Increasing the linguistic competence of the nurse with limited English proficiency.

PubMed

Guttman, Minerva S

2004-01-01

Teaching linguistic competence to nursing students educated in the United States but whose families are recent immigrants is a difficult task for nurse educators. Although students may easily learn the mechanics of a new language, the cultural differences must also be addressed. In the face of the current nursing shortage, it is critically important that strategies to improve linguistic competence be incorporated into curricular efforts. This article describes integrated skills reinforcement as one academic strategy to improve reading, speaking, listening, and writing skills. Suggestions are made for incorporating and evaluating these techniques.

Veterinary student attitudes toward curriculum integration at James Cook University.

PubMed

Cavalieri, John

2009-01-01

The aim of this study was to investigate the attitudes of veterinary science students to activities designed to promote curriculum integration. Students (N = 33) in their second year of a five-year veterinary degree were surveyed in regard to their attitudes to activities that aimed to promote integration. Imaging, veterinary practice practicals, and a field trip to a cattle property were classified as the three most valuable learning activities that were designed to promote integration. Veterinary practice practicals, case studies, and palpable anatomy were regarded by students as helping them to learn information presented in other teaching sessions. They also appeared to enhance student motivation, and students indicated that the activities assisted them with their preparation for and performance at examinations. Attitudes to whether the learning exercises helped improve a range of skills and specific knowledge varied, with 39-88% of students agreeing that specific skills and knowledge were enhanced to a large or very large extent by the learning activities. The results indicate that learning activities designed to promote curriculum integration helped improve motivation, reinforced learning, created links between foundational knowledge and its application, and assisted with the development of skills that are related to what students will do in their future careers.

Monetary incentives to reinforce engagement and achievement in a job-skills training program for homeless, unemployed adults.

PubMed

Koffarnus, Mikhail N; Wong, Conrad J; Fingerhood, Michael; Svikis, Dace S; Bigelow, George E; Silverman, Kenneth

2013-01-01

The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n=124) were randomized to a no-reinforcement group (n=39), during which access to the training program was provided but no incentives were given; a training reinforcement group (n=42), during which incentives were contingent on attendance and performance; or an abstinence and training reinforcement group (n=43), during which incentives were contingent on attendance and performance, but access was granted only if participants demonstrated abstinence from alcohol. abstinence and training reinforcement and training reinforcement participants advanced further in training and attended more hours than no-reinforcement participants. Monetary incentives were effective in promoting engagement and achievement in a job-skills training program for individuals who often do not take advantage of training programs. © Society for the Experimental Analysis of Behavior.

Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers

ERIC Educational Resources Information Center

Subban, Pearl; Round, Penny

2015-01-01

Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to…

Teaching Computation/Shopping Skills to Mentally Retarded Adults.

ERIC Educational Resources Information Center

Matson, Johnny L.; Long, Sue

1986-01-01

Three moderately/mildly retarded adults were trained in adaptive community skills. Treatment involved instructions, performance feedback, social reinforcement, in-vivo modeling, self-evaluation, and social and tangible reinforcement. Rapid and dramatic improvements occurred soon after treatment began. Skills generalized to other shopping…

The Effects of Reinforcement Magnitude on Skill Acquisition for Children with Autism

ERIC Educational Resources Information Center

Paden, Amber R.; Kodak, Tiffany

2015-01-01

We examined the effects of reinforcement magnitude on skill acquisition during discrete-trial training. After conducting a magnitude preference assessment, we compared acquisition during conditions with large and small magnitudes of edible reinforcement to a praise-only condition. Although all participants showed a preference for the…

A Self-Reinforcement Deficit in Depression: Fact or Artifact?

ERIC Educational Resources Information Center

Gotlib, Ian H.

The constructs of self-reinforcement and social skill have received increasing attention from researchers concerned with the etiology and maintenance of depression. These two variables, however, have not been empirically related. The relationship between depression, self-reinforcement, and social skill was examined with an interpersonal task.…

Framework for robot skill learning using reinforcement learning

NASA Astrophysics Data System (ADS)

Wei, Yingzi; Zhao, Mingyang

2003-09-01

Robot acquiring skill is a process similar to human skill learning. Reinforcement learning (RL) is an on-line actor critic method for a robot to develop its skill. The reinforcement function has become the critical component for its effect of evaluating the action and guiding the learning process. We present an augmented reward function that provides a new way for RL controller to incorporate prior knowledge and experience into the RL controller. Also, the difference form of augmented reward function is considered carefully. The additional reward beyond conventional reward will provide more heuristic information for RL. In this paper, we present a strategy for the task of complex skill learning. Automatic robot shaping policy is to dissolve the complex skill into a hierarchical learning process. The new form of value function is introduced to attain smooth motion switching swiftly. We present a formal, but practical, framework for robot skill learning and also illustrate with an example the utility of method for learning skilled robot control on line.

An assessment of differential reinforcement procedures for learners with autism spectrum disorder.

PubMed

Johnson, Kate A; Vladescu, Jason C; Kodak, Tiffany; Sidener, Tina M

2017-04-01

Differential reinforcement procedures may promote unprompted correct responding, resulting in a quicker transfer of stimulus control than nondifferential reinforcement. Recent studies that have compared reinforcement arrangements have found that the most effective arrangement may differ across participants. The current study conducted an assessment of differential reinforcement arrangements (i.e., quality, schedule, and magnitude) and nondifferential reinforcement to identify the most effective arrangement for each participant. The assessment phase showed that the quality arrangement was the most efficient for all participants during auditory-visual matching. Next, a validation phase was conducted to evaluate whether the assessment would predict the most effective arrangement across multiple skills. The results from the assessment phase were validated for all participants for the same skill. However, the results were only validated for one participant during the other skills (i.e., tact and intraverbal). The results are discussed in light of previous research and future areas of research. © 2017 Society for the Experimental Analysis of Behavior.

The Effects of a Token Reinforcement System on the Reading and Arithmetic Skills Learnings of Migrant Primary School Pupils.

ERIC Educational Resources Information Center

Heitzman, Andrew J.

The New York State Center for Migrant Studies conducted this 1968 study which investigated effects of token reinforcers on reading and arithmetic skills learnings of migrant primary school students during a 6-week summer school session. Students (Negro and Caucasian) received plastic tokens to reward skills learning responses. Tokens were traded…

Naval Leadership: A Study of Views on Leadership Competencies and Methods to Reinforce Leadership Skills

DTIC Science & Technology

1990-12-01

stated these problems -- racism , sexism , drug and alcohol abuse -- were a result of the poor leadership ability in Navymiddle management [Ref. 3... The HRM program instituted a formal course of instruction to teach leadership theories . The leadership training of the Human Resource Management...management practices based on the guidelines developed by W. E. Demming [Ref. 14]. The TQL practice involves integrating management and statistical methods to

Integration of Peer Philosophy into a Standardized Self-Management Mobile Health Intervention.

PubMed

Fortuna, Karen L; Storm, Marianne; Aschbrenner, Kelly A; Bartels, Stephen J

2018-04-19

Description of certified peer specialists integration of peer philosophy into the delivery of a self-management intervention enhanced with mobile health. Qualitative examination of peer case notes that were routinely entered on a peer care management electronic dashboard. This study included consumers with serious mental illness (N = 8) with a mean age of 68.8 years (SD = 4.9). Certified peer specialists (N = 3) were all female and aged 55 years or older. Peers entered 146 case notes on the peer care management notes dashboard. Five themes emerged including encouragement of self-determination, bio-psychosocial-spiritual framework guides practice, sharing lived experience to teach self-management skills, personalized text messages to reinforce self-management skill development, and identifying unmet needs and advocating for human rights. Peers unique perspectives and expertise was complemented with the standardized delivery of evidence-based intervention enhanced with mobile health.

Bringing the human genome and the revolution in bioinformatics to the medical school classroom: a case report from Washington University School of Medicine.

PubMed

Magee, J; Gordon, J I; Whelan, A

2001-08-01

The human genome project is revolutionizing medical research and the practice of clinical medicine. To understand and participate in this revolution, physicians must be fluent in human genomics and bioinformatics. At Washington University School of Medicine (WUSM), the authors designed a module for teaching these skills to first-year students. The module uses clinical cases as a platform for accessing information stored in GenBank, Online Mendelian Inheritance in Man (OMIM), and PubMed databases at the National Center for Biotechnology Information (NCBI). This module, which is also designed to reinforce problem-solving skills, has been integrated into WUSM's first-year medical genetics course.

Reinforcing Basic Skills Through Social Studies. Grades 4-7.

ERIC Educational Resources Information Center

Lewis, Teresa Marie

Arranged into seven parts, this document provides a variety of games and activities, bulletin board ideas, overhead transparencies, student handouts, and learning station ideas to help reinforce basic social studies skills in the intermediate grades. In part 1, students learn about timelines, first constructing their own life timeline, then a…

A Look at Basic Academic Skills Reinforcement/Enhancement Efforts in Secondary Vocational Classrooms.

ERIC Educational Resources Information Center

Weber, James W.; And Others

1989-01-01

Reports on an observation and questionnaire survey in 120 secondary schools in 24 states focusing on several variables. Suggests the need for better preparation of vocational teachers to identify and take advantage of classroom opportunities for student skill enhancement or reinforcement. (Author/LAM)

Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills

ERIC Educational Resources Information Center

Minott, Mark A.; Willett, Ionie Liburd

2011-01-01

The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential…

From Classroom to Wardroom: Internalizing, Integrating and Reinforcing Leadership and Management, Education and Training (LMET) Skills in the Navy

DTIC Science & Technology

1983-12-01

8217 by business concerns. Every handicraft, all human dealings, are constantly in that danger. (Heidegger, 1954) Emile Durkheim addressed the problem... Durkheim , 1893) Weber, in his controversial study, The Protestant Ethic and the Spirit of Capitalization, also noted this "multiplicity of perspectives and...196n....... • Durkheim , E., The Division of Labor in Society, Macmillan Publishing Co., Inc., 1933. Eddy, W.B., "From Training to Organization Change

Phasic dopamine as a prediction error of intrinsic and extrinsic reinforcements driving both action acquisition and reward maximization: a simulated robotic study.

PubMed

Mirolli, Marco; Santucci, Vieri G; Baldassarre, Gianluca

2013-03-01

An important issue of recent neuroscientific research is to understand the functional role of the phasic release of dopamine in the striatum, and in particular its relation to reinforcement learning. The literature is split between two alternative hypotheses: one considers phasic dopamine as a reward prediction error similar to the computational TD-error, whose function is to guide an animal to maximize future rewards; the other holds that phasic dopamine is a sensory prediction error signal that lets the animal discover and acquire novel actions. In this paper we propose an original hypothesis that integrates these two contrasting positions: according to our view phasic dopamine represents a TD-like reinforcement prediction error learning signal determined by both unexpected changes in the environment (temporary, intrinsic reinforcements) and biological rewards (permanent, extrinsic reinforcements). Accordingly, dopamine plays the functional role of driving both the discovery and acquisition of novel actions and the maximization of future rewards. To validate our hypothesis we perform a series of experiments with a simulated robotic system that has to learn different skills in order to get rewards. We compare different versions of the system in which we vary the composition of the learning signal. The results show that only the system reinforced by both extrinsic and intrinsic reinforcements is able to reach high performance in sufficiently complex conditions. Copyright © 2013 Elsevier Ltd. All rights reserved.

Playing with Gladys: A case study integrating drama therapy with behavioural interventions for the treatment of selective mutism.

PubMed

Oon, Phei Phei

2010-04-01

This case study examines an integrative approach combining drama therapy and the behavioural skill "shaping", as offered to Gladys, a 5-year-old girl diagnosed with selective mutism. This study found that shaping, when implemented in the context of play, with play as the primary reinforcer, elicited from Gladys vocalization and eventually speech within a very short time. Her vocalizations allowed her to enter dramatic play, which in turn propelled spontaneous speech. This article looks at how the three elements of dramatherapy - the playspace, role-playing and dramatic projection - brought about therapeutic changes for Gladys. Aside from spontaneous speech, Gladys also developed positive self-esteem and a heightened sense of spontaneity. Subsequently, these two qualities helped her generalize her speech to new settings on her own. Gladys's newly harnessed spontaneity further helped her become more sociable and resilient.This study advances the possibility of integrating a behavioural skill with drama therapy for the therapeutic benefits of a child with an anxiety-related condition like selective mutism.

The Effects of Live Music as the Discriminative Stimulus and Reinforcer on the Skill Acquisition of Learners with Neurodevelopmental Disorders

ERIC Educational Resources Information Center

Harms, Melanie D.

2013-01-01

Individuals with neurodevelopmental disorders are challenged with memory and language deficits that impact their skills acquisition (Martin, Klusek, Estigarriba, & Roberts, 2009; Turner & Alborz, 2003). The value of music when applied as an antecedent and a reinforcer has long been established to address such memory and language deficits…

Leveraging Quiz-Based Multiple-Prize Web Tournaments for Reinforcing Routine Mathematical Skills

ERIC Educational Resources Information Center

Gonzalez-Tablas, Ana I.; de Fuentes, Jose M.; Hernandez-Ardieta, Jorge L.; Ramos, Benjamin

2013-01-01

In Higher Education Engineering studies, there exists the need of engaging students in performing drill and practice activities with the goal of reinforcing routine mathematical skills. The usual optionality of these tasks entails the risk of students not fulfilling them in an effective way. Although competitive approaches are not a trend in…

Sixty minutes of what? A developing brain perspective for activating children with an integrative exercise approach.

PubMed

Myer, Gregory D; Faigenbaum, Avery D; Edwards, Nicholas M; Clark, Joseph F; Best, Thomas M; Sallis, Robert E

2015-12-01

Current recommendations for physical activity in children overlook the critical importance of motor skill acquisition early in life. Instead, they focus on the quantitative aspects of physical activity (eg, accumulate 60 min of daily moderate to vigorous physical activity) and selected health-related components of physical fitness (eg, aerobic fitness, muscular strength, muscular endurance, flexibility and body composition). This focus on exercise quantity in youth may limit considerations of qualitative aspects of programme design which include (1) skill development, (2) socialisation and (3) enjoyment of exercise. The timing of brain development and associated neuroplasticity for motor skill learning makes the preadolescence period a critical time to develop and reinforce fundamental movement skills in boys and girls. Children who do not participate regularly in structured motor skill-enriched activities during physical education classes or diverse youth sports programmes may never reach their genetic potential for motor skill control which underlies sustainable physical fitness later in life. The goals of this review are twofold: (1) challenge current dogma that is currently focused on the quantitative rather than qualitative aspects of physical activity recommendations for youth and (2) synthesise the latest evidence regarding the brain and motor control that will provide the foundation for integrative exercise programming that provide a framework sustainable activity for life. 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/

[Stimulation at home and motor development among 36-month-old Mexican children].

PubMed

Osorio, Erika; Torres-Sánchez, Luisa; Hernández, María Del Carmen; López-Carrillo, Lizbeth; Schnaas, Lourdes

2010-01-01

To identify the relationship between stimulation at home and motor development among 36 month-old children. The development of gross and fine motor skills of 169 infants (50.9% boys and 49.1% girls) was assessed at the age of 36 months with the Peabody Developmental Motor Scale. The quality of home stimulation was determined during a prior evaluation (at 30 months) by means of the HOME Scale. Total stimulation at home was significantly associated with better performance in the gross and fine motor areas. Particular aspects of this home stimulation were related to better gross and fine motor functions. Static balance and locomotion (gross motor skills) and grasping and visual-motor integration (fine motor skills) are associated with particular aspects of home stimulation, such as parent-child interaction, verbal reinforcement of the child's positive actions and providing the child with clear boundaries.

Relationship between Reinforcement and Eye Movements during Ocular Motor Training with Learning Disabled Children.

ERIC Educational Resources Information Center

Punnett, Audrey F.; Steinhauer, Gene D.

1984-01-01

Four reading disabled children were given eight sessions of ocular motor training with reinforcement and eight sessions without reinforcement. Two reading disabled control Ss were treated similarly but received no ocular motor training. Results demonstrated that reinforcement can improve ocular motor skills, which in turn elevates reading…

Sustaining Teamwork Behaviors Through Reinforcement of TeamSTEPPS Principles.

PubMed

Lee, Soo-Hoon; Khanuja, Harpal S; Blanding, Renee J; Sedgwick, Jeanne; Pressimone, Kathleen; Ficke, James R; Jones, Lynne C

2017-10-30

Teamwork training improves short-term teamwork behaviors. However, improvements are often not sustained. The purpose of this study was to explore the extent to which teamwork reinforcement activities for orthopedic surgery teams lead to sustained teamwork behaviors. Seven months after 104 staff from an orthopedic surgical unit were trained in Team Strategies and Tools to Enhance Performance and Patient Safety principles, 4 reinforcement activities were implemented regarding leadership and communication: lectures with videos on leadership skills for nursing staff; an online self-paced learning program on communication skills for nursing staff; a 1-page summary on leadership skills e-mailed to surgical staff; and a 1-hour perioperative grand rounds on Team Strategies and Tools to Enhance Performance and Patient Safety principles for anesthesia staff and new staff. Twenty-four orthopedic surgical teams were evaluated on teamwork behaviors during surgery by 2 observers before and after the reinforcement period using the Observational Teamwork Assessment for Surgery tool. After reinforcement, leadership (P = 0.022) and communication (P = 0.044) behaviors improved compared with prereinforcement levels. Specifically, nursing staff improved in leadership (P = 0.016) and communication (P = 0.028) behaviors, surgical staff improved in leadership behaviors (P = 0.009), but anesthesia staff did not improve in any teamwork behaviors. Sustained improvement in teamwork behaviors requires reinforcement. Level III, prospective pre-post cohort study.

Monetary Incentives to Reinforce Engagement and Achievement in a Job-Skills Training Program for Homeless, Unemployed Adults

ERIC Educational Resources Information Center

Koffarnus, Mikhail N.; Wong, Conrad J.; Fingerhood, Michael; Svikis, Dace S.; Bigelow, George E.; Silverman, Kenneth

2013-01-01

The current study examined whether monetary incentives could increase engagement and achievement in a job-skills training program for unemployed, homeless, alcohol-dependent adults. Participants (n?=?124) were randomized to a no-reinforcement group (n?=?39), during which access to the training program was provided but no incentives were given; a…

Journaling as reinforcement for the resourcefulness training intervention in mothers of technology-dependent children.

PubMed

Toly, Valerie Boebel; Blanchette, Julia E; Musil, Carol M; Zauszniewski, Jaclene A

2016-11-01

Resourcefulness, a set of cognitive and behavioral skills used to attain, maintain, or regain health, is a factor related to depressive symptoms in mothers of children with chronic conditions and complex care needs who are dependent on medical technology such as mechanical ventilation or feeding tubes. The purpose of this secondary analysis of a randomized, controlled pilot intervention study was to determine the feasibility, acceptability and fidelity of daily journal writing as a method of reinforcement of resourcefulness training (RT) that teaches the use of social and personal resourcefulness skills. Participants returned their journals to the study office at the end of the four-week journaling exercise. Content analysis from exit interviews and journals supported the feasibility, acceptability and fidelity of daily journaling for reinforcement of RT in this population. Journal writing can be used by pediatric nurses to reinforce and promote resourcefulness skill use in parents of technology-dependent children. Copyright © 2016 Elsevier Inc. All rights reserved.

Effective Strategies and Activities for Developing Soft Skills, Part 2

ERIC Educational Resources Information Center

Green, Diana J.; Blaszczynski, Carol

2012-01-01

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Soft skills building activities…

A review of recent studies on differential reinforcement during skill acquisition in early intervention.

PubMed

Vladescu, Jason C; Kodak, Tiffany

2010-01-01

Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement as treatment and describes important areas of future research.

Effective reinforcement learning following cerebellar damage requires a balance between exploration and motor noise.

PubMed

Therrien, Amanda S; Wolpert, Daniel M; Bastian, Amy J

2016-01-01

Reinforcement and error-based processes are essential for motor learning, with the cerebellum thought to be required only for the error-based mechanism. Here we examined learning and retention of a reaching skill under both processes. Control subjects learned similarly from reinforcement and error-based feedback, but showed much better retention under reinforcement. To apply reinforcement to cerebellar patients, we developed a closed-loop reinforcement schedule in which task difficulty was controlled based on recent performance. This schedule produced substantial learning in cerebellar patients and controls. Cerebellar patients varied in their learning under reinforcement but fully retained what was learned. In contrast, they showed complete lack of retention in error-based learning. We developed a mechanistic model of the reinforcement task and found that learning depended on a balance between exploration variability and motor noise. While the cerebellar and control groups had similar exploration variability, the patients had greater motor noise and hence learned less. Our results suggest that cerebellar damage indirectly impairs reinforcement learning by increasing motor noise, but does not interfere with the reinforcement mechanism itself. Therefore, reinforcement can be used to learn and retain novel skills, but optimal reinforcement learning requires a balance between exploration variability and motor noise. © The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain.

Effective reinforcement learning following cerebellar damage requires a balance between exploration and motor noise

PubMed Central

Therrien, Amanda S.; Wolpert, Daniel M.

2016-01-01

Abstract See Miall and Galea (doi: 10.1093/awv343 ) for a scientific commentary on this article. Reinforcement and error-based processes are essential for motor learning, with the cerebellum thought to be required only for the error-based mechanism. Here we examined learning and retention of a reaching skill under both processes. Control subjects learned similarly from reinforcement and error-based feedback, but showed much better retention under reinforcement. To apply reinforcement to cerebellar patients, we developed a closed-loop reinforcement schedule in which task difficulty was controlled based on recent performance. This schedule produced substantial learning in cerebellar patients and controls. Cerebellar patients varied in their learning under reinforcement but fully retained what was learned. In contrast, they showed complete lack of retention in error-based learning. We developed a mechanistic model of the reinforcement task and found that learning depended on a balance between exploration variability and motor noise. While the cerebellar and control groups had similar exploration variability, the patients had greater motor noise and hence learned less. Our results suggest that cerebellar damage indirectly impairs reinforcement learning by increasing motor noise, but does not interfere with the reinforcement mechanism itself. Therefore, reinforcement can be used to learn and retain novel skills, but optimal reinforcement learning requires a balance between exploration variability and motor noise. PMID:26626368

A REVIEW OF RECENT STUDIES ON DIFFERENTIAL REINFORCEMENT DURING SKILL ACQUISITION IN EARLY INTERVENTION

PubMed Central

Vladescu, Jason C; Kodak, Tiffany

2010-01-01

Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement as treatment and describes important areas of future research. PMID:21119913

Effective Strategies and Activities for Developing Soft Skills, Part 1

ERIC Educational Resources Information Center

Blaszczynski, Carol; Green, Diana J.

2012-01-01

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Assessment of soft skills…

Training self-feeding skills in children who are deaf and blind.

PubMed

Luiselli, J K

1993-10-01

There are very few studies that describe programs to train self-feeding skills in young children who are deaf and blind. This research reports two single-case studies on the acquisition of self-feeding in children with developmental disabilities and combined visual and auditory impairments. Study 1 included the use of prompting, prompt-fading, and contingent sensory reinforcement procedures to train independent self-feeding in a 7-year-old girl. Study 2 incorporated social reinforcement and response interruption to refine the self-feeding skills of a 6-year-old boy. Both studies were conducted by direct-care providers within an educational setting and reported maintenance of skill acquisition at 4 and 8 months posttraining.

Cancer genetics education in a low- to middle-income country: evaluation of an interactive workshop for clinicians in Kenya.

PubMed

Hill, Jessica A; Lee, Su Yeon; Njambi, Lucy; Corson, Timothy W; Dimaras, Helen

2015-01-01

Clinical genetic testing is becoming an integral part of medical care for inherited disorders. While genetic testing and counseling are readily available in high-income countries, in low- and middle-income countries like Kenya genetic testing is limited and genetic counseling is virtually non-existent. Genetic testing is likely to become widespread in Kenya within the next decade, yet there has not been a concomitant increase in genetic counseling resources. To address this gap, we designed an interactive workshop for clinicians in Kenya focused on the genetics of the childhood eye cancer retinoblastoma. The objectives were to increase retinoblastoma genetics knowledge, build genetic counseling skills and increase confidence in those skills. The workshop was conducted at the 2013 Kenyan National Retinoblastoma Strategy meeting. It included a retinoblastoma genetics presentation, small group discussion of case studies and genetic counseling role-play. Knowledge was assessed by standardized test, and genetic counseling skills and confidence by questionnaire. Knowledge increased significantly post-workshop, driven by increased knowledge of retinoblastoma causative genetics. One-year post-workshop, participant knowledge had returned to baseline, indicating that knowledge retention requires more frequent reinforcement. Participants reported feeling more confident discussing genetics with patients, and had integrated more genetic counseling into patient interactions. A comprehensive retinoblastoma genetics workshop can increase the knowledge and skills necessary for effective retinoblastoma genetic counseling.

A Review of Recent Studies on Differential Reinforcement during Skill Acquisition in Early Intervention

ERIC Educational Resources Information Center

Vladescu, Jason C.; Kodak, Tiffany

2010-01-01

Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement…

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

PubMed

Stergiopoulos, Vicky; Maggi, Julie; Sockalingam, Sanjeev

2010-01-01

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

Affect and the computer game player: the effect of gender, personality, and game reinforcement structure on affective responses to computer game-play.

PubMed

Chumbley, Justin; Griffiths, Mark

2006-06-01

Previous research on computer games has tended to concentrate on their more negative effects (e.g., addiction, increased aggression). This study departs from the traditional clinical and social learning explanations for these behavioral phenomena and examines the effect of personality, in-game reinforcement characteristics, gender, and skill on the emotional state of the game-player. Results demonstrated that in-game reinforcement characteristics and skill significantly effect a number of affective measures (most notably excitement and frustration). The implications of the impact of game-play on affect are discussed with reference to the concepts of "addiction" and "aggression."

Current concepts in simulation-based trauma education.

PubMed

Cherry, Robert A; Ali, Jameel

2008-11-01

The use of simulation-based technology in trauma education has focused on providing a safe and effective alternative to the more traditional methods that are used to teach technical skills and critical concepts in trauma resuscitation. Trauma team training using simulation-based technology is also being used to develop skills in leadership, team-information sharing, communication, and decision-making. The integration of simulators into medical student curriculum, residency training, and continuing medical education has been strongly recommended by the American College of Surgeons as an innovative means of enhancing patient safety, reducing medical errors, and performing a systematic evaluation of various competencies. Advanced human patient simulators are increasingly being used in trauma as an evaluation tool to assess clinical performance and to teach and reinforce essential knowledge, skills, and abilities. A number of specialty simulators in trauma and critical care have also been designed to meet these educational objectives. Ongoing educational research is still needed to validate long-term retention of knowledge and skills, provide reliable methods to evaluate teaching effectiveness and performance, and to demonstrate improvement in patient safety and overall quality of care.

Dopamine-Dependent Reinforcement of Motor Skill Learning: Evidence from Gilles de la Tourette Syndrome

ERIC Educational Resources Information Center

Palminteri, Stefano; Lebreton, Mael; Worbe, Yulia; Hartmann, Andreas; Lehericy, Stephane; Vidailhet, Marie; Grabli, David; Pessiglione, Mathias

2011-01-01

Reinforcement learning theory has been extensively used to understand the neural underpinnings of instrumental behaviour. A central assumption surrounds dopamine signalling reward prediction errors, so as to update action values and ensure better choices in the future. However, educators may share the intuitive idea that reinforcements not only…

Collaborating To Teach Prosocial Skills.

ERIC Educational Resources Information Center

Allsopp, David H.; Santos, Karen E.; Linn, Reid

2000-01-01

This article describes a collaborative prosocial skills program. Steps of the intervention include forming teams of educators, targeting necessary prosocial skills, developing an instructional plan, determining the setting and collaborative roles, delivery instruction, and providing opportunities for student practice, reinforcement, and…

Design Studies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

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

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in design; enhance employability skills, especially in design occupations; and apply and reinforce learning…

Agriculture. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

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

With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in agriculture; enhance employability skills, especially in foods; and apply and reinforce learning developed…

Teaching residents screening, brief intervention, and referral to treatment (SBIRT) skills for alcohol use: Using chart-stimulated recall to assess curricular impact.

PubMed

Wamsley, Maria A; Steiger, Scott; Julian, Katherine A; Gleason, Nathaniel; O'Sullivan, Patricia S; Guy, Michelle; Satterfield, Jason M

2016-01-01

Screening, brief intervention, and referral to treatment (SBIRT) improves identification and intervention for patients at risk for developing an alcohol use disorder (AUD). Residency curriculum is designed to teach SBIRT skills, but resources are needed to promote skill implementation. The electronic health record (EHR) can facilitate implementation through integration of decision-support tools. The authors developed electronic tools to facilitate documentation of alcohol assessment and brief intervention and to reinforce skills from an SBIRT curriculum. This prospective cohort study assessed primary care internal medicine residents' use of SBIRT skills and EHR tools in practice using chart-stimulated recall (CSR). Postgraduate year 2 and 3 residents received a 5-hour SBIRT curriculum with skills practice and instruction on SBIRT electronic tools. Participants were then given a list of their patients seen in a 1-year period who were drinking at/above the recommended limit. Trainees selected 3 patients to review with a faculty member in a CSR. Faculty used a 24-item chart checklist to assess application of SBIRT skills and electronic tool use and met with residents to complete a CSR interview. CSR interview notes were analyzed qualitatively to understand application of SBIRT skills and EHR tool use. Eighteen of 20 residents participated in the CSR, and 5 faculty reviewed 46 patient charts. Residents documented alcohol use (84.2% of charts) and assessment of quantity/frequency of use (71.0%) but were less likely to document assessment for an AUD (34%), an appropriate plan (50.0%), or follow-up (55%). Few residents used EHR tools. Residents reported barriers in addressing alcohol use, including lack of knowledge, patient barriers, and time constraints. More intensive training in SBIRT with opportunities for practice and feedback may be necessary for residents to consistently apply SBIRT skills in practice. EHR tools need to be better integrated into the clinic workflow in order to be useful.

PURSUIT ROTOR PERFORMANCE, 1. EFFECTS OF REINFORCING THE LONGER INTERVALS OF CONTINUOUS TRACKING WITHIN EACH TRIAL.

ERIC Educational Resources Information Center

BJORKLUND, JOHN F.; SHELDON, RICHARD W.

TO DETERMINE WHETHER SELECTIVE REINFORCEMENT OF PURSUIT ROTOR PERFORMANCE FACILITATES ACQUISITION OF SKILL AND PROMOTES ITS RETENTION, FIVE GROUPS OF SUBJECTS WERE INDIVIDUALLY TRAINED FOR TEN SESSIONS OF 15 TRIALS EACH. SELECTIVE REINFORCEMENT OF LONGER THAN AVERAGE TARGET CONTACTS WAS INTRODUCED FOR ONE GROUP OF SUBJECTS DURING SESSIONS SIX AND…

Investigating the Relationship between Internet Addiction and Strengthening Students' Social Skills

ERIC Educational Resources Information Center

Karimzadeh, Nazanin

2015-01-01

The present study is about "Investigating the relationship between internet addictions and strengthening students' social skill reinforcement." One of the social elements in all cultures is social skill or ability to communicate with others effectively. One of the factors that affect this skill is addiction to Internet which has recently…

Reinforcing Productivity in a Job-Skills Training Program for Unemployed Substance-Abusing Adults.

PubMed

Subramaniam, Shrinidhi; Everly, Jeffrey J; Silverman, Kenneth

2017-05-01

Chronically unemployed adults may benefit from intensive job-skills training; however, training programs do not always reliably engage participants in mastering skills. This study examined effects of voucher reinforcement for performance on a job-skills training program in the therapeutic workplace. Participants were four unemployed, substance abusing adults who earned monetary vouchers for working on programs targeting typing skills. Participants were exposed to two payment conditions that differed in whether or not pay was dependent on performance in a within-subject reversal design. In the productivity-pay condition, participants earned $8.00 per hour for attending the workplace plus a bonus for performance. In the base-pay condition, participants were paid an hourly wage that was equivalent to the total hourly earnings from the previous productivity-pay condition. Participants completed less work on the typing programs in the base- than the productivity-pay condition, but the amount of time spent in the workroom and the accuracy and rate of typing were not affected by the pay manipulation. All participants reported preferring base pay over productivity pay. Explicit reinforcement of productivity maintains consistent work in training programs, but more aspects of productivity pay need to be refined for effective, efficient, and socially valid implementation with unemployed, substance-abusing adults.

Reinforcing Productivity in a Job-Skills Training Program for Unemployed Substance-Abusing Adults

PubMed Central

Subramaniam, Shrinidhi; Everly, Jeffrey J.; Silverman, Kenneth

2017-01-01

Chronically unemployed adults may benefit from intensive job-skills training; however, training programs do not always reliably engage participants in mastering skills. This study examined effects of voucher reinforcement for performance on a job-skills training program in the therapeutic workplace. Participants were four unemployed, substance abusing adults who earned monetary vouchers for working on programs targeting typing skills. Participants were exposed to two payment conditions that differed in whether or not pay was dependent on performance in a within-subject reversal design. In the productivity-pay condition, participants earned $8.00 per hour for attending the workplace plus a bonus for performance. In the base-pay condition, participants were paid an hourly wage that was equivalent to the total hourly earnings from the previous productivity-pay condition. Participants completed less work on the typing programs in the base- than the productivity-pay condition, but the amount of time spent in the workroom and the accuracy and rate of typing were not affected by the pay manipulation. All participants reported preferring base pay over productivity pay. Explicit reinforcement of productivity maintains consistent work in training programs, but more aspects of productivity pay need to be refined for effective, efficient, and socially valid implementation with unemployed, substance-abusing adults. PMID:28824954

Evaluation of Graduated vs All-or-None Contingencies on Rate Tasks for Individuals Diagnosed with Autism

ERIC Educational Resources Information Center

Kassardjian, Alyne; Leaf, Jeremy A.; Leaf, Justin B.; Townley-Cochran, Donna; Alcalay, Aditt; Milne, Christine; Dale, Stephanie; Tsuji, Kathleen; Leaf, Ronald; Taubman, Mitchell; McEachin, John

2016-01-01

The graduated reinforcement procedure (also known as differential reinforcement) is an often-used procedure in the field of Applied Behavior Analysis to teach new skills and increase pro-social behaviors. In this study, the researchers used a multi-element design to evaluated the graduated reinforcement procedure for six children with a diagnosis…

Psychological Conditions of Problem/Production Skill Building

ERIC Educational Resources Information Center

Robinson, Jerry W.

1971-01-01

Discusses five psychological conditions which should accompany the initiation and development of typewriting problem and production skills. They are: (1) Readiness, (2) Contiguity, (3) Reinforcement, (4) Transfer, and (5) Guidance. (JS)

Learning tactile skills through curious exploration

PubMed Central

Pape, Leo; Oddo, Calogero M.; Controzzi, Marco; Cipriani, Christian; Förster, Alexander; Carrozza, Maria C.; Schmidhuber, Jürgen

2012-01-01

We present curiosity-driven, autonomous acquisition of tactile exploratory skills on a biomimetic robot finger equipped with an array of microelectromechanical touch sensors. Instead of building tailored algorithms for solving a specific tactile task, we employ a more general curiosity-driven reinforcement learning approach that autonomously learns a set of motor skills in absence of an explicit teacher signal. In this approach, the acquisition of skills is driven by the information content of the sensory input signals relative to a learner that aims at representing sensory inputs using fewer and fewer computational resources. We show that, from initially random exploration of its environment, the robotic system autonomously develops a small set of basic motor skills that lead to different kinds of tactile input. Next, the system learns how to exploit the learned motor skills to solve supervised texture classification tasks. Our approach demonstrates the feasibility of autonomous acquisition of tactile skills on physical robotic platforms through curiosity-driven reinforcement learning, overcomes typical difficulties of engineered solutions for active tactile exploration and underactuated control, and provides a basis for studying developmental learning through intrinsic motivation in robots. PMID:22837748

Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

NASA Astrophysics Data System (ADS)

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

2017-06-01

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.

Differential settlement of a geosynthetic reinforced soil abutment : full-scale investigation.

DOT National Transportation Integrated Search

2015-05-01

The Geosynthetic Reinforced Soil Integrated Bridge System (GRS-IBS) uses alternating layers of closely spaced : geosynthetic reinforcement and well-compacted granular fill to support the bridge superstructure and form an integrated roadway : approach...

[Construction of the addiction prevention core competency model for preventing addictive behavior in adolescents].

PubMed

Park, Hyun Sook; Jung, Sun Young

2013-12-01

This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

Generic skills in medical education: developing the tools for successful lifelong learning.

PubMed

Murdoch-Eaton, Deborah; Whittle, Sue

2012-01-01

Higher education has invested in defining the role of generic skills in developing effective, adaptable graduates fit for a changing workplace. Research confirms that the development of generic skills that underpin effectiveness and adaptability in graduates is highly context-dependent and is shaped by the discipline within which these skills are conceptualised, valued and taught. This places the responsibility for generic skills enhancement clearly within the remit of global medical education. Many factors will influence the skill set with which students begin their medical training and experience at entry needs to be taken into account. Learning and teaching environments enhance effective skill development through active learning, teaching for understanding, feedback, and teacher-student and student-student interaction. Medical curricula need to provide students with opportunities to practise and develop their generic skills in a range of discipline-specific contexts. Curricular design should include explicit and integrated generic skills objectives against which students' progress can be monitored. Assessment and feedback serve as valuable reinforcements of the professed importance of generic skills to both learner and teacher, and will encourage students to self-evaluate and take responsibility for their own skill development. The continual need for students to modify their practice in response to changes in their environment and the requirements of their roles will help students to develop the ability to transfer these skills at transition points in their training and future careers. If they are to take their place in an ever-changing profession, medical students need to be competent in the skills that underpin lifelong learning. Only then will the doctors of the future be well placed to adapt to changes in knowledge, update their practice in line with the changing evidence base, and continue to contribute effectively as societal needs change. © Blackwell Publishing Ltd 2012.

Intrinsically motivated reinforcement learning for human-robot interaction in the real-world.

PubMed

Qureshi, Ahmed Hussain; Nakamura, Yutaka; Yoshikawa, Yuichiro; Ishiguro, Hiroshi

2018-03-26

For a natural social human-robot interaction, it is essential for a robot to learn the human-like social skills. However, learning such skills is notoriously hard due to the limited availability of direct instructions from people to teach a robot. In this paper, we propose an intrinsically motivated reinforcement learning framework in which an agent gets the intrinsic motivation-based rewards through the action-conditional predictive model. By using the proposed method, the robot learned the social skills from the human-robot interaction experiences gathered in the real uncontrolled environments. The results indicate that the robot not only acquired human-like social skills but also took more human-like decisions, on a test dataset, than a robot which received direct rewards for the task achievement. Copyright © 2018 Elsevier Ltd. All rights reserved.

PALS: Parent Activities for Learning Basic Skills.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia.

Developed for K-3 teachers to send home with their students, this collection of learning activities and games is offered to help reinforce students' language arts and mathematics skills and to enhance parental involvement. Suggestions to the teacher include sending home only those pages containing activities for skills currently being studied and…

Elementary TIG Welding Skills.

ERIC Educational Resources Information Center

Pierson, John E., III

The text was prepared to help deaf students develop the skills needed by an employed welder. It uses simplified language and illustrations to present concepts which should be reinforced by practical experience with welding skills. Each of the 12 lessons contains: (1) an information section with many illustrations which presents a concept or…

Differential settlement of a geosynthetic reinforced soil abutment : full-scale investigation : summary report.

DOT National Transportation Integrated Search

2015-05-01

The Geosynthetic Reinforced Soil Integrated Bridge System (GRS-IBS) uses alternating layers of closely spaced : geosynthetic reinforcement and well-compacted granular fill to support the bridge superstructure and form an integrated roadway : approach...

Long‐Term Monitoring of a Geosynthetic Reinforced Soil Integrated Bridge System (GRS‐IBS)

DOT National Transportation Integrated Search

2017-11-01

The geosynthetic reinforced soil integrated bridge system (GRS-IBS) is an innovative alternative to conventional bridge technology that utilizes closely spaced layers of geosynthetic reinforcement and compacted granular fill material to provide direc...

Performance monitoring in nicotine dependence: Considering integration of recent reinforcement history.

PubMed

Butler, Kevin; Rusted, Jennifer; Gard, Paul; Jackson, Anne

2017-05-01

Impaired monitoring of errors and conflict (performance monitoring; PM) is well documented in substance dependence (SD) including nicotine dependence and may contribute to continued drug use. Contemporary models of PM and complementary behavioural evidence suggest that PM works by integrating recent reinforcement history rather than evaluating individual behaviours. Despite this, studies of PM in SD have typically used indices derived from reaction to task error or conflict on individual trials. Consequently impaired integration of reinforcement history during action selection tasks requiring behavioural control in SD populations has been underexplored. A reinforcement learning task assessed the ability of abstinent, satiated, former and never smokers (N=60) to integrate recent reinforcement history alongside a more typical behavioural index of PM reflecting the degree of reaction time slowing following an error (post-punishment slowing; PPS). On both indices there was a consistent pattern in PM data: Former smokers had the greatest and satiated smokers the poorest PM. Specifically satiated smokers had poorer reinforcement integration than former (p=0.005) and never smokers (p=0.041) and had less post-punishment slowing than former (p<0.001), never (p=0.003) and abstinent smokers (p=0.026). These are the first data examining the effects of smoking status on PM that use an integration of reinforcement history metric. The concordance of the reinforcement integration and PPS data suggest that this could be a promising method to interrogate PM in future studies. PM is influenced by smoking status. As PM is associated with adapting behaviour, poor PM in satiated smokers may contribute towards continued smoking despite negative consequences. Former smokers show elevated PM suggesting this may be a good relapse prevention target for individuals struggling to remain abstinent however prospective and intervention studies are needed. A better understanding of PM deficits in terms of reinforcement integration failure may stimulate development of novel treatment approaches. Copyright © 2017 Elsevier Inc. All rights reserved.

Developing information literacy with first year oral health students.

PubMed

Ford, P J; Foxlee, N; Green, W

2009-02-01

In this time of rapid expansion of the scientific knowledge base, subject matter runs the risk of becoming outdated within a relatively short time. Instead of adding more content to already crowded curricula, the focus should be on equipping students to adapt to their changing world. The ability to access, evaluate and apply new knowledge for the benefit of patients has been acknowledged as an important goal for dental education. Information literacy is key to achieving this. An information literacy programme for first year oral health students was instituted. This was integrated within a biosciences course and linked with its assessment. Small group instruction reinforced by the use of a tailored online Assignment Guide was used in the context of a specific task. Effectiveness was measured in terms of assessment outcome, processes used and student experience. Twenty-seven students participated in the intervention which was effective in enhancing foundation literacy skills and confidence of students in accessing and evaluating information sources in the context of a clinical problem. Improvement in higher level literacy skills required to articulate this information in the synthesis of a scientific review was not demonstrated. Integration of this information literacy programme within the learning activities and assessment of a basic sciences course resulted in significantly enhanced information literacy skills. As this is highly relevant for higher education students in general, the wider promotion of information literacy should be encouraged.

Teaching Evidence-Based Medicine at Complementary and Alternative Medicine Institutions: Strategies, Competencies, and Evaluation

PubMed Central

Schiffke, Heather; Fleishman, Susan; Haas, Mitch; Cruser, des Anges; LeFebvre, Ron; Sullivan, Barbara; Taylor, Barry; Gaster, Barak

2014-01-01

Abstract Background: As evidence-based medicine (EBM) becomes a standard in health care, it is essential that practitioners of complementary and alternative medicine (CAM) become experts in searching and evaluating the research literature. In support of this goal, the National Institutes of Health (NIH) National Center for Complementary and Alternative Medicine (NCCAM) provided R25 funding to nine CAM colleges to develop individual programs focused on teaching EBM. An overarching goal of these research education grants has been to provide CAM faculty and students with the skills they need to apply a rigorous evidence-based perspective to their training and practice. Methods/Results: This paper reviews the competencies and teaching strategies developed and implemented to enhance research literacy at all nine R25-funded institutions. While each institution designed approaches suitable for its research culture, the guiding principles were similar: to develop evidence-informed skills and knowledge, thereby helping students and faculty to critically appraise evidence and then use that evidence to guide their clinical practice. Curriculum development and assessment included faculty-driven learning activities and longitudinal curricular initiatives to encourage skill reinforcement and evaluate progress. Conclusion: As the field of integrative medicine matures, the NIH-NCCAM research education grants provide essential training for future clinicians and clinician-researchers. Building this workforce will facilitate multidisciplinary collaborations that address the unique needs for research that informs integrative clinical practice. PMID:25380144

Since They Are Going to Watch TV Anyway, Why Not Connect It To Reading.

ERIC Educational Resources Information Center

Hutchison, Laveria F.

In view of the great amount of television viewing among poor readers, the Learning Model for Watching Television was developed to capitalize on students' television watching proclivities. The model encompasses three major overlapping component skill areas to reinforce classroom learning: active listening skills, auditory word recognition skills,…

From Teacher to Teacher: A True School and Home Collaboration that Works.

ERIC Educational Resources Information Center

Brim, Judy

1998-01-01

MegaSkills are attitudes, behaviors, and habits that determine a child's achievement in school and throughout life. This paper describes the MegaSkills Parent Workshops and Classroom Essentials Programs, which empower parents, and introduce, develop, and reinforce crucial living skills for success in and out of school. The paper also offers…

Chapter 1 Basic Skills Improvement Program. An Information Booklet for Parents.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

This information booklet for parents answers some of the questions parents often ask about their children's participation in basic skills improvement programs. It suggests ways in which parents can support and reinforce the school's role and offers suggestions for parent involvement and ideas for at-home activities to support skill development.…

Resurgence of Integrated Behavioral Units

PubMed Central

Bachá-Méndez, Gustavo; Reid, Alliston K; Mendoza-Soylovna, Adela

2007-01-01

Two experiments with rats examined the dynamics of well-learned response sequences when reinforcement contingencies were changed. Both experiments contained four phases, each of which reinforced a 2-response sequence of lever presses until responding was stable. The contingencies then were shifted to a new reinforced sequence until responding was again stable. Extinction-induced resurgence of previously reinforced, and then extinguished, heterogeneous response sequences was observed in all subjects in both experiments. These sequences were demonstrated to be integrated behavioral units, controlled by processes acting at the level of the entire sequence. Response-level processes were also simultaneously operative. Errors in sequence production were strongly influenced by the terminal, not the initial, response in the currently reinforced sequence, but not by the previously reinforced sequence. These studies demonstrate that sequence-level and response-level processes can operate simultaneously in integrated behavioral units. Resurgence and the development of integrated behavioral units may be dissociated; thus the observation of one does not necessarily imply the other. PMID:17345948

Improving Toilet-Use (Encopresis) in a Nine-Year-Old Male through Full-Cleanliness Training and Token Reinforcement.

ERIC Educational Resources Information Center

Akande, Adebowale

1993-01-01

Describes assessment and successful treatment of a preadolescent with erratic toileting behavior and related social skills difficulties. Treatment included monitoring of bowel movements, using a star chart, and applying rewards as positive reinforcement of acceptable behavior. (HTH)

Put Your Eggs in This Basket.

ERIC Educational Resources Information Center

Joyner, Jeane; Leiva, Miriam

1988-01-01

Plastic Easter eggs are useful devices for teaching basic mathematics skills, from counting activities to graphing. Eggs are used to reinforce addition, subtraction, and multiplication skills; column addition, estimation, statistics, and other topics are introduced. Sample activities are described. (JL)

Behavior systems and reinforcement: an integrative approach.

PubMed Central

Timberlake, W

1993-01-01

Most traditional conceptions of reinforcement are based on a simple causal model in which responding is strengthened by the presentation of a reinforcer. I argue that reinforcement is better viewed as the outcome of constraint of a functioning causal system comprised of multiple interrelated causal sequences, complex linkages between causes and effects, and a set of initial conditions. Using a simplified system conception of the reinforcement situation, I review the similarities and drawbacks of traditional reinforcement models and analyze the recent contributions of cognitive, regulatory, and ecological approaches. Finally, I show how the concept of behavior systems can begin to incorporate both traditional and recent conceptions of reinforcement in an integrative approach. PMID:8354963

Nonverbal Communication and Response to Performance Feedback in Depression.

ERIC Educational Resources Information Center

Prkachin, Kenneth M.; And Others

Recent theories of depression that have attracted enthusiasm are those of Lewinsohn and Seligman. Lewinsohn's theory emphasizes the importance of deficits in social skill leading to reduced reinforcement, while Seligman's emphasizes the evolution of the depressive's belief that his responding and reinforcement are independent. The present study…

Effects of Reinforcement on Peer Imitation in a Small Group Play Context

ERIC Educational Resources Information Center

Barton, Erin E.; Ledford, Jennifer R.

2018-01-01

Children with disabilities often have deficits in imitation skills, particularly in imitating peers. Imitation is considered a behavioral cusp--which, once learned, allows a child to access additional and previously unavailable learning opportunities. In the current study, researchers examined the efficacy of contingent reinforcement delivered…

Games for Skills. Demonstration Program in Reading, Santa Fe Middle School. Revised. Teacher to Teacher.

ERIC Educational Resources Information Center

Levinski, Carol; And Others

Intended to help students improve their vocabulary and word usage skills, this book of games offers students an opportunity for group interaction and the option of reinforcing skills in an interesting manner. The first part of the book contains ideas for determining and building content vocabulary, using a dictionary, and previewing texts, and…

Teachers' Support in Using Computers for Developing Students' Listening and Speaking Skills in Pre-Sessional English Courses

ERIC Educational Resources Information Center

Zou, Bin

2013-01-01

Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL…

Developing Skills versus Reinforcing Concepts in Physics Labs: Insight from a Survey of Students' Beliefs about Experimental Physics

ERIC Educational Resources Information Center

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

2017-01-01

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing…

Gender, sexual health and reproductive health promotion.

PubMed

Moeti, M R

1995-01-01

The underlying factors of poverty, migration, marginalization, lack of information and skills, disempowerment, and poor access to services which affect HIV/STD risk are also closely related to those which affect sexual and reproductive health. Reproductive health problems include unplanned and unwanted pregnancies, unsafe abortions, pregnancy-related illness and death, and STDs including HIV/AIDS. This interrelationship between factors is leading increasingly to the integration of HIV/STD education and prevention within the broader framework of sexual and reproductive health promotion. Such intervention allows the possible reinforcement of the impact of interventions upon important underlying factors and behaviors linked to individual, family, and community vulnerability to HIV/STDs as well as other reproductive health problems. Integration will also optimize the use of increasingly scarce resources and increase the likelihood of responses, interventions, and programs being sustainable. Sexual and reproductive health, placing HIV/STD prevention into context, and focus upon men are discussed.

Development of a Health Education Program to Promote the Self-Management of Cystic Fibrosis.

ERIC Educational Resources Information Center

Bartholomew, L. Kay; And Others

1991-01-01

Social learning theory formed the basis of a program to develop self-management skills in cystic fibrosis patients. Strategies for practical learning activities for patients and their families included goal setting, reinforcement, modeling, skill training, and self-monitoring. (SK)

Curriculum Guide for Day Care Primary.

ERIC Educational Resources Information Center

Radke, Mary Ann

This curriculum, designed for severely retarded children in a primary day care setting, is divided into three sections: (1) Awareness of Body Parts, (2) Gross Motor Skills, and (3) Language Arts. Detailed activities are suggested to develop and reinforce various gross motor coordinations and learning skills. (CS)

Analyzing the Cognitive Skills and Inquiry

ERIC Educational Resources Information Center

Stafford, Tish

2011-01-01

The Common Core Standards (CCS) movement represents a double-edged sword for school librarians. On the one hand, it gives prominence to inquiry skills and interdisciplinary collaboration, reinforcing the profession's efforts to infuse inquiry into the curriculum through collaborative planning and co-instruction between classroom teachers and…

Social skills interventions for the autism spectrum: essential ingredients and a model curriculum.

PubMed

Krasny, Lori; Williams, Brenda J; Provencal, Sherri; Ozonoff, Sally

2003-01-01

This article outlines the ingredients the authors feel are critical to making social skills interventions successful for children with autism spectrum disorders. The authors described basic principles for teaching social skills that capitalize on the strengths of such children, while specifically addressing their deficits. The authors applied these widely used principles to group social skills intervention. In particular, social skills groups for children with ASD need to break down complex social behaviors into concrete steps and rules that can be memorized and practiced in a variety of settings. Abstract concepts must be made concrete through a variety of visual, tangible, "hands-on" activities that make socialization fun. Visual structure and predictable routines are essential. Also critical to the success of social skills intervention are instruction and activities that provide necessary support for the language abilities of the participants. A variety of learning opportunities must be used to teach the goals and skills most relevant to children with ASD. These skills must be integrated as intervention progresses. Furthermore, interactions that require the children to focus on peers create a positive social group culture. Within this culture and environment, self-awareness and positive self-esteem can be fostered. A behavior plan that specifies individual goals for group members and a specific system for delivering rewards should be included. Other important ingredients include generalization, which is encouraged through community outings, skill practice in more naturalistic settings, and collaboration with parents and teachers to work on skills outside the group intervention. Weekly therapy does little to change basic deficits of ASD unless there is daily practice and reinforcement of the skills being learned in more natural situations. The authors hope that outlining these principles and specific techniques will encourage more clinicians to offer social skills groups and thus increase their availability around the nation and world. Continued research and treatment for social skills is necessary to provide much needed empiric evidence to determine effectiveness of such interventions.

REDUCTION OF CLASSROOM NOISE LEVELS USING GROUP CONTINGENCIES

PubMed Central

Ring, Brandon M.; Sigurdsson, Sigurdur O.; Eubanks, Sean L.; Silverman, Kenneth

2016-01-01

The therapeutic workplace is an employment-based abstinence reinforcement intervention for unemployed drug users where trainees receive on-the-job employment skills training in a classroom setting. The study is an extension of prior therapeutic workplace research, which suggested that trainees frequently violated noise standards. Participants received real-time graphed feedback of noise levels and had the opportunity to earn monetary group reinforcement for maintaining a low number of noise violations. Results suggested that feedback and monetary reinforcement reduced the number of noise violations. PMID:25175843

Errors of Omission and Commission during Alternative Reinforcement of Compliance: The Effects of Varying Levels of Treatment Integrity

ERIC Educational Resources Information Center

Leon, Yanerys; Wilder, David A.; Majdalany, Lina; Myers, Kristin; Saini, Valdeep

2014-01-01

We conducted two experiments to evaluate the effects of errors of omission and commission during alternative reinforcement of compliance in young children. In Experiment 1, we evaluated errors of omission by examining two levels of integrity during alternative reinforcement (20 and 60%) for child compliance following no treatment (baseline) versus…

Teaching Beginning Chess Skills to Students with Disabilities.

ERIC Educational Resources Information Center

Storey, Keith

2000-01-01

This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…

Developing Basic Mathematics Skills through the Use of African-American Children's Literature.

ERIC Educational Resources Information Center

Stewart, Loraine Moses

1997-01-01

Discusses several books, such as "Feast for 10" and "One Smiling Grandma," which are effective in reinforcing basic mathematical skills. States that counting books ("Feast for 10," for example) are useful for elementary curriculum enhancement as well as fun to read. (PA)

Conversions Rock! Lessons & Worksheets to Build Skills in Equivalent Conversions. Poster/Teaching Guide. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Welcome to Conversions Rock" is a new math program designed to build and reinforce the important skills of converting fractions, decimals, and percents for students in grades 6-8. Developed by The Actuarial Foundation, this program seeks to provide skill-building, real-world math to help students become successful in the classroom and beyond. [A…

Using the Composing Process and Positive Reinforcement to Teach College Basic Students to Write.

ERIC Educational Resources Information Center

Milligan, Janice

Following a literature review on the subjects of the decline in student writing abilities and increased student writing apprehension, this paper offers teachers information on a basic writing program that reduces writing anxiety and improves writing skills through large doses of positive reinforcement. The second section of the paper discusses the…

The Assessment of Athletics "Knowledge" with Written and Video Tests

ERIC Educational Resources Information Center

van Vuuren-Cassar, Gemma; Lamprianou, Iasonas

2006-01-01

Background: Athletics programmes for secondary schools include a variety of skills, knowledge and cognitive abilities, which are currently assessed through written, practical, oral and/or video-based tests. Skills are traditionally taught in practice-based sessions, while the knowledge aspect is often reinforced in class-based sessions with…

Mathematics for Electronics.

ERIC Educational Resources Information Center

Clary, Joseph R.; Nery, Karen P.

This set of 20 modules was designed for use primarily to help teach and reinforce the basic mathematics skills in electronics classes. The modules are based on electronics competencies that require mathematics skills, as determined by a panel of high school electronics and mathematics teachers. Each module consists of one or two pages of basic…

The Math Master Level 2. Ages 6-8.

ERIC Educational Resources Information Center

Levy, Barbara W.

This booklet, designed for ages 6-8, is the second in a series designed to help teachers develop a more positive and creative approach to giving work on mathematics skills to children. It is based on objectives concerning creativity, fostering independent thinking, using experiences, using mastery, reinforcing previously learned skills,…

The Math Master Level 4. Ages 10-12.

ERIC Educational Resources Information Center

Levy, Barbara W.

This booklet, designed for ages 10-12, is the fourth in a series designed to help teachers develop a more positive and creative approach to giving work on mathematics skills to children. It is based on objectives concerning creativity, fostering independent thinking, using experiences, using mastery, reinforcing previously learned skills,…

The Math Master Level 3. Ages 8-10.

ERIC Educational Resources Information Center

Levy, Barbara W.

This booklet, designed for ages 8-10, is the third in a series designed to help teachers develop a more positive and creative approach to giving work on mathematics skills to children. It is based on objectives concerning creativity, fostering independent thinking, using experiences, using mastery, reinforcing previously learned skills,…

Gimme Shelter!: Doghouse Project Hones Construction Skills

ERIC Educational Resources Information Center

Shackelford, Ray; Griffis, Kurt

2007-01-01

In Rover's House project, students practice planning, measurement, layout, and processing skills in building a doghouse. The project is more than a doghouse--it is a learning activity that helps students develop and enhance their ability to work with reinforced concrete, steel and wood studs, trusses, roofing materials and a variety of…

Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery

PubMed Central

Kingsley, Karl; O'Malley, Susan; Stewart, Tanis; Howard, Katherine M

2008-01-01

Background Research programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students. Methods A series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment. Results The analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment. Conclusion Curricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding the most appropriate points of integration, obtaining release time for curricular development and for research engagement, and funding predoctoral student research remain issues to be addressed in ways that reflect the character of the faculty and the goals of each institution. PMID:18284692

Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery.

PubMed

Kingsley, Karl; O'Malley, Susan; Stewart, Tanis; Howard, Katherine M

2008-02-19

Research programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students. A series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment. The analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment. Curricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding the most appropriate points of integration, obtaining release time for curricular development and for research engagement, and funding predoctoral student research remain issues to be addressed in ways that reflect the character of the faculty and the goals of each institution.

Adding a vocational focus to mental health rehabilitation.

PubMed

Blankertz, L; Robinson, S

1996-11-01

The study examined the effect of adding two employment specialists to the staff of a community mental health center; their sole responsibility was to develop the skills and positive work attitudes that clients with severe mental illness need to enter the state vocational rehabilitation system or to seek employment. A total of 122 clients were randomly assigned to a program with an employment specialist or to a control group with no specialized vocational services. Clients in the program were taught work skills and attitudes in group and individual sessions and through a trial work experience. A schedule of rewards reinforced positive changes. Outcomes measured were skill gains, changes in work attitudes, attainment of employment, and entry into the state vocational rehabilitation system. At nine months, 34 of the 61 clients in the program achieved positive changes in vocational status that included competitive employment, participation in training and evaluation programs operated by the state vocational system, and formal referral to the system. Only one client in the control group was linked to the state system. Skill gains and positive changes in work attitudes were found for all program clients. Logistical regression suggested that program participation, rather than client characteristics, was an important predictor of a positive outcome. Over a relatively short time period, targeted vocational programs can help clients with severe mental illness develop the skills and attitudes necessary to attain employment or entry into the vocational rehabilitation system. Vocational rehabilitation can be an integral part of the rehabilitation process for all mental health clients.

The Art of Observation: A Pedagogical Framework.

PubMed

Wellbery, Caroline; McAteer, Rebecca A

2015-12-01

Observational skills, honed through experience with the literary and visual arts, bring together in a timely manner many of the goals of the medical humanities, providing thematic cohesion through the act of seeing while aiming to advance clinical skills through a unified practice. In an arts observation pedagogy, nature writing serves as an apt model for precise, clinically relevant linguistic noticing because meticulous attention to the natural world involves scientific precision; additionally, a number of visual metaphors employed in medicine are derived from close observation of the natural world. Close reading reinforces observational skills as part of integrative, multidisciplinary clinical practice. Literary precision provides an educational bridge to recognizing the importance of detail in the clinical realm. In weighing multiple perspectives, observation applied to practice helps learners understand the nuances of the role of witness, activating reflection consonant with the viewer's professional identity. The realization that seeing is highly filtered through the observer's values allows the act of observation to come under scrutiny, opening the observer's gaze to disturbance and challenging the values and precepts of the prevailing medical culture. Application of observational skills can, for example, help observers recognize and address noxious effects of the built environment. As learners describe what they see, they also develop the communication skills needed to articulate both problems and possible improvements within their expanding sphere of influence. The ability to craft this speech as public narrative can lead to interventions with positive impacts on physicians, their colleagues, and patients.

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers.

ERIC Educational Resources Information Center

Thomson, Carolyn L.; And Others

1978-01-01

Reports the results of teaching preschool teachers to use priming and reinforcement to increase the desired behaviors of their children. Five teacher-training techniques were examined: (1) written assignments, (2) feedback from viewing graphs, (3) on-the-spot feedback from a wireless radio (Bug-in-the-Ear), (4) feedback from an observer, and (5)…

A model undergraduate research institute for study of emerging non-contact measurement technologies and techniques

NASA Astrophysics Data System (ADS)

Dvonch, Curt; Smith, Christopher; Bourne, Stefanie; Blandino, Joseph R.; Miles, Jonathan J.

2006-04-01

The Infrared Development and Thermal Structures Laboratory (IDTSL) is an undergraduate research laboratory in the College of Integrated Science and Technology (CISAT) at James Madison University (JMU) in Harrisonburg, Virginia. During the 1997-98 academic year, Dr. Jonathan Miles established the IDTSL at JMU with the support of a collaborative research grant from the NASA Langley Research Center and with additional support from the College of Integrated Science and Technology at JMU. The IDTSL supports research and development efforts that feature non-contact thermal and mechanical measurements and advance the state of the art. These efforts all entail undergraduate participation intended to significantly enrich their technical education. The IDTSL is funded by major government organizations and the private sector and provides a unique opportunity to undergraduates who wish to participate in projects that push the boundaries of non-contact measurement technologies, and provides a model for effective hands-on, project oriented, student-centered learning that reinforces concepts and skills introduced within the Integrated Science and Technology (ISAT) curriculum. The lab also provides access to advanced topics and emerging measurement technologies; fosters development of teaming and communication skills in an interdisciplinary environment; and avails undergraduates of professional activities including writing papers, presentation at conferences, and participation in summer internships. This paper provides an overview of the Infrared Development and Thermal Structures Laboratory, its functionality, its record of achievements, and the important contribution it has made to the field of non-contact measurement and undergraduate education.

Compression response of thick layer composite laminates with through-the-thickness reinforcement

NASA Technical Reports Server (NTRS)

Farley, Gary L.; Smith, Barry T.; Maiden, Janice

1992-01-01

Compression and compression-after-impact (CAI) tests were conducted on seven different AS4-3501-6 (0/90) 0.64-cm thick composite laminates. Four of the seven laminates had through-the-thickness (TTT) reinforcement fibers. Two TTT reinforcement methods, stitching and integral weaving, and two reinforcement fibers, Kevlar and carbon, were used. The remaining three laminates were made without TTT reinforcements and were tested to establish a baseline for comparison with the laminates having TTT reinforcement. Six of the seven laminates consisted of nine thick layers whereas the seventh material was composed of 46 thin plies. The use of thick-layer material has the potential for reducing structural part cost because of the reduced part count (layers of material). The compression strengths of the TTT reinforced laminates were approximately one half those of the materials without TTT reinforcements. However, the CAI strengths of the TTT reinforced materials were approximately twice those of materials without TTT reinforcements. The improvement in CAI strength is due to an increase in interlaminar strength produced by the TTT reinforcement. Stitched laminates had slightly higher compression and CAI strengths than the integrally woven laminates.

Communication training: Skills and beyond.

PubMed

Deveugele, Myriam

2015-10-01

As communication is a central part of every interpersonal meeting within healthcare and research reveals several benefits of effective communication, we need to teach students and practitioners how to communicate with patients and with colleagues. This paper reflects on what and how to teach. In the previous century two major changes occurred: clinical relationship between doctor and patient became important and patients became partners in care. Clinicians experienced that outcome and especially compliance was influenced by the relational aspect and in particular by the communicative skills of the physician. This paper reflects on teaching and defines problems. It gives some implications for the future. Although communication skills training is reinforced in most curricula all over the word, huge implementation problems arise; most of the time a coherent framework is lacking, training is limited in time, not integrated in the curriculum and scarcely contextualized, often no formal training nor teaching strategies are defined. Moreover evidence on communication skills training is scarce or contradictory. Knowing when, what, how can be seen as an essential part of skills training. But students need to be taught to reflect on every behavior during every medical consultation. Three major implications can be helpful to overcome the problems in communication training. First research and education on healthcare issues need to go hand in hand. Second, students as well as healthcare professionals need a toolkit of basic skills to give them the opportunity not only to tackle basic and serious problems, but to incorporate these skills and to be able to use them in a personal and creative way. Third, personal reflection on own communicative actions and dealing with interdisciplinary topics is a core business of medical communication and training. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

That Figures. A Mathematics Resource Package for Intermediate Grades. Revised.

ERIC Educational Resources Information Center

Hintz, Marilyn; Ziegler, Jerry

This resource package deals with elementary level mathematics in daily living, substituting newspapers as a refreshing change from mathematics texts. A total of 40 exercises are intended to provide review and reinforcement for skills previously taught in formal lessons. Skill or concept areas included are: reading large numbers; basic operations;…

Whet Students' Appetites with Food-Related Drafting Project

ERIC Educational Resources Information Center

Pucillo, John M.

2010-01-01

Students sometimes find introductory drafting and design a boring subject. They must learn the basic skills necessary for drafting and architecture and this may require repetition in order to reinforce those skills. One way to keep students interested is to have them draw objects they encounter in their own lives instead of abstract machine parts…

The Writing Workshop and the Adult Learner.

ERIC Educational Resources Information Center

Peelen, Carolyn A.

Experience and research have shown that writing workshops are an excellent tool for improving workers' writing skills. In the past 5 years, the emphasis of writing instruction has shifted from a focus primarily on handwriting, correct spelling, and simple reinforcement of skills to a focus on empowering students by emphasizing fluency and student…

How Students Transform a "Stuffy Building with a Bunch of Rules."

ERIC Educational Resources Information Center

Choi, W. Christine

1998-01-01

Describes a program to reinforce the art-history curriculum; establish a volunteer habit; and impact students' self-esteem, communication, and leadership skills through service learning. Discusses student training and service as docents at the Museum of Fine Arts, Houston (Texas), and comments on the skills that they acquire through the…

Decreasing Supermarket Tantrums by Increasing Shopping Tasks: Advantages of Pre-Teaching

ERIC Educational Resources Information Center

Greenwald, Ashley E.; Williams, W. Larry; Seniuk, Holly A.

2014-01-01

A brief training package consisting of pre-teaching of appropriate grocery item--gathering skills and reinforcement for appropriate behavior was used to teach a child diagnosed with autism to remain in a store and participate in shopping without exhibiting tantrums. The training package began with teaching the necessary component skills and…

Become a Star: Teaching the Process of Design and Implementation of an Intelligent System

ERIC Educational Resources Information Center

Venables, Anne; Tan, Grace

2005-01-01

Teaching future knowledge engineers, the necessary skills for designing and implementing intelligent software solutions required by business, industry and research today, is a very tall order. These skills are not easily taught in traditional undergraduate computer science lectures; nor are the practical experiences easily reinforced in laboratory…

Contriving Transitive Conditioned Establishing Operations to Establish Derived Manding Skills in Adults with Severe Developmental Disabilities

ERIC Educational Resources Information Center

Rosales, Rocio; Rehfeldt, Ruth Anne

2007-01-01

The purpose of this study was to demonstrate derived manding skills in 2 adults with severe developmental disabilities and language deficits by contriving transitive conditioned establishing operations. Specifically, we evaluated whether a history of reinforced conditional discrimination learning would ultimately result in a derived mand…

Cohesive Errors in Writing among ESL Pre-Service Teachers

ERIC Educational Resources Information Center

Kwan, Lisa S. L.; Yunus, Melor Md

2014-01-01

Writing is a complex skill and one of the most difficult to master. A teacher's weak writing skills may negatively influence their students. Therefore, reinforcing teacher education by first determining pre-service teachers' writing weaknesses is imperative. This mixed-methods error analysis study aims to examine the cohesive errors in the writing…

Evaluation of model-based seasonal streamflow and water allocation forecasts for the Elqui Valley, Chile

NASA Astrophysics Data System (ADS)

Delorit, Justin; Cristian Gonzalez Ortuya, Edmundo; Block, Paul

2017-09-01

In many semi-arid regions, multisectoral demands often stress available water supplies. Such is the case in the Elqui River valley of northern Chile, which draws on a limited-capacity reservoir to allocate 25 000 water rights. Delayed infrastructure investment forces water managers to address demand-based allocation strategies, particularly in dry years, which are realized through reductions in the volume associated with each water right. Skillful season-ahead streamflow forecasts have the potential to inform managers with an indication of future conditions to guide reservoir allocations. This work evaluates season-ahead statistical prediction models of October-January (growing season) streamflow at multiple lead times associated with manager and user decision points, and links predictions with a reservoir allocation tool. Skillful results (streamflow forecasts outperform climatology) are produced for short lead times (1 September: ranked probability skill score (RPSS) of 0.31, categorical hit skill score of 61 %). At longer lead times, climatological skill exceeds forecast skill due to fewer observations of precipitation. However, coupling the 1 September statistical forecast model with a sea surface temperature phase and strength statistical model allows for equally skillful categorical streamflow forecasts to be produced for a 1 May lead, triggered for 60 % of years (1950-2015), suggesting forecasts need not be strictly deterministic to be useful for water rights holders. An early (1 May) categorical indication of expected conditions is reinforced with a deterministic forecast (1 September) as more observations of local variables become available. The reservoir allocation model is skillful at the 1 September lead (categorical hit skill score of 53 %); skill improves to 79 % when categorical allocation prediction certainty exceeds 80 %. This result implies that allocation efficiency may improve when forecasts are integrated into reservoir decision frameworks. The methods applied here advance the understanding of the mechanisms and timing responsible for moisture transport to the Elqui Valley and provide a unique application of streamflow forecasting in the prediction of water right allocations.

Integrating bioethics into postgraduate medical education: the University of Toronto model.

PubMed

Howard, Frazer; McKneally, Martin F; Levin, Alex V

2010-06-01

Bioethics training is a vital component of postgraduate medical education and required by accreditation organizations in Canada and the United States. Residency program ethics curricula should ensure trainees develop core knowledge, skills, and competencies, and should encourage lifelong learning and teaching of bioethics. Many physician-teachers, however, feel unprepared to teach bioethics and face challenges in developing and implementing specialty-specific bioethics curricula. The authors present, as one model, the innovative strategies employed by the University of Toronto Joint Centre for Bioethics. They postulate that centralized support is a key component to ensure the success of specialty-specific bioethics teaching, to reinforce the importance of ethics in medical training, and to ensure it is not overshadowed by other educational concerns.

Beyond Prevention: Promoting Healthy Youth Development in Primary Care

PubMed Central

Borowsky, Iris W.

2012-01-01

Training primary care providers to incorporate a youth development approach during clinical encounters with young people represents an opportunity to integrate public health into primary care practice. We recommend that primary care providers shift their approach with adolescents from focusing on risks and problems to building strengths and assets. Focusing on strengths rather than problems can improve health by fostering resilience and enhancing protective factors among adolescents. A strength-based approach involves intentionally assessing and reinforcing adolescents' competencies, passions, and talents, as well as collaborating with others to strengthen protective networks of support for young people. Training programs should incorporate interactive strategies that allow clinicians to practice skills and provide tools clinicians can implement in their practice settings. PMID:22690965

Better Care Teams: A Stepwise Skill Reinforcement Model.

PubMed

Christopher, Beth-Anne; Grantner, Mary; Coke, Lola A; Wideman, Marilyn; Kwakwa, Francis

2016-06-01

The Building Healthy Urban Communities initiative presents a path for organizations partnering to improve patient outcomes with continuing education (CE) as a key component. Components of the CE initiative included traditional CE delivery formats with an essential element of adaptability and new methods, with rigorous evaluation over time that included evaluation prior to the course, immediately following the CE session, 6 to 8 weeks after the CE session, and then subsequent monthly "testlets." Outcome measures were designed to allow for ongoing adaptation of content, reinforcement of key learning objectives, and use of innovative concordant testing and retrieval practice techniques. The results after 1 year of programming suggest the stepwise skill reinforcement model is effective for learning and is an efficient use of financial and human resources. More important, its design is one that could be adopted at low cost by organizations willing to work in close partnership. J Contin Educ Nurs. 2016;47(6):283-288. Copyright 2016, SLACK Incorporated.

Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates

ERIC Educational Resources Information Center

Dunn-Kenney, Maylan

2010-01-01

Service learning is often used in teacher education as a way to challenge social bias and provide teacher candidates with skills needed to work in partnership with diverse families. Although some literature suggests that service learning could reinforce cultural bias, there is little documentation. In a study of 21 early childhood teacher…

Instrumentation and monitoring of rustic road geosynthetic reinforced soil (GRS) integrated bridge system (IBS).

DOT National Transportation Integrated Search

2016-11-01

J. Erik Loehr ; orcid.org/0000-0001-6035-8416 : An instrumentation and monitoring system was implemented for a geosynthetic reinforced soil (GRS) integrated bridge : system (IBS) constructed in Boone County, Missouri in 2014. The project location is ...

Reinforcement Probability Modulates Temporal Memory Selection and Integration Processes

PubMed Central

Matell, Matthew S.; Kurti, Allison N.

2013-01-01

We have previously shown that rats trained in a mixed-interval peak procedure (tone = 4s, light = 12s) respond in a scalar manner at a time in between the trained peak times when presented with the stimulus compound (Swanton & Matell, 2011). In our previous work, the two component cues were reinforced with different probabilities (short = 20%, long = 80%) to equate response rates, and we found that the compound peak time was biased toward the cue with the higher reinforcement probability. Here, we examined the influence that different reinforcement probabilities have on the temporal location and shape of the compound response function. We found that the time of peak responding shifted as a function of the relative reinforcement probability of the component cues, becoming earlier as the relative likelihood of reinforcement associated with the short cue increased. However, as the relative probabilities of the component cues grew dissimilar, the compound peak became non-scalar, suggesting that the temporal control of behavior shifted from a process of integration to one of selection. As our previous work has utilized durations and reinforcement probabilities more discrepant than those used here, these data suggest that the processes underlying the integration/selection decision for time are based on cue value. PMID:23896560

"Think Like a Lawyer" Using a Legal Reasoning Grid and Criterion-Referenced Assessment Rubric on IRAC (Issue, Rule, Application, Conclusion)

ERIC Educational Resources Information Center

Burton, Kelley

2017-01-01

The Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement identified "thinking skills" as one of the six threshold learning outcomes for a Bachelor of Laws Program, which reinforced the significance of learning, teaching and assessing "thinking skills" in law schools…

The Use of Symbolic Modeling to Promote Social Skills in Preschool Children with Low Levels of Social Responsiveness

ERIC Educational Resources Information Center

Keller, Martha Freese; Carlson, Peter M.

1974-01-01

Nineteen socially isolated preschool children were exposed either to four videotapes in which social skills were modeled (treatment) or to four sequences of a nature film (control). Observations indicated that treatment produced increases in the frequency with which subjects dispensed and received social reinforcement and the frequency of social…

Performance Pay Improves Engagement, Progress, and Satisfaction in Computer-Based Job Skills Training of Low-Income Adults

ERIC Educational Resources Information Center

Koffarnus, Mikhail N.; DeFulio, Anthony; Sigurdsson, Sigurdur O.; Silverman, Kenneth

2013-01-01

Advancing the education of low-income adults could increase employment and income, but adult education programs have not successfully engaged low-income adults. Monetary reinforcement may be effective in promoting progress in adult education. This experiment evaluated the benefits of providing incentives for performance in a job-skills training…

Using Simultaneous Prompting to Teach Computer-Based Story Writing to a Student with Autism

ERIC Educational Resources Information Center

Pennington, Robert C.; Stenhoff, Donald M.; Gibson, Jason; Ballou, Kristina

2012-01-01

Writing is a critical skill because it is used to access reinforcement in a variety of contexts. Unfortunately, there has been little research on writing skills instruction for students with intellectual disabilities and autism spectrum disorders. The purpose of this study was to evaluate the effects simultaneous prompting and computer-assisted…

Effectiveness of a Social Skills Training Program with School Age Children: Transition to the Clinical Setting

ERIC Educational Resources Information Center

Sim, Leslie; Whiteside, Stephen P.; Dittner, Carrie A.; Mellon, Michael

2006-01-01

Interventions that mobilize the parents to coach and reinforce their children's social skills have been shown to improve children's social functioning and decrease inappropriate social behaviors in the home and at school. However, few studies have examined whether these treatment outcomes can be successfully transferred from the research to the…

The Effects of a Treatment Package in Establishing Independent Academic Work Skills in Children with Autism.

ERIC Educational Resources Information Center

Pelios, Lillian V.; MacDuff, Gregory S.; Axelrod, Saul

2003-01-01

This study evaluated a treatment package to improve on-task academic skills by three children with autism. Program components included delayed reinforcement for on-task and on-schedule responding, fading of instructional prompts and instructor's presence, unpredictable supervision, and response cost for off-task responding. On-task and on-schedule…

Self-Perceived Career and Interpersonal Skills Gained from Participation on a Collegiate Livestock Judging Team

ERIC Educational Resources Information Center

Bolton, Sarah; Duncan, Dennis W.; Fuhrman, Nicholas E.; Flanders, Frank

2015-01-01

Collegiate livestock judging is primarily an extracurricular activity that reinforces concepts taught in the classroom. Previous research has determined that participating on a livestock judging team can aid in the development of perceived life skills. Participants of this study indicated that their experience on a collegiate team helped them…

Setting the Stage with Geometry: Lessons & Worksheets to Build Skills in Measuring Perimeter, Area, Surface Area, and Volume. Poster/Teaching Guide. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math…

Evaluating the Marginal Integrity of Bulk Fill Fibre Reinforced Composites in Bio-mimetically Restored Tooth.

PubMed

Patnana, Arun Kumar; Vanga, V Narsimha Rao; Chandrabhatla, Srinivas Kumar

2017-06-01

Over the past years, composites in aesthetic dentistry are showing a considerable progress, but mechanical strength and polymerization shrinkage are the two main drawbacks, which limit their use in high stress bearing areas. To evaluate the marginal integrity of short glass fibre reinforced composite restorations, fibre reinforced composites with composite superficial layer, and fibre reinforced composites with underlying flowable composite layer. This study was done on twenty eight sound premolar teeth with standardized class V cavities restored under four groups as Group I: Particulate filler composite (Filtek Z 250 XT, 3M ESPE); Group II: Short glass fibre reinforced composite (everX Posterior, GC); Group III: Short glass fibre reinforced composite with an overlying layer of particulate filler composite; Group IV: Short glass fibre reinforced composite with an underlying layer of flowable composite (Filtek Z 250 XT, 3M ESPE). Test samples were immersed in a 2% methylene blue dye for 24 hours at 37°C and each tooth was sectioned bucco-lingually. Staining along the tooth restoration interface was recorded and results were analysed statistically using Independent sample t-test and Tukey's post-hoc one-way ANOVA. The results showed significant difference in the dye penetration between the restorative materials in the occlusal and gingival margins (p=0.02). Short fibre reinforced composites showed a statistically significant difference in the microleakage scores when compared with the particulate filler composites (p=0.01). Short glass fibre reinforced composite restorations showed an improved marginal integrity when compared to the traditional particulate filler composite restorations.

Community Palliative Care Nurses' Challenges and Coping Strategies on Delivering Home-Based Pediatric Palliative Care.

PubMed

Chong, LeeAi; Abdullah, Adina

2017-03-01

The aim of this study was to explore the experience of community palliative care nurses providing home care to children. A qualitative study was conducted at the 3 community palliative care provider organizations in greater Kuala Lumpur from August to October 2014. Data were collected with semistructured interviews with 16 nurses who have provided care to children and was analyzed using thematic analysis. Two categories were identified: (1) challenges nurses faced and (2) coping strategies. The themes identified from the categories are (1) communication challenges, (2) inadequate training and knowledge, (3) personal suffering, (4) challenges of the system, (5) intrapersonal coping skills, (6) interpersonal coping strategies, and (7) systemic supports. These results reinforces the need for integration of pediatric palliative care teaching and communication skills training into all undergraduate health care programs. Provider organizational support to meet the specific needs of the nurses in the community can help retain them in their role. It will also be important to develop standards for current and new palliative care services to ensure delivery of quality pediatric palliative care.

An elective course in aromatherapy science.

PubMed

Esposito, Emily R; Bystrek, Mary V; Klein, JoAnn S

2014-05-15

To evaluate the impact of an innovative team-taught elective course on second-year (P2) students' knowledge and skills relating to the relationship between aromatherapy and pharmacy. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines.

Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness.

PubMed

Abdollahi, Abbas; Abu Talib, Mansor; Carlbring, Per; Harvey, Richard; Yaacob, Siti Nor; Ismail, Zanariah

2016-06-01

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach-avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

The crack problem in a reinforced cylindrical shell

NASA Technical Reports Server (NTRS)

Yahsi, O. S.; Erdogan, F.

1986-01-01

In this paper a partially reinforced cylinder containing an axial through crack is considered. The reinforcement is assumed to be fully bonded to the main cylinder. The composite cylinder is thus modelled by a nonhomogeneous shell having a step change in the elastic properties at the z=0 plane, z being the axial coordinate. Using a Reissner type transverse shear theory the problem is reduced to a pair of singular integral equations. In the special case of a crack tip touching the bimaterial interface it is shown that the dominant parts of the kernels of the integral equations associated with both membrane loading and bending of the shell reduce to the generalized Cauchy kernel obtained for the corresponding plane stress case. The integral equations are solved and the stress intensity factors are given for various crack and shell dimensions. A bonded fiberglass reinforcement which may serve as a crack arrestor is used as an example.

The crack problem in a reinforced cylindrical shell

NASA Technical Reports Server (NTRS)

Yahsi, O. S.; Erdogan, F.

1986-01-01

A partially reinforced cylinder containing an axial through crack is considered. The reinforcement is assumed to be fully bonded to the main cylinder. The composite cylinder is thus modelled by a nonhomogeneous shell having a step change in the elastic properties at the z = 0 plane, z being the axial coordinate. Using a Reissner type transverse shear theory the problem is reduced to a pair of singular integral equations. In the special case of a crack tip touching the bimaterial interface it is shown that the dominant parts of the kernels of the integral equations associated with both membrane loading and bending of the shell reduce to the generalized Cauchy kernel obtained for the corresponding plane stress case. The integral equations are solved and the stress intensity factors are given for various crack and shell dimensions. A bonded fiberglass reinforcement which may serve as a crack arrestor is used as an example.

Using Contingent Reinforcement to Augment Muscle Activation After Perinatal Brachial Plexus Injury: A Pilot Study.

PubMed

Duff, S V; Sargent, B; Kutch, J J; Berggren, J; Leiby, B E; Fetters, L

2017-10-20

Examine the feasibility of increasing muscle activation with electromyographically (EMG)-triggered musical-video as reinforcement for children with perinatal brachial plexus injury (PBPI). Six children with PBPI (9.3 ± 6.3 months; 5 female, 1 male) and 13 typically developing (TD) controls (7.8 ± 3.5 months; 4 female, 9 males) participated. The left arm was affected in 5/6 children with PBPI. We recorded the integral (Vs) of biceps activation with surface EMG during two conditions per arm in one session: (1) 100 second (s) baseline without reinforcement and (2) 300 s reinforcement (musical-video triggered to play with biceps activation above threshold [V]). We examined the relation between the mean integral with reinforcement and hand preference. Mean biceps activation significantly increased from baseline in the affected arm of the group with PBPI by the 2nd (p < .008) and 3rd (p < .0004) 100 s intervals of reinforcement. Six of 6 children with PBPI and 12/13 TD controls increased activation in at least one arm. A lower integral was linked with hand preference for the unaffected right side in the PBPI group. This study supports contingent reinforcement as a feasible method to increase muscle activation. Future work will examine training dose and intensity to increase arm function.

Using Simplified Sudoku to Promote and Improve Pattern Discovery Skills among School Children

ERIC Educational Resources Information Center

Tengah, Khairul A.

2011-01-01

As part of promoting and improving pattern discovery skills among school children, a Sudoku puzzle can be used as example of a problem solving task. A simplified version of the puzzle will be used first to explain the aim and reinforce the rules of solving the puzzle. Three strategies--"Strategy of Obvious Missing Number, Strategy of…

CORBEH CLASS [Contingencies for Learning Academic and Social Skills] Program for Acting-Out Children. Manual for Teachers. First Edition.

ERIC Educational Resources Information Center

Hops, Hyman; And Others

A program which describes contingencies for learning academic and social skills (CLASS) is explained to involve an educational consultant training teachers of acting-out first and second graders to reinforce desired academic and social behaviors. Examined are the pre-intervention procedures of initial identification of acting-out students,…

Does Music Instruction Help Children Learn to Read?: Evidence of a Meta-Analysis

ERIC Educational Resources Information Center

Standley, Jayne M.

2008-01-01

This meta-analysis of 30 studies using a variety of music interventions to affect reading skills resulted in a moderately strong, significant, overall effect size of d = 0.32. When music activities incorporate specific reading skills matched to the needs of identified children (d = 0.44) or contingent music is used to reinforce reading behavior (d…

Using Topic Order to Reinforce Student Algebra Skills in a Community College Introductory Chemistry Course

ERIC Educational Resources Information Center

Blakely, Alan W.

2011-01-01

This article describes the impact of starting with gases in an introductory chemistry course at a community college. Students in the author's class frequently are very weak in algebra skills, and this has a cumulative impact over time that culminates in student struggles when moles and reaction stoichiometry are discussed. The rationale behind…

Reinforcing Resistance to Drug and Alcohol Use through Teen Role Models. NERCRD Project Report.

ERIC Educational Resources Information Center

Kims, Amanda

In the Life Skills Training program, teen leaders teach social skills to rural fifth- and sixth-grade children to help them resist drugs and alcohol in high school. Based on a Boys & Girls Clubs of America program, the 9-week after-school program provides youth with accurate information; teaches youth how to handle a range of problem…

The Arts Tool Kit. Priority Academic Student Skills: Visual Art and General Music, Grades 1-12. Revised.

ERIC Educational Resources Information Center

Foster, Gayla; Alexander, JoAnne C.; Bass, Elaine; Black, Paulette; Cesario, Robert; Clow, Jo Ellen; Dalton, Doug; Dedmon, Charla; Gabbard, Susan; Gabel, Barbara; Goree, Gary; Kyle, Nicholas; Martin, Rita; Merklin, Roxy; Riley, Patrick; Reed, John

This kit is designed to help teachers throughout the state of Oklahoma implement the arts in the core curriculum. Suggestions are included for classroom activities that complement the arts competencies in the "Priority Academic Student Skills (PASS)." The kit is a collection of ideas to introduce or reinforce PASS. In the material is a…

Teaching Appropriate Play to Replace Stereotypy Using a Treatment Package with Students Having Autism

ERIC Educational Resources Information Center

Greenberg, Jeremy H.; Lau, Wendy; Lau, Sandy

2016-01-01

Students with special education needs such as autism tend to have difficulty with appropriate play skills and leisure time skills. A lack of play may lead to inappropriate behaviors such as stereotypy or passivity. When students have a limited community of reinforcers it may be difficult for educators to find motivators that can be used to teach…

Crash-Energy Absorbing Composite Structure and Method of Fabrication

NASA Technical Reports Server (NTRS)

Kellas, Sotiris (Inventor); Carden, Huey D. (Inventor)

1996-01-01

A stand-alone, crash-energy absorbing structure and fabrication method are provided. A plurality of adjoining rigid cells are each constructed of resin-cured fiber reinforcement and are arranged in a geometric configuration. The fiber reinforcement can be in the form of a fabric or braided fibers wrapped about a core that is either left in place or removed from the ultimate cured structure. The geometric configuration of cells is held together with more fiber reinforcement (in the form of fabric or braided fibers) in order to integrate the cells in the geometric configuration. The additional fiber reinforcement is resin-cured to the cells. Curing of the cells and ultimate structure can occur in a single step. In applications where post-crash integrity is necessary, ductile fibers can be used to integrate the cells in the geometric configuration. The novelty of the present invention is that simple fabrication techniques are used to create structures that can be formed in a variety of net stable shapes without additional reinforcement and can withstand combined loading while crushing in a desired direction.

Engineering Education Development to Enhance Human Skill in DENSO

NASA Astrophysics Data System (ADS)

Isogai, Emiko; Nuka, Takeji

Importance of human skills such as communication or instruction capability to their staff members has recently been highlighted in a workplace, due to decreasing opportunity of face-to-face communication between supervisors and their staff, or Instruction capability through OJT (On the Job Training) . Currently, communication skills are being reinforced mainly through OJT at DENSO. Therefore, as part of supplemental support tools, DENSO has established comprehensive engineers training program on off-JT basis for developing human skills, covering from newly employeed enginners up to managerial class since 2003. This paper describes education activities and reports the results.

Shared learning in general practice--facilitators and barriers.

PubMed

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

2013-03-01

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

An Injury Prevention Strategy for Teen Restaurant Workers

PubMed Central

Ward, Julie A.; de Castro, A. B.; Tsai, Jenny Hsin-Chun; Linker, Darren; Hildahl, Lyle; Miller, Mary E.

2011-01-01

High levels of youth employment, workplace hazards, and characteristics unique to adolescents contribute to a relatively high incidence of injuries among teens in the restaurant industry. This article discusses the ProSafety model of injury prevention among teen restaurant workers. Through integration with an existing career and technical education program, the ProSafety project seeks to prevent occupational injuries among the teen worker population through classroom safety education and internship skills reinforcement. ProSafety is the product of an innovative collaboration with occupational health nurses, business professionals, educators, and government. Its approach is derived from Social Cognitive Theory, is consistent with key values and strategies of occupational health nurses, and provides lessons for practitioners seeking to reduce occupational injuries in food service or among other populations of adolescent workers. PMID:20180503

An injury prevention strategy for teen restaurant workers. Washington State's ProSafety project.

PubMed

Ward, Julie A; de Castro, A B; Tsai, Jenny Hsin-Chun; Linker, Darren; Hildahl, Lyle; Miller, Mary E

2010-02-01

High levels of youth employment, workplace hazards, and characteristics unique to adolescents contribute to a relatively high incidence of injuries among teens in the restaurant industry. This article discusses the ProSafety model of injury prevention among teen restaurant workers. Through integration with an existing career and technical education program, the ProSafety project seeks to prevent occupational injuries among the teen worker population through classroom safety education and internship skills reinforcement. ProSafety is the product of an innovative collaboration with occupational health nurses, business professionals, educators, and government. Its approach is derived from Social Cognitive Theory, is consistent with key values and strategies of occupational health nurses, and provides lessons for practitioners seeking to reduce occupational injuries in food service or among other populations of adolescent workers.

A proposal for teaching basic clinical skills for mastery: the case against vertical integration.

PubMed

Benbassat, Jochanan; Baumal, Reuben

2007-01-01

The authors argue that medical school faculty should (1) make a distinction among competencies that they feel need to be taught for mastery (i.e., at a level of proficiency expected from a practicing physician) and those that should be taught at lower levels of proficiency, and (2) impart the former competencies in single teaching units. The authors propose that the skills that students should be expected to master include patient interviewing, physical examination, patient counseling on health promotion and disease prevention (HP/DP), and self-directed learning. The concepts of a hypothetical teaching unit that aims to impart these skills are described. By the end of this unit, the students would be expected to (1) examine simulated and real patients to detect risk indicators and physical findings for the diseases that are the most common causes of death in the patient's gender and age group, and to look for risk indicators and physical findings for diseases where early diagnosis and treatment have been shown to reduce mortality for such patients, and (2) provide counseling for lifestyle changes and future clinical examinations. The authors believe that the objective of acquiring an ability to counsel a patient on HP/DP at the level of competence of a practicing physician will motivate students to acquire the skills of patient interviewing, physical examination, and self-directed learning more effectively than would a succession of reinforcements of these subjects throughout the curriculum.

[Understand the neurodevelopment of language: a necessity to prevent learning disabilities in children].

PubMed

Charollais, A; Marret, S; Stumpf, M-H; Lemarchand, M; Delaporte, B; Philip, E; Monom-Diverre; Guillois, B; Datin-Dorriere, V; Debillon, T; Simon, M-J; De Barace, C; Pasquet, F; Saliba, E; Zebhib, R

2013-09-01

Clinical and radiological knowledge of language development in the former premature infant compared to the newborn allows us to argue for exploration of the sensorimotor co-factors required for proper language development. There are early representations of the maternal language in the infant's visual, auditory, and sensorimotor areas, activated or stabilized by orofacial and articulatory movements. The functional architecture of language is different for vulnerable children such as premature infants. We have already mentioned the impact of early dysfunction of the facial praxis fine motor skills in this population presenting comprehension disorders. A recent meta-analysis confirms the increasing difficulty of understanding between 3 and 12 years, questioning the quality of the initial linguistic processes. A precise analysis of language, referenced from 3 years of age, should be completed by sensorimotor tests to assess possible constraints in automating neurolinguistic foundations. The usual assessment at this age can exclude sensory disturbances and communication and offers guidance and socialization. However, a recent study shows the ineffectiveness of "language-reinforced immersion" at 2 and 3 years in a population of vulnerable children. The LAMOPRESCO study of language and motor skills in the premature infant (National PHRC 2010) has assessed language and sensorimotor skills of preterm-born (<33 weeks) 3.5-year-old children without cerebral palsy. Fragile children were randomized into 2 groups, 1 stimulated by a specific individual protocol, the other given guidance. The primary endpoint was phonology, assuming that it is composed of very early good-quality sensorimotor integration stabilized by the child's oral facial motor skills before 5 years of age. This developmental integrative dynamic validates the "motor theory of speech perception." Early and accurate assessment of language and the patient's constraints should differentiate and specify management strategies for all children, whatever their background and pathologies. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Increasing Treatment Integrity through Negative Reinforcement: Effects on Teacher and Student Behavior

ERIC Educational Resources Information Center

DiGennaro, Florence D.; Martens, Brian K.; McIntyre, Laura Lee

2005-01-01

The current study examined the extent to which treatment integrity was increased and maintained for 4 teachers in their regular classroom settings as a result of performance feedback and negative reinforcement. Teachers received daily written feedback about their accuracy in implementing an intervention and were able to avoid meeting with a…

Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic Screening, and Reinforcement

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Bruhn, Allison Leigh; Mahoney, Michelle E.; Driscoll, Steven A.

2008-01-01

This study examined issues of treatment integrity, systematic screenings, and access to reinforcement relative to school-wide positive behavior support programs (SW-PBS) implemented in two rural elementary schools during the first year of program implementation. Results suggested that treatment fidelity, as measured by self-report and direct…

Experimental Investigation of the Capacity of Steel Fibers to Ensure the Structural Integrity of Reinforced Concrete Specimens Coated with CFRP Sheets

NASA Astrophysics Data System (ADS)

Gribniak, V.; Arnautov, A. K.; Norkus, A.; Tamulenas, V.; Gudonis, E.; Sokolov, A.

2016-07-01

The capacity of steel fibers to ensure the structural integrity of reinforced concrete specimens coated with CFRP sheets was investigated. Test data for four ties and eight beams reinforced with steel or glass-FRP bars are presented. Experiments showed that the fibers significantly increased the cracking resistance and altered the failure character from the splitting of concrete to the debonding of the external sheets, which noticeably increased the load-carrying capacity of the strengthened specimens.

Contriving transitive conditioned establishing operations to establish derived manding skills in adults with severe developmental disabilities.

PubMed

Rosales, Rocio; Rehfeldt, Ruth Anne

2007-01-01

The purpose of this study was to demonstrate derived manding skills in 2 adults with severe developmental disabilities and language deficits by contriving transitive conditioned establishing operations. Specifically, we evaluated whether a history of reinforced conditional discrimination learning would ultimately result in a derived mand repertoire, in which participants manded for items that were needed to complete chained tasks. After mastering the first three phases of the picture exchange communication system (PECS), participants were taught to mand for the needed items by exchanging pictures of the items for the items themselves. They were then taught to conditionally relate the dictated names of the items to the corresponding pictures of the items and to relate the dictated names to the corresponding printed words. We then tested, in the absence of reinforcement, whether participants would mand for the items needed to complete the chained tasks using text rather than pictures. Both participants showed the emergence of derived mands and some derived stimulus relations as a result of this instruction. Some of the derived relations were shown to be intact at 1-month follow-up, and scores on derived mand probes were higher at follow-up than before training. In addition, the 2 participants vocally requested the needed items on maintenance test probes, a skill that was never trained and was not previously in their repertoires. These results suggest that a history of reinforced relational responding may facilitate the expansion of a number of verbal skills and emphasize the possibility of a synthesis of Skinner's (1957) analysis of verbal behavior and derived stimulus relations into language-training efforts for persons with significant disabilities.

Teaching refusal skills to sexually active adolescents.

PubMed

Warzak, W J; Page, T J

1990-06-01

Refusal skills training was extended to sexually active handicapped female adolescents who lacked an effective refusal strategy. Role-plays for assessment and training were developed using the who, what, when and where of situations which resulted in unwanted intercourse. Refusal skills were trained following the format of rationale, modeling, rehearsal, feedback, and reinforcement. Baseline rates of most target behaviors were quite low. High frequencies of target behaviors were observed as each behavior became the focus of training. Generalization across staff and time was also observed. The skillfulness and effectiveness of the subjects' refusal skills were judged to be improved as a function of training. One-year follow-up showed decreased sexual activity for each girl.

Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills

ERIC Educational Resources Information Center

Nazirzadeh, Mohammad Javad; Çagiltay, Kürsat; Karasu, Necdet

2017-01-01

It is understood that, for mentally disabled people, it is hard to generalize skills and concepts from one setting to another. One approach to teach generalization is solving the problems related to their daily lives, which helps them to reinforce some of their behaviors that would occur in the natural environment. The aim of this study is to…

A Play and Language Intervention for Two-Year-Old Children: Implications for Improving Play Skills and Language

ERIC Educational Resources Information Center

Conner, Julie; Kelly-Vance, Lisa; Ryalls, Brigette; Friehe, Mary

2014-01-01

The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set.…

GA-based fuzzy reinforcement learning for control of a magnetic bearing system.

PubMed

Lin, C T; Jou, C P

2000-01-01

This paper proposes a TD (temporal difference) and GA (genetic algorithm)-based reinforcement (TDGAR) learning method and applies it to the control of a real magnetic bearing system. The TDGAR learning scheme is a new hybrid GA, which integrates the TD prediction method and the GA to perform the reinforcement learning task. The TDGAR learning system is composed of two integrated feedforward networks. One neural network acts as a critic network to guide the learning of the other network (the action network) which determines the outputs (actions) of the TDGAR learning system. The action network can be a normal neural network or a neural fuzzy network. Using the TD prediction method, the critic network can predict the external reinforcement signal and provide a more informative internal reinforcement signal to the action network. The action network uses the GA to adapt itself according to the internal reinforcement signal. The key concept of the TDGAR learning scheme is to formulate the internal reinforcement signal as the fitness function for the GA such that the GA can evaluate the candidate solutions (chromosomes) regularly, even during periods without external feedback from the environment. This enables the GA to proceed to new generations regularly without waiting for the arrival of the external reinforcement signal. This can usually accelerate the GA learning since a reinforcement signal may only be available at a time long after a sequence of actions has occurred in the reinforcement learning problem. The proposed TDGAR learning system has been used to control an active magnetic bearing (AMB) system in practice. A systematic design procedure is developed to achieve successful integration of all the subsystems including magnetic suspension, mechanical structure, and controller training. The results show that the TDGAR learning scheme can successfully find a neural controller or a neural fuzzy controller for a self-designed magnetic bearing system.

Introducing evidence-based dentistry to dental students using histology.

PubMed

Lallier, Thomas E

2014-03-01

The expansion of evidence-based dentistry (EBD) is essential to the continued growth and development of the dental profession. Expanding EBD requires increased emphasis on critical thinking skills during dental education, as noted in the American Dental Education Association's Competencies for the New General Dentist. In order to achieve this goal, educational exercises must be introduced to increase the use of critical thinking skills early in the dental curriculum, with continued reinforcement as students progress through subsequent years. Described in this article is one approach to increasing student exposure to critical thinking during the early basic science curriculum-specifically, within the confines of a traditional histology course. A method of utilizing the medical and dental research literature to reinforce and enliven the concepts taught in histology is described, along with an approach for using peer-to-peer presentations to demonstrate the tools needed to critically evaluate research studies and their presentation in published articles. This approach, which could be applied to any basic science course, will result in a stronger foundation on which students can build their EBD and critical thinking skills.

Treating stereotypy in adolescents diagnosed with autism by refining the tactic of "using stereotypy as reinforcement".

PubMed

Potter, Jacqueline N; Hanley, Gregory P; Augustine, Matotopa; Clay, Casey J; Phelps, Meredith C

2013-01-01

Use of automatically reinforced stereotypy as reinforcement has been shown to be successful for increasing socially desirable behaviors in persons with intellectual disabilities (Charlop, Kurtz, & Casey, 1990; Hanley, Iwata, Thompson, & Lindberg, 2000; Hung, 1978). A component analysis of this treatment was conducted with 3 adolescents who had been diagnosed with autism, and then extended by (a) progressively increasing the quantitative and qualitative aspects of the response requirement to earn access to stereotypy, (b) arranging objective measures of client preference for contingent access to stereotypy compared to other relevant treatments for their automatically reinforced stereotypy, and (c) assessing the social validity of this treatment with other relevant stakeholders. Implications for addressing stereotypy and increasing the leisure skills of adolescents with autism are discussed. © Society for the Experimental Analysis of Behavior.

The 21st century skills with model eliciting activities on linear program

NASA Astrophysics Data System (ADS)

Handajani, Septriana; Pratiwi, Hasih; Mardiyana

2018-04-01

Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.

The Effect of a Constant Time Delay Procedure on Teaching an Adult with Severe Mental Retardation a Recreation Bowling Skill

ERIC Educational Resources Information Center

Zhang, Jiabei; Cote, Bridget; Chen, Shihui; Liu, John

2004-01-01

The purpose of this study was to examine the effect of a constant time delay (CTD) procedure on teaching a recreational bowling skill to a 39-year-old male with severe mental retardation. The CTD procedure used 5 seconds as delay interval, task direction as target stimulus, physical assistance as controlling prompt, and oral praise as reinforcer.…

Three-Dimensional Microvascular Fiber-Reinforced Composites

DTIC Science & Technology

2011-03-01

are varied to meet the desired design criteria. The interstitial pore space between fi bers is infi ltrated with a low- viscosity thermosetting resin...depolymerization and monomer vaporization results in a 3D microvascular network integrated into a structural composite; d) fl uid (yellow) fi lls...VaSC method uses commercially available materials and can be seamlessly integrated with conventional fi ber-reinforced composite manufacturing

Manufacturing technology of integrated textile-based sensor networks for in situ monitoring applications of composite wind turbine blades

NASA Astrophysics Data System (ADS)

Haentzsche, Eric; Mueller, Ralf; Huebner, Matthias; Ruder, Tristan; Unger, Reimar; Nocke, Andreas; Cherif, Chokri

2016-10-01

Based on in situ strain sensors consisting of piezo-resistive carbon filament yarns (CFYs), which have been successfully integrated into textile reinforcement structures during their textile-technological manufacturing process, a continuous load of fibre-reinforced plastic (FRP) components has been realised. These sensors are also suitable for structural health monitoring (SHM) applications. The two-dimensional sensor layout is made feasible by the usage of a modular warp yarn path manipulation unit. Using a functional model of a small wind turbine blade in thermoset composite design, the sensor function for basic SHM applications (e.g. static load monitoring) are demonstrated. Any mechanical loads along the pressure or suction side of the wind turbine blade can be measured and calculated via a correlative change in resistance of the CFYs within the textile reinforcement plies. Performing quasi-static load tests on both tensile specimen and full-scale wind turbine blade, elementary results have been obtained concerning electro-mechanical behaviour and spatial resolution of global and even local static stresses according to the CFY sensor integration length. This paper demonstrates the great potential of textile-based and textile-technological integrated sensors in reinforcement structures for future SHM applications of FRPs.

When should we perform a repeat training on adrenaline auto-injector use for physician trainees?

PubMed

Topal, E; Bakirtas, A; Yilmaz, O; Karagol, I H E; Arga, M; Demirsoy, M S; Turktas, I

2014-01-01

Studies demonstrate that both doctors and patients may use adrenaline auto-injector improperly and the usage skills are improved by training. In this study, we aimed to determine the appropriate frequency of training to maintain skills for adrenaline auto-injector use. We invited all interns of 2011-2012 training period. At baseline, all participants were given theoretical and practical training on adrenaline auto-injector use. The participants were randomly assigned into two groups. We asked those in group 1 to demonstrate the use of adrenaline auto-injector trainer in the third month and those in group 2 in the sixth month. One hundred and sixty interns were enrolled. Compared with the beginning score, demonstration of skills at all the steps and total scores did not change for the group tested in the third month (p=0.265 and p=0.888, respectively). However; for the group examined in the sixth month; the demonstration of skills for proper use of the auto-injector at all steps and the mean time to administer adrenaline decreased (p=0.018 and p<0.001, respectively). Besides, the group which was tested in the third month was better than the group which was tested in the sixth month in terms of demonstrating all steps (p=0.014), the total score (p=0.019), mean time of change to administer adrenaline (p<0.001) and presumptive self-injection into thumb (p=0.029). Auto-injector usage skills of physician trainees decrease after the sixth month and are better in those who had skill reinforcement at 3 months, suggesting continued education and skill reinforcement may be useful. Copyright © 2013 SEICAP. Published by Elsevier Espana. All rights reserved.

Static and Dynamic Characterization of Cellulose Nanofibril Scaffold-Based Composites

Treesearch

Issam I. Qamhia; Ronald C. Sabo; Rani F. Elhajjar

2014-01-01

The reinforcement potential of novel nanocellulose-based scaffolding reinforcements composed of microfibrils 5 to 50 nm in diameter and several microns in length was investigated. The cellulose nanofibril reinforcement was used to produce a three-dimensional scaffolding. A hybrid two-step approach using vacuum pressure and hot pressing was used to integrate the...

Reach Out and Write Someone.

ERIC Educational Resources Information Center

Arnold, Vanessa D.; Roach, Terry D.

1993-01-01

Writing letters to elected officials and letters to the editor helps students articulate their thoughts based on sound evidence and valid reasoning, avoiding "sounding off" and emotional appeals. Writing skills, critical thinking, and civic values are reinforced. (SK)

Educating for Civic Engagement: Public Achievement as a Case Study

NASA Astrophysics Data System (ADS)

Costello, Bernadette Christine

Over the last four decades there is evidence that citizens are less civically engaged, have less trust in each other and governmental institutions, and are less prepared to participate in deliberative and civic processes. This research studies the importance of acquiring deliberative and civic skills and behaviors as an integral part of civic engagement and developing educational and learning strategies to impart those skills and behaviors in an educational environment. This research uses a civic action program called Public Achievement (PA) as a case study to investigate if participating in a civic and deliberative focused program enables participants to continue to use the skills and behaviors learned in PA in non-PA activities. The research study was focused by a literature review of philosophical frameworks, educational history in the United States, and educational theory. The literature review and examples of learning civic skills and behaviors in secondary and higher educational institutions are examined to frame the analysis of PA. Based on the literature review and the design of PA, constructs and a survey instrument were developed to test the hypothesis that students who participate in PA will be more likely to exhibit civic skills and behaviors than students who did not participate in PA. The research was conducted with two schools in rural Missouri, two schools in Minneapolis, Minnesota, and two schools in St. Paul, Minnesota. The study results show that students who participated in PA were not more likely to exhibit civic skills and behaviors, and in many cases, non-PA students exhibited civic skills and behaviors more often. The findings revealed that there are programmatic, organizational, and societal barriers that may impede the effectiveness of PA. The findings suggest that implementation of civic engagement programs may be more effective when the effort is supported and reinforced by and across all parts of the organization, organizational readiness work is completed prior to implementation, and civic skills and behaviors are part of institutional and student assessment processes. Additional research is suggested to develop an assessment tool to measure an organization's readiness to implement civic engagement programs and educational assessments to measure the cognitive and affective acquisition of civic skills and behaviors.

Promoting skill building and confidence in freshman nursing students with a "Skills-a-Thon".

PubMed

Roberts, Susan T; Vignato, Julie A; Moore, Joan L; Madden, Carol A

2009-08-01

Freshman nursing students returning for their second semester after summer break benefited by reviewing previously learned clinical skills presented in a Skills-a-Thon. Skills stations were established and facilitated by faculty and senior students. Senior students were first trained in mentoring and specific steps in skills competencies. Freshman students demonstrated skills in various mock clinical situations including catheter insertion, sterile dressings, medications, and physical assessment. The strategy reinforced learning and provided an opportunity for students to experience risk-free skills performance among peers. Freshman students gained proficiency and appreciated guidance by senior students without the pressures of testing. Seniors benefited from a condensed version of the program to review their own skills prior to the event. Responses were positive, with students reporting improved performance and confidence with hands-on application in a non-threatening environment. Nursing faculty observed improvement in skill performance and competence, and plan to offer future events. Copyright 2009, SLACK Incorporated.

Neural Modularity Helps Organisms Evolve to Learn New Skills without Forgetting Old Skills

PubMed Central

Ellefsen, Kai Olav; Mouret, Jean-Baptiste; Clune, Jeff

2015-01-01

A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand). To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1) that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2) that one benefit of the modularity ubiquitous in the brains of natural animals might be to alleviate the problem of catastrophic forgetting. PMID:25837826

Neural modularity helps organisms evolve to learn new skills without forgetting old skills.

PubMed

Ellefsen, Kai Olav; Mouret, Jean-Baptiste; Clune, Jeff

2015-04-01

A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand). To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1) that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2) that one benefit of the modularity ubiquitous in the brains of natural animals might be to alleviate the problem of catastrophic forgetting.

An Elective Course in Aromatherapy Science

PubMed Central

Bystrek, Mary V.; Klein, JoAnn S.

2014-01-01

Objective. To evaluate the impact of an innovative team-taught elective course on second-year (P2) students’ knowledge and skills relating to the relationship between aromatherapy and pharmacy. Design. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Assessment. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Conclusion. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines. PMID:24850941

A Motor-Skills Programme to Enhance Visual Motor Integration of Selected Pre-School Learners

ERIC Educational Resources Information Center

Africa, Eileen K.; van Deventer, Karel J.

2017-01-01

Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the "Beery-Buktenica developmental test of visual-motor integration 6th…

Pioneering Integrated Education and Research Program in Graduate School of Engineering and its Inquiry by Questionnaire

NASA Astrophysics Data System (ADS)

Minamino, Yoritoshi

Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.

Somatosensory Contribution to the Initial Stages of Human Motor Learning

PubMed Central

Bernardi, Nicolò F.; Darainy, Mohammad

2015-01-01

The early stages of motor skill acquisition are often marked by uncertainty about the sensory and motor goals of the task, as is the case in learning to speak or learning the feel of a good tennis serve. Here we present an experimental model of this early learning process, in which targets are acquired by exploration and reinforcement rather than sensory error. We use this model to investigate the relative contribution of motor and sensory factors to human motor learning. Participants make active reaching movements or matched passive movements to an unseen target using a robot arm. We find that learning through passive movements paired with reinforcement is comparable with learning associated with active movement, both in terms of magnitude and durability, with improvements due to training still observable at a 1 week retest. Motor learning is also accompanied by changes in somatosensory perceptual acuity. No stable changes in motor performance are observed for participants that train, actively or passively, in the absence of reinforcement, or for participants who are given explicit information about target position in the absence of somatosensory experience. These findings indicate that the somatosensory system dominates learning in the early stages of motor skill acquisition. SIGNIFICANCE STATEMENT The research focuses on the initial stages of human motor learning, introducing a new experimental model that closely approximates the key features of motor learning outside of the laboratory. The finding indicates that it is the somatosensory system rather than the motor system that dominates learning in the early stages of motor skill acquisition. This is important given that most of our computational models of motor learning are based on the idea that learning is motoric in origin. This is also a valuable finding for rehabilitation of patients with limited mobility as it shows that reinforcement in conjunction with passive movement results in benefits to motor learning that are as great as those observed for active movement training. PMID:26490869

Integrated Methods for Pupils To Reinforce Occupational and Verbal Effectiveness (Project IMPROVE). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Guadalupe, Deana R.

Integrated Methods for Pupils to Reinforce Occupational and Vocational Effectiveness (Project IMPROVE) was a federally funded project in its second year of operation in two Manhattan (New York) high schools in 1992-93. It served limited-English-proficient students, 186 Latino and 13 Asian-American, in grades 9-12. Students received instruction in…

Training social skills to severely mentally retarded multiply handicapped adolescents.

PubMed

Matson, J L; Manikam, R; Coe, D; Raymond, K; Taras, M; Long, N

1988-01-01

Three severely mentally retarded, multiply handicapped, adolescents were treated in a classroom setting for social skills deficits. Two of these children exhibited symptoms of autism including periods of echolalia, and fascination with tactile and visual stimulation. One of the pair was deaf. The third child was profoundly mentally retarded and had minimal expressive language skills. All had received sign language training to facilitate communication. Treatment focused on increasing the frequency of eye contact, in seat and response to verbal prompt behaviors, skills deemed necessary to facilitate use of sign language communication and to increase social interaction. Baseline and treatment were evaluated in a multiple baseline, alternating treatment design across children. Baseline was taken on responses to 10 standard questions, asked by the teacher, based on verbal presentation and sign language. This same procedure was then continued during the initial treatment phase following training sessions. During training, the children received social reinforcement, performance feedback and edible reinforcement, in the form of candy, for appropriate performance. Physical and verbal prompts as well as pictorial cues were employed to shape appropriate behavior. In the second treatment phase, training was implemented in the classroom in which baseline data had been collected. Improvement in target behaviors, via training sessions held four days a week, was noted. These data suggest that use of a combination of visual stimuli, operant and social learning methods can remediate social skills deficits in children with multiple psychological and physical deficits. The implications of these findings for current and future research are discussed.

Integrating fundamental movement skills in late childhood.

PubMed

Gimenez, Roberto; Manoel, Edison de J; de Oliveira, Dalton Lustosa; Dantas, Luiz; Marques, Inara

2012-04-01

The study examined how children of different ages integrate fundamental movement skills, such as running and throwing, and whether their developmental status was related to the combination of these skills. Thirty children were divided into three groups (G1 = 6-year-olds, G2 = 9-year-olds, and G3 = 12-year-olds) and filmed performing three tasks: running, overarm throwing, and the combined task. Patterns were identified and described, and the efficiency of integration was calculated (distance differences of the ball thrown in two tasks, overarm throwing and combined task). Differences in integration were related to age: the 6-year-olds were less efficient in combining the two skills than the 9- and 12-year-olds. These differences may be indicative of a phase of integrating fundamental movement skills in the developmental sequence. This developmental status, particularly throwing, seems to be related to the competence to integrate skills, which suggests that fundamental movement skills may be developmental modules.

Teaching Decoding Strategies without Destroying Story.

ERIC Educational Resources Information Center

Kane, Sharon

1999-01-01

Argues that deep coding skills must and can be introduced, taught, practiced, and reinforced within contexts meaningful to students. Shows how teachers can provide these meaningful educational contexts within which decoding strategies make sense to emerging readers. (SR)

A common neural circuit mechanism for internally guided and externally reinforced forms of motor learning.

PubMed

Hisey, Erin; Kearney, Matthew Gene; Mooney, Richard

2018-04-01

The complex skills underlying verbal and musical expression can be learned without external punishment or reward, indicating their learning is internally guided. The neural mechanisms that mediate internally guided learning are poorly understood, but a circuit comprising dopamine-releasing neurons in the midbrain ventral tegmental area (VTA) and their targets in the basal ganglia are important to externally reinforced learning. Juvenile zebra finches copy a tutor song in a process that is internally guided and, in adulthood, can learn to modify the fundamental frequency (pitch) of a target syllable in response to external reinforcement with white noise. Here we combined intersectional genetic ablation of VTA neurons, reversible blockade of dopamine receptors in the basal ganglia, and singing-triggered optogenetic stimulation of VTA terminals to establish that a common VTA-basal ganglia circuit enables internally guided song copying and externally reinforced syllable pitch learning.

Investigation of a reinforcement-based toilet training procedure for children with autism.

PubMed

Cicero, Frank R; Pfadt, Al

2002-01-01

Independent toileting is an important developmental skill which individuals with developmental disabilities often find a challenge to master. Effective toilet training interventions have been designed which rely on a combination of basic operant principles of positive reinforcement and punishment. In the present study, the effectiveness of a reinforcement-based toilet training intervention was investigated with three children with a diagnosis of autism. Procedures included a combination of positive reinforcement, graduated guidance, scheduled practice trials and forward prompting. Results indicated that all procedures were implemented in response to urination accidents. A three participants reduced urination accidents to zero and learned to spontaneously request use of the bathroom within 7-11 days of training. Gains were maintained over 6-month and 1-year follow-ups. Findings suggest that the proposed procedure is an effective and rapid method of toilet training, which can be implemented within a structured school setting with generalization to the home environment.

The Curriculum-Faculty-Reinforcement Alignment and Its Effect on Learning Retention of Core Marketing Concepts of Marketing Capstone Students

ERIC Educational Resources Information Center

Raska, David; Keller, Eileen Weisenbach; Shaw, Doris

2014-01-01

Curriculum-Faculty-Reinforcement (CFR) alignment is an alignment between fundamental marketing concepts that are integral to the mastery of knowledge expected of our marketing graduates, their perceived importance by the faculty, and their level of reinforcement throughout core marketing courses required to obtain a marketing degree. This research…

Productivity and Skill at a Japanese Transplant and Its Parent Company.

ERIC Educational Resources Information Center

Shibata, Hiromichi

2001-01-01

Comparison of a Japanese auto plant and its U.S. affiliate attributed the 10% lower production rate of the latter to less-integrated and weaker troubleshooting skills and lower maintenance skills. Lack of integrated skills in the U.S. was attributed to use of a job-bid system for transfers; integrated skill formation was controlled by supervisors…

Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

PubMed

Levy, I Martin; Pryor, Karen W; McKeon, Theresa R

2016-04-01

A surgical procedure is a complex behavior that can be constructed from foundation or component behaviors. Both the component and the composite behaviors built from them are much more likely to recur if it they are reinforced (operant learning). Behaviors in humans have been successfully reinforced using the acoustic stimulus from a mechanical clicker, where the clicker serves as a conditioned reinforcer that communicates in a way that is language- and judgment-free; however, to our knowledge, the use of operant-learning principles has not been formally evaluated for acquisition of surgical skills. Two surgical tasks were taught and compared using two teaching strategies: (1) an operant learning methodology using a conditioned, acoustic reinforcer (a clicker) for positive reinforcement; and (2) a more classical approach using demonstration alone. Our goal was to determine whether a group that is taught a surgical skill using an operant learning procedure would more precisely perform that skill than a group that is taught by demonstration alone. Two specific behaviors, "tying the locking, sliding knot" and "making a low-angle drill hole," were taught to the 2014 Postgraduate Year (PGY)-1 class and first- and second-year medical students, using an operant learning procedure incorporating precise scripts along with acoustic feedback. The control groups, composed of PGY-1 and -2 nonorthopaedic surgical residents and first- and second-year medical students, were taught using demonstration alone. The precision and speed of each behavior was recorded for each individual by a single experienced surgeon, skilled in operant learning. The groups were then compared. The operant learning group achieved better precision tying the locking, sliding knot than did the control group. Twelve of the 12 test group learners tied the knot and precisely performed all six component steps, whereas only four of the 12 control group learners tied the knot and correctly performed all six component steps (the test group median was 10 [range, 10-10], the control group median was 0 [range, 0-10], p = 0.004). However, the median "time to tie the first knot" for the test group was longer than for the control group (test group median 271 seconds [range, 184-626 seconds], control group median 163 seconds [range 93-900 seconds], p = 0.017), whereas the "time to tie 10 of the locking, sliding knots" was the same for both groups (test group mean 95 seconds ± SD = 15 [range, 67-120 seconds], control group mean 95 seconds ± SD = 28 [range, 62-139 seconds], p = 0.996). For the low-angle drill hole test, the test group more consistently achieved the ideal six-step behavior for precisely drilling the low-angle hole compared with the control group (p = 0.006 for the median number of technique success comparison with an odds ratio [at the 95% confidence interval] of 82.3 [29.1-232.8]). The mean time to drill 10 low-angle holes was not different between the test group (mean 193 seconds ± SD = 26 [range, 153-222 seconds]) and the control group (mean 146 seconds ± SD = 63 [range, 114-294 seconds]) (p = 0.084). Operant learning occurs as the behavior is constructed and is highly reinforced with the result measured, not in the time saved, but in the ultimate outcome of an accurately built complex behavior. Level II, therapeutic study.

Reinforce: An Ensemble Approach for Inferring PPI Network from AP-MS Data.

PubMed

Tian, Bo; Duan, Qiong; Zhao, Can; Teng, Ben; He, Zengyou

2017-05-17

Affinity Purification-Mass Spectrometry (AP-MS) is one of the most important technologies for constructing protein-protein interaction (PPI) networks. In this paper, we propose an ensemble method, Reinforce, for inferring PPI network from AP-MS data set. The new algorithm named Reinforce is based on rank aggregation and false discovery rate control. Under the null hypothesis that the interaction scores from different scoring methods are randomly generated, Reinforce follows three steps to integrate multiple ranking results from different algorithms or different data sets. The experimental results show that Reinforce can get more stable and accurate inference results than existing algorithms. The source codes of Reinforce and data sets used in the experiments are available at: https://sourceforge.net/projects/reinforce/.

Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment

NASA Astrophysics Data System (ADS)

Barak, Miri; Dori, Yehudit Judy

2009-10-01

Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b) present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking.

Social skills, friendship and happiness: a cross-cultural investigation.

PubMed

Demir, Melikşah; Jaafar, Jas; Bilyk, Nicholas; Ariff, Mohammad Raduan Mohd

2012-01-01

The present study investigated the associations between social skills, friendship quality, and happiness, and tested a mediational model positing that friendship quality would mediate the relationship between social skills and happiness among American and Malaysian college students. Although American students reported significantly higher levels of psychosocial well-being than Malaysian students, the study variables were positively associated with each other in both cultures. More importantly, findings supported the proposed model in both groups. Results suggest that part of the reason why social skills are associated with positive psychological well-being is because of friendship experiences. Overall, the findings of the present study reinforce, extend and cross-culturally generalize the presumed benefits of social skills in positive well-being elaborated by Segrin and Taylor (2007). The authors also provided suggestions for future research.

Using Mobile Health Gamification to Facilitate Cognitive Behavioral Therapy Skills Practice in Child Anxiety Treatment: Open Clinical Trial

PubMed Central

Pramana, Gede; Lomas, James; Lindhiem, Oliver; Kendall, Philip C; Silk, Jennifer

2018-01-01

Background Cognitive behavioral therapy is an efficacious treatment for child anxiety disorders. Although efficacious, many children (40%-50%) do not show a significant reduction in symptoms or full recovery from primary anxiety diagnoses. One possibility is that they are unwilling to learn and practice cognitive behavioral therapy skills beyond therapy sessions. This can occur for a variety of reasons, including a lack of motivation, forgetfulness, and a lack of cognitive behavioral therapy skills understanding. Mobile health (mHealth) gamification provides a potential solution to improve cognitive behavioral therapy efficacy by delivering more engaging and interactive strategies to facilitate cognitive behavioral therapy skills practice in everyday lives (in vivo). Objective The goal of this project was to redesign an existing mHealth system called SmartCAT (Smartphone-enhanced Child Anxiety Treatment) so as to increase user engagement, retention, and learning facilitation by integrating gamification techniques and interactive features. Furthermore, this project assessed the effectiveness of gamification in improving user engagement and retention throughout posttreatment. Methods We redesigned and implemented the SmartCAT system consisting of a smartphone app for children and an integrated clinician portal. The gamified app contains (1) a series of interactive games and activities to reinforce skill understanding, (2) an in vivo skills coach that cues the participant to use cognitive behavioral therapy skills during real-world emotional experiences, (3) a home challenge module to encourage home-based exposure tasks, (4) a digital reward system that contains digital points and trophies, and (5) a therapist-patient messaging interface. Therapists used a secure Web-based portal connected to the app to set up required activities for each session, receive or send messages, manage participant rewards and challenges, and view data and figures summarizing the app usage. The system was implemented as an adjunctive component to brief cognitive behavioral therapy in an open clinical trial. To evaluate the effectiveness of gamification, we compared the app usage data at posttreatment with the earlier version of SmartCAT without gamification. Results Gamified SmartCAT was used frequently throughout treatment. On average, patients spent 35.59 min on the app (SD 64.18) completing 13.00 activities between each therapy session (SD 12.61). At the 0.10 significance level, the app usage of the gamified system (median 68.00) was higher than that of the earlier, nongamified SmartCAT version (median 37.00, U=76.00, P<.01). The amount of time spent on the gamified system (median 173.15) was significantly different from that of the earlier version (median 120.73, U=173.00, P=.06). Conclusions The gamified system showed good acceptability, usefulness, and engagement among anxious children receiving brief cognitive behavioral therapy treatment. Integrating an mHealth gamification platform within treatment for anxious children seems to increase involvement in shorter treatment. Further study is needed to evaluate increase in involvement in full-length treatment. PMID:29748165

Development of ductile hybrid fiber reinforced polymer (D-H-FRP) reinforcement for concrete structures

NASA Astrophysics Data System (ADS)

Somboonsong, Win

The corrosion of steel rebars has been the major cause of the reinforced concrete deterioration in transportation structures and port facilities. Currently, the Federal Highway Administration (FHWA) spends annually $31 billion for maintaining and repairing highways and highway bridges. The study reported herein represents the work done in developing a new type of reinforcement called Ductile Hybrid Fiber Reinforced Polymer or D-H-FRP using non-corrosive fiber materials. Unlike the previous FRP reinforcements that fail in a brittle manner, the D-H-FRP bars exhibit the stress-strain curves that are suitable for concrete reinforcement. The D-H-FRP stress-strain curves are linearly elastic with a definite yield point followed by plastic deformation and strain hardening resembling that of mild steel. In addition, the D-H-FRP reinforcement has integrated ribs required for concrete bond. The desirable mechanical properties of D-H-FRP reinforcement are obtained from the integrated design based on the material hybrid and geometric hybrid concepts. Using these concepts, the properties can be tailored to meet the specific design requirements. An analytical model was developed to predict the D-H-FRP stress-strain curves with different combination of fiber materials and geometric configuration. This model was used to optimize the design of D-H-FRP bars. An in-line braiding-pultrusion manufacturing process was developed at Drexel University to produce high quality D-H-FRP reinforcement in diameters that can be used in concrete structures. A series of experiments were carried out to test D-H-FRP reinforcement as well as their individual components in monotonic and cyclic tensile tests. Using the results from the tensile tests and fracture analysis, the stress-strain behavior of the D-H-FRP reinforcement was fully characterized and explained. Two series of concrete beams reinforced with D-H-FRP bars were studied. The D-H-FRP beam test results were then compared with companion steel reinforced concrete beams having the same ultimate strength. All D-H-FRP reinforced concrete beams show consistent performance with ultimate strengths and ductility similar to the steel reinforced control specimens and to theoretical predictions.

32 CFR 68.6 - Procedures.

Code of Federal Regulations, 2013 CFR

2013-07-01

... from any other Federal source when the payment would constitute a duplication of benefits. Academic... each Military Service shall: (i) Provide for the academic, technical, intellectual, personal, and...' opportunities for advancement and leadership by reinforcing their academic skills and occupational competencies...

32 CFR 68.6 - Procedures.

Code of Federal Regulations, 2014 CFR

2014-07-01

... from any other Federal source when the payment would constitute a duplication of benefits. Academic... each Military Service shall: (i) Provide for the academic, technical, intellectual, personal, and...' opportunities for advancement and leadership by reinforcing their academic skills and occupational competencies...

Operant Conditioning Principles in the Treatment of Learning and Behavior Problems with Delinquent Boys

ERIC Educational Resources Information Center

Bednar, Richard L.; And Others

1970-01-01

This study on operant conditioning showed that both groups showed significant improvement in reading skills from pretest to posttest, but that the reinforced group showed significantly more improvement than the nonreinforced group. (Author)

Hierarchically organized behavior and its neural foundations: A reinforcement-learning perspective

PubMed Central

Botvinick, Matthew M.; Niv, Yael; Barto, Andrew C.

2009-01-01

Research on human and animal behavior has long emphasized its hierarchical structure — the divisibility of ongoing behavior into discrete tasks, which are comprised of subtask sequences, which in turn are built of simple actions. The hierarchical structure of behavior has also been of enduring interest within neuroscience, where it has been widely considered to reflect prefrontal cortical functions. In this paper, we reexamine behavioral hierarchy and its neural substrates from the point of view of recent developments in computational reinforcement learning. Specifically, we consider a set of approaches known collectively as hierarchical reinforcement learning, which extend the reinforcement learning paradigm by allowing the learning agent to aggregate actions into reusable subroutines or skills. A close look at the components of hierarchical reinforcement learning suggests how they might map onto neural structures, in particular regions within the dorsolateral and orbital prefrontal cortex. It also suggests specific ways in which hierarchical reinforcement learning might provide a complement to existing psychological models of hierarchically structured behavior. A particularly important question that hierarchical reinforcement learning brings to the fore is that of how learning identifies new action routines that are likely to provide useful building blocks in solving a wide range of future problems. Here and at many other points, hierarchical reinforcement learning offers an appealing framework for investigating the computational and neural underpinnings of hierarchically structured behavior. PMID:18926527

What determines adult cognitive skills? Influences of pre-school, school, and post-school experiences in Guatemala

PubMed Central

Hoddinott, John; Maluccio, John A.; Soler-Hampejsek, Erica; Behrman, Emily L.; Martorell, Reynaldo; Ramírez-Zea, Manuel; Stein, Aryeh D.

2015-01-01

Most empirical investigations of the effects of cognitive skills assume that they are produced by schooling. Drawing on longitudinal data to estimate production functions for adult verbal and nonverbal cognitive skills, we find that: (1) School attainment has a significant and substantial effect on adult verbal cognitive skills but not on adult nonverbal cognitive skills; and (2) Pre-school and post-school experiences also have substantial positive significant effects on adult cognitive skills. Pre-school experiences captured by height for age at 6 years substantially and significantly increase adult nonverbal cognitive skills, even after controlling for school attainment. Post-school tenure in skilled jobs has significant positive effects on both types of cognitive skills. The findings (1) reinforce the importance of early life investments; (2) support the importance of childhood nutrition (“Flynn effect”) and work complexity in explaining increases in nonverbal cognitive skills; (3) call into question interpretations of studies reporting productivity impacts of cognitive skills that do not control for endogeneity; and (4) point to limitations in using adult school attainment alone to represent human capital. PMID:26550556

Stresses Around Rectangular Cut-outs with Reinforced Coaming Stringers

NASA Technical Reports Server (NTRS)

Kuhn, Paul; Rafel, Norman; Griffith, George E

1947-01-01

Strain measurements and strength tests were made on six skin-stringer panels under axial load. Three of these panels had short rectangular cut-outs, and three a long one. The width of the cut-out was about one-half of the width of the panel. Three types of coating stringers were used: without reinforcement, with riveted-up reinforcement, or with integral reinforcement. The strain measurements were found to be in good agreement with a previously published theory adapted where necessary by making overlapping assumptions.

What are the Dominant Factors of Students’ Productive Skills in Construction Services?

NASA Astrophysics Data System (ADS)

Oroh, R. R.; S, Haris A.; Sugandi, R. M.; Isnandar

2018-02-01

The purpose of this study to determine the dominant factors of students’ productive skills in doing the work of concrete structures that fit the needs of construction services. Sample of the respondents is vocational high school students from several districts and cities in North Sulawesi, Indonesia. Data are obtained through the performance test instruments of student. Whereas, data analysis is performed using factor analysis. The result of this research show the dominant factors of the students’ productive skills in doing the work of concrete structures that is according to the need of construction services, namely: (a) factor the working of concrete casting consists of making scaffolding from good materials and conducting concrete casting according to working method; and (b) factor the working of concrete reinforcing consists of read the working drawings for concrete reinforcement and make the concrete formwork from good material. Some of the respondent’s students in doing some concrete structure work have done well, but not yet according to working drawings, working methods and technical specifications of the work. The learning is done in accordance with the competency-oriented school curriculum but the teaching materials given have not been maximized in accordance with the needs of productive skills required construction services industry. The results have an impact on the low absorption of graduates in the implementation of the construction services industry.

Sustaining Culture Change: Experiences in the Green House Model.

PubMed

Bowers, Barbara; Nolet, Kimberly; Jacobson, Nora

2016-02-01

To describe conditions that influence how Green House (GH) organizations are sustaining culture change principles and practices in a sample of GH skilled nursing homes. Primary data were collected at 11 skilled nursing GH organizations from 2012 to 2014. These organizations have adopted the comprehensive and prescriptive GH model of culture change. To develop an understanding of sustainability from the perspective of staff who are immersed in GH daily work, grounded theory qualitative methods were used. Data were collected using semi-structured interviews with 166 staff and observation of house meetings and daily operations. Data were analyzed using grounded dimensional analysis. Organizations varied in their ability to sustain GH principles and practices. An organization's approach to problem solving was central to sustaining the model. Key conditions influenced reinforcement or erosion of GH principles and practices. Reinforcing the GH model requires a highly skilled team of staff with the ability to frequently and collaboratively solve both mundane and complex problems in ways that are consistent with the GH model. This raises questions about the type of human resources practices and policy supports that could assist organizations in sustaining culture change. © Health Research and Educational Trust.

An integrated model of clinical reasoning: dual-process theory of cognition and metacognition.

PubMed

Marcum, James A

2012-10-01

Clinical reasoning is an important component for providing quality medical care. The aim of the present paper is to develop a model of clinical reasoning that integrates both the non-analytic and analytic processes of cognition, along with metacognition. The dual-process theory of cognition (system 1 non-analytic and system 2 analytic processes) and the metacognition theory are used to develop an integrated model of clinical reasoning. In the proposed model, clinical reasoning begins with system 1 processes in which the clinician assesses a patient's presenting symptoms, as well as other clinical evidence, to arrive at a differential diagnosis. Additional clinical evidence, if necessary, is acquired and analysed utilizing system 2 processes to assess the differential diagnosis, until a clinical decision is made diagnosing the patient's illness and then how best to proceed therapeutically. Importantly, the outcome of these processes feeds back, in terms of metacognition's monitoring function, either to reinforce or to alter cognitive processes, which, in turn, enhances synergistically the clinician's ability to reason quickly and accurately in future consultations. The proposed integrated model has distinct advantages over other models proposed in the literature for explicating clinical reasoning. Moreover, it has important implications for addressing the paradoxical relationship between experience and expertise, as well as for designing a curriculum to teach clinical reasoning skills. © 2012 Blackwell Publishing Ltd.

Incremental learning of skill collections based on intrinsic motivation

PubMed Central

Metzen, Jan H.; Kirchner, Frank

2013-01-01

Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

Increased of the capacity integral bridge with reinforced concrete beams for single span

NASA Astrophysics Data System (ADS)

Setiati, N. Retno

2017-11-01

Sinapeul Bridge that was built in 2012 in Sumedang is a bridge type using a full integral system. The prototype of integral bridge with reinforced concrete girder and single span 20 meters until this year had decreased capacity. The bridge was conducted monitoring of strain that occurs in the abutment in 2014. Monitoring results show that based on the data recorded, the maximum strain occurs at the abutment on the location of the integration of the girder of 10.59 x 10-6 tensile stress of 0.25 MPa (smaller than 150 x 10-6) with 3 MPa tensile stress as limit the occurrence of cracks in concrete. Sinapeul bridge abutment with integral system is still in the intact condition. Deflection of the bridge at the time of load test is 1.31 mm. But this time the bridge has decreased exceeded permission deflection (deflection occurred by 40 mm). Besides that, the slab also suffered destruction. One cause of the destruction of the bridge slab is the load factor. It is necessary for required effort to increase the capacity of the integral bridge with retrofitting. Retrofitting method also aims to restore the capacity of the bridge structure due to deterioration. Retrofitting can be done by shortening of the span or using Fibre Reinforced Polymer (FRC). Based on the results obtained by analysis of that method of retrofitting with Fibre Reinforced Polymer (FRC) is more simple and effective. Retrofitting with FRP can increase the capacity of the shear and bending moment becomes 41% of the existing bridge. Retrofitting with FRP method does not change the integral system on the bridge Sinapeul become conventional bridges.

Analysis of students geometry skills viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Riastuti, Nova; Mardiyana, Pramudya, Ikrar

2017-12-01

Geometry is one of the difficult materials for students because students must have the ability to visualize, describe the picture, draw a figure, and know the kinds of figures. This study aimisto describe the students geometry skills in resolving geometry problems viewed from spatial intelligence. This research uses a descriptive qualitative method has aim to identify students geometry skills by 6 students in eight grade of Ngawi regency, Indonesia. The subjects were 2 students with high spatial intelligence, 2 students with medium spatial intelligence, and 2 students with low spatial intelligence. Datas were collected based on written test and interview. The result of this research showed that the students geometry skills viewed from spatial intelligence includes. The results of this study indicate that there was a correlation between students' spatial intelligence with geometric skills. Students had different geometric skills in each category of spatial intelligence, although there were similarities in some geometry skill indicators. Students with low spatial intelligence had less geometry skills, thus requiring special attention from teachers. Mathematics teachers are expected to provide more practice questions that reinforce students' geometry skills including visual skills, descriptive skills, drawing skills, logical skills, applied skills.

The evolution of integration: innovations in clinical skills and ethics in first year medicine.

PubMed

Brunger, Fern; Duke, Pauline S

2012-01-01

Critical self-reflection, medical ethics and clinical skills are each important components of medical education but are seldom linked in curriculum development. We developed a curriculum that builds on the existing integration of ethics education into the clinical skills course to more explicitly link these three skills. The curriculum builds on the existing integration of clinical skills and ethics in first year medicine. It refines the integration through scheduling changes; adds case studies that emphasise the social, economic and political context of our province's patient population; and introduces reflection on the "culture of medicine" as a way to have students articulate and understand their own values and moral decision making frameworks. This structured Clinical Skills course is a model for successfully integrating critical self-reflection, reflection on the political, economic and cultural contexts shaping health and healthcare, and moral decision making into clinical skills training.

Geosynthetic Reinforced Soil Integrated Bridge System, Synthesis Report

DOT National Transportation Integrated Search

2011-01-01

This report is the second in a two-part series to provide engineers with the necessary background knowledge of Geosynthetic Reinforced Soil (GRS) technology and its fundamental characteristics as an alternative to other construction methods. It suppl...

Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

PubMed

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p < 0.0001) and written performance (p < 0.0001) in the final examination were noted that coincided with increased lecture attendance and overall engagement in the course. This study reinforces the importance of an integrated approach to assessment that includes well developed formative tasks and a continuous summative assessment strategy. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Validation of the theoretical domains framework for use in behaviour change and implementation research.

PubMed

Cane, James; O'Connor, Denise; Michie, Susan

2012-04-24

An integrative theoretical framework, developed for cross-disciplinary implementation and other behaviour change research, has been applied across a wide range of clinical situations. This study tests the validity of this framework. Validity was investigated by behavioural experts sorting 112 unique theoretical constructs using closed and open sort tasks. The extent of replication was tested by Discriminant Content Validation and Fuzzy Cluster Analysis. There was good support for a refinement of the framework comprising 14 domains of theoretical constructs (average silhouette value 0.29): 'Knowledge', 'Skills', 'Social/Professional Role and Identity', 'Beliefs about Capabilities', 'Optimism', 'Beliefs about Consequences', 'Reinforcement', 'Intentions', 'Goals', 'Memory, Attention and Decision Processes', 'Environmental Context and Resources', 'Social Influences', 'Emotions', and 'Behavioural Regulation'. The refined Theoretical Domains Framework has a strengthened empirical base and provides a method for theoretically assessing implementation problems, as well as professional and other health-related behaviours as a basis for intervention development.

A Feature-Reinforcement-Based Approach for Supporting Poly-Lingual Category Integration

NASA Astrophysics Data System (ADS)

Wei, Chih-Ping; Chen, Chao-Chi; Cheng, Tsang-Hsiang; Yang, Christopher C.

Document-category integration (or category integration for short) is fundamental to many e-commerce applications, including information integration along supply chains and information aggregation by intermediaries. Because of the trend of globalization, the requirement for category integration has been extended from monolingual to poly-lingual settings. Poly-lingual category integration (PLCI) aims to integrate two document catalogs, each of which consists of documents written in a mix of languages. Several category integration techniques have been proposed in the literature, but these techniques focus only on monolingual category integration rather than PLCI. In this study, we propose a feature-reinforcement-based PLCI (namely, FR-PLCI) technique that takes into account the master documents of all languages when integrating source documents (in the source catalog) written in a specific language into the master catalog. Using the monolingual category integration (MnCI) technique as a performance benchmark, our empirical evaluation results show that our proposed FR-PLCI technique achieves better integration accuracy than MnCI does in both English and Chinese category integration tasks.

Transformational and transactional leadership skills for mental health teams.

PubMed

Corrigan, P W; Garman, A N

1999-08-01

Many treatments for persons with severe mental illness are provided by mental health teams. Team members work better when led by effective leaders. Research conducted by organizational psychologists, and validated on mental health teams, have identified a variety of skills that are useful for these leaders. Bass (1990, 1997) identified two sets of especially important skills related to transformational and transactional leadership. Leaders using transformational skills help team members to view their work from more elevated perspectives and develop innovative ways to deal with work-related problems. Skills related to transformational leadership promote inspiration, intellectual stimulation, individual consideration, participative decision making, and elective delegation. Mental health and rehabilitation teams must not only develop creative and innovative programs, they must maintain them over time as a series of leader-team member transactions. Transactional leadership skills include goal-setting, feedback, and reinforcement strategies which help team members maintain effective programs.

Acquisition of Fire Safety Knowledge and Skills With Virtual Reality Simulation.

PubMed

Rossler, Kelly L; Sankaranarayanan, Ganesh; Duvall, Adrianne

2018-05-25

Prelicensure nursing students seeking to enter perioperative nursing need preparatory fire safety knowledge and skills training to participate as a member of an operating room (OR) team. This pilot study examined the effectiveness of the Virtual Electrosurgery Skill Trainer (VEST) on OR fire safety skills among prelicensure nursing students. An experimental pretest-posttest design was used in this study. Twenty nursing students were randomized to a control or an intervention group. Knowledge and skills acquisition of OR fire safety were assessed. There were no statistically significant findings in knowledge for either group. Fisher exact test demonstrated significant relationships between the skills performance criteria of following emergency procedures for a fire and demonstrating PASS (pull-aim-squeeze-sweep) technique (P = .001). Academic and hospital educators may consider incorporating virtual reality simulation to teach fire safety education or reinforce general fire safety practices to nursing students and novice nurses.

Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

NASA Technical Reports Server (NTRS)

Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

2009-01-01

Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

Expedition Earth and Beyond: Using NASA data resources and integrated educational strategies to promote authentic research in the classroom

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W.; Willis, K.; Runco, S.

2009-12-01

Teachers in today’s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

Library Research.

ERIC Educational Resources Information Center

Wright, Nancy Kirkpatrick

This workbook, designed for a Library Research course at Yavapai College, provides 15 lessons in advanced library reference skills. Each lesson provides explanatory text and reinforcement exercises. After Lesson I introduces specialized dictionaries and encyclopedias (e.g., for foreign languages, medicine, music, economics, social sciences, and…

The Effects of Standardized Feedback on Orthopedic Patient Evaluation Skills.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1984-01-01

A study examined whether there are performance differences between surgery clerks provided corrective reinforcement on orthopedic history and physical examination write-ups and those assessed by traditional feedback means when both groups are exposed to the feedback instrument. (MLW)

Degradation of learned skills: Effectiveness of practice methods on visual approach and landing skill retention

NASA Technical Reports Server (NTRS)

Sitterley, T. E.; Zaitzeff, L. P.; Berge, W. A.

1972-01-01

Flight control and procedural task skill degradation, and the effectiveness of retraining methods were evaluated for a simulated space vehicle approach and landing under instrument and visual flight conditions. Fifteen experienced pilots were trained and then tested after 4 months either without the benefits of practice or with static rehearsal, dynamic rehearsal or with dynamic warmup practice. Performance on both the flight control and procedure tasks degraded significantly after 4 months. The rehearsal methods effectively countered procedure task skill degradation, while dynamic rehearsal or a combination of static rehearsal and dynamic warmup practice was required for the flight control tasks. The quality of the retraining methods appeared to be primarily dependent on the efficiency of visual cue reinforcement.

Improving free play skills of severely retarded children.

PubMed

Wehman, P; Marchant, J A

1978-02-01

Severely and profoundly retarded children are usually deficient in play skills. Since play facilitates socialization, language, and motor development, it is a vitally improtant skill to acquire. This pilot study examined the effects of a behavioral training program on the autistic, independent, and social types of play of four severely and profoundly retarded children. The training program involved the use of instructions, modeling, physical guidance, and verbal reinforcement. Results indicated that a marked increase in independent and social play occurred with the introduction of the training program with all four children. Occupational therapists can play an increasingly important role in helping educators formulate relevant educational programs for severely retarded children, particularly in the areas of play and motor skill development.

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

PubMed

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

Applications of fiber reinforced concrete containers in France and in Slovakia

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

Verdier, A.; Delgrande, J.; Remias, V.

Radioactive waste immobilization is an integral part of operations in nuclear facilities. The goal of immobilization is to contain radioactive materials in a waste form which can maintain its integrity over very long periods of time, thus effectively isolating the materials from the environment and hence from the public. This is true regardless of the activity of the waste, including low-, and medium-level waste (LLW, MLW). A multiple-year research effort by COGEMA culminated in the development of a new process to immobilize nuclear waste in concrete containers reinforced with metal fibers. The fiber reinforced concrete containers satisfy all French safetymore » requirements relating to waste immobilization and disposal, and have been certified by ANDRA, the national radioactive waste management agency. The fiber reinforced concrete containers have been fabricated on a production scale since July 1990 by Sogefibre, a jointly-owned subsidiary of SGN and Campaign Generale des Eaux. This technology is being transferred to Slovenske Elektrarne (Slovak Power Plant) to intern the waste produced by Bohunice and Mochovce power plants in cubical fiber reinforced concrete containers.« less

Evaluation of epoxy-coated reinforcing steel.

DOT National Transportation Integrated Search

1993-01-01

Virginia's first installation of epoxy-coated reinforcing steel, which was opened to traffic in 1977, was evaluated during construction and through 13 years of service. It was apparent at the time of construction that the integrity of the coating app...

Acoustic emission techniques applied to conventionally reinforced concrete bridge girders.

DOT National Transportation Integrated Search

2008-09-01

Reinforced concrete (RC) bridges generally operate at service-level loads except during discrete overload events that can reduce the integrity of the structure by initiating concrete cracks, widening or extending of existing concrete cracks, as well ...

Training and generalization of laundry skills: a multiple probe evaluation with handicapped persons.

PubMed Central

Thompson, T J; Braam, S J; Fugua, R W

1982-01-01

An instructional procedure composed of a graded sequence of prompts and token reinforcement was used to train a complex chain of behaviors which included sorting, washing, and drying clothes. A multiple probe design with sequential instruction across seven major components of the laundering routine was used to demonstrate experimental control. Students were taught to launder clothing using machines located in their school and generalization was assessed later on machines located in the public laundromat. A comparison of students' laundry skills with those of normal peers indicated similar levels of proficiency. Follow-up probes demonstrated maintenance of laundry skills over a 10-month period. PMID:7096228

Training and generalization of laundry skills: a multiple probe evaluation with handicapped persons.

PubMed

Thompson, T J; Braam, S J; Fugua, R W

1982-01-01

An instructional procedure composed of a graded sequence of prompts and token reinforcement was used to train a complex chain of behaviors which included sorting, washing, and drying clothes. A multiple probe design with sequential instruction across seven major components of the laundering routine was used to demonstrate experimental control. Students were taught to launder clothing using machines located in their school and generalization was assessed later on machines located in the public laundromat. A comparison of students' laundry skills with those of normal peers indicated similar levels of proficiency. Follow-up probes demonstrated maintenance of laundry skills over a 10-month period.

Reflection: a critical proficiency essential to the effective development of a high competence in communication.

PubMed

Adams, Cindy L; Nestel, Debra; Wolf, Peter

2006-01-01

Reflection, or the ability to step back from an experience and consider it critically, in an analytical, non-subjective manner, is an essential aspect of problem solving and decision making, and also of effective communication with clients and colleagues. Reflective practice has been described as the essence of professionalism and is therefore a core professional skill; rarely, however, has it been explicitly taught in veterinary curricula, and it has only a recent history in undergraduate human medical curricula. We describe here two preliminary case studies, one in a veterinary medical education context and the other within a human medical education framework, as examples of approaches to assessing a student's ability for ''reflection.'' The case studies also illustrate some of the key principles. Both of the case studies described had as their end goal the enhancement of communication skills through critical reflection. At Monash University, Australia, the majority of students were assessed as being at a level of ''reflection in development.'' The students in the Ontario Veterinary College case study showed moderately good use of self-awareness and critical reflection as a basis for modifying and integrating communication skills into practice. While both preliminary case studies point to the fact that students recognize the importance of communication and value the opportunity to practice it, few students in either case study identified the importance of reflection for lifelong learning and professional competence. Opportunities to complete critical reflection exercises in other parts of curricula and outside of communication would likely reinforce its importance as a generic skill. Ongoing scholarly approaches to teaching, learning, and evaluating reflection and self-awareness are needed.

An evaluation of programmed treatment-integrity errors during discrete-trial instruction.

PubMed

Carroll, Regina A; Kodak, Tiffany; Fisher, Wayne W

2013-01-01

This study evaluated the effects of programmed treatment-integrity errors on skill acquisition for children with an autism spectrum disorder (ASD) during discrete-trial instruction (DTI). In Study 1, we identified common treatment-integrity errors that occur during academic instruction in schools. In Study 2, we simultaneously manipulated 3 integrity errors during DTI. In Study 3, we evaluated the effects of each of the 3 integrity errors separately on skill acquisition during DTI. Results showed that participants either demonstrated slower skill acquisition or did not acquire the target skills when instruction included treatment-integrity errors. © Society for the Experimental Analysis of Behavior.

The GATE Way to Equity.

ERIC Educational Resources Information Center

Belz, Helene F.

Systematic observations of thousands of high school students in the California Mentally Gifted Minors/Gifted and Talented Education programs identified five principles underlying the development of high level thinking skills in this population: (1) Exceptional performance on any criterion requires mutually reinforcing antecedents, the effects of…

Advancing Imitation and Requesting Skills in Toddlers with Down Syndrome

ERIC Educational Resources Information Center

Feeley, Kathleen M.; Jones, Emily A.; Blackburn, Catherine; Bauer, Sara

2011-01-01

Drawing upon information about the Down syndrome behavioral phenotype and empirically based intervention strategies, we examined intervention addressing early communication impairments in young children with Down syndrome. Intervention involved multiple opportunities, shaping, prompting, and reinforcement to address both verbal imitation and…

Improving Teaching Effectiveness: Merit Pay vs. Organizational Culture.

ERIC Educational Resources Information Center

Bushardt, Stephen C.; Fowler, Aubrey R.

1987-01-01

Identifies four conditions which cause merit pay systems to fail to increase teacher performance: lack of skills, the poor timing of rewards, an inability to measure performance; and competing reinforcers. Explains why organizational culture is a more effective mediator of rewards. (SD)

Perceived Intoxication: Implications for Alcohol Education.

ERIC Educational Resources Information Center

Nicholson, Mary E.; And Others

1994-01-01

This study examined the relationships among perceived levels of intoxication, blood alcohol levels, and impairment of selected psychomotor skills used in driving. Results reinforced previous findings which correlated perceptions of intoxication and other measures. These findings suggest that alcohol consumption tables, which calculate one's…

Leading with the Heart.

ERIC Educational Resources Information Center

Linik, Joyce Riha

1998-01-01

Describes techniques used in a multi-age class at Coupeville Elementary School, Washington, to boost reading comprehension and inspire students' love of books: access to an abundance of books, challenges to students, skills reinforcement, combined phonics and whole-language instruction, running-record assessment, paired reading, independent…

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…

Teaching Community Skills to Formerly Institutionalized Adults: Eating Nutritionally Balanced Diets.

ERIC Educational Resources Information Center

Reitz, Andrew L.

1984-01-01

Three formerly institutionalized adults increased their rate of appropriate food serving when cash reinforcement was made contingent on their meeting specified daily criteria. Instructions and self-monitoring and praise had little or no effect on the men's diets. (CL)

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

ERIC Educational Resources Information Center

Eisenberg, Michael B.; Johnson, Doug

This digest describes an integrated approach to teaching computer skills in K-12 schools. The introductory section discusses the importance of integrating information skills into the curriculum. "Technology Skills for Information Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and…

Acoustic emission techniques applied to conventionally reinforced concrete bridge girders : final report.

DOT National Transportation Integrated Search

2008-09-01

Reinforced concrete (RC) bridges generally operate at service-level loads except during discrete overload events that can reduce the integrity of the structure by initiating concrete cracks, widening or extending of existing concrete cracks, as well ...

Optimization of Recycled Glass Fibre-Reinforced Plastics Gear via Integration of the Taguchi Method and Grey Relational Analysis

NASA Astrophysics Data System (ADS)

Mizamzul Mehat, Nik; Syuhada Zakarria, Noor; Kamaruddin, Shahrul

2018-03-01

The increase in demand for industrial gears has resulted in the increase in usage of plastic-matrix composites particularly glass fibre-reinforced plastics as the gear materials. The usage of these synthetic fibers is to enhance the mechanical strength and the thermal resistance of the plastic gears. Nevertheless, the production of large quantities of these synthetic fibre-reinforced composites poses a serious threat to the ecosystem. Comprehending to this fact, the present work aimed at investigating the effects of incorporating recycled glass fibre-reinforced plastics in various compositions particularly on dimensional stability and mechanical properties of gear produced with diverse injection moulding processing parameters setting. The integration of Grey relational analysis (GRA) and Taguchi method was adopted to evaluate the influence of recycled glass fibre-reinforced plastics and variation in processing parameters on gear quality. From the experimental results, the blending ratio was found as the most influential parameter of 56.0% contribution in both improving tensile properties as well as in minimizing shrinkage, followed by mould temperature of 24.1% contribution and cooling time of 10.6% contribution. The results obtained from the aforementioned work are expected to contribute to accessing the feasibility of using recycled glass fibre-reinforced plastics especially for gear application.

Transition and Integration with Leisure for People with Disabilities. Research Update.

ERIC Educational Resources Information Center

Bedini, Leandra A.

1993-01-01

Support from community recreation staff facilitates successful transition and integration of persons with disabilities from hospitals or schools to communities. Functional independence requires leisure activity skills, choice-making skills, social and friend-making skills, and support networks. The article examines research on integrated community…

The role of ultrasound in graduate anatomy education: Current state of integration in the United States and faculty perceptions.

PubMed

Royer, Danielle F

2016-10-01

Ultrasound (US) is increasingly taught in medical schools, where it has been shown to be a valuable adjunct to anatomy training. To determine the extent of US training in nonmedical anatomy programs, and evaluate anatomists' perceptions on the role of US in anatomy education, an online survey was distributed to faculty in anatomy Master's and Doctoral programs. Survey results sampled 71% of anatomy graduate degree programs nationally. Of the faculty surveyed, 65% report little to no experience with US. Thirty-six percent of programs surveyed incorporate exposure to US, while only 15% provide hands-on US training. Opportunities for anatomy trainees to teach with US were found in 12% of programs. Likert responses indicated that anatomists hold overwhelmingly positive views on the contributions of US to anatomy education: 91% agreed US reinforces anatomical concepts (average 4.33 ± 0.68), 95% agreed it reinforces clinical correlates (average 4.43 ± 0.65). Anatomists hold moderately positive views on the value of US to the future careers of anatomy graduates: 69% agreed US increases competitiveness on the job market (average 3.91 ± 0.90), 85% agreed US is a useful skill for a medical school teaching career (average 4.24 ± 0.75), and 41% agreed that US should be required for a medical education career (average 3.34 ± 1.09). With continued improvements in technology and the widespread adoption of US into diverse areas of clinical practice, medical education is on the cusp of a paradigm shift with regards to US. Anatomists must decide whether US is an essential skills for the modern anatomist. Anat Sci Educ 9: 453-467. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Violence Prevention Initiative Training Manual.

ERIC Educational Resources Information Center

Cutrona, Cheryl; Coleman-White, DeVonne

This manual accompanies a workshop for juvenile justice workers (probation officers, social workers, contract providers, and community-based detention providers) that is designed to help them understand conflict and the cycle of violence, manage anger and conflict, use affirmation to reinforce positive behavior, promote skills for success, support…

Utilizing a Micro in the Accounting Classroom.

ERIC Educational Resources Information Center

Wolverton, L. Craig

1982-01-01

The author discusses how to select microcomputer software for an accounting program and what types of instructional modes to use. The following modes are examined: problem solving, decision making, automated accounting functions, learning new accounting concepts, reinforcing concepts already learned, developing independent learning skills, and…

Exploring Organic Mechanistic Puzzles with Molecular Modeling

ERIC Educational Resources Information Center

Horowitz, Gail; Schwartz, Gary

2004-01-01

The molecular modeling was used to reinforce more general skills such as deducing and drawing reaction mechanisms, analyzing reaction kinetics and thermodynamics and drawing reaction coordinate energy diagrams. This modeling was done through the design of mechanistic puzzles, involving reactions not familiar to the students.

Electrocardiograph Course.

ERIC Educational Resources Information Center

Kingston, Michael E.

1979-01-01

Instruction in electrocardiogram interpretation was provided for students at the University of Calgary by distributing complete cardiograms to them at the beginning of the week, for nine weeks, followed by analysis by an instructor at the end of the week. Skill development, reinforcement, course evaluation, and student satisfaction are described.

Geometry and Op Art.

ERIC Educational Resources Information Center

Brewer, Evelyn J.

1999-01-01

Describes an activity in which students use computers and techniques from Op Art to learn various geometric concepts. Allows them to see the distinct connection between art and mathematics from a personal perspective. Reinforces writing, speaking, and drawing skills while creating slide shows related to the project. (ASK)

Effective Teaching Methods for Geriatric Competencies

ERIC Educational Resources Information Center

Strano-Paul, Lisa

2011-01-01

This study assesses how effective classroom sessions are at teaching geriatric competencies to medical students. At Stony Brook Medical School, most geriatric competencies are taught in the Ambulatory Care Clerkship during small-group educational sessions. Clinical exposure to reinforce these specialized skills varies with preceptor assignment. A…

Your Job.

ERIC Educational Resources Information Center

Torre, Liz; And Others

Information and accompanying exercises are provided in this learning module to reinforce basic reading, writing, and math skills and, at the same time, introduce personal assessment and job-seeking techniques. The module's first section provides suggestions for assessing personal interests and identifying the assets one has to offer an employer.…

Switching Reinforcement Learning for Continuous Action Space

NASA Astrophysics Data System (ADS)

Nagayoshi, Masato; Murao, Hajime; Tamaki, Hisashi

Reinforcement Learning (RL) attracts much attention as a technique of realizing computational intelligence such as adaptive and autonomous decentralized systems. In general, however, it is not easy to put RL into practical use. This difficulty includes a problem of designing a suitable action space of an agent, i.e., satisfying two requirements in trade-off: (i) to keep the characteristics (or structure) of an original search space as much as possible in order to seek strategies that lie close to the optimal, and (ii) to reduce the search space as much as possible in order to expedite the learning process. In order to design a suitable action space adaptively, we propose switching RL model to mimic a process of an infant's motor development in which gross motor skills develop before fine motor skills. Then, a method for switching controllers is constructed by introducing and referring to the “entropy”. Further, through computational experiments by using robot navigation problems with one and two-dimensional continuous action space, the validity of the proposed method has been confirmed.

Disentangling fine motor skills' relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination.

PubMed

Carlson, Abby G; Rowe, Ellen; Curby, Timothy W

2013-01-01

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.

Employment-based abstinence reinforcement as a maintenance intervention for the treatment of cocaine dependence: a randomized controlled trial.

PubMed

DeFulio, Anthony; Donlin, Wendy D; Wong, Conrad J; Silverman, Kenneth

2009-09-01

Due to the chronic nature of cocaine dependence, long-term maintenance treatments may be required to sustain abstinence. Abstinence reinforcement is among the most effective means of initiating cocaine abstinence. Practical and effective means of maintaining abstinence reinforcement programs over time are needed. To determine whether employment-based abstinence reinforcement can be an effective long-term maintenance intervention for cocaine dependence. Participants (n = 128) were enrolled in a 6-month job skills training and abstinence initiation program. Participants who initiated abstinence, attended regularly and developed needed job skills during the first 6 months were hired as operators in a data entry business and assigned randomly to an employment-only (control, n = 24) or abstinence-contingent employment (n = 27) group. A non-profit data entry business. Participants Unemployed welfare recipients who used cocaine persistently while enrolled in methadone treatment in Baltimore. Abstinence-contingent employment participants received 1 year of employment-based contingency management, in which access to employment was contingent upon provision of drug-free urine samples under routine and then random drug testing. If a participant provided drug-positive urine or failed to provide a mandatory sample, then that participant received a temporary reduction in pay and could not work until urinalysis confirmed recent abstinence. Cocaine-negative urine samples at monthly assessments across 1 year of employment. During the 1 year of employment, abstinence-contingent employment participants provided significantly more cocaine-negative urine samples than employment-only participants [79.3% and 50.7%, respectively; P = 0.004, odds ratio (OR) = 3.73, 95% confidence interval (CI) = 1.60-8.69]. Conclusions Employment-based abstinence reinforcement that includes random drug testing is effective as a long-term maintenance intervention, and is among the most promising treatments for drug dependence. Work-places could serve as therapeutic agents in the treatment of drug dependence by arranging long-term employment-based contingency management programs.

Fatigue evaluation of composite-reinforced, integrally stiffened metal panels

NASA Technical Reports Server (NTRS)

Dumesnil, C. E.

1973-01-01

The fatigue behavior of composite-reinforced, integrally stiffened metal panels was investigated in combined metal and composite materials subjected to fatigue loading. The systems investigated were aluminum-graphite/epoxy, and aluminum-S glass/epoxy. It was found that the composite material would support the total load at limit stress after the metal had completely failed, and the weight of the composite-metal system would be equal to that of an all metal system which would carry the same total load at limit stress.

Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes towards Vocational Competence

ERIC Educational Resources Information Center

Baartman, Liesbeth K. J.; de Bruijn, Elly

2011-01-01

Current research focuses on competence development and complex professional tasks. However, "learning processes" towards the integration of knowledge, skills and attitudes largely remain a black box. This article conceptualises three integration processes, in analogy to theories on transfer. Knowledge, skills and attitudes are defined, reconciling…

Five Levels of Curriculum Integration Defined, Refined, and Described.

ERIC Educational Resources Information Center

Schumacher, Donna H.

1995-01-01

Provides a description of five levels of curriculum integration at the middle level, specifically: departmentalization, reinforcement, complementary or shared units, webbed, and integrated themes. Discusses curriculum integration in relation to preservice and inservice programs, common planning time, team composition, time issues, and…

Static and dynamic pile testing of reinforced concrete piles with structure integrated fibre optic strain sensors

NASA Astrophysics Data System (ADS)

Schilder, Constanze; Kohlhoff, Harald; Hofmann, Detlef; Basedau, Frank; Habel, Wolfgang R.; Baeßler, Matthias; Niederleithinger, Ernst; Georgi, Steven; Herten, Markus

2013-05-01

Static and dynamic pile tests are carried out to determine the load bearing capacity and the quality of reinforced concrete piles. As part of a round robin test to evaluate dynamic load tests, structure integrated fibre optic strain sensors were used to receive more detailed information about the strains along the pile length compared to conventional measurements at the pile head. This paper shows the instrumentation of the pile with extrinsic Fabry-Perot interferometers sensors and fibre Bragg gratings sensors together with the results of the conducted static load test as well as the dynamic load tests and pile integrity tests.

Going beyond Language: Soft Skill-ing Cultural Difference and Immigrant Integration in Toronto, Canada

ERIC Educational Resources Information Center

Allan, Kori

2016-01-01

This article traces how a language and soft skills training approach to Canadian immigrant integration emerged with Canada's shift towards a post-industrial tertiary economy. In this economy, soft skills index characteristics of ideal workers that fit the needs of Canada's post-Fordist labour regime. It examines how skills' training is not viewed…

Energy-momentum conserving higher-order time integration of nonlinear dynamics of finite elastic fiber-reinforced continua

NASA Astrophysics Data System (ADS)

Erler, Norbert; Groß, Michael

2015-05-01

Since many years the relevance of fibre-reinforced polymers is steadily increasing in fields of engineering, especially in aircraft and automotive industry. Due to the high strength in fibre direction, but the possibility of lightweight construction, these composites replace more and more traditional materials as metals. Fibre-reinforced polymers are often manufactured from glass or carbon fibres as attachment parts or from steel or nylon cord as force transmission parts. Attachment parts are mostly subjected to small strains, but force transmission parts usually suffer large deformations in at least one direction. Here, a geometrically nonlinear formulation is necessary. Typical examples are helicopter rotor blades, where the fibres have the function to stabilize the structure in order to counteract large centrifugal forces. For long-run analyses of rotor blade deformations, we have to apply numerically stable time integrators for anisotropic materials. This paper presents higher-order accurate and numerically stable time stepping schemes for nonlinear elastic fibre-reinforced continua with anisotropic stress behaviour.

Neural correlates of reinforcement learning and social preferences in competitive bidding.

PubMed

van den Bos, Wouter; Talwar, Arjun; McClure, Samuel M

2013-01-30

In competitive social environments, people often deviate from what rational choice theory prescribes, resulting in losses or suboptimal monetary gains. We investigate how competition affects learning and decision-making in a common value auction task. During the experiment, groups of five human participants were simultaneously scanned using MRI while playing the auction task. We first demonstrate that bidding is well characterized by reinforcement learning with biased reward representations dependent on social preferences. Indicative of reinforcement learning, we found that estimated trial-by-trial prediction errors correlated with activity in the striatum and ventromedial prefrontal cortex. Additionally, we found that individual differences in social preferences were related to activity in the temporal-parietal junction and anterior insula. Connectivity analyses suggest that monetary and social value signals are integrated in the ventromedial prefrontal cortex and striatum. Based on these results, we argue for a novel mechanistic account for the integration of reinforcement history and social preferences in competitive decision-making.

Assessment of progressively delayed prompts on guided skill learning in rats.

PubMed

Reid, Alliston K; Futch, Sara E; Ball, Katherine M; Knight, Aubrey G; Tucker, Martha

2017-03-01

We examined the controlling factors that allow a prompted skill to become autonomous in a discrete-trials implementation of Touchette's (1971) progressively delayed prompting procedure, but our subjects were rats rather than children with disabilities. Our prompted skill was a left-right lever-press sequence guided by two panel lights. We manipulated (a) the effectiveness of the guiding lights prompt and (b) the presence or absence of a progressively delayed prompt in four groups of rats. The less effective prompt yielded greater autonomy than the more effective prompt. The ability of the progressively delayed prompt procedure to produce behavioral autonomy depended upon characteristics of the obtained delay (trial duration) rather than on the pending prompt. Sequence accuracy was reliably higher in unprompted trials than in prompted trials, and this difference was maintained in the 2 groups that received no prompts but yielded equivalent trial durations. Overall sequence accuracy decreased systematically as trial duration increased. Shorter trials and their greater accuracy were correlated with higher overall reinforcement rates for faster responding. Waiting for delayed prompts (even if no actual prompt was provided) was associated with lower overall reinforcement rate by decreasing accuracy and by lengthening trials. These findings extend results from previous studies regarding the controlling factors in delayed prompting procedures applied to children with disabilities.

Using Mobile Health Gamification to Facilitate Cognitive Behavioral Therapy Skills Practice in Child Anxiety Treatment: Open Clinical Trial.

PubMed

Pramana, Gede; Parmanto, Bambang; Lomas, James; Lindhiem, Oliver; Kendall, Philip C; Silk, Jennifer

2018-05-10

Cognitive behavioral therapy is an efficacious treatment for child anxiety disorders. Although efficacious, many children (40%-50%) do not show a significant reduction in symptoms or full recovery from primary anxiety diagnoses. One possibility is that they are unwilling to learn and practice cognitive behavioral therapy skills beyond therapy sessions. This can occur for a variety of reasons, including a lack of motivation, forgetfulness, and a lack of cognitive behavioral therapy skills understanding. Mobile health (mHealth) gamification provides a potential solution to improve cognitive behavioral therapy efficacy by delivering more engaging and interactive strategies to facilitate cognitive behavioral therapy skills practice in everyday lives (in vivo). The goal of this project was to redesign an existing mHealth system called SmartCAT (Smartphone-enhanced Child Anxiety Treatment) so as to increase user engagement, retention, and learning facilitation by integrating gamification techniques and interactive features. Furthermore, this project assessed the effectiveness of gamification in improving user engagement and retention throughout posttreatment. We redesigned and implemented the SmartCAT system consisting of a smartphone app for children and an integrated clinician portal. The gamified app contains (1) a series of interactive games and activities to reinforce skill understanding, (2) an in vivo skills coach that cues the participant to use cognitive behavioral therapy skills during real-world emotional experiences, (3) a home challenge module to encourage home-based exposure tasks, (4) a digital reward system that contains digital points and trophies, and (5) a therapist-patient messaging interface. Therapists used a secure Web-based portal connected to the app to set up required activities for each session, receive or send messages, manage participant rewards and challenges, and view data and figures summarizing the app usage. The system was implemented as an adjunctive component to brief cognitive behavioral therapy in an open clinical trial. To evaluate the effectiveness of gamification, we compared the app usage data at posttreatment with the earlier version of SmartCAT without gamification. Gamified SmartCAT was used frequently throughout treatment. On average, patients spent 35.59 min on the app (SD 64.18) completing 13.00 activities between each therapy session (SD 12.61). At the 0.10 significance level, the app usage of the gamified system (median 68.00) was higher than that of the earlier, nongamified SmartCAT version (median 37.00, U=76.00, P<.01). The amount of time spent on the gamified system (median 173.15) was significantly different from that of the earlier version (median 120.73, U=173.00, P=.06). The gamified system showed good acceptability, usefulness, and engagement among anxious children receiving brief cognitive behavioral therapy treatment. Integrating an mHealth gamification platform within treatment for anxious children seems to increase involvement in shorter treatment. Further study is needed to evaluate increase in involvement in full-length treatment. ©Gede Pramana, Bambang Parmanto, James Lomas, Oliver Lindhiem, Philip C Kendall, Jennifer Silk. Originally published in JMIR Serious Games (http://games.jmir.org), 10.05.2018.

Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism

PubMed Central

Esch, Barbara E; Carr, James E; Michael, Jack

2005-01-01

Many children with autism do not imitate adult vocalizations, an important skill in learning to talk. Pairing adult vocalizations with preferred stimuli has been shown to increase free-operant vocalizations but effects are temporary; thus, direct reinforcement may be necessary to establish durable vocal behaviors. In Experiment 1, directly reinforced echoic responses did not increase following stimulus-stimulus pairings in three children with autism. Similarly, pairings did not increase free-operant vocalizations in Experiment 2, a replication of Miguel et al. (2002). Experiment 3 demonstrated that shaping increased vowel frequency for one participant. Results suggest that variables are yet to be delineated that influence effectiveness of a stimulus-stimulus pairing procedure on vocalization frequency and acquisition of a verbal operant following such pairings. PMID:22477313

Communications and Advertising: The Non-Aligned Disciplines.

ERIC Educational Resources Information Center

Mester, Cathy Sargent

Limitations to the goals educators set for their students originate primarily from two sources: (1) students' individual abilities and attitudes, and (2) cultural influences that contradict or countermand instruction rather than reinforce it. These contradicting cultural influences are particularly evident in reference to the skills and knowledge…

The Shy Child in Physical Education.

ERIC Educational Resources Information Center

Connelly, Deidre

1988-01-01

This article describes ways in which physical education teachers may influence shy children in order to reduce their shy behavior by working closely with them to encourage class participation, motivating them to develop new skills, and offering positive reinforcement of pro-social behavior. Twelve steps are described. (JL)

Freedom Train: Building an Underground Railroad.

ERIC Educational Resources Information Center

Hickman, Wayne

1999-01-01

Describes an activity called the "Freedom Train": a simulation for eighth grade students that enables them to gain an understanding of the importance and dangers of the Underground Railroad. Explains that the project encourages students to work cooperatively while also reinforcing their research and map skills. Provides follow-up…

Successful Reference Training on a Shoestring.

ERIC Educational Resources Information Center

Kalvee, Debbie

1996-01-01

The Anchorage Library Information Network created the STAR (State of the Art Reference) group to deliver reference training to Alaskan librarians and information providers. Librarians were trained to run workshops that focused on acquiring communications skills through practice, coaching, and reinforcement on the job. Due to budget constraints,…

Transformed by Literacy

ERIC Educational Resources Information Center

Szachowicz, Susan

2010-01-01

When low test scores demanded a hard look at the curriculum, literacy became a focus for improvement at Brockton (MA) High School. Schoolwide training for teachers and a rolling implementation model ensured consistency and reinforcement of the skills. Results came in improved scores and national recognitions, including selection as a National…

Quiet Quincy Quarter. Teacher's Guide [and] Student Materials.

ERIC Educational Resources Information Center

Zishka, Phyllis

This document suggests learning activities, teaching methods, objectives, and evaluation measures for a second grade consumer education unit on quarters. The unit, which requires approximately six hours of class time, reinforces basic social studies and mathematics skills including following sequences of numbers, distinguishing left from right,…

Reduction of Classroom Noise Levels Using Group Contingencies

ERIC Educational Resources Information Center

Ring, Brandon M.; Sigurdsson, Sigurdur O.; Eubanks, Sean L.; Silverman, Kenneth

2014-01-01

The therapeutic workplace is an employment-based abstinence reinforcement intervention for unemployed drug users where trainees receive on-the-job employment skills training in a classroom setting. The study is an extension of prior therapeutic workplace research, which suggested that trainees frequently violated noise standards. Participants…

Teaching the Fun of Science.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides opportunities for engaging students in scientific investigations, offering a hands-on approach that encourages students to understand science concepts, gives them ways to apply the concepts, and introduces and reinforces the skills they need to become independent investigators. The basic outline and objectives of each section of…

Teacher Directed Behavior Toward Individual Students.

ERIC Educational Resources Information Center

Oien, Fred M.

A study of five teachers and 316 junior high school physical education students reveals an unequal distribution of positive reinforcement teacher behavior among individual students. Factors influencing the amount of rewarding behavior directed to students include elements such as student gender, teacher perception of student skill level, student…

For Parents Particularly. Collecting Keeps Your Mind Busy!

ERIC Educational Resources Information Center

Newman, Rita

1995-01-01

Notes that the hobby of collecting is a way families can reinforce and expand a child's learning when not in school by encouraging development of classification, categorizing, and decision-making skills. Describes resources on and what can be learned by collecting rocks, seashells, cards, and stamps. (DR)

"Listening Is an Act of Love": Learning Listening through StoryCorps

ERIC Educational Resources Information Center

Simmons, Nathaniel; Tenzek, Kelly E.

2016-01-01

The importance of listening continues to be reinforced within professional, personal, and popular cultural contexts. Despite the attention employers, teachers, scholars, and various popular outlets attend to listening, engaging students in activities that practice such skills remain challenging. Understanding that interpersonal competence requires…

Creating a smART Camp

ERIC Educational Resources Information Center

Maurer, Matthew J.; Tokarsky, Rebecca; Zalewsky, Laura

2011-01-01

Many of the skills and talents required to be a successful scientist, such as analysis, experimentation, and creativity, can be developed and reinforced through art. Both science and art challenge students to make observations, experiment with different techniques, and use both traditional and nontraditional methods to express their ideas. The…

The America's Cup & PACT 95: An Example of Technology Education Leadership.

ERIC Educational Resources Information Center

Nannay, Robert W.

1995-01-01

Partners for America's Cup Technology--Maine (PACT 95) emphasizes the educational linkages associated with the famous sailboat race. The learning activities used relate to problem solving, communication skills, and cooperative learning. These activities can be designed to reinforce established goals, objectives, and competencies. (JOW)

Scholastic Aptitude Test Preparation for the Adolescent Dyslexic.

ERIC Educational Resources Information Center

Rothschild, Lois H.

1987-01-01

Scholastic Aptitude Test skills of dyslexics can be enhanced through use of special test administration arrangements and a structured program of vocabulary development, test-taking strategies, and a pattern of analysis to improve reading comprehension. Two case studies illustrate the impact of drill and reinforcement, multimodal imagery…

Nuclear reactor containment structure with continuous ring tunnel at grade

DOEpatents

Seidensticker, Ralph W.; Knawa, Robert L.; Cerutti, Bernard C.; Snyder, Charles R.; Husen, William C.; Coyer, Robert G.

1977-01-01

A nuclear reactor containment structure which includes a reinforced concrete shell, a hemispherical top dome, a steel liner, and a reinforced-concrete base slab supporting the concrete shell is constructed with a substantial proportion thereof below grade in an excavation made in solid rock with the concrete poured in contact with the rock and also includes a continuous, hollow, reinforced-concrete ring tunnel surrounding the concrete shell with its top at grade level, with one wall integral with the reinforced concrete shell, and with at least the base of the ring tunnel poured in contact with the rock.

Isolation of aramid nanofibers for high strength multiscale fiber reinforced composites

NASA Astrophysics Data System (ADS)

Lin, Jiajun; Patterson, Brendan A.; Malakooti, Mohammad H.; Sodano, Henry A.

2018-03-01

Aramid fibers are famous for their high specific strength and energy absorption properties and have been intensively used for soft body armor and ballistic protection. However, the use of aramid fiber reinforced composites is barely observed in structural applications. Aramid fibers have smooth and inert surfaces that are unable to form robust adhesion to polymeric matrices due to their high crystallinity. Here, a novel method to effectively integrate aramid fibers into composites is developed through utilization of aramid nanofibers. Aramid nanofibers are prepared from macroscale aramid fibers (such as Kevlar®) and isolated through a simple and scalable dissolution method. Prepared aramid nanofibers are dispersible in many polymers due to their improved surface reactivity, meanwhile preserve the conjugated structure and likely the strength of their macroscale counterparts. Simultaneously improved elastic modulus, strength and fracture toughness are observed in aramid nanofiber reinforced epoxy nanocomposites. When integrated in continuous fiber reinforced composites, aramid nanofibers can also enhance interfacial properties by forming hydrogen bonds and π-π coordination to bridge matrix and macroscale fibers. Such multiscale reinforcement by aramid nanofibers and continuous fibers results in strong polymeric composites with robust mechanical properties that are necessary and long desired for structural applications.

[Teaching surgery at the UNAM and some educational concepts.

PubMed

Graue-Wiechers, Enrique

2011-01-01

Nowadays surgery cannot be conceived as independent from medicine; consequently, surgical education cannot be far from the main principles of medical education. This review underlines the characteristics of medical training in the field of surgery. General physicians should be trained to perform surgical procedures under particular situations. A new lesson plan was implemented at the Facultad de Medicina in Mexico City (UNAM), comprised of eight fundamental surgical skills. A well-structured surgical program implies clear and exact definitions of the skills to be acquired during training as well as an appropriate follow-up, knowledge reinforcement, continuing educational skills, application of medical tests for patient care and evaluation of the learning process.

Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching

ERIC Educational Resources Information Center

Wu, Shu-hua; Alrabah, Sulaiman

2014-01-01

The purpose of this classroom-based study was to discover the kinds of skill integration tasks that were employed by English teachers in Kuwait and to measure their attitudes toward implementing the skill integration technique in their classrooms. Data collection involved recording 25 hours of classroom-based observations, conducting interviews…

Exploring EFL Learners' Perceptions of Integrated Skills Approach: A Grounded Theory

ERIC Educational Resources Information Center

Tajzad, Maryam; Ostovar-Namaghi, Seyyed Ali

2014-01-01

This qualitative study aims at exploring EFL learners' perceptions of the integrated skills approach to language teaching. To this end, the researchers presented the integrated skills approach to a group of 30 participants and interviewed those who were willing to share their views and experience with the researchers. The researchers used grounded…

Cognitive and Developmental Influences in Visual-Motor Integration Skills in Young Children

ERIC Educational Resources Information Center

Decker, Scott L.; Englund, Julia A.; Carboni, Jessica A.; Brooks, Janell H.

2011-01-01

Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration…

Investigation of Prospective Teachers' Information and Communication Technology Integration Practices in Terms of Transformative Learning Theory

ERIC Educational Resources Information Center

Sahin Izmirli, Özden; Kabakçi Yurdakul, Isil

2014-01-01

An examination of prospective teachers' information and communication technology (ICT) integration skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT integration skills in the teaching practice course…

The Chess and Mathematics Connection: More than Just a Game

ERIC Educational Resources Information Center

Berkman, Robert M.

2004-01-01

This article describes connections between chess and mathematics, including examples of activities that connect chess with set theory, patterns, algebra, geometry, combinatorics, and Pascal's triangle. The author observes that competitive games play a dual purpose in advancing the work of mathematics educators: to reinforce a specific skill and to…

Using a Computer Game to Reinforce Skills in Addition Basic Facts in Second Grade.

ERIC Educational Resources Information Center

Kraus, William H.

1981-01-01

A computer-generated game called Fish Chase was developed to present drill-and-practice exercises on addition facts. The subjects of the study were 19 second-grade pupils. The results indicate a computer game can be used effectively to increase proficiency with basic facts. (MP)

Activity Based Curriculum for Elementary Education. Additional Activities, K-6.

ERIC Educational Resources Information Center

Wichita Public Schools, KS.

This elementary curriculum is a vehicle to provide manipulative activities that reinforce academic skills through meaningful, relevant, activity-based awareness of modern society. The twenty-six activity plans included in the curriculum place a major emphasis upon realistic or concrete experiences that deal with the manipulation and exploration of…

Graphing and Percentage Applications Using the Personal Computer.

ERIC Educational Resources Information Center

Innes, Jay

1985-01-01

The paper describes how "IBM Graphing Assistant" and "Apple Softgraph" can foster a multifaceted approach to application of mathematical concepts and how a survey can be undertaken using the computer as word processor, data bank, and source of visual displays. Mathematical skills reinforced include estimating, rounding, graphing, and solving…

Mathematics for Drafting.

ERIC Educational Resources Information Center

Clary, Joseph R.; Nery, Karen P.

This set of three modules was designed for use primarily to help teach and reinforce the basic mathematics skills in drafting classes. The modules are based on the needs of drafting students in beginning courses as determined by a survey of teachers across North Carolina. Each module consists of basic information and examples and problem sheets…

In the Schools: The Ins and Outs of Life Science.

ERIC Educational Resources Information Center

Crowe, Diane

1983-01-01

Discusses displays/facilities to bring nature into schools. These include: hallway cases, cages, and aquaria (backed by bulletin boards to reinforce reading/spelling skills) holding carnivorous plants, reptiles, saltwater/freshwater fish and mammals. An outdoor learning center, farm (including 200 ducks, sheep, and cows) and weather station are…

Teaching Striking/Fielding Concepts in Cricket

ERIC Educational Resources Information Center

Turner, Adrian P.

2004-01-01

This article presents activities for developing striking/fielding concepts in modified cricket games. Though not as familiar to American children, cricket is emerging as the second (to soccer) most popular game in the world. The novelty of the skills provides an appropriate learning challenge for all students while reinforcing concepts and…

Technical Adequacy of Response to Intervention Decisions

ERIC Educational Resources Information Center

VanDerHeyden, Amanda M.

2011-01-01

Perhaps the greatest value of response to intervention (RTI) as a decision framework is that it brings attention to variables (e.g., mastery of prerequisite skills, frequency of instructional corrective feedback, reinforcement schedules for correct responding) that if changed might make a meaningful difference for students (e.g., child rate of…

Organizing a Campus Activity: An Alternative Learning Approach

ERIC Educational Resources Information Center

Bee, Mary Tracy; Montante, James; Lanigan, Kate; Andrzejak, Michelle; Grabowski, Greg

2011-01-01

Alternative teaching styles provide a unique and rewarding approach to reinforcing student knowledge and developing social skills. An approach that we implemented required students from the ecology class to organize and present information at the university-wide Earth Day celebration and exposition. In addition to the informational and research…

Incorporating a Collaborative Web-Based Virtual Laboratory in an Undergraduate Bioinformatics Course

ERIC Educational Resources Information Center

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a…

Using a Computer Simulation To Teach Science Process Skills to College Biology and Elementary Education Majors.

ERIC Educational Resources Information Center

Lee, Aimee T.; Hairston, Rosalina V.; Thames, Rachel; Lawrence, Tonya; Herron, Sherry S.

2002-01-01

Describes the Lateblight computer simulation implemented in the general biology laboratory and science methods course for elementary teachers to reinforce the processes of science and allow students to engage, explore, explain, elaborate, and evaluate the methods of building concepts in science. (Author/KHR)

Family Focus: Reading and Learning Together Packet.

ERIC Educational Resources Information Center

American Newspaper Publishers Association Foundation, Washington, DC.

Recognizing the crucial role played by parents and family in literacy development, a program called "Family Focus: Reading and Learning Together" has published this packet designed to teach parents ways to use the newspaper to reinforce reading skills in a relaxed home setting. It contains suggestions and materials for four 90-minute…

Analysis of Social Referencing Skills among Children with Autism

ERIC Educational Resources Information Center

Brim, Devorah; Townsend, Dawn Buffington; DeQuinzio, Jaime Ann; Poulson, Claire L.

2009-01-01

Social referencing, a form of nonverbal communication, involves seeking out discriminative stimuli provided by others about contingencies in an ambiguous context in order to respond in a manner that produces reinforcement. Although demonstrated by typically developing infants, social referencing is notably absent or impaired in individuals with…

Cost and Effectiveness of an Educational Program for Autistic Children Using a Systems Approach.

ERIC Educational Resources Information Center

Hung, David W.; And Others

1983-01-01

A systems approach, which features behavioral assessments, a functional curriculum, behavior management, precision teaching, systematic use of reinforcement, and a structured teaching schedule, resulted in greater learning of functional skills and increased structured teaching time per day compared to two control treaments for 12 autistic…

Guided-Inquiry Labs Using Bean Beetles for Teaching the Scientific Method & Experimental Design

ERIC Educational Resources Information Center

Schlueter, Mark A.; D'Costa, Allison R.

2013-01-01

Guided-inquiry lab activities with bean beetles ("Callosobruchus maculatus") teach students how to develop hypotheses, design experiments, identify experimental variables, collect and interpret data, and formulate conclusions. These activities provide students with real hands-on experiences and skills that reinforce their understanding of the…

A Primer for Mathematical Modeling

ERIC Educational Resources Information Center

Sole, Marla

2013-01-01

With the implementation of the National Council of Teachers of Mathematics recommendations and the adoption of the Common Core State Standards for Mathematics, modeling has moved to the forefront of K-12 education. Modeling activities not only reinforce purposeful problem-solving skills, they also connect the mathematics students learn in school…

Teacher's Guide to Indoor Air Pollutants.

ERIC Educational Resources Information Center

National Safety Council, Washington, DC. Environmental Health Center.

This guide, designed for fourth- through sixth-grade classrooms, contains information teachers will need to teach an educational unit on indoor air quality. It draws on a variety of students' skills, including science, vocabulary, reasoning, math, and basic biology. Each lesson comes with suggested activities that highlight and reinforce what is…

Direct and Collateral Effects of the First Step to Success Program

ERIC Educational Resources Information Center

Sprague, Jeffrey; Perkins, Kindle

2009-01-01

First Step to Success is a multicomponent behavioral program for at-risk children who show signs of antisocial behavior at the point of school entry. The program incorporates behavioral intervention techniques, including praise and feedback, positive reinforcement, social skills training, teacher and parent collaboration, and time-out/response…

Class Acts: Activities and Games for the Business Classroom.

ERIC Educational Resources Information Center

Villee, Pat A. Gallo; Kaser, Kenneth J.

This collection of 30 business classroom activities is designed to help students become active thinkers and doers. It provides a variety of ways for reinforcing concepts, practicing problem-solving and critical-thinking skills, and having fun. This manual provides an objective, instructions, and a material list for each activity. Several…

Modifying Socially Withdrawn Behavior: A Playground Intervention for Students with Internalizing Behaviors

ERIC Educational Resources Information Center

Marchant, Michelle R.; Solano, Brock R.; Fisher, Adam K.; Caldarella, Paul; Young, K. Richard; Renshaw, Tyler L.

2007-01-01

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self-management, and (c) a reinforcement system, was implemented to…

Teaching Marketable Skills with 21st-Century Materials

ERIC Educational Resources Information Center

Hayes, Kevin

2013-01-01

Advanced composites are characterized by the use of expensive, high-performance resin systems and high-strength, high-stiffness fiber reinforcement. These materials have been adopted for use in sporting goods, where high-performance equipment like golf clubs, tennis rackets, fishing poles and archery equipment benefit from the light weight/ high…

From Goethe to Plenzdorf: Overcoming Student Alienation by Teaching about It.

ERIC Educational Resources Information Center

Cannon-Geary, Irene

1982-01-01

Describes German literature course which subordinates goal of improving language skill in a literature course to a philosophical/critical approach which stresses increasing students' sophistication as literary critics and reinforces their interest in studying a foreign literature. Orientation emphasizes alienation of the protagonist and tries to…

Pre-testing Orientation for the Disadvantaged.

ERIC Educational Resources Information Center

Mihalka, Joseph A.

A pre-testing orientation was incorporated into the Work Incentives Program, a pre-vocational program for disadvantaged youth. Test-taking skills were taught in seven and one half hours of instruction and a variety of methods were used to provide a sequential experience with distributed learning, positive reinforcement, and immediate feedback of…

Telework and the Information Age.

ERIC Educational Resources Information Center

Stanworth, Celia

1998-01-01

Review of Information Age literature found not enough evidence that information industries will reenergize economies or provide high-quality jobs. Virtual organizations are hard to identify. Women do the bulk of low-skill, low-paying telework jobs, reinforcing sex roles and class divisions. Remote workers are often vulnerable and cut off from…

Enhancing Teacher Training Skills by Strengthening the Teaching Practice Component

ERIC Educational Resources Information Center

Phillips, Heather Nadia; Chetty, Rajendra

2018-01-01

Purpose: The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better…

Your Money: Budget, Banking, Credit, Taxes, & Insurance.

ERIC Educational Resources Information Center

Torre, Liz

Information and accompanying exercises in this learning module are provided to reinforce basic reading, spelling, writing, and math skills while at the same time introducing the fundamentals of personal money management. Written at an elementary level, the module covers five areas of personal finance: (1) planning a household budget on the basis…

Predicting Physical Activity in 10-12 Year Old Children: A Social Ecological Approach

ERIC Educational Resources Information Center

Zhang, Tao; Thomas, Katherine; Weiller, Karen H.

2015-01-01

The purpose of this study was to investigate the associations among predisposing (perceived competence and enjoyment), reinforcing (social environments), enabling factors (motor skills, fitness, physical environments) and physical activity among 288 children, and to identify the age and gender differences among participants. The children completed…

Stimulus Overselectivity: Empirical Basis and Diagnostic Methods

ERIC Educational Resources Information Center

Cipani, Ennio

2012-01-01

This paper presents the empirical basis for the phenomena known as stimulus overselectivity. Stimulus overselectivity involves responding on the basis of a restricted range of elements or features that are discriminative for reinforcement. The manner in which such a response pattern impedes the skill acquisition in children is identified. A…

Health and Adult Literacy. Practice Application Brief No. 7.

ERIC Educational Resources Information Center

Kerka, Sandra

The increasing emphasis on managed health care, which requires health consumers to make complex decisions, is reinforcing the importance of literacy skills. "Health literacy," which refers to the ability to engage in such activities as health-related critical thinking, problem solving, self-directed learning, and self-advocacy, is…

Vocational Education and Connecticut's Common Core of Learning.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

The Connecticut State Board of Education policy known as the Common Core of Learning, outlines the skill, knowledge and attitudinal attainments expected of the state's secondary school graduates. This guide identifies the common core elements that can and should be reinforced through the vocational education curriculum. Information on the common…

State Highway Maps: A Route to a Learning Adventure

ERIC Educational Resources Information Center

McDuffie, Thomas E.; Cifelli, Joseph

2006-01-01

Science within the folds of highway maps is explored through a series of hands-on experiences designed to reinforce and extend map-reading skills in grades 6-8. The increasingly sophisticated, standards-related activities include measuring distances between population centers, finding communities named after trees, animals, and geologic features,…

English-in-the-Workplace for Garment Workers: A Feminist Project?

ERIC Educational Resources Information Center

Harper, Helen; And Others

1996-01-01

Examines the connection between an English-in-the-workplace (EWP) class and the linguistic behavior of immigrant women garment factory employees. Results suggest that newly acquired English skills may be reinforcing linguistic behavior that reconstitutes traditional relations between workers and management. However, EWP does not appear to empower…

The Math Master Level 1. Preschool-Age 6.

ERIC Educational Resources Information Center

Levy, Barbara W.

This booklet, designed for preschool through age 6, is the first in a series designed to help teachers develop a more positive and creative approach to giving work on mathematics skills to children. It is based on objectives concerning creativity, fostering independent thinking, using experiences, using mastery, reinforcing previously learned…

Citizenship: Passing the Test. [Student's Workbook and Teacher's Guide].

ERIC Educational Resources Information Center

Weintraub, Lynne

This document combines a student's workbook and teacher's guide, which were separately published. The beginning-level workbook in United States citizenship instruction is intended for adult immigrants with limited reading skills and/or familiarity with civics concepts. It presents and reinforces the knowledge required to pass the standardized…

Fifteen: Combining Magic Squares and Tic-Tac-Toe

ERIC Educational Resources Information Center

Yeo, Joseph B. W.

2012-01-01

Most students love to play games. Ernest (1986) believed that games could be used to teach mathematics effectively in four areas: motivation, concept development, reinforcement of skills, and practice of problem-solving strategies. Fifteen is an interesting and thought-provoking game that helps students learn mathematics at the same time. Playing…

Developing Media Literacy Skills To Challenge Television's Portrayal of Older Women.

ERIC Educational Resources Information Center

Cohen, Harriet L.

2002-01-01

Focus groups of 19 graduate social work students viewed two episodes of "The Golden Girls." Students had differing opinions on whether the program reinforced or challenged social stereotypes about older women. The need for positive media portrayals and for media literacy was identified. (Contains 46 references.) (SK)

Learning Opportunities beyond the School.

ERIC Educational Resources Information Center

Hatcher, Barbara, Ed.

The 12 articles in this monograph discuss the value of informal learning for children, and suggest how basic skills can be reinforced at school, home, and within community groups and institutions. Promising programs, practices, and activities for children are highlighted. Topics addressed include: (1) a rationale for a rededication to a holistic…

Apples, Bubbles, and Crystals: Your Science ABCs.

ERIC Educational Resources Information Center

Bennett, Andrea T.; Kessler, James H.

In this book a character named Archie and his friends teach science and reinforce alphabet skills. This approach combines reading and rhyming with simple science activities that begin with a list of everyday household materials and come with colorfully illustrated step-by-step instructions. Also provided are explanations of the science principles…

Computer-Assisted Instruction: One Aid for Teachers of Reading.

ERIC Educational Resources Information Center

Rauch, Margaret; Samojeden, Elizabeth

Computer assisted instruction (CAI), an instructional system with direct interaction between the student and the computer, can be a valuable aid for presenting new concepts, for reinforcing of selective skills, and for individualizing instruction. The advantages CAI provides include self-paced learning, more efficient allocation of classroom time,…

Using Storytelling as a Job-Search Strategy

ERIC Educational Resources Information Center

Smart, Karl L.; DiMaria, Jerry

2018-01-01

This article demonstrates and reinforces the role that well-told stories play in the success of the job-search process. Building on narrative theory, impression management, and an increased use of behavioral-based questions in interviews, well-crafted stories about work and educational experiences demonstrate skills applicants possess and convey…

Homemaking. A Reading & Language Workbook.

ERIC Educational Resources Information Center

Mankoski, Linda C.

Developed for use in the academic communication classroom of a middle school for the deaf, this student workbook is designed to reinforce the vocabulary and skills presented by the pre-vocational teacher in three areas of home economics: basic cooking, home care, and basic sewing. Each section contains new word lists, short stories, comprehension…

Development of lightweight aluminum compression panels reinforced by boron-epoxy infiltrated extrusions

NASA Technical Reports Server (NTRS)

Roy, P. A.; Mcelman, J. A.; Henshaw, J.

1973-01-01

Analytical and experimental studies were performed to evaluate the structural efficiencies afforded by the selective reinforcement of conventional aluminum compression panels with unidirectional boron epoxy composite materials. A unique approach for selective reinforcement was utilized called boron/epoxy infiltration. This technique uses extruded metal sections with preformed hollow voids into which unidirectional boron filaments are drawn and subsequently infiltrated with resin to form an integral part. Simplified analytical models were developed to investigate the behavior of stiffener webs with reinforced flanges. Theoretical results are presented demonstrating the effects of transverse shear, of the reinforcement, flange eccentricity and torsional stiffness in such construction. A series of 55 tests were conducted on boron-infiltrated rods and extruded structural sections.

Three Authentic Curriculum-Integration Approaches to Bird Adaptations That Incorporate Technology and Thinking Skills

ERIC Educational Resources Information Center

Rule, Audrey C.; Barrera, Manuel T., III

2008-01-01

Integration of subject areas with technology and thinking skills is a way to help teachers cope with today's overloaded curriculum and to help students see the connectedness of different curriculum areas. This study compares three authentic approaches to teaching a science unit on bird adaptations for habitat that integrate thinking skills and…

Concurrent Schedules of Reinforcement as "Challenges" to Maintenance

ERIC Educational Resources Information Center

Peterson, Stephanie M.; Frieder, Jessica E.; Quigley, Shawn P.; Kestner, Kathryn M.; Goyal, Manish; Smith, Shilo L.; Dayton, Elizabeth; Brower-Breitwieser, Carrie

2017-01-01

One measure of success for interventions treating problem behavior is the effects achieved in the face of a challenge (e.g., changes in reinforcement schedules, lapses in treatment integrity); one hopes to demonstrate persistence of appropriate alternatives and the absence of resurgence of target behaviors. The present study successfully treated…

Age, psychological skills, and golf performance: a prospective investigation.

PubMed

Hayslip, Bert; Petrie, Trent A

2014-03-01

This study explored the influence of age in understanding mental skills utilization in the context of performance at a major national golf competition. Participants, who ranged in age and in skill level, included 1150 male and 170 female amateur golfers competing in the Dupont World Amateur Golf Championship in Myrtle Beach, South Carolina. Measures targeted general mental skills used in competitions, golf-specific skills, and competitive trait anxiety. Hierarchical linear regression was utilized to explore the potential moderating role that chronological age may play in influencing the impact of psychological skills and anxiety on competitive tournament performance across the adult life span. Findings suggested no significant age-moderating effects and instead pointed to the importance of developing golf-specific psychological skills to enhance or maintain performance, irrespective of age. Although automaticity (performance feels "automatic") predicted performance for all golfers, commitment to the game and confidence in one's putting did so only for the men. These findings reinforce the age-irrelevant role of such skills in fostering the experience of peak performance in a competitive sport context and underscore the importance of interventions targeting older players to help maintain or facilitate the use of psychological skills in helping them manage their games.

How the integration of traditional birth attendants with formal health systems can increase skilled birth attendance.

PubMed

Byrne, Abbey; Morgan, Alison

2011-11-01

Forty years of safe motherhood programming has demonstrated that isolated interventions will not reduce maternal mortality sufficiently to achieve MDG 5. Although skilled birth attendants (SBAs) can intervene to save lives, traditional birth attendants (TBAs) are often preferred by communities. Considering the value of both TBAs and SBAs, it is important to review strategies for maximizing their respective strengths. To describe mechanisms to integrate TBAs with the health system to increase skilled birth attendance and examine the components of successful integration. A systematic review of interventions linking TBAs and formal health workers, measuring outcomes of skilled birth attendance, referrals, and facility deliveries. Thirty-three articles met the selection criteria. Mechanisms used for integration included training and supervision of TBAs, collaboration skills for health workers, inclusion of TBAs at health facilities, communication systems, and clear definition of roles. Impact on skilled birth attendance depended on selection of TBAs, community participation, and addressing barriers to access. Successful approaches were context-specific. The integration of TBAs with formal health systems increases skilled birth attendance. The greatest impact is seen when TBA integration is combined with complementary actions to overcome context-specific barriers to contact among SBAs, TBAs, and women. Copyright © 2011 International Federation of Gynecology and Obstetrics. Published by Elsevier Ireland Ltd. All rights reserved.

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

PubMed

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

2012-02-01

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

Investigations on injection molded, glass-fiber reinforced polyamide 6 integral foams using breathing mold technology

NASA Astrophysics Data System (ADS)

Roch, A.; Kehret, L.; Huber, T.; Henning, F.; Elsner, P.

2015-05-01

Investigations on PA6-GF50 integral foams have been carried out using different material systems: longfiber- and shortfiber-reinforced PA6 as well as unreinforced PA6 as a reference material. Both chemical and physical blowing agents were applied. Breathing mold technology (decompression of the mold) was selected for the foaming process. The integral foam design, which can be conceived as a sandwich structure, helps to save material in the neutral axis area and maintains a distance between load-bearing, unfoamed skin layers. For all test series an initial mold gap of 2.5 mm was chosen and the same amount of material was injected. In order to realize different density reductions, the mold opening stroke was varied. The experiments showed that, at a constant mass per unit area, integral polyamide 6 foams have a significantly higher bending stiffness than compact components, due to their higher area moment of inertia after foaming. At a constant surface weight the bending stiffness in these experiments could be increased by up to 600 %. Both shortfiber- and longfiber-reinforced polyamide 6 showed an increase in energy absorption during foaming.

Body size, skills, and income: evidence from 150,000 teenage siblings.

PubMed

Lundborg, Petter; Nystedt, Paul; Rooth, Dan-Olof

2014-10-01

We provide new evidence on the long-run labor market penalty of teenage overweight and obesity using unique and large-scale data on 150,000 male siblings from the Swedish military enlistment. Our empirical analysis provides four important results. First, we provide the first evidence of a large adult male labor market penalty for being overweight or obese as a teenager. Second, we replicate this result using data from the United States and the United Kingdom. Third, we note a strikingly strong within-family relationship between body size and cognitive skills/noncognitive skills. Fourth, a large part of the estimated body-size penalty reflects lower skill acquisition among overweight and obese teenagers. Taken together, these results reinforce the importance of policy combating early-life obesity in order to reduce healthcare expenditures as well as poverty and inequalities later in life.

Problem-Solving Skills and Suicidal Ideation Among Malaysian College Students: the Mediating Role of Hopelessness.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2016-04-01

Recent evidence suggests that suicidal ideation has increased among Malaysian college students over the past two decades; therefore, it is essential to increase our knowledge concerning the etiology of suicidal ideation among Malaysian college students. This study was conducted to examine the relationships between problem-solving skills, hopelessness, and suicidal ideation among Malaysian college students. The participants included 500 undergraduate students from two Malaysian public universities who completed the self-report questionnaires. Structural equation modeling estimated that college students with poor problem-solving confidence, external personal control of emotion, and avoiding style were more likely to report suicidal ideation. Hopelessness partially mediated the relationship between problem-solving skills and suicidal ideation. These findings reinforce the importance of poor problem-solving skills and hopelessness as risk factors for suicidal ideation among college students.

Progressive Fracture and Damage Tolerance of Composite Pressure Vessels

NASA Technical Reports Server (NTRS)

Chamis, Christos C.; Gotsis, Pascal K.; Minnetyan, Levon

1997-01-01

Structural performance (integrity, durability and damage tolerance) of fiber reinforced composite pressure vessels, designed for pressured shelters for planetary exploration, is investigated via computational simulation. An integrated computer code is utilized for the simulation of damage initiation, growth, and propagation under pressure. Aramid fibers are considered in a rubbery polymer matrix for the composite system. Effects of fiber orientation and fabrication defect/accidental damages are investigated with regard to the safety and durability of the shelter. Results show the viability of fiber reinforced pressure vessels as damage tolerant shelters for planetary colonization.

Thermoplastic Composites Reinforced with Textile Grids: Development of a Manufacturing Chain and Experimental Characterisation

NASA Astrophysics Data System (ADS)

Böhm, R.; Hufnagl, E.; Kupfer, R.; Engler, T.; Hausding, J.; Cherif, C.; Hufenbach, W.

2013-12-01

A significant improvement in the properties of plastic components can be achieved by introducing flexible multiaxial textile grids as reinforcement. This reinforcing concept is based on the layerwise bonding of biaxially or multiaxially oriented, completely stretched filaments of high-performance fibers, e.g. glass or carbon, and thermoplastic components, using modified warp knitting techniques. Such pre-consolidated grid-like textiles are particularly suitable for use in injection moulding, since the grid geometry is very robust with respect to flow pressure and temperature on the one hand and possesses an adjustable spacing to enable a complete filling of the mould cavity on the other hand. The development of pre-consolidated textile grids and their further processing into composites form the basis for providing tailored parts with a large number of additional integrated functions like fibrous sensors or electroconductive fibres. Composites reinforced in that way allow new product groups for promising lightweight structures to be opened up in future. The article describes the manufacturing process of this new composite class and their variability regarding reinforcement and function integration. An experimentally based study of the mechanical properties is performed. For this purpose, quasi-static and highly dynamic tensile tests have been carried out as well as impact penetration experiments. The reinforcing potential of the multiaxial grids is demonstrated by means of evaluating drop tower experiments on automotive components. It has been shown that the load-adapted reinforcement enables a significant local or global improvement of the properties of plastic components depending on industrial requirements.

Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration

NASA Astrophysics Data System (ADS)

Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad

2017-08-01

The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.

Integrating technical and non-technical skills coaching in an acute trauma surgery team training: Is it too much?

PubMed

Alken, Alexander; Luursema, Jan-Maarten; Weenk, Mariska; Yauw, Simon; Fluit, Cornelia; van Goor, Harry

2017-08-25

Research on effective integration of technical and non-technical skills in surgery team training is sparse. In a previous study we found that surgical teachers predominantly coached on technical and hardly on non-technical skills during the Definitive Surgical and Anesthetic Trauma Care (DSATC) integrated acute trauma surgery team training. This study aims to investigate whether the priming of teachers could increase the amount of non-technical skills coaching during such a training. Coaching activities of 12 surgical teachers were recorded on audio and video. Six teachers were primed on non-technical skills coaching prior to the training. Six others received no priming and served as controls. Blind observers reviewed the recordings of 2 training scenario's and scored whether the observed behaviors were directed on technical or non-technical skills. We compared the frequency of the non-technical skills coaching between the primed and the non-primed teachers and analyzed for differences according to the trainees' level of experience. Surgical teachers coached trainees during the highly realistic DSATC integrated acute trauma surgery team training. Trainees performed damage control surgery in operating teams on anesthetized porcine models during 6 training scenario's. Twelve experienced surgical teachers participated in this study. Coaching on non-technical skills was limited to about 5%. The primed teachers did not coach more often on non-technical skills than the non-primed teachers. We found no differences in the frequency of non-technical skills coaching based on the trainees' level of experience. Priming experienced surgical teachers does not increase the coaching on non-technical skills. The current DSATC acute trauma surgery team training seems too complex for integrating training on technical and non-technical skills. Patient care, Practice based learning and improvement. Copyright © 2017 Elsevier Inc. All rights reserved.

Teaching children with autism spectrum disorders to mand for the removal of stimuli that prevent access to preferred items.

PubMed

Shillingsburg, M Alice; Powell, Nicole M; Bowen, Crystal N

2013-01-01

Mand training is often a primary focus in early language instruction and typically includes mands that are positively reinforced. However, mands maintained by negative reinforcement are also important skills to teach. These include mands to escape aversive demands or unwanted items. Another type of negatively reinforced mand important to teach involves the removal of a stimulus that prevents access to a preferred activity. We taught 5 participants diagnosed with autism spectrum disorders to mand for the removal of a stimulus in order to access a preferred item that had been blocked. An evaluation was conducted to determine if participants responded differentially when the establishing operations for the preferred item were present versus absent. All participants learned to mand for the removal of the stimulus exclusively under conditions when the establishing operation was present.

Teaching Job Search Written and Oral Communication Skills through an Integrated Approach

ERIC Educational Resources Information Center

Addams, Lon; Woodbury, Denise

2009-01-01

Business educators understand the value of improving students' written and oral communication skills. However, too often assignments used to develop these important skills are taught in isolation. The purpose of this article is to enhance a student's written and oral skills by integrating all aspects of the job search written documents and…

Behavioral momentum theory: equations and applications.

PubMed

Nevin, John A; Shahan, Timothy A

2011-01-01

Behavioral momentum theory provides a quantitative account of how reinforcers experienced within a discriminative stimulus context govern the persistence of behavior that occurs in that context. The theory suggests that all reinforcers obtained in the presence of a discriminative stimulus increase resistance to change, regardless of whether those reinforcers are contingent on the target behavior, are noncontingent, or are even contingent on an alternative behavior. In this paper, we describe the equations that constitute the theory and address their application to issues of particular importance in applied settings. The theory provides a framework within which to consider the effects of interventions such as extinction, noncontingent reinforcement, differential reinforcement of alternative behavior, and other phenomena (e.g., resurgence). Finally, the theory predicts some counterintuitive and potentially counterproductive effects of alternative reinforcement, and can serve as an integrative guide for intervention when its terms are identified with the relevant conditions of applied settings.

Caregiver preference for reinforcement-based interventions for problem behavior maintained by positive reinforcement.

PubMed

Gabor, Anne M; Fritz, Jennifer N; Roath, Christopher T; Rothe, Brittany R; Gourley, Denise A

2016-06-01

Social validity of behavioral interventions typically is assessed with indirect methods or by determining preferences of the individuals who receive treatment, and direct observation of caregiver preference rarely is described. In this study, preferences of 5 caregivers were determined via a concurrent-chains procedure. Caregivers were neurotypical, and children had been diagnosed with developmental disabilities and engaged in problem behavior maintained by positive reinforcement. Caregivers were taught to implement noncontingent reinforcement (NCR), differential reinforcement of alternative behavior (DRA), and differential reinforcement of other behavior (DRO), and the caregivers selected interventions to implement during sessions with the child after they had demonstrated proficiency in implementing the interventions. Three caregivers preferred DRA, 1 caregiver preferred differential reinforcement procedures, and 1 caregiver did not exhibit a preference. Direct observation of implementation in concurrent-chains procedures may allow the identification of interventions that are implemented with sufficient integrity and preferred by caregivers. © 2016 Society for the Experimental Analysis of Behavior.

Social Communication Effects of Peer-Mediated Recess Intervention for Children with Autism

PubMed Central

McFadden, Brandon; Kamps, Debra; Heitzman-Powell, Linda

2015-01-01

Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. PMID:26312064

Sports betting: can gamblers beat randomness?

PubMed

Cantinotti, Michael; Ladouceur, Robert; Jacques, Christian

2004-06-01

Although skills are not considered relevant in chance-governed activities, only a few studies have assessed the extent to which sport expert skills in wagering are a manifestation of the illusion of control. This study examined (a) whether expert hockey bettors could make better predictions than chance, (b) whether expert hockey bettors could achieve greater monetary gains than chance, and (c) what kind of strategies hockey gamblers rely on when betting. Accordingly, 30 participants were asked to report their state lottery hockey bets on 6 occasions. We suggest that the information used by bettors, along with near-misses, reinforces their perception of expertise. The results of this experiment suggest that the so-called "skills" of the sports bettors are cognitive distortions. (c) 2004 APA, all rights reserved

BTEC Integrative Assignments.

ERIC Educational Resources Information Center

Foot, G. E.

1992-01-01

To equip electrical engineering students with common and transferable work skills, a program of integrative assignments was created to develop communication and teamwork skills. Discusses assignment components; the log book, a personal account of each assignment; assessment; conversion of "common skills" to competence statements, and…

Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

NASA Astrophysics Data System (ADS)

Misu, La; Ketut Budayasa, I.; Lukito, Agung

2018-03-01

This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

Building Context with Tumor Growth Modeling Projects in Differential Equations

ERIC Educational Resources Information Center

Beier, Julie C.; Gevertz, Jana L.; Howard, Keith E.

2015-01-01

The use of modeling projects serves to integrate, reinforce, and extend student knowledge. Here we present two projects related to tumor growth appropriate for a first course in differential equations. They illustrate the use of problem-based learning to reinforce and extend course content via a writing or research experience. Here we discuss…

The AcCell series 2000 as a support system for training and evaluation in educational and clinical settings.

PubMed

Greening, S E; Grohs, D H; Guidos, B J

1997-01-01

Providing effective training, retraining and evaluation programs, including proficiency testing programs, for cytoprofessionals is a challenge shared by many academic and clinical educators internationally. In cytopathology the quality of training has immediately transferable and critically important impacts on satisfactory performance in the clinical setting. Well-designed interactive computer-assisted instruction and testing programs have been shown to enhance initial learning and to reinforce factual and conceptual knowledge. Computer systems designed not only to promote diagnostic accuracy but to integrate and streamline work flow in clinical service settings are candidates for educational adaptation. The AcCell 2000 system, designed as a diagnostic screening support system, offers technology that is adaptable to educational needs during basic and in-service training as well as testing of screening proficiency in both locator and identification skills. We describe the considerations, approaches and applications of the AcCell 2000 system in education programs for both training and evaluation of gynecologic diagnostic screening proficiency.

[Management of heart failure in cardiology and primary care (MICCAP) program: Improving the management of patients with heart failure].

PubMed

Barrios, V; Escobar, C; Pallares, V; Egocheaga, M I; Lobos, J M; Bover, R; Gómez Doblas, J J; Cosín, J

2018-03-26

Despite current treatments, morbidity and mortality of patients with heart failure remain high. The late diagnosis of heart failure, the insufficient heart failure treatment (i.e. not using the appropriate drugs, prescribing lower doses of drugs than recommended, etc.), and a poor coordination between different health care levels, may explain, at least in part, these figures. The Management of Heart Failure in Cardiology and Primary Care (MICCAP) program has been developed with the aim of optimising the integrated management of patients with heart failure between Primary Care and Cardiology, through the improvement of coordination between both health care levels. This includes continuous medical education to reinforce the diagnostic and therapeutic skills of general practitioners in the field of heart failure. The rationale and objectives of the MICCAP program are summarised in this article. Copyright © 2018 Sociedad Española de Médicos de Atención Primaria (SEMERGEN). Publicado por Elsevier España, S.L.U. All rights reserved.

Enlarging the STEM pipeline working with youth-serving organizations

NASA Astrophysics Data System (ADS)

Porro, I.

2005-12-01

The After-School Astronomy Project (ASAP) is a comprehensive initiative to promote the pursuit of science learning among underrepresented youth. To this end ASAP specifically aims at building the capacity of urban community-based centers to deliver innovative science out-of-school programming to their youth. ASAP makes use of a modular curriculum consisting of a combination of hands-on activities and youth-led explorations of the night sky using MicroObservatory. Through project-based investigations students reinforce learning in astronomy and develop an understanding of science as inquiry, while also develop communication and computer skills. Through MicroObservatory students gain access to a network of educational telescopes, that they control over the Internet, software analysis tools and an online community of users. An integral part of ASAP is to provide professional development opportunities for after-school workers. This promotes a self-sustainable implementation of ASAP long-term and fosters the creation of a cadre of after-school professionals dedicated to facilitating science-based programs.

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

ERIC Educational Resources Information Center

Lane, Shannon R.; Altman, Julie Cooper; Goldberg, Gertrude Schaffner; Kagotho, Njeri; Palley, Elizabeth; Paul, Marilyn S.

2012-01-01

In social work, it is believed that certain knowledge and skills are learned more effectively through experience than through didactic classroom content. Members of the faculty of a school of social work have developed a Social Action Day to reinforce curriculum and translate into practice material about advocacy and ethical responsibilities for…

Effects of a Peer-Administered Token Economy on Second Grade Physical Education Students' Overhand Throw Performance

ERIC Educational Resources Information Center

Alstot, Andrew E.

2015-01-01

Token economies have been shown useful in a variety of settings to improve physical activity-related behaviors. However, few researchers in empirical research have examined the effects of token reinforcement targeting motor skill performance implemented specifically in physical education with typically developing children. Therefore, the purpose…

Multimedia in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Andrews, Barbara S.

Second language teachers are encouraged to assign multimedia projects to their students. They are challenging for the student to create, can effectively reinforce learning, and are a fun way for students to practice language skills. Rather than have students draw a poster or write a paper, the teacher can assign a presentation using a combination…

Family Voices at Mealtime: Experiences with Young Children with Visual Impairment

ERIC Educational Resources Information Center

Smyth, Catherine A.; Spicer, Carol L.; Morgese, Zoe L.

2014-01-01

Infants with visual impairment often require additional interaction from adults to reinforce behaviors that lead to competency at mealtimes, but parental and professional confidence in teaching these skills is often limited. In the following collective case study, the authors, a speech/language pathologist (S/LP), occupational therapist (OT), and…

Mediating Access to Headsprout® Early Reading for Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Plavnick, Joshua B.; Thompson, Julie L.; Englert, Carol Sue; Mariage, Troy; Johnson, Katie

2016-01-01

Many children with autism spectrum disorder (ASD) require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the…

Secondary School Students' Views of Food and Nutrition Education in Kolkata, India

ERIC Educational Resources Information Center

Rathi, Neha; Riddell, Lynn; Worsley, Anthony

2017-01-01

Purpose: School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food…

A Treasure Chest of Primary Learning Center Ideas.

ERIC Educational Resources Information Center

Kessler, Margaret; Kessler, John

Defining a learning center as a classroom area containing several learning stations where students may work independently with materials which teach, reinforce, or enrich their skills, this guide presents a number of ideas for use in the visual motivation display area of such a center. Suggestions for displays for the various teaching stations are…

Physical Education and Reading: A Winning Team.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The purposes of this booklet are to acquaint physical education teachers with the meanings of some terms used in reading that are related to physical education, to acquaint physical education teachers with reading skills that can be taught or reinforced through physical education activities, to provide a source or model of such activities, and to…

Mathematics and Economics: Connections for Life, 9-12.

ERIC Educational Resources Information Center

MacDonald, Rich; Breidenbach, Lisa; Doetschman, Evelyn L.

Bringing mathematics and economics together to connect them in students' minds gives students very important skills they can use in their lives. This book is intended for high school mathematics teachers, with lessons designed to reinforce the mathematics concepts and processes taught by using examples from economics. The book consists of 15…

Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

ERIC Educational Resources Information Center

Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

Using Science Journals to Encourage All Students to Write

ERIC Educational Resources Information Center

Fingon, Joan C.; Fingon, Shallon D.

2008-01-01

It seems that everyone is using science journals or notebooks lately. As middle school science teachers, the authors use science journals as a tool to enhance students' knowledge and understanding of content and reinforce students' writing skills. Here they share how they use science journals to motivate students to write about science in middle…

Digital Competition Game to Improve Programming Skills

ERIC Educational Resources Information Center

Moreno, Julian

2012-01-01

The aim of this paper is to describe a digital game with an educational purpose in the subject of computer programming, which enables students to reinforce and improve their abilities on the concepts of sequencing, defined iteration and nesting. For its design, a problem solving approach was followed and a score comparing mechanism was implemented…

Africa and China Higher Education Cooperation: Establishing Knowledge Sharing Partnership between Students

ERIC Educational Resources Information Center

Gonondo, Jean

2017-01-01

Knowledge sharing should not be confused neither with data sharing nor with information sharing; the knowledge sharing includes data and information sharing, skills and expertise communication, ideas exchange. Since the fourth FOCAC held in Egypt in 2009, many policies have been added to reinforce Africa and China educational cooperation,…

The Impact of Child Care on Gender Role Development and Gender Stereotypes.

ERIC Educational Resources Information Center

Chick, Kay A.; Heilman-Houser, Rose Ann; Hunter, Maxwell W.

2002-01-01

Examined gender behavior and stereotypes in a child care center. Found that boys received more caregiver attention than girls. Girls were reinforced for their dress, hairstyles, and helping behavior; boys received comments on their size and physical skills. Caregivers used linguistic bias when communicating with children. Gender separation was…

Jump-Start Your Middle School Students' Background Knowledge and Vocabulary Skills

ERIC Educational Resources Information Center

Ward, Elizabeth; Williams-Rossi, Dara

2012-01-01

One of the most challenging tasks in increasingly diverse classrooms is helping students develop the "knowledge and language of science to communicate scientific explanations and ideas" (NRC 1996, p. 144). In this article, the authors share one of their favorite methods for incorporating and reinforcing science vocabulary instruction in…

How Do You Say "MOO" in Latin? Assessing Student Learning and Motivation in Beginning Latin.

ERIC Educational Resources Information Center

Gruber-Miller, John; Benton, Cindy

2001-01-01

Assesses the value of VRoma for Latin language learning. In particular, discusses three exercises that were developed that combine Latin language and Roman culture in order to help students reinforce their Latin skills and gain a more in-depth understanding of ancient Roman society. (Author/VWL)

Your Community: Government, Laws and Courts, Community Services, Transportation.

ERIC Educational Resources Information Center

Wright, Melinda

Information and accompanying exercises in this learning module are provided to reinforce functional reading skills and, at the same time, introduce Columbia College (CA) students to area community services. The module first describes the components of government at the local, state, and federal levels, and provides exercises to help the student…

Improving Feeding Skills and Mealtime Behaviors in Children and Youth with Disabilities

ERIC Educational Resources Information Center

Bailey, Rita L.; Angell, Maureen E.

2005-01-01

A single-subject multiple treatment design counterbalanced across nine participants with moderate to severe and multiple disabilities was used to determine the efficacy of a school-based multi-treatment package (a combined dysphagia treatment and positive reinforcement behavior management program) for children and youth (ages 4-17) with feeding…

English Skills for Life Sciences: Problem Solving in Biology. Tutor Version [and] Student Version.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Center for Language Education and Research.

This manual is part of a series of materials designed to reinforce essential concepts in physical science through interactive, language-sensitive, problem-solving exercises emphasizing cooperative learning. The materials are intended for limited-English-proficient (LEP) students in beginning physical science classes. The materials are for teams of…

Time Travel in the Library

ERIC Educational Resources Information Center

Brown, Donna W.

2005-01-01

A Time Travel project in the library gives enthusiasm to students to connect with the past and reinforces their research skills while instilling respect for the past years. The librarian should choose one specific decade to highlight in the library and create an extravaganza that would allow memorabilia from that time period to be located without…

Learning Register Variation. A Web-Based Platform for Developing Diaphasic Skills

ERIC Educational Resources Information Center

Allora, Adriano; Corino, Elisa; Onesti, Cristina

2012-01-01

The present paper shows the first results of a linguistic project devoted to the construction of web learning tools for reinforcing sensitivity to diaphasic varieties and for learning style variation in L2/LS learning. (Contains 1 figure and 1 footnote.) [Support for this research was provided by the VALERE Project.

Navigation. Northern New England Marine Education Project.

ERIC Educational Resources Information Center

Maine Univ., Orono. Coll. of Education.

This guide provides student practice problems which use the procedures of ship navigators to reinforce the skills of mathematics learned in the secondary school and which seek to provide examples of the application of mathematical concepts. Along with the practice problems, teacher background material is provided briefly in the body of the unit.…

HELPING LOW-INCOME FAMILIES THROUGH PARENT EDUCATION, A SURVEY OF RESEARCH.

ERIC Educational Resources Information Center

CHILMAN, CATHERINE S.; KRAFT, IVOR

THE CHILD LIFE STUDIES BRANCH OF THE CHILDREN'S BUREAU MADE AN INFORMAL SURVEY OF PARENT EDUCATION FOR LOW-INCOME FAMILIES IN THE UNITED STATES IN 1961 TO 1963. PARENT EDUCATION IS DESIGNED TO IMPROVE HOUSEKEEPING, STRENGTHEN INTERFAMILY RELATIONSHIPS, REINFORCE FAMILY-SCHOOL UNDERSTANDING, AND IMPROVE PERSONAL SKILLS. PRACTITIONERS RECOMMEND A…

An Evaluation of Choice on Instructional Efficacy and Individual Preferences among Children with Autism

ERIC Educational Resources Information Center

Toussaint, Karen A.; Kodak, Tiffany; Vladescu, Jason C.

2016-01-01

The current study compared the differential effects of choice and no-choice reinforcement conditions on skill acquisition. In addition, we assessed preference for choice-making opportunities with 3 children with autism, using a modified concurrent-chains procedure. We replicated the experiment with 2 participants. The results indicated that…

Project GET SET, 1987-88. OREA Evaluation Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Friedman, Grace Ibanez

In its second extension year following a 3-year federal funding cycle, Project GET SET served 163 junior high school students of limited ability in both English and Spanish at two Bronx junior high schools. The project's aim was to reinforce English and native language skills and to offer students personal counseling, informative programs that…

A Content-Based Approach to Teaching and Testing Listening Skills to Grade 5 EFL Learners

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2013-01-01

English education has been officially incorporated into elementary-level education in Taiwan since 2001, with the key objective of reinforcing pupils' oral communication in class. Although oral interaction involves a degree of listening input from interlocutors, listening has unfortunately remained a marginalized area in Taiwanese elementary…

Auto Mechanics. Instructional System Development Model for Vermont Area Vocational Centers.

ERIC Educational Resources Information Center

The model curriculum guide was developed to teach automotive mechanics in secondary schools in Vermont. It is composed of a series of units related to tasks identified as skills, concepts, and values, which are stated in behavioral terms, supported by suggested learning activities, reinforced by teacher resource needs and suggested evaluation…

Rainforest: Reptiles and Amphibians

ERIC Educational Resources Information Center

Olson, Susanna

2006-01-01

Rainforest reptiles and amphibians are a vibrantly colored, multimedia art experience. To complete the entire project one may need to dedicate many class periods to production, yet in each aspect of the project a new and important skill, concept, or element is being taught or reinforced. This project incorporates the study of warm and cool color…

Nursing Students' Awareness and Intentional Maximization of Their Learning Styles

ERIC Educational Resources Information Center

Mayfield, Linda Riggs

2012-01-01

This small, descriptive, pilot study addressed survey data from four levels of nursing students who had been taught to maximize their learning styles in a first-semester freshman success skills course. Bandura's Agency Theory supports the design. The hypothesis was that without reinforcing instruction, the students' recall and application of that…

Students' Assessment of Interactive Distance Experimentation in Nuclear Reactor Physics Laboratory Education

ERIC Educational Resources Information Center

Malkawi, Salaheddin; Al-Araidah, Omar

2013-01-01

Laboratory experiments develop students' skills in dealing with laboratory instruments and physical processes with the objective of reinforcing the understanding of the investigated subject. In nuclear engineering, where research reactors play a vital role in the practical education of students, the high cost and long construction time of research…

Guidelines for Competence and Skills Development for Substance Abuse Prevention.

ERIC Educational Resources Information Center

Silverman, Wade H.

Substance abuse among adolescents is modeled and reinforced by the peer culture. Experimentation with drugs seems to have become a typical part of normal adolescent development. The solution to adolescent substance abuse will only be arrived at through gathering facts and designing intervention programs based on those facts. Since the two most…

Cooperative Business Education - 7725 (Reinforcing Knowledge of Grammar): Department 48 - Course 7725.08.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The essential elements of grammar required to write business letters, memorandums, and reports are covered in this quinmester course. The course consists of a complete grammar review and the learning of proofreading skills for students in the Cooperative Business Education program in Dade County High Schools. Instruction techniques include group…

What do maps show?

USGS Publications Warehouse

,

1994-01-01

The purpose of the teaching package is to help students understand and use maps. The U.S. Geological Survey (USGS) has provided the package as a service to educators so that more Americans will learn to understand the world of information on maps. Everything in the package teaches and reinforces geographic skills that are required in your curriculum.

Staff Development Program in Science K-5.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

The need to reinforce the skills of science teachers and supervisors and the need to increase student performance in the sciences have become critical national concerns. The importance of quality science education grows as science and technology continue to be major factors in our daily lives. New York City has recognized the need to enhance…

LRE Ideas and Lessons on Citizenship/Law-Related Education.

ERIC Educational Resources Information Center

Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.

Intended as springboards to help secondary school teachers implement lessons and activities in citizenship and law-related education (LRE), the lessons in this booklet represent a sampling of ideas that can readily be used in social studies and other courses to supplement and reinforce the development of selected concepts and skills. Goals stated…

Integrated Learning with Physical Education and Music

ERIC Educational Resources Information Center

Humphries, Charlotte A.; Bidner, Sara; Edwards, Cheryl

2011-01-01

Integrated learning is well established in education, primarily in the classroom subjects. This article describes settings and ways for extending integrated instruction to physical education and music. Benefits of these connections include reinforcing content and better meeting the needs of students whose intelligences include the bodily…

Stimulation of the basolateral amygdala improves the acquisition of a motor skill.

PubMed

Bergado, Jorge A; Rojas, Yeneissy; Capdevila, Vladimir; González, Odalys; Almaguer-Melian, William

2006-01-01

We have previously shown that the stimulation of limbic structures related to affective life such as the amygdale can improve and reinforce neural plastic processes related to hippocampus-dependent forms of explicit memory, as spatial memory and LTP. We now assessed whether this effect is restricted to the mentioned structure and memory type, or represents a more general form of modulatory influence. Young, male Sprague Dawley rats were implanted stereotactically with one electrode in the basolateral amygdala (BLA) and trained to acquire a motor skill using their right anterior limb. A group of animals received 3 trains of 15 impulses at the BLA 15 minutes after each daily training session. A second group of implanted animals was handled in the same way, but not stimulated, while a third group was not implanted. After reaching the training criterion the left motor cortex was mapped by the observation of the movements induced by stimuli applied in discrete points of the cortex. Cortical representation of the anterior limb was increased in all trained animals, showing that the motor cortex is involved in the acquisition of the new skill. Animals receiving stimulation of the BLA showed similar cortical changes, but learned faster than non-stimulated controls. Reinforcement of neural plasticity by the activation of the amygdala is not restricted to hippocampus-dependent explicit memory, but it might represent a universal mechanism to modulate plasticity.

Optimized Assistive Human-Robot Interaction Using Reinforcement Learning.

PubMed

Modares, Hamidreza; Ranatunga, Isura; Lewis, Frank L; Popa, Dan O

2016-03-01

An intelligent human-robot interaction (HRI) system with adjustable robot behavior is presented. The proposed HRI system assists the human operator to perform a given task with minimum workload demands and optimizes the overall human-robot system performance. Motivated by human factor studies, the presented control structure consists of two control loops. First, a robot-specific neuro-adaptive controller is designed in the inner loop to make the unknown nonlinear robot behave like a prescribed robot impedance model as perceived by a human operator. In contrast to existing neural network and adaptive impedance-based control methods, no information of the task performance or the prescribed robot impedance model parameters is required in the inner loop. Then, a task-specific outer-loop controller is designed to find the optimal parameters of the prescribed robot impedance model to adjust the robot's dynamics to the operator skills and minimize the tracking error. The outer loop includes the human operator, the robot, and the task performance details. The problem of finding the optimal parameters of the prescribed robot impedance model is transformed into a linear quadratic regulator (LQR) problem which minimizes the human effort and optimizes the closed-loop behavior of the HRI system for a given task. To obviate the requirement of the knowledge of the human model, integral reinforcement learning is used to solve the given LQR problem. Simulation results on an x - y table and a robot arm, and experimental implementation results on a PR2 robot confirm the suitability of the proposed method.

Integrating 21st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills

ERIC Educational Resources Information Center

Ashraf, Hamid; Ahmadi, Fatemeh; Hosseinnia, Mansooreh

2017-01-01

The present study intended to integrate some 21st century skills teaching into English classroom and investigate their effect on listening and reading comprehension skills. In so doing, the study used a quantitative, experimental design with 55 participants, 25 in the control group and 30 in the experimental group who were students of second high…

Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction.

PubMed

Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C

2018-05-17

Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.

[Standardizing the manipulation procedure of acupuncture-moxibustion, reinforcing the training of' clinical skill: learning experience of Acupuncture-moxibustion Clinical Skills Training: Chapter of Commonly Used Needling and Moxibustion Techniques].

PubMed

Tian, Hongfang; Yang, Chao; Tang, Jie; Qin, Qiuguo; Zhao, Mingwen; Zhao, Jiping

2015-07-01

The book Acupuncture-moxibustion Clinical Skills Training is one of "Twelfth Five-Year Plan" in novative teaching materials, which is published by People's Medical Publishing House. Through learning the first half of the book commonly used needling and moxibustion techniques, it is realized that the selection of book content is reasonable and much attention is paid to needling and moxibustion techniques; the chapter arrangement is well-organized, and the form is novel, which is concise and intuitive; for every technique, great attention is paid to standardize the manipulation procedure and clarify the technique key, simultaneously the safety of acupuncture and moxibustion is also emphasized. The characteristics of the book, including innovativeness, practicability, are highlighted, and it greatly helps to improve students' clinical skills and examination ability.

Designing and implementing a skills program Using a clinically integrated, multi-professional approach: Using evaluation to drive curriculum change

PubMed Central

Carr, Sandra E.; Celenza, Antonio; Lake, Fiona

2009-01-01

The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of all undergraduate procedural skills training by academic staff and clinical departments, resulting in a curriculum skills map. Undergraduate training was then linked with postgraduate expectations using the Delphi process to identify the skills requiring structured standardised training. The skills program was designed and implemented without a dedicated simulation center. This paper shows the benefits of an alternate model in which clinical integration of training and multi-professional collaboration encouraged broad ownership of a program and, in turn, impacted the clinical experience obtained. PMID:20165528

Nanotechnology

NASA Technical Reports Server (NTRS)

Biaggi-Labiosa, Azlin

2016-01-01

Present an overview of the Nanotechnology Project at NASA's Game Changing Technology Industry Day. Mature and demonstrate flight readiness of CNT reinforced composites for future NASA mission applications?Sounding rocket test in a multiexperiment payload?Integrate into cold gas thruster system as propellant storage?The technology would provide the means for reduced COPV mass and improved damage tolerance and flight qualify CNT reinforced composites. PROBLEM/NEED BEING ADDRESSED:?Reduce weight and enhance the performance and damage tolerance of aerospace structuresGAME-CHANGING SOLUTION:?Improve mechanical properties of CNTs to eventually replace CFRP –lighter and stronger?First flight-testing of a CNT reinforced composite structural component as part of an operational flight systemUNIQUENESS:?CNT manufacturing methods developed?Flight qualify CNT reinforced composites

On the integration of reinforcement learning and approximate reasoning for control

NASA Technical Reports Server (NTRS)

Berenji, Hamid R.

1991-01-01

The author discusses the importance of strengthening the knowledge representation characteristic of reinforcement learning techniques using methods such as approximate reasoning. The ARIC (approximate reasoning-based intelligent control) architecture is an example of such a hybrid approach in which the fuzzy control rules are modified (fine-tuned) using reinforcement learning. ARIC also demonstrates that it is possible to start with an approximately correct control knowledge base and learn to refine this knowledge through further experience. On the other hand, techniques such as the TD (temporal difference) algorithm and Q-learning establish stronger theoretical foundations for their use in adaptive control and also in stability analysis of hybrid reinforcement learning and approximate reasoning-based controllers.

Practical skills teaching in contemporary surgical education: how can educational theory be applied to promote effective learning?

PubMed

Sadideen, Hazim; Kneebone, Roger

2012-09-01

Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory. Copyright © 2012 Elsevier Inc. All rights reserved.

Motor Learning Enhances Use-Dependent Plasticity

PubMed Central

2017-01-01

Motor behaviors are shaped not only by current sensory signals but also by the history of recent experiences. For instance, repeated movements toward a particular target bias the subsequent movements toward that target direction. This process, called use-dependent plasticity (UDP), is considered a basic and goal-independent way of forming motor memories. Most studies consider movement history as the critical component that leads to UDP (Classen et al., 1998; Verstynen and Sabes, 2011). However, the effects of learning (i.e., improved performance) on UDP during movement repetition have not been investigated. Here, we used transcranial magnetic stimulation in two experiments to assess plasticity changes occurring in the primary motor cortex after individuals repeated reinforced and nonreinforced actions. The first experiment assessed whether learning a skill task modulates UDP. We found that a group that successfully learned the skill task showed greater UDP than a group that did not accumulate learning, but made comparable repeated actions. The second experiment aimed to understand the role of reinforcement learning in UDP while controlling for reward magnitude and action kinematics. We found that providing subjects with a binary reward without visual feedback of the cursor led to increased UDP effects. Subjects in the group that received comparable reward not associated with their actions maintained the previously induced UDP. Our findings illustrate how reinforcing consistent actions strengthens use-dependent memories and provide insight into operant mechanisms that modulate plastic changes in the motor cortex. SIGNIFICANCE STATEMENT Performing consistent motor actions induces use-dependent plastic changes in the motor cortex. This plasticity reflects one of the basic forms of human motor learning. Past studies assumed that this form of learning is exclusively affected by repetition of actions. However, here we showed that success-based reinforcement signals could affect the human use-dependent plasticity (UDP) process. Our results indicate that learning augments and interacts with UDP. This effect is important to the understanding of the interplay between the different forms of motor learning and suggests that reinforcement is not only important to learning new behaviors, but can shape our subsequent behavior via its interaction with UDP. PMID:28143961

Setting Up a Veterinary Medicine Skills Lab in Germany

PubMed Central

Dilly, Marc; Tipold, Andrea; Schaper, Elisabeth; Ehlers, Jan P.

2014-01-01

The amendments introduced to the current Veterinary Licensing Ordinance (TAppV) by the Veterinary Licensing Regulation (TAppO) have brought a high degree of skills orientation to fill the gap between academic study and preparing for a wide range of professional skills. In order to improve the veterinary skills of students while conveying fundamental methods in a structured and reproducible way, the University of Veterinary Medicine Hannover, Foundation, has set up the first central veterinary skills lab in Germany. Practical training is provided by means of a three-tier delivery approach. This involves around 40 simulators on an area of approx. 800 m² under the guidance of 6-8 staff members, along with supplementary resources such as posters, text instructions and YouTube videos. Since it opened in March 2013, there have been 769 visits to the skills lab and 30,734 hits on YouTube. Initial results show that the skills lab helps to maintain student motivation by teaching them practical skills at an early stage of the basic study-based acquisition of knowledge, whilst reinforcing skills acquisition per se in competence-based teaching. It enables veterinary students to prepare for their first examinations and treatments of live patients in a manner compliant with animal welfare. PMID:24872855

Final Year Undergraduates' Perceptions of the Integration of Soft Skills in the Formal Curriculum: A Survey of Malaysian Public Universities

ERIC Educational Resources Information Center

Devadason, Evelyn Shyamala; Subramaniam, Thirunaukarasu; Daniel, Esther Gnanamalar Sarojini

2010-01-01

A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and…

Washington State's Integrated Basic Education and Skills Training Program (I-BEST): New Evidence of Effectiveness. CCRC Working Paper No. 20

ERIC Educational Resources Information Center

Zeidenberg, Matthew; Cho, Sung-Woo; Jenkins, Davis

2010-01-01

To increase the rate at which adult basic skills students advance to and succeed in college-level occupational programs, the Washington State Board for Community and Technical Colleges (SBCTC) developed the Integrated Basic Education and Skills Training, or I-BEST. In the I-BEST model, a basic skills instructor and an occupational instructor team…

Technical and tactical skills related to performance levels in tennis: A systematic review.

PubMed

Kolman, Nikki S; Kramer, Tamara; Elferink-Gemser, Marije T; Huijgen, Barbara C H; Visscher, Chris

2018-06-11

The aim of this systematic review is to provide an overview of outcome measures and instruments identified in the literature for examining technical and tactical skills in tennis related to performance levels. Such instruments can be used to identify talent or the specific skill development training needs of particular players. Searches for this review were conducted using the PubMed, Web of Science, and PsycInfo databases. Out of 733 publications identified through these searches, 40 articles were considered relevant and included in this study. They were divided into three categories: (1) technical skills, (2) tactical skills and (3) integrated technical and tactical skills. There was strong evidence that technical skills (ball velocity and to a lesser extent ball accuracy) and tactical skills (decision making, anticipation, tactical knowledge and visual search strategies) differed among players according to their performance levels. However, integrated measurement of these skills is required, because winning a point largely hinges on a tactical decision to perform a particular stroke (i.e., technical execution). Therefore, future research should focus on examining the relationship between these skills and tennis performance and on the development of integrated methods for measuring these skills.

A Behaviorally-Anchored Rating System to Monitor Treatment Integrity for Community Clinicians Using the Adolescent Community Reinforcement Approach

ERIC Educational Resources Information Center

Smith, Jane Ellen; Gianini, Loren M.; Garner, Bryan R.; Malek, Karen L.; Godley, Susan H.

2014-01-01

This study evaluated a process for training raters to reliably rate clinicians delivering the Adolescent Community Reinforcement Approach (A-CRA) in a national dissemination project. The unique A-CRA coding system uses specific behavioral anchors throughout its 73 procedure components. Five randomly selected raters each rated "passing"…

SiC Fiber-Reinforced Celsian Composites

NASA Technical Reports Server (NTRS)

Bansal, Narottam P.

2003-01-01

Celsian is a promising matrix material for fiber-reinforced composites for high temperature structural applications. Processing and fabrication of small diameter multifilament silicon carbide tow reinforced celsian matrix composites are described. Mechanical and microstructural properties of these composites at ambient and elevated temperatures are presented. Effects of high-temperature exposures in air on the mechanical behavior of these composites are also given. The composites show mechanical integrity up to 1100 C but degrade at higher temperatures in oxidizing atmospheres. A model has been proposed for the degradation of these composites in oxidizing atmospheres at high temperatures.

PERFORMANCE OF RC AND FRC WALL PANELS REINFORCED WITH MILD STEEL AND GFRP COMPOSITES IN BLAST EVENTS

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

Timothy Garfield; William D. Richins; Thomas K. Larson

The structural integrity of reinforced concrete structures in blast events is important for critical facilities. This paper presents experimental data generated for calibrating detailed finite element models that predict the performance of reinforced concrete wall panels with a wide range of construction details under blast loading. The test specimens were 1.2 m square wall panels constructed using Normal Weight Concrete (NWC) or Fiber Reinforced Concrete (FRC). FRC consists of macro-synthetic fibers dispersed in NWC. Five types of panels were tested: NWC panels with steel bar reinforcement (Type A); FRC panels without additional reinforcement (Type B); FRC panels with steel barmore » reinforcement (Type C); NWC panels with glass fiber reinforced polymer (GFRP) bar reinforcement (Type D); and NWC panels reinforced with steel bar reinforcement and external bidirectional GFRP overlays on both faces (Type E). An additional three Type C panels were used as control specimens (CON). Each panel type was constructed with three thicknesses: 152 mm, 254 mm, and 356 mm. The panels were instrumented with strain gauges, and accelerometers; in addition, pressure sensors and high speed videos were employed during the blast events. Panel types C and E had the best performance, whereas panel type B did not perform well. Preliminary dynamic simulations show crack patterns similar to the experimental results.« less

The use of physical assessment skills by registered nurses in Australia: issues for nursing education.

PubMed

Birks, Melanie; Cant, Robyn; James, Ainsley; Chung, Catherine; Davis, Jenny

2013-01-01

The purpose of pre-service nursing education programs is to prepare competent graduates who are able to function as safe, professional registered nurses. An extensive element of these programs is the teaching of physical assessment skills, with most programs educating students to perform over 120 such skills. Previous research from North America suggests that the majority of skills taught to nurses in their pre-service programs are not used in practice. As part of a larger study, an online survey was used to explore use of 121 physical assessment skills by Australian nurses. Recruitment occurred via mailed invitation to members of the Australian Nursing Federation. Data were extracted from 1220 completed questionnaires returned by nurses who were mostly employed in New South Wales, were female and experienced nurses. Respondents indicated that they used only 34% of skills routinely. Results reinforce evidence found in the literature that many of the skills taught to nurses are either not used at all (35.5%) or are used rarely (31%). These findings have implications for the teaching of physical assessment skills in pre-service nursing programs, and raise questions about the value of extensive skills teaching in the context of contemporary health care. Further research into barriers to the use of physical assessment skills in nursing and the need for comprehensive skills preparation for the generalist nurse is likely to offer some solutions to these questions.

HIV Education and Welfare Services in Primary Care: An Empirical Model of Integration in Brazil’s Unified Health System

PubMed Central

Rahman, Rahbel; Pinto, Rogério M.; Wall, Melanie M.

2017-01-01

Integration of health education and welfare services in primary care systems is a key strategy to solve the multiple determinants of chronic diseases, such as Human Immunodeficiency Virus Infection and Acquired Immune Deficiency Syndrome (HIV/AIDS). However, there is a scarcity of conceptual models from which to build integration strategies. We provide a model based on cross-sectional data from 168 Community Health Agents, 62 nurses, and 32 physicians in two municipalities in Brazil’s Unified Health System (UHS). The outcome, service integration, comprised HIV education, community activities (e.g., health walks and workshops), and documentation services (e.g., obtainment of working papers and birth certificates). Predictors included individual factors (provider confidence, knowledge/skills, perseverance, efficacy); job characteristics (interprofessional collaboration, work-autonomy, decision-making autonomy, skill variety); and organizational factors (work conditions and work resources). Structural equation modeling was used to identify factors associated with service integration. Knowledge and skills, skill variety, confidence, and perseverance predicted greater integration of HIV education alongside community activities and documentation services. Job characteristics and organizational factors did not predict integration. Our study offers an explanatory model that can be adapted to examine other variables that may influence integration of different services in global primary healthcare systems. Findings suggest that practitioner trainings to improve integration should focus on cognitive constructs—confidence, perseverance, knowledge, and skills. PMID:28335444

HIV Education and Welfare Services in Primary Care: An Empirical Model of Integration in Brazil's Unified Health System.

PubMed

Rahman, Rahbel; Pinto, Rogério M; Wall, Melanie M

2017-03-14

Integration of health education and welfare services in primary care systems is a key strategy to solve the multiple determinants of chronic diseases, such as Human Immunodeficiency Virus Infection and Acquired Immune Deficiency Syndrome (HIV/AIDS). However, there is a scarcity of conceptual models from which to build integration strategies. We provide a model based on cross-sectional data from 168 Community Health Agents, 62 nurses, and 32 physicians in two municipalities in Brazil's Unified Health System (UHS). The outcome, service integration, comprised HIV education, community activities (e.g., health walks and workshops), and documentation services (e.g., obtainment of working papers and birth certificates). Predictors included individual factors (provider confidence, knowledge/skills, perseverance, efficacy); job characteristics (interprofessional collaboration, work-autonomy, decision-making autonomy, skill variety); and organizational factors (work conditions and work resources). Structural equation modeling was used to identify factors associated with service integration. Knowledge and skills, skill variety, confidence, and perseverance predicted greater integration of HIV education alongside community activities and documentation services. Job characteristics and organizational factors did not predict integration. Our study offers an explanatory model that can be adapted to examine other variables that may influence integration of different services in global primary healthcare systems. Findings suggest that practitioner trainings to improve integration should focus on cognitive constructs-confidence, perseverance, knowledge, and skills.

The integration of habits maintained by food and water reinforcement through stimulus compounding.

PubMed Central

Weiss, S J; Schindler, C W; Eason, R

1988-01-01

In Experiment 1, a light and a tone were correlated independently with water reinforcement of bar pressing by rats. With different naive subjects in Experiment 2, one of these stimuli was correlated with food and the other with water reinforcement (counterbalanced). In both experiments the absence of tone and light signaled extinction. Tests of stimulus-reinforcer independence in Experiment 2 indicated that tone and light controlled behavior whose rate was specifically affected by deprivation state. In the stimulus-compounding tests of both experiments, response rates were higher to tone-plus-light than to tone or light presented alone (additive summation). This is the first report of additive summation produced through compounding stimuli paired with different reinforcers. The results are discussed in the context of the effects of incentive motivation on operant performance. PMID:3193056

Retention of Mastoidectomy Skills After Virtual Reality Simulation Training.

PubMed

Andersen, Steven Arild Wuyts; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-07-01

The ultimate goal of surgical training is consolidated skills with a consistently high performance. However, surgical skills are heterogeneously retained and depend on a variety of factors, including the task, cognitive demands, and organization of practice. Virtual reality (VR) simulation is increasingly being used in surgical skills training, including temporal bone surgery, but there is a gap in knowledge on the retention of mastoidectomy skills after VR simulation training. To determine the retention of mastoidectomy skills after VR simulation training with distributed and massed practice and to investigate participants' cognitive load during retention procedures. A prospective 3-month follow-up study of a VR simulation trial was conducted from February 6 to September 19, 2014, at an academic teaching hospital among 36 medical students: 19 from a cohort trained with distributed practice and 17 from a cohort trained with massed practice. Participants performed 2 virtual mastoidectomies in a VR simulator a mean of 3.2 months (range, 2.4-5.0 months) after completing initial training with 12 repeated procedures. Practice blocks were spaced apart in time (distributed), or all procedures were performed in 1 day (massed). Performance of the virtual mastoidectomy as assessed by 2 masked senior otologists using a modified Welling scale, as well as cognitive load as estimated by reaction time to perform a secondary task. Among 36 participants, mastoidectomy final-product skills were largely retained at 3 months (mean change in score, 0.1 points; P = .89) regardless of practice schedule, but the group trained with massed practice took more time to complete the task. The performance of the massed practice group increased significantly from the first to the second retention procedure (mean change, 1.8 points; P = .001), reflecting that skills were less consolidated. For both groups, increases in reaction times in the secondary task (distributed practice group: mean pretraining relative reaction time, 1.42 [95% CI, 1.37-1.47]; mean end of training relative reaction time, 1.24 [95% CI, 1.16-1.32]; and mean retention relative reaction time, 1.36 [95% CI, 1.30-1.42]; massed practice group: mean pretraining relative reaction time, 1.34 [95% CI, 1.28-1.40]; mean end of training relative reaction time, 1.31 [95% CI, 1.21-1.42]; and mean retention relative reaction time, 1.39 [95% CI, 1.31-1.46]) indicated that cognitive load during the virtual procedures had returned to the pretraining level. Mastoidectomy skills acquired under time-distributed practice conditions were retained better than skills acquired under massed practice conditions. Complex psychomotor skills should be regularly reinforced to consolidate both motor and cognitive aspects. Virtual reality simulation training provides the opportunity for such repeated training and should be integrated into training curricula.

Habituation of reinforcer effectiveness

PubMed Central

Lloyd, David R.; Medina, Douglas J.; Hawk, Larry W.; Fosco, Whitney D.; Richards, Jerry B.

2014-01-01

In this paper we propose an integrative model of habituation of reinforcer effectiveness (HRE) that links behavioral- and neural-based explanations of reinforcement. We argue that HRE is a fundamental property of reinforcing stimuli. Most reinforcement models implicitly suggest that the effectiveness of a reinforcer is stable across repeated presentations. In contrast, an HRE approach predicts decreased effectiveness due to repeated presentation. We argue that repeated presentation of reinforcing stimuli decreases their effectiveness and that these decreases are described by the behavioral characteristics of habituation (McSweeney and Murphy, 2009; Rankin etal., 2009). We describe a neural model that postulates a positive association between dopamine neurotransmission and HRE. We present evidence that stimulant drugs, which artificially increase dopamine neurotransmission, disrupt (slow) normally occurring HRE and also provide evidence that stimulant drugs have differential effects on operant responding maintained by reinforcers with rapid vs. slow HRE rates. We hypothesize that abnormal HRE due to genetic and/or environmental factors may underlie some behavioral disorders. For example, recent research indicates that slow-HRE is predictive of obesity. In contrast ADHD may reflect “accelerated-HRE.” Consideration of HRE is important for the development of effective reinforcement-based treatments. Finally, we point out that most of the reinforcing stimuli that regulate daily behavior are non-consumable environmental/social reinforcers which have rapid-HRE. The almost exclusive use of consumable reinforcers with slow-HRE in pre-clinical studies with animals may have caused the importance of HRE to be overlooked. Further study of reinforcing stimuli with rapid-HRE is needed in order to understand how habituation and reinforcement interact and regulate behavior. PMID:24409128

Habituation of reinforcer effectiveness.

PubMed

Lloyd, David R; Medina, Douglas J; Hawk, Larry W; Fosco, Whitney D; Richards, Jerry B

2014-01-09

In this paper we propose an integrative model of habituation of reinforcer effectiveness (HRE) that links behavioral- and neural-based explanations of reinforcement. We argue that HRE is a fundamental property of reinforcing stimuli. Most reinforcement models implicitly suggest that the effectiveness of a reinforcer is stable across repeated presentations. In contrast, an HRE approach predicts decreased effectiveness due to repeated presentation. We argue that repeated presentation of reinforcing stimuli decreases their effectiveness and that these decreases are described by the behavioral characteristics of habituation (McSweeney and Murphy, 2009; Rankin etal., 2009). We describe a neural model that postulates a positive association between dopamine neurotransmission and HRE. We present evidence that stimulant drugs, which artificially increase dopamine neurotransmission, disrupt (slow) normally occurring HRE and also provide evidence that stimulant drugs have differential effects on operant responding maintained by reinforcers with rapid vs. slow HRE rates. We hypothesize that abnormal HRE due to genetic and/or environmental factors may underlie some behavioral disorders. For example, recent research indicates that slow-HRE is predictive of obesity. In contrast ADHD may reflect "accelerated-HRE." Consideration of HRE is important for the development of effective reinforcement-based treatments. Finally, we point out that most of the reinforcing stimuli that regulate daily behavior are non-consumable environmental/social reinforcers which have rapid-HRE. The almost exclusive use of consumable reinforcers with slow-HRE in pre-clinical studies with animals may have caused the importance of HRE to be overlooked. Further study of reinforcing stimuli with rapid-HRE is needed in order to understand how habituation and reinforcement interact and regulate behavior.

Anxiety sensitivity and negative urgency: a pathway to negative reinforcement-related smoking expectancies.

PubMed

Guillot, Casey R; Pang, Raina D; Leventhal, Adam M

2014-01-01

Anxiety sensitivity--fear of anxiety symptoms--may increase motivation to smoke by influencing the development of cognitive expectations regarding smoking's negative reinforcing effects; yet, the nature and mechanisms of this pathway are unclear. We hypothesized that relations between anxiety sensitivity and negative reinforcement-related smoking expectancies would be mediated by negative urgency, that is, a trait tendency to act impulsively during negative affect. In a cross-sectional design, we administered self-report measures of anxiety sensitivity, negative urgency, and negative reinforcement-related smoking outcome and abstinence expectancies to 205 smokers (≥10 cigarettes/d, 34% female, M age = 44.4 years). Anxiety sensitivity was associated with stronger expectancies that smoking alleviates negative affect (β = 0.30; P < 0.0001) and smoking abstinence exacerbates aversive withdrawal symptoms (β = 0.24; P = 0.0004). Negative urgency partially mediated the relation between anxiety sensitivity and both types of negative reinforcement-related smoking expectancies (βs ≥ 0.057; Ps ≤ 0.007). Results remained significant after statistically controlling for anxiety and nicotine dependence symptoms. Smokers high in anxiety sensitivity tend to display negative urgency, which in turn is related to greater expectations of negative reinforcement consequences of smoking and smoking abstinence. Treatments that mitigate fear of anxiety symptoms and the tendency to act impulsively in response to negative affect (eg, interoceptive exposure, distress tolerance skills training, and mindfulness training) may be particularly useful in assisting with smoking cessation for high-anxiety sensitivity smokers.

Embedding fundamental care in the pre-registration nursing curriculum: Results from a pilot study.

PubMed

Feo, Rebecca; Donnelly, Frank; Frensham, Lauren; Conroy, Tiffany; Kitson, Alison

2018-05-01

International evidence suggests nursing is not providing fundamental care consistently or adequately, resulting in poor outcomes for patients and healthcare systems. One possible reason for this inadequate care delivery is nursing education, with fundamental care often implicit or invisible in nursing curricula. To understand how best to teach fundamental care to pre-registration (pre-licensure) students, we developed and piloted a six-week intervention that incorporated into the first-year curriculum a more explicit focus on fundamental care. A conceptual fundamental care framework was used to guide students' learning, and clinical skills sessions were structured to reinforce the framework's conceptual understanding and enable students to practice delivering fundamental care in an integrated manner. The intervention's impact was explored via a pre-post survey and focus groups. The survey demonstrated that the intervention did not affect students' ability to identify patients' fundamental care needs; however, focus groups showed the intervention assisted students in understanding the complexity of fundamental care and its importance to patients' experiences. The pilot provides preliminary evidence on the importance of embedding fundamental care into nursing curricula early and explicitly, and emphasising the integrated nature of such care, particularly through structured debriefs, consistent terminology, and opportunities for students to experience care as a patient. Copyright © 2018 Elsevier Ltd. All rights reserved.

Encouraging Connections: Integrating Expressive Art and Drama into Therapeutic Social Skills Training with Adolescents

ERIC Educational Resources Information Center

Lenz, A. Stephen; Holman, Rachel L.; Dominguez, Denise L.

2010-01-01

The effective use of social skills has been positively associated with career success, romantic involvement, academic achievement, and mood. In response, counselors often integrate social skills training into counseling interventions with adolescents to encourage authentic and effective interactions with others. We illustrate some therapeutic…

Integrating Study Skills and Problem Solving into Remedial Mathematics

ERIC Educational Resources Information Center

Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

Developing Visual Creative Literacies through Integrating Art-Based Inquiry

ERIC Educational Resources Information Center

Smilan, Cathy

2016-01-01

Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing…

Elementary Education Pre-Service Teachers' Development of Mathematics Technology Integration Skills in a Technology Integration Course

ERIC Educational Resources Information Center

Polly, Drew

2015-01-01

Preparing pre-service teachers to effectively integrate technology in the classroom requires rich experiences that deepen their knowledge of technology, pedagogy, and content and the intersection of these aspects. This study examined elementary education pre-service teachers' development of skills and knowledge in a technology integration course…

Using Computers in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Deming, Grace L.

1995-12-01

Computer literacy is fast becoming a focal point in undergraduate education. Scientific literacy has been a continuing goal of undergraduate programs across the nation and a course in introductory astronomy is often used to satisfy such science requirements. At U. MD an introduction to computer skills is being integrated into our astronomy curriculum for non-science majors. The campus is adequately equipped with computer labs, yet many students enter college without basic computer skills. In Astronomy 101 (General Astronomy) students are introduced to electronic mail, a Listserver, and the world wide web. Students in this course are required to register for a free campus computer account. Their first assignment is to use e-mail to subscribe to the class Listserver, Milkyway. Through Milkyway, students have access to weekly lecture summaries, questions to review for exams, and copies of previous exams. Using e-mail students may pose questions, provide comments, or exchange opinions using Milkyway, or they may e-mail the instructor directly. Studies indicate that using e-mail is less intimidating to a student than asking a question in a class of 200 students. Monitoring e-mail for student questions has not been a problem. Student reaction has been favorable to using e-mail, since instructor office hours are not always convenient, especially to commuting or working students. Through required assignments, students receive an introduction to accessing information on the world wide web using Netscape. Astronomy has great resources available on the Internet which can be used to supplement and reinforce introductory material. Assignments are structured so that students will gain the techniques necessary to access available information. It is hoped that students will successfully apply the computer skills they learn in astronomy class to their own fields and as life-long learners. We have found that students comfortable with computers are willing to share their knowledge with others. The computer activities have been structured to promote cooperation between students. These skills are also necessary for success.

Collegiate Aviation Review, 2000.

ERIC Educational Resources Information Center

Carney, Thomas Q., Ed.

2000-01-01

This issue contains seven papers. "University Aviation Education: An Integrated Model" (Merrill R. Karp) addresses potential educational enhancements through the implementation of an integrated aviation learning model, the Aviation Education Reinforcement Option. "The Federal Aviation Administration (FAA): A Tombstone Agency?…

Vowel Diphthongs. Fun with Phonics! Book 10. Grades 1-2.

ERIC Educational Resources Information Center

Daniel, Claire

This book provides hands-on activities for grades 1-2 that make phonics instruction easy and fun for teachers and children in the classroom. The book offers methods for practice, reinforcement, and assessment of phonics skills. A poem is used to introduce the phonics element of this book, vowel diphthongs. The poem is duplicated so children can…

Observational Effects on the Preferences of Children with Autism

ERIC Educational Resources Information Center

Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Leaf, Ronald; Courtemanche, Andrea B.; Taubman, Mitchell; McEachin, John; Sheldon, Jan B.; Sherman, James A.

2012-01-01

Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter children's preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure.…

School and Parent Community Involvement; Career Development for Teachers and Administrators.

ERIC Educational Resources Information Center

Home and School Inst., Washington, DC.

The Home and School Institute has developed three plans to train teachers and administrators to work more effectively with parents and the community. The basic goals of these programs are a) to improve the skills and attitudes of participants in working with parents and the community, b) to provide parent reinforcement of children's learning, c)…

Improving the Academic Achievement of Third and Fourth Grade Underachievers as a Result of Improved Self-Esteem.

ERIC Educational Resources Information Center

Coakley, Barbara Fairfax

This study was designed to improve the academic achievement of 35 third- and fourth-grade underachievers through improved self-esteem. Specific goals included focusing on self-concept and learning skills reinforcement, with the ultimate goal of increasing academic performance and motivation. Large group sessions with students focused on…

A Guide to Concept Teaching, United States History, Grade 9. (From Reconstruction to the Present).

ERIC Educational Resources Information Center

Madison Public Schools, WI.

GRADES OR AGES: Grade 9. SUBJECT MATTER: United States history. ORGANIZATION AND PHYSICAL APPEARANCE: The conceptual approach forms the basis for each of four sections: Defining and Implementing a Conceptual Approach to Teaching Social Studies; Social Studies Skills To Be Developed and Reinforced by the Learner; Classroom Curriculum Planning; and…

Project L'Ouverture, 1981-1982. O.E.E. Final Evaluation Report.

ERIC Educational Resources Information Center

Keane, Demetra Nicolau; And Others

Originally proposed as a supplement to basic bilingual programs for Haitian students in three New York City high schools, Project L'Ouverture changed its focus to the development and reinforcement of basic skills. In response to a need for basic bilingual services not available in participating schools, the project provided tutorial services to…

Early Number Skills: Examining the Effects of Class-Wide Interventions on Kindergarten Performance

ERIC Educational Resources Information Center

Codding, Robin S.; Chan-Iannetta, Lisa; George, Shauna; Ferreira, Kristine; Volpe, Robert

2011-01-01

The purpose of this study was to use multilevel modeling to compare the effects of KPALS alone and combined with goal setting and reinforcement to a control condition on early numeracy performance of 96 kindergarteners. Demographic variables were examined as moderators. Results differed according to early numeracy measure, with both versions of…

Teaching Effective Hand Raising to Children with Autism during Group Instruction

ERIC Educational Resources Information Center

Charania, Shaireen M.; LeBlanc, Linda A.; Sabanathan, Narmatha; Ktaech, Inas A.; Carr, James E.; Gunby, Kristin

2010-01-01

We taught 3 children with autism to raise a hand or keep both hands down depending on their status (e.g., having heard a target word, possessing a specific item) using modeling, prompting, and reinforcement. All 3 children acquired accurate hand-raising skills in response to progressively more difficult discrimination tasks during group…

Using the PyMOL Application to Reinforce Visual Understanding of Protein Structure

ERIC Educational Resources Information Center

Rigsby, Rachel E.; Parker, Alison B.

2016-01-01

Visualization of chemical concepts can be challenging for many students. This is arguably a critical skill for beginning students of biochemistry to develop, since new information is often presented visually in the form of textbook figures. It is recommended that visual literacy be explicitly taught in the classroom rather than assuming that…

Poverty Catchments: Migration, Residential Mobility, and Population Turnover in Impoverished Rural Illinois Communities

ERIC Educational Resources Information Center

Foulkes, Matt; Newbold, K. Bruce

2008-01-01

Research has thoroughly documented how out-migration of the educated and skilled from rural areas leaves behind a poorer population and creates pockets of rural poverty. Recently, studies have recognized that the poor are also geographically mobile and that poverty migration patterns can reinforce rural poverty concentrations. In this process,…

Methods of Interoperability: Moodle and WeBWork

ERIC Educational Resources Information Center

Gage, Michael E.

2017-01-01

The first requirement for an online mathematics homework engine\tis to encourage students to practice and reinforce their mathematics skills in ways that are as good or better than traditional paper homework. The use of the computer and the internet should not limit the kind or quality of the mathematics that we teach and, if possible, it should…

Maintenance of Self-Help Skill Training Programs with Non-Professional Personnel Through Incentive Systems.

ERIC Educational Resources Information Center

Patterson, Earl T.; And Others

Along with the broadening scope of behavioral programs at institutional settings has come the need for training non-professional staff to be competent behavior engineers. The two-fold purpose of this study was to explore the effectiveness of a self-scoring feedback system and two differenct schedules of reinforcement in maintaining daily training…

The Effects of an Environmental Studies Course on Selected Variables Related To Environmentally Responsible Behavior.

ERIC Educational Resources Information Center

Smith-Sebasto, N. J.

1995-01-01

Reports that students completing an environmental studies course displayed significant gains when compared with students not completing such a course. These gains were made in acquiring a more internally-oriented locus of control of reinforcement for environmentally responsible behavior, a higher perception of their knowledge of and skill in using…

You've Got a Deal! Using the Film "Draft Day" to Teach Fundamental Contract Law and Analytical Skills

ERIC Educational Resources Information Center

Ruud, Judith Kish; Ruud, William N.; Moussavi, Farzad

2017-01-01

This article proposes a film assignment that uses a series of activities built around the film "Draft Day" to supplement traditional pedagogies for teaching contract law in introductory courses. This film facilitates learning by reinforcing the contract formation principles faculty teach in introductory courses; showing contract…

Arizona Bilingual Business and Office Education. Book 1--Bilingual Business Grammar.

ERIC Educational Resources Information Center

Chacon, Louis, Jr.; And Others

This book is the first in a set of four occupational and business education curriculum guides which were developed for Spanish speaking students with limited English speaking backgrounds and also for foreign language students who desire to reinforce their Spanish language skills. The guides are structured so that the teacher can provide service to…

Arizona Bilingual Business and Office Education. Book IV--Bilingual Business Careers.

ERIC Educational Resources Information Center

Chacon, Louis, Jr.; And Others

This book is the fourth in a set of four occupational and business education curriculum guides which were developed for Spanish speaking students with limited English speaking backgrounds and also for foreign language students who desire to reinforce their Spanish language skills. The guides are structured so that the teacher can provide service…

Arizona Bilingual and Office Education. Book III--Bilingual Business Practice.

ERIC Educational Resources Information Center

Chacon, Louis, Jr.; And Others

This book is the third in a set of four occupational and business education curriculum guides which were developed for spanish speaking students with limited English speaking backgrounds and also for foreign language students who desire to reinforce their Spanish language skills. The guides are structured so that the teacher can provide service to…

Arizona Bilingual Business and Office Education. Book II--Bilingual Business Practice.

ERIC Educational Resources Information Center

Chacon, Louis, Jr.; And Others

This book is the second in a set of four occupational and business education curriculum guides which were developed for Spanish speaking students with limited Engligh speaking backgrounds and also for foreign language students who desire to reinforce their Spanish language skills. The guides are structured so that the teacher can provide service…

Special Interest Areas and Employment Skills Programming for Secondary Students with Autism

ERIC Educational Resources Information Center

Bross, Leslie Ann; Travers, Jason C.

2017-01-01

Many students with autism spectrum disorder (ASD) have specialized interests and passions that are highly reinforcing. Such special interest areas (SIAs) are more than mere hobbies or simple curiosities. Rather, the SIAs of an individual with autism may be characterized by (a) significant depth and breadth of knowledge about the area, (b)…

Effects of a Peer Engagement Program on Socially Withdrawn Children with a History of Maltreatment

ERIC Educational Resources Information Center

Mathews, Therese L.; Fawcett, Stephen B.; Sheldon, Jan B.

2009-01-01

Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple…

Influence of Feedback, Teacher Praise, and Parental Support on Self-Competency of Third Graders.

ERIC Educational Resources Information Center

Davis, Lonnie H.; And Others

The purpose of this study was to demonstrate how an early assessment of self-competency can be combined with an effective program for preventing maladaptive affective (self-competency) and academic skills. Eleven third graders participated in this study of three interventions. Feedback of multisource data, teacher praise (positive reinforcement),…

The Collaborative Instructional Design System (CIDS): Visualizing the 21st Century Learning

ERIC Educational Resources Information Center

Zain, Ismail Md.

2017-01-01

Learning is the act of acquiring new, or reinforcing existing knowledge, characters, skills, and values, affecting a potential change of the learners towards nurturing creativity and innovation. The 21st-century learning framework from the 21st-Century Partnership, 2002 and the component of the Four-Dimensional Education written by Fadel, Bialik…

"Piggybacking" on Business Communication through Interdisciplinarity: Developing Student Communication Skills in Legal Environment of Business Courses

ERIC Educational Resources Information Center

Cooley, Amanda Harmon

2009-01-01

The purpose of this article is to describe an assignment for a legal environment of business course that builds upon and reinforces strong business communication practices. The assignment discusses "piggybacking," which is the unauthorized use of another person's wireless Internet connection. In this assignment, the students are required (1) to…

Unexpected Discovery: A Guided-Inquiry Experiment on the Reaction Kinetics of Zinc with Sulfuric Acid

ERIC Educational Resources Information Center

Rusek, Martin; Beneš, Pavel; Carroll, John

2018-01-01

The role of practical work in the training of student teachers is central to the development of their future pedagogy and practice. However, not all laboratory based activities give sufficient challenge in the development of both cognitive and practical skills. The activity proposed in this paper helps reinforce an understanding of reaction…

The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate

ERIC Educational Resources Information Center

Rumberger, Jessica L.

2013-01-01

Mathematics skill acquisition is a crucial component of education and ongoing research is needed to determine quality instructional techniques. A ubiquitous instructional question is how to manage time. This study investigated several flashcard presentation methods to determine the one that would provide the most learning in a set amount of time.…

Kenny and Karen Career in Hospitality and Recreation Land.

ERIC Educational Resources Information Center

Lyons, Lynn

This booklet is part of a series of activity booklets designed to increase the child's awareness of careers. It also provides reinforcement activities of the basic skills. In this particular booklet children in grades K-2 are introduced to careers in the field of hospitality and recreation. The subjects of the teaching sections are children's…

Good Thinking! Activity Cards to Reinforce Language and Reasoning Skills

ERIC Educational Resources Information Center

Barlow Thurman, Kathy

2006-01-01

This full-color, kid-pleasing collection of language-arts activities is ideal for K-2 children of all ability levels--and for English language learners too. The practical and easy-to-implement lessons also are convenient for substitute teachers, classroom assistants, and volunteers. Flexible and versatile, these unique cards can be used for guided…

Faculty and Staff Development: Two Models of Administrative-Faculty Linkages.

ERIC Educational Resources Information Center

Curtis, Stephen M.; And Others

At Borough of Manhattan Community College (BMCC) in New York, over 90% of the students are ethnic minorities, and two-thirds are women. Among BMCC freshmen, 70% require some form of remediation. Faculty development efforts at the college emphasize the issues of serving an ethnically diverse student population and of reinforcing the basic skills of…

Online Political Participation in the 2008 U.S. Presidential Election: Mobilizing or Reinforcing?

ERIC Educational Resources Information Center

Winneg, Kenneth M.

2009-01-01

Participation is at the core of democratic society. However, studies have shown that participation is biased toward those who are better educated, more affluent, and in greater possession of civic skills. Scholars have pointed to the Internet as a possible remedy for the disparity in participation for its potential to lower barriers and increase…

Using a Thyroid Case Study and Error Plausibility to Introduce Basic Lab Skills

ERIC Educational Resources Information Center

Browning, Samantha; Urschler, Margaret; Meidl, Katherine; Peculis, Brenda; Milanick, Mark

2017-01-01

We describe a 3-hour session that provides students with the opportunity to review basic lab concepts and important techniques using real life scenarios. We began with two separate student-engaged discussions to remind/reinforce some basic concepts in physiology and review calculations with respect to chemical compounds. This was followed by…

Science Sampler: The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds

ERIC Educational Resources Information Center

Veal, William R.; Chandler, Anna T.

2008-01-01

Teaching the rock cycle can overwhelm even the most enthusiastic rock hound. As middle school science teachers, we constantly struggle with an appropriate balance between Earth system content and experiential activities. The authors have found that stations can be successfully employed to teach rock cycle content while reinforcing development of…

Trabaja y aprende: Libro de actividades, 3 (Work and Learn: Workbook 3).

ERIC Educational Resources Information Center

Martinez, Emiliano; And Others

This workbook, designed to be used with the textbook of the same title (FL 004 273), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability…

Lee y trabaja: Libro de actividades, 2 (Read and Work: Workbook 2).

ERIC Educational Resources Information Center

Martinez, Emiliano; And Others

This workbook, designed to be used with the textbook of the same title (FL 004 272), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability…

Mira y lee: Libro de actividades, 1 (Look and Read: Workbook 1).

ERIC Educational Resources Information Center

Martinez, Emiliano; And Others

This workbook, designed to be used with the textbook of the same title (FL 004 271), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability…

La ciudad: Libro de actividades, 1 (The City: Workbook 1).

ERIC Educational Resources Information Center

Martinez, Emiliano; And Others

This workbook, designed to be used with a textbook of the same title, contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to apply their ability to get meaning from…

A Music Teachers' Primer to Reading. Supplemental Material for RDG 467, RDG 480, RDG 507 and RDG 544.

ERIC Educational Resources Information Center

Parrish, Bert, Ed.; And Others

This primer was developed to help secondary school music teachers to encourage and promote reading in their curricular programs. Guidelines and suggestions are offered on ways teachers can stimulate student reading by capitalizing on student interests and on ways teachers can reinforce vocabulary and comprehension skills. The manual's first…

The "proactive" model of learning: Integrative framework for model-free and model-based reinforcement learning utilizing the associative learning-based proactive brain concept.

PubMed

Zsuga, Judit; Biro, Klara; Papp, Csaba; Tajti, Gabor; Gesztelyi, Rudolf

2016-02-01

Reinforcement learning (RL) is a powerful concept underlying forms of associative learning governed by the use of a scalar reward signal, with learning taking place if expectations are violated. RL may be assessed using model-based and model-free approaches. Model-based reinforcement learning involves the amygdala, the hippocampus, and the orbitofrontal cortex (OFC). The model-free system involves the pedunculopontine-tegmental nucleus (PPTgN), the ventral tegmental area (VTA) and the ventral striatum (VS). Based on the functional connectivity of VS, model-free and model based RL systems center on the VS that by integrating model-free signals (received as reward prediction error) and model-based reward related input computes value. Using the concept of reinforcement learning agent we propose that the VS serves as the value function component of the RL agent. Regarding the model utilized for model-based computations we turned to the proactive brain concept, which offers an ubiquitous function for the default network based on its great functional overlap with contextual associative areas. Hence, by means of the default network the brain continuously organizes its environment into context frames enabling the formulation of analogy-based association that are turned into predictions of what to expect. The OFC integrates reward-related information into context frames upon computing reward expectation by compiling stimulus-reward and context-reward information offered by the amygdala and hippocampus, respectively. Furthermore we suggest that the integration of model-based expectations regarding reward into the value signal is further supported by the efferent of the OFC that reach structures canonical for model-free learning (e.g., the PPTgN, VTA, and VS). (c) 2016 APA, all rights reserved).

The FAMULATUR PLUS as an innovative approach for teaching physical examination skills.

PubMed

Jerg, Achim; Öchsner, Wolfgang; Wander, Henriette; Traue, Harald C; Jerg-Bretzke, Lucia

2016-01-01

The FAMULATUR PLUS is an innovative approach to teaching physical examination skills. The concept is aimed at medical students during the clinical part of their studies and includes a clinical traineeship (English for "Famulatur") extended to include various courses ("PLUS"). The courses are divided into clinical examination courses and problembased-learning (PBL) seminars. The concept's special feature is the full integration of these courses into a 30-day hospital traineeship. The aim is to facilitate the transfer of knowledge from the courses into daily practice. Each week of the FAMULATUR PLUS is structured in line with the courses and focuses on a particular part of the body (e.g., abdomen). A physical examination course under the supervision of a physician is offered at the beginning of the week. Here, medical students learn the relevant examination techniques by practicing on each other (partner exercises). Subsequently, the techniques taught are applied independently during everyday work on the ward, corrected by the supervisor, if necessary, and thereby reinforced. The final POL seminar takes place towards the end of the week. Possible differential diagnoses are developed based on a clinical case study. The goal is to check these by taking a fictitious medical history and performing a physical examination, as well as to make a preliminary diagnosis. Finally, during the PBL seminar, medical students will be shown how physical examination techniques can be efficiently applied in the diagnosis of common cardinal symptoms (e.g., abdominal pain). The initial implementation of the FAMULATUR PLUS proved the practical feasibility of the concept. In addition, the accompanying evaluation showed that the participants of the pilot project improved with regard to their practical physical examination skills.

The FAMULATUR PLUS as an innovative approach for teaching physical examination skills

PubMed Central

Jerg, Achim; Öchsner, Wolfgang; Wander, Henriette; Traue, Harald C.; Jerg-Bretzke, Lucia

2016-01-01

The FAMULATUR PLUS is an innovative approach to teaching physical examination skills. The concept is aimed at medical students during the clinical part of their studies and includes a clinical traineeship (English for “Famulatur”) extended to include various courses (“PLUS”). The courses are divided into clinical examination courses and problembased-learning (PBL) seminars. The concept’s special feature is the full integration of these courses into a 30-day hospital traineeship. The aim is to facilitate the transfer of knowledge from the courses into daily practice. Each week of the FAMULATUR PLUS is structured in line with the courses and focuses on a particular part of the body (e.g., abdomen). A physical examination course under the supervision of a physician is offered at the beginning of the week. Here, medical students learn the relevant examination techniques by practicing on each other (partner exercises). Subsequently, the techniques taught are applied independently during everyday work on the ward, corrected by the supervisor, if necessary, and thereby reinforced. The final POL seminar takes place towards the end of the week. Possible differential diagnoses are developed based on a clinical case study. The goal is to check these by taking a fictitious medical history and performing a physical examination, as well as to make a preliminary diagnosis. Finally, during the PBL seminar, medical students will be shown how physical examination techniques can be efficiently applied in the diagnosis of common cardinal symptoms (e.g., abdominal pain). The initial implementation of the FAMULATUR PLUS proved the practical feasibility of the concept. In addition, the accompanying evaluation showed that the participants of the pilot project improved with regard to their practical physical examination skills. PMID:26958652

Peer Assisted Experiential Learning (PAEL) in extending fieldwork practice in the Earth Sciences

NASA Astrophysics Data System (ADS)

Anderson, M. W.; FitzPatrick, M.; Truscott, J.

2012-04-01

Traditional approaches to developing students practical (applied) skills (most especially, but not exclusively, fieldwork) make significant demands on resources, particularly staff time. Extending opportunities for experiential learning through independent (student centred) work is acknowledged, therefore, as being vital to the successful spiralling of Kolb's experiential learning cycle. This project outlines e-learning support as a means of assisting student peer groups in extending the experiential learning cycle for fieldwork. We have developed mobile support for independent fieldwork in a small, accessible and safe area north of Kingsand village, Cornwall, UK. The area is ideal for reinforcing skills in recording basic geological observations and in formulating a simple geological history based on these observations. Independent fieldwork can be undertaken throughout the academic year by small student groups (which can comprise mixed year groups). equipped with PDA's and integrated GPS units. Students are prepared for fieldwork through a dedicated website, linked to support materials in the University's unique Labplus facility. PDA's, running MSCAPE, provide automatic prompts to locations where key observations can be made and detail the nature of the activities that should be carried out at each location. The e-guide takes students from 1st principles of observation and measurement, through recording methodology and eventually links to packages for analysis and interpretation (again using support provided through Labplus). There is no limit to the number of times any particular student can carry out the fieldwork, provided they are organised into groups of three or more. The work is not assessed but links into several components of the field skills training that are formally assessed, including independent geological mapping.

Cognitive rehabilitation in traumatic brain injury.

PubMed

Cernich, Alison N; Kurtz, Shira M; Mordecai, Kristen L; Ryan, Patricia B

2010-09-01

Traumatic brain injury (TBI) is a major public health problem with neurobehavioral sequelae contributing to the long-term disability that is often associated with the moderate to severe levels of injury. Rehabilitation of cognitive skills is central to encouraging the full participation of the individual in home, vocational, and social roles. The review of available evidence points to four major recommendations for the rehabilitation of cognition following brain injury: 1) Access to subacute rehabilitation that is holistic in nature and involves a multidisciplinary or transdisciplinary team to work in an integrated fashion to support physical, cognitive, and social skill retraining is vital to support positive outcome following TBI. The collaborative effort of these individuals allows for continual reinforcement and evaluation of treatment goals and will often involve the family and/or important others in the individual's life to prepare for community re-entry. 2) Trials of medication, especially methylphenidate, to assist individuals with significant attention and memory impairment appear well supported by the available evidence. Though some data suggest that the use of cholinesterase inhibitors may be of use for individuals with memory impairments, there is less support for this practice and there are indications that it may worsen the behavioral sequelae of the injury. 3) Randomized controlled trials demonstrate the utility of specific rehabilitation approaches to attention retraining and retraining of executive functioning skills. Future research is needed on rehabilitation techniques in other domains of cognition. 4) Training in the use of supportive devices (either a memory book or more technologically enhanced compensatory devices) to support the individual's daily activities remains central to the independent function of the individual in the community. Though emerging treatments (eg, virtual reality environments) show relative degrees of promise for inclusion in the rehabilitation of the individual with TBI, these need further evaluation in systematic trials.

A randomised controlled trial of sensory awareness training and additional motor practice for learning scalpel skills in podiatry students.

PubMed

Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Hillier, Susan L

2016-12-05

The process of using a scalpel, like all other motor activities, is dependent upon the successful integration of afferent (sensory), cognitive and efferent (motor) processes. During learning of these skills, even if motor practice is carefully monitored there is still an inherent risk involved. It is also possible that this strategy could reinforce high levels of anxiety experienced by the student and affect student self-efficacy, causing detrimental effects on motor learning. An alternative training strategy could be through targeting sensory rather than motor processes. Second year podiatry students who were about to commence learning scalpel skills were recruited. Participants were randomly allocated into sensory awareness training (Sensory), additional motor practice (Motor) or usual teaching only (Control) groups. Participants were then evaluated on psychological measures (Intrinsic Motivation Inventory) and dexterity measures (Purdue Pegboard, Grooved Pegboard Test and a grip-lift task). A total of 44 participants were included in the study. There were no baseline differences or significant differences between the three groups over time on the Perceived Competence, Effort/ Importance or Pressure/ Tension, psychological measures. All groups showed a significant increase in Perceived Competence over time (F 1,41  = 13.796, p = 0.001). Only one variable for the grip-lift task (Preload Duration for the non-dominant hand) showed a significant difference over time between the groups (F 2,41  = 3.280, p = 0.038), specifically, Motor and Control groups. The use of sensory awareness training, or additional motor practice did not provide a more effective alternative compared with usual teaching. Further research may be warranted using more engaged training, provision of supervision and greater participant numbers. Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12616001428459 . Registered 13 th October 2016. Registered Retrospectively.

Estimation of corrosion damage in steel reinforced mortar using waveguides

NASA Astrophysics Data System (ADS)

Reis, Henrique; Ervin, Benjamin L.; Kuchma, Daniel A.; Bernhard, Jennifer

2005-05-01

Corrosion of reinforced concrete is a chronic infrastructure problem, particularly in areas with deicing salt and marine exposure. To maintain structural integrity, a testing method is needed to identify areas of corroding reinforcement. For purposes of rehabilitation, the method must also be able to evaluate the degree, rate and location of damage. Towards the development of a wireless embedded sensor system to monitor and assess corrosion damage in reinforced concrete, reinforced mortar specimens were manufactured with seeded defects to simulate corrosion damage. Taking advantage of waveguide effects of the reinforcing bars, these specimens were then tested using an ultrasonic approach. Using the same ultrasonic approach, specimens without seeded defects were also monitored during accelerated corrosion tests. Both the ultrasonic sending and the receiving transducers were mounted on the steel rebar. Advantage was taken of the lower frequency (<250 kHz) fundamental flexural propagation mode because of its relatively large displacements at the interface between the reinforcing steel and the surrounding concrete. Waveform energy (indicative of attenuation) is presented and discussed in terms of corrosion damage. Current results indicate that the loss of bond strength between the reinforcing steel and the surrounding concrete can be detected and evaluated.

Investigation of Methods for Selectively Reinforcing Aluminum and Aluminum-Lithium Materials

NASA Technical Reports Server (NTRS)

Bird, R. Keith; Alexa, Joel A.; Messick, Peter L.; Domack, Marcia S.; Wagner, John A.

2013-01-01

Several studies have indicated that selective reinforcement offers the potential to significantly improve the performance of metallic structures for aerospace applications. Applying high-strength, high-stiffness fibers to the high-stress regions of aluminum-based structures can increase the structural load-carrying capability and inhibit fatigue crack initiation and growth. This paper discusses an investigation into potential methods for applying reinforcing fibers onto the surface of aluminum and aluminum-lithium plate. Commercially-available alumina-fiber reinforced aluminum alloy tapes were used as the reinforcing material. Vacuum hot pressing was used to bond the reinforcing tape to aluminum alloy 2219 and aluminum-lithium alloy 2195 base plates. Static and cyclic three-point bend testing and metallurgical analysis were used to evaluate the enhancement of mechanical performance and the integrity of the bond between the tape and the base plate. The tests demonstrated an increase in specific bending stiffness. In addition, no issues with debonding of the reinforcing tape from the base plate during bend testing were observed. The increase in specific stiffness indicates that selectively-reinforced structures could be designed with the same performance capabilities as a conventional unreinforced structure but with lower mass.

The Effect of Videotaping Students' Interviews with Patients for Interview Skill Education

PubMed Central

Lee, Woo Sung; Hwang, Ji Young; Lim, Ji Eun; Suh, Sang-Yeon; Park, Ki Heum

2013-01-01

Background The importance of communication between patients and physicians has been proven in many previous studies. The authors analyzed the effect of interview skill education through videotapes which recorded students' interviews with real patients in the outpatient department of family medicine. Methods This study was conducted with all students who chose the elective course of family medicine and one randomly selected student every week from an 'infectious internal medicine' class at Dongguk University Ilsan Hospital during the period from December 2008 to March 2011. All students performed a preliminary examination of a new patient at the outpatient department of family medicine. All consultations were videotaped. Feedback to the student was given on the same day by viewing the videotape together. After feedback, all students performed another preliminary examination of one new patient at the department of family medicine the same week. Three family medicine residents scored all videotapes using 10-item interview skill checklists. Many parts of the checklists were modified using the Arizona Clinical Interview Rating Scales. Results Thirty-three students participated. Of 10 items, nine showed increased scores after feedback. There was a significant change in four items after feedback: 'type of question' (before 2.36 ± 0.60, after 2.73 ± 0.72), 'timeline' (before 2.82 ± 0.68, after 3.18 ± 0.73), 'positive verbal reinforcement' (before 2.24 ± 0.56, after 2.61 ± 0.90), and the total score (before 21.70 ± 2.62, after 23.39 ± 3.13) (P < 0.05). Conclusion Giving feedback to medical school students on medical interview skills using videotapes of students' preliminary consultations with real patients in outpatient settings, was effective in improving the interview areas of 'type of question,' 'timeline,' 'positive verbal reinforcement,' and the total interview scores. PMID:23560207

Using Objective Structured Teaching Encounters (OSTEs) to prepare chief residents to be emotionally intelligent leaders.

PubMed

Cerrone, Sara Ann; Adelman, Patti; Akbar, Salaahuddin; Yacht, Andrew C; Fornari, Alice

2017-01-01

Chief Residents must lead, manage and mentor a diverse and often large group of residents, however there is a lack of formal leadership training throughout graduate medical education. Development of a 3-part Chief Resident (CR) Program focused on leading, managing and mentoring. Each participant completes an Emotional Intelligence (EI) Inventory prior to the day-long event. Participants receive their EI scores at the beginning of the program, which features interactive sessions on leadership, management, and feedback skills. The program then reinforces the application of their new knowledge about EI through a four station OSTE (Observed Structured Teaching Encounter). CRs practice feedback and coaching skills in a simulated environment where they need to provide the context of formative feedback to a standardized resident. The aggregated mean pre-session EI score for all participants was 76.9 (an ideal score is >85). An independent-samples t-test compared the CRs' leadership and feedback performance on their first and second OSTE performance within a single afternoon session. There was a significant difference between the first OSTE performance (M = 47.92, SD = 7.8) and the second OSTE performance (M = 51.22, SD = 6.9); t (68) = 1.99, p = 0.006. These results suggest that participating in multiple OSTEs positively reinforces the core interpersonal and communication skills discussed in the didactic and practiced in the interactive portions of the program. The low mean pre-session EI score achieved by our participants supports the idea that CRs enter their new roles with a level of EI that can be enhanced. CRs had an overall positive reaction to EI and its application to the core skills addressed in the program, highlighting the fact that similar programs could be used to train early career physicians to be more skilled and comfortable with leading, managing and mentoring. CR: Chief resident; EI: Emotional intelligence; GME: Graduate medical education; OSTE: Objective structured teaching encounter.

Polybenzoxazole Nanofiber-Reinforced Moisture-Responsive Soft Actuators.

PubMed

Chen, Meiling; Frueh, Johannes; Wang, Daolin; Lin, Xiankun; Xie, Hui; He, Qiang

2017-04-10

Hydromorphic biological systems, such as morning glory flowers, pinecones, and awns, have inspired researchers to design moisture-sensitive soft actuators capable of directly converting the change of moisture into motion or mechanical work. Here, we report a moisture-sensitive poly(p-phenylene benzobisoxazole) nanofiber (PBONF)-reinforced carbon nanotube/poly(vinyl alcohol) (CNT/PVA) bilayer soft actuator with fine performance on conductivity and mechanical properties. The embedded PBONFs not only assist CNTs to form a continuous, conductive film, but also enhance the mechanical performance of the actuators. The PBONF-reinforced CNT/PVA bilayer actuators can unsymmetrically adsorb and desorb water, resulting in a reversible deformation. More importantly, the actuators show a pronounced increase of conductivity due to the deformation induced by the moisture change, which allows the integration of a moisture-sensitive actuator and a humidity sensor. Upon changing the environmental humidity, the actuators can respond by the deformation for shielding and report the humidity change in a visual manner, which has been demonstrated by a tweezer and a curtain. Such nanofiber-reinforced bilayer actuators with the sensing capability should hold considerable promise for the applications such as soft robots, sensors, intelligent switches, integrated devices, and material storage.

Disaster Day! Integrating Speech Skills though Impromptu Group Research and Presentation

ERIC Educational Resources Information Center

Pruim, Douglas E.

2016-01-01

Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication. Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the…

Analyzing Hierarchical Relationships Among Modes of Cognitive Reasoning and Integrated Science Process Skills.

ERIC Educational Resources Information Center

Yeany, Russell H.; And Others

1986-01-01

Searched for a learning hierarchy among skills comprising formal operations and integrated science processes. Ordering, theoretic, and probabilistic latent structure methods were used to analyze data collected from 700 science students. Both linear and branching relationships were identified within and across the two sets of skills. (Author/JN)

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

ERIC Educational Resources Information Center

Jackson, Denise

2015-01-01

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

Geography and Reading: An Integrated Approach to Teaching Reading Skills.

ERIC Educational Resources Information Center

Fitzhugh, William P.

This document discusses the advantages of integrating social studies--geography in particular--and reading skills. Time is saved because literature based reading is a high interest means of introducing social studies concepts and vocabulary to children. Skills can be taught using the vocabulary from the social studies unit. This paper presents…

Formative Assessment of Procedural Skills: Students' Responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument

ERIC Educational Resources Information Center

Nestel, Debra; Kneebone, Roger; Nolan, Carmel; Akhtar, Kash; Darzi, Ara

2011-01-01

Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment--the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through "stations" or…

The Effect of Integrated Learning Model and Critical Thinking Skill of Science Learning Outcomes

NASA Astrophysics Data System (ADS)

Fazriyah, N.; Supriyati, Y.; Rahayu, W.

2017-02-01

This study aimed to determine the effect of integrated learning model and critical thinking skill toward science learning outcomes. The study was conducted in SDN Kemiri Muka 1 Depok in fifth grade school year 2014/2015 using cluster random sampling was done to 80 students. Retrieval of data obtained through tests and analysis by Variance (ANOVA) and two lines with the design treatment by level 2x2. The results showed that: (1) science learning outcomes students that given thematic integrated learning model is higher than in the group of students given fragmented learning model, (2) there is an interaction effect between critical thinking skills with integrated learning model, (3) for students who have high critical thinking skills, science learning outcomes students who given by thematic integrated learning model higher than fragmented learning model and (4) for students who have the ability to think critically low yield higher learning science fragmented model. The results of this study indicate that thematic learning model with critical thinking skills can improve science learning outcomes of students.

Stress intensity factors in a reinforced thick-walled cylinder

NASA Technical Reports Server (NTRS)

Tang, R.; Erdogan, F.

1984-01-01

An elastic thick-walled cylinder containing a radial crack is considered. It is assumed that the cylinder is reinforced by an elastic membrane on its inner surface. The model is intended to simulate pressure vessels with cladding. The formulation of the problem is reduced to a singular integral equation. Various special cases including that of a crack terminating at the cylinder-reinforcement interface are investigated and numerical examples are given. Results indicate that in the case of the crack touching the interface the crack surface displacement derivative is finite and consequently the stress state around the corresponding crack tip is bounded; and generally, for realistic values of the stiffness parameter, the effect of the reinforcement is not very significant.

The combined effects of noncontingent reinforcement and punishment on the reduction of rumination.

PubMed

DeRosa, Nicole M; Roane, Henry S; Bishop, Jamie R; Silkowski, Erica L

2016-09-01

The current study extends the literature on the assessment and treatment of rumination through the evaluation of a combined reinforcement- and punishment-based intervention. The study included a single participant with a history of rumination maintained by automatic reinforcement, as identified via a functional analysis. Both noncontingent reinforcement (NCR) with preferred edible items and punishment, in the form of a facial screen, were implemented separately to evaluate their independent effects on the occurrence of rumination. The final treatment package included both NCR and punishment procedures. Implementation of the combined treatment resulted in a 96.5% reduction in rumination relative to baseline. Procedural modifications and integrity errors also were evaluated. © 2016 Society for the Experimental Analysis of Behavior.

Nurse practitioner integration: Qualitative experiences of the change management process.

PubMed

Lowe, Grainne; Plummer, Virginia; Boyd, Leanne

2018-04-30

The aim of this qualitative research was to explore perceptions of organisational change related to the integration of nurse practitioners from key nursing stakeholders. The ongoing delivery of effective and efficient patient services is reliant upon the development and sustainability of nurse practitioner roles. Examination of the factors contributing to the underutilization of nurse practitioner roles is crucial to inform future management policies. A change management theory is used to reveal the complexity involved. Qualitative interviews were undertaken using a purposive sampling strategy of key stakeholders. Thematic analysis was undertaken and key themes were correlated to the theoretical framework. The results confirm the benefits of nurse practitioner roles, but suggest organisational structures and embedded professional cultures present barriers to full role optimization. Complicated policy processes are creating barriers to the integration of nurse practitioner roles. The findings increase understanding of the links between strategic planning, human resource management, professional and organisational cultures, governance and politics in change management. Effective leadership drives the change process through the ability to align key components necessary for success. Sustainability of nurse practitioners relies on recognition of their full potential in the health care team. The results of this study highlight the importance of management and leadership in the promotion of advanced nursing skills and experience to better meet patient outcomes. The findings reinforce the potential of nurse practitioners to deliver patient centred, timely and efficient health care. © 2018 John Wiley & Sons Ltd.

Engineering Knowledge and Student Development: An Institutional and Pedagogical Critique of Engineering Education

NASA Astrophysics Data System (ADS)

Tang, Xiaofeng

Educators have recommended the integration of engineering and the liberal arts as a promising educational model to prepare young engineers for global economic, environmental, sociotechnical, and ethical challenges. Drawing upon philosophy of technology, engineering studies, and educational psychology, this dissertation examines diverse visions and strategies for integrating engineering and liberal education and explores their impacts on students' intellectual and moral development. Based on archival research, interviews, and participant observation, the dissertation presents in-depth case studies of three educational initiatives that seek to blend engineering with the humanities, social sciences, and arts: Harvey Mudd College, the Picker Engineering Program at Smith College, and the Programs in Design and Innovation at Rensselaer Polytechnic Institute. The research finds that learning engineering in a liberal arts context increases students' sense of "owning" their education and contributes to their communication, teamwork, and other non-technical professional skills. In addition, opportunities for extensive liberal arts learning in the three cases encourage some students to pursue alternative, less technocentric approaches to engineering. Nevertheless, the case studies suggest that the epistemological differences between the engineering and liberal arts instructors help maintain a technical/social dualism among most students. Furthermore, the dissertation argues a "hidden curriculum," which reinforces the dominant ideology in the engineering profession, persists in the integrated programs and prevents the students from reflecting on the broad social context of engineering and critically examining the assumptions upheld in the engineering profession.

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

PubMed Central

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

2012-01-01

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

On Supporting Physical Skill Discovery

NASA Astrophysics Data System (ADS)

Furukawa, Koichi; Suwa, Masaki; Kato, Takaaki

One of the main difficulties in motor skill acquisition is attributed to body control based on wrong mental models. This is true to various domains such as playing sports and playing musical instruments. In order to acquire adequate motor skill by modifying false belief, we need to help people find appropriate key points in achieving a body control and integrate them. In this paper, we investigate three approaches to realize such support. The first one is to encourage exploration of the relations among key points constituting a motor skill, using a technique of meta-cognitive verbalization. The second one is to represent a motor skill by appropriate mechanical models. The third one is to integrate rules for component tasks in achieving a compound task. These three approaches, we argue, help people build an integrated mental model consisting of multiple relations among various key points, one that seems to be indispensable for acquisition of motor skills. These ideas suggest the possibility to create new skill rules to perform difficult tasks automatically.

SOCIAL: an integrative framework for the development of social skills.

PubMed

Beauchamp, Miriam H; Anderson, Vicki

2010-01-01

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the biological underpinnings and socio-cognitive skills that underlie social function (attention/executive function, communication, socio-emotional skills), as well as the internal and external (environmental) factors that mediate these skills. The components of the model are discussed in the context of the social brain network and are supported by evidence from 3 conditions known to affect social functioning (autism spectrum disorders, schizophrenia, and traumatic brain injury). This integrative model is intended to provide a theoretical structure for understanding the origins of social dysfunction and the factors that influence the emergence of social skills through childhood and adolescence in both healthy and clinical populations.

Assessment of Material Solutions of Multi-level Garage Structure Within Integrated Life Cycle Design Process

NASA Astrophysics Data System (ADS)

Wałach, Daniel; Sagan, Joanna; Gicala, Magdalena

2017-10-01

The paper presents an environmental and economic analysis of the material solutions of multi-level garage. The construction project approach considered reinforced concrete structure under conditions of use of ordinary concrete and high-performance concrete (HPC). Using of HPC allowed to significant reduction of reinforcement steel, mainly in compression elements (columns) in the construction of the object. The analysis includes elements of the methodology of integrated lice cycle design (ILCD). By making multi-criteria analysis based on established weight of the economic and environmental parameters, three solutions have been evaluated and compared within phase of material production (information modules A1-A3).

Discourses of Integration: Language, Skills, and the Politics of Difference

ERIC Educational Resources Information Center

Flubacher, Mi-Cha; Yeung, Shirley

2016-01-01

In this introduction, we outline the most relevant concepts for this special issue on integration and the politics of difference. This introduction characterizes "integration" as a dominant policy orientation and discursive regime concerned primarily with understandings of language, communication, and skill which constitute a…

Hydroponic Garden Promotes Hands-on Learning, Healthy Eating

ERIC Educational Resources Information Center

Anderson, Melinda; Swafford, Melinda

2011-01-01

The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science,…

Towards an Integrated Academic Assessment: Closing Employers' Expectations?

ERIC Educational Resources Information Center

Lim, Ngat-Chin

2015-01-01

Purpose: The purpose of this paper is to showcase that the integration of academic assessment with workplace performance appraisal practices can help to address the gap between graduate employability skills and employers' requirements. Employability refers to learning of transferable skills. Design/Methodology/Approach: The integrated assessment…

Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

PubMed

Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

Integrating Quantitative Thinking into an Introductory Biology Course Improves Students’ Mathematical Reasoning in Biological Contexts

PubMed Central

Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students’ apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students’ understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students’ inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students’ biology learning. PMID:24591504

Behavior of Concrete Cylinders Strengthened with a Basalt-FRP and Subjected to Mechanical Loads and Elevated Temperatures

NASA Astrophysics Data System (ADS)

Tulendinov, T.; Zesers, A.; Tamužs, V.

2017-09-01

Concrete samples were manufactured and strengthened with a basalt FRP (BFRP) using two kinds of winding patterns (spiral and tight). The efficiency of common and temperature-resistant epoxy binders were studied. Some of the samples were encased in an external concrete shell for an additional protection of the FRP reinforcement during heating. Both plain and polypropylene-microfiber-reinforced concretes were used for the external casing. Stress-strain relations of the samples before and after heating were obtained. The effects of high temperatures on the integrity of concrete samples with a BFRP reinforcement was investigated.

Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class

NASA Astrophysics Data System (ADS)

Ratay, Douglas L.; Schairer, Ashley; Garland, Catherine A.; Gomez-Martin, Cynthia

We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as "writing coaches" to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

How to Integrate Cooperative Skills Training into Learning Tasks: An Illustration with Young Pupils' Writing

ERIC Educational Resources Information Center

Lehraus, Katia

2015-01-01

This study explored how to integrate cooperative skills training into learning tasks in the area of writing. Cooperative learning sessions, aimed at developing both cooperative and cognitive skills, were created and conducted in two elementary school classes (Grade 2, age 7-8). Pupils' teamwork interactions were videotaped and analysed.…

A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training

ERIC Educational Resources Information Center

Wu, Po-Han; Hwang, Gwo-Jen; Su, Liang-Hao; Huang, Yueh-Min

2012-01-01

The aim of nursing education is to foster in students the competence of applying integrated knowledge with clinical skills to the application domains. In the traditional approach, in-class knowledge learning and clinical skills training are usually conducted separately, such that the students might not be able to integrate the knowledge and the…

Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

ERIC Educational Resources Information Center

Thorpe, Christin

2010-01-01

This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses

ERIC Educational Resources Information Center

Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

2016-01-01

Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory…

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

Leveraging Intermediaries to Expand Work-Based Learning. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

Work-based learning is an educational strategy that offers students an opportunity to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting. Managing work-based learning requires layers of coordination, which is typically done by an individual or organizational…

A Service Learning Project on Aluminum Recycling--Developing Soft Skills in a Material and Energy Balances Course

ERIC Educational Resources Information Center

West, Christy Wheeler

2017-01-01

This paper describes a project carried out in a sophomore chemical engineering course, in which students studied the energetic differences between refining and recycling aluminum. They worked in teams to prepare a presentation about the importance of aluminum recycling to a lay audience. The project reinforced classroom learning and provided an…