Educational Resources Information Center

    McComas, William F.

    1990-01-01

    Presented is an activity designed to help students understand and appreciate the scale and order of the geologic timetable and begin to infer a relationship between biologic, chemical, and geological events. Procedures, background information, student worksheets with answers, and a list of materials are included. (CW)

  7. SCRIPT: School/Community Relations Innovative Program Techniques Handbook.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Education, Phoenix.

    A compilation of ideas from the nation's school-community relations experts, this handbook suggests many types of communication. The introduction describes school-community relations as a four-step process: (1) analyzing what, how, and with whom to communicate; (2) planning and formulating a timetable and evaluation methods; (3) communicating; and…

  8. The Teacher Trainer, A Practical Journal Mainly for Modern Language Teacher Trainers, 1996.

    ERIC Educational Resources Information Center

    Woodward, Tessa, Ed.

    1996-01-01

    The three issues of the journal on second language teacher education include these articles: "We Need More and Different Flags" (Agnes Martin); "Dealing with Timetabling on Second Language Teacher Training Courses" (Craig Thaine); "Interview with Jill Florent"; "Haiku Idea" (Tim Hahn); "The Hidden…

  9. MIGRATORY LABOR IN WISCONSIN AGRICULTURE.

    ERIC Educational Resources Information Center

    ROSE, A. THOMAS

    A SERIES OF CHARTS RELATED TO MIGRATORY WORKERS IN WISCONSIN IS PRESENTED. THE TABLES DEPICT THE SEASONAL AGRICULTURAL AND FOOD PROCESSING EMPLOYMENT TIMETABLE OF MAJOR CROP ACTIVITIES, UTILIZATION OF MIGRANT WORKERS IN SUCH ACTIVITIES, MIGRANT WORKERS REGISTERED BY DISTRICT OFFICES, STATE OF RESIDENCE, STATE OF LAST EMPLOYMENT, AND STATE OF NEXT…

  10. 47 CFR 101.1327 - Renewal expectancy for EA licensees.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., including a timetable of the construction of new facilities to meet changes in demand for services provided...) In determining whether a renewal applicant has complied with the “substantial service” requirement by the end of the ten-year initial license term, the Commission may consider factors such as: (1) Whether...

  11. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment.

    PubMed

    Boevé, Anja J; Meijer, Rob R; Albers, Casper J; Beetsma, Yta; Bosker, Roel J

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration.

  12. Effects of musculoskeletal system problems on quality of life and depression in students preparing for university entrance exam.

    PubMed

    Kitiş, Ali; Büker, Nihal; Ünal, Ayse; Şavkın, Raziye

    2017-07-01

    This study was planned to investigate the relationship between musculoskeletal problems, depression, and quality of life in students preparing for university entrance exams. A total of 180 students were included in the study, 104 were female (57.77%), and 76 were male (42.22%). Students were reached through the cram schools ("dershane") in Denizli. Musculoskeletal system problems, depression status, and quality of life were determined with the Musculoskeletal-Postural Discomfort Scale (MDS), Boratav Depression Screen Scale (Bordepta), and Short Form-36 (SF-36), respectively. Demographic data, daily study, and sleep duration were also recorded. Students have moderate musculoskeletal discomfort. Musculoskeletal disorders and depressive symptoms are more observed in female students than male students ( P = 0.000). The SF-36 results were significantly negatively correlated with the MDS and Bordepta scores. A significant positive correlation was found between musculoskeletal disorders and depression status (r = 0.351, P = 0.000). Sleep duration was negatively correlated with the MDS and Bordepta (r = -0.209, P = 0.005; r = -0.148, P = 0.047, respectively) and positively correlated with the SF-36 role limitation/emotional and social functioning subscales (r = 0.225, P = 0.002 and r = 0.191, P = 0.010 respectively). Musculoskeletal problems and depression status negatively affects general health status especially in female students who are preparing for university entrance examinations. Students should be informed about musculoskeletal problems by healthcare professionals and the study room, tables, and chairs should be arranged ergonomically. Further studies might be determined that why musculoskeletal disorders and depression status are more widely among female students.

  13. Musculoskeletal injuries in construction: a review of the literature.

    PubMed

    Schneider, S P

    2001-11-01

    The first step in addressing any problem is recognition of the problem and a measure of its size and scope. There have been few reviews to date of the evidence of a musculoskeletal disorders problem in construction, particularly in the United States. Construction contractors in the United States have questioned the existence of a musculoskeletal disorders problem in construction, so a review of the evidence is warranted. The types of evidence reviewed include: 1) historical evidence, 2) injury data, 3) workers' compensation data, 4) medical exam data, 5) survey data, and 6) exposure data. Injury data generally represent injuries that the employers have identified as work-related and recorded or reported. Workers' compensation data are from cases that have been filed by workers for compensation and quite often represent only "closed" cases where compensation has been awarded. Medical exam data are from physical examinations of workers. Symptom survey data are the most inclusive and show the number of workers who self-report musculoskeletal problems. Exposure data include measurements made of exposure to musculoskeletal risk factors. The existing data show construction workers to be at significant risk of musculoskeletal injury, specifically related to the work they do. Their risk of musculoskeletal injury is much higher than that of other workers who have less heavy work, about 50 percent higher than all other workers. Several trades have been extensively studied, while others have been studied to a lesser extent. While the exact relationship between exposures and injuries is complex and often multifaceted, it would be difficult to deny the existence of the problem and the fact that these injuries are, to a great extent, related to the work that construction workers perform.

  14. [Tempora mutantur... et nos? The future of the Hungarian anatomy teaching in reflection of the German trends].

    PubMed

    Weiczner, Roland

    2015-10-04

    The traditional four-semester anatomy is a subject to change: next to the external pressure, there is an intrinsic need to shift the emphasis. The mapping of the strengths, weaknesses and threats of the Hungarian anatomy teaching helps to formulate the directions of possible development. Current trends in the German medical education should be carefully followed. Nowadays, nearly 25% of the medical students in Germany are studying according to the new, integrated "Modellstudiengang", i.e. all the conventional subjects are reorganised into organ system thematic blocks. The unified German written final exam system provides an objective assessment parameter: to rank the 36 German medical schools according to the results of the anatomy exams. The homepage-published data, the number of semesters or teaching hours, or the thematic concept of the subject alone cannot explain the rankings of the medical schools according to the anatomy exam results. The greatest challenges of the Hungarian anatomy teaching today are: the development of an outcome-oriented, unified, practical system of requirements, the redefinition of the subject, the more effective interaction with the clinical colleagues, solving the problems of faculty recruitment and establishing the vertical integration of anatomy.

  15. An oral exam model for teaching advanced "Batchelor-level" fluid mechanics in the US

    NASA Astrophysics Data System (ADS)

    Freund, Jonathan

    2016-11-01

    A teaching model is developed to meet the challenge of teaching fluid mechanics at what might be considered a high level, at least by the current norms in the US. The initial goal was to avoid loss of concepts amidst the challenge of particular mathematical manipulations on particular assignments. However, it evolved toward fostering facile working knowledge of challenging material, such as in the books by Batchelor (e.g. streaming flow), Whitham (e.g. ship waves), and van Dyke (e.g. second-order boundary layer). To this end, the course model forgoes traditional assigned problems to focus on completion, augmentation, and in-depth understanding of the lecture material. The lectures are relatively traditional in structure, albeit with somewhat more interactive examples. The main unusual feature-again, by modern US standards-was assessment via multiple half-hour oral exams. This model has now been successful over 8 semesters for 3 different graduate courses in 2 departments. For all, students were assume to have already completed a full course at a "Navier-Stokes level". The presentation will include specifics of the course and exam structure, impressions of positive outcomes from the instructor, and a summary of the overwhelmingly positive student feedback.

  16. [Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?].

    PubMed

    Matsunuma, Mitsuyasu

    2009-04-01

    This study examined why some high achievers on the course final exam were unsuccessful on the proficiency exam in English. We hypothesized that the learning motives and learning behaviors (learning strategy, learning time) had different effects on the outcomes of the exams. First, the relation between the variables was investigated using structural equation modeling. Second, the learning behaviors of students who got good marks on both exams were compared with students who did well only on the course final exam. The results were as follows. (a) Learning motives influenced test performance via learning behaviors. (b) Content-attached motives influenced all variables concerning learning behaviors. (c) Content-detached motives influenced all variables concerning learning behaviors that were related only to the course final exam. (d) The students who got good marks on both exams performed the learning behaviors that were useful on the proficiency exam more frequently than the students who did well only on the course final exam.

  17. Do Collaborative Exams Really Promote Learning?

    NASA Astrophysics Data System (ADS)

    Miller, Scott; James, C. Renee

    2018-01-01

    Collaborative, two-stage exams are becoming more popular in physics and astronomy courses, and their supposed benefits in terms of collaborative learning have been reported in the field of physics. In a collaborative, two-stage exam, students first complete an exam individually. Once that portion of the exam is over, students then retake all or part of the exam within a group, where they are able to discuss the questions with their peers and arrive at a common answer. While there are a number of papers that discuss the purported benefits of this method from a collaborative point of view, few, if any discuss the actual benefits in terms of student learning. One paper found that when students were presented with previous exam questions a few weeks later, they performed better on questions covered previously in the group portion of the exam compared to similar questions which were tested but not part of the group portion. But, when students were retested on exam questions which were administered earlier, roughly six to seven weeks beforehand, no difference was found in their performance on the two sets of questions.We present preliminary findings comparing student performance levels on multiple sets of exam questions administered to students in an introductory astronomy course where two-stage exams are administered. Questions were administered first in an exam during the course of the semester, then again during a final exam. During the semester exams, one set of questions was also contained within the group portion of the exam, while questions similar in concept and difficulty were not. A comparison of student performance on these two sets of questions are compared to evaluate the usefulness of collaborative exams to promote learning.

  18. Improving Patient Safety: Avoiding Unread Imaging Exams in the National VA Enterprise Electronic Health Record.

    PubMed

    Bastawrous, Sarah; Carney, Benjamin

    2017-06-01

    In the current digital and filmless age of radiology, rates of unread radiology exams remain low, however, may still exist in unique environments. Veterans Affairs (VA) health care systems may experience higher rates of unread exams due to coexistence of Veterans Health Information Systems and Technology Architecture (VistA) imaging and commercial picture archiving and communication systems (PACS). The purpose of this patient safety initiative was to identify any unread exams and causes leading to unread exams. Following approval by departmental quality assurance committee, a comprehensive review was performed of all radiology exams within VistA imaging from July 1, 2009 to June 30, 2014 to identify unread radiology exams. Over the 5-year period, the total unread exam rate was calculated to be 0.17%, with the highest yearly unread exam rate of 0.25%. The leading majority of unread exam type was plain radiographs. Analysis revealed unfinished dictations, unassociated accession numbers, technologist errors, and inefficient radiologist work lists as top contributors to unread exams. Once unread radiology exams were discovered and the causes identified, valuable process changes were implemented within our department to ensure simultaneous tracking of all unread exams in VistA imaging as well as the commercial PACS.

  19. An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

    PubMed

    Khansari, Parto S; Coyne, Leanne

    The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

  20. Blended Learning Improves Science Education.

    PubMed

    Stockwell, Brent R; Stockwell, Melissa S; Cennamo, Michael; Jiang, Elise

    2015-08-27

    Blended learning is an emerging paradigm for science education but has not been rigorously assessed. We performed a randomized controlled trial of blended learning. We found that in-class problem solving improved exam performance, and video assignments increased attendance and satisfaction. This validates a new model for science communication and education. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. High School Exit Exams: The Attitudes and Perceptions of Superintendents

    ERIC Educational Resources Information Center

    Keenan, Robert A.

    2010-01-01

    In the U. S. 25 states operate from an assessment based frame of reference that includes some form of high school exit examination. Enhancements for existing assessment and accountability systems need to be explored according to the findings of Elizabeth Towles. The problem addressed in this study was that little research had been conducted to…

  2. Using Cluster Analysis to Identify Patterns in Students' Responses to Contextually Different Conceptual Problems

    ERIC Educational Resources Information Center

    Stewart, John; Miller, Mayo; Audo, Christine; Stewart, Gay

    2012-01-01

    This study examined the evolution of student responses to seven contextually different versions of two Force Concept Inventory questions in an introductory physics course at the University of Arkansas. The consistency in answering the closely related questions evolved little over the seven-question exam. A model for the state of student knowledge…

  3. From a Compartmentalised to a Complicated Past: Developing Transferable Knowledge at A-Level

    ERIC Educational Resources Information Center

    Stacey-Chapman, Andrew

    2015-01-01

    Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into different "units", a problem exacerbated by textbooks being designed for particular exam topics. Stacey-Chapman…

  4. Measuring Deeper Learning through Cognitively Demanding Test Items: Results from the Analysis of Six National and International Exams. Research Report

    ERIC Educational Resources Information Center

    Yuan, Kun; Le, Vi-Nhuan

    2014-01-01

    In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…

  5. Time Well Spent: Making Choices and Setting Priorities in Adult Numeracy Instruction

    ERIC Educational Resources Information Center

    Braaten, Melissa

    2017-01-01

    In her Forum piece, "What's an Adult Numeracy Teacher to Teach? Negotiating the Complexity of Adult Numeracy Instruction," Lynda Ginsburg set the stage of the current problem (poor numeracy levels in American adults) and the bevy of standards, legislation, and new exams that have recently been developed to address it. Ginsburg also…

  6. Knowledge Surveys in General Chemistry: Confidence, Overconfidence, and Performance

    ERIC Educational Resources Information Center

    Bell, Priscilla; Volckmann, David

    2011-01-01

    Knowledge surveys have been used in a number of fields to assess changes in students' understanding of their own learning and to assist students in review. This study compares metacognitive confidence ratings of students faced with problems on the surveys with their actual knowledge as shown on the final exams in two courses of general chemistry…

  7. Writing Performance of At-Risk Learners in Online Credit Recovery

    ERIC Educational Resources Information Center

    Leiter, Michael P.

    2012-01-01

    Online credit recovery is becoming a popular choice for students needing to recover lost graduation credit due to course failure. The problem is that high school students who take online credit recovery classes in order to gain writing credit for graduation are failing the writing section on the state merit exam (MME). At-risk students and…

  8. Challenges and Problems for Research in the Field of Statewide Exams. A Stock Taking of Differing Procedures and Standardization Levels

    ERIC Educational Resources Information Center

    Klein, Esther Dominique; van Ackeren, Isabell

    2011-01-01

    Statewide exit examinations play an important role in discussions on school effectiveness. Referring to educational governance concepts, this paper presumes a relation between varying organizational structures of statewide examinations across states, and heterogeneous effects on school actors. It is assumed that their ability to affect work in…

  9. Never Trust Your Word Processor

    ERIC Educational Resources Information Center

    Linke, Dirk

    2009-01-01

    In this article, the author talks about the auto correction mode of word processors that leads to a number of problems and describes an example in biochemistry exams that shows how word processors can lead to mistakes in databases and in papers. The author contends that, where this system is applied, spell checking should not be left to a word…

  10. Coming Soon to Your Favorite Credential Program: National Exit Exams

    ERIC Educational Resources Information Center

    Berlak, Ann

    2010-01-01

    In an October 22, 2010, speech to teacher educators at Columbia University's Teachers College, Secretary of Education Arne Duncan proclaimed that revolutionary change in the education of teachers is essential if the problems facing U.S. society and U.S. schools are to be solved. Toward the end of his speech, he declared that a standardized…

  11. Breaking through the Bar

    ERIC Educational Resources Information Center

    Gray, Katti

    2011-01-01

    Howard University School of Law had a problem, and school officials knew it. Over a 20-year period, 40 percent of its graduates who took the Maryland bar exam failed it on their first try. During the next 24 months--the time frame required to determine its "eventual pass rate"--almost 90 percent of the students did pass. What they did…

  12. Associate Degree Nursing Graduates Perceptions of NCLEX Performance

    ERIC Educational Resources Information Center

    Pulito, Judy

    2017-01-01

    There has been a shortage of registered nurses in the United States for more than a decade, and an aging population is increasing this problem. This study was prompted by the number of associate degree nursing graduates at a Midwestern community college failing the NCLEX-RN licensure exam, which is required for employment. The purpose of this…

  13. Public and Private School Performance in Nepal: An Analysis Using the SLC Examination

    ERIC Educational Resources Information Center

    Thapa, Amrit

    2015-01-01

    Using data from the survey of the Ministry of Education, Nepal-2005 for School Leaving Certificate Exam, this paper analyzes public and private school performance in Nepal. The ordinary least square estimates suggest that private school students perform better than public school students. However, the problem of self-selection bias arises, as…

  14. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

    PubMed Central

    Boevé, Anja J.; Meijer, Rob R.; Albers, Casper J.; Beetsma, Yta; Bosker, Roel J.

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration. PMID:26641632

  15. Using Peer Feedback to Promote Reflection on Open-Ended Problems

    NASA Astrophysics Data System (ADS)

    Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

    2016-09-01

    This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.

  16. Accuracy of a technology-assisted eye exam in evaluation of referable diabetic retinopathy and concomitant ocular diseases.

    PubMed

    Conlin, Paul R; Asefzadeh, Baharak; Pasquale, Louis R; Selvin, Gerald; Lamkin, Rebecca; Cavallerano, Anthony A

    2015-12-01

    Digital retinal imaging using store-and-forward technology is used to screen for diabetic retinopathy (DR). Its usefulness in detecting non-diabetic eye diseases is uncertain. We determined the level of agreement between teleretinal imaging supplemented with visual acuity and intraocular pressure (IOP) measurements (ie, technology-assisted eye (TAE) exam) and a comprehensive eye exam in evaluation for DR and non-diabetic ocular conditions. We conducted a prospective, observational study with two parallel evaluations. Patients with diabetes (n=317) had a TAE exam and a comprehensive eye exam on the same day. A subset of participants with normal baseline exams (n=72) had follow-up exams 1 year later. We measured the level of agreement for referable ocular findings. Agreement for referable ocular findings was moderate (n=389, agreement: 77%; κ: 0.55), due in part to ungradable exams (22%). However, about half of the ungradable exams had findings that warranted referral. There was substantial agreement for follow-up exams (n=72, agreement: 93%; κ: 0.63). Among all gradable exams (n=303), the TAE exam had 86% sensitivity and 84% specificity for referable ocular findings, with high agreement (≥94%) for DR and other major ocular diagnoses. There was moderate-to-substantial agreement between a TAE exam and a comprehensive eye exam for referable ocular findings in patients with diabetes. Ungradable exams were a frequent marker of ocular pathology. Teleretinal imaging may be a useful evaluation for both diabetic and non-diabetic ocular conditions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  17. Analysis of Low Appropriateness Score Exam Trends in Decision Support-based Radiology Order Entry System.

    PubMed

    Gupta, Supriya; Klein, Kandace; Singh, Anand H; Thrall, James H

    2017-05-01

    Awareness of imaging utilization increased after implementation of Radiology Order Entry with decision support systems (ROE-DS). Our hypothesis is few exams with low Clinical Appropriateness Score (CAS) on ROE-DS are performed. Clinical indications of exams with CAS less than 3 (9-point scale) were re-reviewed and reports analyzed. Structured Query Language-based query retrieved exams with CAS less than 3 in ROE-DS from January 2007 to December 2011. Reasons provided by physicians for ordering these exams and reports of exams performed were analyzed. For each indication, number of exams ordered and performed was calculated. Statistical significance was assessed using Student's t test and χ 2 analysis (P < .05). From 445,984 exams, 12,615 exams (2.8%) had CAS less than 3, and 7,956 exams (63%) were performed. Reasons for ordering of 12,615 low CAS exams were as follows: Requests by physician specialists without further explanation (4,516 = 35.8%), notation of special clinical circumstances (2,877 = 22.8%), requests by nonphysician staff without further explanation (1,383 = 10.9%), absence of suspected finding on previous modality (1,099 = 8.7%), patient preference (737 = 5.8%), and requests based on radiologists' recommendations (706 = 5.6%). Difference between male and female (male < female) preferences for low CAS exams was statistically significant (P < .01). Imaging outcome was highest for extremity MRI cases (66.7%; P < .01). Less than 3% of exams ordered had low CAS and about two-thirds of these were performed. Most common indication for ordering these exams was physician specialist request based on opinion of medical necessity without specification. Extremity MRI constituted the highest positive findings for low CAS exams performed. Published by Elsevier Inc.

  18. The Interactive Effects of Rules on Teaching Timetable Flexibility and Resource Utilization.

    ERIC Educational Resources Information Center

    Wesson, David A.

    1995-01-01

    Effect of administrative rules concerning scheduling on college faculty's productivity is examined. Three potential effects are that rules interact with other rules to produce rigidity; scheduling changes cause greater disruption as rules and rigidity increase; and at some point, rules prohibit creation of a workable schedule for teaching facility…

  19. Straight A's: Public Education Policy and Progress. Volume 7, Number 20

    ERIC Educational Resources Information Center

    Amos, Jason, Ed.

    2007-01-01

    "Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) Senate Begins Debate on Education Spending Bill: White House Threatens Presidential Veto; (2) NCLB Timetable in…

  20. A Working Model for the Development, Implementation and Evaluation of an Art Program on the College Level.

    ERIC Educational Resources Information Center

    Demery, Marie; And Others

    Components of an art program that was developed with federal funding are outlined. The model contains information on the grant proposal, including the rationale for funding, implementation strategies, activity timetable, qualifications of key personnel, activity objectives and performance measures, intitutional goals, activity milestones, and…

  1. 30 CFR 251.14 - Protecting and disclosing data and information submitted to MMS under a permit.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... lands during drilling operations, the Regional Director will immediately issue a public announcement... position. (b) Timetable for release of G&G data and information related to oil, gas, and sulphur that MMS... environment; (vi) Make field determinations; or (vii) Determine eligibility for royalty relief. (c) Procedure...

  2. Teachers as Awakeners: A Collaborative Approach in Language Learning and Social Media

    ERIC Educational Resources Information Center

    Plutino, Alessia

    2017-01-01

    This paper provides an overview of the successful pedagogical project TwitTIAMO, now in its third year, where micro blogging (Twitter) has been used in Italian language teaching and learning to improve students' communicative language skills, accuracy, fluency and pronunciation outside timetabled lessons. It also explores the background and…

  3. Rescheduling/timetable optimization of trains along the U.S. shared-use corridors : development of the hybrid optimization of train schedules (HOTS) model.

    DOT National Transportation Integrated Search

    2016-11-23

    A growing demand for passenger and freight transportation, combined with limited capital to expand : the United States (U.S.) rail infrastructure, are creating pressure for a more efficient use of the current : line capacity. This is further exacerba...

  4. International Students' English Skills and Their Effects on Discrimination, Homesickness, and Persistence

    ERIC Educational Resources Information Center

    Perry, Cody J.

    2017-01-01

    The purpose of the following study was to determine the connection between international students' English language self-ratings and their perceptions of discrimination based on language, other issues of discrimination, homesickness, intent to persist, and their timetable for return home after graduation. It was hypothesized that students with…

  5. The Relationship between External Job Mobility and Salary Attainment across Career Stages

    ERIC Educational Resources Information Center

    Lam, Simon S. K.; Ng, Thomas W. H.; Feldman, Daniel C.

    2012-01-01

    The current study examines the relationship between external job mobility and salary for employees in different career stages. Based on career stage and career timetable theories, we predict that external job mobility would generate the greatest salary benefits for early-career employees whereas external job mobility would generate fewer salary…

  6. On Evaluating a Project: Some Practical Suggestions. NCME Measurement in Education, Vol. 6, No. 1.

    ERIC Educational Resources Information Center

    Wick, John W.

    Prime indicators for realistic short term/long term project goals are budgets and timetables. Concrets, identifiable objects are useful in separating eloquent rhetoric from actual promises. Similarly, an external evaluator should be able to separate proposals with intentional misrepresentation of funding and goals from those which need further…

  7. Program on Public Conceptions of Science, Newsletter 12.

    ERIC Educational Resources Information Center

    Shelanski, Vivien, Ed.; Blanpied, William A., Ed.

    This newsletter presents a summary of important, but little publicized, issues involving the National Science Foundation. In addition, it also contains a timetable of impending actions to be taken by congressional committees, and a list of documents and articles where additional information can be found. In addition to the regular sections, News…

  8. Piracetam interactions with neuroleptics in psychopharmacological tests.

    PubMed

    Bourin, M; Poisson, L; Larousse, C

    1986-01-01

    Two psychopharmacological tests which usually predict neuroleptic activity were conducted after joint administration of piracetam and three neuroleptics (haloperidol, fluphenazine and sulpiride) chosen for their different chemical classes and dopaminergic affinities. In these tests, specific doses of the neuroleptics were used to determine whether piracetam induced potentiation or antagonism of their action. Overall, piracetam increased neuroleptic action regardless of the administration timetable used, but the interaction of fluphenazine differed from that of the other two substances, because piracetam did not modify its action in a specific test of the presynaptic DA-2 dopaminergic receptors. This variation for fluphenazine may be explained by the fact that its pKa value is closer to that of piracetam, thus preventing better bioavailability of the neuroleptic, or its better affinity for DA-1 dopaminergic receptors. Nevertheless, the variation may have been due to a differing affinity for dopaminergic receptors, although this hypothesis is not completely satisfactory because it does not account for differences due to the administration timetable. It is thus suggested that action occurs on nonspecific sites and has the effect of increasing overall neuroleptic bioavailability.

  9. The Relationship between Senior Year Examinations at a Medical School and the Korean Medical Licensing Examination.

    PubMed

    Jung, Ki Hoon; Jung, Ho Keun; Lee, Kwan

    2009-03-01

    Most medical schools prepare for the Korean medical licensing examination (KMLE) with various tests. By assessing the degree to which these exams and the KMLE are related, students, professors, and institutions can be well prepared and some schools use these exams as predictive tools for KMLE scores. Therefore, we determined the relevance of KMLE results to midterm exams and the objective structured clinical examination (OSCE), administered to senior students at a medical school. From 2002 to 2004, KMLE results were compared with midterm examinations, the KMLE, and the OSCE. The total score, or T-score, of the KMLE was used, as was a pass or nonpass score. Windows SPSS 14.0 and MedCalc 9.0 were used for statistical analysis. The yearly correlation coefficient of the KMLE and school exams was highest for the midterm exams in 2002 and the KMLE in 2003 and 2004. The correlation coefficient of midterm exams and the KMLE were related to a high degree, yet the values were as low as that of the OSCE. Compared with the KMLE results, the sensitivity and specificity of the average midterm exam were 100.0% and 93.8%, and the sensitivity and specificity of the average trial exams were 100.0% and 95.8%, respectively. In conclusion, the KMLE results have a strong relationship with midterm exams, trial exams, and the combination of midterm and trial exams, but not with the OSCE. Thus, we believe that using both midterm exams and trial exams to predict KMLE results is superior to the use of only one type of school exam.

  10. A clinical study of attention-deficit/hyperactivity disorder in preschool children--prevalence and differential diagnoses.

    PubMed

    Nomura, Kenji; Okada, Kaori; Noujima, Yoriko; Kojima, Satomi; Mori, Yuko; Amano, Misuzu; Ogura, Masayoshi; Hatagaki, Chie; Shibata, Yuki; Fukumoto, Rie

    2014-10-01

    We aimed to examine (1) the prevalence and characteristics of ADHD in preschool children, and (2) differential diagnoses among children who display symptoms of inattention and hyperactivity-impulsivity in early childhood. The participants were children living in Kanie-cho, in Japan's Aichi Prefecture, who underwent their age 5 exams at the municipal health center between April 2009 and March 2011. We first extracted children who were observed to be inattentive or hyperactive-impulsive during their age 5 exams and considered as possibly having ADHD. We conducted follow-ups with these children using post-examination consultations, visits to preschools, and group rehabilitation. The results of the age 5 exams were combined with behavior observations and interview content obtained during subsequent follow-ups. A child psychiatrist and several clinical psychologists discussed these cases and made a diagnosis in accordance with the DSM-IV-TR. 91 (15.6%) of the 583 children selected were considered as possibly having ADHD; we were able to conduct follow-ups with 83 of the 91 children. Follow-up results showed that 34 children (5.8% of all participants) remained eligible for a diagnosis of ADHD. Diagnoses for the remaining children included: pervasive developmental disorders (six children, or 6.6% of suspected ADHD children), intellectual comprehension problems (four children, or 4.4%), anxiety disorders (seven children, or 7.7%), problems related to abuse or neglect (four children, or 4.4%), a suspended diagnosis for one child (1.1%), and unclear diagnoses for 29 children (31.9%). ADHD tendencies in preschool children vary with changing situations and development, and the present study provides prevalence estimates that should prove useful in establishing a diagnostic baseline. Copyright © 2013 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  11. Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

    PubMed

    Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

    2016-05-01

    Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

  12. Problems with the rush toward advanced physics in high schools

    NASA Astrophysics Data System (ADS)

    Gollub, Jerry

    2003-04-01

    The Advanced Placement (AP) Program has a major impact on the physics experience of many high school students. It affects admission to college, course choices and performance in college, and subsequent career decisions. A study committee of the National Research Council published a review of these programs in 2002, and concluded that while the program has many positive features, important problems need to be addressed. [1] The programs are not currently consistent with what we have learned about student learning from cognitive research. Students are often poorly prepared for AP courses, because of lack of coordination within schools. The Physics AP-B (non-calculus) program is too broad to allow most high school students to achieve an adequate level of conceptual understanding. Participation by minority students in these programs is far below that of other students. The AP exams need to be re-evaluated to insure that they actually measure conceptual understanding and complex reasoning. The AP exams are sometimes used inappropriately to rate teachers or schools. College and high school courses are poorly coordinated, with the result that students often take an introductory physics survey as many as three times. Policies on college credit for AP courses differ widely. These problems cannot be fixed by the College Board alone. [1] Jerry P. Gollub and Robin Spital, "Advanced Physics in the High Schools", Physics Today, May 2002.

  13. [Clinical competence evaluation in undergraduate gynecology and obstetrics].

    PubMed

    Larios Mendoza, Heriberto; Trejo Mejía, Juan Andrés; Gaviño Ambriz, Salvador; Cortés Gutiérrez, Ma Teresa

    2002-11-01

    Assess the clinical competence in Gynecology and obstetrics to the Internship students of the Faculty of Medicine, UNAM. The study design was descriptive, transverse type. We assessed 64 students, which had finished their gynecology field rotation with the objective structured clinical examination. The criteria to consider a competent performance level, was arbitrarily set up in 60%, both for individual problems and for the exam's global result. In 15 stations, the result was a 56.2 global average. The best performances were achieved in the following stations: take the pap smear (74.7), Pregnancy diagnostic (67.9), history of Gynecology and obstetrics (67.1), self examination of breast explanation (62.2) preclampsia (61.7) and cervicovaginitis (60). All the rest got a mark lower than 60. The results are lower than the ones obtained in written exams, because these cannot assess clinical skills. It could be observed that a student's performance in a clinical problem does not certainly predict his performance in other, so it seems to be determined more by the specific knowledge and the student's experience related to the case, than by a general problem-solving skill. The results show the advantages of this instrument to assess clinical skills, that justify its application in the formative process. This work evidences that its necessary to improve the acquisition of basic clinical skills trough systematic instructionals strategies and greater opportunities of learning.

  14. The Impact of Providing Vision Screening and Free Eyeglasses on Academic Outcomes: Evidence from a Randomized Trial in Title I Elementary Schools in Florida

    PubMed Central

    West, Kristine L.; Lee, Jongwook

    2018-01-01

    More than 20 percent of all school-aged children in the United States have vision problems, and low-income and minority children are disproportionately likely to have unmet vision care needs. Vision screening is common in U.S. schools, but it remains an open question whether screening alone is sufficient to improve student outcomes. We implemented a multi-armed randomized controlled trial to evaluate the impact of vision screening, and of vision screening accompanied by eye exams and eyeglasses, provided by a non-profit organization to Title I elementary schools in three large central Florida school districts. We find that providing additional/enhanced screening alone is generally insufficient to improve student achievement in math and reading. In contrast, providing screening along with free eye exams and free eyeglasses to students with vision problems improved student achievement as measured by standardized test scores. We find, averaging over all students (including those without vision problems), that this more comprehensive intervention increased the probability of passing the Florida Comprehensive Achievement Tests (FCAT) in reading and math by approximately 2.0 percentage points. We also present evidence that indicates that this impact fades out over time, indicating that follow-up actions after the intervention may be necessary to sustain these estimated achievement gains. PMID:29693366

  15. Self-diagnosis as a tool for supporting students’ conceptual understanding and achievements in physics: the case of 8th-graders studying force and motion

    NASA Astrophysics Data System (ADS)

    Safadi, Rafi'

    2017-01-01

    I examined the impact of a self-diagnosis activity on students’ conceptual understanding and achievements in physics. This activity requires students to self-diagnose their solutions to problems that they have solved on their own—namely, to identify and explain their errors—and self-score them—that is, assign scores to their solutions—aided by a rubric demonstrating how to solve each problem step by step. I also examined a common practice in the physics classroom in which teachers manage a whole class discussion during which they solve, together with their students, problems that students had solved on their own. Three 8th-grade classes studying force and motion with the same teacher participated. Students were first taught the unit in force and motion. Then a first summative exam was administered. Next, two classes (59 students) were assigned to the self-diagnosis activity and the other class to the whole class discussion (27 students). To assess students’ learning with these activities, a repeat exam was administered. Results suggest that at least for teachers who are not competent in managing argumentative class discussions, the self-diagnosis activity is more effective than the whole class discussion in advancing students’ conceptual understanding and achievements. I account for these results and suggest possible directions for future research.

  16. Algorithms for constructing optimal paths and statistical analysis of passenger traffic

    NASA Astrophysics Data System (ADS)

    Trofimov, S. P.; Druzhinina, N. G.; Trofimova, O. G.

    2018-01-01

    Several existing information systems of urban passenger transport (UPT) are considered. Author’s UPT network model is presented. To a passenger a new service is offered that is the best path from one stop to another stop at a specified time. The algorithm and software implementation for finding the optimal path are presented. The algorithm uses the current UPT schedule. The article also describes the algorithm of statistical analysis of trip payments by the electronic E-cards. The algorithm allows obtaining the density of passenger traffic during the day. This density is independent of the network topology and UPT schedules. The resulting density of the traffic flow can solve a number of practical problems. In particular, the forecast for the overflow of passenger transport in the «rush» hours, the quantitative comparison of different topologies transport networks, constructing of the best UPT timetable. The efficiency of the proposed integrated approach is demonstrated by the example of the model town with arbitrary dimensions.

  17. Timetable for oral prevention in childhood-a current opinion.

    PubMed

    Fleming, Paddy

    2015-01-01

    Dental caries in young children remains a public health problem particularly for children whose families are socioeconomically deprived. A child's first dental visit should be at approximately 12 months of age and this should facilitate the provision of anticipatory guidance concerning oral health and dental development to the child's parents/guardians. Compliance with dietary advice is of key importance and motivational interviewing shows promise in relation to parents adopting good oral health practices for their children. Twice daily toothbrushing using toothpaste that contains in the range of 1000- 1500ppmF is a most important preventive measure. It is important to use a minimal amount of toothpaste, insure that it is not swallowed, have parental or adult supervision during toothbrushing and avoid rinsing with water following brushing with toothpaste. The professional application of topical fluoride varnish twice yearly is a proven caries preventative measure. The application of pit and fissure sealants to teeth with deep pits and fissures is recommended.

  18. Standard eye exam

    MedlinePlus

    Standard ophthalmic exam; Routine eye examination; Eye exam - standard; Annual eye exam ... Comprehensive adult medical eye evaluation preferred practice pattern guidelines. Ophthalmology . 2016;123(1):209-236. PMID: 26581558 ...

  19. Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class

    PubMed Central

    Leight, Hayley; Saunders, Cheston; Calkins, Robin; Withers, Michelle

    2012-01-01

    Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals. PMID:23222835

  20. Determining What Our Students Need Most: Exploring Student Perceptions and Comparing Difficulty Ratings of Students and Faculty

    ERIC Educational Resources Information Center

    Gulacar, Ozcan; Bowman, Charles R.

    2014-01-01

    If the goal of teaching is to help students understand a subject, teaching cannot begin until student difficulties with a subject are understood. In order to create a guide for assessing student difficulties with chemistry material, students were asked to rate exam questions on three factors: problem difficulty, familiarity, and self-confidence.…

  1. A Web Environment to Encourage Students to Do Exercises outside the Classroom: A Case Study

    ERIC Educational Resources Information Center

    Capus, Laurence; Curvat, Frederic; Leclair, Olivier; Tourigny, Nicole

    2006-01-01

    For the past five years, our students have been passing less and less time preparing for lectures and exams. To encourage them to do more exercises, a pedagogical activity was offered outside the classroom. With the goal of making students more active during the problem-solving process, an innovative online environment, Sphinx, was developed.…

  2. Searching Ways to Improve the Exam as Forms of Control at a Vocational School in the Conditions of Modernization of Russian Education

    ERIC Educational Resources Information Center

    Artamonova, Ekaterina V.; Aytuganova, Jhanna I.; Grigoryeva, Elena V.

    2016-01-01

    The relevance of the investigated problem is caused by the objective necessity of construction of the Russian examination practice, taking into account the leading trends in the education system development, where student-activity approach advocates the dominant, and insufficient development of this issue in both the theoretical and methodical…

  3. High Schoolers' Views on Academic Integrity

    ERIC Educational Resources Information Center

    Bacha, Nahla Nola; Bahous, Rima; Nabhani, Mona

    2012-01-01

    The issue of academic integrity in cheating on exams and plagiarising in writing is not a new one. All schools need to address this problem and some more than others. In the L2 context, the issues become more complex as non-native students need to adhere to the "culture of learning" of a Western model of academic integrity if they are to…

  4. English Textbooks for Russian Students: Problems and Specific Features

    ERIC Educational Resources Information Center

    Solnyshkina, Marina I.; Vishnyakova, Ol'ga D.; Gafiyatova, Elzara V.; Gabitov, Azat I.

    2017-01-01

    The research identifies the complexity level of eight texts from Spotlight 11 used in Russian TEFL to prepare students for National Unified Exam in English and assess their reading skills. The results of the analyses conducted with the help of T.E.R.A., an automated text processor, prove that all texts fell within the range of 6-9 Flesch-Kincaid…

  5. A Calculating Web Site Could Ignite a New Campus "Math War"

    ERIC Educational Resources Information Center

    Young, Jeffrey R.

    2009-01-01

    The long-running debate over whether students should be allowed to wield calculators during mathematics exams may soon seem quaint. The latest dilemma facing professors is whether to let students turn to a Web site called WolframAlpha, which not only solves complex math problems, but also can spell out the steps leading to those solutions. In…

  6. Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students

    NASA Astrophysics Data System (ADS)

    Marshall, Jill A.; Dorward, James T.

    2000-07-01

    The study reported here was designed to substantiate the findings of previous research on the use of inquiry-based laboratory activities in introductory college physics courses. The authors sought to determine whether limited use of inquiry activities as a supplement to a traditional lecture and demonstration curriculum would improve student achievement in introductory classes for preservice teachers and general education students. Achievement was measured by responses to problems designed to test conceptual understanding as well as overall course grades. We analyzed the effect on selected student outcome measures in a preliminary study in which some students engaged in inquiry activities and others did not, and interviewed students about their perceptions of the inquiry activities. In the preliminary study, preservice elementary teachers and female students showed significantly higher achievement after engaging such activities, but only on exam questions relating directly to the material covered in the exercises. In a second study we used a common exam problem to compare the performance of students who had engaged in a revised version of the inquiry activities with the performance of students in algebra and calculus-based classes. The students who had engaged in inquiry investigations significantly outperformed the other students.

  7. Collaborative testing: assessing teamwork and critical thinking behaviors in baccalaureate nursing students.

    PubMed

    Wiggs, Carol M

    2011-04-01

    The purpose of this study was to foster teamwork and critical thinking behaviors in baccalaureate nursing students using a collaborative testing environment. Collaborative testing affords the nurse educator a unique opportunity to actively influence the development of critical thinking skills directly influencing the nursing student's ability to solve complex patient problems. Using a quasi-experimental approach exam scores from students in prior semesters were compared to students in several semesters using collaborative testing in one undergraduate course taught by the same faculty. In the experimental group collaborative testing was used in the two unit examinations, while the final examination remained individual. For collaborative testing the students were grouped by random assignment. They were not allowed the use of notes, textbooks, or other resource materials. Any student who wished to work alone was allowed do so and any student coming late (within 15 min of examination beginning) was required to work alone. Each student submitted individual examination answer forms, and groups were not required to reach consensus. Collaborative testing is one means to foster critical thinking by allowing students to solve complex patient problems within an examination environment. This better prepares them for national certification exams. Copyright © 2010 Elsevier Ltd. All rights reserved.

  8. Transforming a fourth year modern optics course using a deliberate practice framework

    NASA Astrophysics Data System (ADS)

    Jones, David J.; Madison, Kirk W.; Wieman, Carl E.

    2015-12-01

    [This paper is part of the Focused Collection on Upper Division Physics Courses.] We present a study of active learning pedagogies in an upper-division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15% improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier transforms, partial differential equations, and vector calculus), we expect the transformation process could be applied to most upper-division physics courses having a similar mathematical base.

  9. Does Pelvic Exam in the Emergency Department Add Useful Information?

    PubMed Central

    Brown, Jeremy; Fleming, Rita; Aristzabel, Jamie; Gishta, Rocksolana

    2011-01-01

    Objective: Physicians are taught that the pelvic exam is a key part of the evaluation of a woman presenting with abdominal pain or vaginal bleeding. However, the exam is time consuming and invasive, and its use in the emergency department (ED) has not been prospectively evaluated. We evaluated how often the findings of the pelvic exam changed management in a cohort of consecutive female patients presenting with acute abdominal pain or vaginal bleeding. Methods: We enrolled women who required a pelvic exam together with the providers caring for them in an academic ED from September 2004 to August 2005. We collected the results of the general history and physical exam. The provider was asked to predict the findings of the pelvic exam, and these were compared with the actual findings of the exam. Results: One hundred eighty-three patients were prospectively entered into the study. When compared with predicted findings, the pelvic exam was as expected in 131 patients (72%). In a further 40 patients (22%), the findings of the pelvic exam were not as predicted, but resulted in no change in the clinical plan. In 12 cases (6%) the exam revealed a finding that was both unexpected and changed the clinical plan. Only one of these patients was admitted. Of the 24 patients who were admitted, four had a pelvic exam that revealed unexpected results, but only one of these cases caused the physician to change the care planned for the patient. Conclusion: In 94% of women with acute abdominal pain or vaginal bleeding, the results of the pelvic exam were either predictable or had no effect on the clinical plan. This suggests that there may be a subset of women with abdominal pain or vaginal bleeding in whom a pelvic exam may safely be deferred. PMID:21691528

  10. Preparation for a postgraduate specialty examination by medical students in Turkey: processes and sources of anxiety.

    PubMed

    Turan, Sevgi; Üner, Sarp

    2015-01-01

    PHENOMENON: Interns in Turkey must endeavor to study for a specialty exam during their internship. The preparation process for the specialty exam and the effect of this process on the students' anxiety has not been studied comprehensively. The purpose of this study was to evaluate the interns' preparation time for the specialty exam, their perception of how the preparation process affects their training, and which factors are related to their test anxiety. A cross-sectional study was conducted with 6th-year students (interns). A questionnaire asked participants to report health status, academic achievement, exam-related anxiety, and trait anxiety. Two open-ended questions asked about views regarding the specialty exam. Multiple linear regression was used to identify the significant predictors of anxiety level due to the exam. The average duration of exam preparations of participating interns (n = 214) was 16.8 months and 14.3 hours/week. Participating interns' health status, economic level, perception of academic achievement, time allocated to study for the exam, time remaining until the exam, and trait anxiety level demonstrated a relationship with anxiety level due to the exam (R =.35, R(2) =.13, p <.001). In the open-ended questions, the most frequent opinion regarding the importance of the Examination for Specialty in Medicine was "Value attributed to specialization" (43%). The most frequent response regarding the contribution of studying for the specialty exam to their general professional skills was "Rehearsal/recall." INSIGHTS: Participating interns spent an appreciable amount of time preparing for the specialty exam. Although participating interns value this exam, they appear to believe that preparing for it will contribute only moderately to their professional competencies, while increasing their anxiety level. The internship curriculum, requirements, and timing of the specialty exam should be reconsidered.

  11. Helping Struggling Students: The Impact of Three Instructional Interventions on College Students' Exam Scores and Exam-Skipping Behavior

    ERIC Educational Resources Information Center

    Thomas, Nichole Gibbs; Thomas, Antonio Lamar

    2018-01-01

    Whether instructional-communication feedback sent to struggling students and succeeding students following course exams would significantly increase their exam scores and significantly decrease their exam-skipping behavior relative to students in the control group was investigated. An experimenter-blind study utilizing feedback and the…

  12. Physics Exams That Promote Collaborative Learning

    ERIC Educational Resources Information Center

    Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.

    2014-01-01

    The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and…

  13. A Pilot Study of an Electronic Exam System at an Australian University

    ERIC Educational Resources Information Center

    Wibowo, Santoso; Grandhi, Srimannarayana; Chugh, Ritesh; Sawir, Erlenawati

    2016-01-01

    This study sought academic staff and students' views of electronic exams (e-exams) system and the benefits and challenges of e-exams in general. The respondents provided useful feedback for future adoption of e-exams at an Australian university and elsewhere too. The key findings show that students and academic staff are optimistic about the…

  14. Are Online Exams an Invitation to Cheat?

    ERIC Educational Resources Information Center

    Harmon, Oskar R.; Lambrinos, James; Kennedy, Peter, Ed.

    2008-01-01

    In this study, the authors use data from two online courses in principles of economics to estimate a model that predicts exam scores from independent variables of student characteristics. In one course, the final exam was proctored, and in the other course, the final exam was not proctored. In both courses, the first three exams were unproctored.…

  15. American Board of Surgery

    MedlinePlus

    ... Admissibility Policy Leave Policy Specialty Definition Hospice & Palliative Medicine Certifying Exam About the Exam How to Apply Related Policies Exam Admissibility Policy Leave Policy FAQs Application Process Computer Exams General Surgery QE General Surgery CE Certification ...

  16. Baptist Memorial Hospital for Women: quality lifelines for a lifetime.

    PubMed

    Beard, Cindy; Lilly, Kristen; Poynter, Joni; Thetford, Carol; Thompson, Rosalee; Vaughn, Anita

    2006-10-01

    At Baptist Women's, a not-for-profit, 140-bed free-standing hospital, the Institute of Medicine's six quality dimensions are embedded into the quality blueprint and strategic plan. Quality initiatives and dashboards are shared through an established shared drive, which is accessible for all employees, to track performance on identified dashboards. IMPROVING MAMMOGRAPHY CYCLE TIME AT THE WOMEN'S HEALTH CENTER: Cycle time (arrival to departure) for mammography was identified as the top improvement priority. Increasing the percentage of patients who had preregistered reduced admission time, and process changes were made to move the patient through the center more efficiently. For example, patients with orders for additional films were flagged to ensure that these exams were completed before a new patient's exam. The ultrasound schedule was blocked during peak times to ensure that add-on exams could be performed in a timely manner. The cycle time was reduced for screening mammography (from 2 hours in 2003 to 30 minutes in April 2006) and diagnostic screenings, including review of films and reports with radiologist at departure, decreased from > 3 hours in 2003 to 2.5 hours in April 2006. Expectations of teamwork, proactive problem resolution, communication on all levels, and customer service are the cornerstone of Baptist Women's culture of quality.

  17. Testing the tests--an empirical evaluation of screening tests for the detection of cognitive impairment in aviators.

    PubMed

    Stokes, A F; Banich, M T; Elledge, V C

    1991-08-01

    The FAA has expressed concern that flight safety could be compromised by undetected cognitive impairment in pilots due to conditions such as substance abuse, mental illness, and neuropsychological problems. Interest has been shown in the possibility of adding a brief "mini-mental exam," or a simple automated test-battery to the standard flight medical to screen for such conditions. The research reported here involved the empirical evaluation of two "mini-mental exams," two paper-and-pencil test batteries, and a prototype version of an automated screening battery. Sensitivity, specificity, and positive predictive value were calculated for each sub-task in a discriminant study of 54 pilots and 62 individuals from a heterogeneous clinical population. Results suggest that the "mini-mental exams" are poor candidates for a screening test. The automated battery showed the best discrimination performance, in part because of the incorporation of dual-task tests of divided attention performance. These tests appear to be particularly sensitive to otherwise difficult-to-detect cognitive impairments of a mild or subtle nature. The use of an automated battery of tests as a screening instrument does appear to be feasible in principle, but the practical success of a screening program is heavily dependent upon the actual prevalence of cognitive impairment in the medical applicant population.

  18. Reconstructed Task Orientation and Local Time Governance in Compulsory Schools: The Swedish Case

    ERIC Educational Resources Information Center

    Westlund, Ingrid

    2007-01-01

    Recently, a five-year trial period without a set timetable for compulsory school education in 79 municipalities was concluded in Sweden. The overall idea of the trial was to facilitate local participation, local time governance and flexible learning. Within the pilot trial, each individual pupil's school activities were supposed to be designed to…

  19. On a New Schedule: Transitions to Adulthood and Family Change

    ERIC Educational Resources Information Center

    Furstenberg, Frank F., Jr.

    2010-01-01

    Frank Furstenberg examines how the newly extended timetable for entering adulthood is affecting, and being affected by, the institution of the Western, particularly the American, family. He reviews a growing body of research on the family life of young adults and their parents and draws out important policy implications of the new schedule for the…

  20. Autonomy, Educational Plans, and Self-Esteem in Institution-Reared and Home-Reared Teenagers in Estonia

    ERIC Educational Resources Information Center

    Tulviste, Tiia

    2011-01-01

    The study examines autonomy, self-esteem, and educational plans for the future of 109 institution-reared and 106 home-reared teenagers (15-19 years). Teenagers were asked to complete the Teen Timetable Scale (Feldman & Rosenthal), two Emotional Autonomy Scales (Steinberg & Silverberg), the Rosenberg Self-Esteem Scale, and answer questions…

  1. 30 CFR 280.71 - What is the timetable for release of data and information?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... related to the deep stratigraphic test at the earlier of the following times: (1) Twenty-five years after...) of this section. (a) If the data and information are not related to a deep stratigraphic test, we... party submit the information (4) Data and information related to a deep stratigraphic test 25 years...

  2. The Value of Capture: Taking an Alternative Approach to Using Lecture Capture Technologies for Increased Impact on Student Learning and Engagement

    ERIC Educational Resources Information Center

    Witton, Gemma

    2017-01-01

    Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly…

  3. The Promotion of Emotional Literacy through Personal and Social Development: The Maltese Experience

    ERIC Educational Resources Information Center

    Camilleri, Stephen; Caruana, Amanda; Falzon, Ruth; Muscat, Maud

    2012-01-01

    This paper intends to explore emotional literacy (EL) in relation to Personal and Social Development (PSD) as implemented in the Maltese Islands. Self-empowerment, emotional literacy, and self-expression contribute to a good quality of life of self and others. These are addressed in Maltese schools during timetabled statutory PSD sessions. The…

  4. Ballistic Performance of Titanium Alloys: Ti-6Al-4V Versus Russian Titanium

    DTIC Science & Technology

    2004-02-01

    Ground, MD, July 2000. 4. Crist, E. Chemistry Tests for CST 3553+0.6Zr. E-mail correspondence, December 2, 2003. 5. Amos, C.W. Lightweight Armor Design...JANOWSKI W PALLANTE S ROBERTSON O YU 1000 WARREN AVE NILES OH 44446 15 TIMET ATTN J FANNING PO BOX 2128 HENDERSON NV

  5. Values and Visibility: The Implementation and Assessment of Citizenship Education in Schools

    ERIC Educational Resources Information Center

    Pike, Mark A.

    2007-01-01

    This article demonstrates that while the more obvious and visible forms of citizenship education (such as introducing it as a new subject on the timetable and a public examination option) are being endorsed and promoted in official discourse, less visible forms (such as attending to ethics and values across the curriculum or the impact of…

  6. Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

    ERIC Educational Resources Information Center

    Gosper, Maree; McNeill, Margot; Woo, Karen; Phillips, Rob; Preston, Greg; Green, David

    2011-01-01

    The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

  7. Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

    ERIC Educational Resources Information Center

    Gosper, M.; McNeill, M.; Phillips, R.; Preston, G.; Woo, K.; Green, D.

    2010-01-01

    The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

  8. 12 CFR 702.206 - Net worth restoration plans.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... plans. (a) Schedule for filing—(1) Generally. A federally-insured credit union shall file a written net...) of this section. (c) Contents of NWRP. An NWRP must— (1) Specify— (i) A quarterly timetable of steps... reclassified to a lower category under § 702.102(b), the steps the credit union will take to correct the unsafe...

  9. Personal Money Planner. The CIRcular: Consumer Information Report 14.

    ERIC Educational Resources Information Center

    Bank of America NT & SA, San Francisco, CA.

    This report gives suggestions for starting a personal money plan, provides a worksheet for developing the plan, and offers ideas for putting the plan into action. Guidelines are presented for the following steps in developing a money plan: setting short- and long-term spending and saving goals; making a timetable for reaching those goals;…

  10. Innovative Teaching Methods for the 21st Century Students

    ERIC Educational Resources Information Center

    Deepak

    2005-01-01

    Futurum in Sweden is described here as a school that does not have any classrooms, there is nothing like a timetable, no school bells can be heard, the students do not have any school bags, and teachers are without desks. Futurum is a radically new school that merges creative architecture with modern learning and teaching methods. This article…

  11. Space Station

    NASA Technical Reports Server (NTRS)

    Anderton, D. A.

    1985-01-01

    The official start of a bold new space program, essential to maintain the United States' leadership in space was signaled by a Presidential directive to move aggressively again into space by proceeding with the development of a space station. Development concepts for a permanently manned space station are discussed. Reasons for establishing an inhabited space station are given. Cost estimates and timetables are also cited.

  12. Organisation of School Time in the European Union. Second Edition.

    ERIC Educational Resources Information Center

    EURYDICE European Unit, Brussels (Belgium).

    This brief report contains basic data on the management of pupils' school time in European primary and secondary education. A wide range of aspects are covered, including the duration of compulsory education, the organization of the school year, the distribution of holidays, and daily and weekly timetables. A description is given of each of these,…

  13. Supporting Students in Higher Education: Results and Recommendations Following a Paradigm Shift within a Scottish Ancient

    ERIC Educational Resources Information Center

    Lusk, Chris; Fearfull, Anne

    2015-01-01

    The model of emotional support to students in Higher Education for over 40 years has been one of "person-centred therapy". Factors now challenge the supremacy of this approach, including its delivery format in an environment of extra-curricular demands, academic timetabling, students' financial restrictions (often requiring them to take…

  14. VENI, video, VICI: The merging of computer and video technologies

    NASA Technical Reports Server (NTRS)

    Horowitz, Jay G.

    1993-01-01

    The topics covered include the following: High Definition Television (HDTV) milestones; visual information bandwidth; television frequency allocation and bandwidth; horizontal scanning; workstation RGB color domain; NTSC color domain; American HDTV time-table; HDTV image size; digital HDTV hierarchy; task force on digital image architecture; open architecture model; future displays; and the ULTIMATE imaging system.

  15. Summer-Jobs-for-Youth Program Guide. How to Develop and Manage a Summer Youth Jobs Program. A Technical Assistance Guide.

    ERIC Educational Resources Information Center

    National Alliance of Business, Inc., Washington, DC.

    This guide offers a practical approach for operating summer youth employment programs that involves cooperation among private businesses and local organizations. A timetable provides a month-by-month schedule. Seven sections discuss management responsibilities. Program Planning covers scope, goals, and coordination. Program Management addresses…

  16. Examining School-Based Pedometer Step Counts among Children in Grades 3 to 6 Using Different Timetables

    ERIC Educational Resources Information Center

    Gauthier, Alain P.; Laurence, Michelle; Thirkill, Laura; Dorman, Sandra C.

    2012-01-01

    Background: Advocates for the implementation of the Balanced School Day (BSD) schedule argue that this schedule will increase opportunities for physical activity. However, the relationship between this scheduling change and its impact on physical activity has not been examined. Thus, this study assessed levels of physical activity in students…

  17. Contemplative Education: A Systematic, Evidence-Based Review of the Effect of Meditation Interventions in Schools

    ERIC Educational Resources Information Center

    Waters, Lea; Barsky, Adam; Ridd, Amanda; Allen, Kelly

    2015-01-01

    Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and…

  18. Exam anxiety in the undergraduate medical students of Taibah University.

    PubMed

    Khoshhal, Khalid I; Khairy, Gamal A; Guraya, Salman Y; Guraya, Shaista S

    2017-04-01

    Assessment is perceived to create highly stressful environment among medical students. Several studies have reported exam-related anxiety symptoms but the contributing factors seem to differ across institutions. This study aimed to determine the prevalence of exam anxiety, gender differences and the variables that moderate exam anxiety among students of a Saudi medical school. A cross-section study was done on 5th year medical students by administering a 12-statement self-administered questionnaire. The degree of exam anxiety was gauged by a visual analog scale. Of 125 students, 111 responded (response rate 89%). About 65% students experienced exam anxiety due to various reasons. Studying all night before exam (28 students; 25.2%) and extensive course load (26 students; 23.4%) were the major confounding factors. Female students experienced more stress due to extensive course load as compared with male students (p = .00). The data about the identified risk factors for exam anxiety can help medical educators to deeply understand the reasons for exam anxiety. There is a need to reassess the amount of study material in undergraduate medical curricula and students need to organize their time management skills to cope with exam anxiety.

  19. Bus network redesign for inner southeast suburbs of Melbourne, Australia

    NASA Astrophysics Data System (ADS)

    Pandangwati, S. T.; Milyanab, N. A.

    2017-06-01

    Public transport is the most effective mode of transport in the era of climate change and oil depletion. It can address climate change issues by reducing urban greenhouse gas emission and oil consumption while at the same time improving mobility. However, many public transport networks are not effective and instead create high operating costs with low frequencies and occupancy. Melbourne is one example of a metropolitan area that faces this problem. Even though the city has well-integrated train and tram networks, Melbourne’s bus network still needs to be improved. This study used network planning approach to redesign the bus network in the City of Glen Eira, a Local Government Area (LGA) in the southeastern part of Metropolitan Melbourne. The study area is the area between Gardenvale North and Oakleigh Station, as well as between Caulfield and Patterson Stations. This area needs network improvement mainly because of the meandering bus routes that run within it. This study aims to provide recommendations for improving the performance of bus services by reducing meandering routes, improving transfer point design and implementing coordinated timetables. The recommendations were formulated based on a ‘ready-made’ concept to increase bus occupancy. This approach can be implemented in other cities with similar problems and characteristics including those in Indonesia.

  20. Impact of using a local protocol in preoperative testing: blind randomized clinical trial.

    PubMed

    Santos, Mônica Loureiro; Iglesias, Antônio Carlos

    2017-01-01

    to evaluate the impact of the use of a local protocol of preoperative test requests in reducing the number of exams requested and in the occurrence of changes in surgical anesthetic management and perioperative complications. we conducted a randomized, blinded clinical trial at the Gaffrée and Guinle University Hospital with 405 patients candidates for elective surgery randomly divided into two groups, according to the practice of requesting preoperative exams: a group with non-selectively requested exams and a protocol group with exams requested according to the study protocol. Studied exams: complete blood count, coagulogram, glycemia, electrolytes, urea and creatinine, ECG and chest X-ray. Primary outcomes: changes in surgical anesthetic management caused by abnormal exams, reduction of the number of exams requested after the use of the protocol and perioperative complications. there was a significant difference (p<0.001) in the number of exams with altered results between the two groups (14.9% vs. 29.1%) and a reduction of 57.3% in the number of exams requested between the two groups (p<0.001), which was more pronounced in patients of lower age groups, ASA I, without associated diseases and submitted to smaller procedures. There was no significant difference in the frequency of conduct changes motivated by the results of exams or complications between the two groups. In the multivariate analysis, complete blood count and coagulogram were the only exams capable of modifying the anesthetic-surgical management. the proposed protocol was effective in eliminating a significant number of complementary exams without clinical indication, without an increase in perioperative morbidity and mortality. avaliar o impacto do uso de um protocolo local de solicitações de exames pré-operatórios na redução do número de exames solicitados e na ocorrência de alterações na conduta anestésico-cirúrgica e de complicações perioperatórias. ensaio clínico randomizado, cego, realizado no Hospital Universitário Gaffrée e Guinle com 405 pacientes candidatos à operação eletiva divididos randomicamente em dois grupos segundo a prática de solicitação de exames pré-operatórios: grupo Rotina com exames solicitados de maneira não seletiva e grupo Protocolo com exames solicitados de acordo com o protocolo em estudo. Exames em estudo: hemograma, coagulograma, glicemia, eletrólitos, ureia e creatinina, ECG e radiografia de tórax. Desfechos primários: alterações na conduta anestésico-cirúrgica motivadas por exames anormais, redução do número de exames solicitados após o uso do protocolo e complicações perioperatórias. foi observada diferença significativa (p<0,001) no número de exames com resultados alterados entre os dois grupos (14,9% x 29,1%) e redução de 57,3% no número de exames pedidos entre os dois grupos (p<0,001), mais acentuada nos pacientes de menor faixa etária, ASA I, sem doenças associadas e submetidos a procedimentos de menor porte. Não houve diferença significativa na frequência de alterações de conduta motivada por resultado de exames, nem de complicações entre os dois grupos. Na análise multivariada hemograma e coagulograma foram os únicos exames capazes de modificar a conduta anestésico-cirúrgica. o protocolo proposto foi efetivo em eliminar um quantitativo significativo de exames complementares sem indicação clínica, sem que houvesse aumento na morbidade e mortalidades perioperatórias.

  1. The evaluation of eye pain with a normal ocular exam.

    PubMed

    Lee, Andrew G; Brazis, Paul W

    2003-12-01

    Eye pain with or without associated head or face pain is a common complaint to the ophthalmologist. The ocular exam may reveal the etiology (e.g., corneal disease, angle closure glaucoma) but typically the exam is normal. This paper reviews the evaluation and management of eye pain with a "normal" ocular exam, including: 1) subtle findings on ocular exam; 2) transient findings on exam, and 3) no abnormal ocular findings. Ophthalmologists should be aware of the various etiologies for eye pain and the specific and distinctive features that make the diagnosis.

  2. Mister Sandman, bring me good marks! On the relationship between sleep quality and academic achievement.

    PubMed

    Baert, Stijn; Omey, Eddy; Verhaest, Dieter; Vermeir, Aurélie

    2015-04-01

    There is growing evidence that health factors affect tertiary education success in a causal way. This study assesses the effect of sleep quality on academic achievement at university. To this end, we surveyed 804 students about their sleep quality by means of the Pittsburgh Sleep Quality Index (PSQI) before the start of their first exam period in December 2013 at Ghent University. PSQI scores were merged with course marks in this exam period. Instrumenting PSQI scores by sleep quality during secondary education, we find that increasing total sleep quality with one standard deviation leads to 4.85 percentage point higher course marks. Based on this finding, we suggest that higher education providers might be incentivised to invest part of their resources for social facilities in professional support for students with sleep and other health problems. Copyright © 2015 Elsevier Ltd. All rights reserved.

  3. The University Entrance Exam that Diversified and the Problem

    NASA Astrophysics Data System (ADS)

    Kondo, Osamu

    The percentage of students who go on to universities or junior colleges is over fifty percent which is more than half of high school students. However the nation's birthrate is in decline and the total number of university-age children shows a declining tendency. Hence we cannot expect an increase in the number of applicants in the future. On the other hand, the number of universities has been increasing year by year. The competition among universities to survive is very fierce. The diversification of entrance examination is a symbol of this competition. By diversifying entrance exams, universities aimed at the quality of excellent students in the beginning. However, they have changed their direction to pursue the quantity of students. As of Today the entrance examination is losing its original starting function which means most or all applicants can enter universities. It is time all of the universities return to its starting line.

  4. Motivating Students to Do Homework

    NASA Astrophysics Data System (ADS)

    Kontur, Frederick J.; Terry, Nathan B.

    2014-05-01

    How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

  5. TH-AB-207A-03: Skin Dose to Patients Receiving Multiple CTA and CT Exams of the Head

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

    Nawfel, RD; Young, G

    Purpose: To measure patient skin dose from CT angiography (CTA) and CT exams of the head, and determine if patients having multiple exams could receive cumulative doses that approach or exceed deterministic thresholds. Methods: This study was HIPAA compliant and conducted with IRB approval. Patient skin doses were measured over a 4 month period using nanoDot OSL dosimeters placed on the head of 52 patients for two CT scanners. On each scanner, 26 patients received CT exams (scanner 1: 10 females, 16 males, mean age 64.2 years; scanner 2: 18 females, 8 males, mean age 61.2 years). CT exam dosemore » metrics, CTDIvol and dose-length product (DLP) were recorded for each exam. Additionally, skin dose was measured on an acrylic skull phantom in each scanner and on a neuro-interventional imaging system using clinical protocols. Measured dose data was used to estimate peak skin dose (PSD) for 4 patients receiving multiple exams including CTA, head CT, and cerebral angiography. Results: For scanner 1, the mean PSD for CTA exams (98.9 ± 5.3 mGy) and for routine head CT exams (39.2 ± 3.7 mGy) agreed reasonably well with the PSD measured on the phantom, 105.4 mGy and 40.0 mGy, respectively. Similarly for scanner 2, the mean PSD for CTA exams (98.8 ± 7.4 mGy) and for routine head CT exams (42.9 ± 9.4 mGy) compared well with phantom measurements, 95.2 mGy and 37.6 mGy, respectively. In addition, the mean PSD was comparable between scanners for corresponding patient exams, CTA and routine head CT respectively. PSD estimates ranged from 1.9 – 4.5 Gy among 4 patients receiving multiple exams. Conclusion: Patients having several exams including both CTA and routine head CT may receive cumulative doses approaching or exceeding the threshold for single dose deterministic effects.« less

  6. Impact of HESI Specialty Exams: the ninth HESI Exit Exam validity study.

    PubMed

    Zweighaft, Elizabeth L

    2013-01-01

    Using an ex post facto, nonexperimental design, this, the ninth validity study of Elsevier's HESI Exit Exam (E(2)), reexamined the predictive accuracy of the E(2). The value of administering HESI Specialty Exams within the nursing curriculum in terms of E(2) scores was also investigated. The sample was composed of nursing students (N = 3,790) from 63 randomly selected schools-26 baccalaureate, 31 associate degree, and 6 diploma programs-throughout the United States who took the E(2) between September 2008 and August 2009. As in the previous 8 studies, the E(2) was found to be highly accurate (96.61%) in predicting success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Findings also indicated that students who took one or more HESI Specialty Exams during their nursing curriculum had a significantly higher mean E(2) score (P ≤ .0001) than students who did not take HESI Specialty Exams during their nursing curriculum. Of the 8 HESI Specialty Exams investigated, scores on the Critical Care, Pediatrics, and Medical-Surgical specialty exams were most predictive of NCLEX-RN success. Schools of nursing that used HESI Specialty Exams as course final exams had a significantly higher mean E(2) score (P < .01) than schools that used the exams for remediation and practice. Copyright © 2013 Elsevier Inc. All rights reserved.

  7. Diagnosis of Constipation in Children

    MedlinePlus

    ... you can share it with the doctor. Physical exam During a physical exam, a doctor may check your child’s blood pressure , ... or pain masses, or lumps perform a rectal exam During a physical exam, a doctor may check ...

  8. Adaptive Fault-Resistant Systems

    DTIC Science & Technology

    1994-10-01

    An Architectural Overview of the Alpha Real-Time Distributed Kernel . In Proceeding., of the USEN[X Workshop on Microkernels and Other Kernel ...system and the controller are monolithic . We have noted earlier some of the problems of distributed systems-for exam- ple, the need to bound the...are monolithic . In practice, designers employ a layered structuring for their systems in order to manage complexity, and we expect that practical

  9. Improving Student Motivation in Secondary Mathematics by the Use of Cooperative Learning.

    ERIC Educational Resources Information Center

    Bouris, Randy; Creel, Holly; Stortz, Barry

    This report examines the problem of a lack of motivation in secondary mathematics students. A large percentage of our students view upper level math courses as only a means to an end. They lack self motivation and are driven by either parental concerns or the desire to score well on college entrance exams. They see very little transfer from the…

  10. SSC San Diego Biennial Review 2003. Command and Control

    DTIC Science & Technology

    2003-01-01

    systems. IMAT systems use scientific visualizations, three- dimensional graphics, and animations to illustrate com- plex physical interactions in mission...Again, interactive animations are used to explain underlying concepts. For exam- ple, for principles of beamforming using a phased array, a three...solve complex problems. Experts type natural language text, use mouse clicks to provide hints for explanation generation, and use mouse clicks to

  11. Address to Yukon-Kuskokwim Delta Regional Summit on Native Education (Bethel, Alaska, April 24, 2002).

    ERIC Educational Resources Information Center

    Ongtooguk, Paul

    Remarks of Alaska Native researcher and educator Paul Ongtooguk are presented. Alaska Native students perform worse on exit exams than any other population in the state. In the past, formal education was offered to Alaska Natives only if they gave up being Alaska Natives. The current system is not designed to solve the problems of Alaska Native…

  12. Review for the generalist: evaluation of pediatric foot and ankle pain

    PubMed Central

    Houghton, Kristin M

    2008-01-01

    Foot and ankle pain is common in children and adolescents. Problems are usually related to skeletal maturity and are fairly specific to the age of the child. Evaluation and management is challenging and requires a thorough history and physical exam, and understanding of the pediatric skeleton. This article will review common causes of foot and ankle pain in the pediatric population. PMID:18400098

  13. Language Placement and Beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam

    ERIC Educational Resources Information Center

    Beaudrie, Sara M.; Ducar, Cynthia

    2012-01-01

    This paper outlines the design, implementation, and analysis of a computerized Spanish heritage language (SHL) placement exam. The exam created by the authors exemplifies how to design a simple yet effective placement exam with limited resources. It is suggested that an SHL placement exam should be developed in-house due not only to the diversity…

  14. Going Green and Using Less Paper to Print Exams: Student Performance, Completion Time, and Preference

    ERIC Educational Resources Information Center

    O'Connor, Kevin J.

    2014-01-01

    Two studies measured the impact on student exam performance and exam completion time of strategies aimed to reduce the amount of paper used for printing multiple-choice course exams. Study 1 compared single-sided to double-sided printed exams. Study 2 compared a single-column arrangement of multiple-choice answer options to a space (and paper)…

  15. The optimum time to employ telephotoscreening to detect retinopathy of prematurity.

    PubMed Central

    Yen, K G; Hess, D; Burke, B; Johnson, R A; Feuer, W J; Flynn, J T

    2000-01-01

    PURPOSE: Labor-intensive screening of infants in the neonatal intensive care units is the only way to detect retinopathy of prematurity (ROP). Our purpose is to determine if RetCam 120 photos, acquired by a neonatal nurse, can be used to screen for ROP by performing 2 screening examinations, at 32 to 34 weeks (exam 1) and at 38 to 40 weeks (exam 2) post-conceptional age. METHODS: RetCam examinations are performed by a nurse on infants at exam 1 and exam 2 intervals. At the same time, an examination is performed by an experienced ophthalmologist. Masked readers evaluate the photos for ROP and determine if each eye will progress to prethreshold or threshold disease. The data are compared to the clinical course of the eyes. RESULTS: Forty-six eyes were photographed at exam 1 and 50 eyes at exam 2 from July 1, 1999, to December 15, 1999. Sensitivity and specificity of detecting ROP were 76% and 100% for exam 2 and 46% and 100% for exam 1. Sensitivity and specificity of predicting prethreshold disease were 64% and 97% for exam 2 and 33% and 100% for exam 1. Sensitivity and specificity of predicting threshold were both 100% at exam 2 and 0% (one photo in category) and 95% at exam 1. CONCLUSION: A potential reason for low sensitivity is technical limitations of the Retcam, such as the difficulty in capturing peripheral retina in small eyes and the need for a better lid speculum. Images FIGURE 1 FIGURE 2A FIGURE 2B FIGURE 3 PMID:11190018

  16. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

    PubMed

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-12-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

  17. Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.

    PubMed

    Casagrand, Janet; Semsar, Katharine

    2017-06-01

    Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom's taxonomy to quantify a significant increase in the Bloom's level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom's level as a metric to assess course reform. Copyright © 2017 the American Physiological Society.

  18. Development of a curriculum and training program in Woman Veterans Health for Internal Medical Residents.

    PubMed

    Ceylony, Manju; Porhomayon, Jahan; Pourafkari, Leili; Nader, Nader D

    2017-09-26

    Internal Medicine residents must develop competency as Primary Care Providers, but a gap exists in their curriculum and training with regard to women's reproductive health. With increasing need in VA due to new influx of women veterans it poses problems in recruitment of competent physicians trained in Women's health. An intensive, one-month women's reproductive health curriculum with hands on experience for Internal Medicine residents was provided. Curriculum was taught to the residents who rotated at the Women's Health Clinic for one month. Pre-test and post-test exams were administered. Increase in knowledge of residents in providing gender specific evaluations and management was objectively assessed by changes in post-test scores. Data were analyzed for statistically significant improvement in written tests scores. Total of 47 Internal Medicine residents rotated through Women's Health Center during the evaluation period. All residents completed both pre-test and post-test exams. The average time to complete the pre-test was 20.5 ± 5.4 min and 19.5 ± 4.8 min for post-test. There was no correlation between the time to complete the pre-test exam and the post-test exam. The total score was significantly improved from 8.5 ± 1.6 to 13.2 ± 1.8 (p < 0.0001). This study shows how to equip physicians in training with information on women's health that enables them to provide safe and gender appropriate care in primary care settings. This practice will reduce the need for frequent referrals for specialized care and thus provide cost saving for patient and health care on the whole.

  19. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    PubMed Central

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

  20. Correlation of the NBME advanced clinical examination in EM and the national EM M4 exams.

    PubMed

    Hiller, Katherine; Miller, Emily S; Lawson, Luan; Wald, David; Beeson, Michael; Heitz, Corey; Morrissey, Thomas; House, Joseph; Poznanski, Stacey

    2015-01-01

    Since 2011 two online, validated exams for fourth-year emergency medicine (EM) students have been available (National EM M4 Exams). In 2013 the National Board of Medical Examiners offered the Advanced Clinical Examination in Emergency Medicine (EM-ACE). All of these exams are now in widespread use; however, there are no data on how they correlate. This study evaluated the correlation between the EM-ACE exam and the National EM M4 Exams. From May 2013 to April 2014 the EM-ACE and one version of the EM M4 exam were administered sequentially to fourth-year EM students at five U.S. medical schools. Data collected included institution, gross and scaled scores and version of the EM M4 exam. We performed Pearson's correlation and random effects linear regression. 305 students took the EM-ACE and versions 1 (V1) or 2 (V2) of the EM M4 exams (281 and 24, respectively) [corrected].The mean percent correct for the exams were as follows: EM-ACE 74.9 (SD-9.82), V1 83.0 (SD-6.39), V2 78.5 (SD-7.70) [corrected]. Pearson's correlation coefficient for the V1/EM-ACE was 0.53 (0.43 scaled) and for the V2/EM-ACE was 0.58 (0.41 scaled) [corrected]. The coefficient of determination for V1/ EM-ACE was 0.73 and for V2/EM-ACE 0.71 (0.65 and .49 for scaled scores) [ERRATUM]. The R-squared values were 0.28 and 0.30 (0.18 and 0.13 scaled), respectively [corrected]. There was significant cluster effect by institution. There was moderate positive correlation of student scores on the EM-ACE exam and the National EM M4 Exams.

  1. [Centrally and non-centrally designed exams in nursing: Comparisons of the final exams in 2008 to 2013 in Berlin focusing on different concepts of professional nursing education].

    PubMed

    Strube-Lahmann, Sandra; Vogler, Christine; Friedrich, Kai; Dassen, Theo; Kottner, Jan

    2016-12-01

    In Germany, nursing education ends with a final written, oral and practical exam. In the federal state of Berlin, Germany, all nursing students take centrally standardized written exams, while the practical and oral exams are developed by each individual nursing school or university and conducted without standardized protocols (non-central). Comparability might be seriously limited by this procedure. Since there is no official statistics available, the objective of this study is to compare the results of the final written, oral and practical exams of different nursing education institutions with an additional focus on different educational concepts. In a secondary data analysis, the final grades (written, oral, practical) of 4,342 nursing students in all 16 educational institutions in Berlin from 2008 to 2013 were analyzed. The mean (SD) of all written, oral and practical exams taken was 2.9 (0.7), 2.6 (1.1) and 2.2 (1.0), respectively. In each type of exam, the trend in grades was stable over the observation period. There was a statistically significant increase in the prevalence of initially failed exams from 2008 (7.9 %) to 2013 (12.0 %). In institutions following a traditional concept of education, the difference in grades between oral/practical exams on the one hand and written exams on the other ranged from 0.1 to 0.9, while in generalist (academic) institutions it ranged between -0.1 and 0.3 (-0.1 to 0). In nursing schools with a traditional approach to education, there was a big difference in grades between written and oral/practical exams. Standardization of oral and practical exams should be initiated to ensure greater comparability between different educational institutions. Copyright © 2016. Published by Elsevier GmbH.

  2. IFRS Knowledge, Skills, and Abilities: A Follow-up Study of Employer Expectations for Undergraduate Accounting Majors

    ERIC Educational Resources Information Center

    Yoon, Sung Wook; Vedd, Rishma; Jones, Christopher Gil

    2013-01-01

    Although the most recent International Financial Reporting Standards (IFRS) work plan report from the U.S. Securities and Exchange Commission no longer includes a timetable for the U.S. adoption of global financial accounting standards, experts predict that the United States will transition to some form of convergence later this decade. In…

  3. 78 FR 46652 - Self-Regulatory Organizations; Financial Industry Regulatory Authority, Inc.; Notice of Filing of...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-01

    ... ADF Market Maker or Registered Reporting ADF ECN that is a ``Trading Center,'' as defined in Rule 600... requirements currently in Rule 6271(b). Members who are Trading Centers, as defined in Rule 600(b)(78) of SEC... timetable as agreed to by the member and FINRA. The proposed rule change defines the ``ADF Deposit Amount...

  4. Understanding electricity market reforms and the case of Philippine deregulation

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

    Santiago, Andrea; Roxas, Fernando

    2010-03-15

    The experience of the Philippines offers lessons that should be relevant to any country seeking to deregulate its power industry. Regardless of structure, consumers must face the real price of electricity production and delivery that is closer to marginal cost. Politically motivated prices merely shift the burden from ratepayers to taxpayers. And any reform should work within a reasonable timetable. (author)

  5. Project Application Guidelines for Alcohol and Other Drug Abuse Program Funding. Student Services, Prevention, and Wellness Team. Bulletin No. 95202.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison. Bureau for Pupil Services.

    This publication provides information and application forms for alcohol and other drug abuse (AODA) funding. The contents include the following: Framework for Student Services, Prevention and Wellness; Abstracts of AODA Grants; Timetable for Grants; Criteria Applicable to all State AODA Grants; Criteria Specific to Aoda Program Grant; AODA…

  6. SCDC Spanish Curricula Units. Science/Math Strand, Unit 7, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Instructional aids for classroom use and worksheets which may be reproduced for individual seatwork are included in these support materials for unit seven of the science/math strand developed for Spanish-speaking students in grade three. They are designed to be used with the teacher's guide to the unit, which contains a timetable for their use.…

  7. Empirical relation between carbonate porosity and thermal maturity: an approach to regional porosity prediction.

    USGS Publications Warehouse

    Schmoker, J.W.

    1984-01-01

    Carbonate porosity can be predicted approximately on a regional scale as a function of thermal maturity. Thus: theta = a (TTI) b, where theta = regional porosity, a = a constant for a given region and varies by an order of magnitude, TTI = Lopatin's time-T index of thermal maturity and b approx -0.372. -K.A.R.

  8. SCDC Spanish Curricula Units. Language Arts Strand, Unit 9, Grade 3, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Two readers, supplementary illustrations, and a ditto pack constitute this supplement to unit nine's language arts for third graders. Visual aids and materials for both seatwork for students and for class activities are presented; the teacher's guide to the unit provides the timetable for presentation. Kits 33 and 34 are based on the reader…

  9. Final definition and preliminary design study for the initial atmospheric cloud physics laboratory, a spacelab mission payload

    NASA Technical Reports Server (NTRS)

    1976-01-01

    The Atmospheric Cloud Physics Laboratory (ACPL) task flow is shown. Current progress is identified. The requirements generated in task 1 have been used to formulate an initial ACPL baseline design concept. ACPL design/functional features are illustrated. A timetable is presented of the routines for ACPL integration with the spacelab system.

  10. Recreating Death's Acre in the School Yard: Using Pig Carcasses as Model Corpses to Teach Concepts of Forensic Entomology & Ecological Succession

    ERIC Educational Resources Information Center

    Schoenly, Kenneth G.; Haskell, Neal H.; Mills, David K.; Bieme-Ndi, Carine; Larsen, Kristie; Lee, Yer

    2006-01-01

    In this article, the authors describe how to construct a mock crime scene, acquire a pig carcass, sample its arthropod fauna, integrate photographic, climatic and arthropod successional data, and estimate the postmortem interval (PMI) from insect successional timetables. The experimental layout described in this article represents the untreated…

  11. Medical Student Dissection of Cadavers Improves Performance on Practical Exams but not on the NBME Anatomy Subject Exam.

    PubMed

    Sargent Jones, Leslie; Paulman, Lance E; Thadani, Raj; Terracio, Louis

    2001-12-01

    We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam), the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

  12. Should the MCAT exam be used for medical school admissions in Canada?

    PubMed

    Eskander, Antoine; Shandling, Maureen; Hanson, Mark D

    2013-05-01

    In light of the structural and content changes to the Medical College Admission Test (MCAT) to be implemented in 2015 and the recent diversity- and social-accountability-based recommendations of the Future of Medical Education in Canada (FMEC) project, the authors review and reexamine the use of the MCAT exam in Canadian medical school admissions decisions.This Perspective article uses a point-counterpoint format to discuss three main advantages and disadvantages of using the MCAT exam in the medical school admissions process, from a Canadian perspective. The authors examine three questions regarding the FMEC recommendations and the revised MCAT exam: (1) Is the MCAT exam equal and useful in Canadian admissions? (2) Does the MCAT exam affect matriculant diversity? and (3) Is the MCAT exam a strong predictor of future performance? They present the most recent arguments and evidence for and against use of the MCAT exam, with the purpose of summarizing these different perspectives for readers.

  13. The Provision of Diabetes-Monitoring Exams to Older Latinos

    PubMed Central

    Herrera, Angelica P.; Lee Smith, Matthew; Ory, Marcia G.; Rodriguez, Hector P.; Warre, Ruth; Thompson, Wesley K.; Azcue, Annette; Romero, Jairo A.

    2012-01-01

    Objectives To explore factors associated with the provision of diabetes-monitoring practices among older Latinos with type 2 diabetes. Method Data from 547 Latinos (≥55 years) were analyzed from the 2007 California Health Interview Survey. Multivariate logistic regression modeled the relationship between health status and sociodemographic factors and the receipt of semiannual HbA1c tests, annual foot exams, and annual retinal exams. Results The majority of older Latino diabetics received foot exams (87%) and retinal exams (77%), but the provision of semiannual HbA1c tests (30%) was low. Higher English-language proficiency and health insurance coverage were associated with the provision of HbA1c tests and foot exams, but not retinal exams. Insulin therapy was positively associated with semiannual HbA1c testing, but negatively associated with foot exams. Discussion There are considerable missed opportunities in the provision of diabetes monitoring for older Latinos, particularly those with limited English proficiency, less comprehensive insurance, and noninsulin therapy. PMID:21948771

  14. Should DSM-V include dimensional diagnostic criteria for alcohol use disorders?

    PubMed

    Helzer, John E; Bucholz, Kathleen K; Bierut, Laura Jean; Regier, Darrel A; Schuckit, Marc A; Guth, Sarah E

    2006-02-01

    This program calls attention to the upcoming timetable for the revision of the Diagnostic and Statistical Manual (DSM)-IV and the publication of DSM-V. It is vitally important for Research Society of Alcoholism members to be aware of the current discussions of the important scientific questions related to the next DSM revision and to use the opportunity for input. The title of the symposium highlights 1 key question, i.e., whether the DSM definitions should remain strictly categorical as in the past or whether a dimensional component should be included in this revision. Two substantive and 1 conceptual paper are included in this portion of the symposium. The fourth and final presentation detailing the revision timetable and the opportunities for input is by Dr. Darrel Regier. Dr. Regier is the director of American Psychiatric Institute for Research and Education the research and education branch of the American Psychiatric Association and the organization within the APA that will oversee the DSM revision. The discussion is by Marc Schuckit, who was chair of the Substance Use disorders (SUD) Committee for DSM-IV and cochair of the international group of experts reviewing the SUD definitions for DSM-V.

  15. A Matter of Timing: Developmental Theories of Romantic Involvement and Psychosocial Adjustment

    PubMed Central

    Furman, Wyndol; Collibee, Charlene

    2014-01-01

    The present study compared two theories of the association between romantic involvement and adjustment—a social timetable theory and a developmental task theory. We examined seven waves of longitudinal data on a community based sample of 200 participants (M age Wave 1 = 15 years, 10 months). In each wave, multiple measures of substance use, externalizing symptoms, and internalizing symptoms were gathered, typically from multiple reporters. Multilevel modeling revealed that greater levels of romantic involvement in adolescence were associated with higher levels of substance use and externalizing symptoms, but became associated with lower levels in adulthood. Similarly, having a romantic partner was associated with greater levels of substance use, externalizing symptoms, and internalizing symptoms in adolescence, but was associated with lower levels in young adulthood. The findings were not consistent with a social timetable theory, which predicts that nonnormative involvement is associated with poor adjustment. Instead, the findings are consistent with a developmental task theory which predicts that precocious romantic involvement undermines development and adaptation, but when romantic involvement becomes a salient developmental task in adulthood, it is associated with positive adjustment. Discussion focuses on the processes that may underlie the changing nature of the association between romantic involvement and adjustment. PMID:24703413

  16. Who is teaching what, when? An evolving online tool to manage dental curricula.

    PubMed

    Walton, Joanne N

    2014-03-01

    There are numerous issues in the documentation and ongoing development of health professions curricula. It seems that curriculum information falls quickly out of date between accreditation cycles, while students and faculty members struggle in the meantime with the "hidden curriculum" and unintended redundancies and gaps. Beyond knowing what is in the curriculum lies the frustration of timetabling learning in a transparent way while allowing for on-the-fly changes and improvements. The University of British Columbia Faculty of Dentistry set out to develop a curriculum database to answer the simple but challenging question "who is teaching what, when?" That tool, dubbed "OSCAR," has evolved to not only document the dental curriculum, but as a shared instrument that also holds the curricula and scheduling detail of the dental hygiene degree and clinical graduate programs. In addition to providing documentation ranging from reports for accreditation to daily information critical to faculty administrators and staff, OSCAR provides faculty and students with individual timetables and pushes updates via text, email, and calendar changes. It incorporates reminders and session resources for students and can be updated by both faculty members and staff. OSCAR has evolved into an essential tool for tracking, scheduling, and improving the school's curricula.

  17. Laughing in the Face of Fear (of Disease Detection): Using Humor to Promote Cancer Self-Examination Behavior.

    PubMed

    Nabi, Robin L

    2016-07-01

    This research examines the possible benefit of using humor to reduce anxiety associated with performing cancer self-examination behaviors. In Study 1, 187 undergraduates read a humorous public service announcement (PSA) script promoting either breast or testicular self-exams. Results suggest that perception of humor reduced anxiety about self-exams, which, in turn, related to more positive self-exam attitudes. Simultaneously, humor perception associated with greater message processing motivation, which, in turn, associated with more supportive self-exam attitudes. Self-exam attitudes also positively associated with self-exam intentions. These results were largely replicated in Study 2. Further, self-exam intentions predicted self-exam behavior 1 week later. However, consistent with past research, the humorous and serious messages did not generate differences in subsequent self-exam behavior, though the intention-behavior relationship was stronger and significant for those exposed to the humorous versus the serious messages. In light of these findings, and given that humor has the advantage of attracting and holding attention in real message environments, the use of carefully constructed humor appeals may be a viable message strategy to promote health detection behaviors.

  18. The use of intraosseous needles for injection of contrast media for computed tomographic angiography of the thoracic aorta.

    PubMed

    Winkler, Michael; Talley, Cynthia; Woodward, Connor; Kingsbury, Alexander; Appiah, Frank; Elbelasi, Hossam; Landwher, Kevin; Li, Xingzhe; Fleischmann, Dominik

    The objective of this study is to evaluate the safety and quality of computed tomographic angiography of the thoracic aorta (CTA-TA) exams performed using intraosseous needle intravenous access (ION-IVA) for contrast media injection (CMI). All CTA-TA exams at the study institution performed between 1/1/2013 and 8/14/2015 were reviewed retrospectively to identify those exams which had been performed using ION-IVA (ION-exams). ION-exams were then analyzed to determine aortic attenuation and contrast-to-noise ratio (CNR). Linear regression was used to determine how injection rate and other variables affected image quality for ION-exams. Patient electronic medical records were reviewed to identify any adverse events related to CTA-TA or ION-IVA. 17 (∼0.2%) of 7401 exams were ION-exams. ION-exam CMI rates varied between 2.5 and 4 ml/s. Mean attenuation was 312 HU (SD 88 HU) and mean CNR was 25 (SD 9.9). A strong positive linear association between attenuation and injection rate was found. No immediate or delayed complications related to the ION-exams, or intraosseous needle use in general, occurred. For CTA-TA, ION-IVA appears to be a safe and effective route for CMI at rates up to 4 ml/s. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  19. [Difference analysis among majors in medical parasitology exam papers by test item bank proposition].

    PubMed

    Jia, Lin-Zhi; Ya-Jun, Ma; Cao, Yi; Qian, Fen; Li, Xiang-Yu

    2012-04-30

    The quality index among "Medical Parasitology" exam papers and measured data for students in three majors from the university in 2010 were compared and analyzed. The exam papers were formed from the test item bank. The alpha reliability coefficients of the three exam papers were above 0.70. The knowledge structure and capacity structure of the exam papers were basically balanced. But the alpha reliability coefficients of the second major was the lowest, mainly due to quality of test items in the exam paper and the failure of revising the index of test item bank in time. This observation demonstrated that revising the test items and their index in the item bank according to the measured data can improve the quality of test item bank proposition and reduce the difference among exam papers.

  20. "I Understood the Words but I Didn't Know What They Meant": Japanese Online MBA Students' Experiences of British Assessment Practices

    ERIC Educational Resources Information Center

    Fenton-O'Creevy, Mark; van Mourik, Carien

    2016-01-01

    We report on a case study of high Japanese student failure rates in an online MBA programme. Drawing on interviews, and reviews of exam and assignment scripts we frame the problems faced by these students in terms of a "language as social practice" approach and highlight the students' failure to understand the specific language games…

  1. Using assessments to investigate and compare the nature of learning in undergraduate science courses.

    PubMed

    Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

    2013-06-01

    Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

  2. On-line and Mobil Learning Activities

    NASA Astrophysics Data System (ADS)

    Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

    2012-12-01

    Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

  3. Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

    PubMed Central

    Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

    2013-01-01

    Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments. PMID:23737631

  4. How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

    ERIC Educational Resources Information Center

    Smith, Gary

    2007-01-01

    A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also…

  5. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences

    PubMed Central

    Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009–2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers’ work. Additionally, one questionnaire about teachers’ practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers’ practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries. PMID:27936103

  6. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences.

    PubMed

    Rodríguez-Muñiz, Luis J; Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009-2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers' work. Additionally, one questionnaire about teachers' practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers' practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries.

  7. Investigation into the need for ingesting foreign imaging exams into local systems and evaluation of the design challenges of Foreign Exam Management (FEM)

    NASA Astrophysics Data System (ADS)

    Milovanovic, Lazar; Agrawal, Arun; Bak, Peter; Bender, Duane; Koff, David

    2015-03-01

    The deployment of regional and national Electronic Health Record solutions has been a focus of many countries throughout the past decade. Most of these deployments have taken the approach of "sharing" imaging exams via portals and web-based viewers. The motivation of portal/web-based access is driven by a) the perception that review of imaging exams via portal methods is satisfactory to all users and b) the perceived complexity of ingesting foreign exams into local systems. This research project set out to objectively evaluate who really needs foreign exams within their local systems, what those systems might be and how often this is required. Working on the belief that Foreign Exam Management (FEM) is required to support clinical workflow, the project implemented a FEM capability within an XDSI. b domain to identify the design challenges and nuances associated with FEM.

  8. Examining ethics - developing a comprehensive exam for a bioethics master's program.

    PubMed

    Schonfeld, Toby; Stoddard, Hugh; Labrecque, Cory Andrew

    2014-10-01

    Assessing mastery of bioethics in a graduate program requires careful attention not simply to the content knowledge and skill development of students but also to the principles of sound assessment processes. In this article, we describe the rationale, development process, and features of the comprehensive exam we created as a culminating experience of a master's program in bioethics. The exam became the students' opportunity to demonstrate the way they were able to integrate course, textual, and practical knowledge gained throughout the experience of the program. Additionally, the exam assessed students' proficiency in the field of bioethics and their ability to critically and constructively analyze bioethical issues. In this article, we offer tips to other exam creators regarding our experiences with question and answer development, scoring of the exam, and relationships between coursework and exam preparation and completion. We also include a sample rubric for others to see how we determined which student answers were satisfactory.

  9. Red vs. green: Does the exam booklet color matter in higher education summative evaluations? Not likely.

    PubMed

    Arthur, Winfred; Cho, Inchul; Muñoz, Gonzalo J

    2016-10-01

    We examined the so-called "red effect" in the context of higher education summative exams under the premise that unlike the conditions or situations where this effect typically has been obtained, the totality of factors, such as higher motivation, familiarity with exam material, and more reliance on domain knowledge that characterize high-stakes testing such as those in operational educational settings, are likely to mitigate any color effects. Using three naturally occurring archival data sets in which students took exams on either red or green exam booklets, the results indicated that booklet color (red vs. green) did not affect exam performance. From a scientific perspective, the results suggest that color effects may be attenuated by factors that characterize high-stakes assessments, and from an applied perspective, they suggest that the choice of red vs. green exam booklets in higher education summative evaluations is likely not a concern.

  10. A Flipped Pedagogy for Expert Problem Solving

    NASA Astrophysics Data System (ADS)

    Pritchard, David

    The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

  11. Exploring the Universe Together: Cooperative Quizzes With and Without a Classroom Performance System in Astronomy 101

    NASA Astrophysics Data System (ADS)

    Byrd, Gene G.; Coleman, Susanna; Werneth, Charles

    Our University of Alabama introductory astronomy course has large enrollments, with the usual problems of low attendance and students putting off studying until just before major exams--with predictable consequences. We tried one strategy--cooperatively answering quiz questions--during our May 2002 interim term. Classes were long: three hours a day over three weeks. Before midclass break, we presented a multiple-choice open-book-and-notes quiz to be answered after the break. Quizzes could increase grades without excessively diluting the importance of closed-book major exams. The interim 2002 final exam average was 80%, much better than the 2001 class average of 57%. During a regular semester, handing out and taking up papers would take up much time during the more frequent classes. It's also more interesting if students vote for different answers together, then see the correct answer. We obtained funds for a Classroom Performance System (CPS) consisting of two computer receiver units, a hub, and 128 TV remote-style response pads. We used the CPS during interim 2003. Ease of giving quizzes and grading permitted two shorter quizzes a day. Improvement was maintained, with a slight 3% increase. In addition, students graded the "cooperative quiz" 2002 and 2003 courses higher than the 2001 course. We also used the CPS for public astronomy events and introductory physics courses.

  12. Academic cheating among nursing students.

    PubMed

    Park, Eun-Jun; Park, Seungmi; Jang, In-Sun

    2013-04-01

    The purpose of the study was to investigate the magnitude and predictors of academic cheating and to understand relevant perspectives among South Korean nursing students. Survey responses of 655 undergraduate nursing students from five institutions were analyzed. Demographics, psychological factors of an individual (perceived seriousness of cheating, ethical attitudes to cheating, neutralization behaviors, knowledge of academic integrity and policy) and contextual factors (perceived prevalence of peers' cheating, atmosphere of academic integrity, atmosphere of whistle-blowing, moral support of families and friends) were measured in relation with 11 exam-cheating and 15 assignment-cheating behaviors. Also reasons for cheating and importance of various interventions to discourage cheating were questioned. 50% and 78% of the students were engaged in, respectively, exam-cheating and assignment cheating behaviors. Perceived seriousness of cheating (OR=0.74, 0.64) and perceived prevalence of peers' cheating (OR=3.02, 6.66) were significant predictors for both exam-cheating and assignment cheating. A higher grade, a lack of time, a better job, and a lack of motivation were reported as a major reason for cheating. Multiple interventions were considered important to discourage cheating from different stakeholders. An alarming level of a cheating problem was found among South Korean nursing students, requiring immediate attention. As the nursing workforce market is becoming global, the cheating issue in nursing education should be managed under collaborative efforts of nursing faculty members around the globe. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Effect of Paper Color and Question Order on Exam Performance

    ERIC Educational Resources Information Center

    Tal, Ilanit R.; Akers, Katherine G.; Hodge, Gordon K.

    2008-01-01

    To deter cheating, teachers commonly use exams printed on differently colored paper or with varied question orders. Previous studies, however, reported that paper color and question order affect exam performance and suggested that teachers should adjust students' scores accordingly and discontinue the use of alternate exam forms. We conducted 2…

  14. The Coordinators of Psychiatric Education (COPE) Residency In-Training Exam: A Preliminary Psychometric Assessment

    ERIC Educational Resources Information Center

    Montgomery, Gregory P. J.; Crockford, David N.; Hecker, Kent

    2010-01-01

    Objective: The Coordinators of Psychiatric Education (COPE) Residency In-Training Exam is a formative exam for Canadian psychiatric residents that was reconstructed using assessment best practices. An assessment of psychometric properties was subsequently performed on the exam to ensure preliminary validity and reliability. Methods: An exam…

  15. The AP Calculus Exam Reading Experience: Implications for Teacher Classroom Practice and Student Comprehension

    ERIC Educational Resources Information Center

    Corcoran, Mimi

    2017-01-01

    This dissertation explores the views and experiences of high school calculus teachers and college mathematics professors on the professional development which occurs at the annual national AP Calculus exam grading. This professional development experience comes in several forms: the exam briefing sessions, the actual reading of the exams, the…

  16. Exams: The Secret Ingredients

    ERIC Educational Resources Information Center

    DiJulio, Betsy

    2012-01-01

    This year, many high-school teachers in the district where the author teaches experienced exam anxiety because midterms--as they had come to know and love them--were no more. For a variety of reasons, the semester exam schedule looked very different. More to the point is the new philosophy about exam content and format that underpinned the…

  17. Exit Exam as Academic Performance Indicator

    ERIC Educational Resources Information Center

    Al Ahmad, Mahmoud; Al Marzouqi, Ali H.; Hussien, Mousa

    2014-01-01

    This paper focuses on the impact of exit exams on different elements of the educational process, namely: curriculum development, students and instructors. A 50-question multiple-choice Exit Exam was prepared by Electrical Engineering (EE) faculty members covering a poll of questions from EE core courses. A copy of the Exit Exam applied during each…

  18. Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

    PubMed Central

    Orr, Rebecca; Foster, Shellene

    2013-01-01

    Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. PMID:24006398

  19. Effectiveness of a social marketing media campaign to reduce oral cancer racial disparities.

    PubMed

    Watson, Jennifer M; Tomar, Scott L; Dodd, Virginia; Logan, Henrietta L; Choi, Youjin

    2009-08-01

    The purpose of this study was to provide a systematic evaluation of a theory-driven oral cancer awareness media campaign. We surveyed a cohort of residents in an intervention city (250) and a control city (250) immediately prior to and after the media campaign. Participants (125 black/African American and 125 white) in each city completed surveys at baseline and follow-up. Oral cancer campaign awareness was assessed in both cities, along with 4 hypothetical health campaigns. Oral cancer awareness, oral cancer exam awareness, intent to receive an oral cancer exam, interest in exam, and receipt of exam were also assessed in both cities, both at baseline and follow-up. Intervention city residents showed a significant increase in recognition of the campaign, awareness of the oral cancer exam, and interest in getting an exam, while no significant changes in those topics were found for the control city. Blacks/African Americans in the intervention city were significantly more likely than whites to demonstrate increases in awareness of the campaign, oral cancer awareness, and interest in receiving an oral cancer exam. A theory-driven media campaign was successful in increasing awareness of the oral cancer exam and interest in the exam among blacks/African Americans.

  20. Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

    PubMed

    Zheng, Meixun; Bender, Daniel

    2018-03-13

    Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

  1. Anticipatory processes under academic stress: an ERP study.

    PubMed

    Duan, Hongxia; Yuan, Yiran; Yang, Can; Zhang, Liang; Zhang, Kan; Wu, Jianhui

    2015-03-01

    It is well known that preparing for and taking high-stakes exams has a significant influence on the emotional and physiological wellbeing of exam-takers, but few studies have investigated the resulting cognitive changes. The current study examined the effect of examination-induced academic stress on anticipation in information processing. Anticipation was indexed using the contingent negative variation (CNV). Electroencephalograms (EEG) were collected from 42 participants using the classic S1-S2 paradigm. These participants were preparing for the Chinese National Postgraduate Entrance Exam (NPEE). EEGs were also collected from 21 age-matched, non-exam comparison participants. The levels of perceived stress and state anxiety were higher and both the initial CNV (iCNV) and the late CNV (lCNV) were more negative in the exam group than in the non-exam group. These results suggest that participants under academic stress experienced greater anticipation of upcoming events. More important, for the non-exam group, state anxiety was positively related to both the iCNV and lCNV amplitude, and this correlation existed when trait anxiety was controlled; however, there was no such relationship in the exam group. These results suggested that the cortical anticipatory activity in the high-stressed exam group reached the maximum ceiling, leaving little room for transient increases in state anxiety. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Saliva pH as a biomarker of exam stress and a predictor of exam performance.

    PubMed

    Cohen, Miri; Khalaila, Rabia

    2014-11-01

    Salivary pH is regulated by the sympathetic and parasympathetic nervous system; therefore, it may serve as a biomarker of stress. To assess the associations between the cognitive and emotional dimensions of exam stress and pH levels, and the predictability of salivary pH in relation to test performance. A prospective study. Eighty-three nursing students answered a questionnaire on stress appraisals, experienced stress, test anxiety (including worry and emotionality subscales) and health behaviors, and gave a saliva sample for measuring pH on the morning of their first term exam and three months later. Their performance on the test (grades) was also recorded. Levels of pH in saliva were higher (levels of acidity were lower) in the post exam compared to the exam period, in parallel to lower threat appraisal, experienced stress, and test anxiety levels post exam. Controlling for smoking, physical activity and working hours per week, pH levels at both time points were predicted by appraised threat regarding the exam situation, experienced stress, and the emotionality dimension of test anxiety. pH at Time 1 predicted performance on the exams and mediated the associations of experienced stress and emotionality subscale with test performance. the present study indicates that pH levels may serve as a reliable, accessible and inexpensive means by which to assess the degree of physiological reactions to exams and other naturalistic stressors. Copyright © 2014 Elsevier Inc. All rights reserved.

  3. An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools.

    PubMed

    Kirschstein, Timo; Wolters, Alexander; Lenz, Jan-Hendrik; Fröhlich, Susanne; Hakenberg, Oliver; Kundt, Günther; Darmüntzel, Martin; Hecker, Michael; Altiner, Attila; Müller-Hilke, Brigitte

    2016-01-01

    The amendment of the Medical Licensing Act (ÄAppO) in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality. In the spring of 2014, the students' dean commissioned the "core group" for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and - in analogy to impact factors and third party grants - a ranking among faculty. Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

  4. Does Adding Mathematics to English Language Learners' Timetables Improve Their Acquisition of English?

    ERIC Educational Resources Information Center

    Stacey, Jenny

    2016-01-01

    This enquiry based project set out to find out if adult English language learners, known as ESOL (English for Speakers of Other Languages) learners in the UK, might benefit, in terms of their acquisition of English, from studying maths. This research has been conducted at a medium sized FE college in the East Midlands where I teach. I evaluate…

  5. Handbook of International Alloy Compositions and Designations. Volume 1. Titanium

    DTIC Science & Technology

    1976-11-01

    product, and MMA-9744 for the Martin Marietta Aluminum Company brand of Ti-6Al-2Sn-4Zr-2Mo alloy. Other producers use meaningful symbols for designa...Operating Standards. Martin Marietta Aluminum, Torrance, California (1976). 70. Materials Selector, Material Engineering, 80 (4), (September 1974), pp...Corporation of America, Timet Div. (TMCA). Pittsburgh, Pennsylvania Martin Marietta Aluminum, Titanium Division, Torrance, California RMI Company

  6. Timelines for English Language Acquisition: A Study of the Rates of Second Language Acquisition among Hispanic English Language Learners Including Exceptionalities

    ERIC Educational Resources Information Center

    Dixon, Jennifer J.

    2012-01-01

    This study explores No Child Left Behind's required timetable for English language learners (ELLs) to reach English language proficiency within five years, as outlined in the Annual Measurable Achievement Outcomes (AMAOs), despite the lack of research evidence to support this as a reasonable expectation. Analysis was conducted on the archived data…

  7. Language, Education and Identities in Plural Mauritius: A Study of the Kreol, Hindi and Urdu Standard 1 Textbooks

    ERIC Educational Resources Information Center

    Owodally, Ambarin Mooznah Auleear

    2014-01-01

    The present study was carried out in the context of the recent (2012) introduction of Kreol in the primary school curriculum in Mauritius. The time-tabling of Kreol as an optional subject offered at the same time as the other existing ancestral languages, institutionalised Kreol as an ancestral language, despite its status as a national language.…

  8. Part H of the Individuals with Disabilities Education Act (IDEA) for Infants, Toddlers, and Their Families Annual Performance Report, Year IV (1990-1992).

    ERIC Educational Resources Information Center

    McNulty, Brian A.; And Others

    This report on the fourth year of Colorado's participation in Part H of the Individuals with Disabilities Education Act describes major accomplishments in preparing for full implementation of Part H in Year 5. Accomplishments in the following areas are discussed: state definition of developmental delay, central directory, timetables for serving…

  9. Fetal behavioral teratology.

    PubMed

    Visser, Gerard H A; Mulder, Eduard J H; Tessa Ververs, F F

    2010-10-01

    Ultrasound studies of fetal motor behavior provide direct – in vivo – insight in the functioning of the motor component of the fetal central nervous system. In this article, studies are reviewed showing changes in the first timetable of appearance of fetal movements, changes in quality and/or quantity of movements and disturbances in the development of fetal behavioral states in case of endogenous malfunctions, maternal diseases and exogenous behavioral teratogens.

  10. Multiple-Choice and Short-Answer Exam Performance in a College Classroom

    ERIC Educational Resources Information Center

    Funk, Steven C.; Dickson, K. Laurie

    2011-01-01

    The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

  11. The Cognitive Abilities of Children: Reflections from an Entrance Exam

    ERIC Educational Resources Information Center

    Cil, Emine; Cepni, Salih

    2012-01-01

    The basic determiner for the school in which the children who completed their primary education will in at an upper education level in Turkey is the entrance exam carried out nationwide. The items of national exam, called as LDE (Level Determination Exam) which the primary education pupils (aged between 12 and 15) will participate in Turkey were…

  12. Academic Achievement by Graduates from For-Profit and Nonprofit Institutions: Evidence from CPA Exam Performance

    ERIC Educational Resources Information Center

    Mittelstaedt, H. Fred; Morris, Michael H.

    2017-01-01

    This study shows that graduates from nonprofit educational institutions outperform graduates from for-profit institutions on the four sections of the certified public accountant (CPA) exam. Specifically, it (1) documents univariate differences in CPA exam scores, score distributions, pass rates, and time to complete the CPA exam; (2) investigates…

  13. Hispanic Student Performance on Advanced Placement Exams: A Multiyear, National Investigation

    ERIC Educational Resources Information Center

    Jara, Teresa Dianne

    2013-01-01

    Purpose: The purpose of this study was to analyze the Advanced Placement exams that Hispanic students complete and to compare their overall performance with the performance of White students from 2000 to 2012. A second purpose was to determine which Advanced Placement exams were the most difficult exams for Hispanic students and which Advanced…

  14. Enhanced Security for Online Exams Using Group Cryptography

    ERIC Educational Resources Information Center

    Jung, I. Y.; Yeom, H. Y.

    2009-01-01

    While development of the Internet has contributed to the spread of online education, online exams have not been widely adopted. An online exam is defined here as one that takes place over the insecure Internet, and where no proctor is in the same location as the examinees. This paper proposes an enhanced secure online exam management environment…

  15. Validity, Reliability and Difficulty Indices for Instructor-Built Exam Questions

    ERIC Educational Resources Information Center

    Jandaghi, Gholamreza; Shaterian, Fatemeh

    2008-01-01

    The purpose of the research is to determine college Instructor's skill rate in designing exam questions in chemistry subject. The statistical population was all of chemistry exam sheets for two semesters in one academic year from which a sample of 364 exam sheets was drawn using multistage cluster sampling. Two experts assessed the sheets and by…

  16. Principal Licensure Exams and Future Job Performance: Evidence from the School Leaders Licensure Assessment

    ERIC Educational Resources Information Center

    Grissom, Jason A.; Mitani, Hajime; Blissett, Richard S. L.

    2017-01-01

    Many states require prospective principals to pass a licensure exam to obtain an administrative license, but we know little about the potential effects of principal licensure exams on the pool of available principals or whether scores predict later job performance. We investigate the most commonly used exam, the School Leaders Licensure Assessment…

  17. Investigating the Written Exam Scores' Prediction Power of TEOG Exam Scores

    ERIC Educational Resources Information Center

    Kontas, Hakki; Özpolat, Esen Turan

    2017-01-01

    The purpose of this study was to investigate exam scores' predicting Transition from Primary to Secondary Education (TEOG) exam scores. The research data were obtained from the records of 1035 students studying at the first term of eighth grade in 2015-2016 academic year in e-school system. The research was on relational screening model. Linear…

  18. An Exploration into Improving Examinees' Acceptance of Participation in an Online Exam

    ERIC Educational Resources Information Center

    Liu, I-Fan; Chen, Ruey-Shin; Lu, Hao-Chun

    2015-01-01

    With the rapid development of the Internet and information technology, the issues related to online exams have become the concern of an increasing number of researchers. At present, the biggest challenges for the integration of web communication technology into online exams are the ability to detect cheating behaviors during the exam, and the…

  19. Do You Prefer to Have the Text or a Sheet with Your Physics Exams?

    ERIC Educational Resources Information Center

    Hamed, Kastro M.

    2008-01-01

    Many high school and introductory college physics instructors ponder the choice between "open text" exams versus "facts and formulae sheet" exams. Other alternatives are closed book/closed notes exams or an instructor-prepared sheet of facts and relevant formulas. There is no agreement on merit. Rehfuss strongly opposes allowing students to use…

  20. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    ERIC Educational Resources Information Center

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved…

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