Learn to Earn: Sixth Grade.

ERIC Educational Resources Information Center

Smith, Vella Rose B.

The sixth grade learn-to-earn field tested unit was designed to develop career awareness and employability skills. The purpose is to help the learner understand the tasks performed in the home setting as related to the interest, aptitude, and training of the individuals performing these tasks. The lesson topics are: ways to earn money; personal…

Memory in Elementary School Children Is Improved by an Unrelated Novel Experience.

PubMed

Ballarini, Fabricio; Martínez, María Cecilia; Díaz Perez, Magdalena; Moncada, Diego; Viola, Haydée

2013-01-01

Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could exert an enhancing effect on learning and memory within the school environment. Here we show that novel experience improved the memory of literary or graphical activities when it is close to these learning sessions. We found memory improvements in groups of students who had experienced a novel science lesson 1 hour before or after the reading of a story, but not when these events were 4 hours apart. Such promoting effect on long-term memory (LTM) was also reproduced with another type of novelty (a music lesson) and also after another type of learning task (a visual memory). Interestingly, when the lesson was familiar, it failed to enhance the memory of the other task. Our results show that educationally relevant novel events experienced during normal school hours can improve LTM for tasks/activities learned during regular school lessons. This effect is restricted to a critical time window around learning and is particularly dependent on the novel nature of the associated experience. These findings provide a tool that could be easily transferred to the classroom by the incorporation of educationally novel events in the school schedule as an extrinsic adjuvant of other information acquired some time before or after it. This approach could be a helpful tool for the consolidation of certain types of topics that generally demand a great effort from the children.

75 FR 57987 - Evaluation of the Groundwater Task Force Report: Public Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-23

... NUCLEAR REGULATORY COMMISSION [NRC-2010-0302] Evaluation of the Groundwater Task Force Report... Task Force (GTF) in March 2010 to determine whether past, current, and planned actions should be... recommendations made in the Liquid Radioactive Release Lessons Learned Task Force Final Report dated September 1...

Analogy motor learning by young children: a study of rope skipping.

PubMed

Tse, Andy C Y; Fong, Shirley S M; Wong, Thomson W L; Masters, Rich

2017-03-01

Research in psychology suggests that provision of an instruction by analogy can enhance acquisition and understanding of knowledge. Limited research has been conducted to test this proposition in motor learning by children. The purpose of the present study was to examine the feasibility of analogy instructions in motor skill acquisition by children. Thirty-two children were randomly assigned to one of the two instruction protocols: analogy and explicit instruction protocols for a two-week rope skipping training. Each participant completed a pretest (Lesson 1), three practice sessions (Lesson 2-4), a posttest and a secondary task test (Lesson 5). Children in the analogy protocol displayed better rope skip performance than those in the explicit instruction protocol (p < .001). Moreover, a cognitive secondary task test indicated that children in the analogy protocol performed more effectively, whereas children in the explicit protocol displayed decrements in performance. Analogy learning may aid children to acquire complex motor skills, and have potential benefits related to reduced cognitive processing requirements.

Lessons Learned Study Final Report for the Exploration Systems Mission Directorate

NASA Technical Reports Server (NTRS)

Van Laak, Jim; Brumfield, M. Larry; Moore, Arlene A.; Anderson, Brooke; Dempsey, Jim; Gifford, Bob; Holloway, Chip; Johnson, Keith

2004-01-01

This report is the final product of a 90-day study performed for the Exploration Systems Mission Directorate. The study was to assemble lessons NASA has learned from previous programs that could help the Exploration Systems Mission Directorate pursue the Exploration vision. It focuses on those lessons that should have the greatest significance to the Directorate during the formulation of program and mission plans. The study team reviewed a large number of lessons learned reports and data bases, including the Columbia Accident Investigation Board and Rogers Commission reports on the Shuttle accidents, accident reports from robotic space flight systems, and a number of management reviews by the Defense Sciences Board, Government Accountability Office, and others. The consistency of the lessons, findings, and recommendations validate the adequacy of the data set. In addition to reviewing existing databases, a series of workshops was held at each of the NASA centers and headquarters that included senior managers from the current workforce as well as retirees. The full text of the workshop reports is included in Appendix A. A lessons learned website was opened up to permit current and retired NASA personnel and on-site contractors to input additional lessons as they arise. These new lessons, when of appropriate quality and relevance, will be brought to the attention of managers. The report consists of four parts: Part 1 provides a small set of lessons, called the Executive Lessons Learned, that represent critical lessons that the Exploration Systems Mission Directorate should act on immediately. This set of Executive Lessons and their supporting rationale have been reviewed at length and fully endorsed by a team of distinguished NASA alumni; Part 2 contains a larger set of lessons, called the Selected Lessons Learned, which have been chosen from the lessons database and center workshop reports on the basis of their specific significance and relevance to the near-term work of the Exploration Directorate. These lessons frequently support the Executive lessons but are more general in nature; Part 3 consists of the reports of the center workshops that were conducted as part of this activity. These reports are included in their entirety (approximately 200 pages) in Appendix G and have significance for specific managers; Part 4 consists of the remainder of the lessons that have been selected by this effort and assembled into a database for the use of the Explorations Directorate. The database is archived and hosted in the Lessons Learned Knowledge Network, which provides a flexible search capability using a wide variety of search terms. Finally, a spreadsheet lists databases searched and a bibliography identifies reports that have been reviewed as sources of lessons for this task. NASA has been presented with many learning opportunities. We have conducted numerous programs, some extremely successful and others total failures. Most have been documented with a formal lessons learned activity, but we have not always incorporated these learning opportunities into our normal modes of business. For example, the Robbins Report of 2001 clearly indicates that many project failures of the past two decades were the result of violating well documented best practices, often in direct violation of management instructions and directives. An overarching lesson emerges: that disciplined execution in accordance with proven best practices is the greatest single contributor to a successful program. The Lessons Learned task team offers a sincere hope that the lessons presented herein will be helpful to the Exploration Systems Directorate in charting and executing their course. The success of the Directorate and of NASA in general depends on our collective ability to move forward without having to relearn the lessons of those who have gone before.

Ground Truth Creation for Complex Clinical NLP Tasks - an Iterative Vetting Approach and Lessons Learned.

PubMed

Liang, Jennifer J; Tsou, Ching-Huei; Devarakonda, Murthy V

2017-01-01

Natural language processing (NLP) holds the promise of effectively analyzing patient record data to reduce cognitive load on physicians and clinicians in patient care, clinical research, and hospital operations management. A critical need in developing such methods is the "ground truth" dataset needed for training and testing the algorithms. Beyond localizable, relatively simple tasks, ground truth creation is a significant challenge because medical experts, just as physicians in patient care, have to assimilate vast amounts of data in EHR systems. To mitigate potential inaccuracies of the cognitive challenges, we present an iterative vetting approach for creating the ground truth for complex NLP tasks. In this paper, we present the methodology, and report on its use for an automated problem list generation task, its effect on the ground truth quality and system accuracy, and lessons learned from the effort.

Strategies for Encouraging Students to Persist on Challenging Tasks: Some Insights from Work in Classrooms

ERIC Educational Resources Information Center

Roche, Anne; Clarke, Doug; Sullivan, Peter; Cheeseman, Jill

2013-01-01

This article promotes the use of mathematically appropriate, engaging and challenging tasks to support learning that is worthwhile. The authors share insights from a three-lesson design experiment and the three tasks along with the results from their implementation are explored.

Visual environment, attention allocation, and learning in young children: when too much of a good thing may be bad.

PubMed

Fisher, Anna V; Godwin, Karrie E; Seltman, Howard

2014-07-01

A large body of evidence supports the importance of focused attention for encoding and task performance. Yet young children with immature regulation of focused attention are often placed in elementary-school classrooms containing many displays that are not relevant to ongoing instruction. We investigated whether such displays can affect children's ability to maintain focused attention during instruction and to learn the lesson content. We placed kindergarten children in a laboratory classroom for six introductory science lessons, and we experimentally manipulated the visual environment in the classroom. Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when the walls were highly decorated than when the decorations were removed. © The Author(s) 2014.

Learners' Field Dependence and the Effects of Personalized Narration on Learners' Computer Perceptions and Task-Related Attitudes in Multimedia Learning

ERIC Educational Resources Information Center

Liew, Tze Wei; Tan, Su-Mae; Seydali, Rouzbeh

2014-01-01

In this article, the effects of personalized narration in multimedia learning on learners' computer perceptions and task-related attitudes were examined. Twenty-six field independent and 22 field dependent participants studied the computer-based multimedia lessons on C-Programming, either with personalized narration or non-personalized narration.…

Science and Sandy: Lessons Learned

NASA Astrophysics Data System (ADS)

Werner, K.

2013-12-01

Following Hurricane Sandy's impact on the mid-Atlantic region, President Obama established a Task Force to '...ensure that the Federal Government continues to provide appropriate resources to support affected State, local, and tribal communities to improve the region's resilience, health, and prosperity by building for the future.' The author was detailed from NOAA to the Task Force between January and June 2013. As the Task Force and others began to take stock of the region's needs and develop plans to address them, many diverse approaches emerged from different areas of expertise including: infrastructure, management and construction, housing, public health, and others. Decision making in this environment was complex with many interests and variables to consider and balance. Although often relevant, science and technical expertise was not always at the forefront of this process. This talk describes the author's experience with the Sandy Task Force focusing on organizing scientific expertise to support the work of the Task Force. This includes a description of federal activity supporting Sandy recovery efforts, the role of the Task Force, and lessons learned from developing a science support function within the Task Force.

Defense Acquisition University (DAU) Program Managers Tool Kit

DTIC Science & Technology

2008-03-01

SUBTITLE Program Managers Tool Kit 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK...strve for optmal solutons, seek better ways to manage, and provde lessons -learned to those who follow; • be candd about program status, ncludng...practces, lessons learned, and rsks to avod; • valdated practces wth consstent, verfiable nformaton; • an actve knowledge base to help wth

Real Time Data System (RTDS)

NASA Technical Reports Server (NTRS)

Muratore, John F.

1991-01-01

Lessons learned from operational real time expert systems are examined. The basic system architecture is discussed. An expert system is any software that performs tasks to a standard that would normally require a human expert. An expert system implies knowledge contained in data rather than code. And an expert system implies the use of heuristics as well as algorithms. The 15 top lessons learned by the operation of a real time data system are presented.

Generalized lessons about sequence learning from the study of the serial reaction time task

PubMed Central

Schwarb, Hillary; Schumacher, Eric H.

2012-01-01

Over the last 20 years researchers have used the serial reaction time (SRT) task to investigate the nature of spatial sequence learning. They have used the task to identify the locus of spatial sequence learning, identify situations that enhance and those that impair learning, and identify the important cognitive processes that facilitate this type of learning. Although controversies remain, the SRT task has been integral in enhancing our understanding of implicit sequence learning. It is important, however, to ask what, if anything, the discoveries made using the SRT task tell us about implicit learning more generally. This review analyzes the state of the current spatial SRT sequence learning literature highlighting the stimulus-response rule hypothesis of sequence learning which we believe provides a unifying account of discrepant SRT data. It also challenges researchers to use the vast body of knowledge acquired with the SRT task to understand other implicit learning literatures too often ignored in the context of this particular task. This broad perspective will make it possible to identify congruences among data acquired using various different tasks that will allow us to generalize about the nature of implicit learning. PMID:22723815

Cultivating Institutional Capacities for Learning Analytics

ERIC Educational Resources Information Center

Lonn, Steven; McKay, Timothy A.; Teasley, Stephanie D.

2017-01-01

This chapter details the process the University of Michigan developed to build institutional capacity for learning analytics. A symposium series, faculty task force, fellows program, research grants, and other initiatives are discussed, with lessons learned for future efforts and how other institutions might adapt such efforts to spur cultural…

Training Strategies to Mitigate Expectancy-Induced Response Bias in Combat Identification: A Research Agenda

DTIC Science & Technology

2010-01-01

effects on troops in addition to the tragic loss of life. Data collected through the U.S. Army’s Center for Army Lessons Learned (CALL) suggest 10...stress (from Kavanagh, 2005, p. 3) Several investigations have shown that tasks that are well- learned tend to be more resistant to the effects of...automaticity and the proceduralization of tasks. These over- learned behaviors tend to require less attentional control and fewer mental resources

Lessons in Financial Literacy Task Design: Authentic, Imaginable, Useful

ERIC Educational Resources Information Center

Sawatzki, Carly

2017-01-01

As part of ongoing design-based research exploring financial literacy teaching and learning, 10 tasks termed "financial dilemmas" were trialled by 14 teachers and more than 300 year 5 and 6 students in four government primary schools in urban Darwin. Drawing on data related to three tasks--"Catching the bus," "Laser…

Lessons learned in developing community mental health care in Latin American and Caribbean countries

PubMed Central

RAZZOUK, DENISE; GREGÓRIO, GUILHERME; ANTUNES, RENATO; MARI, JAIR DE JESUS

2012-01-01

This paper summarizes the findings for the Latin American and Caribbean countries of the WPA Task Force on Steps, Obstacles and Mistakes to Avoid in the Implementation of Community Mental Health Care. It presents an overview of the provision of mental health services in the region; describes key experiences in Argentina, Belize, Brazil, Chile, Cuba, Jamaica and Mexico; and discusses the lessons learned in developing community mental health care. PMID:23024680

Random Learning Units Using WIRIS Quizzes in Moodle

ERIC Educational Resources Information Center

Mora, Angel; Merida, Enrique; Eixarch, Ramon

2011-01-01

Moodle is an extended learning management system for developing learning units, including mathematically-based subjects. A wide variety of material can be developed in Moodle which contains facilities for forums, questionnaires, lessons, tasks, wikis, glossaries and chats. Therefore, the Moodle platform provides a meeting point for those working…

Making Learning Fun: Quest Atlantis, A Game Without Guns

ERIC Educational Resources Information Center

Barab, Sasha; Thomas, Michael; Dodge, Tyler; Carteaux, Robert; Tuzun, Hakan

2005-01-01

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9-12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating…

Thinking Skills Intervention for Low-Achieving First Graders

ERIC Educational Resources Information Center

Hotulainen, Risto; Mononen, Riikka; Aunio, Pirjo

2016-01-01

This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a…

Snapshots of mathematics teacher noticing during task design

NASA Astrophysics Data System (ADS)

Choy, Ban Heng

2016-09-01

Designing a mathematically worthwhile task is critical for promoting students' reasoning. To improve task design skills, teachers often engage in collaborative lesson planning activities such as lesson study. However, to learn from the process of lesson study, it is important for teachers to notice productively the concepts, students' confusion and the design of the task. But what researchers mean by productive noticing varies. In this article, I present the FOCUS Framework which highlights two characteristics of productive noticing: having an explicit focus for noticing and focusing noticing through pedagogical reasoning. Using these two characteristics, I develop snapshots of noticing as a representation of practice to present a fine-grained analysis of teacher noticing. Through vignettes of teachers discussing the design of a task to teach fractions, I illustrate how two teachers' noticing can be analysed and represented using snapshots of noticing. To conclude, I highlight what snapshots of noticing tell us about a teacher's noticing and suggest ways to use these snapshots in future studies of noticing.

The role of failure/problems in engineering: A commentary of failures experienced - lessons learned

NASA Technical Reports Server (NTRS)

Ryan, R. S.

1992-01-01

The written version of a series of seminars given to several aerospace companies and three NASA centers are presented. The results are lessons learned through a study of the problems experienced in 35 years of engineering. The basic conclusion is that the primary cause of problems has not been mission technologies, as important as technology is, but the neglect of basic principles. Undergirding this is the lack of a systems focus from determining requirements through design, verification, and operations phases. Many of the concepts discussed are fundamental to total quality management (TQM) and can be used to augment this product enhanced philosophy. Fourteen principles are addressed with problems experienced and are used as examples. Included is a discussion of the implication of constraints, poorly defined requirements, and schedules. Design guidelines, lessons learned, and future tasks are listed. Two additional sections are included that deal with personal lessons learned and thoughts on future thrusts (TQM).

A Highly Capable Year 6 Student's Response to a Challenging Mathematical Task

ERIC Educational Resources Information Center

Livy, Sharyn; Holmes, Marilyn; Ingram, Naomi; Linsell, Chris; Sullivan, Peter

2016-01-01

Highly capable mathematics students are not usually considered strugglers. This paper reports on a case study of a Year 6 student, Debbie, her response to a lesson, and her learning involving a challenging mathematical task. Debbie, usually a highly capable student, struggled to complete a challenging mathematical task by herself, but as the…

Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?

ERIC Educational Resources Information Center

Morris, Anne K.; Hiebert, James

2017-01-01

We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when…

Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea

ERIC Educational Resources Information Center

Kwon, In Tak; Kim, Junghwan; Lim, Doo Hun

2015-01-01

This paper is designed to explore Jeonju City's strategies to build a successful lifelong learning city by analyzing the practices for the Lifelong Learning City Movement (LLCM) and then draw the limitations and needed tasks for building a Lifelong Learning City at the local government level. As Cunningham (1993) pointed out, we found some gaps…

Classroom L2 Vocabulary Acquisition: Investigating the Role of Pedagogical Tasks and Form-Focused Instruction

ERIC Educational Resources Information Center

de la Fuente, Maria J.

2006-01-01

Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of…

Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

NASA Astrophysics Data System (ADS)

Fredenberg, Michael Duane

The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the teachers decided to modify a task. Moreover, relationships between and among the various factors were identified. The emergent framework from this study offers insight into decompositions of the two teaching practices of interest, and, in particular, the utility of the number choices made by the teachers.

A Jigsaw Cooperative Learning Application in Elementary Science and Technology Lessons: Physical and Chemical Changes

ERIC Educational Resources Information Center

Tarhan, Leman; Ayyildiz, Yildizay; Ogunc, Aylin; Sesen, Burcin Acar

2013-01-01

Background: Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of "physical and chemical changes" difficult and abstract, and thus they generally have many misconceptions about it. Purpose: This study aimed to investigate the…

How Do Indiana Women of Achievement Awardees Support Preskill and Brookfield's Learning as a Way of Leading Framework?

ERIC Educational Resources Information Center

Glowacki-Dudka, Michelle; Vetor-Suits, Cristina; Herbert, Katharine; Weiss, Lois; Murray, Jennifer; Rhodes, Amy; Shelby-Mitchell, Diane; Turner, Melanie

2016-01-01

In 2009, Preskill and Brookfield published "Learning as a Way of Leading: Lessons from the Struggle for Social Justice" that describes nine learning tasks characterizing organic leaders. These include being open to the contributions of others, critical reflection, supporting the growth of others, collective leadership, analyzing…

Lessons learned from new construction utility demand side management programs and their implications for implementing building energy codes

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

Wise, B.K.; Hughes, K.R.; Danko, S.L.

1994-07-01

This report was prepared for the US Department of Energy (DOE) Office of Codes and Standards by the Pacific Northwest Laboratory (PNL) through its Building Energy Standards Program (BESP). The purpose of this task was to identify demand-side management (DSM) strategies for new construction that utilities have adopted or developed to promote energy-efficient design and construction. PNL conducted a survey of utilities and used the information gathered to extrapolate lessons learned and to identify evolving trends in utility new-construction DSM programs. The ultimate goal of the task is to identify opportunities where states might work collaboratively with utilities to promotemore » the adoption, implementation, and enforcement of energy-efficient building energy codes.« less

Information technology enters the doctor's office: Part II--Six lessons about intended ... and unintended ... results.

PubMed

Frankel, P; Chernow, R; Rosenberg, W

1994-02-01

Part I of this article ("Six Design and Implementation Lessons," Physician Executive, Sept.-Oct. 1993, pp. 46-50) described an ambulatory utilization review (AUR) program designed and implemented by Metropolitan Life Insurance Company and reviewed some of the lessons learned over the past five years. Those lessons pertained to the tasks of inventing a new information technology to measure and evaluate ambulatory care and some of the practical implementation issues associated with review of 30,000 small dollar value claims per day in 19 claim offices nationwide. This article turns to the basic purpose of AUR--to review the medical necessity and appropriateness of ambulatory utilization. One lesson learned about AUR in this context is that AUR works: savings from the program outweigh costs by almost 5:1. The more important lessons, however, stem from understanding how the savings are achieved, and what some of the other unintended benefits of the program are.

The Lessons of Modularity in Informing Australian Army Transformation

DTIC Science & Technology

2014-12-12

States) CALL Center for Army Lessons Learned (United States) Cbt Bde Combat Brigade (Australian) CTC Combat Training Center DOTMLPF Doctrine ...Center ix TRADOC Training and Doctrine Command US United States x ILLUSTRATIONS Figure 1. The Australian Cbt Bde Structure...that could be task-organized for deployment and provide a sustained capability over multiple rotations. The changes to organization, doctrine , training

Capturing Student Mathematical Engagement through Differently Enacted Classroom Practices: Applying a Modification of Watson's Analytical Tool

ERIC Educational Resources Information Center

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-01-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms…

Remote Systems Design & Deployment

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

Bailey, Sharon A.; Baker, Carl P.; Valdez, Patrick LJ

2009-08-28

The Pacific Northwest National Laboratory (PNNL) was tasked by Washington River Protection Solutions, LLC (WRPS) to provide information and lessons learned relating to the design, development and deployment of remote systems, particularly remote arm/manipulator systems. This report reflects PNNL’s experience with remote systems and lays out the most important activities that need to be completed to successfully design, build, deploy and operate remote systems in radioactive and chemically contaminated environments. It also contains lessons learned from PNNL’s work experiences, and the work of others in the national laboratory complex.

Lessons Learned from the Design, Certification, and Operation of the Space Shuttle Integrated Main Propulsion System (IMPS)

NASA Technical Reports Server (NTRS)

Martinez, Hugo E.; Albright, John D.; D'Amico, Stephen J.; Brewer, John M.; Melcher, John C., IV

2011-01-01

The Space Shuttle Integrated Main Propulsion System (IMPS) consists of the External Tank (ET), Orbiter Main Propulsion System (MPS), and Space Shuttle Main Engines (SSMEs). The IMPS is tasked with the storage, conditioning, distribution, and combustion of cryogenic liquid hydrogen (LH2) and liquid oxygen (LO2) propellants to provide first and second stage thrust for achieving orbital velocity. The design, certification, and operation of the associated IMPS hardware have produced many lessons learned over the course of the Space Shuttle Program (SSP). A subset of these items will be discussed in this paper for consideration when designing, building, and operating future spacecraft propulsion systems. This paper will focus on lessons learned related to Orbiter MPS and is the first of a planned series to address the subject matter.

The Locker Problem: An Open and Shut Case

ERIC Educational Resources Information Center

Kimani, Patrick M.; Olanoff, Dana; Masingila, Joanna O.

2016-01-01

This article discusses how teaching via problem solving helps enact the Mathematics Teaching Practices and supports students' learning and development of the Standards for Mathematical Practice. This approach involves selecting and implementing mathematical tasks that serve as vehicles for meeting the learning goals for the lesson. For the lesson…

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice.

PubMed

Thisgaard, Malene; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.

Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

NASA Astrophysics Data System (ADS)

Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

2018-01-01

To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

PubMed Central

Thisgaard, Malene; Makransky, Guido

2017-01-01

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student’s interest in and goals toward STEM related careers. PMID:28611701

The Influence of Drama on Elementary Students' Written Narratives and On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine A.

2014-01-01

Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students' written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N = 14) with comorbid language-based learning disabilities (LD) and…

The Role of Cognitive Organizers in the Facilitation of Concept Learning in Elementary School Science.

ERIC Educational Resources Information Center

Schulz, Richard William

Studied was the effect of advance organizers, as defined by Ausubel, on the learning of concepts in science. Sixth grade classes studied two sequences of major concept-centered learning tasks developed by the investigator. The first had 12 lessons about energy forms and transformations; the second had five about photosynthesis and respiration as…

Active learning improves on-task behaviors in 4th grade children.

PubMed

Bartholomew, J B; Golaszewski, N M; Jowers, E; Korinek, E; Roberts, G; Fall, A; Vaughn, S

2018-06-01

While increased opportunities for physical activity (PA) are a critical, public health need for children, school-based interventions often place teachers in the position to choose between PA and time spent on academic lessons. Active learning is designed to overcome this by combining PA with academic material. Moreover, teachers are likely to be more responsive to change in academic-related outcomes than in PA. This study utilizes a large, cluster randomized control trial in which student attention, or time on task (TOT) and accelerometer-based PA is assessed in conjunction with active learning. Participants were 2716 children (46% male, 46% white) from 28 elementary schools in Central Texas that were assigned to either: 1) active learning (math n = 10; spelling n = 9); or 2) traditional, sedentary academic lessons (n = 9). PA was measured with accelerometers. TOT was measured through a momentary time sampling protocol. A series of three-level (student, classroom, school) regression models estimated the effect of the intervention. The intervention lead to significantly increased TOT. Moreover, the dose of PA (steps) during the intervention was positively associated with the increase in TOT. In contrast, a greater dose of PA was associated with reduced TOT for students in control schools. Race, gender, and SES did not moderate these effects. Planned PA - as a part of an active, academic lesson - positively impacted TOT. In contrast, a traditional, sedentary lesson was associated with lower TOT. This differential impact offers intriguing possibilities to better understand the relationship between PA and academic performance. Copyright © 2018 Elsevier Inc. All rights reserved.

The use of high impact practices (HIPs) on chemistry lesson design and implementation by pre-service teachers

NASA Astrophysics Data System (ADS)

Chamrat, Suthida; Apichatyotin, Nattaya; Puakanokhirun, Kittaporn

2018-01-01

The quality of lesson design is essential to learning effectiveness. Research shows some characteristics of lessons have strong effect on learning which were grouped into "High Impact Practices or HIPs. This research aims to examine the use of HIPs on chemistry lesson design as a part of Teaching Science Strand in Chemistry Concepts course. At the first round of lesson design and implementing in classroom, 14 chemistry pre-services teachers freely selected topics, designed and implemented on their own ideas. The lessons have been reflected by instructors and their peers. High Impact Practices were overtly used as the conceptual framework along with the After-Action Review and Reflection (AARR). The selected High Impact practice in this study consisted of 6 elements: well-designed lesson, vary cognitive demand/academic challenge, students center approach, opportunity of students to reflect by discussion or writing, the assignment of project based learning or task, and the lesson reflects pre-service teachers' Technological Pedagogical Content Knowledge (TPACK). The second round, pre-service teachers were encouraged to explicitly used 6 High Impact Practices in cooperated with literature review specified on focused concepts for bettering designed and implemented lessons. The data were collected from 28 lesson plans and 28 classroom observations to compare and discuss between the first and second lesson and implementation. The results indicated that High Impact Practices effect on the quality of delivered lesson. However, there are some elements that vary on changes which were detailed and discussed in this research article.

Graphics Processor Units (GPUs)

NASA Technical Reports Server (NTRS)

Wyrwas, Edward J.

2017-01-01

This presentation will include information about Graphics Processor Units (GPUs) technology, NASA Electronic Parts and Packaging (NEPP) tasks, The test setup, test parameter considerations, lessons learned, collaborations, a roadmap, NEPP partners, results to date, and future plans.

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

PubMed Central

Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

2015-01-01

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning. Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning. PMID:26336354

Service Learning and the Compass Trail

ERIC Educational Resources Information Center

Morris, Ronald V.

2016-01-01

Students used a compass trail to show how they could perform service to their school. When students performed service learning, they completed a real task that was needed for a grateful audience conjoined with academic content in the lesson. Students worked on the school grounds and used content from their regular curriculum while looking for…

Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space

ERIC Educational Resources Information Center

Litman, Cindy; Greenleaf, Cynthia

2018-01-01

This study drew on observations of 40 secondary English language arts, history, and science lessons to describe variation in opportunities for students to engage in argumentation and possible implications for student engagement and learning. The authors focused their analysis on two broad dimensions of argumentation tasks: (1) "Instructional…

Lessons Learned from Coordinating Relay Activities at Mars

NASA Technical Reports Server (NTRS)

Gladden, Roy E.; Hwang, Pauline; Waggoner, Bruce; McLaughlin, Bruce; Fieseler, Paul; Thomas, Reid; Bigwood, Maria; Herrera, Paul

2005-01-01

The Mission Management Office at the Jet Propulsion Laboratory was tasked with coordinating the relay of data between multiple spacecraft at Mars in support of the Mars Exploration Rover Missions in early 2004. The confluence of three orbiters (Mars Global Surveyor, Mars Odyssey, and Mars Express), two rovers (Spirit and Opportunity), and one lander (Beagle 2) has provided a challenging operational scenario that required careful coordination between missions to provide the necessary support and to avoid potential interference during simultaneous relay sessions. As these coordination efforts progressed, several important lessons were learned that should be applied to future Mars relay activities.

Teaching Physics and the Nature of Science Together: A Case Study.

ERIC Educational Resources Information Center

Nott, Mick

1994-01-01

Describes and evaluates an attempt to teach about Brownian motion and to simultaneously draw out lessons about the nature of science. Outlines the learning tasks, summarizes and analyzes student responses from a questionnaire. (DDR)

After-Action Reviews - who conducts them?

Treesearch

Anne E. Black; Kathleen Sutcliffe; Michelle Barton

2009-01-01

Reflecting on the links between intentions and outcomes is a key practice of a learning organization (Garvin 2000). The After-Action Review (AAR) is a formal reflection process intended to assist groups in capturing lessons learned from a task. AARs typically ask four questions regarding fire-response operations: (1) what did we set out to do, (2) what actually...

Examining pre-service science teachers' developing pedagogical design capacity for planning and supporting task-based classroom discussions

NASA Astrophysics Data System (ADS)

Ross, Danielle Kristina

Teachers face many challenges as we move forward into the age of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The NGSS aim to develop a population of scientifically literate and talented students who can participate in the "innovation-driven economy" (p. 1). In order to meet these goals, teachers must provide students with opportunities to engage in science and engineering practices (SEPs) and learn core ideas of these disciplines. This study followed pre-service secondary science teachers as they participated in a secondary science teacher preparation program intended to support the development of their pedagogical design capacity (Brown, 2009) related to planning and supporting whole-class taskbased discussions. Teacher educators in this program designed an intervention that aimed in supporting this development. This study examined a particular dimension of PDC -- specifically, PSTs effective use of resources to plan science lessons in which students engage in a high demand task, participate in SEPs, and discuss their work in a whole-class setting. In order to examine the effectiveness of the intervention, I had to define PDC a priori. I measured PDC by documenting how/whether PSTs engaged in the following instructional planning practices: developing Learning Goals, selecting and/or designing challenging tasks, anticipating student thinking, planning for monitoring student thinking, imagining the discussion storyline, planning questions, and planning marking strategies. Analyses showed a significant difference between baseline lesson plan scores and Instructional Performance scores. These findings suggest these patterns and changes were directly linked to the teacher preparation program. The mean increase in Instructional Performance scores during the course of the teacher preparation year further supports the effect of the teacher preparation coursework. Pre-service teachers with high pedagogical design capacity continually integrated the ambitious planning practices they learned in their coursework. In contrast, pre-service teachers with low pedagogical design capacity appeared to appropriate the vocabulary and language they learned in coursework, but did not integrate these practices at a high level. This study suggests that pre-service teachers who receive intensive instruction on ambitious planning practices for task-based discussion effectively develop the pedagogical design capacity to plan for task-based discussion lessons.

Cognitive Task Analysis and Intelligent Computer-Based Training Systems: Lessons Learned from Coached Practice Environments in Air Force Avionics.

ERIC Educational Resources Information Center

Katz, Sandra N.; Hall, Ellen; Lesgold, Alan

This paper describes some results of a collaborative effort between the University of Pittsburgh and the Air Force to develop advanced troubleshooting training for F-15 maintenance technicians. The focus is on the cognitive task methodology used in the development of three intelligent tutoring systems to inform their instructional content and…

Animated software training via the internet: lessons learned

NASA Technical Reports Server (NTRS)

Scott, C. J.

2000-01-01

The Mission Execution and Automation Section, Information Technologies and Software Systems Division at the Jet Propulsion Laboratory, recently delivered an animated software training module for the TMOD UPLINK Consolidation Task for operator training at the Deep Space Network.

Human Factors Throughout the Life Cycle: Lessons Learned from the Shuttle Program. [Human Factors in Ground Processing

NASA Technical Reports Server (NTRS)

Kanki, Barbara G.

2011-01-01

With the ending of the Space Shuttle Program, it is critical that we not forget the Human Factors lessons we have learned over the years. At every phase of the life cycle, from manufacturing, processing and integrating vehicle and payload, to launch, flight operations, mission control and landing, hundreds of teams have worked together to achieve mission success in one of the most complex, high-risk socio-technical enterprises ever designed. Just as there was great diversity in the types of operations performed at every stage, there was a myriad of human factors that could further complicate these human systems. A single mishap or close call could point to issues at the individual level (perceptual or workload limitations, training, fatigue, human error susceptibilities), the task level (design of tools, procedures and aspects of the workplace), as well as the organizational level (appropriate resources, safety policies, information access and communication channels). While we have often had to learn through human mistakes and technological failures, we have also begun to understand how to design human systems in which individuals can excel, where tasks and procedures are not only safe but efficient, and how organizations can foster a proactive approach to managing risk and supporting human enterprises. Panelists will talk about their experiences as they relate human factors to a particular phase of the shuttle life cycle. They will conclude with a framework for tying together human factors lessons-learned into system-level risk management strategies.

Generating Topic Headings during Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

ERIC Educational Resources Information Center

Clariana, Roy B.; Marker, Anthony W.

2007-01-01

This investigation considers the effects of learner-generated headings on memory. Participants (N = 63) completed a computer-based lesson with or without learner-generated text topic headings. Posttests included a cued recall test of factual knowledge and a sorting task measure of structural knowledge. A significant disordinal interaction was…

Adopting a Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research Study

ERIC Educational Resources Information Center

Kenney, Jane; Newcombe, Ellen

2011-01-01

Adopting a new teaching approach is often a daunting task especially if one is an early adopter in a limited-resource environment. This article describes the challenges encountered and the strategies used in pilot testing a blended instructional method in a large size class within the college of education at a medium-sized university. The main…

Student Reflections on Learning with Challenging Tasks: "I Think the Worksheets Were Just for Practice, and the Challenges Were for Maths"

ERIC Educational Resources Information Center

Russo, James; Hopkins, Sarah

2017-01-01

The current study considered young students' (7 and 8 years old) experiences and perceptions of mathematics lessons involving challenging (i.e. cognitively demanding) tasks. We used the Constant Comparative Method to analyse the interview responses (n = 73) regarding what work artefacts students were most proud of creating and why. Five themes…

Computer control improves ethylene plant operation

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

Whitehead, B.D.; Parnis, M.

ICIA Australia ordered a turnkey 250,000-tpy ethylene plant to be built at the Botany site, Sydney, Australia. Following a feasibility study, an additional order was placed for a process computer system for advanced process control and optimization. This article gives a broad outline of the process computer tasks, how the tasks were implemented, what problems were met, what lessons were learned and what results were achieved.

Paint Bucket Polygons

ERIC Educational Resources Information Center

Edwards, Michael Todd; Harper, Suzanne R.

2010-01-01

During a two-week summer professional development workshop, teams of intermediate-level school teachers and college methods instructors crafted mathematics learning modules--activities, lesson plans, work sheets, and technology-oriented tasks--with the primary goal of strengthening students' understanding of various geometric concepts. They recast…

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

NASA Astrophysics Data System (ADS)

Henrichs, Lotte F.; Leseman, Paul P. M.

2014-11-01

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

Medical support to Sri Lanka in the wake of tsunamis: planning considerations and lessons learned.

PubMed

Lane, David A

2006-10-01

When massive tsunamis affected the coast of Sri Lanka and other Indian Ocean littorals, elements of the Third Force Service Support Group and assigned Navy, Air Force, Army, and Coast Guard units from the U.S. Pacific Command were "task organized" to form Combined Support Group-Sri Lanka (CSG-SL), charged to conduct humanitarian assistance/disaster relief (HA/DR) operations. The specific mission was to provide immediate relief to the affected population of Sri Lanka and the Maldives, to minimize loss of life, and to mitigate human suffering. A 30-person health care team deployed to the northern province of Jaffna and provided medical assistance to that chronically underserved and acutely overstressed region. For a 12-day period, the team served as the principal medical staff of an under-resourced government hospital and conducted mobile primary care clinics at nearby welfare camps housing > 7,000 internally displaced persons made homeless by the tsunamis. By every measurable standard, CSG-SL accomplished its assigned HA/DR task in Sri Lanka, including the medical mission. In doing so, the medical team learned many important lessons, including five of particular value to planners of similar relief operations in the future. This article discusses the context in which CSG-SL planned and executed the medical aspects of its HA/DR operations in Sri Lanka, and it describes the most significant medical lessons learned.

EU-US standards harmonization task group report : summary of lessons learned.

DOT National Transportation Integrated Search

1981-05-01

THIS STUDY ANALYZED THE NEED FOR AND THE FEASIBILITY OF INSTALLING AN IN-VEHICLE ROUTE GUIDANCE SYSTEM. THE STUDY CONCLUDED THAT A SYSTEM OF APPROPRIATE DESIGN WOULD SATISFY A SIGNIFICANT PORTION OF THE NEED FOR ROUTE GUIDANCE WITH AN APPROPRIATE ...

Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades with Persisting Learning Disabilities in Written Language

ERIC Educational Resources Information Center

Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.

2016-01-01

Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons:…

Report Task Force on Women in the Military

DTIC Science & Technology

1988-01-01

Education, Training, Equal Opportunity, Assignments. SECURITY CLASSIFICATION OF THIS PAGE ODEPARTMENT OF DEFENSE REPORT TASK FORCE4I ON WOMEN LN THE...ensure that instruction occurs at all levels of the organization; and, DoD review equal opportu- nity lessons learned for use in combating bixual...Servicewomen becoming full and equal members of their units. Each Service should be required to report the results of these evalua- tions and corrective

A Teacher’s Guide for Using Learning Strategies in English-as-a-Second- Language Instruction

DTIC Science & Technology

1984-11-01

learner strategies used in the acquisition of English as a second language (ESL). The Teacher’s Guide demonstrates for ESL...strategies to apply to a wide range of language learning tasks are far more likely to be effective language learners . The language lessons in this section...skills in the acquisition of English as a second language (ESL). This study completed a review of the literature on learning strategies in

FROM ASSESSMENT TO POLICY--LESSONS LEARNED FROM THE U.S. NATIONAL ASSESSMENT (Journal Article)

EPA Science Inventory

The process of translating scientific information into timely and useful insights that inform policy and resource management decisions, despite the existence of uncertainties, is a difficult and challenging task. Policy-focused assessment is one approach to achieving this end. ...

FROM ASSESSMENT TO POLICY: LESSONS LEARNED FROM THE U.S. NATIONAL ASSESSMENT

EPA Science Inventory

The process of translating scientific information into timely and useful insights that inform policy and resource management decisions, despite the existence of uncertainties, is a difficult and challenging task. Policy-focused assessment is one approach to achieving this end. I...

Implications of ICD-10 for Sarcopenia Clinical Practice and Clinical Trials: Report by the International Conference on Frailty and Sarcopenia Research Task Force.

PubMed

Vellas, B; Fielding, R A; Bens, C; Bernabei, R; Cawthon, P M; Cederholm, T; Cruz-Jentoft, A J; Del Signore, S; Donahue, S; Morley, J; Pahor, M; Reginster, J-Y; Rodriguez Mañas, L; Rolland, Y; Roubenoff, R; Sinclair, A; Cesari, M

2018-01-01

Establishment of an ICD-10-CM code for sarcopenia in 2016 was an important step towards reaching international consensus on the need for a nosological framework of age-related skeletal muscle decline. The International Conference on Frailty and Sarcopenia Research Task Force met in April 2017 to discuss the meaning, significance, and barriers to the implementation of the new code as well as strategies to accelerate development of new therapies. Analyses by the Sarcopenia Definitions and Outcomes Consortium are underway to develop quantitative definitions of sarcopenia. A consensus conference is planned to evaluate this analysis. The Task Force also discussed lessons learned from sarcopenia trials that could be applied to future trials, as well as lessons from the osteoporosis field, a clinical condition with many constructs similar to sarcopenia and for which ad hoc treatments have been developed and approved by regulatory agencies.

Intervention: Simulating the War on Global Terrorism

ERIC Educational Resources Information Center

Steinbrink, John E.; Helmer, Joel W.

2004-01-01

Students analyze a contemporary geopolitical event from a comprehensive geographic perspective using role play simulation, discussion, and decision-making. The three-day activity provides teachers with a realistic, ready-made classroom lesson that combines powerful conceptual learning with drama and surprise. The task of the teacher is to…

Intermediate Greek EFL Learners' Attitudes to On-Line Teaching Practices: A Blended Task-Based English Language Learning Approach

ERIC Educational Resources Information Center

Liontou, Trisevgeni

2015-01-01

This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the…

Experiments in socially guided exploration: lessons learned in building robots that learn with and without human teachers

NASA Astrophysics Data System (ADS)

Thomaz, Andrea; Breazeal, Cynthia

2008-06-01

We present a learning system, socially guided exploration, in which a social robot learns new tasks through a combination of self-exploration and social interaction. The system's motivational drives, along with social scaffolding from a human partner, bias behaviour to create learning opportunities for a hierarchical reinforcement learning mechanism. The robot is able to learn on its own, but can flexibly take advantage of the guidance of a human teacher. We report the results of an experiment that analyses what the robot learns on its own as compared to being taught by human subjects. We also analyse the video of these interactions to understand human teaching behaviour and the social dynamics of the human-teacher/robot-learner system. With respect to learning performance, human guidance results in a task set that is significantly more focused and efficient at the tasks the human was trying to teach, whereas self-exploration results in a more diverse set. Analysis of human teaching behaviour reveals insights of social coupling between the human teacher and robot learner, different teaching styles, strong consistency in the kinds and frequency of scaffolding acts across teachers and nuances in the communicative intent behind positive and negative feedback.

Decreasing Cognitive Load for Novice EFL Learners: Effects of Question and Descriptive Advance Organizers in Facilitating EFL Learners' Comprehension of an Animation-Based Content Lesson

ERIC Educational Resources Information Center

Lin, Huifen; Chen, Tsuiping

2006-01-01

Cognitive load can be defined as the amount of mental effort that performing a specific task imposes on a learner's cognitive system. It can be measured by the number of new concepts embedded in a learning task. English as a Foreign Language (EFL) learners, with their limited English proficiency and minimal entry knowledge of a subject matter,…

Clinical Research After Catastrophic Disasters: Lessons Learned From Hurricane Katrina

PubMed Central

Flory, Kate; Kloos, Bret; Hankin, Benjamin L.; Cheely, Catherine A.

2008-01-01

When catastrophic disasters such as Hurricane Katrina strike, psychologists and other mental health professionals often wonder how to use resources and fill needed roles. We argue that conducting clinical research in response to disasters is 1 important way that these professionals can contribute. However, we recognize that designing and implementing a clinical research study can be a daunting task, particularly in the context of the personal and system-wide chaos that follows most disasters. Thus, we offer a detailed description of our own experiences with conducting clinical research as part of our response to Hurricane Katrina. We describe our study design, recruitment and data collection efforts, and summarize and synthesize the lessons we have learned from this endeavor. Our hope is that others who may wish to conduct disaster-related research will learn from our mistakes and successes. PMID:19177173

System safety management lessons learned from the US Army acquisition process

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

Piatt, J.A.

1989-05-01

The Assistant Secretary of the Army for Research, Development and Acquisition directed the Army Safety Center to provide an audit of the causes of accidents and safety of use restrictions on recently fielded systems by tracking residual hazards back through the acquisition process. The objective was to develop lessons learned'' that could be applied to the acquisition process to minimize mishaps in fielded systems. System safety management lessons learned are defined as Army practices or policies, derived from past successes and failures, that are expected to be effective in eliminating or reducing specific systemic causes of residual hazards. They aremore » broadly applicable and supportive of the Army structure and acquisition objectives. Pacific Northwest Laboratory (PNL) was given the task of conducting an independent, objective appraisal of the Army's system safety program in the context of the Army materiel acquisition process by focusing on four fielded systems which are products of that process. These systems included the Apache helicopter, the Bradley Fighting Vehicle (BFV), the Tube Launched, Optically Tracked, Wire Guided (TOW) Missile and the High Mobility Multipurpose Wheeled Vehicle (HMMWV). The objective of this study was to develop system safety management lessons learned associated with the acquisition process. The first step was to identify residual hazards associated with the selected systems. Since it was impossible to track all residual hazards through the acquisition process, certain well-known, high visibility hazards were selected for detailed tracking. These residual hazards illustrate a variety of systemic problems. Systemic or process causes were identified for each residual hazard and analyzed to determine why they exist. System safety management lessons learned were developed to address related systemic causal factors. 29 refs., 5 figs.« less

The Art of Physics

ERIC Educational Resources Information Center

Spevak, Arlene

2008-01-01

The algebraic concepts and major ideas that govern Newton's laws of motion can often be a challenge for the majority of ninth-grade students. Therefore, to make learning these concepts less task-oriented and more enjoyable, the author developed lessons that allow students to construct and express their understanding of these ideas through…

Three Cases of Teachers' Collaborative Design: Perspectives from Those Involved

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Liljedahl, Peter

2012-01-01

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we…

Technology Leadership Preparedness: Principals' Perceptions

ERIC Educational Resources Information Center

Metcalf, Wendy; LaFrance, Jason

2013-01-01

Adopting technology in the K-12 classroom is evolving from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices. In this environment, school leaders have the complex task of incorporating technologies to enhance teaching and learning. The purpose of this quasi-experimental quantitative study was to…

Examining Classroom Interactions Related to Difference in Students' Science Achievement.

ERIC Educational Resources Information Center

Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

2003-01-01

Examines the cognitive supports that underlie achievement in science using a cultural historical framework and the activity setting (AS) construct with five features: personnel, motivation, scripts, task demands, and beliefs. Reports four emergent phenomena--science activities, the building of learning, meaning in lessons, and the conflict over…

Lessons Learned through a Global Perspective.

ERIC Educational Resources Information Center

Ewald, Mark

1994-01-01

The Kamehameha Summer Institute for International Studies brings together high school students from different cultures to participate in tasks calling for international understanding and cooperation. Activities focus on preparation of action plans to meet the demands for economic and cultural survival faced by Pacific Rim countries in the 21st…

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

PubMed

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-08-08

Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

Magellan spacecraft and memory state tracking: Lessons learned, future thoughts

NASA Technical Reports Server (NTRS)

Bucher, Allen W.

1993-01-01

Numerous studies have been dedicated to improving the two main elements of Spacecraft Mission Operations: Command and Telemetry. As a result, not much attention has been given to other tasks that can become tedious, repetitive, and error prone. One such task is Spacecraft and Memory State Tracking, the process by which the status of critical spacecraft components, parameters, and the contents of on-board memory are managed on the ground to maintain knowledge of spacecraft and memory states for future testing, anomaly investigation, and on-board memory reconstruction. The task of Spacecraft and Memory State Tracking has traditionally been a manual task allocated to Mission Operations Procedures. During nominal Mission Operations this job is tedious and error prone. Because the task is not complex and can be accomplished manually, the worth of a sophisticated software tool is often questioned. However, in the event of an anomaly which alters spacecraft components autonomously or a memory anomaly such as a corrupt memory or flight software error, an accurate ground image that can be reconstructed quickly is a priceless commodity. This study explores the process of Spacecraft and Memory State Tracking used by the Magellan Spacecraft Team highlighting its strengths as well as identifying lessons learned during the primary and extended missions, two memory anomalies, and other hardships encountered due to incomplete knowledge of spacecraft states. Ideas for future state tracking tools that require minimal user interaction and are integrated into the Ground Data System will also be discussed.

Magellan spacecraft and memory state tracking: Lessons learned, future thoughts

NASA Astrophysics Data System (ADS)

Bucher, Allen W.

1993-03-01

Numerous studies have been dedicated to improving the two main elements of Spacecraft Mission Operations: Command and Telemetry. As a result, not much attention has been given to other tasks that can become tedious, repetitive, and error prone. One such task is Spacecraft and Memory State Tracking, the process by which the status of critical spacecraft components, parameters, and the contents of on-board memory are managed on the ground to maintain knowledge of spacecraft and memory states for future testing, anomaly investigation, and on-board memory reconstruction. The task of Spacecraft and Memory State Tracking has traditionally been a manual task allocated to Mission Operations Procedures. During nominal Mission Operations this job is tedious and error prone. Because the task is not complex and can be accomplished manually, the worth of a sophisticated software tool is often questioned. However, in the event of an anomaly which alters spacecraft components autonomously or a memory anomaly such as a corrupt memory or flight software error, an accurate ground image that can be reconstructed quickly is a priceless commodity. This study explores the process of Spacecraft and Memory State Tracking used by the Magellan Spacecraft Team highlighting its strengths as well as identifying lessons learned during the primary and extended missions, two memory anomalies, and other hardships encountered due to incomplete knowledge of spacecraft states. Ideas for future state tracking tools that require minimal user interaction and are integrated into the Ground Data System will also be discussed.

Effect of musical experience on verbal memory in Williams syndrome: evidence from a novel word learning task.

PubMed

Martens, Marilee A; Jungers, Melissa K; Steele, Anita L

2011-09-01

Williams syndrome (WS) is a neurogenetic developmental disorder characterized by an increased affinity for music, deficits in verbal memory, and atypical brain development. Music has been shown to improve verbal memory in typical individuals as well as those with learning difficulties, but no studies have examined this relationship in WS. The aim of our two studies was to examine whether music can enhance verbal memory in individuals with WS. In Study 1, we presented a memory task of eight spoken or sung sentences that described an animal and identified its group name to 38 individuals with WS. Study 2, involving another group of individuals with WS (n=38), included six spoken or sung sentences that identified an animal group name. In both studies, those who had participated in formal music lessons scored significantly better on the verbal memory task when the sentences were sung than when they were spoken. Those who had not taken formal lessons showed no such benefit. We also found that increased enjoyment of music and heightened emotional reactions to music did not impact performance on the memory task. These compelling findings provide the first evidence that musical experience may enhance verbal memory in individuals with WS and shed more light on the complex relationship between aspects of cognition and altered neurodevelopment in this unique disorder. Copyright © 2011 Elsevier Ltd. All rights reserved.

Lessons Learned from Deploying an Analytical Task Management Database

NASA Technical Reports Server (NTRS)

O'Neil, Daniel A.; Welch, Clara; Arceneaux, Joshua; Bulgatz, Dennis; Hunt, Mitch; Young, Stephen

2007-01-01

Defining requirements, missions, technologies, and concepts for space exploration involves multiple levels of organizations, teams of people with complementary skills, and analytical models and simulations. Analytical activities range from filling a To-Be-Determined (TBD) in a requirement to creating animations and simulations of exploration missions. In a program as large as returning to the Moon, there are hundreds of simultaneous analysis activities. A way to manage and integrate efforts of this magnitude is to deploy a centralized database that provides the capability to define tasks, identify resources, describe products, schedule deliveries, and generate a variety of reports. This paper describes a web-accessible task management system and explains the lessons learned during the development and deployment of the database. Through the database, managers and team leaders can define tasks, establish review schedules, assign teams, link tasks to specific requirements, identify products, and link the task data records to external repositories that contain the products. Data filters and spreadsheet export utilities provide a powerful capability to create custom reports. Import utilities provide a means to populate the database from previously filled form files. Within a four month period, a small team analyzed requirements, developed a prototype, conducted multiple system demonstrations, and deployed a working system supporting hundreds of users across the aeros pace community. Open-source technologies and agile software development techniques, applied by a skilled team enabled this impressive achievement. Topics in the paper cover the web application technologies, agile software development, an overview of the system's functions and features, dealing with increasing scope, and deploying new versions of the system.

A History of Aerospace Problems, Their Solutions, Their Lessons

NASA Technical Reports Server (NTRS)

Ryan, R. S.

1996-01-01

The positive aspect of problem occurrences is the opportunity for learning and a challenge for innovation. The learning aspect is not restricted to the solution period of the problem occurrence, but can become the beacon for problem prevention on future programs. Problems/failures serve as a point of departure for scaling to new designs. To ensure that problems/failures and their solutions guide the future programs, a concerted effort has been expended to study these problems, their solutions, their derived lessons learned, and projections for future programs. This includes identification of technology thrusts, process changes, codes development, etc. However, they must not become an excuse for adding layers upon layers of standards, criteria, and requirements, but must serve as guidelines that assist instead of stifling engineers. This report is an extension of prior efforts to accomplish this task. Although these efforts only scratch the surface, it is a beginning that others must complete.

Lessons in financial literacy task design: authentic, imaginable, useful

NASA Astrophysics Data System (ADS)

Sawatzki, Carly

2017-03-01

As part of ongoing design-based research exploring financial literacy teaching and learning, 10 tasks termed "financial dilemmas" were trialled by 14 teachers and more than 300 year 5 and 6 students in four government primary schools in urban Darwin. Drawing on data related to three tasks— Catching the bus, Laser Tag and Buying bread—this article explores insights into problem context and task design principles. The findings highlight that fit to circumstance, challenge yet accessibility and pedagogical architecture are important task design principles. Further, tasks involving unfamiliar, novel and imaginable problem contexts, while pedagogically demanding for teachers, can be considered useful by students and have the potential to broaden their horizons.

Mission Possible: Measuring Critical Thinking and Problem Solving

ERIC Educational Resources Information Center

Wren, Doug; Cashwell, Amy

2018-01-01

The author describes how Virginia Beach City Public Schools developed a performance assessment that they administer to all 4th graders, 7th graders, and high school students in the district. He describes lessons learned about creating good performance tasks and developing a successful scoring process, as well as sharing tools connected to this…

Differentiating Instruction: As Easy as One, Two, Three

ERIC Educational Resources Information Center

Shepherd, Carol; Acosta-Tello, Enid

2015-01-01

Using the "Three Phase Lesson" model, teachers identify prior knowledge that the student must possess in order to be successful in learning the new concepts. Teachers then delineate specific components inherent in the concepts that need to be mastered and identify tasks which will enable the student to practice these new concepts.

Science and Superheroes

ERIC Educational Resources Information Center

Dolenc, Nathan; Wood, Aja; Washburn, Megan; Batson, Yarden; Fan, Brittany; Dickens, Victoria; Armstrong, Shannon

2016-01-01

Role-play has been shown to increase student engagement and improve the overall classroom environment. When used effectively, role-play can transform a task or assignment to appear more like play than work. In this four-part lesson, role-play was used as a teaching strategy to engage students in learning the science and application of several…

Strategies for Developing a University-Sponsored Youth Sports Summer Camp

ERIC Educational Resources Information Center

Walsh, David

2011-01-01

During the summer, universities have the ability to offer on-campus camps that serve the health, physical activity, and educational needs of youths. However, the tasks, responsibilities, time, and knowledge needed to run a camp can be overwhelming. This article describes the administrative components of the lessons learned from the development of…

Enhancing the Quality and Relevance of Higher Education through Effective Teaching Practices and Instructors' Characteristics

ERIC Educational Resources Information Center

Alemu, Birhanu Moges

2014-01-01

The five key behaviours for effective teaching are: lesson clarity, instructional variety, and instructor task orientation, engagement in the learning process and student success rate. This study examines the reflections of university students and instructors regarding the implementation of effective teaching practices and instructors'…

LMS Lessons

ERIC Educational Resources Information Center

Freifeld, Lorri

2010-01-01

With technology changing every second of every day, it is no surprise a learning management system (LMS) quickly can become outdated. But it is no easy task to re-engineer a current LMS or find exactly the right new one to purchase. In this article, three 2010 Top Young Trainers share their experiences with implementing or re-engineering an…

One for All: Maintaining a Single Schedule Database for Large Development Projects

NASA Technical Reports Server (NTRS)

Hilscher, R.; Howerton, G.

1999-01-01

Efficiently maintaining and controlling a single schedule database in an Integrated Product Team environment is a significant challenge. It's accomplished effectively with the right combination of tools, skills, strategy, creativity, and teamwork. We'll share our lessons learned maintaining a 20,000 plus task network on a 36 month project.

Systematic Instruction for Retarded Children: The Illinois Program. Part III: Self-Help Instruction.

ERIC Educational Resources Information Center

Linford, Maxine D.; And Others

The manual for programed instruction of self care skills for trainable mentally handicapped children consists of dressing, dining, grooming, and toilet training. Teaching methods used include behavioral analysis and management, task analysis, and errorless learning. The lesson plans in each section are programed to maximize the child's success at…

Flight Dynamics Operations: Methods and Lessons Learned from Space Shuttle Orbit Operations

NASA Technical Reports Server (NTRS)

Cutri-Kohart, Rebecca M.

2011-01-01

The Flight Dynamics Officer is responsible for trajectory maintenance of the Space Shuttle. This paper will cover high level operational considerations, methodology, procedures, and lessons learned involved in performing the functions of orbit and rendezvous Flight Dynamics Officer and leading the team of flight dynamics specialists during different phases of flight. The primary functions that will be address are: onboard state vector maintenance, ground ephemeris maintenance, calculation of ground and spacecraft acquisitions, collision avoidance, burn targeting for the primary mission, rendezvous, deorbit and contingencies, separation sequences, emergency deorbit preparation, mass properties coordination, payload deployment planning, coordination with the International Space Station, and coordination with worldwide trajectory customers. Each of these tasks require the Flight Dynamics Officer to have cognizance of the current trajectory state as well as the impact of future events on the trajectory plan in order to properly analyze and react to real-time changes. Additionally, considerations are made to prepare flexible alternative trajectory plans in the case timeline changes or a systems failure impact the primary plan. The evolution of the methodology, procedures, and techniques used by the Flight Dynamics Officer to perform these tasks will be discussed. Particular attention will be given to how specific Space Shuttle mission and training simulation experiences, particularly off-nominal or unexpected events such as shortened mission durations, tank failures, contingency deorbit, navigation errors, conjunctions, and unexpected payload deployments, have influenced the operational procedures and training for performing Space Shuttle flight dynamics operations over the history of the program. These lessons learned can then be extended to future vehicle trajectory operations.

Report on New Methods for Representing and Interacting with Qualitative Geographic Information, Stage 2: Task Group 3: Social-focused Use Case

DTIC Science & Technology

2014-06-30

lesson learned through exploring current data with the ForceNet tool is that the tool (as implemented thus far) is able to give analysts a big ...including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and...Twitter data and on the development and implementation of tools to support this task; these include a Group Builder, a Force-directed Graph tool, and a

Teaching autonomy: turning the teaching evaluation of the Applied Optics course from impart knowledge to the new intelligent thinking

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Chen, Yu; Liu, Dongmei

2017-08-01

There is a saying that "The teacher, proselytizes instructs dispels doubt." Traditional teaching methods, constantly let the students learn the knowledge in order to pursue the knowledge of a solid grasp, then assess the teaching result by evaluating of the degree of knowledge and memory. This approach cannot mobilize the enthusiasm of students to learn, and hinders the development of innovative thinking of students. And this assessment results have no practical significance, decoupling from practical application. As we all know, the course of Applied Optics is based on abstract theory. If the same teaching methods using for this course by such a "duck", it is unable to mobilize students' learning initiative, and then students' study results will be affected by passive acceptance of knowledge. How to take the initiative to acquire knowledge in the class to the students, and fully mobilize the initiative of students and to explore the potential of students, finally evaluation contents more research on the practical significance? Scholars continue to innovate teaching methods, as well as teaching evaluation indicators, the best teaching effect to promote the development of students. Therefore, this paper puts forward a set of teaching evaluation model of teaching autonomy. This so-called "autonomous teaching" is that teachers put forward the request or arrange the task and students complete the learning content in the form of a group to discuss learning before the lesson, and to complete the task of the layout, then teachers accept of students' learning achievements and answer questions. Every task is designed to evaluate the effectiveness of teaching. Every lesson should be combined with the progress of science and technology frontier of Applied Optics, let students understand the relationship between research and application in the future, mobilize the students interest in learning, training ability, learn to take the initiative to explore, team cooperation ability. As well, it has practical significance to every evaluation, making the teaching to active learning in teaching, cultivating students' creative potential, deep, solid foundation for the day after learning work.

Launching Complex Tasks

ERIC Educational Resources Information Center

Jackson, Kara J.; Shahan, Emily C.; Gibbons, Lynsey K.; Cobb, Paul A.

2012-01-01

Mathematics lessons can take a variety of formats. In this article, the authors discuss lessons organized around complex mathematical tasks. These lessons usually unfold in three phases. First, the task is introduced to students. Second, students work on solving the task. Third, the teacher "orchestrates" a concluding whole-class discussion in…

The Network Operations Control Center upgrade task: Lessons learned

NASA Technical Reports Server (NTRS)

Sherif, J. S.; Tran, T.-L.; Lee, S.

1994-01-01

This article synthesizes and describes the lessons learned from the Network Operations Control Center (NOCC) upgrade project, from the requirements phase through development and test and transfer. At the outset, the NOCC upgrade was being performed simultaneously with two other interfacing and dependent upgrades at the Signal Processing Center (SPC) and Ground Communications Facility (GCF), thereby adding a significant measure of complexity to the management and overall coordination of the development and transfer-to-operations (DTO) effort. Like other success stories, this project carried with it the traditional elements of top management support and exceptional dedication of cognizant personnel. Additionally, there were several NOCC-specific reasons for success, such as end-to-end system engineering, adoption of open-system architecture, thorough requirements management, and use of appropriate off-the-shelf technologies. On the other hand, there were several difficulties, such as ill-defined external interfaces, transition issues caused by new communications protocols, ambivalent use of two sets of policies and standards, and mistailoring of the new JPL management standard (due to the lack of practical guidelines). This article highlights the key lessons learned, as a means of constructive suggestions for the benefit of future projects.

Supporting Teachers in Structuring Mathematics Lessons Involving Challenging Tasks

ERIC Educational Resources Information Center

Sullivan, Peter; Askew, Mike; Cheeseman, Jill; Clarke, Doug; Mornane, Angela; Roche, Anne; Walker, Nadia

2015-01-01

The following is a report on an investigation into ways of supporting teachers in converting challenging mathematics tasks into classroom lessons and supporting students in engaging with those tasks. Groups of primary and secondary teachers, respectively, were provided with documentation of ten lessons built around challenging tasks. Teachers…

Learning the moon's phases through CL

NASA Astrophysics Data System (ADS)

Barbera, Maria

2013-04-01

This work is a CLIL experience for a class of 14-year-old students, a first grade of a Secondary school, level B1/B2. It is presented an Astronomy lesson whose topic is about the Moon's phases, a quite difficult phenomenon to visualize. Students' attention is attracted by presenting them songs and a short documentary; comprehension is made easier using both Internet-based materials and a card game using Cooperative Learning strategies through Johnsons' ' Learning Together'. The lesson consists of three steps for a total length of three hours. The teacher assigns a time limit for each activity. During the pre-task step, students' interest for present-day music is used to catch their attention and make them aware of the importance of the Moon as an inspiring subject for artistic expression such as popular or rock music. Then the students are requested to brainstorm some simple ideas of ther own about the moon. In the task step, a clear short BBC video is shown in order to stimulate students' listening and comprehension skills and an animation is proposed to help them view the moon cycle. In the post-task step, students are engaged in a card game through Johnsons' 'Learning Together'.Learners are divided into pairs and they have to cooperate to rebuild the moon's cicle as fast as they can. Then the two pairs join together to form groups of four and check their answers. The Assessor shares the group's keys with the whole class. The teacher gives feedback. The groups celebrate their success by clapping their hands and saying what they appreciated regarding their way of working together as pairs and groups.

It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

NASA Astrophysics Data System (ADS)

Rincke, Karsten

2011-01-01

Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

An Instructional Design for Accelerating Children's Concept Learning. Technical Report No. 321.

ERIC Educational Resources Information Center

McMurray, Nancy E.; And Others

An instructional design based on task analysis procedures was used to develop two experimental lessons to accelerate attainment of a subject-matter concept by fourth grade students. A variation of the Solomon Four-Group design was employed to determine the effects of the pretest. Performance of 118 randomly assigned subjects on a measure assessing…

Taking Over a Broken Program

ERIC Educational Resources Information Center

Grabowski, Carl

2008-01-01

Taking over a broken program can be one of the hardest tasks to take on. However, working towards a vision and a common goal--and eventually getting there--makes it all worth it in the end. In this article, the author shares the lessons she learned as the new director for the Bright Horizons Center in Ashburn, Virginia. She suggests that new…

A Lesson Not to Be Learned? Understanding Stereotype Threat Does Not Protect Women from Stereotype Threat

ERIC Educational Resources Information Center

Tomasetto, Carlo; Appoloni, Sara

2013-01-01

This research examines whether reading a text presenting scientific evidence concerning the phenomenon of stereotype threat improves or disrupts women's performance in a subsequent math task. In two experimental conditions participants (N=118 ) read a text summarizing an experiment in which stereotypes, and not biological differences, were shown…

iGardening: Integrated Activities for Teaching in the Common Core Era

ERIC Educational Resources Information Center

Cavin, Amanda; Elfer, Charles J.; Roberts, Scott L.

2014-01-01

At first glance, implementing the new Common Core Standards, with their dramatically higher learning expectations for early elementary students, may seem like a daunting task. The authors of this article think there has never been a better time for K-2 teachers to begin developing lessons that integrate all disciplines, promote higher order…

Embracing Learners' Ideas about Diffusion and Osmosis: A Coupled-Inquiry Approach

ERIC Educational Resources Information Center

Sweeney, Ryan M.; Martin-Hansen, Lisa; Verma, Geeta; Dunkhase, John

2009-01-01

Learning about osmosis and diffusion is often a challenging task for middle school students. Here the authors present a lesson that was converted from a "cookbook" lab (McLaughlin and Thompson 2007) into a more inquiry-oriented lab that uses inquiry teaching strategies and hands-on investigations to teach middle-grade students about osmosis and…

Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment

ERIC Educational Resources Information Center

Lundstrom, Kacy; Diekema, Anne R.; Leary, Heather; Haderlie, Sheri; Holliday, Wendy

2015-01-01

The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they…

Are We on the Right Course? Lessons Learned about Current FBA/BIP Practices in Schools

ERIC Educational Resources Information Center

Van Acker, Richard; Boreson, Lynn; Gable, Robert A.; Potterton, Thomas

2005-01-01

Schools across the nation have been charged with the task of conducting functional behavioral assessments (FBAs) to aid in the development of behavior intervention plans (BIPs) to address the challenging behavior of students with special education needs. In response, schools have initiated efforts to provide the various members of their student…

Lessons from a pilot project in cognitive task analysis: the potential role of intermediates in preclinical teaching in dental education.

PubMed

Walker, Judith; von Bergmann, HsingChi

2015-03-01

The purpose of this study was to explore the use of cognitive task analysis to inform the teaching of psychomotor skills and cognitive strategies in clinical tasks in dental education. Methods used were observing and videotaping an expert at one dental school thinking aloud while performing a specific preclinical task (in a simulated environment), interviewing the expert to probe deeper into his thinking processes, and applying the same procedures to analyze the performance of three second-year dental students who had recently learned the analyzed task and who represented a spectrum of their cohort's ability to undertake the procedure. The investigators sought to understand how experts (clinical educators) and intermediates (trained students) overlapped and differed at points in the procedure that represented the highest cognitive load, known as "critical incidents." Findings from this study and previous research identified possible limitations of current clinical teaching as a result of expert blind spots. These findings coupled with the growing evidence of the effectiveness of peer teaching suggest the potential role of intermediates in helping novices learn preclinical dentistry tasks.

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

NASA Astrophysics Data System (ADS)

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-04-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

Lesson Play Tasks as a Creative Venture for Teachers and Teacher Educators

ERIC Educational Resources Information Center

Zazkis, Rina

2017-01-01

This study focuses on instances of creativity in the design of Lesson Play tasks and in prospective teachers' responses to the tasks. A Lesson Play task assumes a theatrical interpretation of the word "play" and requires teachers to write a script for an imaginary interaction between a teacher-character and student-characters, attending…

Lessons learned from case studies of inhalation exposures of workers to radioactive aerosols

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

Hoover, M.D.; Fencl, A.F.; Newton, G.J.

1995-12-01

Various Department of Energy requirements, rules, and orders mandate that lessons learned be identified, evaluated, shared, and incorporated into current practices. The recently issued, nonmandatory DOE standard for Development of DOE Lessons Learned Program states that a DOE-wide lessons learned program will {open_quotes}help to prevent recurrences of negative experiences, highlight best practices, and spotlight innovative ways to solve problems or perform work more safely, efficiently, and cost effectively.{close_quotes} Additional information about the lessons learned program is contained in the recently issued DOE handbook on Implementing U.S. Department of Energy Lessons Learned Programs and in October 1995 DOE SAfety Notice onmore » Lessons Learned Programs. This report summarizes work in progress at ITRI to identify lessons learned for worker exposures to radioactive aerosols, and describes how this work will be incorporated into the DOE lessons learned program, including a new technical guide for measuring, modeling, and mitigating airborne radioactive particles. Follow-on work is focusing on preparation of {open_quotes}lessons learned{close_quotes} training materials for facility designers, managers, health protection professionals, line supervisors, and workers.« less

Flying SATS Higher Volume Operations: Training, Lessons Learned, and Pilots' Experiences

NASA Technical Reports Server (NTRS)

Conway, Sheila; Williams, Dan; Adams, Catherine; Consiglio, Maria; Murdoch, Jennifer

2005-01-01

Developments in aviation, including new surveillance technologies and quicker, more economical small aircraft, have been identified as driving factors in a potential expansion of the use of non-towered, non-radar airports. The Small Aircraft Transportation System (SATS) project has developed the Higher Volume Operations (HVO) concept that enables pilots to safely arrive and depart these airports in instrument conditions at an increased rate as compared to today's procedures. This is achieved by transferring some traffic management tasks to centralized, ground-based automation, while assigning others to participating pilots aided by on-board tools. This paper describes strategies and lessons learned while training pilots to fly these innovative operations. Pilot approaches to using the experimental displays and dynamic altering systems during training are discussed. Potential operational benefits as well as pit-falls and frustrations expressed by subjects while learning to fly these new procedures are presented. Generally, pilots were comfortable with the procedures and the training process, and expressed interest in its near-term implementation.

Summary of Planned Implementation for the HTGR Lessons Learned Applicable to the NGNP

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

Ian Mckirdy

2011-09-01

This document presents a reconciliation of the lessons learned during a 2010 comprehensive evaluation of pertinent lessons learned from past and present high temperature gas-cooled reactors that apply to the Next Generation Nuclear Plant Project along with current and planned activities. The data used are from the latest Idaho National Laboratory research and development plans, the conceptual design report from General Atomics, and the pebble bed reactor technology readiness study from AREVA. Only those lessons related to the structures, systems, and components of the Next Generation Nuclear Plant (NGNP), as documented in the recently updated lessons learned report are addressed.more » These reconciliations are ordered according to plant area, followed by the affected system, subsystem, or component; lesson learned; and finally an NGNP implementation statement. This report (1) provides cross references to the original lessons learned document, (2) describes the lesson learned, (3) provides the current NGNP implementation status with design data needs associated with the lesson learned, (4) identifies the research and development being performed related to the lesson learned, and (5) summarizes with a status of how the lesson learned has been addressed by the NGNP Project.« less

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial.

PubMed

Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Peralta, Louisa; Kirwan, Morwenna; Diallo, Thierno M O; Maeder, Anthony J; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Cliff, Dylan P; Lubans, David R

2017-10-09

Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7-8 months after baseline) and maintenance (14-15 months). Secondary outcomes included observed PE teachers' behaviour during lessons, students' leisure-time PA and students' motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students' MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers' behaviour, but did not impact students' motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Phase 1 Program Joint Report

NASA Technical Reports Server (NTRS)

Nield, George C. (Editor); Vorobiev, Pavel Mikhailovich (Editor)

1999-01-01

This report consists of inputs from each of the Phase I Program Joint Working Groups. The Working Groups were tasked to describe the organizational structure and work processes that they used during the program, joint accomplishments, lessons learned, and applications to the International Space Station Program. This report is a top-level joint reference document that contains information of interest to both countries.

It's Not All Ancient History Now: Connecting the Past by Weaving a Threaded Historical Concept

ERIC Educational Resources Information Center

Endacott, Jason

2005-01-01

Proving history's relevance to students is a daunting task that social studies educators face everyday as they create lesson plans that they hope will spark their students' interest in learning about the past. Few educators would argue that demonstrating the relevance of the objectives toward which they are teaching is an unnecessary duty. Perhaps…

Preservice Teachers' Video Simulations and Subsequent Noticing: A Practice-Based Method to Prepare Mathematics Teachers

ERIC Educational Resources Information Center

Amador, Julie M.

2017-01-01

The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a…

Training Lessons Learned from Peak Performance Episodes

DTIC Science & Technology

1986-06-01

PEAK PERFORMAN4CE Fina Report- EPSOESOctober 1984-December 1985 % 6. PERFORMING ORG. REPORT NUMBER * 7. AUTHOR(@) 6. CONTRACT OR GRANT NUMBER(s) James...L. Fobes - 9. PERFORMING ORGANIZATION NAME AND) ADDRESS 10. PROGRAM ELEMENT. PROJECT, TASK U.S. Army Research Institute Field UnitAEA OKUINMER...peak performance indicates that three cogni- . tive components enable these episodes: psychological readiness (activating . optimal arousal and emotion

Let's Go! Kindergarten Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Kiesner, Eileen

In this colorfully illustrated kindergarten activity, students read (and re-read) "My Blue Suitcase" (Sharon Katz), as an introduction to traveling. The book uses all of the basic forms of transportation and forms the transportation lesson outline. The activity gives the students the task of learning about each mode of transportation:…

Advanced control technology and airworthiness flying qualities requirements

NASA Technical Reports Server (NTRS)

Snyder, C. T.

1976-01-01

Flying quality requirements are specified in terms of the complete pilot-airframe-systems loop, the task, and the environment. Results from a study of flying qualities are reported. A review of the treatment of failure cases in various flying quality requirements is presented along with a description of the methods used and relevant lessons learned from recent Autoland certification programs.

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability.

PubMed

Knight, Victoria F; Collins, Belva; Spriggs, Amy D; Sartini, Emily; MacDonald, Margaret Janey

2018-02-27

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.

Virtual slide telepathology workstation of the future: lessons learned from teleradiology.

PubMed

Krupinski, Elizabeth A

2009-08-01

The clinical reading environment for the 21st century pathologist looks very different than it did even a few short years ago. Glass slides are quickly being replaced by digital "virtual slides," and the traditional light microscope is being replaced by the computer display. There are numerous questions that arise however when deciding exactly what this new digital display viewing environment will be like. Choosing a workstation for daily use in the interpretation of digital pathology images can be a very daunting task. Radiology went digital nearly 20 years ago and faced many of the same challenges so there are lessons to be learned from these experiences. One major lesson is that there is no "one size fits all" workstation so users must consider a variety of factors when choosing a workstation. In this article, we summarize some of the potentially critical elements in a pathology workstation and the characteristics one should be aware of and look for in the selection of one. Issues pertaining to both hardware and software aspects of medical workstations will be reviewed particularly as they may impact the interpretation process.

Historical problem areas: Lessons learned for expendable and reusable vehicle propulsion systems

NASA Technical Reports Server (NTRS)

Fester, Dale A.

1991-01-01

The following subject areas are covered: expendable launch vehicle lessons learned, upper stage/transfer vehicle lessons learned, shuttle systems - reuse, and reusable system issues and lessons learned.

Risk management and lessons learned solutions for satellite product assurance

NASA Astrophysics Data System (ADS)

Larrère, Jean-Luc

2004-08-01

The historic trend of the space industry towards lower cost programmes and more generally a better economic efficiency raises a difficult question to the quality assurance community: how to achieve the same—or better—mission success rate while drastically reducing the cost of programmes, hence the cost and level of quality assurance activities. EADS Astrium Earth Observation and Science (France) Business Unit have experimented Risk Management and Lessons Learned on their satellite programmes to achieve this goal. Risk analysis and management are deployed from the programme proposal phase through the development and operations phases. Results of the analysis and the corresponding risk mitigation actions are used to tailor the product assurance programme and activities. Lessons learned have been deployed as a systematic process to collect positive and negative experience from past and on-going programmes and feed them into new programmes. Monitoring and justification of their implementation in programmes is done under supervision from the BU quality assurance function. Control of the system is ensured by the company internal review system. Deployment of these methods has shown that the quality assurance function becomes more integrated in the programme team and development process and that its tasks gain focus and efficiency while minimising the risks associated with new space programmes.

Using Experiential Learning Through Science Experiments to Increase the Motivation of Students Classified as Emotionally Disturbed

NASA Astrophysics Data System (ADS)

Crozier, Marisa

When learning is an adventure rather than an exercise in memorization, students can enjoy the process and be motivated to participate in classroom activities (Clem, Mennicke, & Beasley, 2014). Students classified as emotionally disturbed are prone to disruptive behaviors and struggle learning in a traditional science classroom consisting of lecture and demonstrations. They cannot maintain the necessary level of attention nor have the strong reading, writing or memory skills needed to succeed. Therefore, this study examined whether the use of experiential learning would increase on-task behavior and improve the motivation of emotionally disturbed, middle school students in science. Students completed four hands-on experiments aligned with the science curriculum. The data collection methods implemented were an observation checklist with corresponding journal entries, a summative assessment in the form of lab sheets, and student interviews. Through triangulation and analysis, data revealed that the students had more on-task behaviors, were engaged in the lessons, and improved grades in science.

The Value of Identifying and Recovering Lost GN&C Lessons Learned: Aeronautical, Spacecraft, and Launch Vehicle Examples

NASA Technical Reports Server (NTRS)

Dennehy, Cornelius J.; Labbe, Steve; Lebsock, Kenneth L.

2010-01-01

Within the broad aerospace community the importance of identifying, documenting and widely sharing lessons learned during system development, flight test, operational or research programs/projects is broadly acknowledged. Documenting and sharing lessons learned helps managers and engineers to minimize project risk and improve performance of their systems. Often significant lessons learned on a project fail to get captured even though they are well known 'tribal knowledge' amongst the project team members. The physical act of actually writing down and documenting these lessons learned for the next generation of NASA GN&C engineers fails to happen on some projects for various reasons. In this paper we will first review the importance of capturing lessons learned and then will discuss reasons why some lessons are not documented. A simple proven approach called 'Pause and Learn' will be highlighted as a proven low-impact method of organizational learning that could foster the timely capture of critical lessons learned. Lastly some examples of 'lost' GN&C lessons learned from the aeronautics, spacecraft and launch vehicle domains are briefly highlighted. In the context of this paper 'lost' refers to lessons that have not achieved broad visibility within the NASA-wide GN&C CoP because they are either undocumented, masked or poorly documented in the NASA Lessons Learned Information System (LLIS).

Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning.

PubMed

Charmaz, Kathy

2015-12-01

This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists. © The Author(s) 2015.

New safety rules challenge U. K. operators, regulators

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

Hudson, J.

1994-08-15

Offshore safety regulations based on lessons learned from the Piper Alpha blast of 1988 have been in operation in the U.K. for a year. The Offshore Installations (Safety Case) Regulations 1992 make operators of fixed and mobile installations (the duty holders'') responsible for producing a formal safety assessment, or safety case, for each installation. After the end of November 1995 it will be an offense to operate an installation without a safety case which has been approved by the government's Health and Safety Executive (HSE). Producing safety cases for installations is a major task for duty holder, while assessing themmore » is a huge under taking for HSE's Offshore Safety Division (OSD). This paper reviews how HSE has established management arrangements to handle safety cases, considers progress in assessment, highlights some of the important lessons learned, and look to the future.« less

The impact of Hurricane Rita on an academic institution: lessons learned.

PubMed

Beggan, Dominic M

2010-01-01

This paper examines the impact of Hurricane Rita on one of the many universities along the Gulf Coast of the United States: Lamar University in Beaumont, Texas. Hurricane Rita, which made landfall between Sabine Pass, Texas, and Johnson's Bayou, Louisiana, on 24 September 2005, is the fourth strongest Atlantic Ocean hurricane on record and the most intense tropical cyclone ever observed in the Gulf of Mexico. This paper assesses the tasks that confronted the administration, faculty, and students of Lamar University in the days and weeks after the event. It concludes that the one factor that will influence more than any other the degree of success after any disaster is whether all levels of the administrative command institutionalise, endorse, promote, and encourage the adopted recovery plan. The research seeks to share valuable insights on the vulnerabilities that academic institutions face during natural disasters and to highlight some of the many lessons learned.

Signal Systems of Lesson Settings and the Task-Related Behavior of Preschool Children

ERIC Educational Resources Information Center

Kounin, Jacob S.; Gump, Paul V.

1974-01-01

Teachers were videotaped teaching lessons. Lessons were seen as signal systems to participants. These signal systems were characterized along dimensions of continuity, insulation, and intrusiveness. Task involvement was used as the criterion. Results indicate most successful to least successful lessons, based on signal systems. (Author/SE)

Website Redesign: A Case Study.

PubMed

Wu, Jin; Brown, Janis F

2016-01-01

A library website redesign is a complicated and at times arduous task, requiring many different steps including determining user needs, analyzing past user behavior, examining other websites, defining design preferences, testing, marketing, and launching the site. Many different types of expertise are required over the entire process. Lessons learned from the Norris Medical Library's experience with the redesign effort may be useful to others undertaking a similar project.

Afghan National Police Training Program: Lessons Learned During the Transition of Contract Administration

DTIC Science & Technology

2011-08-15

coordinated transition requirements; • identifying and completing inherently governmental tasks; • conducting risk assessments and developing risk ...conducted risk assessments and developed risk mitigation strategies, defined metrics, and established a council of senior officials to oversee and... assessment to identify sources of risk that may affect the transition, and mitigation strategies to address those risks , which could help minimize the

Managing Mathematics: How Does Classroom Management Affect the Maintenance of High Cognitive Demand Tasks during Lessons with Standards-Based Instructional Materials?

ERIC Educational Resources Information Center

Barriteau Phaire, Candace

2013-01-01

The teaching and learning of mathematics has been the subject of debate for over 30 years and the most recent reform efforts are in response to concerns regarding the mathematical competence of students in the United States (Ball, Hill, & Bass, 2005; Battista, 1994; Cavanagh, 2008). Standards-based Instructional Materials (SBIM) allows…

2007 Stability, Security, Transition and Reconstruction Operations Conference

DTIC Science & Technology

2007-11-28

narcotics Foster sustainable economy U.S.PRT tasks Jalalabad June 2007 Who can respond to which challeges ? 2. Battlespace or Humanitarian Space...Education Integrated Interagency Stabilization and Reconstruction Training Plug and Play System Lessons Learned from the Field USAID NGOs World Bank ...World Bank , IMF? Expanding the Focus… At the US and NATO Strategic/Operational Level Enhanced/new structures and procedures to improve: Interaction

Washington's Community and Technical Colleges' Student Achievement Initiative: Lessons Learned since the 2012 Revision and Considerations for New Allocation Model. Research Report 16-1

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2016

2016-01-01

In January 2012, a system-wide task force came together for a nearly year-long process of revising the community and technical college system's performance-based funding (PBF) system, the Student Achievement Initiative. This review was consistent with national experts' recommendations for continuous evaluation of PBF systems to ensure overall…

A Cross-Cultural Investigation into How Tasks Influence Seatwork Activities in Mathematics Lessons

ERIC Educational Resources Information Center

Serrano, Ana M.

2012-01-01

This study examined how types of tasks influenced student activities/thinking and defined the role of Seatwork in mathematics lessons. It used 60 lessons from the TIMSS videotaped Study. These data indicated that practice was the most prevalent form of tasks in the U.S. In Germany, students completed mathematical calculations after a complex…

M-learning in a geography lesson

NASA Astrophysics Data System (ADS)

Mirski, Katri

2014-05-01

We live in rapidly advancing world. Our homes and offices are invaded by new technological achievements. School is a part of the society and many students nowadays use smartphones and table pc's daily. Therefore it's important that schoolteachers advise them on how to manage in such a complex world of engineering miracles and show how to use this kind of equipment in their studies and everyday life. Geography is a natural substance and the best way to study nature is to see, touch and feel it directly. It's important to link the theoretical knowledge that students acquire in a classroom with a practical work in the nature. M-learning gives a great opportunity for that. M-learning, shortened from mobile learning is defined as learning across multiple contexts, through social and content interactions, using personal electronic devices. The main goal of M-learning is to bring new technological equipment to the studies for the purpose of diversifying the learning process. You can use M-learning whether students are doing individual or teamwork. By doing the practical work and thinking all the steps through the students are more actively involved in the learning process and can acquire and fix the knowledge more effectively. Personal electronic devices give the freedom to study anytime and anywhere. This means M-learning is really good for trails and other outdoor activities. In spring 2012 I did my Master's thesis about M-learning. For it I compiled a geographical trail in Tallinn city centre. There were many different geographical tasks that students had to solve. The trail included whether observation, practical work on a slope (measuring the height and the inclination of a slope), drawing a plan, questions about rocks, trees and many other tasks. The students had worksheets, where there were only geographical coordinates. They used GPS devices to get to the designated points. In every point they had a task to take a photo. After the exercises the students formed their work in Google Earth where they did a tour of their journey. In the feedback students said that it was a very interesting and an educational practical task. A new opportunity in M-learning is to use QR codes. This means that you don't have to print out worksheets with questions. You can hide question in the code and students can read them with their own devices on site. From the Master's thesis I also developed a tutorial material named "M-learning in a geography lesson" (in Estonian: M-õpe geograafiatunnis), you can see it in the webpage katrimope@wordpress.com. The tutorial received a second place on the Estonian study material contest in 2013. This is only one example on how to use M-learning. In Gustav Adolf Grammar School we use M-learning in lots of different subjects because it's really important in modern school to link new technologies, surrounding environment and learning for the purpose of better obtainment of knowledge.

Tangential Floor in a Classroom Setting

ERIC Educational Resources Information Center

Marti, Leyla

2012-01-01

This article examines floor management in two classroom sessions: a task-oriented computer lesson and a literature lesson. Recordings made in the computer lesson show the organization of floor when a task is given to students. Temporary or "incipient" side floors (Jones and Thornborrow, 2004) emerge beside the main floor. In the literature lesson,…

Engineering Lessons Learned and Systems Engineering Applications

NASA Technical Reports Server (NTRS)

Gill, Paul S.; Garcia, Danny; Vaughan, William W.

2005-01-01

Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. As part of the NASA Technical Standards Program activities, engineering lessons learned datasets have been identified from a number of sources. These are being searched and screened for those having a relation to Technical Standards. This paper will address some of these Systems Engineering Lessons Learned and how they are being related to Technical Standards within the NASA Technical Standards Program, including linking to the Agency's Interactive Engineering Discipline Training Courses and the life cycle for a flight vehicle development program.

Improving Clinical Workflow in Ambulatory Care: Implemented Recommendations in an Innovation Prototype for the Veteran’s Health Administration

PubMed Central

Patterson, Emily S.; Lowry, Svetlana Z.; Ramaiah, Mala; Gibbons, Michael C.; Brick, David; Calco, Robert; Matton, Greg; Miller, Anne; Makar, Ellen; Ferrer, Jorge A.

2015-01-01

Introduction: Human factors workflow analyses in healthcare settings prior to technology implemented are recommended to improve workflow in ambulatory care settings. In this paper we describe how insights from a workflow analysis conducted by NIST were implemented in a software prototype developed for a Veteran’s Health Administration (VHA) VAi2 innovation project and associated lessons learned. Methods: We organize the original recommendations and associated stages and steps visualized in process maps from NIST and the VA’s lessons learned from implementing the recommendations in the VAi2 prototype according to four stages: 1) before the patient visit, 2) during the visit, 3) discharge, and 4) visit documentation. NIST recommendations to improve workflow in ambulatory care (outpatient) settings and process map representations were based on reflective statements collected during one-hour discussions with three physicians. The development of the VAi2 prototype was conducted initially independently from the NIST recommendations, but at a midpoint in the process development, all of the implementation elements were compared with the NIST recommendations and lessons learned were documented. Findings: Story-based displays and templates with default preliminary order sets were used to support scheduling, time-critical notifications, drafting medication orders, and supporting a diagnosis-based workflow. These templates enabled customization to the level of diagnostic uncertainty. Functionality was designed to support cooperative work across interdisciplinary team members, including shared documentation sessions with tracking of text modifications, medication lists, and patient education features. Displays were customized to the role and included access for consultants and site-defined educator teams. Discussion: Workflow, usability, and patient safety can be enhanced through clinician-centered design of electronic health records. The lessons learned from implementing NIST recommendations to improve workflow in ambulatory care using an EHR provide a first step in moving from a billing-centered perspective on how to maintain accurate, comprehensive, and up-to-date information about a group of patients to a clinician-centered perspective. These recommendations point the way towards a “patient visit management system,” which incorporates broader notions of supporting workload management, supporting flexible flow of patients and tasks, enabling accountable distributed work across members of the clinical team, and supporting dynamic tracking of steps in tasks that have longer time distributions. PMID:26290887

Development and preliminary reliability of a multitasking assessment for executive functioning after concussion.

PubMed

Smith, Laurel B; Radomski, Mary Vining; Davidson, Leslie Freeman; Finkelstein, Marsha; Weightman, Margaret M; McCulloch, Karen L; Scherer, Matthew R

2014-01-01

OBJECTIVES. Executive functioning deficits may result from concussion. The Charge of Quarters (CQ) Duty Task is a multitask assessment designed to assess executive functioning in servicemembers after concussion. In this article, we discuss the rationale and process used in the development of the CQ Duty Task and present pilot data from the preliminary evaluation of interrater reliability (IRR). METHOD. Three evaluators observed as 12 healthy participants performed the CQ Duty Task and measured performance using various metrics. Intraclass correlation coefficient (ICC) quantified IRR. RESULTS. The ICC for task completion was .94. ICCs for other assessment metrics were variable. CONCLUSION. Preliminary IRR data for the CQ Duty Task are encouraging, but further investigation is needed to improve IRR in some domains. Lessons learned in the development of the CQ Duty Task could benefit future test development efforts with populations other than the military. Copyright © 2014 by the American Occupational Therapy Association, Inc.

Development and Preliminary Reliability of a Multitasking Assessment for Executive Functioning After Concussion

PubMed Central

Radomski, Mary Vining; Davidson, Leslie Freeman; Finkelstein, Marsha; Weightman, Margaret M.; McCulloch, Karen L.; Scherer, Matthew R.

2014-01-01

OBJECTIVES. Executive functioning deficits may result from concussion. The Charge of Quarters (CQ) Duty Task is a multitask assessment designed to assess executive functioning in servicemembers after concussion. In this article, we discuss the rationale and process used in the development of the CQ Duty Task and present pilot data from the preliminary evaluation of interrater reliability (IRR). METHOD. Three evaluators observed as 12 healthy participants performed the CQ Duty Task and measured performance using various metrics. Intraclass correlation coefficient (ICC) quantified IRR. RESULTS. The ICC for task completion was .94. ICCs for other assessment metrics were variable. CONCLUSION. Preliminary IRR data for the CQ Duty Task are encouraging, but further investigation is needed to improve IRR in some domains. Lessons learned in the development of the CQ Duty Task could benefit future test development efforts with populations other than the military. PMID:25005507

Engineering Lessons Learned and Systems Engineering Applications

NASA Technical Reports Server (NTRS)

Gill, Paul S.; Garcia, Danny; Vaughan, William W.

2005-01-01

Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned and technical standards. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. Systems Engineering has been defined (EINIS-632) as "an interdisciplinary approach encompassing the entire technical effort to evolve and verify an integrated and life-cycle balanced set of system people, product, and process solutions that satisfy customer needs". Designing reliable space-based systems has always been a goal for NASA, and many painful lessons have been learned along the way. One of the continuing functions of a system engineer is to compile development and operations "lessons learned" documents and ensure their integration into future systems development activities. They can produce insights and information for risk identification identification and characterization. on a new project. Lessons learned files from previous projects are especially valuable in risk

Lessons Learned and Technical Standards: A Logical Marriage

NASA Technical Reports Server (NTRS)

Gill, Paul; Vaughan, William W.; Garcia, Danny; Gill, Maninderpal S. (Technical Monitor)

2001-01-01

A comprehensive database of lessons learned that corresponds with relevant technical standards would be a boon to technical personnel and standards developers. The authors discuss the emergence of one such database within NASA, and show how and why the incorporation of lessons learned into technical standards databases can be an indispensable tool for government and industry. Passed down from parent to child, teacher to pupil, and from senior to junior employees, lessons learned have been the basis for our accomplishments throughout the ages. Government and industry, too, have long recognized the need to systematically document And utilize the knowledge gained from past experiences in order to avoid the repetition of failures and mishaps. The use of lessons learned is a principle component of any organizational culture committed to continuous improvement. They have formed the foundation for discoveries, inventions, improvements, textbooks, and technical standards. Technical standards are a very logical way to communicate these lessons. Using the time-honored tradition of passing on lessons learned while utilizing the newest in information technology, the National Aeronautics and Space Administration (NASA) has launched an intensive effort to link lessons learned with specific technical standards through various Internet databases. This article will discuss the importance of lessons learned to engineers, the difficulty in finding relevant lessons learned while engaged in an engineering project, and the new NASA project that can help alleviate this difficulty. The article will conclude with recommendations for more expanded cross-sectoral uses of lessons learned with reference to technical standards.

Lessons Learned in Engineering

NASA Technical Reports Server (NTRS)

Blair, J. C.; Ryan, R. S.; Schutzenhofer, L. A.

2011-01-01

This Contractor Report (CR) is a compilation of Lessons Learned in approximately 55 years of engineering experience by each James C. Blair, Robert S. Ryan, and Luke A. Schutzenhofer. The lessons are the basis of a course on Lessons Learned that has been taught at Marshall Space Flight Center. The lessons are drawn from NASA space projects and are characterized in terms of generic lessons learned from the project experience, which are further distilled into overarching principles that can be applied to future projects. Included are discussions of the overarching principles followed by a listing of the lessons associated with that principle. The lesson with sub-lessons are stated along with a listing of the project problems the lesson is drawn from, then each problem is illustrated and discussed, with conclusions drawn in terms of Lessons Learned. The purpose of this CR is to provide principles learned from past aerospace experience to help achieve greater success in future programs, and identify application of these principles to space systems design. The problems experienced provide insight into the engineering process and are examples of the subtleties one experiences performing engineering design, manufacturing, and operations.

Preliminary Analysis of ISS Maintenance History and Implications for Supportability of Future Missions

NASA Technical Reports Server (NTRS)

Watson, Kevin J.; Robbins, William W.

2004-01-01

The International Space Station (ISS) enables the study of supportability issues associated with long-duration human spaceflight. The ISS is a large, complex spacecraft that must be maintained by its crew. In contrast to the Space Shuttle Orbiter vehicle, but similar to spacecraft that will be component elements of future missions beyond low-Earth orbit, ISS does not return to the ground for servicing and provisioning of spares is severely constrained by transportation limits. Although significant technical support is provided by ground personnel, all hands-on maintenance tasks are performed by the crew. It is expected that future missions to distant destinations will be further limited by lack of resupply opportunities and will, eventually, become largely independent of ground support. ISS provides an opportunity to begin learning lessons that will enable future missions to be successful. Data accumulated over the first several years of ISS operations have been analyzed to gain a better understanding of maintenance-related workload. This analysis addresses both preventive and corrective maintenance and includes all U.S segment core systems. Systems and tasks that are major contributors to workload are identified. As further experience accrues, lessons will be learned that will influence future system designs so that they require less maintenance and, when maintenance is required, it can be performed more efficiently. By heeding the lessons of ISS it will be possible to identify system designs that should be more robust and point towards advances in both technology and design that will offer the greatest return on investment.

Self Managing the Consequences of Major Limb Trauma

DTIC Science & Technology

2007-03-01

rehabilitation to the community – whether that be in the military or 15. SUBJECT TERMS Self Management, Trauma, Online Learning 16. SECURITY...Task # 1). The Flash platform was chosen based on its high level of market penetration (greater than 98% in the U.S.A.), ease of integration with...management system to facilitate seamless transitions between lessons, online chats, message boards, and evaluation questionnaires using a single security

Accounting Clerk Guide, Instructor Packet--Part I. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

ERIC Educational Resources Information Center

Foster, Brian; And Others

The instructor packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The instructor packet lists performance objectives, vocabulary, learning tasks, and supplemental activities for lessons 1 through 11. It also includes…

A Design Model of Distributed Scaffolding for Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Hsu, Ying-Shao; Lai, Ting-Ling; Hsu, Wei-Hsiu

2015-04-01

This study presents a series of three experiments that focus on how distributed scaffolding influences learners' conceptual understanding and reasoning from combined levels of triangulation, at the interactive level (discourses within a focus group) and the collective level (class). Three inquiry lessons on plate tectonics (LPT) were designed, implemented and redesigned to explore how students responded to the scaffoldings provided. The results show that the goal-oriented version (LPT3) was significantly more effective at helping students develop an understanding of plate tectonics and evidence-based reasoning than the teacher-led (LPT1) and deconstructed (LPT2) versions ( χ 2 = 11.56, p < 0.003). In LPT3, we can identify three key features of the scaffolding: an advanced organizer, deconstruction of complex tasks, and reflection on the whole inquiry cycle at the end of class time. In addition, LPT3 took much less teaching time. In other words, it appears to be effective and efficient, most likely due to synergies between teacher facilitation and lesson scaffolds. The empirical results clarify the functions of the design model proposed for distributed scaffolding: navigating inquiry, structuring tasks, supporting communication, and fostering reflection. Future studies should more closely evaluate the scaffolding system as a whole and synergies between different types of scaffolds for advancing learning.

Unmanned Ground Vehicle (UGV) Lessons Learned

DTIC Science & Technology

2001-11-01

iii 1. INTRODUCTION ....................................................................................................... 1 1.1... INTRODUCTION 1.1 PURPOSE The purpose of this effort is to compile Lessons Learned from the unmanned ground vehicle (UGV) programs that could be relevant to... introduction of gunpowder, this lesson was no longer valid. Castles crumbled and new lessons had to be learned. One such lesson was that the faster

Lesson Learning at JPL

NASA Technical Reports Server (NTRS)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

77 FR 64565 - Solicitation of Feedback and Lessons-Learned from the Pilot of the Revised Construction Reactor...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-22

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0249] Solicitation of Feedback and Lessons-Learned from... or the Commission) is soliciting feedback and lessons-learned from members of the public, licensees... constructed in accordance with the licensing basis. The NRC has applied lessons- learned from the prior plants...

Virtual slide telepathology workstation of the future: lessons learned from teleradiology☆

PubMed Central

Krupinski, Elizabeth A.

2013-01-01

Summary The clinical reading environment for the 21st century pathologist looks very different than it did even a few short years ago. Glass slides are quickly being replaced by digital “virtual slides,” and the traditional light microscope is being replaced by the computer display. There are numerous questions that arise however when deciding exactly what this new digital display viewing environment will be like. Choosing a workstation for daily use in the interpretation of digital pathology images can be a very daunting task. Radiology went digital nearly 20 years ago and faced many of the same challenges so there are lessons to be learned from these experiences. One major lesson is that there is no “one size fits all” workstation so users must consider a variety of factors when choosing a workstation. In this article, we summarize some of the potentially critical elements in a pathology workstation and the characteristics one should be aware of and look for in the selection of one. Issues pertaining to both hardware and software aspects of medical workstations will be reviewed particularly as they may impact the interpretation process. PMID:19552939

Orion Flight Performance Design Trades

NASA Technical Reports Server (NTRS)

Jackson, Mark C.; Straube, Timothy

2010-01-01

A significant portion of the Orion pre-PDR design effort has focused on balancing mass with performance. High level performance metrics include abort success rates, lunar surface coverage, landing accuracy and touchdown loads. These metrics may be converted to parameters that affect mass, such as ballast for stabilizing the abort vehicle, propellant to achieve increased lunar coverage or extended missions, or ballast to increase the lift-to-drag ratio to improve entry and landing performance. The Orion Flight Dynamics team was tasked to perform analyses to evaluate many of these trades. These analyses not only provide insight into the physics of each particular trade but, in aggregate, they illustrate the processes used by Orion to balance performance and mass margins, and thereby make design decisions. Lessons learned can be gleaned from a review of these studies which will be useful to other spacecraft system designers. These lessons fall into several categories, including: appropriate application of Monte Carlo analysis in design trades, managing margin in a highly mass-constrained environment, and the use of requirements to balance margin between subsystems and components. This paper provides a review of some of the trades and analyses conducted by the Flight Dynamics team, as well as systems engineering lessons learned.

Lessons Learned in Engineering. Supplement

NASA Technical Reports Server (NTRS)

Blair, James C.; Ryan, Robert S.; Schultzenhofer, Luke A.

2011-01-01

This Contractor Report (CR) is a compilation of Lessons Learned in approximately 55 years of engineering experience by each James C. Blair, Robert S. Ryan, and Luke A. Schutzenhofer. The lessons are the basis of a course on Lessons Learned that has been taught at Marshall Space Flight Center. The lessons are drawn from NASA space projects and are characterized in terms of generic lessons learned from the project experience, which are further distilled into overarching principles that can be applied to future projects. Included are discussions of the overarching principles followed by a listing of the lessons associated with that principle. The lesson with sub-lessons are stated along with a listing of the project problems the lesson is drawn from, then each problem is illustrated and discussed, with conclusions drawn in terms of Lessons Learned. The purpose of this CR is to provide principles learned from past aerospace experience to help achieve greater success in future programs, and identify application of these principles to space systems design. The problems experienced provide insight into the engineering process and are examples of the subtleties one experiences performing engineering design, manufacturing, and operations. The supplemental CD contains accompanying PowerPoint presentations.

Verbal and nonverbal behavior of ability-grouped dyads

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Carter, Glenda

In this study we describe the social interactions of ability-grouped dyads as they constructed knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. The verbal and nonverbal behaviors of 30 fifth-grade students were recorded as they completed three activities related to balance. These student interactions were examined within a framework of social cognition. For each dyad, characteristics of ability-grouped dyads were identified. Results revealed that high-achieving students effectively used prior experiences, maintained focus on the learning task, and were able to manipulate the equipment effectively to construct knowledge. Low-achieving students exhibited off-task behavior, lacked a metacognitive framework for organizing the learning tasks, centered on irrelevant features of the equipment, and were unable to use language effectively to mediate learning. Within low-high student dyads, high-achieving students typically modeled thinking processes and strategies for manipulating equipment. In addition, they focused the low-achieving students on the components of the tasks while verbally monitoring their progress, thus enabling low students to identify the critical features necessary for concept construction. These results highlighted the differences that students have in the use of language and tools. Low students' inefficient use of tools has implications for the ways science teachers structure lessons and group students for laboratory work.Received: 8 March 1993; Revised: 6 January 1994;

NASA Ares I Launch Vehicle Roll and Reaction Control Systems Lessons Learned

NASA Technical Reports Server (NTRS)

Butt, Adam; Popp, Chris G.; Jernigan, Frankie R.; Paseur, Lila F.; Pitts, Hank M.

2011-01-01

On April 15, 2010 President Barak Obama made the official announcement that the Constellation Program, which included the Ares I launch vehicle, would be canceled. NASA s Ares I launch vehicle was being designed to launch the Orion Crew Exploration Vehicle, returning humans to the moon, Mars, and beyond. It consisted of a First Stage (FS) five segment solid rocket booster and a liquid J-2X Upper Stage (US) engine. Roll control for the FS was planned to be handled by a dedicated Roll Control System (RoCS), located on the connecting interstage. Induced yaw or pitch moments experienced during FS ascent would have been handled by vectoring of the booster nozzle. After FS booster separation, the US Reaction Control System (ReCS) would have provided the US Element with three degrees of freedom control as needed. The lessons learned documented in this paper will be focused on the technical designs and producibility of both systems along with the partnership between NASA and Boeing, who was on contract to build the Ares I US Element, which included the FS RoCS and US ReCS. In regards to partnership, focus will be placed on integration along with technical work accomplished by Boeing with special emphasis on each task order. In summary, this paper attempts to capture key lessons learned that should be helpful in the development of future launch vehicle RCS designs.

Indigenous language use and primary science teaching in a post-colonial society: The case of Shona in Zimbabwe

NASA Astrophysics Data System (ADS)

Horcajo, Susan Lori

The historical legacy of colonialism in Zimbabwe is revealed in the continued use of the colonial language, English, in education. However, many teachers use the local language along with particular techniques to address this language gap so that children learn the content of the lessons, especially in the rural areas where access to modern conveniences and the school language outside of class is limited. This research examines the use of an indigenous language in an educational system in which content area curricula are administered in a second language. Three third grade classes in a rural Zimbabwean village were video recorded for three weeks each during the teaching of science. Lessons were transcribed and questions devised for the teachers and a small number of students in order to explore issues related to language use and scientific concept development. The lessons and interviews were reviewed in order to determine particular language usage in the indigenous Shona language and its local dialect, Ndau. The questions addressed were: (1) When and how does the teacher use Shona to explain scientific concepts? (2) When and how do children use Shona to discuss these concepts? (3) What is the relationship among cognition, the use of Shona in the classroom and the learning of science? Analysis of Shona language use in these lessons revealed that while Shona was most commonly used in single words for affection, to facilitate instruction, and to support the lesson, large segments of four sentences or more allowed for more culturally relevant teaching and the development of concepts which served the purpose of science learning through identification, description, explanation and the reaching of conclusions. Metalinguistic awareness and literacy were seen to be salient elements in the lessons, especially given the fact that only English is allowed to be written; that is, while the teacher often explained elements of the lessons orally, all writing on the board, in exercises and other tasks was done in English. Given the correlation between cognitive and linguistic development, the implications for education for national socio-economic development are great.

Lessons learned from facilitating the state and tribal government working group

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

Kurstedt, H.A. Jr.

1994-12-31

Thirteen lessons learned from my experience in facilitating the State and Tribal Government Working Group for the U.S. Department of Energy have been identified. The conceptual base for supporting the veracity of each lesson has been developed and the lessons are believed to be transferable to any stakeholder group. The crux of stakeholder group success if the two-directional, two-mode empowerment required in this case. Most of the lessons learned deal with the scope of that empowerment. A few of the lessons learned deal with the operations of the group.

Revealing the Structural Complexity of Component Interactions of Topic-Specific PCK when Planning to Teach

NASA Astrophysics Data System (ADS)

Mavhunga, Elizabeth

2018-04-01

Teaching pedagogical content knowledge (PCK) at a topic-specific level requires clarity on the content-specific nature of the components employed, as well as the specific features that bring about the desirable depth in teacher explanations. Such understanding is often hazy; yet, it influences the nature of teacher tasks and learning opportunities afforded to pre-service teachers in a teaching program. The purpose of this study was twofold: firstly, to illuminate the emerging complexity when content-specific components of PCK interact when planning to teach a chemistry topic; and secondly, to identify the kinds of teacher tasks that promote the emergence of such complexity. Data collected were content representations (CoRes) in chemical equilibrium accompanied by expanded lesson outlines from 15 pre-service teachers in their final year of study towards a first degree in teaching (B Ed). The analysis involved extraction of episodes that exhibited component interaction by using a qualitative in-depth analysis method. The results revealed the structure in which the components of PCK in a topic interact among each other to be linear, interwoven, or a combination of the two. The interwoven interactions contained multiple components that connected explanations on different aspects of a concept, all working in a complementary manner. The most sophisticated component interactions emerged from teacher tasks on descriptions of a lesson sequence and a summary of a lesson. Recommendations in this study highlight core practices for making pedagogical transformation of topic content knowledge more accessible.

77 FR 14446 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-09

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0055] Changes to the Generic Aging Lessons Learned (GALL... Aging Lessons Learned (GALL) Report,'' and the NRC staff's aging management review procedure and... into ADAMS. II. Background The NRC issues LR-ISGs to communicate insights and lessons learned and to...

Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking

ERIC Educational Resources Information Center

Roche, Anne; Clarke, Doug; Clarke, David; Chan, Man Ching Esther

2016-01-01

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and…

Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design.

PubMed

Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Bosker, Roel J; Doolaard, Simone; Visscher, Chris

2015-04-19

Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined. From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations. Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but there were significant differences at the midway (ES = 0.60) and end (ES = 0.59) observation. On average, the children were exercising in moderate to vigorous physical activity during 60% of de lesson time (14 minutes of an average lesson of 23 minutes). No significant relationships were found between percentage of moderate to vigorous physical activity during the intervention and time-on-task in the post-intervention lessons. Physically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term.

Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons

ERIC Educational Resources Information Center

Clarke, Doug; Clarke, David; Roche, Anne; Chan, Man Ching Esther

2015-01-01

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. In this project, the knowledge construction of mathematics teachers was examined utilising multi-camera research techniques during lesson planning, classroom interactions…

Brownfields City of Cleveland: Deconstruction Lessons Learned Report

EPA Pesticide Factsheets

This technical memorandum presents an overview of Cleveland’s current deconstruction initiative goals and lessons learned (in the Cleveland area) and potential strategies for addressing lessons learned.

77 FR 46127 - Interim Staff Guidance on Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-02

... Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks... AMPs in NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's... issues LR-ISG to communicate insights and lessons learned and to address emergent issues not covered in...

Summary Findings from the AVT-191 Project to Assess Sensitivity Analysis and Uncertainty Quantification Methods for Military Vehicle Design

NASA Technical Reports Server (NTRS)

Benek, John A.; Luckring, James M.

2017-01-01

A NATO symposium held in Greece in 2008 identified many promising sensitivity analysis and uncertainty quantification technologies, but the maturity and suitability of these methods for realistic applications was not clear. The NATO Science and Technology Organization, Task Group AVT-191 was established to evaluate the maturity and suitability of various sensitivity analysis and uncertainty quantification methods for application to realistic vehicle development problems. The program ran from 2011 to 2015, and the work was organized into four discipline-centric teams: external aerodynamics, internal aerodynamics, aeroelasticity, and hydrodynamics. This paper summarizes findings and lessons learned from the task group.

Planning and reasoning in the JPL telerobot testbed

NASA Technical Reports Server (NTRS)

Peters, Stephen; Mittman, David; Collins, Carol; Omeara, Jacquie; Rokey, Mark

1990-01-01

The Telerobot Interactive Planning System is developed to serve as the highest autonomous-control level of the Telerobot Testbed. A recent prototype is described which integrates an operator interface for supervisory control, a task planner supporting disassembly and re-assembly operations, and a spatial planner for collision-free manipulator motion through the workspace. Each of these components is described in detail. Descriptions of the technical problem, approach, and lessons learned are included.

Semantic Webbing, Semantic-Pictorial Webbing and Standard Basal Teaching Techniques: A Comparison of Three Strategies To Enhance Learning and Memory of a Reading Comprehension Task in the Fourth Grade Classroom.

ERIC Educational Resources Information Center

McCarthy-Tucker, Sherri

A study analyzed the relative effectiveness of three teaching strategies for enhancing vocabulary and reading comprehension. Sixty-eight students in three fourth-grade classrooms in a suburban southwestern public school were presented with a vocabulary lesson on weather from the reading text according to one of the following strategies: (1) basal…

Reflections on Over Fifty Years in Research and Development; Some Lessons Learned

DTIC Science & Technology

2012-02-01

his career in chemical research and development at the Monsanto Chemical Company. Dr. Lyons received his AB in chemistry from Harvard College and...developing new uses for its products (applications research). Chemical Applications in the Field My first task at the Monsanto Research Laboratory was...permanent employees, post-doctoral fellows, and guest workers. When I was at Monsanto Company, a special class of “stars” was singled out by management

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-04-07

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in these programs...statements among others, although not necessarily in the order shown below: • “I am deeply concerned about Northrop Grumman Ship Systems’ ( NGSS

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-07-01

Background, Issues, and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK...performed out of sequence and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned...deeply concerned about Northrop Grumman Ship Systems’ ( NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-06-10

Background, Issues, and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK...out of sequence and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned for...concerned about Northrop Grumman Ship Systems’ ( NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to construction

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-03-29

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...performed out of sequence and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned...deeply concerned about Northrop Grumman Ship Systems’ ( NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to

U.S. Experience with the Draft: Learning the Wrong Lessons

DTIC Science & Technology

2013-03-01

W. Laws United States Army Reserve 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND...MSSA) to require the registration and possible conscription of women.15 Considerable public debate took place before Congress decided women would not...concluded “[i]n that event, the hypothetical draft the Court relied on to sustain the MSSA’s gender -based classification would presumably be of little

Analysis of large space structures assembly: Man/machine assembly analysis

NASA Technical Reports Server (NTRS)

1983-01-01

Procedures for analyzing large space structures assembly via three primary modes: manual, remote and automated are outlined. Data bases on each of the assembly modes and a general data base on the shuttle capabilities to support structures assembly are presented. Task element times and structure assembly component costs are given to provide a basis for determining the comparative economics of assembly alternatives. The lessons learned from simulations of space structures assembly are detailed.

Lessons learned in control center technologies and non-technologies

NASA Technical Reports Server (NTRS)

Hansen, Elaine R.

1991-01-01

Information is given in viewgraph form on the Solar Mesosphere Explorer (SME) Control Center and the Oculometer and Automated Space Interface System (OASIS). Topics covered include SME mission operations functions; technical and non-technical features of the SME control center; general tasks and objects within the Space Station Freedom (SSF) ground system nodes; OASIS-Real Time for the control and monitoring of of space systems and subsystems; and OASIS planning, scheduling, and PC architecture.

System Re-engineering Project Executive Summary

DTIC Science & Technology

1991-11-01

Management Information System (STAMIS) application. This project involved reverse engineering, evaluation of structured design and object-oriented design, and re- implementation of the system in Ada. This executive summary presents the approach to re-engineering the system, the lessons learned while going through the process, and issues to be considered in future tasks of this nature.... Computer-Aided Software Engineering (CASE), Distributed Software, Ada, COBOL, Systems Analysis, Systems Design, Life Cycle Development, Functional Decomposition, Object-Oriented

Assessing a learning process with functional ANOVA estimators of EEG power spectral densities.

PubMed

Gutiérrez, David; Ramírez-Moreno, Mauricio A

2016-04-01

We propose to assess the process of learning a task using electroencephalographic (EEG) measurements. In particular, we quantify changes in brain activity associated to the progression of the learning experience through the functional analysis-of-variances (FANOVA) estimators of the EEG power spectral density (PSD). Such functional estimators provide a sense of the effect of training in the EEG dynamics. For that purpose, we implemented an experiment to monitor the process of learning to type using the Colemak keyboard layout during a twelve-lessons training. Hence, our aim is to identify statistically significant changes in PSD of various EEG rhythms at different stages and difficulty levels of the learning process. Those changes are taken into account only when a probabilistic measure of the cognitive state ensures the high engagement of the volunteer to the training. Based on this, a series of statistical tests are performed in order to determine the personalized frequencies and sensors at which changes in PSD occur, then the FANOVA estimates are computed and analyzed. Our experimental results showed a significant decrease in the power of [Formula: see text] and [Formula: see text] rhythms for ten volunteers during the learning process, and such decrease happens regardless of the difficulty of the lesson. These results are in agreement with previous reports of changes in PSD being associated to feature binding and memory encoding.

Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

NASA Astrophysics Data System (ADS)

Kraemer, Emily N.

Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 1, 2007

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This issue of "Lessons Learned" addresses after-action reports, which are an integral part of the emergency preparedness planning continuum and support effective crisis response. After-action reports have a threefold purpose. They…

A multidimensional framework of conceptual change for developing chemical equilibrium learning

NASA Astrophysics Data System (ADS)

Chanyoo, Wassana; Suwannoi, Paisan; Treagust, David F.

2018-01-01

The purposes of this research is to investigate the existing chemical equilibrium lessons in Thailand based on the multidimensional framework of conceptual change, to determine how the existing lessons could enhance students' conceptual change. This research was conducted based on qualitative perspective. Document, observations and interviews were used to collect data. To comprehend all students conceptions, diagnostic tests were applied comprised of The Chemical Equilibrium Diagnostic Test (the CEDT) and The Chemical Equilibrium Test for Reveal Conceptual Change (the CETforRCC). In addition, to study students' motivations, the Motivated Strategies for Learning Questionnaire (the MSLQ) and students' task engagement were applied. Following each perspective of conceptual change - ontological, epistemological, and social/affective - the result showed that the existing chemical equilibrium unit did not enhance students' conceptual change, and some issues were found. The problems obstructed students conceptual change should be remedy under the multidimensional framework of conceptual change. Finally, some suggestions were provided to enhance students' conceptual change in chemical equilibrium effectively

Teaching strategies in the learning of highest common factor and lowest common multiple

NASA Astrophysics Data System (ADS)

Halim, N. L. A.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The main purpose of this study is to improve students’ understanding of Highest Common Factor (HCF) and Lowest Common Multiple (LCM). Several alternative teaching strategies were integrated in the Year 7 lessons involving 20 students from one secondary school in Brunei Darussalam. The categories identified in the teaching strategy were the application of group work, embedding real-life problems, using presentations and the traditional drilling practice method. An open-ended survey was disseminated to collate the students’ feedback, and among the questions posed was in relation to the different types of lesson activities utilised within each of the teaching strategies. Although 55% of the students preferred the traditional drilling practice on the calculation of HCF and LCM, mainly due to the ease of the task as opposed to activities involving real-life problems, the findings also indicated that most students favour sharing their ideas in a healthy competition learning style between each other or between the groups.

Vertebrobasilar junction giant aneurysm: Lessons learned from a neurosurgical audit and anatomical investigation.

PubMed

Graziano, Francesca; Ganau, Mario; Russo, Vittorio Maria; Iacopino, Domenico G; Ulm, Arthur John

2015-01-01

The treatment of vascular lesions of the vertebrobasilar junction (VBJ) remains a challenging task in the neurosurgical practice and the gold standard therapy is still under debate. In this article, the authors report a detailed postmortem study of a VBJ giant aneurysm (GA) previously endovascularly treated. Although the decision-making process for the vast majority of neurosurgical treatment can nowadays be accurately carried out during the preoperative planning (i.e., with the aid of neuroimaging fusion protocols, neuronavigation platforms, etc.) meant to maximize the anatomical understanding of the lesions and minimize possible intraprocedural challenges, this postmortem study represents the ultimate essence of neurosurgical audit as the laboratory investigations allowed to reevaluate the clinical history of VBJ GA, and reassess the multiple strategies available for its treatment with a straightforward anatomical perspective. Specifically, the lessons learned through this clinical and laboratory work uphold a great educational value regarding the complex management of those lesions, including the possible role of combined skull base surgical approaches.

Going beyond the lesson: Self-generating new factual knowledge in the classroom

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education. PMID:27728784

The Department of Defense at the Forefront of a Global Health Emergency Response: Lessons Learned from the Ebola Outbreak.

PubMed

Diehl, Glendon; Bradstreet, Nicole; Monahan, Felicia

2016-01-01

Tasked with analyzing the effectiveness of the Department of Defense's (DoD's) global health engagements, the Uniformed Services University of the Health Sciences (USU) used the Measures Of Effectiveness in Defense Engagement and Learning (MODEL) study to conduct a qualitative analysis of the DoD's response efforts to the Ebola pandemic in West Africa. The research aims to summarize the findings of studies that monitor and evaluate the DoD's response to the Ebola pandemic or compare the effectiveness of different DoD response activities; it further aims to identify common themes around positive and negative lessons learned and recommendations that can be applied to future DoD humanitarian assistance and disaster response efforts. The search included documents and observations from PubMed, Disaster Lit: Resource Guide for Disaster Medicine and Public Health, the Joint Lessons Learned Information System, the DoD and US Africa Command websites, and Google Scholar. The records selected from the search were analyzed to provide insights on the DoD's humanitarian assistance and disaster response engagements that could be employed to inform future operations and policy. Furthermore, the research identifies strengths and gaps in military capabilities to respond to disasters, which can be used to inform future training and education courses. Overall, the findings demonstrate the importance of monitoring, evaluating, and assessing disaster response activities and provide new evidence to support the implementation of activities, in accordance with the Global Health Security Agenda, to strengthen all-threat prevention, detection, and response capabilities worldwide.

Utilizing the NASA Data-enhanced Investigations for Climate Change Education Resource for Elementary Pre-service Teachers in a Technology Integration Education Course.

NASA Astrophysics Data System (ADS)

Howard, E. M.; Moore, T.; Hale, S. R.; Hayden, L. B.; Johnson, D.

2014-12-01

The preservice teachers enrolled in the EDUC 203 Introduction to Computer Instructional Technology course, primarily for elementary-level had created climate change educational lessons based upon their use of the NASA Data-enhanced Investigations for Climate Change Education (DICCE). NASA climate education datasets and tools were introduced to faculty of Minority Serving Institutions through a grant from the NASA Innovations in Climate Education program. These lessons were developed to study various ocean processes involving phytoplankton's chlorophyll production over time for specific geographic areas using the Giovanni NASA software tool. The pre-service teachers had designed the climate change content that will assist K-4 learners to identify and predict phytoplankton sources attributed to sea surface temperatures, nutrient levels, sunlight, and atmospheric carbon dioxide associated with annual chlorophyll production. From the EDUC 203 course content, the preservice teachers applied the three phases of the technology integration planning (TIP) model in developing their lessons. The Zunal website (http://www.zunal.com) served as a hypermedia tool for online instructional delivery in presenting the climate change content, the NASA climate datasets, and the visualization tools used for the production of elementary learning units. A rubric was developed to assess students' development of their webquests to meet the overall learning objectives and specific climate education objectives. Accompanying each webquest is a rubric with a defined table of criteria, for a teacher to assess students completing each of the required tasks for each lesson. Two primary challenges of technology integration for elementary pre-service teachers were 1) motivating pre-service teachers to be interested in climate education and 2) aligning elementary learning objectives with the Next Generation science standards of climate education that are non-existent in the Common Core State Standards.

Lessons from 30 Years of Flight Software

NASA Technical Reports Server (NTRS)

McComas, David C.

2015-01-01

This presentation takes a brief historical look at flight software over the past 30 years, extracts lessons learned and shows how many of the lessons learned are embodied in the Flight Software product line called the core Flight System (cFS). It also captures the lessons learned from developing and applying the cFS.

Communication and Collaboration During Natural Disasters: The Lessons Learned From Past Experience. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 2, 2008

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on the response and recovery efforts to wildfires by the San Diego County Office of Education (SDCOE) and its school and community partners. Natural disasters such as floods,…

Safe school task force: University-community partnership to promote student development and a safer school environment.

PubMed

Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

Co-Creation Learning Procedures: Comparing Interactive Language Lessons for Deaf and Hearing Students.

PubMed

Hosono, Naotsune; Inoue, Hiromitsu; Tomita, Yutaka

2017-01-01

This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.

Unintended knowledge learnt in primary science practical lessons

NASA Astrophysics Data System (ADS)

Park, Jisun; Abrahams, Ian; Song, Jinwoong

2016-11-01

This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.

Introduction of the Space Shuttle Columbia Accident, Investigation Details, Findings and Crew Survival Investigation Report

NASA Technical Reports Server (NTRS)

Chandler, Michael

2010-01-01

As the Space Shuttle Program comes to an end, it is important that the lessons learned from the Columbia accident be captured and understood by those who will be developing future aerospace programs and supporting current programs. Aeromedical lessons learned from the Accident were presented at AsMA in 2005. This Panel will update that information, closeout the lessons learned, provide additional information on the accident and provide suggestions for the future. To set the stage, an overview of the accident is required. The Space Shuttle Columbia was returning to Earth with a crew of seven astronauts on 1Feb, 2003. It disintegrated along a track extending from California to Louisiana and observers along part of the track filmed the breakup of Columbia. Debris was recovered from Littlefield, Texas to Fort Polk, Louisiana, along a 567 statute mile track; the largest ever recorded debris field. The Columbia Accident Investigation Board (CAIB) concluded its investigation in August 2003, and released their findings in a report published in February 2004. NASA recognized the importance of capturing the lessons learned from the loss of Columbia and her crew and the Space Shuttle Program managers commissioned the Spacecraft Crew Survival Integrated Investigation Team (SCSIIT) to accomplish this. Their task was to perform a comprehensive analysis of the accident, focusing on factors and events affecting crew survival, and to develop recommendations for improving crew survival, including the design features, equipment, training and procedures intended to protect the crew. NASA released the Columbia Crew Survival Investigation Report in December 2008. Key personnel have been assembled to give you an overview of the Space Shuttle Columbia accident, the medical response, the medico-legal issues, the SCSIIT findings and recommendations and future NASA flight surgeon spacecraft accident response training. Educational Objectives: Set the stage for the Panel to address the investigation, medico-legal issues, the Spacecraft Crew Survival Integrated Investigation Team report and training for accident response.

Lessons learned from first year cistern monitoring in Camden ...

EPA Pesticide Factsheets

Invited panelist for Webinar 08/16/2016 by Office of Water : Lessons Learned from Past Green Infrastructure Projects Invited panelist for Webinar 08/16/2016 by Office of Water : Lessons Learned from Past Green Infrastructure Projects

Launch Vehicle Propulsion Life Cycle Cost Lessons Learned

NASA Technical Reports Server (NTRS)

Zapata, Edgar; Rhodes, Russell E.; Robinson, John W.

2010-01-01

This paper will review lessons learned for space transportation systems from the viewpoint of the NASA, Industry and academia Space Propulsion Synergy Team (SPST). The paper provides the basic idea and history of "lessons learned". Recommendations that are extremely relevant to NASA's future investments in research, program development and operations are"'provided. Lastly, a novel and useful approach to documenting lessons learned is recommended, so as to most effectively guide future NASA investments. Applying lessons learned can significantly improve access to space for cargo or people by focusing limited funds on the right areas and needs for improvement. Many NASA human space flight initiatives have faltered, been re-directed or been outright canceled since the birth of the Space Shuttle program. The reasons given at the time have been seemingly unique. It will be shown that there are common threads as lessons learned in many a past initiative.

Lessons Learned and Technical Standards: A Logical Marriage for Future Space Systems Design

NASA Technical Reports Server (NTRS)

Gill, Paul S.; Garcia, Danny; Vaughan, William W.; Parker, Nelson C. (Technical Monitor)

2002-01-01

A comprehensive database of engineering lessons learned that corresponds with relevant technical standards will be a valuable asset to those engaged in studies on future space vehicle developments, especially for structures, materials, propulsion, control, operations and associated elements. In addition, this will enable the capturing of technology developments applicable to the design, development, and operation of future space vehicles as planned in the Space Launch Initiative. Using the time-honored tradition of passing on lessons learned while utilizing the newest information technology, NASA has launched an intensive effort to link lessons learned acquired through various Internet databases with applicable technical standards. This paper will discuss the importance of lessons learned, the difficulty in finding relevant lessons learned while engaged in a space vehicle development, and the new NASA effort to relate them to technical standards that can help alleviate this difficulty.

77 FR 55230 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-01; Compliance With...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-07

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0068] Japan Lessons-Learned Project Directorate Interim... Commission (NRC). ACTION: Japan Lessons-Learned Project Directorate interim staff guidance; issuance. SUMMARY...-Learned Project Directorate Interim Staff Guidance (JLD-ISG), JLD-ISG-2012-01, ``Compliance with Order EA...

77 FR 55232 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-03; Compliance With...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-07

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0067] Japan Lessons-Learned Project Directorate Interim...-Learned Project Directorate Interim Staff Guidance; issuance. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC or the Commission) is issuing the Final Japan Lessons-Learned Project Directorate (JLD...

77 FR 55231 - Japan Lessons-Learned Project Directorate Interim Staff Guidance JLD-ISG-2012-02; Compliance With...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-07

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0069] Japan Lessons-Learned Project Directorate Interim...-Learned Project Directorate interim staff guidance; issuance. SUMMARY: The U.S. Nuclear Regulatory Commission (NRC or the Commission) is issuing the Final Japan Lessons-Learned Project Directorate Interim...

Battlefield Realism: The Impact of Opposing Force (OPFOR) on Friendly Force Task Performance with Implications for the National Training Center. Volume 2. OPFOR Lessons Learned

DTIC Science & Technology

1981-02-01

eight years in the Army. I don’t think that any of us are getting the training that it takes to show us what we are going to be up against. I’n more sure...to its fullest extent may have been attributed to the lack of training on how to use and employ combat engineers. We just do not think about their use...training in this type of scenario, they would not have as much difficulty in coping with It. Learn to think , develop plans and organize. Ask the right

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-06-04

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...context of the best balance of the force overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to...sequence and application of lessons learned for follow-on vessels in these programs

Fire Performance of Shipboard Electronic Space Materials

DTIC Science & Technology

2006-09-15

5d. PROJECT NUMBER 61-8513-0-6-5 John B. Hoover, Clarence L. Whitehurst, Eric B. Chang, and Frederick W. Williams 5e . TASK NUMBER 5f. WORK UNIT NUMBER...representative of current US Navy surface ship electronic spaces. It is expected that lessons learned from tests of this configuration will be applicable... NGSS ) for use on current construction DDG-51 class destroyers. The panels consist of a Nomex honeycomb core with a GRP (glass reinforced plastic

Coast Guard Deepwater Acquisition Programs: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2010-07-21

PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Congressional Research Service,Library of... NGSS ). ICGS was awarded an indefinite delivery, indefinite quantity (ID/IQ) contract for the Deepwater program that included a five-year baseline term...be conducted by SPAWAR [the Navy’s Space and Naval Warfare Systems Command] and in April 2009. We continue to build on lessons learned and are

Coast Guard Deepwater Acquisition Programs: Background, Oversight Issues, and Options for Congress

DTIC Science & Technology

2010-03-30

NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Congressional Research Service,Library of Congress,101...awarded the role to Integrated Coast Guard Systems (ICGS)—an industry team led by Lockheed Martin and Northrop Grumman Ship Systems ( NGSS ). ICGS was...Systems Command] and in April 2009. We continue to build on lessons learned and are making some significant improvements to the Stratton, including

The battalion medical platoon: a flawed scalpel.

PubMed

Cannon, M W; Stoute, J A

1992-08-01

This article discusses the current organization and doctrine for a medical platoon in an armour-heavy task force in light of experience gained in Operations Desert Shield and Desert Storm. The organization of and doctrine for the use of the platoon is covered first. This is followed by a discussion of how doctrine was modified based on field exercises, and projected, and actual, combat operations. It concludes with a presentation of lessons learned and recommendations for changes.

How Does Lesson Structure Shape Teacher Perceptions of Teaching with Challenging Tasks?

ERIC Educational Resources Information Center

Russo, James; Hopkins, Sarah

2017-01-01

Despite reforms in mathematics education, many teachers remain reluctant to incorporate challenging (i.e., more cognitively demanding) tasks into their mathematics instruction. The current study examines how lesson structure shapes teacher perceptions of teaching with challenging tasks. Participants included three Year 1/2 classroom teachers who…

Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language

PubMed Central

Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.

2016-01-01

Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons: personal narratives (6 lessons) and written summaries about read source material (integrated reading-writing) and heard source material (integrated listening-writing) (12 lessons). Before composing summaries, students clicked sequentially one at a time onto translation strategies, which they read and heard through earphones, and could click on again as needed during summary writing: (a) Level I composing of the very next sentence, and (b) Level II composing of a higher-level discourse structure. ANOVAs showed that Level I strategies were used significantly more often than Level II strategies; but the main effect for transcription mode was not significant. Written summaries of read source material had more errors in main ideas and factual details than heard source materials, but not more irrelevant statements. Applications of results are discussed for using computers for writing instruction, not just accommodations, for students with persisting transcription disabilities. PMID:28670103

DT&E Forum for Best Practices and Lessons Learned

DTIC Science & Technology

2013-05-01

E A N A L Y S E S IDA Paper P-4975 DT&E Forum for Best Practices and Lessons Learned L. B. Scheiber, Project Leader...and accessing from the DT&E Forum website. A. Collection of Lessons Learned and Best Practices We began the effort by reviewing approximately 30...Forum’s Home Page 1. Searching for BPLL Documents The DT&E Forum website contains DT&E Best Practice and Lessons Learned (BPLL) documents along with the

Papermaking and Poetry. ArtsEdge Curricula, Lessons and Activities.

ERIC Educational Resources Information Center

Withroe, J.

In this lesson, designed to be taught within a unit on China, primary-grade students will learn about the history of papermaking and its origins in China and even learn how to make their own paper. After learning about Chinese art and culture in the lesson, students will write their own "cinquain" poem about China. The lesson presents an…

Planning to Serve: Using Backwards Planning to Design Service-Learning Lesson Plans in the Preservice Curriculum

ERIC Educational Resources Information Center

Stiler, Gary

2009-01-01

The author describes how the Understanding by Design (backwards planning) lesson plan format was used by his preservice K-12 students to develop service-learning lesson plans. Preservice teachers in a multicultural education course were given an assignment to develop service-learning lesson plans using the Understanding by Design planning process.…

Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany

NASA Astrophysics Data System (ADS)

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-03-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project, controlled conditions are created utilising purposefully designed and trialled lesson plans to investigate the process of teacher knowledge construction, with teacher selective attention proposed as a key mediating variable. In order to investigate teacher learning through classroom practice, the project addresses the following questions: To what classroom objects, actions and events do teachers attend and with what consequence for their learning? Do teachers in different countries attend to different classroom events and consequently derive different learning benefits from teaching a lesson? This international project combines focused case studies with an online survey of mathematics teachers' selective attention and consequent learning in Australia, China and Germany. Data include the teacher's adaptation of a pre-designed lesson, the teacher's actions during the lesson, the teacher's reflective thoughts about the lesson and, most importantly, the consequences for the planning and delivery of a second lesson. The combination of fine-grained, culturally situated case studies and large-scale online survey provides mutually informing benefits from each research approach. The research design, so constituted, offers the means to a new and scalable vision of teacher learning and its promotion.

Considerations for implementing an organizational lessons learned process.

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

Fosshage, Erik D

2013-05-01

This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating intomore » organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.« less

Effectively managing partnership evolution: a case study from Chicago.

PubMed

Tishuk, Brian S

Given the continued proliferation of public/ private partnerships as vehicles for sharing best practices, lessons learned and actionable information, the keys to their success become more important to identify. Effective partnerships enhance the resilience of their respective members, which, in turn, improves community resilience. Thus, identifying the attributes of a successful partnership should be a high priority for those looking to foster collaboration between the public and private sectors. This paper will illustrate with two case studies how successful partnerships creatively leverage opportunities and manage the evolution of public/private relationships, while always seeking to institutionalise these collaborative efforts. The first will discuss briefly the development of the most important national partnership within the financial sector. The other focuses on a public/private task force in Chicago, composed of public safety agencies and representatives of critical infrastructure, which owes its existence to an unexpected research project and that needed to be restructured in light of experience. The manner in which the task force formed and evolved yields many lessons for partnerships interested in remaining relevant and effective.

Lesson Study and Teachers Knowledge Development: Collaborative Critique of a Research Model and Methods.

ERIC Educational Resources Information Center

Lewis, Catherine; Perry, Rebecca; Murata, Aki

During "lesson study" teachers formulate long-term goals for student learning and development, collaboratively work on "research lessons" to bring these goals to life, document and discuss student responses to these lessons, and revise the lessons in response to student learning. This document summarizes the content of a…

A Checklist of Artillery Organizational Histories; A Compilation.

DTIC Science & Technology

1982-03-08

Artillery. 3d Battalion. Ab Operational reports - Lessons learned. ( 3d ) 1966- . (Vietnam n.p.) APO 96318. 1. Vietnamese Conflict, 1961- I. Title. 11...1973. A631 U.S. Army. 18th Artillery. 3d Bn. A18 Operational report(s) - Lessons learned. ( 3d ) (Vietnam, n.p.) 1966- nos. 1. Vietnamese Conflict, 1961...1973. I. Title. II. T: Lessons learned. *DS557 Vietnamese Conflict, 1961-1973 A63A]8 ’U.S. Army. 18th Artillery. 3d Bn. Lessons learned. (Vietnam, n.p

Improving the primary school science learning unit about force and motion through lesson study

NASA Astrophysics Data System (ADS)

Phaikhumnam, Wuttichai; Yuenyong, Chokchai

2018-01-01

The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

Mobile Lessons: Lessons Based on Geo-Referenced Information.

ERIC Educational Resources Information Center

Giroux, Sylvain; Moulin, Claude; Sanna, Raffaella; Pintus, Antonio

The term "mobile lessons" is coined for lessons held outside of "artificial" environments, such as classrooms. During these lessons, all actors are mobile and must move to do the required tasks. Themes tackled in such lessons may be as varied as geography, history, ecology, and linguistics. The use of mobile lessons is not a…

Learning to Lead, Leading to Learn: How Facilitators Learn to Lead Lesson Study

ERIC Educational Resources Information Center

Lewis, Jennifer M.

2016-01-01

This article presents research on how teacher developers in the United States learn to conduct lesson study. Although the practice of lesson study is expanding rapidly in the US, high-quality implementation requires skilled facilitation. In contexts such as the United States where this form of professional development is relatively novel, few…

Solid-State Lighting: Early Lessons Learned on the Way to Market

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

Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.

2013-12-31

The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.; Irving, Karen E.

2015-02-01

Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

NASA Astrophysics Data System (ADS)

Edyani, E. A.; Supriatna, A.; Kurnia; Komalasari, L.

2017-02-01

The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

Building Partner Capacity/Security Force Assistance: A New Structural Paradigm

DTIC Science & Technology

2008-03-25

strategies to build partnership for NGO & Intl resources 10) Identify lessons learned & integrate into ops 6) Coordinate R& S with Coalition, IO, NGO, PVO...valid OMB control number. 1. REPORT DATE 15 MAR 2008 2. REPORT TYPE Strategy Research Project 3. DATES COVERED 00-00-2007 to 00-00-2008 4...ELEMENT NUMBER 6. AUTHOR( S ) Scott Wuestner 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME( S ) AND ADDRESS

A History of Air Force Civil Engineering Wartime and Contingency Problems from 1941 to the Present

DTIC Science & Technology

1985-09-01

economical limitations, political restric- tions, and because AFCE has failed to properly learn and use lessons of the past to prepare for the future. vii I...a demanding managerial task. AFCE managers should, therefore, know what 8 " . .. .......’ .’ ’~t, " " ", .... .. ""...."...." ..... .. -i...problems with employing civilian labor. In France, the available civilians were either very young or very old as the prime- aged civilians were either

KSC ISS Logistics Support

NASA Technical Reports Server (NTRS)

Tellado, Joseph

2014-01-01

The presentation contains a status of KSC ISS Logistics Operations. It basically presents current top level ISS Logistics tasks being conducted at KSC, current International Partner activities, hardware processing flow focussing on late Stow operations, list of KSC Logistics POC's, and a backup list of Logistics launch site services. This presentation is being given at the annual International Space Station (ISS) Multi-lateral Logistics Maintenance Control Panel meeting to be held in Turin, Italy during the week of May 13-16. The presentatiuon content doesn't contain any potential lessons learned.

Unraveling CORDS: Lessons Learned from a Joint Inter-Agency Task Force (JIATF)

DTIC Science & Technology

2009-04-01

well as IGOs and NGOs) should not be attempted using usual military command and control structures- which would resemble a Unity of Command/WoG...civil-military response.”50 In August 1966, based on his own in-country trips and analysis as well as the US Army’s PROVN study, Komer began staffing...time-period three. Before the HES, MAC-V and other American officials would make “gut-call” assessments on how well South Vietnam was being pacified

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-08-02

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in these programs... NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to construction of LPD 17 Class vessels.” • “I am equally

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-07-07

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in these programs... NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to construction of LPD 17 Class vessels.” • “I am equally

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2008-11-21

PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES...optimal construction sequence and application of lessons learned for follow-on vessels in these programs. In the LPD 17 program, the Navy’s reliance on an...I am deeply concerned about Northrop Grumman Ship Systems’ ( NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-10-04

Issues, and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...rework has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in these programs...Systems’ ( NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to construction of LPD 17 Class vessels.” • “I am

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-07-20

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to balance the capability and the capacity...sequence and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2010-10-15

Issues, And Options For Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...19 has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in these programs. In...although not necessarily in the order shown below: • “I am deeply concerned about Northrop Grumman Ship Systems’ ( NGSS ) ability to recover in the

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-12-22

Issues, and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...balance of the force overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to balance the...and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in

Navy MANTECH Fiscal Year 2003 Annual Report

DTIC Science & Technology

2004-03-01

CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING...at five Northrop Grumman Ship Systems ( NGSS ) suppliers Suppliers comprise up to 80% of the cost for the LPD 17. Phase I of this effort received...systems and a " lessons learned" overview. Procurement specialists will have knowledge and experience necessary to be a "smart buyer" of fiber optic

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2011-04-20

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...construction sequence and application of lessons learned for follow-on vessels in these programs. In the LPD 17 program, the Navy’s reliance on an immature...deeply concerned about Northrop Grumman Ship Systems’ ( NGSS ) ability to recover in the aftermath of Hurricane Katrina, particularly in regard to

Orion Flight Test 1 Architecture: Observed Benefits of a Model Based Engineering Approach

NASA Technical Reports Server (NTRS)

Simpson, Kimberly A.; Sindiy, Oleg V.; McVittie, Thomas I.

2012-01-01

This paper details how a NASA-led team is using a model-based systems engineering approach to capture, analyze and communicate the end-to-end information system architecture supporting the first unmanned orbital flight of the Orion Multi-Purpose Crew Exploration Vehicle. Along with a brief overview of the approach and its products, the paper focuses on the observed program-level benefits, challenges, and lessons learned; all of which may be applied to improve system engineering tasks for characteristically similarly challenges

The Guardian: The Source for Antiterrorism Information. Volume 9, Number 1, April 2007

DTIC Science & Technology

2007-04-01

the fuel in these research reactors is generally not highly radioactive . Unlike the fuel rods in a nuclear power plant, these fuel elements would...NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND...practices and lessons learned. In addition, we will include Service and issue-specific breakout sessions that will focus on critical AT program elements

Elementary Teachers' Selection and Use of Visual Models

NASA Astrophysics Data System (ADS)

Lee, Tammy D.; Gail Jones, M.

2018-02-01

As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elementary preservice teachers completed a card sort task designed to document the types of visual models (e.g., images) that teachers choose when planning science instruction. Quantitative and qualitative analyses were conducted to analyze the card sort task. Semistructured interviews were conducted with a subsample of teachers to elicit the rationale for image selection. Results from this study showed that both experienced in-service teachers and novice preservice teachers tended to select similar models and use similar rationales for images to be used in lessons. Teachers tended to select models that were aesthetically pleasing and simple in design and illustrated specific elements of the water cycle. The results also showed that teachers were not likely to select images that represented the less obvious dimensions of the water cycle. Furthermore, teachers selected visual models more as a pedagogical tool to illustrate specific elements of the water cycle and less often as a tool to promote student learning related to complex systems.

Lesson Study: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Murphy, Richard; Weinhardt, Felix; Wyness, Gill; Rolfe, Heather

2017-01-01

Lesson Study is a popular approach to teacher professional development used widely in Japan. It involves a small group of teachers co-planning a series of lessons based on a shared learning goal for the pupils, with one teacher leading the co-constructed lesson and their colleagues invited to observe pupil learning in the lesson. The team then…

The Evolution of Extravehicular Activity Operations to Lunar Exploration Based on Operational Lessons Learned During 2009 NASA Desert RATS Field Testing

NASA Technical Reports Server (NTRS)

Bell, Ernest R., Jr.; Welsh, Daren; Coan, Dave; Johnson, Kieth; Ney, Zane; McDaniel, Randall; Looper, Chris; Guirgis, Peggy

2010-01-01

This paper will present options to evolutionary changes in several philosophical areas of extravehicular activity (EVA) operations. These areas will include single person verses team EVAs; various loss of communications scenarios (with Mission Control, between suited crew, suited crew to rover crew, and rover crew A to rover crew B); EVA termination and abort time requirements; incapacitated crew ingress time requirements; autonomous crew operations during loss of signal periods including crew decisions on EVA execution (including decision for single verses team EVA). Additionally, suggestions as to the evolution of the make-up of the EVA flight control team from the current standard will be presented. With respect to the flight control team, the major areas of EVA flight control, EVA Systems and EVA Tasks, will be reviewed, and suggested evolutions of each will be presented. Currently both areas receive real-time information, and provide immediate feedback during EVAs as well as spacesuit (extravehicular mobility unit - EMU) maintenance and servicing periods. With respect to the tasks being performed, either EMU servicing and maintenance, or the specific EVA tasks, daily revising of plans will need to be able to be smoothly implemented to account for unforeseen situations and findings. Many of the presented ideas are a result of lessons learned by the NASA Johnson Space Center Mission Operations Directorate operations team support during the 2009 NASA Desert Research and Technology Studies (Desert RATS). It is important that the philosophy of both EVA crew operations and flight control be examined now, so that, where required, adjustments can be made to a next generation EMU and EVA equipment that will complement the anticipated needs of both the EVA flight control team and the crews.

Solid-State Lighting. Early Lessons Learned on the Way to Market

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

Sandahl, L. J.; Cort, K. A.; Gordon, K. L.

2014-01-01

Analysis of issues and lessons learned during the early stages of solid-state lighting market introduction in the U.S., which also summarizes early actions taken to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps.

Space Flight Resource Management Training for International Space Station Flight Controllers

NASA Technical Reports Server (NTRS)

O'Keefe, William S.

2011-01-01

Training includes both SFRM-dedicated lessons and SFRM training embedded into technical lessons. Goal is to reduce certification times by 50% and integrated simulations by 75-90%. SFRM is practiced, evaluated and debriefed in part task trainers and full-task simulation lessons. SFRM model and training are constantly being evaluated against student/management feedback, best practices from industry/ military, and latest research.

Lesson Closure: An Important Piece of the Student Learning Puzzle

ERIC Educational Resources Information Center

Ganske, Kathy

2017-01-01

As we seek ways to improve literacy teaching and learning, we need to be careful not to overlook lesson closure as an opportunity to solidify student learning. This Teaching Tip describes the importance of taking time at the ends of lessons, days, and weeks to revisit what students have learned as a means for helping them synthesize and assimilate…

Physically active academic lessons and time on task: the moderating effect of body mass index.

PubMed

Grieco, Lauren A; Jowers, Esbelle M; Bartholomew, John B

2009-10-01

Physically active classroom lessons have been found to increase on-task behavior in children. Given that physical activity has been associated with an increased time on task (TOT) and that overweight children take fewer steps than normal weight children do, it was expected that benefits of the physical activity would differentially impact those children of higher weight status. To examine the effects of a physically active classroom lesson and body mass index (BMI) category on TOT in a sample of elementary-aged children (N = 97). Behavior was assessed through direct observations before and after a physically active classroom lesson and before and after a traditional inactive classroom lesson. TOT was calculated through momentary time sampling for each student by dividing the number of on-task observations by the total number of observations per student (interrater reliability = 94%). TOT decreased significantly from before to after the lesson for all BMI categories in the inactive control condition, with no change for the active condition. Post hoc analyses found a significant linear effect for the reduction in TOT with each level of BMI in the inactive condition, with the greatest magnitude of effect for the overweight group. Physically active classroom lessons provide a buffer to prevent the steep reduction in TOT experienced after a period of inactivity in all children, especially those who are overweight.

Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

NASA Astrophysics Data System (ADS)

Collins, Tonya Monique Nicki

Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

Integrating Instruments of Power and Influence: Lessons Learned and Best Practices

DTIC Science & Technology

2008-01-01

practices developed by ACT’s Joint Analysis and Lessons Learned Centre in Monsanto , Portugal. Summary xix European Union An increasing European role in...oversees the Joint Analysis and Lessons Learned Centre in Monsanto , Por- tugal, the mission of which is critical for the purposes of this report. These

Human Spaceflight Conjunction Assessment: Lessons Learned

NASA Technical Reports Server (NTRS)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

NASA's Lessons Learned and Technical Standards: A Logical Marriage

NASA Technical Reports Server (NTRS)

Gill, Paul; Vaughan, William W.; Garcia, Danny; Weinstein, Richard

2001-01-01

Lessons Learned have been the basis for our accomplishments throughout the ages. They have been passed down from father to son, mother to daughter, teacher to pupil, and older to younger worker. Lessons Learned have also been the basis for NASA's accomplishments for more than forty years. Both government and industry have long recognized the need to systematically document and utilize the knowledge gained from past experiences in order to avoid the repetition of failures and mishaps. Lessons Learned have formed the foundation for discoveries, inventions, improvements, textbooks, and Technical Standards.

Teacher feedback during active learning: current practices in primary schools.

PubMed

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Selected Lessons Learned in Space Shuttle Orbiter Propulsion and Power Subsystems

NASA Technical Reports Server (NTRS)

Hernandez, Francisco J.; Martinez, Hugo; Ryan, Abigail; Westover, Shayne; Davies, Frank

2011-01-01

Over its 30 years of space flight history, plus the nearly 10 years of design, development test and evaluation, the Space Shuttle Orbiter is full of lessons learned in all of its numerous and complex subsystems. In the current paper, only selected lessons learned in the areas of the Orbiter propulsion and power subsystems will be described. The particular Orbiter subsystems include: Auxiliary Power Unit (APU), Hydraulics and Water Spray Boiler (WSB), Mechanical Flight Controls, Main Propulsion System (MPS), Fuel Cells and Power Reactant and Storage Devices (PRSD), Orbital Maneuvering System (OMS), Reaction Control System (RCS), Electrical Power Distribution (EPDC), electrical wiring and pyrotechnics. Given the complexity and extensive history of each of these subsystems, and the limited scope of this paper, it is impossible to include most of the lessons learned; instead the attempt will be to present a selected few or key lessons, in the judgment of the authors. Each subsystem is presented separate, beginning with an overview of the hardware and their function, a short description of a few historical problems and their lessons, followed by a more comprehensive table listing of the major subsystem problems and lessons. These tables serve as a quick reference for lessons learned in each subsystem. In addition, this paper will establish common lessons across subsystems as well as concentrate on those lessons which are deemed to have the highest applicability to future space flight programs.

Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer interface approach

PubMed Central

Gerjets, Peter; Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Zander, Thorsten O.

2014-01-01

According to Cognitive Load Theory (CLT), one of the crucial factors for successful learning is the type and amount of working-memory load (WML) learners experience while studying instructional materials. Optimal learning conditions are characterized by providing challenges for learners without inducing cognitive over- or underload. Thus, presenting instruction in a way that WML is constantly held within an optimal range with regard to learners' working-memory capacity might be a good method to provide these optimal conditions. The current paper elaborates how digital learning environments, which achieve this goal can be developed by combining approaches from Cognitive Psychology, Neuroscience, and Computer Science. One of the biggest obstacles that needs to be overcome is the lack of an unobtrusive method of continuously assessing learners' WML in real-time. We propose to solve this problem by applying passive Brain-Computer Interface (BCI) approaches to realistic learning scenarios in digital environments. In this paper we discuss the methodological and theoretical prospects and pitfalls of this approach based on results from the literature and from our own research. We present a strategy on how several inherent challenges of applying BCIs to WML and learning can be met by refining the psychological constructs behind WML, by exploring their neural signatures, by using these insights for sophisticated task designs, and by optimizing algorithms for analyzing electroencephalography (EEG) data. Based on this strategy we applied machine-learning algorithms for cross-task classifications of different levels of WML to tasks that involve studying realistic instructional materials. We obtained very promising results that yield several recommendations for future work. PMID:25538544

Succeeding in New Vaccine Introduction: Lessons Learned From the Introduction of Inactivated Poliovirus Vaccine in Cameroon, Kenya, and Nigeria

PubMed Central

Snidal, Sarah; Saidu, Yauba; Ojumu, Abiola; Ngatia, Antony; Bagana, Murtala; Mutuku, Faith; Sobngwi, Joelle; Efe-Aluta, Oniovo; Roper, Julia; LeTallec, Yann; Kang’ethe, Alice

2017-01-01

Abstract Introducing a new vaccine is a large-scale endeavor that can face many challenges, resulting in introduction delays and inefficiencies. The development of national task teams and tools, such as prelaunch trackers, for the introduction of new vaccines (hereafter, “new vaccine introductions” [NVIs]) can help countries implement robust project management systems, front-load critical preparatory activities, and ensure continuous communication around vaccine supply and financing. In addition, implementing postlaunch assessments to take rapid corrective action accelerates the uptake of the new vaccines. NVIs can provide an opportunity to strengthen routine immunization, through strengthening program management systems or by reinforcing local immunization managers’ abilities, among others. This article highlights key lessons learned during the introduction of inactivated poliovirus vaccine in 3 countries that would make future NVIs more successful. The article concludes by considering how the Immunization Systems Management Group of the Global Polio Eradication Initiative has been useful to the NVI process and how such global structures could be further enhanced. PMID:28838156

Standards Advisor-Advanced Information Technology for Advanced Information Delivery

NASA Technical Reports Server (NTRS)

Hawker, J. Scott

2003-01-01

Developers of space systems must deal with an increasing amount of information in responding to extensive requirements and standards from numerous sources. Accessing these requirements and standards, understanding them, comparing them, negotiating them and responding to them is often an overwhelming task. There are resources to aid the space systems developer, such as lessons learned and best practices. Again, though, accessing, understanding, and using this information is often more difficult than helpful. This results in space systems that: 1. Do not meet all their requirements. 2. Do not incorporate prior engineering experience. 3. Cost more to develop. 4. Take longer to develop. The NASA Technical Standards Program (NTSP) web site at http://standards.nasa.gov has made significant improvements in making standards, lessons learned, and related material available to space systems developers agency-wide. The Standards Advisor was conceived to take the next steps beyond the current product, continuing to apply evolving information technology that continues to improve information delivery to space systems developers. This report describes the features of the Standards Advisor and suggests a technical approach to its development.

Harmonizing Access to Federal Data - Lessons Learned Through the Climate Data Initiative

NASA Astrophysics Data System (ADS)

Bugbee, K.; Pinheiro Privette, A. C.; Meyer, D. J.; Ramachandran, R.

2016-12-01

The Climate Data Initiative (CDI), launched by the Obama Administration in March of 2014, is an effort to leverage the extensive open Federal data to spur innovation and private-sector entrepreneurship in order to advance awareness of and preparedness for the impacts of climate change (see the White House fact sheet). The project includes an online catalog of climate-related datasets and data products in key areas of climate change risk and vulnerability from across the U.S. federal government through http://Climate.Data.gov. NASA was tasked with the implementation and management of the project and has been working closely with Subject Matter Experts (SMEs) and Data Curators (DCs) from across the Federal Government to identify and catalog federal datasets relevant for assessing climate risks and impacts. These datasets are organized around key themes and are framed by key climate questions. The current themes within CDI include: Arctic, Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Food Resilience, Human Health, Transportation, Tribal Nations and Water. This paper summarizes the main lessons learned from the last 2.5 years of CDI implementation.

Key Events in Student Leaders' Lives and Lessons Learned from Them

ERIC Educational Resources Information Center

Sessa, Valerie I.; Morgan, Brett V.; Kalenderli, Selin; Hammond, Fanny E.

2014-01-01

This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by…

75 FR 80857 - Notice of Availability of NUREG-1800, Revision 2; “Standard Review Plan for Review of License...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-23

..., Revision 2; ``Generic Aging Lessons Learned (GALL) Report'' AGENCY: Nuclear Regulatory Commission (NRC... Nuclear Power Plants'' and NUREG-1801, Revision 2; ``Generic Aging Lessons Learned (GALL) Report... Lessons Learned (GALL) Report.'' These revised documents describe methods acceptable to the NRC staff for...

Reinventing Teacher Professional Norms and Identities: The Role of Lesson Study and Learning Communities

ERIC Educational Resources Information Center

Lieberman, Joanne

2009-01-01

The present article addresses how lesson study can facilitate changing traditional norms of individualism, conservatism and presentism that constrain American teachers from learning from one another. The article investigates how lesson study can serve as a vehicle for developing teacher learning communities by developing or redeveloping teachers'…

Some Key Issues in Creating Inquiry-Based Instructional Practices that Aim at the Understanding of Simple Electric Circuits

NASA Astrophysics Data System (ADS)

Kock, Zeger-Jan; Taconis, Ruurd; Bolhuis, Sanneke; Gravemeijer, Koeno

2013-04-01

Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons.

Attitude symbology for helmet-mounted displays: lessons learned

NASA Astrophysics Data System (ADS)

Drewery, Chris C.; Davy, Eleanor C.; Dudfield, Helen J.

1997-06-01

This paper will review recent research on attitude symbology on helmet-mounted displays (HMDs) for the air-to-ground mission. General issues concerned with HMDs will be discussed and the lessons learned during the research will be outlined. It is suggested that a sound development approach to HMD symbology is critical since such symbology will constantly follow the pilot's line of sight (LOS). Further, the HMD field-of-view (FOV) is likely to be limited. Hence, if HMDs are to be used operationally for more than weapon aiming a number of human factors issues need to be investigated, such as the optimal method of presenting attitude information. The pitch ladder was designed to be presented along the boresight, directly in the pilot's LOS, at a fixed frame of reference. As pilots are used to and have been trained upon attitude information presented in consistency with the forward LOS, information representative of the pitch ladder may be beneficial on HMDs. None the less, since the pitch ladder was not designed for the HMD, novel formats may be more appropriate. As with all novel attitude symbology, enhanced operational performance must always be demonstrated and substantiated against the conventional existing symbology. Several experiments will be described which compared the pitch ladder to novel symbology, namely: the cylinder display; the arc segmented attitude reference display; and the modified roll-pitch display. These experiments were conducted using a variety of operationally relevant mission tasks and scenarios. The results will be summarized and the lessons learned for prototyping attitude symbology on HMDs will be discussed.

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight

PubMed Central

Kuo, Ming; Browning, Matthew H. E. M.; Penner, Milbert L.

2018-01-01

Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand); independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may actually leave students more able to engage in the next lesson, even as students are also learning the material at hand. Such “refueling in flight” argues for including more lessons in nature in formal education. PMID:29354083

Leveraging Lesson Learning in Tactical Units

DTIC Science & Technology

1997-01-01

then it may be a lesson, but as Vetock points out, determining useful lessons requires analysis. Discovery of the wrong lesson can be as bad as not...34lesson learning is a very dangerous business.൘ Distinguishing a good" lesson from a " bad " one requires experience, a good grasp of doctrine, and...section - - boasted 3 cigarette lighters, 1 bar of soap, 2 wallets, 40 bottles, 1 suspender, and 11 French toothpaste .55 49 As Vetock points out, the

Good governance for nutrition in the Philippines: elements, experiences, and lessons learned.

PubMed

Solon, Florentino S

2006-12-01

Malnutrition is a multifactorial problem that needs a multisectoral solution. This article reviews the role of good governance in nutrition programs, citing the Philippines as an example. In the Philippines, these efforts are reflected in the partnership between the public and private sectors in the establishment of the country's capability in research, policy-making, and program implementation. The establishment of the different public institutions engaged in research and policy-making is discussed, highlighting the role of political will through legislation. The evolving tasks of the nutrition program are discussed by citing the tasks in two eras. In the 1970s, the challenges were limited national nutrition data, man-power, tools, and health infrastructure. The public and private institutions were able to respond by legislating national nutrition surveys and dedicated nutrition workers in each village. The challenges in the current era are improved implementation of health programs, given the devolution of health services, and the gathering of an evidence base to further strengthen and refine the strategies of supplementation, fortification, breastfeeding, and food security. In responding to these challenges, multisectoral solutions and collaboration are critical in providing an evidence base to formulate policy. The role of the private sector, with the Nutrition Center of the Philippines used as an example, is that of a supportive and collaborative partner in good governance. Finally, the lessons learned from the past decades of implementing a national nutrition program, given changes in political and economic circumstances, are summarized.

Improving the quality of learning in science through optimization of lesson study for learning community

NASA Astrophysics Data System (ADS)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

Apollo 1 Lessons Learned Show

NASA Image and Video Library

2017-01-27

Mike Ciannilli, the Apollo, Challenger, Columbia Lessons Learned Program manager, far right, is pictured with panelists from the Apollo 1 Lessons Learned event in the Training Auditorium at NASA's Kennedy Space Center in Florida. In the center, are Ernie Reyes, retired, former Apollo 1 senior operations manager; and John Tribe, retired, former Apollo 1 Reaction and Control System lead engineer. At far left is Zulie Cipo, the Apollo, Challenger, Columbia Lessons Learned Program event support team lead. The theme of the program was "To there and Back Again." The event helped pay tribute to the Apollo 1 crew, Gus Grissom, Ed White II, and Roger Chaffee.

Hybrid assistive systems for rehabilitation: lessons learned from functional electrical therapy in hemiplegics.

PubMed

Popović, Dejan B; Popović, Mirjana B

2006-01-01

This paper suggests that the optimal method for promoting of the recovery of upper extremity function in hemiplegic individuals is the use of hybrid assistive systems (HAS). The suggested HAS is a combination of stimulation of paralyzed distal segments (hand) in synchrony with robot controlled movements of proximal segments (upper arm and forearm). The use of HAS is envisioned as part of voluntary activation of preserved sensory-motor systems during task related exercise. This HAS design follows our results from functional electrical therapy, constraint induced movement therapy, intensive exercise therapy, and use of robots for rehabilitation. The suggestion is also based on strong evidences that cortical plasticity is best promoted by task related exercise and patterned electrical stimulation.

Scalable cluster administration - Chiba City I approach and lessons learned.

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

Navarro, J. P.; Evard, R.; Nurmi, D.

2002-07-01

Systems administrators of large clusters often need to perform the same administrative activity hundreds or thousands of times. Often such activities are time-consuming, especially the tasks of installing and maintaining software. By combining network services such as DHCP, TFTP, FTP, HTTP, and NFS with remote hardware control, cluster administrators can automate all administrative tasks. Scalable cluster administration addresses the following challenge: What systems design techniques can cluster builders use to automate cluster administration on very large clusters? We describe the approach used in the Mathematics and Computer Science Division of Argonne National Laboratory on Chiba City I, a 314-node Linuxmore » cluster; and we analyze the scalability, flexibility, and reliability benefits and limitations from that approach.« less

FJET Database Project: Extract, Transform, and Load

NASA Technical Reports Server (NTRS)

Samms, Kevin O.

2015-01-01

The Data Mining & Knowledge Management team at Kennedy Space Center is providing data management services to the Frangible Joint Empirical Test (FJET) project at Langley Research Center (LARC). FJET is a project under the NASA Engineering and Safety Center (NESC). The purpose of FJET is to conduct an assessment of mild detonating fuse (MDF) frangible joints (FJs) for human spacecraft separation tasks in support of the NASA Commercial Crew Program. The Data Mining & Knowledge Management team has been tasked with creating and managing a database for the efficient storage and retrieval of FJET test data. This paper details the Extract, Transform, and Load (ETL) process as it is related to gathering FJET test data into a Microsoft SQL relational database, and making that data available to the data users. Lessons learned, procedures implemented, and programming code samples are discussed to help detail the learning experienced as the Data Mining & Knowledge Management team adapted to changing requirements and new technology while maintaining flexibility of design in various aspects of the data management project.

Responding To School Walkout Demonstrations. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 1, 2008

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue examines the incidence of student walkout demonstrations and the various ways in which administrators, school staff, law enforcement, and the community at large can help keep youths…

Lessons Learned from School Crises and Emergencies, Vol. 1, Issue 2, Fall 2006

ERIC Educational Resources Information Center

US Department of Education, 2006

2006-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. School and student names have been changed to protect identities. Information for this publication was gathered through a series of interviews with school stakeholders involved in the actual incident. This "Lessons Learned" issue…

75 FR 27838 - Notice of Availability of Draft NUREG-1800, Revision 2; “Standard Review Plan for Review of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-18

... Draft NUREG-1801, Revision 2; ``Generic Aging Lessons Learned (GALL) Report'' AGENCY: Nuclear Regulatory... Applications for Nuclear Power Plants ''and draft NUREG-1801, ``Generic Aging Lessons Learned (GALL) Report... Power Plants'' (SRP-LR); and the revised NUREG-1801, ``Generic Aging Lessons Learned (GALL) Report'' for...

77 FR 21813 - Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, “Buried and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-11

... NUCLEAR REGULATORY COMMISSION [NRC-2012-0055] Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks'' AGENCY: Nuclear Regulatory... NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's aging...

Teaching from Objects and Stories: Learning about the Bering Sea Eskimo People. Smithsonian in Your Classroom.

ERIC Educational Resources Information Center

Smigielski, Alan

The three lesson plans in this issue feature the Eskimos of the Bering Sea and their culture. The lesson plans are: (1) "Learning about a Culture from Its Objects"; (2) "Learning about a Culture from a Story"; and (3) "Everyday Objects." Each lesson cites student objectives; lists materials needed; gives subjects…

Value pricing pilot program : lessons learned

DOT National Transportation Integrated Search

2008-08-01

This "Lessons Learned Report" provides a summary of projects sponsored by the Federal Highway Administration's (FHWA's) Congestion and Value Pricing Pilot Programs from 1991 through 2006 and draws lessons from a sample of projects with the richest an...

Overcoming barriers to ITS : lessons from other technologies : final task E report

DOT National Transportation Integrated Search

1995-12-01

The Task E report involves an analysis of franchises and license agreements for the provision of public services, which is the fourth in a series in the study. Overcoming Barriers to ITS - Lessons from Other Technologies. This report follows alternat...

Lessons Learned from the Node 1 Temperature and Humidity Control Subsystem Design

NASA Technical Reports Server (NTRS)

Williams, David E.

2010-01-01

Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Temperature and Humidity Control (THC) subsystem and it will document some of the lessons that have been learned to date for this subsystem and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs. 1

Lessons Learned from Ares I Upper Stage Structures and Thermal Design

NASA Technical Reports Server (NTRS)

Ahmed, Rafiq

2012-01-01

The Ares 1 Upper Stage was part of the vehicle intended to succeed the Space Shuttle as the United States manned spaceflight vehicle. Although the Upper Stage project was cancelled, there were many lessons learned that are applicable to future vehicle design. Lessons learned that are briefly detailed in this Technical Memorandum are for specific technical areas such as tank design, common bulkhead design, thrust oscillation, control of flight and slosh loads, purge and hazardous gas system. In addition, lessons learned from a systems engineering and vehicle integration perspective are also included, such as computer aided design and engineering, scheduling, and data management. The need for detailed systems engineering in the early stages of a project is emphasized throughout this report. The intent is that future projects will be able to apply these lessons learned to keep costs down, schedules brief, and deliver products that perform to the expectations of their customers.

Data Flow System operations: from the NTT to the VLT

NASA Astrophysics Data System (ADS)

Silva, David R.; Leibundgut, Bruno; Quinn, Peter J.; Spyromilio, Jason; Tarenghi, Massimo

1998-07-01

Science operations at the ESO very large telescope is scheduled to begin in April 1999. ESO is currently finalizing the VLT science operations plan. This plan describes the operations tasks and staffing needed to support both visitor and service mode operations. The Data Flow Systems (DFS) currently being developed by ESO will provide the infrastructure necessary for VLT science operations. This paper describes the current VLT science operations plan, first by discussing the tasks involved and then by describing the operations teams that have responsibility for those tasks. Prototypes of many of these operational concepts and tools have been in use at the ESO New Technology Telescope (NTT) since February 1997. This paper briefly summarizes the status of these prototypes and then discusses what operation lessons have been learned from the NTT experience and how they can be applied to the VLT.

Mechanical Design of a Performance Test Rig for the Turbine Air-Flow Task (TAFT)

NASA Technical Reports Server (NTRS)

Forbes, John C.; Xenofos, George D.; Farrow, John L.; Tyler, Tom; Williams, Robert; Sargent, Scott; Moharos, Jozsef

2004-01-01

To support development of the Boeing-Rocketdyne RS84 rocket engine, a full-flow, reaction turbine geometry was integrated into the NASA-MSFC turbine air-flow test facility. A mechanical design was generated which minimized the amount of new hardware while incorporating all test and instrumentation requirements. This paper provides details of the mechanical design for this Turbine Air-Flow Task (TAFT) test rig. The mechanical design process utilized for this task included the following basic stages: Conceptual Design. Preliminary Design. Detailed Design. Baseline of Design (including Configuration Control and Drawing Revision). Fabrication. Assembly. During the design process, many lessons were learned that should benefit future test rig design projects. Of primary importance are well-defined requirements early in the design process, a thorough detailed design package, and effective communication with both the customer and the fabrication contractors.

Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning

NASA Astrophysics Data System (ADS)

Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

2016-05-01

Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency.

Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study

ERIC Educational Resources Information Center

Fujii, Toshiakira

2016-01-01

There is no doubt that a lesson plan is a necessary product of Lesson Study. However, the collaborative work among teachers that goes into creating that lesson plan is largely under-appreciated by non-Japanese adopters of Lesson Study, possibly because the effort involved is invisible to outsiders, with our attention going to its most visible…

Welcome to Lotus 1-2-3 Advanced. Learning Activity Packets.

ERIC Educational Resources Information Center

Mills, Steven; And Others

This learning activity packet (LAP) contains five self-paced study lessons that allow students to study advanced concepts of Lotus 1-2-3 at their own pace. The lessons used in the LAP are organized in the following way: lesson name, lesson number, objectives, completion standard, performance standard, required materials, unit test, and exercises.…

Skylab lessons learned as applicable to a large space station, 1967-1974. Ph.D. Thesis - Catholic Univ. of Am.

NASA Technical Reports Server (NTRS)

Schneider, W. C.

1976-01-01

This report records some of the lessons learned during Skylab development. The approach taken is to list lessons which could have wide application in the development of a large space station. The lessons are amplified and explained in light of the background and experiences of the Skylab development.

Harnessing user generated multimedia content in the creation of collaborative classification structures and retrieval learning games

NASA Astrophysics Data System (ADS)

Borchert, Otto Jerome

This paper describes a software tool to assist groups of people in the classification and identification of real world objects called the Classification, Identification, and Retrieval-based Collaborative Learning Environment (CIRCLE). A thorough literature review identified current pedagogical theories that were synthesized into a series of five tasks: gathering, elaboration, classification, identification, and reinforcement through game play. This approach is detailed as part of an included peer reviewed paper. Motivation is increased through the use of formative and summative gamification; getting points completing important portions of the tasks and playing retrieval learning based games, respectively, which is also included as a peer-reviewed conference proceedings paper. Collaboration is integrated into the experience through specific tasks and communication mediums. Implementation focused on a REST-based client-server architecture. The client is a series of web-based interfaces to complete each of the tasks, support formal classroom interaction through faculty accounts and student tracking, and a module for peers to help each other. The server, developed using an in-house JavaMOO platform, stores relevant project data and serves data through a series of messages implemented as a JavaScript Object Notation Application Programming Interface (JSON API). Through a series of two beta tests and two experiments, it was discovered the second, elaboration, task requires considerable support. While students were able to properly suggest experiments and make observations, the subtask involving cleaning the data for use in CIRCLE required extra support. When supplied with more structured data, students were enthusiastic about the classification and identification tasks, showing marked improvement in usability scores and in open ended survey responses. CIRCLE tracks a variety of educationally relevant variables, facilitating support for instructors and researchers. Future work will revolve around material development, software refinement, and theory building. Curricula, lesson plans, instructional materials need to be created to seamlessly integrate CIRCLE in a variety of courses. Further refinement of the software will focus on improving the elaboration interface and developing further game templates to add to the motivation and retrieval learning aspects of the software. Data gathered from CIRCLE experiments can be used to develop and strengthen theories on teaching and learning.

PUREX/UO3 Facilities deactivation lessons learned history

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

Gerber, M.S.

1996-09-19

Disconnecting the criticality alarm permanently in June 1996 signified that the hazards in the PUREX (plutonium-uranium extraction) plant had been so removed and reduced that criticality was no longer a credible event. Turning off the PUREX criticality alarm also marked a salient point in a historic deactivation project, 1 year before its anticipated conclusion. The PUREX/UO3 Deactivation Project began in October 1993 as a 5-year, $222.5- million project. As a result of innovations implemented during 1994 and 1995, the project schedule was shortened by over a year, with concomitant savings. In 1994, the innovations included arranging to send contaminated nitricmore » acid from the PUREX Plant to British Nuclear Fuels, Limited (BNFL) for reuse and sending metal solutions containing plutonium and uranium from PUREX to the Hanford Site tank farms. These two steps saved the project $36.9- million. In 1995, reductions in overhead rate, work scope, and budget, along with curtailed capital equipment expenditures, reduced the cost another $25.6 million. These savings were achieved by using activity-based cost estimating and applying technical schedule enhancements. In 1996, a series of changes brought about under the general concept of ``reengineering`` reduced the cost approximately another $15 million, and moved the completion date to May 1997. With the total savings projected at about $75 million, or 33.7 percent of the originally projected cost, understanding how the changes came about, what decisions were made, and why they were made becomes important. At the same time sweeping changes in the cultural of the Hanford Site were taking place. These changes included shifting employee relations and work structures, introducing new philosophies and methods in maintaining safety and complying with regulations, using electronic technology to manage information, and, adopting new methods and bases for evaluating progress. Because these changes helped generate cost savings and were accompanied by and were an integral part of sweeping ``culture changes,`` the story of the lessons learned during the PUREX Deactivation Project are worth recounting. Foremost among the lessons is recognizing the benefits of ``right to left`` project planning. A deactivation project must start by identifying its end points, then make every task, budget, and organizational decision based on reaching those end points. Along with this key lesson is the knowledge that project planning and scheduling should be tied directly to costing, and the project status should be checked often (more often than needed to meet mandated reporting requirements) to reflect real-time work. People working on a successful project should never be guessing about its schedule or living with a paper schedule that does not represent the actual state of work. Other salient lessons were learned in the PUREX/UO3 Deactivation Project that support these guiding principles. They include recognizing the value of independent review, teamwork, and reengineering concepts; the need and value of cooperation between the DOE, its contractors, regulators, and stakeholders; and the essential nature of early and ongoing communication. Managing a successful project also requires being willing to take a fresh look at safety requirements and to apply them in a streamlined and sensible manner to deactivating facilities; draw on the enormous value of resident knowledge acquired by people over years and sometimes decades of working in old plants; and recognize the value of bringing in outside expertise for certain specialized tasks.This approach makes possible discovering the savings that can come when many creative options are pursued persistently and the wisdom of leaving some decisions to the future. The essential job of a deactivation project is to place a facility in a safe, stable, low-maintenance mode, for an interim period. Specific end points are identified to recognize and document this state. Keeping the limited objectives of the project in mind can guide decisions that reduce risks with minimal manipulation of physical materials, minimal waste generation, streamline regulations and safety requirements where possible, and separate the facility from ongoing entanglements with operating systems. Thus, the ``parked car`` state is achieved quickly and directly. The PUREX Deactivation Lessons Learned History was first issued in January 1995. Since then, several key changes have occurred in the project, making it advisable to revise and update the document. This document is organized with the significant lessons learned captured at the end of each section, and then recounted in Section 11.0, ``Lessons Consolidated.`` It is hoped and believed that the lessons learned on the PUREX Deactivation Project will have value to other facilities both inside and outside the DOE complex.« less

Lessons Learned JSC Micro-Wireless Instrumentation Systems on Space Shuttle and International Space Station CANEUS 2006

NASA Technical Reports Server (NTRS)

Studor, George

2007-01-01

A viewgraph presentation on lessons learned from NASA Johnson Space Center's micro-wireless instrumentation is shown. The topics include: 1) Background, Rationale and Vision; 2) NASA JSC/Structural Engineering Approach & History; 3) Orbiter Wing Leading Edge Impact Detection System; 4) WLEIDS Confidence and Micro-WIS Lessons Learned; and 5) Current Projects and Recommendations.

Orbiter Water Dump Nozzles Redesign Lessons Learned

NASA Technical Reports Server (NTRS)

Rotter, Hank

2017-01-01

Hank Rotter, NASA Technical Fellow for Environmental Control and Life Support System, will provide the causes and lessons learned for the two Space Shuttle Orbiter water dump icicles that formed on the side of the Orbiter. He will present the root causes and the criticality of these icicles, along with the redesign of the water dump nozzles and lessons learned during the redesign phase.

2000 Worldwide Joint Lessons Learned Conference. Forging a Future Joint Lessons Learned System. (Joint Center for Lessons Learned Special Bulletin. Volume 3, Special Issue 1, January 2001)

DTIC Science & Technology

2001-01-01

Management System (JTIMS) followed, and generated spirited discussion regarding the respective roles of JTIMS and the JLLP. The discussion concluded...waiting for the Director, Joint Staff�s signature and should be in official distribution by January 2001. An update on the Joint Training Information

Developing Noticing of Reasoning through Demonstration Lessons

ERIC Educational Resources Information Center

Bragg, Leicha A.; Vale, Colleen

2014-01-01

Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students' reasoning. We examined teachers' noticing of children's learning behaviours in one demonstration lesson of the "Mathematical Reasoning Professional Learning Research Program" (MRPLRP). The observations…

Lessons Learned from the NASA Plum Brook Reactor Facility Decommissioning

NASA Technical Reports Server (NTRS)

2010-01-01

NASA has been conducting decommissioning activities at its PBRF for the last decade. As a result of all this work there have been several lessons learned both good and bad. This paper presents some of the more exportable lessons.

Initial impressions from the Northern California 2008 lightning siege: A report by a Wildland Fire Lessons Learned Center Information Collection Team

Treesearch

Jonetta T. Holt; David Christenson; Anne Black; Brett Fay; Kim Round

2009-01-01

This event in NorCal is another of the major events we have experienced in fire management. In line with our desire to learn, we ought to line up a team to help us capture lessons learned from this event." This statement, and a regional delegation, was the impetus for an information collection team from the Wildland Fire Lessons Learned Center to visit with...

Learning To Serve, Serving To Learn: A View from Higher Education. Integrating Service-Learning into Curriculum: Lessons Learned. Teacher Education Consortium in Service-Learning.

ERIC Educational Resources Information Center

2003

This collection of papers includes lessons learned from a 3-year collaboration among faculty who had pursued a scholarly inquiry of service-learning, integrated service-learning into their curricula, altered their teaching, forged partnerships with community based organizations, and developed measures and methodologies for assessing results. The…

Taking Lessons Learned from a Proxy Application to a Full Application for SNAP and PARTISN

DOE PAGES

Womeldorff, Geoffrey Alan; Payne, Joshua Estes; Bergen, Benjamin Karl

2017-06-09

SNAP is a proxy application which simulates the computational motion of a neutral particle transport code, PARTISN. Here in this work, we have adapted parts of SNAP separately; we have re-implemented the iterative shell of SNAP in the task-model runtime Legion, showing an improvement to the original schedule, and we have created multiple Kokkos implementations of the computational kernel of SNAP, displaying similar performance to the native Fortran. We then translate our Kokkos experiments in SNAP to PARTISN, necessitating engineering development, regression testing, and further thought.

Modeling, Simulation, and Operations Analysis in Afghanistan and Iraq: Operational Vignettes, Lessons Learned, and a Survey of Selected Efforts

DTIC Science & Technology

2014-01-01

GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S...21 For example, see DoD, Sustaining U.S. Global Leadership: Priorities for 21st Century Defense, January 2012. 22 U.S. Joint Chiefs of Staff, 2011, p... projects whenever possible.10 And most of them recog- nized a need for a common set of tools and capabilities. Competence with the Micro- soft Excel and

Evaluating performance of biomedical image retrieval systems – an overview of the medical image retrieval task at ImageCLEF 2004–2013

PubMed Central

Kalpathy-Cramer, Jayashree; de Herrera, Alba García Seco; Demner-Fushman, Dina; Antani, Sameer; Bedrick, Steven; Müller, Henning

2014-01-01

Medical image retrieval and classification have been extremely active research topics over the past 15 years. With the ImageCLEF benchmark in medical image retrieval and classification a standard test bed was created that allows researchers to compare their approaches and ideas on increasingly large and varied data sets including generated ground truth. This article describes the lessons learned in ten evaluations campaigns. A detailed analysis of the data also highlights the value of the resources created. PMID:24746250

Coalitions on mental health and aging: lessons learned for policy and practice.

PubMed

Baskin, Frank; Marcus, Lisa; Mays, Willard; Rawlings, Robert; Bruner-Canhoto, Laney; O'Connor, Darlene

2011-01-01

Elders with mental health needs have been poorly served. Private and government agencies have given this issue a low priority, which is reflected in service delivery and funding. Coalitions have developed in states around the country and have engaged in a variety of tasks, including training techniques and collaborative efforts to advocate successfully for appropriate services. While accomplishments vary, the coalitions should continue their work, and others should organize in order to reach the goal of having accessible and appropriate elder mental health services.

Taking Lessons Learned from a Proxy Application to a Full Application for SNAP and PARTISN

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

Womeldorff, Geoffrey Alan; Payne, Joshua Estes; Bergen, Benjamin Karl

SNAP is a proxy application which simulates the computational motion of a neutral particle transport code, PARTISN. Here in this work, we have adapted parts of SNAP separately; we have re-implemented the iterative shell of SNAP in the task-model runtime Legion, showing an improvement to the original schedule, and we have created multiple Kokkos implementations of the computational kernel of SNAP, displaying similar performance to the native Fortran. We then translate our Kokkos experiments in SNAP to PARTISN, necessitating engineering development, regression testing, and further thought.

Earthdata Search Usability Study Process

NASA Technical Reports Server (NTRS)

Reese, Mark

2016-01-01

User experience (UX) design is the process of enhancing user satisfaction by improving various aspects of the user's interaction with an application or website. One aspect of UX design is usability, or the extent to which an application can be used to to accomplish tasks efficiently, effectively, and with satisfaction. NASA's Earthdata Search Client recently underwent a focused usability testing project to measure usability and gain valuable user feedback and insights to increase usability for its end-users. This presentation focuses on the process by which the usability tests were administered and the lessons learned throughout the process.

Defining a risk-informed framework for whole-of-government lessons learned: A Canadian perspective.

PubMed

Friesen, Shaye K; Kelsey, Shelley; Legere, J A Jim

Lessons learned play an important role in emergency management (EM) and organizational agility. Virtually all aspects of EM can derive benefit from a lessons learned program. From major security events to exercises, exploiting and applying lessons learned and "best practices" is critical to organizational resilience and adaptiveness. A robust lessons learned process and methodology provides an evidence base with which to inform decisions, guide plans, strengthen mitigation strategies, and assist in developing tools for operations. The Canadian Safety and Security Program recently supported a project to define a comprehensive framework that would allow public safety and security partners to regularly share event response best practices, and prioritize recommendations originating from after action reviews. This framework consists of several inter-locking elements: a comprehensive literature review/environmental scan of international programs; a survey to collect data from end users and management; the development of a taxonomy for organizing and structuring information; a risk-informed methodology for selecting, prioritizing, and following through on recommendations; and standardized templates and tools for tracking recommendations and ensuring implementation. This article discusses the efforts of the project team, which provided "best practice" advice and analytical support to ensure that a systematic approach to lessons learned was taken by the federal community to improve prevention, preparedness, and response activities. It posits an approach by which one might design a systematic process for information sharing and event response coordination-an approach that will assist federal departments to institutionalize a cross-government lessons learned program.

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

ERIC Educational Resources Information Center

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-01-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term "unintended" learning to distinguish it from "intended" learning that appears in teachers' learning objectives. Data were collected using…

Seizing the Moment: State Lessons for Transforming Professional Learning

ERIC Educational Resources Information Center

Learning Forward, 2013

2013-01-01

Explore this first look at lessons learned through Learning Forward's ongoing initiative to develop a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. This policy brief underscores the importance of a coordinated state professional learning strategy, the adoption of professional learning…

One Teacher, Two Lessons: The Lesson Study Process

ERIC Educational Resources Information Center

Robinson, Naomi; Leikin, Roza

2012-01-01

In this paper, we analyze 2 lessons by 1 teacher that took place during a lesson study (LS) cycle for a team of elementary mathematics teachers. We analyze the data on 2 levels: macro-level analysis, dealing with lesson structure and setting; and micro-level analysis, zooming in on mathematical tasks and the quality of whole-class discussion. We…

Lessons Learned from Performance Testing of Humans in Spacesuits in Simulated Reduced Gravity

NASA Technical Reports Server (NTRS)

Norcross, Jason R.; Chappell, Steven P.; Gernhardt, Michael L.

2010-01-01

Introduction: The overarching objective of the Integrated Suit Test (IST) series is to evaluate suited human performance using reduced-gravity analogs and learn what aspects of an EVA suit system affect human performance. For this objective to be successfully achieved, the testing methodology should be valid and reproducible, and the partial-gravity simulations must be as accurate and realistic as possible. Objectives: To highlight some of the key lessons learned about partial-gravity analogs and testing methodology, and to suggest considerations for optimizing the effectiveness and quality of results of future tests. Methods: Performance testing of suited and unsuited subjects was undertaken in different reduced-gravity analogs including the Space Vehicle Mockup Facility s Partial Gravity Simulator (POGO), parabolic flight on the C-9 aircraft, underwater environments including NASA s Extreme Environment Mission Operations (NEEMO) and the Neutral Buoyancy Lab (NBL), and in field analogs including Desert Research and Technology Studies (RATS), the Haughton Mars Project (HMP), and the JSC Rock Pile. Subjects performed level walking, incline/decline walking, running, shoveling, picking up and transferring rocks, kneeling/standing, and task boards. Lessons Learned Analogs: No single analog will properly simulate all aspects of the true partial-gravity environment. The POGO is an ideal environment from the standpoint that there are no time limits or significant volumetric constraints, but it does have several limitations. It allows only 2 translational degrees of freedom (DOF) and applies true partial-gravity offload only through the subject s center of gravity (CG). Also, when a subject is doing non-stationary tasks, significant overhead inertia from the lift column seems to have a negative impact on performance. Parabolic flight allows full translational and rotational DOF and applies offload to all parts of the body, but the simulation lasts less than 30 seconds. When this is coupled with the volumetric constraints of the plane, both task selection and data collection options are significantly limited. The underwater environments also allow all 6 DOF and allow off-loading to be applied throughout the body, but the data collection capabilities are limited to little more than subjective ratings. In addition, water drag negatively affects performance of tasks requiring dynamic motion. Field analogs provide the ability to simulate lunar terrain and more realistic mission-like objectives, but all of them operate at 1-g, so suited human performance testing generally must utilize a reduced-mass or "mockup" suit, depending on study objectives. In general, the ground-based overhead-suspension partial-gravity analogs like POGO allow the most diverse data collection methods possible while still simulating partial gravity. However, as currently designed, the POGO has significant limitations. Design of the Active Response Gravity Offload System (ARGOS) has begun and is focusing on adding full x,y,z translational DOF, improved offload accuracy, increased lift capacity, and active control of the x and y axes to minimize offload system inertia. Additionally, a new gimbal is being designed to reduce mass and inertia and to be able to work with different suits, as the current gimbal only supports suited testing with the Mark III Technology Demonstrator Suit (MKIII).

Planning and scheduling lessons learned study, executive summary

NASA Technical Reports Server (NTRS)

Robinson, Toni

1990-01-01

The study was performed to document the lessons on planning and scheduling activities for a number of missions and institutional facilities in such a way that they can be applied to future missions; to provide recommendations to both projects and Code 500 that will improve the end-to-end planning and scheduling process; and to identify what, if any, mission characteristics might be related to certain lessons learned. The results are a series of recommendations of both a managerial and technical nature related to the underlying lessons learned.

Providing Community Education: Lessons Learned from Native Patient Navigators

PubMed Central

Burhansstipanov, Linda; Krebs, Linda U.; Harjo, Lisa; Watanabe-Galloway, Shinobu; Pingatore, Noel; Isham, Debra; Duran, Florence Tinka; Denny, Loretta; Lindstrom, Denise; Crawford, Kim

2014-01-01

Native Navigators and the Cancer Continuum (NNACC) was a community-based participatory research study among five American Indian organizations. The intervention required lay Native Patient Navigators (NPNs) to implement and evaluate community education workshops in their local settings. Community education was a new role for the NPNs and resulted in many lessons learned. NPNs met quarterly from 2008 through 2013 and shared lessons learned with one another and with the administrative team. In July 2012, the NPNs prioritized lessons learned throughout the study that were specific to implementing the education intervention. These were shared to help other navigators who may be including community education within their scope of work. The NPNs identified eight lessons learned that can be divided into three categories: NPN education and training, workshop content and presentation, and workshop logistics and problem-solving. A ninth overarching lesson for the entire NNACC study identified meeting community needs as an avenue for success. This project was successful due to the diligence of the NPNs in understanding their communities’ needs and striving to meet them through education workshops. Nine lessons were identified by the NPNs who provided community education through the NNACC project. Most are relevant to all patient navigators, regardless of patient population, who are incorporating public education into navigation services. Due to their intervention and budget implications, many of these lessons also are relevant to those who are developing navigation research. PMID:25087698

Coping with Multiple Suicides among Middle School Students. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 2

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue addresses the experience of a school district where three middle school students hung themselves within a three-week timeframe. Although deaths were apparently unconnected, the school district is part of a…

Managing an Infectious Disease Outbreak in a School. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 3

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on an infectious disease incident, which resulted in the death of a student, closure of area schools and the operation of an on-site school vaccine clinic. The report highlights the critical need…

Learning with and about Advertising in Chemistry Education with a Lesson Plan on Natural Cosmetics--A Case Study

ERIC Educational Resources Information Center

Belova, Nadja; Eilks, Ingo

2015-01-01

This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7-11, age range 13-17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four…

Real-Time Meteorological Battlespace Characterization in Support of Sea Power 21

DTIC Science & Technology

2011-02-04

32  5.3  LESSONS LEARNED ....................................................................................... 44  6.  FUTURE WORK...problem with the SWR alignment, which is sometimes re- set during SWR maintenance (see Section 6 ‘Lessons Learned ’ for a case in point). Fig...ground clutter present (discussed in Section 6 ‘Lessons Learned ’), along with the lowest-tilt, quality controlled velocity. Bottom panel shows the

There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research

NASA Astrophysics Data System (ADS)

Yin, Xinying; Buck, Gayle A.

2015-09-01

This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54 students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context.

Effects of Providing a Rationale for Learning a Lesson on Students' Motivation and Learning in Online Learning Environments

ERIC Educational Resources Information Center

Shin, Tae Seob

2010-01-01

This study examined whether providing a rationale for learning a particular lesson influences students' motivation and learning in online learning environments. A mixed-method design was used to investigate the effects of two types of rationales (former student vs. instructor rationales) presented in an online introductory educational psychology…

University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework

ERIC Educational Resources Information Center

Mazo, Lucille B.

2017-01-01

Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and…

Use of after action reports (AARs) to promote organizational and systems learning in emergency preparedness.

PubMed

Savoia, Elena; Agboola, Foluso; Biddinger, Paul D

2012-08-01

Many public health and healthcare organizations use formal knowledge management practices to identify and disseminate the experiences gained over time. The "lessons-learned" approach is one such example of knowledge management practice applied to the wider concept of organizational learning. In the field of emergency preparedness, the lessons-learned approach stands on the assumption that learning from experience improves practice and minimizes avoidable deaths and negative economic and social consequences of disasters. In this project, we performed a structured review of AARs to analyze how lessons learned from the response to real-incidents may be used to maximize knowledge management and quality improvement practices such as the design of public health emergency preparedness (PHEP) exercises. We chose as a source of data the "Lessons Learned Information Sharing (LLIS.gov)" system, a joined program of the U.S. Department of Homeland Security DHS and FEMA that serves as the national, online repository of lessons learned, best practices, and innovative ideas. We identified recurring challenges reported by various states and local public health agencies in the response to different types of incidents. We also strove to identify the limitations of systematic learning that can be achieved due to existing weaknesses in the way AARs are developed.

Multimedia Principle in Teaching Lessons

ERIC Educational Resources Information Center

Kari Jabbour, Khayrazad

2012-01-01

Multimedia learning principle occurs when we create mental representations from combining text and relevant graphics into lessons. This article discusses the learning advantages that result from adding multimedia learning principle into instructions; and how to select graphics that support learning. There is a balance that instructional designers…

Lessons learned and their application to program development and cultural issues

NASA Technical Reports Server (NTRS)

Roth, Gilbert L.

1991-01-01

The main objectives of space product assurance are, in effect, the same as those of Total Quality Management (TQM) or its many variants. The most significant ingredients are the lessons learned and their application to ongoing and future programs as they are affected by changes in the cultural environment. The cultural issues which affect almost everything done in technical programs and projects are considered. Understanding the lessons learned and the synergism which results from this combination of knowledge, culture, and lessons learned is identified as crucial. A brief discussion of the closed loop linkage that should exist between the world of hands on activities and that of educational institutions is presented.

Teaching science in museums

NASA Astrophysics Data System (ADS)

Tran, Lynn Uyen

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

Lessons learned from the Space Flyer Unit (SFU) mission.

PubMed

Kuriki, Kyoichi; Ninomiya, Keiken; Takei, Mitsuru; Matsuoka, Shinobu

2002-11-01

The Space Flyer Unit (SFU) system and mission chronology are briefly introduced. Lessons learned from the SFU mission are categorized as programmatic and engineering lessons. In the programmatic category are dealt with both international and domestic collaborations. As for the engineering lessons safety design, orbital operation, in-flight anomaly, and post flight analyses are the major topics reviewed. c2002 Elsevier Science Ltd. All rights reserved.

Workplace Wisdom: What Educators Can Learn from the Business World

ERIC Educational Resources Information Center

Williams, Sheri S.; Williams, John W.

2014-01-01

In many schools and businesses today, the pressure to produce results is far greater than attention to employee learning. If continued learning impacts service for business customers and their communities, then what lessons can be learned from business to support and advocate for educator learning? This article is a collection of lessons learned…

Logistics Lessons Learned in NASA Space Flight

NASA Technical Reports Server (NTRS)

Evans, William A.; DeWeck, Olivier; Laufer, Deanna; Shull, Sarah

2006-01-01

The Vision for Space Exploration sets out a number of goals, involving both strategic and tactical objectives. These include returning the Space Shuttle to flight, completing the International Space Station, and conducting human expeditions to the Moon by 2020. Each of these goals has profound logistics implications. In the consideration of these objectives,a need for a study on NASA logistics lessons learned was recognized. The study endeavors to identify both needs for space exploration and challenges in the development of past logistics architectures, as well as in the design of space systems. This study may also be appropriately applied as guidance in the development of an integrated logistics architecture for future human missions to the Moon and Mars. This report first summarizes current logistics practices for the Space Shuttle Program (SSP) and the International Space Station (ISS) and examines the practices of manifesting, stowage, inventory tracking, waste disposal, and return logistics. The key findings of this examination are that while the current practices do have many positive aspects, there are also several shortcomings. These shortcomings include a high-level of excess complexity, redundancy of information/lack of a common database, and a large human-in-the-loop component. Later sections of this report describe the methodology and results of our work to systematically gather logistics lessons learned from past and current human spaceflight programs as well as validating these lessons through a survey of the opinions of current space logisticians. To consider the perspectives on logistics lessons, we searched several sources within NASA, including organizations with direct and indirect connections with the system flow in mission planning. We utilized crew debriefs, the John Commonsense lessons repository for the JSC Mission Operations Directorate, and the Skylab Lessons Learned. Additionally, we searched the public version of the Lessons Learned Information System (LLIS) and verified that we received the same result using the internal version of LLIS for our logistics lesson searches. In conducting the research, information from multiple databases was consolidated into a single spreadsheet of 300 lessons learned. Keywords were applied for the purpose of sorting and evaluation. Once the lessons had been compiled, an analysis of the resulting data was performed, first sorting it by keyword, then finding duplication and root cause, and finally sorting by root cause. The data was then distilled into the top 7 lessons learned across programs, centers, and activities.

Atmospheric/Space Environment Support Lessons Learned Regarding Aerospace Vehicle Design and Operations

NASA Technical Reports Server (NTRS)

Vaughan, William W.; Anderson, B. Jeffrey

2005-01-01

In modern government and aerospace industry institutions the necessity of controlling current year costs often leads to high mobility in the technical workforce, "one-deep" technical capabilities, and minimal mentoring for young engineers. Thus, formal recording, use, and teaching of lessons learned are especially important in the maintenance and improvement of current knowledge and development of new technologies, regardless of the discipline area. Within the NASA Technical Standards Program Website http://standards.nasa.gov there is a menu item entitled "Lessons Learned/Best Practices". It contains links to a large number of engineering and technical disciplines related data sets that contain a wealth of lessons learned information based on past experiences. This paper has provided a small sample of lessons learned relative to the atmospheric and space environment. There are many more whose subsequent applications have improved our knowledge of the atmosphere and space environment, and the application of this knowledge to the engineering and operations for a variety of aerospace programs.

Effects of Motion Cues on the Training of Multi-Axis Manual Control Skills

NASA Technical Reports Server (NTRS)

Zaal, Peter M. T.; Mobertz, Xander R. I.

2017-01-01

The study described in this paper investigated the effects of two different hexapod motion configurations on the training and transfer of training of a simultaneous roll and pitch control task. Pilots were divided between two groups which trained either under a baseline hexapod motion condition, with motion typically provided by current training simulators, or an optimized hexapod motion condition, with increased fidelity of the motion cues most relevant for the task. All pilots transferred to the same full-motion condition, representing motion experienced in flight. A cybernetic approach was used that gave insights into the development of pilots use of visual and motion cues over the course of training and after transfer. Based on the current results, neither of the hexapod motion conditions can unambiguously be chosen as providing the best motion for training and transfer of training of the used multi-axis control task. However, the optimized hexapod motion condition did allow pilots to generate less visual lead, control with higher gains, and have better disturbance-rejection performance at the end of the training session compared to the baseline hexapod motion condition. Significant adaptations in control behavior still occurred in the transfer phase under the full-motion condition for both groups. Pilots behaved less linearly compared to previous single-axis control-task experiments; however, this did not result in smaller motion or learning effects. Motion and learning effects were more pronounced in pitch compared to roll. Finally, valuable lessons were learned that allow us to improve the adopted approach for future transfer-of-training studies.

Wars, disasters and kidneys.

PubMed

Lameire, N

2014-12-01

This paper summarizes the impact that wars had on the history of nephrology, both worldwide and in the Ghent Medical Faculty notably on the definition, research and clinical aspects of acute kidney injury. The paper briefly describes the role of 'trench nephritis' as observed both during World War I and II, supporting the hypothesis that many of the clinical cases could have been due to Hantavirus nephropathy. The lessons learned from the experience with crush syndrome first observed in World War II and subsequently investigated over many decades form the basis for the creation of the Renal Disaster Relief Task Force of the International Society of Nephrology. Over the last 15 years, this Task Force has successfully intervened both in the prevention and management of crush syndrome in numerous disaster situations like major earthquakes.

A Strategy for Integrating a Large Finite Element Model: X-33 Lessons Learned

NASA Technical Reports Server (NTRS)

McGhee, David S.

2000-01-01

The X-33 vehicle is an advanced technology demonstrator sponsored by NASA. For the past three years the Structural Dynamics & Loads Group of NASA's Marshall Space Flight Center has had the task of integrating the X-33 vehicle structural finite element model. In that time, five versions of the integrated vehicle model have been produced and a strategy has evolved that would benefit anyone given the task of integrating structural finite element models that have been generated by various modelers and companies. The strategy that has been presented here consists of six decisions that need to be made. These six decisions are: purpose of model, units, common material list, model numbering, interface control, and archive format. This strategy has been proved and expanded from experience on the X-33 vehicle.

Apollo 1 Lessons Learned Show

NASA Image and Video Library

2017-01-27

Mike Ciannilli, at left, the Apollo, Challenger, Columbia Lessons Learned Program manager, presents a certificate to John Tribe, retired, Apollo 1 Reaction and Control System lead engineer, during the Apollo 1 Lessons Learned presentation in the Training Auditorium at NASA's Kennedy Space Center in Florida. The theme of the program was "To there and Back Again." The event helped pay tribute to the Apollo 1 crew, Gus Grissom, Ed White II, and Roger Chaffee.

Apollo 1 Lessons Learned Show

NASA Image and Video Library

2017-01-27

Mike Ciannilli, the Apollo, Challenger, Columbia Lessons Learned program manager, at left, presents a certificate to Ernie Reyes, retired, former Apollo 1 senior operations manager, during the Apollo 1 Lessons Learned presentation in the Training Auditorium at NASA's Kennedy Space Center in Florida. The theme of the program was "To there and Back Again." The event helped pay tribute to the Apollo 1 crew, Gus Grissom, Ed White II, and Roger Chaffee.

Responding To and Recovering From an Active Shooter Incident That Turns Into a Hostage Situation. Lessons Learned From School Crises and Emergencies, Volume 2, Issue 6, 2007

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on an active shooter situation that escalated to a hostage situation that required multiple law enforcement agencies and other first responders and agencies to coordinate response and recovery…

Responding To Infectious Disease: Multiple Cases of Staph Infections in a Rural School District. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 3, 2008

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on an incident involving several cases of Methicillin-resistant Staphylococcus aureus (MRSA) at a rural high school. MRSA is a specific strain of Staphylococcus aureus bacteria (often called staph)…

Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

NASA Technical Reports Server (NTRS)

Anderson, Joel M.

2011-01-01

This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Lessons Learned from the Advanced Topographic Laser Altimeter System

NASA Technical Reports Server (NTRS)

Garrison, Matt; Patel, Deepak; Bradshaw, Heather; Robinson, Frank; Neuberger, Dave

2016-01-01

The ICESat-2 Advanced Topographic Laser Altimeter System (ATLAS) instrument is an upcoming Earth Science mission focusing on the effects of climate change. The flight instrument passed all environmental testing at GSFC (Goddard Space Flight Center) and is now ready to be shipped to the spacecraft vendor for integration and testing. This presentation walks through the lessons learned from design, hardware, analysis and testing perspective. ATLAS lessons learned include general thermal design, analysis, hardware, and testing issues as well as lessons specific to laser systems, two-phase thermal control, and optical assemblies with precision alignment requirements.

Challenges and practical approaches with word sense disambiguation of acronyms and abbreviations in the clinical domain.

PubMed

Moon, Sungrim; McInnes, Bridget; Melton, Genevieve B

2015-01-01

Although acronyms and abbreviations in clinical text are used widely on a daily basis, relatively little research has focused upon word sense disambiguation (WSD) of acronyms and abbreviations in the healthcare domain. Since clinical notes have distinctive characteristics, it is unclear whether techniques effective for acronym and abbreviation WSD from biomedical literature are sufficient. The authors discuss feature selection for automated techniques and challenges with WSD of acronyms and abbreviations in the clinical domain. There are significant challenges associated with the informal nature of clinical text, such as typographical errors and incomplete sentences; difficulty with insufficient clinical resources, such as clinical sense inventories; and obstacles with privacy and security for conducting research with clinical text. Although we anticipated that using sophisticated techniques, such as biomedical terminologies, semantic types, part-of-speech, and language modeling, would be needed for feature selection with automated machine learning approaches, we found instead that simple techniques, such as bag-of-words, were quite effective in many cases. Factors, such as majority sense prevalence and the degree of separateness between sense meanings, were also important considerations. The first lesson is that a comprehensive understanding of the unique characteristics of clinical text is important for automatic acronym and abbreviation WSD. The second lesson learned is that investigators may find that using simple approaches is an effective starting point for these tasks. Finally, similar to other WSD tasks, an understanding of baseline majority sense rates and separateness between senses is important. Further studies and practical solutions are needed to better address these issues.

Spitzer Space Telescope Sequencing Operations Software, Strategies, and Lessons Learned

NASA Technical Reports Server (NTRS)

Bliss, David A.

2006-01-01

The Space Infrared Telescope Facility (SIRTF) was launched in August, 2003, and renamed to the Spitzer Space Telescope in 2004. Two years of observing the universe in the wavelength range from 3 to 180 microns has yielded enormous scientific discoveries. Since this magnificent observatory has a limited lifetime, maximizing science viewing efficiency (ie, maximizing time spent executing activities directly related to science observations) was the key operational objective. The strategy employed for maximizing science viewing efficiency was to optimize spacecraft flexibility, adaptability, and use of observation time. The selected approach involved implementation of a multi-engine sequencing architecture coupled with nondeterministic spacecraft and science execution times. This approach, though effective, added much complexity to uplink operations and sequence development. The Jet Propulsion Laboratory (JPL) manages Spitzer s operations. As part of the uplink process, Spitzer s Mission Sequence Team (MST) was tasked with processing observatory inputs from the Spitzer Science Center (SSC) into efficiently integrated, constraint-checked, and modeled review and command products which accommodated the complexity of non-deterministic spacecraft and science event executions without increasing operations costs. The MST developed processes, scripts, and participated in the adaptation of multi-mission core software to enable rapid processing of complex sequences. The MST was also tasked with developing a Downlink Keyword File (DKF) which could instruct Deep Space Network (DSN) stations on how and when to configure themselves to receive Spitzer science data. As MST and uplink operations developed, important lessons were learned that should be applied to future missions, especially those missions which employ command-intensive operations via a multi-engine sequence architecture.

Japanese Lesson Study Comes to California

ERIC Educational Resources Information Center

Jetter, Madeleine; Hancock, Gwen

2012-01-01

Japanese lesson study--Jugyou kenkyuu--which is a cornerstone of Project DELTA (Developing Educators Learning to Teach Algebraically), adds a new twist: the teachers take turns publicly teaching the collaboratively planned lessons with their own students for the rest of the team to observe and then analyze, based on the students' learning. Lesson…

Credit: A Teaching Unit.

ERIC Educational Resources Information Center

Clanton, Brandolyn; And Others

Intended for teachers of secondary school students, five lessons on consumer credit are presented. In the first lesson students identify and evaluate sources of credit, compare some of the costs and benefits of credit, and learn to apply criteria used in evaluating applications for credit. In the second lesson, students learn about two basic types…

More Lessons from Bhutan: 6 Years Later, Change Takes Root and Flourishes

ERIC Educational Resources Information Center

Telsey, Alison; Levine, Laurie

2015-01-01

In April 2011, the Journal of Staff Development (JSD) published "Lessons from Bhutan: Embrace cultural differences to effect change" (Levine, Telsey, & McCormack, 2011), which described the experiences of several U.S. educators who learned their own transformative lessons while leading professional learning in special education…

New Horizons Risk Communication Strategy, Planning, Implementation, and Lessons Learned

NASA Technical Reports Server (NTRS)

Dawson, Sandra A.

2006-01-01

This paper discusses the risk communication goals, strategy, planning process and product development for the New Horizons mission, including lessons from the Cassini mission that were applied in that effort, and presents lessons learned from the New Horizons effort that could be applicable to future missions.

Comment Data Mining to Estimate Student Performance Considering Consecutive Lessons

ERIC Educational Resources Information Center

Sorour, Shaymaa E.; Goda, Kazumasa; Mine, Tsunenori

2017-01-01

The purpose of this study is to examine different formats of comment data to predict student performance. Having students write comment data after every lesson can reflect students' learning attitudes, tendencies and learning activities involved with the lesson. In this research, Latent Dirichlet Allocation (LDA) and Probabilistic Latent Semantic…

Use of After Action Reports (AARs) to Promote Organizational and Systems Learning in Emergency Preparedness

PubMed Central

Savoia, Elena; Agboola, Foluso; Biddinger, Paul D.

2012-01-01

Many public health and healthcare organizations use formal knowledge management practices to identify and disseminate the experiences gained over time. The “lessons-learned” approach is one such example of knowledge management practice applied to the wider concept of organizational learning. In the field of emergency preparedness, the lessons-learned approach stands on the assumption that learning from experience improves practice and minimizes avoidable deaths and negative economic and social consequences of disasters. In this project, we performed a structured review of AARs to analyze how lessons learned from the response to real-incidents may be used to maximize knowledge management and quality improvement practices such as the design of public health emergency preparedness (PHEP) exercises. We chose as a source of data the “Lessons Learned Information Sharing (LLIS.gov)” system, a joined program of the U.S. Department of Homeland Security DHS and FEMA that serves as the national, online repository of lessons learned, best practices, and innovative ideas. We identified recurring challenges reported by various states and local public health agencies in the response to different types of incidents. We also strived to identify the limitations of systematic learning that can be achieved due to existing weaknesses in the way AARs are developed. PMID:23066408

Using Cooperative Learning To Improve Reading and Writing in Science.

ERIC Educational Resources Information Center

Nesbit, Catherine R.; Rogers, Cynthia A.

1997-01-01

Presents several cooperative learning lessons that integrate science, reading and writing. Notes that sample lessons involve six methods of cooperative learning drawn from four prominent developers and researchers, David Johnson, Roger Johnson, Robert Slavin, and Spencer Kagan. Describes the cooperative learning method to illustrate how to use it…

Teachers' Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes

ERIC Educational Resources Information Center

Michalsky, Tova; Schechter, Chen

2018-01-01

Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how…

A Window to the World: Lessons Learned from NASA's Collaborative Metadata Curation Effort

NASA Astrophysics Data System (ADS)

Bugbee, K.; Dixon, V.; Baynes, K.; Shum, D.; le Roux, J.; Ramachandran, R.

2017-12-01

Well written descriptive metadata adds value to data by making data easier to discover as well as increases the use of data by providing the context or appropriateness of use. While many data centers acknowledge the importance of correct, consistent and complete metadata, allocating resources to curate existing metadata is often difficult. To lower resource costs, many data centers seek guidance on best practices for curating metadata but struggle to identify those recommendations. In order to assist data centers in curating metadata and to also develop best practices for creating and maintaining metadata, NASA has formed a collaborative effort to improve the Earth Observing System Data and Information System (EOSDIS) metadata in the Common Metadata Repository (CMR). This effort has taken significant steps in building consensus around metadata curation best practices. However, this effort has also revealed gaps in EOSDIS enterprise policies and procedures within the core metadata curation task. This presentation will explore the mechanisms used for building consensus on metadata curation, the gaps identified in policies and procedures, the lessons learned from collaborating with both the data centers and metadata curation teams, and the proposed next steps for the future.

Lessons Learned from Application of System and Software Level RAMS Analysis to a Space Control System

NASA Astrophysics Data System (ADS)

Silva, N.; Esper, A.

2012-01-01

The work presented in this article represents the results of applying RAMS analysis to a critical space control system, both at system and software levels. The system level RAMS analysis allowed the assignment of criticalities to the high level components, which was further refined by a tailored software level RAMS analysis. The importance of the software level RAMS analysis in the identification of new failure modes and its impact on the system level RAMS analysis is discussed. Recommendations of changes in the software architecture have also been proposed in order to reduce the criticality of the SW components to an acceptable minimum. The dependability analysis was performed in accordance to ECSS-Q-ST-80, which had to be tailored and complemented in some aspects. This tailoring will also be detailed in the article and lessons learned from the application of this tailoring will be shared, stating the importance to space systems safety evaluations. The paper presents the applied techniques, the relevant results obtained, the effort required for performing the tasks and the planned strategy for ROI estimation, as well as the soft skills required and acquired during these activities.

Geocuration Lessons Learned from the Climate Data Initiative Project

NASA Technical Reports Server (NTRS)

Ramachandran, Rahul; Bugbee, Kaylin; Tilmes, Curt; Pinheiro Privette, Ana

2015-01-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium. We also present the Climate Data Initiative (CDI) project as an prototypical example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate change preparedness. The geocuration process used in the CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

Resource Allocation Planning Helper (RALPH): Lessons learned

NASA Technical Reports Server (NTRS)

Durham, Ralph; Reilly, Norman B.; Springer, Joe B.

1990-01-01

The current task of Resource Allocation Process includes the planning and apportionment of JPL's Ground Data System composed of the Deep Space Network and Mission Control and Computing Center facilities. The addition of the data driven, rule based planning system, RALPH, has expanded the planning horizon from 8 weeks to 10 years and has resulted in large labor savings. Use of the system has also resulted in important improvements in science return through enhanced resource utilization. In addition, RALPH has been instrumental in supporting rapid turn around for an increased volume of special what if studies. The status of RALPH is briefly reviewed and important lessons learned from the creation of an highly functional design team are focused on through an evolutionary design and implementation period in which an AI shell was selected, prototyped, and ultimately abandoned, and through the fundamental changes to the very process that spawned the tool kit. Principal topics include proper integration of software tools within the planning environment, transition from prototype to delivered to delivered software, changes in the planning methodology as a result of evolving software capabilities and creation of the ability to develop and process generic requirements to allow planning flexibility.

The importance of using open source technologies and common standards for interoperability within eHealth: Perspectives from the Millennium Villages Project

PubMed Central

Borland, Rob; Barasa, Mourice; Iiams-Hauser, Casey; Velez, Olivia; Kaonga, Nadi Nina; Berg, Matt

2013-01-01

The purpose of this paper is to illustrate the importance of using open source technologies and common standards for interoperability when implementing eHealth systems and illustrate this through case studies, where possible. The sources used to inform this paper draw from the implementation and evaluation of the eHealth Program in the context of the Millennium Villages Project (MVP). As the eHealth Team was tasked to deploy an eHealth architecture, the Millennium Villages Global-Network (MVG-Net), across all fourteen of the MVP sites in Sub-Saharan Africa, the team recognized the need for standards and uniformity but also realized that context would be an important factor. Therefore, the team decided to utilize open source solutions. The MVP implementation of MVG-Net provides a model for those looking to implement informatics solutions across disciplines and countries. Furthermore, there are valuable lessons learned that the eHealth community can benefit from. By sharing lessons learned and developing an accessible, open-source eHealth platform, we believe that we can more efficiently and rapidly achieve the health-related and collaborative Millennium Development Goals (MDGs). PMID:22894051

Geocuration Lessons Learned from the Climate Data Initiative Project

NASA Astrophysics Data System (ADS)

Ramachandran, R.; Bugbee, K.; Tilmes, C.; Privette, A. P.

2015-12-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium.We also present the Climate Data Initiative (CDI) project as an exemplar example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate-change preparedness. The geocuration process used in CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

ERIC Educational Resources Information Center

Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

2015-01-01

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

Reading Mini-Lessons: An Instructional Practice for Meaning Centered Reading Programs.

ERIC Educational Resources Information Center

Barrentine, Shelby; And Others

1995-01-01

Mini-lessons (brief, informative explanations that demonstrate what readers do) are a key instructional practice in meaning centered reading programs. The content of the mini-lessons is determined by the needs of learners. In procedural mini-lessons, teachers explain the steps for successfully completing a task or performing a reading-related…

Knowledge Growth of Mathematics Teachers during Professional Activity Based on the Task of Lesson Explaining

ERIC Educational Resources Information Center

Peng, Aihui

2007-01-01

"Lesson explaining" has been developed in China from an evaluative resource to an effective form of teacher professional development with the value of emphasizing teacher reflective practice. This paper begins with a general description of lesson explaining. Then an example of "explaining" a mathematics lesson for teaching…

Investigating young children's learning of mass measurement

NASA Astrophysics Data System (ADS)

Cheeseman, Jill; McDonough, Andrea; Ferguson, Sarah

2014-06-01

This paper reports results of a design experiment regarding young children's concepts of mass measurement. The research built on an earlier study in which a framework of "growth points" in early mathematics learning and a related, task-based, one-to-one interview to assess children's understanding of the measurement of mass were developed. Prompted by the results and recommendations from the earlier study, five lessons were developed that offered rich learning experiences regarding concepts of mass. The 119 Year 1 and 2 children participating in the study were interviewed using the same protocol before and after the teaching period. The assessment data showed that the majority of these children moved from using nonstandard units to using standard units and instruments for measuring mass. The findings from this study challenge the traditional approach of using informal units for an extended period before the introduction of standard units.

Apollo 1 Lessons Learned Show

NASA Image and Video Library

2017-01-27

Mike Ciannilli, at left, the Apollo, Challenger, Columbia Lessons Learned Program manager, presents a certificate to Charlie Duke, former Apollo 16 astronaut and member of the Apollo 1 Emergency Egress Investigation Team, during the Apollo 1 Lessons Learned presentation in the Training Auditorium at NASA's Kennedy Space Center in Florida. The program's theme was "To There and Back Again." The event helped pay tribute to the Apollo 1 crew, Gus Grissom, Ed White II, and Roger Chaffee.

Lessons learned applying CASE methods/tools to Ada software development projects

NASA Technical Reports Server (NTRS)

Blumberg, Maurice H.; Randall, Richard L.

1993-01-01

This paper describes the lessons learned from introducing CASE methods/tools into organizations and applying them to actual Ada software development projects. This paper will be useful to any organization planning to introduce a software engineering environment (SEE) or evolving an existing one. It contains management level lessons learned, as well as lessons learned in using specific SEE tools/methods. The experiences presented are from Alpha Test projects established under the STARS (Software Technology for Adaptable and Reliable Systems) project. They reflect the front end efforts by those projects to understand the tools/methods, initial experiences in their introduction and use, and later experiences in the use of specific tools/methods and the introduction of new ones.

Construction of Tasks in Order to Develop and Promote Classroom Communication in Mathematics

ERIC Educational Resources Information Center

Olteanu, Lucian

2015-01-01

In this article, the focus is on task construction and the importance of this process to develop and promote classroom communication in mathematics. The students' tests, examination of students' mathematical work, the teachers' lesson plans, and reports of the lessons' instructions are the basic data for this article. The analysis indicated that…

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

NASA Astrophysics Data System (ADS)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

Perceptual Drawing as a Learning Tool in a College Biology Laboratory

NASA Astrophysics Data System (ADS)

Landin, Jennifer

2011-12-01

The use of drawing in the classroom has a contentious history in the U.S. education system. While most instructors and students agree that the activity helps students focus and observe more details, there is a lack of empirical data to support these positions. This study examines the use of three treatments (writing a description, drawing a perceptual image, or drawing a perceptual image after participating in a short instructional lesson on perceptual drawing) each week over the course of a semester. The students in the "Drawing with Instruction" group exhibit a small but significantly higher level of content knowledge by the end of the semester. When comparing Attitude Toward Biology and Observational Skills among the three groups, inconclusive results restrict making any conclusions. Student perceptions of the task are positive, although not as strong as indicated by other studies. A student behavior observed during the first study led to another question regarding student cognitive processes, and demonstrated cognitive change in student-rendered drawings. The data from the second study indicate that hemispheric dominance or visual/verbal learning do not impact learning from perceptual drawing activities. However, conservatism and need for closure are inversely proportional to the change seen in student drawings over the course of a lesson. Further research is needed to verify these conclusions, as the second study has a small number of participants.

Engaging the Deaf American sign language community: lessons from a community-based participatory research center.

PubMed

McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas

2012-01-01

Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations.

Professional Learning through the Collaborative Design of Problem-Solving Lessons

ERIC Educational Resources Information Center

Wake, Geoff; Swan, Malcolm; Foster, Colin

2016-01-01

This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

Marine Hydrokinetic Energy Regulators Workshop: Lessons from Wind

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

Baring-Gould, E. Ian

2015-09-03

Ian Baring-Gould presented these lessons learned from wind energy to an audience of marine hydrokinetic regulators. Lessons learned spanned the areas of technology advances, using collaborative approaches to involve key stakeholders; using baseline studies to measure and prioritize wildlife impacts, and look at avoidance and mitigation options early in the process.

Does the Modality Principle for Multimedia Learning Apply to Science Classrooms?

ERIC Educational Resources Information Center

Harskamp, Egbert G.; Mayer, Richard E.; Suhre, Cor

2007-01-01

This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16-17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed…

Automatic Dance Lesson Generation

ERIC Educational Resources Information Center

Yang, Yang; Leung, H.; Yue, Lihua; Deng, LiQun

2012-01-01

In this paper, an automatic lesson generation system is presented which is suitable in a learning-by-mimicking scenario where the learning objects can be represented as multiattribute time series data. The dance is used as an example in this paper to illustrate the idea. Given a dance motion sequence as the input, the proposed lesson generation…

Mining Mathematics in Textbook Lessons

ERIC Educational Resources Information Center

Ronda, Erlina; Adler, Jill

2017-01-01

In this paper, we propose an analytic tool for describing the mathematics made available to learn in a "textbook lesson". The tool is an adaptation of the Mathematics Discourse in Instruction (MDI) analytic tool that we developed to analyze what is made available to learn in teachers' lessons. Our motivation to adapt the use of the MDI…

Challenge Activities for the Physical Education Classroom: Affective Learning Outcomes

ERIC Educational Resources Information Center

McKenzie, Emily; Symonds, Matthew L.; Fink, Kevin; Tapps, Tyler

2017-01-01

The purpose of this article is to share three challenge-based lesson plans that can be implemented by physical educators in their classroom. Each of the lesson examples addresses the three learning domains: psychomotor, cognitive and affective. Additionally, each lesson is aligned with SHAPE America's National Standards for K-12 Physical…

Japanese Lesson Study Sustaining Teacher Learning in the Classroom Context

ERIC Educational Resources Information Center

Loose, Crystal Corle

2014-01-01

The purposes of this action research study were first to explore teacher perceptions of Japanese lesson study as a method of professional development, and second to take teachers through an action research process as they observed the implementation of a literacy lesson in the classroom. Situated Learning Theory, particularly related to teacher…

Teachers' Professional Growth through Engagement with Lesson Study

ERIC Educational Resources Information Center

Widjaja, Wanty; Vale, Colleen; Groves, Susie; Doig, Brian

2017-01-01

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections…

Implementation of lesson study in physics teaching by group of teachers in Solok West Sumatera

NASA Astrophysics Data System (ADS)

Yurnetti, Y.

2018-04-01

This article based of collaborative classroom action research with science teachers group or MGMP at Solok West Sumatera; based on their willingness to implementation of lesson study by this group. The study started by discussing some problems according to the implementation of the lesson study, establishing the teaching materials, developing learning tools, defining the model teachers, conducting classroom activities, and reflecting by discussions. The preparation of this study includes some learning material according to temperature and heat; the observation form that led by observer teachers; teachers’s model impression and open questionnaire implementation of lesson study that applied to the students and teachers. This research got some information about the strengths and weaknesses of learning using lesson study from the students involved. To conclude, the implementation of lesson study should be able to support the principle of collaborative in learning. The challenge of this study is how to make a condition to gather some teachers in one school at a certain time because they have the schedule at their own school.

Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

NASA Astrophysics Data System (ADS)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

2016-05-01

Integration of technology ( e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2-3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life sessions and more detailed feedback on individual reports of pre-service teachers. The majority of the pre-service teachers were able to design a lesson plan aimed at a certain inquiry level with integration of ICT, but just a few could implement it faithfully in the classroom. There was still a considerable difference between intended inquiry activities and actual realized inquiry which parallels results from the literature for experienced teachers. The participants had to struggle with science --ICT conceptual issues as well as getting their students to focus on inquiry and concept learning in the classroom. Each evaluation guided iteration of the course resulted in better learning outcomes.

Providing Simulated Online and Mobile Learning Experiences in a Prison Education Setting: Lessons Learned from the PLEIADES Pilot Project

ERIC Educational Resources Information Center

Farley, Helen; Murphy, Angela; Bedford, Tasman

2014-01-01

This article reports on the preliminary findings, design criteria and lessons learned while developing and piloting an alternative to traditional print-based education delivery within a prison environment. PLEIADES (Portable Learning Environments for Incarcerated Distance Education Students), was designed to provide incarcerated students with…

The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

ERIC Educational Resources Information Center

Korkmaz Toklucu, Selma; Tay, Bayram

2016-01-01

Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

Experiential Learning: Lessons Learned from the UND Business and Government Symposium

ERIC Educational Resources Information Center

Harsell, Dana Michael; O'Neill, Patrick B.

2010-01-01

The authors describe lessons learned from a limited-duration experiential learning component of a Master's level course. The course is open to Master's in Business and Master's in Public Administration students and explores the relationships between government and business. A complete discussion of the Master's in Business and Master's in Public…

Reflections on Designing a MPA Service-Learning Component: Lessons Learned

ERIC Educational Resources Information Center

Roman, Alexandru V.

2015-01-01

This article provides the "lessons learned" from the experience of redesigning two sections (face-to-face and online) of a core master of public administration class as a service-learning course. The suggestions made here can be traced to the entire process of the project, from the "seed idea" through its conceptualization and…

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Applying ergonomics to systems: some documented "lessons learned".

PubMed

Hendrick, Hal W

2008-07-01

Based on evidence accumulated during the author's 45 years of professional experience, the author presents 23 important "lessons learned" regarding applying ergonomics to systems. Documented results from reported cases or other evidence are presented to validate each of these practical learning points.

Extension Learning Exchange: Lessons from Nicaragua

ERIC Educational Resources Information Center

Treadwell, Paul; Lachapelle, Paul; Howe, Rod

2013-01-01

There is a clear need to support global professional development, international education, and collaborative learning opportunities in Extension. The program described here established an international learning exchange in Nicaragua to lead to global professional development and future international collaboration. The primary lessons and outcomes…

Planning Mars Memory: Learning from the MER Mission

NASA Technical Reports Server (NTRS)

Charlotte, Linde

2004-01-01

This viewgraph presentation discusses ways in which the lessons learned from a mission can be systematically remembered, retained, and applied by individuals and by an organization as a whole. The presentation cites lessons learned from the Mars Exploration Rover (MER) Mission as examples.

Commercial Orbital Transportation Services (COTS) Program Lessons Learned

NASA Technical Reports Server (NTRS)

Lindenmoyer, Alan; Horkachuck, Mike; Shotwell, Gwynne; Manners, Bruce; Culbertson, Frank

2015-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the COTS Program. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

The Impact of Toxic Agent Training on Combat Readiness

DTIC Science & Technology

1992-03-24

Desert Storm veterans, as well as Lessons Learned from the use of toxic chemicals in World War I. Conclusions reached arei (1) Live agent training is...Department of the Army staff. The report of our findings and conclusions is attached. After reviewing this report and the lessons learned from Desert Storm...analysis of feedback from soldiers in the grades of PVl to General, input from Desert Storm veterans, as well as lessons learned from the use of toxic

Constellation Program: Lessons Learned. Volume 1; Executive Summary

NASA Technical Reports Server (NTRS)

Rhatigan, Jennifer L. (Editor)

2011-01-01

This document (Volume I) provides an executive summary of the lessons learned from the Constellation Program. A companion Volume II provides more detailed analyses for those seeking further insight and information. In this volume, Section 1.0 introduces the approach in preparing and organizing the content to enable rapid assimilation of the lessons. Section 2.0 describes the contextual framework in which the Constellation Program was formulated and functioned that is necessary to understand most of the lessons. Context of a former program may seem irrelevant in the heady days of new program formulation. However, readers should take some time to understand the context. Many of the lessons would be different in a different context, so the reader should reflect on the similarities and differences in his or her current circumstances. Section 3.0 summarizes key findings developed from the significant lessons learned at the program level that appear in Section 4.0. Readers can use the key findings in Section 3.0 to peruse for particular topics, and will find more supporting detail and analyses in Section 4.0 in a topical format. Appendix A contains a white paper describing the Constellation Program formulation that may be of use to readers wanting more context or background information. The reader will no doubt recognize some very similar themes from previous lessons learned, blue-ribbon committee reviews, National Academy reviews, and advisory panel reviews for this and other large-scale human spaceflight programs; including Apollo, Space Shuttle, Shuttle/Mir, and the ISS. This could represent an inability to learn lessons from previous generations; however, it is more likely that similar challenges persist in the Agency structure and approach to program formulation, budget advocacy, and management. Perhaps the greatest value of these Constellation lessons learned can be found in viewing them in context with these previous efforts to guide and advise the Agency and its stakeholders.

Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

NASA Technical Reports Server (NTRS)

Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

2011-01-01

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and recommendations for future programs and projects that may be placed in similar circumstances.

Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success.

PubMed

Wray, Jane; Archibong, Uduak; Walton, Sean

2017-01-23

Background Pilot studies can play an important role in qualitative studies. Methodological and practical issues can be shaped and refined by undertaking pilots. Personal development and researchers' competence are enhanced and lessons learned can inform the development and quality of the main study. However, pilot studies are rarely published, despite their potential to improve knowledge and understanding of the research. Aim To present the main lessons learned from undertaking a pilot in a qualitative PhD study. Discussion This paper draws together lessons learned when undertaking a pilot as part of a qualitative research project. Important methodological and practical issues identified during the pilot study are discussed including access, recruitment, data collection and the personal development of the researcher. The resulting changes to the final study are also highlighted. Conclusion Sharing experiences of and lessons learned in a pilot study enhances personal development, improves researchers' confidence and competence, and contributes to the understanding of research. Implications for practice Pilots can be used effectively in qualitative studies to refine the final design, and provide the researcher with practical experience to enhance confidence and competence.

Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics.

PubMed

Pereira, José; Araújo, Rui; Farias, Cláudio; Bessa, Cristiana; Mesquita, Isabel

2016-12-01

This study conducted a comparative analysis of students' knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students' gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task.

Task-specific usability requirements of electronic medical records systems: Lessons learned from a national survey of end-users.

PubMed

Farzandipour, Mehrdad; Meidani, Zahra; Riazi, Hossein; Sadeqi Jabali, Monireh

2018-09-01

There are various approaches to evaluating the usability of electronic medical record (EMR) systems. User perspectives are an integral part of evaluation. Usability evaluations efficiently and effectively contribute to user-centered design and supports tasks and increase user satisfaction. This study determined the main usability requirements for EMRs by means of an end-user survey. A mixed-method strategy was conducted in three phases. A qualitative approach was employed to collect and formulate EMR usability requirements using the focus group method and the modified Delphi technique. Classic Delphi technique was used to evaluate the proposed requirements among 380 end-users in Iran. The final list of EMR usability requirements was verified and included 163 requirements divided into nine groups. The highest rates of end-user agreement relate to EMR visual clarity (3.65 ± 0.61), fault tolerance (3.58 ± 0.56), and suitability for learning (3.55 ± 0.54). The lowest end-user agreement was for auditory presentation (3.18 ± 0.69). The highest and lowest agreement among end-users was for visual clarity and auditory presentation by EMRs, respectively. This suggests that user priorities in determination of EMR usability and their understanding of the importance of the types of individual tasks and context characteristics differ.

Reconstructing High School Chemical Reaction Lessons to Motivate and Support Conceptual Learning

NASA Astrophysics Data System (ADS)

Ndiforamang, Nathan Moma

The primary focus of this education leadership portfolio is to reconstruct lessons on chemical reaction concepts for teachers to use and reach all learners of chemistry in Cecil County Public Schools. As a high school chemistry teacher, I have observed that student enrollment in chemistry is relatively low, and students show little enthusiasm about being successful in chemistry compared to other science subjects. To understand these issues, I researched conceptual learning, misconceptions, and best practices; prepared open-ended questions in a survey for chemistry teachers in my district; distributed the survey; received their responses; and processed the information received. I analyzed the data using qualitative techniques, and the results revealed that many of the tools provided in the district's curriculum guide for chemistry were not effective in class. I used the data to search for learning tools and classroom resources that could improve students understanding of chemistry concepts. I then reconstructed eight lessons on chemical reaction concepts utilizing those tools and resources. I redistributed the reconstructed lessons to teachers who had volunteered to review the lessons and provide professional feedback. The teachers' feedback revealed that the tools and resources incorporated in the reconstructed lessons included interactive activities that would excite students. The teachers indicated that the lessons were technology rich and included a variety of learning strategies. They also noted that the lessons included too many activities to cover within a day's lesson, and some of the recommended weblinks had technical issues. Most of the suggestions received were used to improve the quality of the reconstructed lessons and will serve as a resource for future fine-tuning of the lessons.

MC-1 Engine Valves, Lessons Learned

NASA Technical Reports Server (NTRS)

Laszar, John

2003-01-01

Many lessons were learned during the development of the valves for the MC-1 engine. The purpose of this report is to focus on a variety of issues related to the engine valves and convey the lessons learned. This paper will not delve into detailed technical analysis of the components. None of the lessons learned are new or surprising, but simply reinforce the importance of addressing the details of the design early, at the component level. The Marshall Space Flight Center (MSFC), Huntsville, Alabama developed the MC-1 engine, a LOX / FW-1, 60,000 pound thrust engine. This engine was developed under the Low Cost Boost Technology office at MSFC and proved to be a very successful project for the MSFC Propulsion team and the various subcontractors working the development of the engine and its components.

La Chalupa-30: Lessons learned from a 30-day subsea mission analogue

NASA Technical Reports Server (NTRS)

Vanderark, Steve; Wood, Joanna; Holland, Albert W.

1994-01-01

The Behavior and Performance Laboratory (BPL) utilizes space mission analogs to study issues such as the psychological health and well-being, team characteristics, and task performance of crew members on long-duration missions. The analog used in this investigation was an underwater habitat named La Chalupa, which was selected for its similar features to a space station environment. The primary objectives of the La Chalupa-30 investigation were to evaluate the efficiency of several methods for collecting data in remote environments and to assess aspects of living and working under isolated and confined conditions.

Cleanser, Detergent, Personal Care Product, and Pretreatment Evaluation

NASA Technical Reports Server (NTRS)

Adam, Niklas; Carrier, Chris; Vega, Leticia; Casteel, Michael; Verostko, chuck; Pickering, Karen

2011-01-01

The purpose of the Cleanser, Detergent, Personal Care Product, and Pretreatment Evaluation & Selection task is to identify the optimal combination of personal hygiene products, crew activities, and pretreatment strategies to provide the crew with sustainable life support practices and a comfortable habitat. Minimal energy, mass, and crew time inputs are desired to recycle wastewater during long duration missions. This document will provide a brief background on the work this past year supporting the ELS Distillation Comparison Test, issues regarding use of the hygiene products originally chosen for the test, methods and results used to select alternative products, and lessons learned from testing.

Field Testing of Utility Robots for Lunar Surface Operations

NASA Technical Reports Server (NTRS)

Fong, Terrence; Bualat, Maria; Deans, Matt; Allan, Mark; Bouyssounouse, Xavier; Broxton, Michael; Edwards, Laurence; Lee, Pascal; Lee, Susan Y.; Lees, David;

Cleanser, Detergent, Personal Care Product Pretreatment Evaluation

NASA Technical Reports Server (NTRS)

Adam, Niklas

2010-01-01

The purpose of the Cleanser, Detergent, Personal Care Product, and Pretreatment Evaluation & Selection task is to identify the optimal combination of personal hygiene products, crew activities, and pretreatment strategies to provide the crew with sustainable life support practices and a comfortable habitat. Minimal energy, mass, and crew time inputs are desired to recycle wastewater during long duration missions. This document will provide a brief background on the work this past year supporting the ELS Distillation Comparison Test, issues regarding use of the hygiene products originally chosen for the test, methods and results used to select alternative products, and lessons learned from testing.

How NASA Utilizes Dashboards to Help Ensure Mission Success

NASA Technical Reports Server (NTRS)

Blakeley, Chris

2013-01-01

NASA is actively planning to expand human spaceflight and robotic exploration beyond low Earth orbit. To prepare for the challenge of exploring these destinations in space, NASA conducts missions here on Earth in remote locations that have physical similarities to extreme space environments. Program managers for the Advanced Exploration Systems program requested a simple way to track financial information to ensure that each task stayed within their budgetary constraints. Using SAP BusinessObjects Dashboards (Formerly Xcelsius), a dashboard was created to satisfy all of their key requirements. Lessons learned, along with some tips and tricks, will be highlighted during this session.

The effect of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya

NASA Astrophysics Data System (ADS)

Nthiga, Peter Rugano

This study examined the effects of multimedia cases on science teaching self-efficacy beliefs of prospective teachers in Kenya using mixed methods in data collection and analysis. Collaborating with two teacher educators at Central University, I designed and implemented two multimedia case-based intervention lessons, one with prospective chemistry teachers and the other with prospective physics teachers. I determined the changes in self-efficacy beliefs using a pretest and posttest with the Science Teaching Efficacy Beliefs Instrument (STEBI) for N=41 participants. I also collected data using a worksheet during the intervention lesson. When the prospective teachers went for their field practice, I sampled eight of them for in depth interviews to determine what they drew on from the intervention lesson during their classroom teaching. I used Roth McDuffie's et al. (2014) framing to categorize the comments that the prospective teachers made on the worksheet into the four lenses of teacher, students, task or power and participation. I used paired sample t-test to determine the changes in self-efficacy beliefs and then developed profiles of the prospective teachers from the in depth interviews. The results revealed that prospective teachers paid more attention to the actions of the teacher and paid less attention to students' activities. Their attention to the task was predominantly about the cognitive level of the task and almost always focused on the errors they noted. The prospective teacher noticing using the power and participation lens was not clearly delineable from the teacher lens, because most instructional activities that led to more participation were teacher actions. Science teaching efficacy beliefs has two constructs: personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). The PSTE scores were very high at 4.46 out of five on the pretest, and 4.41 on posttest. There was a decrease in the mean scores, but the change was not significant. There was a statistically significant increase in STOE (M=1.78, SD=5.8 t(40)=2.802 p=0.008) and an overall increase in the self-efficacy beliefs. The teacher profiles showed that prospective teachers drew from specific examples from the multimedia cases as well as learned from a gestalt interpretation of the teaching and learning activities in the clips that were shown. From these results, I discuss how prospective science teachers' self-efficacy beliefs are altered in the process of watching multimedia cases. Their beliefs about knowledge start to change from absolute ownership to shared and co-constructed knowledge in class, as seen in the decrease in the personal teaching outcome expectancy (PSTE) and an increase in noticing of students' role in learning.

The roles of lesson study in the development of mathematics learning instrument based on learning trajectory

NASA Astrophysics Data System (ADS)

Misnasanti; Dien, C. A.; Azizah, F.

2018-03-01

This study is aimed to describe Lesson Study (LS) activity and its roles in the development of mathematics learning instruments based on Learning Trajectory (LT). This study is a narrative study of teacher’s experiences in joining LS activity. Data collecting in this study will use three methods such as observation, documentations, and deep interview. The collected data will be analyzed with Milles and Huberman’s model that consists of reduction, display, and verification. The study result shows that through LS activity, teachers know more about how students think. Teachers also can revise their mathematics learning instrument in the form of lesson plan. It means that LS activity is important to make a better learning instruments and focus on how student learn not on how teacher teach.

Active Learning Institute: Energizing Science and Math Education. A Compilation of Lesson Plans.

ERIC Educational Resources Information Center

Cuyahoga Community Coll. - East, Cleveland, OH.

The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech…

Teacher Perspectives about Lesson Study in Secondary School Departments: A Collaborative Vehicle for Professional Learning and Practice Development

ERIC Educational Resources Information Center

Cajkler, Wasyl; Wood, Phil; Norton, Julie; Pedder, David; Xu, Haiyan

2015-01-01

Two departments in a secondary school in England participated in "lesson study" projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their…

Data storage: Retrospective and prospective

NASA Technical Reports Server (NTRS)

Speliotis, Dennis E.

1993-01-01

We study history to learn from its lessons so we don't repeat the mistakes. Ironically, however, sometimes it seems that the lessons we learn from history is how to repeat the mistakes more precisely. A brief discussion about the history of magnetic recording is presented, and the lessons of the past are used to look into the future.

Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

ERIC Educational Resources Information Center

Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

2015-01-01

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

Five Important Lessons I Learned during the Process of Creating New Child Care Centers

ERIC Educational Resources Information Center

Whitehead, R. Ann

2005-01-01

In this article, the author describes her experiences of developing new child care sites and offers five important lessons that she learned through her experiences which helped her to create successful child care centers. These lessons include: (1) Finding an appropriate area and location; (2) Creating realistic financial projections based on real…

Conceptualizing and Describing Teachers' Learning of Pedagogical Concepts

ERIC Educational Resources Information Center

González, María José; Gómez, Pedro

2014-01-01

In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess…

Lessons Learned and Lessons To Be Learned: An Overview of Innovative Network Learning Environments.

ERIC Educational Resources Information Center

Jacobson, Michael J.; Jacobson, Phoebe Chen

This paper provides an overview of five innovative projects involving network learning technologies in the United States: (1) the MicroObservatory Internet Telescope is a collection of small, high-quality, and low-maintenance telescopes operated by the Harvard-Smithsonian Center for Astrophysics (Massachusetts), which may be used remotely via the…

From the Games Industry: Ten Lessons for Game-Based Learning

ERIC Educational Resources Information Center

Hollins, Paul; Whitton, Nicola

2011-01-01

This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses…

Systems Engineering Lessons Learned from Solar Array Structures and Mechanisms Deployment

NASA Technical Reports Server (NTRS)

Vipavetz, Kevin; Kraft, Thomas

2013-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the Engineering Directorate at LaRC. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.

The Beaverton School District Arts for Learning (A4L) Lessons Project, an Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3

ERIC Educational Resources Information Center

Nakamoto, Jonathan; Sobolew-Shubin, Sandy; Orland, Martin

2015-01-01

The purpose of this study was to assess the impact of the Arts for Learning (A4L) Lessons Project on the literacy and life skills of students in grades 3, 4, and 5. A4L Lessons is a supplementary literacy curriculum designed to blend the creativity and discipline of the arts with learning science to raise student achievement in reading and…

Heritage Adoption Lessons Learned: Cover Deployment and Latch Mechanism

NASA Technical Reports Server (NTRS)

Wincentsen, James

2006-01-01

Within JPL, there is a technology thrust need to develop a larger Cover Deployment and Latch Mechanism (CDLM) for future missions. The approach taken was to adopt and scale the CDLM design as used on the Galaxy Evolution Explorer (GALEX) project. The three separate mechanisms that comprise the CDLM will be discussed in this paper in addition to a focus on heritage adoption lessons learned and specific examples. These lessons learned will be valuable to any project considering the use of heritage designs.

Weapon System Management to Directorate of Logistics Management Systems Requirements (XRB) DCS/Plans and Programs Air Force Logistics Command Wright-Patterson AFB, Ohio 45433.

DTIC Science & Technology

1982-05-14

Attachment 2 contains the reports and lessons learned which resulted from the Level II Weapon System Management activities. Attachment 3 contains the reports...and lessons learned which resulted from the Level III Weapon System Management activities. _____ r. Air Force Logistics Command Attn: Col. McConnell 2...May 14, 1982 Attachment 4 contains the plans and lessons learned which resulted from the RCC Evaluation activities. I am pleased to deliver these

An Interview with Joe McMann: Lessons Learned from Fifty Years of Observing Hardware and Human Behavior

NASA Technical Reports Server (NTRS)

McMann, Joe

2011-01-01

Pica Kahn conducted "An Interview with Joe McMann: Lessons Learned in Human and Hardware Behavior" on August 16, 2011. With more than 40 years of experience in the aerospace industry, McMann has gained a wealth of knowledge. This presentation focused on lessons learned in human and hardware behavior. During his many years in the industry, McMann observed that the hardware development process was intertwined with human influences, which impacted the outcome of the product.

The lift-fan powered-lift aircraft concept: Lessons learned

NASA Technical Reports Server (NTRS)

Deckert, Wallace H.

1993-01-01

This is one of a series of reports on the lessons learned from past research related to lift-fan aircraft concepts. An extensive review is presented of the many lift-fan aircraft design studies conducted by both government and industry over the past 45 years. Mission applications and design integration including discussions on manifolding hot gas generators, hot gas dusting, and energy transfer control are addressed. Past lift-fan evaluations of the Avrocar are discussed. Lessons learned from these past efforts are identified.

Space Shuttle Reusable Solid Rocket Motor Program Overview and Lessons Learned

NASA Technical Reports Server (NTRS)

Graves, Stan R.; McCool, Alex (Technical Monitor)

2001-01-01

An overview of the Space Shuttle Reusable Solid Rocket Motor (RSRM) program is provided with a summary of lessons learned since the first test firing in 1977. Fifteen different lessons learned are discussed that fundamentally changed the motor's design, processing, and RSRM program risk management systems. The evolution of the rocket motor design is presented including the baseline or High Performance Solid Rocket Motor (HPM), the Filament Wound Case (FWC), the RSRM, and the proposed Five-Segment Booster (FSB).

Lessons Learned: The Pale Horse Bioterrorism Response Exercise

DTIC Science & Technology

2003-12-01

to define what the professional and personal liability of private health care providers is for Table 1. Participants in Pale Horse Tabletop Planning...Lessons Learned Lessons Learned: The “Pale Horse ” Bioterrorism Response Exercise Col. David Jarrett, MD, FACEP The city of San Antonio, Texas, and...Editorial, see p. 98 And I looked, and behold, a pale horse : and his name that sat on him was Death, and Hell followed with him. Book of Revelation 6:8 I n

Naturalistic Teenage Driving Study: Findings and Lessons Learned

PubMed Central

Simons-Morton, Bruce G.; Klauer, Sheila G.; Ouimet, Marie Claude; Guo, Feng; Albert, Paul S.; Lee, Suzanne E.; Ehsani, Johnathon P.; Pradhan, Anuj K.; Dingus, Thomas A.

2015-01-01

Problem This paper summarizes the findings on novice teenage driving outcomes (e.g., crashes and risky driving behaviors) from the Naturalistic Teenage Driving Study. Method Survey and driving data from a data acquisition system (Global Positioning System, accelerometers, cameras) were collected from 42 newly-licensed teenage drivers and their parents during the first 18 months of teenage licensure; stress responsivity was also measured in teenagers. Result Overall teenage crash and near crash (CNC) rates declined over time, but were >4 times higher among teenagers than adults. Contributing factors to teenage CNC rates included secondary task engagement (e.g., distraction), kinematic risky driving, low stress responsivity, and risky social norms. Conclusion The data support the contention that the high novice teenage CNC risk is due both to inexperience and risky driving behavior, particularly kinematic risky driving and secondary task engagement. Practical Applications Graduated driver licensing policy and other prevention efforts should focus on kinematic risky driving, secondary task engagement, and risky social norms. PMID:26403899

Leadership issues with multicultural crews on the international space station: Lessons learned from Shuttle/Mir

NASA Astrophysics Data System (ADS)

Kanas, Nick; Ritsher, Jennifer

2005-05-01

In isolated and confined environments, two important leadership roles have been identified: the task/instrumental role (which focuses on work goals and operational needs), and the supportive/expressive role (which focuses on morale goals and emotional needs). On the International Space Station, the mission commander should be familiar with both of these aspects of leadership. In previous research involving a 135-day Mir space station simulation in Moscow and a series of on-orbit Mir space station missions during the Shuttle/Mir program, both these leadership roles were studied. In new analyses of the Shuttle/Mir data, we found that for crewmembers, the supportive role of the commander (but not the task role) related positively with crew cohesion. For mission control personnel on the ground, both the task and supportive roles of their leader were related positively to mission control cohesion. The implications of these findings are discussed in terms of leadership on board the International Space Station.

Leadership issues with multicultural crews on the international space station: lessons learned from Shuttle/Mir.

PubMed

Kanas, Nick; Ritsher, Jennifer

2005-01-01

In isolated and confined environments, two important leadership roles have been identified: the task/instrumental role (which focuses on work goals and operational needs), and the supportive/expressive role (which focuses on morale goals and emotional needs). On the International Space Station, the mission commander should be familiar with both of these aspects of leadership. In previous research involving a 135-day Mir space station simulation in Moscow and a series of on-orbit Mir space station missions during the Shuttle/Mir program, both these leadership roles were studied. In new analyses of the Shuttle/Mir data, we found that for crewmembers, the supportive role of the commander (but not the task role) related positively with crew cohesion. For mission control personnel on the ground, both the task and supportive roles of their leader were related positively to mission control cohesion. The implications of these findings are discussed in terms of leadership on board the International Space Station. c2005 Elsevier Ltd. All rights reserved.

QuickStrike ASOC Battlefield Simulation: Preparing the War Fighter to Win

NASA Technical Reports Server (NTRS)

Jones, Richard L.

2010-01-01

The QuickStrike ASOC (Air Support Operations Center) Battlefield Simulation fills a crucial gap in USAF and United Kingdom Close Air Support (CAS) and airspace manager training. The system now provides six squadrons with the capability to conduct total-mission training events whenever the personnel and time are available. When the 111th ASOC returned from their first deployment to Afghanistan they realized the training available prior to deployment was inadequate. They sought an organic training capability focused on the ASOC mission that was low cost, simple to use, adaptable, and available now. Using a commercial off-the-shelf simulation, they developed a complete training system by adapting the simulation to their training needs. Through more than two years of spiral development, incorporating lessons learned, the system has matured, and can now realistically replicate the Tactical Operations Center (TOC) in Kabul, Afghanistan, the TOC supporting the mission in Iraq, or can expand to support a major conflict scenario. The training system provides a collaborative workspace for the training audience and exercise control group via integrated software and workstations that can easily adapt to new mission reqUirements and TOC configurations. The system continues to mature. Based on inputs from the war fighter, new capabilities have been incorporated to add realism and simplify the scenario development process. The QuickStrike simulation can now import TBMCS Air Tasking Order air mission data and can provide air and ground tracks to a common operating picture; presented through either C2PC or JADOCS. This oranic capability to practice team processes and tasks and to conduct mission rehearsals proved its value in the 111 h ASOS's next deployment. The ease of scenario development and the simple to learn and intuitive gamelike interface enables the squadrons to develop and share scenarios incorporating lessons learned from every deployment. These war fighters have now filled the training gap and have the capability they need to train to win.

Effects of pre-conditioning on behavior and physiology of horses during a standardised learning task

PubMed Central

Webb, Holly; Starling, Melissa J.; Freire, Rafael; Buckley, Petra; McGreevy, Paul D.

2017-01-01

Rein tension is used to apply pressure to control both ridden and unridden horses. The pressure is delivered by equipment such as the bit, which may restrict voluntary movement and cause changes in behavior and physiology. Managing the effects of such pressure on arousal level and behavioral indicators will optimise horse learning outcomes. This study examined the effect of training horses to turn away from bit pressure on cardiac outcomes and behavior (including responsiveness) over the course of eight trials in a standardised learning task. The experimental procedure consisted of a resting phase, treatment/control phase, standardised learning trials requiring the horses (n = 68) to step backwards in response to bit pressure and a recovery phase. As expected, heart rate increased (P = 0.028) when the handler applied rein tension during the treatment phase. The amount of rein tension required to elicit a response during treatment was higher on the left than the right rein (P = 0.009). Total rein tension required for trials reduced (P < 0.001) as they progressed, as did time taken (P < 0.001) and steps taken (P < 0.001). The incidence of head tossing decreased (P = 0.015) with the progression of the trials and was higher (P = 0.018) for the control horses than the treated horses. These results suggest that preparing the horses for the lesson and slightly raising their arousal levels, improved learning outcomes. PMID:28358892

Eyes On the Ground: Path Forward Analysis.

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

Brost, Randolph; Little, Charles Q.; peter-stein, natacha

A previous report assesses our progress to date on the Eyes On the Ground project, and reviews lessons learned [1]. In this report, we address the implications of those lessons in defining the most productive path forward for the remainder of the project. We propose two main concepts: Interactive Diagnosis and Model-Driven Assistance. Among these, the Model-Driven Assistance concept appears the most promising. The Model-Driven Assistance concept is based on an approximate but useful model of a facility, which provides a unified representation for storing, viewing, and analyzing data that is known about the facility. This representation provides value tomore » both inspectors and IAEA headquarters, and facilitates communication between the two. The concept further includes a lightweight, portable field tool to aid the inspector in executing a variety of inspection tasks, including capture of images and 3-d scan data. We develop a detailed description of this concept, including its system components, functionality, and example use cases. The envisioned tool would provide value by reducing inspector cognitive load, streamlining inspection tasks, and facilitating communication between the inspector and teams at IAEA headquarters. We conclude by enumerating the top implementation priorities to pursue in the remaining limited time of the project. Approved for public release; further dissemination unlimited.« less

Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.

PubMed

Thompson, Robert; Tanimoto, Steven; Abbott, Robert; Nielsen, Kathleen; Lyman, Ruby Dawn; Geselowitz, Kira; Habermann, Katrien; Mickail, Terry; Raskind, Marshall; Peverly, Stephen; Nagy, William; Berninger, Virginia

2017-01-01

This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.

Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities

PubMed Central

Thompson, Robert; Tanimoto, Steven; Abbott, Robert; Nielsen, Kathleen; Lyman, Ruby Dawn; Geselowitz, Kira; Habermann, Katrien; Mickail, Terry; Raskind, Marshall; Peverly, Stephen; Nagy, William; Berninger, Virginia

2017-01-01

This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills. PMID:27434553

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2017-08-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-06-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Evaluation of the walkable neighborhoods for seniors project in Sacramento County.

PubMed

Hooker, Steven P; Cirill, Lisa A; Geraghty, Anne

2009-07-01

The Walkable Neighborhoods for Seniors project was implemented to foster the creation and promotion of safe and accessible neighborhood walking routes for seniors. This article describes a case study of the efforts put forth by a local task force jointly managed by the Sacramento County Department of Health Services and WALK Sacramento. To facilitate environmental and policy changes that would enable and encourage walking by older adults, these local lead agencies implemented several strategies including organizing a community task force with broad professional and civic representation, conducting environmental audits of selected walking routes, creating walking groups, and advocating for environmental and policy change. Evaluation processes yield information on successes, challenges, and lessons learned that could be applied to similar efforts undertaken by community organizations to improve the walkability of neighborhoods for older adults.

A Strategy for Integrating a Large Finite Element Model Using MSC NASTRAN/PATRAN: X-33 Lessons Learned

NASA Technical Reports Server (NTRS)

McGhee, D. S.

1999-01-01

The X-33 vehicle is an advanced technology demonstrator sponsored by NASA. For the past 3 years the Structural Dynamics and Loads Branch of NASA's Marshall Space Flight Center has had the task of integrating the X-33 vehicle structural finite element model. In that time, five versions of the integrated vehicle model have been produced and a strategy has evolved that would benefit anyone given the task of integrating structural finite element models that have been generated by various modelers and companies. The strategy that has been presented here consists of six decisions that need to be made: purpose of models, units, common materials list, model numbering, interface control, and archive format. This strategy has been proven and expanded from experience on the X-33 vehicle.

Crew Office Evaluation of a Precision Lunar Landing System

NASA Technical Reports Server (NTRS)

Major, Laura M.; Duda, Kevin R.; Hirsh, Robert L.

2011-01-01

A representative Human System Interface for a precision lunar landing system, ALHAT, has been developed as a platform for prototype visualization and interaction concepts. This facilitates analysis of crew interaction with advanced sensors and AGNC systems. Human-in-the-loop evaluations with representatives from the Crew Office (i.e. astronauts) and Mission Operations Directorate (MOD) were performed to refine the crew role and information requirements during the final phases of landing. The results include a number of lessons learned from Shuttle that are applicable to the design of a human supervisory landing system and cockpit. Overall, the results provide a first order analysis of the tasks the crew will perform during lunar landing, an architecture for the Human System Interface based on these tasks, as well as details on the information needs to land safely.

Visualization and classification of physiological failure modes in ensemble hemorrhage simulation

NASA Astrophysics Data System (ADS)

Zhang, Song; Pruett, William Andrew; Hester, Robert

2015-01-01

In an emergency situation such as hemorrhage, doctors need to predict which patients need immediate treatment and care. This task is difficult because of the diverse response to hemorrhage in human population. Ensemble physiological simulations provide a means to sample a diverse range of subjects and may have a better chance of containing the correct solution. However, to reveal the patterns and trends from the ensemble simulation is a challenging task. We have developed a visualization framework for ensemble physiological simulations. The visualization helps users identify trends among ensemble members, classify ensemble member into subpopulations for analysis, and provide prediction to future events by matching a new patient's data to existing ensembles. We demonstrated the effectiveness of the visualization on simulated physiological data. The lessons learned here can be applied to clinically-collected physiological data in the future.

Higher Education ERP: Lessons Learned.

ERIC Educational Resources Information Center

Swartz, Dave; Orgill, Ken

2001-01-01

Shares experiences and lessons learned by chief information officers of large universities about enterprise resource planning (ERP). Specifically, provides a framework for approaching an ERP that could save universities millions of dollars. (EV)

Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

PubMed

Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

2017-12-01

Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2016-04-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

A Course in Air Force Logistics History Since 1940

DTIC Science & Technology

1984-09-01

malarial procedures: long pants and sleeve-, repellents , sleeping under mosquito nets, takirg quinine or atabrine 48 --- Medical services heavily tasked...logistics forms a coequal triumvirate with strategy and tactics, recommend that students be given an overview course in strategic and tactical...Lesson 2: Overview of AF logistics history before WW II and beginning WW II. Lesson 3: WW II. Lesson 4: WW II. Lesson 5: WW II. 18 Lesson 6: Between WW

Sensor assignment to mission in AI-TECD

NASA Astrophysics Data System (ADS)

Ganger, Robert; de Mel, Geeth; Pham, Tien; Rudnicki, Ronald; Schreiber, Yonatan

2016-05-01

Sensor-mission assignment involves the allocation of sensors and other information-providing resources to missions in order to cover the information needs of the individual tasks within each mission. The importance of efficient and effective means to find appropriate resources for tasks is exacerbated in the coalition context where the operational environment is dynamic and a multitude of critically important tasks need to achieve their collective goals to meet the objectives of the coalition. The Sensor Assignment to Mission (SAM) framework—a research product of the International Technology Alliance in Network and Information Sciences (NIS-ITA) program—provided the first knowledge intensive resource selection approach for the sensor network domain so that contextual information could be used to effectively select resources for tasks in coalition environments. Recently, CUBRC, Inc. was tasked with operationalizing the SAM framework through the use of the I2WD Common Core Ontologies for the Communications-Electronics Research, Development and Engineering Center (CERDEC) sponsored Actionable Intelligence Technology Enabled Capabilities Demonstration (AI-TECD). The demonstration event took place at Fort Dix, New Jersey during July 2015, and this paper discusses the integration and the successful demonstration of the SAM framework within the AI-TECD, lessons learned, and its potential impact in future operations.

Eyes On the Ground: Year 2 Assessment.

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

Brost, Randolph; Little, Charles Q.; McDaniel, Michael

The goal of the Eyes On the Ground project is to develop tools to aid IAEA inspectors. Our original vision was to produce a tool that would take three-dimensional measurements of an unknown piece of equipment, construct a semantic representation of the measured object, and then use the resulting data to infer possible explanations of equipment function. We report our tests of a 3-d laser scanner to obtain 3-d point cloud data, and subsequent tests of software to convert the resulting point clouds into primitive geometric objects such as planes and cylinders. These tests successfully identified pipes of moderate diametermore » and planar surfaces, but also incurred significant noise. We also investigated the IAEA inspector task context, and learned that task constraints may present significant obstacles to using 3-d laser scanners. We further learned that equipment scale and enclosing cases may confound our original goal of equipment diagnosis. Meanwhile, we also surveyed the rapidly evolving field of 3-d measurement technology, and identified alternative sensor modalities that may prove more suitable for inspector use in a safeguards context. We conclude with a detailed discussion of lessons learned and the resulting implications for project goals. Approved for public release; further dissemination unlimited.« less

Teachers' Situation-Specific Mastery Experiences: Teacher, Student Group and Lesson Effects

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Webster, Sophie

2014-01-01

Following a model on the cyclical nature of teacher ("trait") self-efficacy and context-, task- and situation-specific ("state") "mastery experiences" (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students…

Development of short Indonesian lesson plan to improve teacher performance

NASA Astrophysics Data System (ADS)

Yulianto, B.; Kamidjan; Ahmadi, A.; Asteria, P. V.

2018-01-01

The developmental research was motivated by the results of preliminary study through interviews, which revealed almost all of the teachers did not create lesson plan themselves. As a result of this load, the performance of the real learning in the classroom becomes inadequate. Moreover, when lesson plan was not made by teachers themselves, the learning process becomes ineffective. Therefore, this study designed to develop a prototype of the short lesson plan, in particular, Indonesian language teaching, and to investigate its effectiveness. The participants in the study were teachers who were trained through lesson study group to design short model’s lesson plan. Questionnaires and open-ended questions were used, and the quantitative and qualitative data obtained were analyzed accordingly. The analysis of the quantitative data, aided with SPSS, were frequency, percentage, and means, whereas the qualitative data were analyzed descriptively. The results showed that the teachers liked the model, and they were willing to design their own lesson plan. The observation data revealed that the classroom learning process became more interactive, and classroom atmosphere was more engaging and natural because the teachers did not stick to the lesson plan made by other teachers.

Shaping Interpersonal Learning in the Jazz Improvisation Lesson: Observing a Dynamic Systems Approach

ERIC Educational Resources Information Center

de Bruin, Leon Rene

2018-01-01

Music institutions predominantly utilize the one-to-one lesson in developing and supporting music students' learning of skill and knowledge. This article explores the effect that interpersonal interaction plays in shaping pedagogical applications between teacher and student. Observing the learning of improvisation within this individualized social…

Applying Universal Design for Learning to Instructional Lesson Planning

ERIC Educational Resources Information Center

McGhie-Richmond, Donna; Sung, Andrew N.

2013-01-01

Universal Design for Learning is a framework for developing inclusive instructional lesson plans. The effects of introducing Universal Design for Learning Principles and Guidelines in a university teacher education program with pre-service and practicing teachers were explored in a mixed methods approach. The results indicate that the study…

Lessons Learned from Introducing Social Media Use in Undergraduate Economics Research

ERIC Educational Resources Information Center

O'Brien, Martin; Freund, Katarina

2018-01-01

The research process and associated literacy requirements are often unfamiliar and daunting obstacles for undergraduate students. The use of social media has the potential to assist research training and encourage active learning, social inclusion and student engagement. This paper documents the lessons learned from developing a blended learning…

"Periscope": Looking into Learning in Best-Practices Physics Classrooms

ERIC Educational Resources Information Center

Scherr, Rachel E.; Goertzen, Renee Michelle

2018-01-01

"Periscope" is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. "Periscope" lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing,…

Blended Learning of Programming in the Internet Age

ERIC Educational Resources Information Center

Djenic, S.; Krneta, R.; Mitic, J.

2011-01-01

This paper presents an advanced variant of learning programming by the use of the Internet and multimedia. It describes the development of a blended learning environment, which, in addition to classroom (face-to-face) lessons, introduces lessons delivered over the Internet: the use of multimedia teaching material with completely dynamic…

Integrating the Core Curriculum through Cooperative Learning. Lesson Plans for Teachers.

ERIC Educational Resources Information Center

Winget, Patricia L., Ed.

Cooperative learning strategies are used to facilitate the integration of multicultural and multi-ability level students into California regular education classrooms. This handbook is a sampling of innovative lesson plans using cooperative learning activities developed by teachers to incorporate the core curriculum into their instruction. Three…

Webinar Presentation: Phthalates Exposures through Diet: Lessons Learned

EPA Pesticide Factsheets

This presentation, Phthalates Exposures through Diet: Lessons Learned, was given at the NIEHS/EPA Children's Centers 2015 Webinar Series: Phthalates in the Diet and in our Homes held on June 10, 2015.

Web Cast on Arsenic Demonstration Program: Lessons Learned

EPA Science Inventory

Web cast presentation covered 10 Lessons Learned items selected from the Arsenic Demonstration Program with supporting information. The major items discussed include system design and performance items and the cost of the technologies.

Best Practices and Lessons Learned In LANL Approaches to Transportation Security

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

Drypolcher, Katherine Carr

Presentation includes slides on Physical Protection of Material in Transit; Graded Approach for Implementation Controls; Security Requirements; LANL Lessons Learned; Shipping Violation; Unmonitored Shipment; Foreign shipment; and the Conclusion.

Lessons Learned from the Node 1 Atmosphere Control and Storage and Water Recovery and Management Subsystem Design

NASA Technical Reports Server (NTRS)

Williams, David E.

2010-01-01

Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Atmosphere Control and Storage (ACS) and Water Recovery and Management (WRM) subsystems and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs.

Lessons Learned from the Node 1 Atmosphere Control and Storage and Water Recovery and Management Subsystem Design

NASA Technical Reports Server (NTRS)

Williams, David E.

2011-01-01

Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Atmosphere Control and Storage (ACS) and Water Recovery and Management (WRM) subsystems and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs.

Importance Of Quality Control in Reducing System Risk, a Lesson Learned From The Shuttle and a Recommendation for Future Launch Vehicles

NASA Technical Reports Server (NTRS)

Safie, Fayssal M.; Messer, Bradley P.

2006-01-01

This paper presents lessons learned from the Space Shuttle return to flight experience and the importance of these lessons learned in the development of new the NASA Crew Launch Vehicle (CLV). Specifically, the paper discusses the relationship between process control and system risk, and the importance of process control in improving space vehicle flight safety. It uses the External Tank (ET) Thermal Protection System (TPS) experience and lessons learned from the redesign and process enhancement activities performed in preparation for Return to Flight after the Columbia accident. The paper also, discusses in some details, the Probabilistic engineering physics based risk assessment performed by the Shuttle program to evaluate the impact of TPS failure on system risk and the application of the methodology to the CLV.

Iterating between lessons on concepts and procedures can improve mathematics knowledge.

PubMed

Rittle-Johnson, Bethany; Koedinger, Kenneth

2009-09-01

Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for students learning decimal place-value concepts and arithmetic procedures. In two classroom experiments, sixth-grade students from two schools participated (N=77 and 26). Students completed six decimal lessons on an intelligent-tutoring systems. In the iterative condition, lessons cycled between concept and procedure lessons. In the concepts-first condition, all concept lessons were presented before introducing the procedure lessons. In both experiments, students in the iterative condition gained more knowledge of arithmetic procedures, including ability to transfer the procedures to problems with novel features. Knowledge of concepts was fairly comparable across conditions. Finally, pre-test knowledge of one type predicted gains in knowledge of the other type across experiments. An iterative sequencing of lessons seems to facilitate learning and transfer, particularly of mathematical procedures. The findings support an iterative perspective for the development of knowledge of concepts and procedures.

The role of learning environment on high school chemistry students' motivation and self-regulatory processes

NASA Astrophysics Data System (ADS)

Judd, Jeffrey S.

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.

Encouraging Problem-Solving Disposition in a Singapore Classroom

ERIC Educational Resources Information Center

Leong, Yew Hoong; Yap, Sook Fwe; Quek, Khiok Seng; Tay, Eng Guan; Tong, Cherng Luen; Ong, Yao Teck; Chia, Alexander Stanley Foh Soon; Zaini, Irni Karen Mohd; Khong, Wee Choo; Lock, Oi Leng; Zhang, Qiao Tian Beatrice; Tham, Yi Hui; Noorhazman, Nur-Illya Nafiza Mohamed

2013-01-01

In this article, we share our learning experience as a Lesson Study team. The Research Lesson was on Figural Patterns taught in Year 7. In addition to helping students learn the skills of the topic, we wanted them to develop a problem-solving disposition. The management of these two objectives was a challenge to us. From the lesson observation and…

Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

ERIC Educational Resources Information Center

Pang, Ming Fai; Ling, Lo Mun

2012-01-01

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

Academic-Community Partnership for Medical Missions: Lessons Learned and Practical Guidance for Global Health Service-Learning Experiences.

PubMed

Dang, Yen H; Nice, Frank J; Truong, Hoai-An

2017-01-01

To facilitate an academic-community partnership for sustainable medical mis-sions, a 12-step process was created for an interprofessional, global health educational, and service-learning experience for students and faculty in a school of pharmacy and health professions. Lessons learned and practical guidance are provided to implement similar global health opportunities.

Community Learning Campus: It Takes a Simple Message to Build a Complex Project

ERIC Educational Resources Information Center

Pearson, George

2012-01-01

Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers

ERIC Educational Resources Information Center

de Jager, Thelma

2017-01-01

Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the…

Engaging the Deaf American Sign Language Community: Lessons From a Community-Based Participatory Research Center

PubMed Central

McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T.; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas

2013-01-01

Background Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. Objectives The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. Methods We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Results Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. Conclusions This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations. PMID:22982845

Lesson Plans: Road Maps for the Active Learning Classroom.

PubMed

Moore-Cox, Annie

2017-11-01

Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. The lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. [J Nurs Educ. 2017;56(11):697-700.]. Copyright 2017, SLACK Incorporated.

A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial.

PubMed

Bartholomew, John B; Jowers, Esbelle M; Errisuriz, Vanessa L; Vaughn, Sharon; Roberts, Gregory

2017-10-01

Active learning is designed to pair physical activity with the teaching of academic content. This has been shown to be a successful strategy to increase physical activity and improve academic performance. The existing designs have confounded academic lessons with physical activity. As a result, it is impossible to determine if the subsequent improvement in academic performance is due to: (1) physical activity, (2) the academic content of the active learning, or (3) the combination of academic material taught through physical activity. The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. As a result, each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content. That is, schools that perform only active math lessons provide a content control for the spelling schools on spelling outcomes. This also calculated direct observations of attention and behavior control following periods of active learning. This design is unique in its ability to separate the impact of physical activity, in general, from the combination of physical activity and specific academic content. This, in combination with the ability to examine both proximal and distal outcomes along with measures of time on task will do much to guide the design of future, school-based interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Lessons learnt? The importance of metacognition and its implications for Cognitive Remediation in schizophrenia

PubMed Central

Cella, Matteo; Reeder, Clare; Wykes, Til

2015-01-01

The cognitive problems experienced by people with schizophrenia not only impede recovery but also interfere with treatments designed to improve overall functioning. Hence there has been a proliferation of new therapies to treat cognitive problems with the hope that improvements will benefit future intervention and recovery outcomes. Cognitive remediation therapy (CR) that relies on intensive task practice can support basic cognitive functioning but there is little evidence on how these therapies lead to transfer to real life skills. However, there is increasing evidence that CR including elements of transfer training (e.g., strategy use and problem solving schemas) produce higher functional outcomes. It is hypothesized that these therapies achieve higher transfer by improving metacognition. People with schizophrenia have metacognitive problems; these include poor self-awareness and difficulties in planning for complex tasks. This paper reviews this evidence as well as research on why metacognition needs to be explicitly taught as part of cognitive treatments. The evidence is based on research on learning spanning from neuroscience to the field of education. Learning programmes, and CRT, may be able to achieve better outcomes if they explicitly teach metacognition including metacognitive knowledge (i.e., awareness of the cognitive requirements and approaches to tasks) and metacognitive regulation (i.e., cognitive control over the different task relevant cognitive requirements). These types of metacognition are essential for successful task performance, in particular, for controlling effort, accuracy and efficient strategy use. We consider metacognition vital for the transfer of therapeutic gains to everyday life tasks making it a therapy target that may yield greater gains compared to cognition alone for recovery interventions. PMID:26388797

Bee SAFE, a Skill-Building Intervention to Enhance CAM Health Literacy: Lessons Learned.

PubMed

Shreffler-Grant, Jean; Nichols, Elizabeth G; Weinert, Clarann

2018-05-01

The purpose is to describe a feasibility study of a skill-building intervention to enhance health literacy about complementary and alternative (CAM) therapies among older rural adults and share lessons learned. A study was designed to examine the feasibility of an intervention to enhance CAM health literacy. The theme was "Bee SAFE" for Be a wise user of CAM, Safety, Amount, From where, and Effect. Modules were presented face to face and by webinar with older adults at a senior center in one small rural community. The team achieved its purpose of designing, implementing, and evaluating the intervention and assessing if it could be implemented in a rural community. The implementation challenges encountered and lessons learn are discussed. By improving CAM health literacy, older rural adults with chronic health conditions can make well-reasoned decisions about using CAM for health promotion and illness management. The goal is to implement the Bee SAFE intervention in other rural communities; thus team members were attentive to lessons to be learned before investing time, effort, and expense in the larger intervention. It is hoped that the lessons learned can be instructive to others planning projects in rural communities.

University Hospital Struck Deaf and Silent by Lightning: Lessons to Learn.

PubMed

Dami, Fabrice; Carron, Pierre-Nicolas; Yersin, Bertrand; Hugli, Olivier

2015-08-01

We describe how an electromagnetic wave after a lightning strike affected a university hospital, including the communication shutdown that followed, the way it was handled, and the lessons learned from this incident.

Retrieval Lesson Learned from NAST-I Hyperspectral Data

NASA Technical Reports Server (NTRS)

Zhou, Daniel K.; Smith, William L.; Liu, Xu; Larar, Allen M.; Mango, Stephen A.

2007-01-01

The retrieval lesson learned is important to many current and future hyperspectral remote sensors. Validated retrieval algorithms demonstrate the advancement of hyperspectral remote sensing capabilities to be achieved with current and future satellite instruments.

Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

NASA Astrophysics Data System (ADS)

Hamzeh, Fouada

Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

Lessons Learned from Optical Payload for Lasercomm Science (OPALS) Mission Operations

NASA Technical Reports Server (NTRS)

Sindiy, Oleg V.; Abrahamson, Matthew J.; Biswas, Abhijit; Wright, Malcolm W.; Padams, Jordan H.; Konyha, Alexander L.

2015-01-01

This paper provides an overview of Optical Payload for Lasercomm Science (OPALS) activities and lessons learned during mission operations. Activities described cover the periods of commissioning, prime, and extended mission operations, during which primary and secondary mission objectives were achieved for demonstrating space-to-ground optical communications. Lessons learned cover Mission Operations System topics in areas of: architecture verification and validation, staffing, mission support area, workstations, workstation tools, interfaces with support services, supporting ground stations, team training, procedures, flight software upgrades, post-processing tools, and public outreach.

Apollo 1 Lessons Learned Show

NASA Image and Video Library

2017-01-27

Mike Ciannilli, the Apollo, Challenger, Columbia Lessons Learned Program manager, welcomes participants to the Apollo 1 Lessons Learned presentation in the Training Auditorium at NASA’s Kennedy Space Center in Florida. The program's theme was "To There and Back Again." Guest panelists included Charlie Duke, former Apollo 16 astronaut and member of the Apollo 1 Emergency Egress Investigation Team; Ernie Reyes, retired, Apollo 1 senior operations engineer; and John Tribe, retired, Apollo 1 Reaction and Control System lead engineer. The event helped pay tribute to the Apollo 1 crew, Gus Grissom, Ed White II, and Roger Chaffee.

Biomimicry as a route to new materials: what kinds of lessons are useful?

PubMed

Reed, Emily J; Klumb, Lisa; Koobatian, Maxwell; Viney, Christopher

2009-04-28

We consider the attributes of a successful engineered material, acknowledging the contributions of composition and processing to properties and performance. We recognize the potential for relevant lessons to be learned from nature, at the same time conceding both the limitations of such lessons and our need to be selective. We then give some detailed attention to the molecular biomimicry of filamentous phage, the process biomimicry of silk and the structure biomimicry of hippopotamus 'sweat', in each case noting that the type of lesson now being learned is not the same as the potential lesson that originally motivated the study.

Developing a Community-Wide Initiative to Address Childhood Adversity and Toxic Stress: A Case Study of The Philadelphia ACE Task Force.

PubMed

Pachter, Lee M; Lieberman, Leslie; Bloom, Sandra L; Fein, Joel A

The Philadelphia ACE Task Force is a community based collaborative of health care providers, researchers, community-based organizations, funders, and public sector representatives. The mission of the task force is to provide a venue to address childhood adversity and its consequences in the Philadelphia metropolitan region. In this article we describe the origins and metamorphosis of the Philadelphia ACE Task Force, which initially was narrowly focused on screening for adverse childhood experiences (ACEs) in health care settings but expanded its focus to better represent a true community-based approach to sharing experiences with addressing childhood adversity in multiple sectors of the city and region. The task force has been successful in developing a research agenda and conducting research on ACEs in the urban context, and has identified foci of local activity in the areas of professional training and workforce development, community education, and local practical interventions around adversity, trauma, and resiliency. In this article we also address the lessons learned over the first 5 years of the task force's existence and offers recommendations for future efforts to build a local community-based ACEs collaborative. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

E-Learning and Development: Lessons from Multi-Disciplinary Capacity Strengthening

ERIC Educational Resources Information Center

Babu, Suresh Chandra

2014-01-01

This paper documents the experience and lessons from implementing an e-learning program aimed at creating multidisciplinary research capacity. It presents a case study of bringing together a multidisciplinary group of professionals on-line to learn the skills needed to be a successful researcher in the context of HIV/AIDS and food security…

Effects of Detailed Illustrations on Science Learning: An Eye-Tracking Study

ERIC Educational Resources Information Center

Lin, Yu Ying; Holmqvist, Kenneth; Miyoshi, Kiyofumi; Ashida, Hiroshi

2017-01-01

The eye-tracking method was used to assess the influence of detailed, colorful illustrations on reading behaviors and learning outcomes. Based on participants' subjective ratings in a pre-study, we selected eight one-page human anatomy lessons. In the main study, participants learned these eight human anatomy lessons; four were accompanied by…

Assessment and Program Accountability in Early Childhood Education: Lessons Learned in Ohio

ERIC Educational Resources Information Center

Boat, Mary; Zorn, Debbie; Austin, James T.

2005-01-01

Ensuring that children, especially those from disadvantaged backgrounds, start school ready to learn is an important goal. This paper presents lessons learned from the state of Ohio's multi-year program to develop a standards-based assessment system for programs delivering state-funded early childhood education (ECE) through programs receiving…

The Cispus Experience: A Curriculum Guide for the Cispus Learning Center.

ERIC Educational Resources Information Center

Association of Washington School Principals, Olympia.

This curriculum guide presents lesson plans for outdoor and environmental education at the Cispus Learning Center, a camp in Randle, Washington. Objectives for the Cispus experience cover student learning of content, socialization as a team member, development of aesthetic awareness of nature and art, and increased physical wellness. Lesson plans…

Creating Teacher Communities of Inquiry through Lesson Study

ERIC Educational Resources Information Center

Widjaja, Wanty

2013-01-01

Opportunities for teachers to engage in collaborative learning to examine and reflect on their practice are vital for sustained professional learning. Lesson Study centres on teachers coming together with colleagues to plan, observe, and reflect on classroom teaching and learning as a Community of Inquiry. In this project, six teachers from three…

Novice Teachers' Perspectives on Learning in Lesson Rehearsals in Second Language Teacher Preparation

ERIC Educational Resources Information Center

Troyan, Francis John; Peercy, Megan Madigan

2016-01-01

Although scholars working in core practices have put forth lesson rehearsals as central to novice teachers' learning and development, there is little work on how novice teachers experience rehearsals. This qualitative research investigated learning opportunities for novice teachers of language learners during rehearsals. The analysis examines two…

The Effects of Variations in Lesson Control and Practice on Learning from Interactive Video.

ERIC Educational Resources Information Center

Hannafin, Michael J.; Colamaio, MaryAnne E.

1987-01-01

Discussion of the effects of variations in lesson control and practice on the learning of facts, procedures, and problem-solving skills during interactive video instruction focuses on a study of graduates and advanced level undergraduates learning cardiopulmonary resuscitation (CPR). Embedded questioning methods and posttests used are described.…

What Positive Lessons Have You Learned from English Class about Working with Other People?

ERIC Educational Resources Information Center

Cook, Bailey; Keefe, Bailey; Gray, Angela; Li, Justin; Miller, Kevin

2010-01-01

This article provides a forum for students to share their experiences and lessons learned from English class about working with other people. The first author thinks it is a good idea to have split-level classes because it opens up new opportunities to meet people and teaches one many good lessons about working with other people. The second author…

E-Learning and the iNtegrating Technology for InQuiry (NTeQ) Model Lesson Design

ERIC Educational Resources Information Center

Flake, Lee Hatch

2017-01-01

The author reflects on the history of technology in education and e-learning and introduces the iNtegrating Technology for inQuiry (NTeQ) model of lesson design authored by Morrison and Lowther (2005). The NTeQ model lesson design is a new pedagogy for academic instruction in response to the growth of the Internet and technological advancements in…

Learning from Lessons: Studying the Structure and Construction of Mathematics Teacher Knowledge in Australia, China and Germany

ERIC Educational Resources Information Center

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-01-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project,…

Project-Based Learning Using Discussion and Lesson-Learned Methods via Social Media Model for Enhancing Problem Solving Skills

ERIC Educational Resources Information Center

Jewpanich, Chaiwat; Piriyasurawong, Pallop

2015-01-01

This research aims to 1) develop the project-based learning using discussion and lesson-learned methods via social media model (PBL-DLL SoMe Model) used for enhancing problem solving skills of undergraduate in education student, and 2) evaluate the PBL-DLL SoMe Model used for enhancing problem solving skills of undergraduate in education student.…

The Implementation of Lesson Study to Strengthen Students: Understanding Participation and Application Capabilities in History Education Research Method on Topic Research and Development

ERIC Educational Resources Information Center

Towaf, Siti Malikhah

2016-01-01

Learning can be observed from three-dimensions called: effectiveness, efficiency, and attractiveness of learning. Careful study carried out by analyzing the learning elements of the system are: input, process, and output. Lesson study is an activity designed and implemented as an effort to improve learning in a variety of dimensions. "Lesson…

Improving the redistribution of the security lessons in healthcare: An evaluation of the Generic Security Template.

PubMed

He, Ying; Johnson, Chris

2015-11-01

The recurrence of past security breaches in healthcare showed that lessons had not been effectively learned across different healthcare organisations. Recent studies have identified the need to improve learning from incidents and to share security knowledge to prevent future attacks. Generic Security Templates (GSTs) have been proposed to facilitate this knowledge transfer. The objective of this paper is to evaluate whether potential users in healthcare organisations can exploit the GST technique to share lessons learned from security incidents. We conducted a series of case studies to evaluate GSTs. In particular, we used a GST for a security incident in the US Veterans' Affairs Administration to explore whether security lessons could be applied in a very different Chinese healthcare organisation. The results showed that Chinese security professional accepted the use of GSTs and that cyber security lessons could be transferred to a Chinese healthcare organisation using this approach. The users also identified the weaknesses and strengths of GSTs, providing suggestions for future improvements. Generic Security Templates can be used to redistribute lessons learned from security incidents. Sharing cyber security lessons helps organisations consider their own practices and assess whether applicable security standards address concerns raised in previous breaches in other countries. The experience gained from this study provides the basis for future work in conducting similar studies in other healthcare organisations. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Implementing the Japanese Problem-Solving Lesson Structure

ERIC Educational Resources Information Center

Groves, Susie

2013-01-01

While there has been worldwide interest in Japanese Lesson Study as a model for teacher professional learning, there has been less research into authentic implementation of the problem-solving lesson structure that underpins mathematics research lessons in Japan. Findings from a Lesson Study project involving teachers from three Victorian primary…

Development of concept-based physiology lessons for biomedical engineering undergraduate students.

PubMed

Nelson, Regina K; Chesler, Naomi C; Strang, Kevin T

2013-06-01

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

"What" and "how" does a mentor teacher learn during a secondary science teacher candidate's internship?

NASA Astrophysics Data System (ADS)

Ashmann, Scott A.

Teaching science for understanding is hard work. Not many teachers leave a teacher education program sufficiently prepared to engage in this practice. In fact, many veteran teachers struggle with this complicated task, so effective professional development is needed. One approach that may hold some promise is being a mentor teacher to an intern. To investigate this possibility, the following central question guided this study: "What" and "how" does a secondary science teacher learn about the practices of teaching from the experience of being a mentor teacher for a science intern? A conceptual framework based on three planes of focus was utilized in this study. These planes are (a) a focus on the larger learning community and context, (b) a focus on the local learning community and activities, and (c) a focus on learners and purposes. Data were collected on two focus mentor teachers. These data included observations of interactions between the mentor and intern, responses to clarifying questions, interviews with other science teachers, and observations of both the mentor and the intern teaching lessons. Relationships among the characteristics of the context of the school and science department with the mentor teacher's theory of learning and teaching practices and the patterns of practice the mentor used in responding to specific occasions for learning were explored. It was found that these characteristics are related to five elements of mentor teacher learning: the social environment, resource use, defining tasks, the learning process, and the nature of a satisfactory conclusion. Two conclusions were made. The first was that remarkably detailed parallels exist among key elements in the context in which a mentor teacher works, the mentor teacher's approaches to teaching and learning, and the mentor's response to occasions for learning during the internship. The second was that differences among mentors in these key elements could account for differences in "what" was learned and "how" it was learned.

Lessons Learned and Flight Results from the F15 Intelligent Flight Control System Project

NASA Technical Reports Server (NTRS)

Bosworth, John

2006-01-01

A viewgraph presentation on the lessons learned and flight results from the F15 Intelligent Flight Control System (IFCS) project is shown. The topics include: 1) F-15 IFCS Project Goals; 2) Motivation; 3) IFCS Approach; 4) NASA F-15 #837 Aircraft Description; 5) Flight Envelope; 6) Limited Authority System; 7) NN Floating Limiter; 8) Flight Experiment; 9) Adaptation Goals; 10) Handling Qualities Performance Metric; 11) Project Phases; 12) Indirect Adaptive Control Architecture; 13) Indirect Adaptive Experience and Lessons Learned; 14) Gen II Direct Adaptive Control Architecture; 15) Current Status; 16) Effect of Canard Multiplier; 17) Simulated Canard Failure Stab Open Loop; 18) Canard Multiplier Effect Closed Loop Freq. Resp.; 19) Simulated Canard Failure Stab Open Loop with Adaptation; 20) Canard Multiplier Effect Closed Loop with Adaptation; 21) Gen 2 NN Wts from Simulation; 22) Direct Adaptive Experience and Lessons Learned; and 23) Conclusions

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

NASA Astrophysics Data System (ADS)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

Lessons learned for improving spacecraft ground operations

NASA Astrophysics Data System (ADS)

Bell, Michael; Stambolian, Damon; Henderson, Gena

NASA has a unique history in processing the Space Shuttle fleet for launches. Some of this experience has been captured in the NASA Lessons Learned Information System (LLIS). This tool provides a convenient way for design engineers to review lessons from the past to prevent problems from reoccurring and incorporate positive lessons in new designs. At the Kennedy Space Center, the LLIS is being used to design ground support equipment for the next generation of launch and crewed vehicles. This paper describes the LLIS process and offers some examples.

Lessons Learned for Improving Spacecraft Ground Operations

NASA Technical Reports Server (NTRS)

Bell, Michael A.; Stambolian, Damon B.; Henderson, Gena M.

2012-01-01

NASA has a unique history in processing the Space Shuttle fleet for launches. Some of this experience has been captured in the NASA Lessons Learned Information System (LLIS). This tool provides a convenient way for design engineers to review lessons from the past to prevent problems from reoccurring and incorporate positive lessons in new designs. At the Kennedy Space Center, the LLIS is being used to design ground support equipment for the next generation of launch and crewed vehicles. This paper describes the LLIS process and offers some examples.