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Sample records for nanobio-raise advanced courses

  1. Content Selection in Advanced Courses

    ERIC Educational Resources Information Center

    Parker, Walter C.; Lo, Jane C.

    2016-01-01

    Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite:…

  2. Content Selection in Advanced Courses

    ERIC Educational Resources Information Center

    Parker, Walter C.; Lo, Jane C.

    2016-01-01

    Advanced high-school courses, such as Advanced Placement (AP) courses in the United States, present a content selection conundrum of major proportions. Judicious content selection is necessary if students are to learn subject matter meaningfully, but the sheer breadth of tested material in these courses promotes nearly the opposite:…

  3. Advancing beyond AP Courses

    ERIC Educational Resources Information Center

    Hammond, Bruce G.

    2009-01-01

    A quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's Advanced Placement (AP)…

  4. Advanced Placement Courses and American Indian Performance

    ERIC Educational Resources Information Center

    Moore, George; Slate, John R.

    2010-01-01

    Enrollment in Advanced Placement (AP) courses and performance on Advanced Placement examinations for American Indians in the U.S. for 2007 was analyzed. Scores on AP examinations, overall and then for five AP courses, were compared to the AP examination scores of White students. In every case, American Indians had AP examination scores that were…

  5. Advanced Placement Courses and American Indian Performance

    ERIC Educational Resources Information Center

    Moore, George; Slate, John R.

    2010-01-01

    Enrollment in Advanced Placement (AP) courses and performance on Advanced Placement examinations for American Indians in the U.S. for 2007 was analyzed. Scores on AP examinations, overall and then for five AP courses, were compared to the AP examination scores of White students. In every case, American Indians had AP examination scores that were…

  6. NTTC Course 315: Advanced Water Examination.

    ERIC Educational Resources Information Center

    Department of the Navy, Washington, DC.

    This publication is the examination booklet used for a home study course in water treatment. This course is the advanced part of a series produced by the Department of the Navy. This publication is designed to be used in conjunction with a course textbook. Each of the four examinations contained in this document are referenced to a specific…

  7. NTTC Course 315: Advanced Water Examination.

    ERIC Educational Resources Information Center

    Department of the Navy, Washington, DC.

    This publication is the examination booklet used for a home study course in water treatment. This course is the advanced part of a series produced by the Department of the Navy. This publication is designed to be used in conjunction with a course textbook. Each of the four examinations contained in this document are referenced to a specific…

  8. Korean Advanced Course, Volume I.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This is the first of 7 readers for continuation training in Korean after the completion of the "Korean Basic Course" prepared by the Defense Language Institute. Units 1-11 are practical situation dialogues written for the course and center on topics related to sports, social events, police administration, and dialects. Interviews with key…

  9. Flipped Classrooms for Advanced Science Courses

    NASA Astrophysics Data System (ADS)

    Tomory, Annette; Watson, Sunnie Lee

    2015-12-01

    This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

  10. Developing an Advanced Lab course from scratch

    NASA Astrophysics Data System (ADS)

    Michalak, Rudi

    2012-10-01

    A few years ago the Alpha group in APS organized faculty with interests in advanced lab courses in physics. At the University of Wyoming, we re-launched an advanced lab course after doing more than 15 years without one. Our majors had to take an electronic course in the Electrical Engineering department to get familiar with any kind of electronic equipment. Now we are in the fourth teaching session of the advanced Modern Physics lab and we will expand the course into a two-term course beginning spring 2013. Forty-five majors have gone through our labs, We developed an oral exam tradition, which is now beginning to lend our department upper level outcome assessment credibility for campus wide assessment.

  11. The Advanced Course in Professional Selling

    ERIC Educational Resources Information Center

    Loe, Terry; Inks, Scott

    2014-01-01

    More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

  12. The Advanced Course in Professional Selling

    ERIC Educational Resources Information Center

    Loe, Terry; Inks, Scott

    2014-01-01

    More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

  13. Honors and Advanced Placement Chemistry Courses.

    ERIC Educational Resources Information Center

    Journal of Chemical Education, 1983

    1983-01-01

    Summarizes papers and minipapers on honors and advanced placement (AP) chemistry courses presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Advantages/disadvantages of AP chemistry, high school/college courses, and grouping all chemistry students in one class were among the topics discussed. (JN)

  14. Korean Advanced Course: Volume V.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This is the fifth in a series of seven readers designed for continuation training in the Defense Language Institute's Basic Course in Korean. Twelve articles, drawn from several readers published by the Ministry of Education of the Republic of Korea in 1970, focus on Korean letters, life, and customs. The reader is to be used for development of…

  15. Korean Advanced Course: Volume II.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This is the second of seven readers, prepared by the Defense Language Institute, for continuation training in Korean after the Basic Course. The 20 reading lessons, printed in Korean script, have been drawn from several readers published by the Ministry of Education of the Republic of Korea in 1970. Each unit concludes with a set of questions and…

  16. Advanced Placement Courses Are Not for Everyone.

    ERIC Educational Resources Information Center

    Blagaich, Pete

    1999-01-01

    Demonstrates that Advanced Placement (AP) courses may not be appropriate for every student. Discusses the process of selecting students for AP U.S. history. Criteria include an application, summer sessions, and evidence of motivation to excel in the program. Considers the effects of this policy. (CMK)

  17. SNAB: A New Advanced Level Biology Course

    ERIC Educational Resources Information Center

    Reiss, Michael J.

    2005-01-01

    Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…

  18. SNAB: A New Advanced Level Biology Course

    ERIC Educational Resources Information Center

    Reiss, Michael J.

    2005-01-01

    Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…

  19. Assessing an Advanced Level Introductory Sociology Course

    ERIC Educational Resources Information Center

    Keesler, Venessa A.; Fermin, Baranda J.; Schneider, Barbara

    2008-01-01

    In 2001, the governing council of the American Sociological Association (ASA) appointed Professor Caroline Persell of New York University to launch a task force with the goal of creating an advanced high school sociology curriculum that would also be a model for introductory sociology courses in colleges and universities. The principle goal of the…

  20. Advanced Selling: A Comprehensive Course Sales Project

    ERIC Educational Resources Information Center

    Yarrington-Young, Susan; Castleberry, Stephen B.; Coleman, Joshua T.

    2016-01-01

    A comprehensive project for the Advanced Selling course that has been tested at three universities is introduced. After selecting an industry and a company, students engage in a complete industry analysis, a company sales analysis, a sales-specific SWOT analysis, complete a ride day with a salesperson in that firm, then present their findings in a…

  1. Russian: Advanced Course. Advanced Grammar, Lessons 1-24.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This volume of an advanced Russian course designed by the Defense Language Institute seeks to develop a more comprehensive knowledge of the structural features of Russian and an enlarged vocabulary. The learning accomplished orally in class is reinforced in written exercises at home. Instructional materials concentrate on morphology, syntax, and…

  2. Designing and Implementing a New Advanced Level Biology Course

    ERIC Educational Resources Information Center

    Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne

    2003-01-01

    Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…

  3. Designing and Implementing a New Advanced Level Biology Course

    ERIC Educational Resources Information Center

    Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne

    2003-01-01

    Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…

  4. Advanced Marketing/Coop Course Outline.

    ERIC Educational Resources Information Center

    Dixon, Bobby

    This document contains the information required to present a 1-year school course that is the capstone class of a 2-year marketing major and is designed for high school students wishing to develop the skills required for entry into the marketing industry. The document begins with a rationale, brief course description, list of course objectives,…

  5. Advanced Placement Course Enrollment and School-Level Characteristics

    ERIC Educational Resources Information Center

    Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel

    2011-01-01

    The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…

  6. Advanced Placement Course Enrollment and School-Level Characteristics

    ERIC Educational Resources Information Center

    Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel

    2011-01-01

    The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…

  7. Do Grade Weights Promote More Advanced Course-Taking?

    ERIC Educational Resources Information Center

    Klopfenstein, Kristin; Lively, Kit

    2016-01-01

    When calculating class rank, high schools often give additional weight to grades earned in College Board Advanced Placement (AP) courses as an incentive for students to take hard courses. This paper examines changes in student course-taking behavior after an increase in AP grade weights at Texas high schools. We find that raising the magnitude of…

  8. Do Grade Weights Promote More Advanced Course-Taking?

    ERIC Educational Resources Information Center

    Klopfenstein, Kristin; Lively, Kit

    2016-01-01

    When calculating class rank, high schools often give additional weight to grades earned in College Board Advanced Placement (AP) courses as an incentive for students to take hard courses. This paper examines changes in student course-taking behavior after an increase in AP grade weights at Texas high schools. We find that raising the magnitude of…

  9. Advanced Livestock Production: A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    With the introduction of specialized courses of study in the third and fourth year of high school, it has become necessary to do more specialized work in the area of livestock production. The course is designed to provide a guideline to encourage intensified studies in this area, and outlines materials and methods, time allotment, and the use of…

  10. An advanced laboratory course that emphasizes communication

    NASA Astrophysics Data System (ADS)

    Rieger, Georg

    2012-10-01

    I will introduce a fourth-year laboratory course that has a strong focus on communication skills. The course is meant to give students a preview of how experimental physics is performed in an academic or industrial research lab. The design is such that the course approximates the experience of a graduate student in a research group, which I regard as an ideal learning environment. I will contrast this with the learning experience in a typical first- or second-year lab. Results from a small survey are also presented.

  11. Advanced Management Communication: An Elective Course in Corporate Communication.

    ERIC Educational Resources Information Center

    Argenti, Paul A.

    1986-01-01

    Proposes a college-level elective course in advanced management communication that would teach future managers how to communicate with shareholders, the media, financial analysts, and the labor force. (SRT)

  12. Advanced Management Communication: An Elective Course in Corporate Communication.

    ERIC Educational Resources Information Center

    Argenti, Paul A.

    1986-01-01

    Proposes a college-level elective course in advanced management communication that would teach future managers how to communicate with shareholders, the media, financial analysts, and the labor force. (SRT)

  13. Keyboarding/Typewriting & Advanced Typewriting/Wordprocessing. Course Guide.

    ERIC Educational Resources Information Center

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

    This course guide contains 21 competency goals--keyed to competency objectives, student activities, and suggested resources--for secondary keyboarding/typewriting and advanced typewriting/word processing courses. The 21 competency goals cover the following topics: basic equipment, keyboarding techniques, touch techniques, formatting and document…

  14. Factors that Predict Who Takes Advanced Courses in Cognitive Therapy

    ERIC Educational Resources Information Center

    Pehlivanidis, Artemios

    2007-01-01

    Training in Cognitive Therapy (CT) includes theoretical and didactic components combined with clinical supervision. An introductory course in CT might satisfy training needs in psychotherapy and help in the selection of those trainees who wish to continue to an advanced training level. Predictors of success at such an introductory course have been…

  15. The Use of Limits in an Advanced Placement Chemistry Course

    ERIC Educational Resources Information Center

    Matsumoto, Paul S.; Ring, Jonathan; Zhu, Jia Li

    2007-01-01

    This article describes the use of limits in topics that are usually covered in a high school advanced placement chemistry course or a first-year college chemistry course. Such an approach supplements the interpretation of the graph of an equation since it is usually easier to evaluate the limit of a function than to generate its graph. In…

  16. Beginning an Advanced Placement Chemistry Course, Edition Y.

    ERIC Educational Resources Information Center

    Fornoff, Frank, Comp.

    This publication is intended to aid in the planning and implementation of Advanced Placement (AP) chemistry courses. Included are reports from high schools that have established such courses concerning costs, facilities, and instructional requirements. Also included are the free-response sections of the 1974 and 1975 AP Chemistry Examination,…

  17. [5 years ATLS (Advanced Trauma Life Support) courses in Switzerland].

    PubMed

    Scharplatz, D; Sutter, P M

    2003-01-01

    Five years ATLS (Advanced Trauma Life Support) in Switzerland are analysed, the problems are discussed and the changes during this period are demonstrated. ATLS Switzerland is a part of the Swiss surgical Society, introduced by the ATLS International Faculty in 1998. Switzerland with 4 official languages needs a special structure. For this reason a decentralisation of the courses was necessary with the need of five regional universities where ATLS courses are offered. Statistics of the rising amount of courses demonstrate the enormous rush for ATLS courses in our country. Three courses in 1998 where followed by six courses in 1999, up to 18 courses in 2002. 2001 was the first year with ATLS in the Swiss Army. Since 1.1.2003 Paul Martin Sutter, Biel ist the new National Director, successor of Domenic Scharplatz, Thusis.

  18. A Quality Improvement Course Review of Advanced Pharmacy Practice Experiences

    PubMed Central

    Hornsby, Lori B.; Phillippe, Haley M.; Kelley, Kristi; McDonough, Sharon

    2011-01-01

    Objectives. To determine strengths of and quality improvements needed in advanced pharmacy practice experiences (APPE) through a systematic course review process. Design. Following the “developing a curriculum” (DACUM) format, course materials and assessments were reviewed by the curricular subcommittee responsible for experiential education and by key stakeholders. Course sequence overview and data were presented and discussed. A course review worksheet was completed, outlining strengths and areas for improvement. Assessment. Student feedback was positive. Strengths and areas for improvement were identified. The committee found reviewing the sequence of 8 APPE courses to be challenging. Conclusions. Course reviews are a necessary process in curricular quality improvement but can be difficult to accomplish. We found overall feedback about APPEs was positive and student performance was high. Areas identified as needing improvement will be the focus of continuous quality improvement of the APPE sequence. PMID:21931454

  19. Predicting Performance in Technical Preclinical Dental Courses Using Advanced Simulation.

    PubMed

    Gottlieb, Riki; Baechle, Mary A; Janus, Charles; Lanning, Sharon K

    2017-01-01

    The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self-evaluations, time to complete the simulation, and time to complete self-evaluations, served as predictors of dental students' preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students' learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.

  20. Development of an advanced undergraduate course in acoustics

    NASA Astrophysics Data System (ADS)

    Gee, Kent L.; Neilsen, Tracianne B.; Sommerfeldt, Scott D.

    2016-03-01

    Within many physics undergraduate programs, acoustics is given only a cursory treatment, usually within an introductory course. Because acoustics is a natural vehicle for students to develop intuition about wave phenomena, an advanced undergraduate acoustics course has been developed at Brigham Young University. Although it remains an elective course, enrollment has increased steadily since its inception. The course has been taken by students in physics, applied physics, physics teaching, and mechanical and electrical engineering. In addition to providing training for students motivated by interest in undergraduate research, internship, employment, and graduate schooling opportunities in acoustics, the course facilitates connections between various areas of physics. Explicit connections are made to mechanics, electricity and magnetism, thermodynamics, optics, quantum mechanics, and experimental and computational laboratory courses. Active learning is emphasized through Just-in-Time-Teaching and course structure. Homework exercises are both theoretical and practical and often require making and interpreting of graphs. For example, students may model traffic noise as a series of uncorrelated monopoles or examine highway barrier effectiveness using Fresnel diffraction techniques. Additionally, students participate in resumé-building measurements and learn to report their results in the form of technical memoranda. Course evaluations and post-graduation student surveys rate it among the most valuable undergraduate student courses offered.

  1. Beginning an Advanced Placement Music Course. Edition Y.

    ERIC Educational Resources Information Center

    Thomson, William; And Others

    The College Entrance Examination Board has prepared this publication to help secondary school teachers develop Advanced Placement (AP) courses in music. The discussion of strategy recommendations, reading materials, and record collections should be adapted to suit local preferences and individual skills. An opening section of general remarks…

  2. Advanced Mathematics Course-Taking: A Focus on Gender Equifinality

    ERIC Educational Resources Information Center

    You, Sukkyung; Sharkey, Jill D.

    2012-01-01

    High school mathematics achievement predicts future success. Potentially different factors that lead to success for boys versus girls, termed equifinality, are not well understood. Such factors are needed to inform interventions to increase numbers of students taking advanced mathematics courses and going on into science and mathematics careers.…

  3. A Course and Curriculum in Advanced Technical Communication.

    ERIC Educational Resources Information Center

    Farkas, David

    A course in advanced technical communication was developed at West Virginia University for upper-division students in engineering and the sciences and those planning careers in technical communication. The first four weeks of the semester are spent copy editing, with the students learning to use standard editing marks and keeping an editor's style…

  4. Advanced Mathematics Course-Taking: A Focus on Gender Equifinality

    ERIC Educational Resources Information Center

    You, Sukkyung; Sharkey, Jill D.

    2012-01-01

    High school mathematics achievement predicts future success. Potentially different factors that lead to success for boys versus girls, termed equifinality, are not well understood. Such factors are needed to inform interventions to increase numbers of students taking advanced mathematics courses and going on into science and mathematics careers.…

  5. The Role of Gender and Friendship in Advanced Course Taking

    ERIC Educational Resources Information Center

    Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra

    2006-01-01

    This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that…

  6. The Role of Gender and Friendship in Advanced Course Taking

    PubMed Central

    Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra

    2010-01-01

    This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that same-sex friends' academic performance significantly predicts course taking in all subjects for girls, but not for boys. Furthermore, for math and science only, the effects of friends' performance are greater in the context of a predominantly female friendship group, which suggests that such groups provide a counterpoint to the gendered stereotypes and identities of those subjects. PMID:20333274

  7. Patient simulation software to augment an advanced pharmaceutics course.

    PubMed

    Benedict, Neal; Schonder, Kristine

    2011-03-10

    To implement and assess the effectiveness of adding a pharmaceutical care simulation program to an advanced therapeutics course. PharmaCAL (University of Pittsburgh), a software program that uses a branched-outcome decision making model, was used to create patient simulations to augment lectures given in the course. In each simulation, students were presented with a challenge, given choices, and then provided with consequences specific to their choices. A survey was administered at the end of the course and students indicated the simulations were enjoyable (92%), easy to use (90%), stimulated interest in critically ill patients (82%), and allowed for application of lecture material (91%). A 5-item presimulation and postsimulation test on the anemia simulation was administered to assess learning. Students answered significantly more questions correctly on the postsimulation test than on the presimulation test (p < 0.001). Seventy-eight percent of students answered the same 5 questions correctly on the final examination. Patient simulation software that used a branched-outcome decision model was an effective supplement to class lectures in an advanced pharmaceutics course and was well-received by pharmacy students.

  8. Impact of advanced laparoscopy courses on present surgical practice.

    PubMed

    Houck, Jared; Kopietz, Courtni M; Shah, Bhavin C; Goede, Matthew R; McBride, Corrigan L; Oleynikov, Dmitry

    2013-01-01

    The introduction of new surgical techniques has made training in laparoscopic procedures a necessity for the practicing surgeon, but acquisition of new surgical skills is a formidable task. This study was conducted to assess the impact of advanced laparoscopic workshops on caseload patterns of practicing surgeons. After we obtained institutional review board approval, a survey of practicing surgeons who participated in advanced laparoscopic courses was distributed; the results were analyzed for statistical significance. The courses were held at the University of Nebraska Medical Center between January 2002 and December 2010. Questionnaires were mailed, faxed, and e-mailed to surgeons. Of the 109 surgeons who participated in the advanced laparoscopy courses, 79 received surveys and 30 were excluded from the survey because of their affiliation with the University of Nebraska Medical Center. A total of 47 responses (59%) were received from 41 male and 6 female surgeons. The median response time from completion of the course to completion of the survey was 13.2 months (range, 6.8-19.1 months). The mean age of participating surgeons was 39.2 years (range, 29-51 years). The mean time since residency was 8.4 years (range, 0.8-21 years). Eleven surgeons had completed a minimal number of laparoscopic cases in residency (<50), 17 surgeons had completed a moderate number of laparoscopic procedures in residency (50-200), and 21 surgeons had completed a significant number of cases during residency (>200). Of the surgeons who responded, 94% were in private practice. Fifty-seven percent of the participating surgeons who responded reported a change in laparoscopic practice patterns after the courses. Of these surgeons, 24% had a limited residency laparoscopy exposure of <50 cases. Surgeons who were exposed to ≥50 laparoscopic cases during their residency showed a statistically significant increase in the number of laparoscopic procedures performed after their class compared with

  9. Advanced Course Enrollment and Performance among English Learner Students in Washington State. REL 2017-187

    ERIC Educational Resources Information Center

    Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

    2016-01-01

    Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring…

  10. The Advanced Lab Course at the University of Houston

    NASA Astrophysics Data System (ADS)

    Forrest, Rebecca

    2009-04-01

    The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.

  11. Gendered Fields: Sports and Advanced Course Taking in High School

    PubMed Central

    Pearson, Jennifer; Crissey, Sarah R.; Riegle-Crumb, Catherine

    2010-01-01

    This study explores the association between sports participation and course taking in high school, specifically comparing subjects with varied gendered legacies—science and foreign language. Analyses of a nationally representative longitudinal sample (N=5,447) of U.S. adolescents from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study show that male and female athletes are more likely than non-athletes to take both advanced foreign language and Physics, largely because of their higher academic orientation. However, the association between sports participation and course taking was strongest for girls’ Physics coursework, suggesting that sports may provide girls with a unique opportunity to develop the skills and confidence to persevere in the masculine domain of science. PMID:20221304

  12. Gendered Fields: Sports and Advanced Course Taking in High School.

    PubMed

    Pearson, Jennifer; Crissey, Sarah R; Riegle-Crumb, Catherine

    2009-10-01

    This study explores the association between sports participation and course taking in high school, specifically comparing subjects with varied gendered legacies-science and foreign language. Analyses of a nationally representative longitudinal sample (N=5,447) of U.S. adolescents from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study show that male and female athletes are more likely than non-athletes to take both advanced foreign language and Physics, largely because of their higher academic orientation. However, the association between sports participation and course taking was strongest for girls' Physics coursework, suggesting that sports may provide girls with a unique opportunity to develop the skills and confidence to persevere in the masculine domain of science.

  13. Project for the Institution of an Advanced Course in Physics

    NASA Astrophysics Data System (ADS)

    Teodorani, M.; Nobili, G.

    2006-06-01

    A project for an advanced course in physics at the master level, is presented in great detail. The goal of this project is to create a specific and rigorous training for those who want to carry out experimental and theoretical research on "anomalies" in physical science, especially from the point of view of atmospheric physics, plasma physics, photonic physics, biophysics, astronomy and astrophysics. A specific training in powering mental skills is planned as well. The planned teaching program is presented as a two-year course where the following subjects are intended to be taught: cognitive techniques (I and II), radiation physics (I and II), biophysics (I and II), bioastronomy (I and II), history of physics (I and II), didactics of physics, physics of atmospheric plasmas, physics of non-stationary photonic events, physics of non-linear processes, complements of quantum mechanics, quantum informatics, research methodology in physics and astronomy, computer science methods in physics and astronomy, optoelectronics, radioelectronics. Detailed teaching programs, didactics methods, and performance evaluation, are presented for each subject. The technical content of this project is preceded by an ample introduction that shows all the reasons of this kind of physics course, particularly aimed at innovation in physical science.

  14. Assessing the Best: NAEP's 1996 Assessment of Twelfth-Graders Taking Advanced Science Courses.

    ERIC Educational Resources Information Center

    O'Sullivan, Christine Y.; Grigg, Wendy S.

    2001-01-01

    Provides results from a National Assessment of Educational Progress special study of the science achievement of 12th graders taking advanced science courses in biology, chemistry, or physics. An estimated 23% of all 12th graders were taking advanced science courses in the 1995-1996 school year. Describes the course-taking patterns of these…

  15. The Interactive Impact of Race and Gender on High School Advanced Course Enrollment

    ERIC Educational Resources Information Center

    Corra, Mamadi; Carter, J. Scott; Carter, Shannon K.

    2011-01-01

    Data from the North Carolina Department of Public Instruction archive are used to assess the joint effect of race and gender on advanced academic (advanced placement and honors) course enrollment within a school district with an open enrollment policy. Using student SAT scores; the authors compare expected levels of advanced course enrollment for…

  16. Teachers' Views about the Nuffield Advanced Physics Course.

    ERIC Educational Resources Information Center

    Tebbutt, M. J.

    1981-01-01

    Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)

  17. Use of the Berkeley Physics Laboratory to Teach an Advanced Physics Course

    ERIC Educational Resources Information Center

    Logan, James David

    1973-01-01

    Discusses a course, centered around 32 experiments taught for advanced students, designed to develop a laboratory strongly suggestive of contemporary research using relatively sophisticated apparatus. Its unique advantage lies in enriching advanced physics curriculum. (DF)

  18. OpenCourseWare Resources for Advanced High School Study

    ERIC Educational Resources Information Center

    Carson, Steve

    2008-01-01

    In 2000, the Massachusetts Institute of Technology (MIT) faculty first proposed putting the course materials from all 1,800 MIT classes online, free of charge. The idea behind MIT OpenCourseWare (OCW) was to use the Internet for more than just distance learning. When MIT began placing the course materials online in 2002 and 2003, the audience…

  19. A Course in Advanced Topics in Heat and Mass Transfer.

    ERIC Educational Resources Information Center

    Shaeiwitz, Joseph A.

    1983-01-01

    A three or four semester-hour graduate course was designed to provide basic instruction in heat/mass transfer topics relevant to chemical engineering problems and to train students to develop mathematical descriptions for new situations encountered in problem-solving. Course outline and list of references used in the course are provided. (JM)

  20. Mountain Plains Learning Experience Guide: Marketing. Course: Advanced Salesmanship.

    ERIC Educational Resources Information Center

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers wholesale and retail selling techniques, sales performance analysis, and intensive sales presentation practice. The course is comprised of four units: (1) Sales Preparation, (2) The Selling Process, (3) Special Selling Techniques, and (4) Sales…

  1. A Course in Advanced Topics in Heat and Mass Transfer.

    ERIC Educational Resources Information Center

    Shaeiwitz, Joseph A.

    1983-01-01

    A three or four semester-hour graduate course was designed to provide basic instruction in heat/mass transfer topics relevant to chemical engineering problems and to train students to develop mathematical descriptions for new situations encountered in problem-solving. Course outline and list of references used in the course are provided. (JM)

  2. OpenCourseWare Resources for Advanced High School Study

    ERIC Educational Resources Information Center

    Carson, Steve

    2008-01-01

    In 2000, the Massachusetts Institute of Technology (MIT) faculty first proposed putting the course materials from all 1,800 MIT classes online, free of charge. The idea behind MIT OpenCourseWare (OCW) was to use the Internet for more than just distance learning. When MIT began placing the course materials online in 2002 and 2003, the audience…

  3. Advanced life support provider course in Italy: A 5-year nationwide study to identify the determinants of course success.

    PubMed

    Semeraro, Federico; Scapigliati, Andrea; Tammaro, Gaetano; Olcese, Umberto; Cerchiari, Erga L; Ristagno, Giuseppe

    2015-11-01

    The advanced life support (ALS) provider course is the gold standard for teaching and assessing competence in advanced resuscitation. Outcomes over a 5-year period of European Resuscitation (ERC)/IRC ALS provider courses in Italy were investigated, and the factors associated with course success are described. In 2008, the Italian Resuscitation Council (IRC) created a database in which every ERC/IRC ALS course was recorded. Data from courses organized from 2008 to 2012 were analysed. The data included: candidate's age and degree (medical doctor (MD) or nurse), medical specialty of MD candidates, course outcomes, duration and reference guidelines, number of instructors and course director. Relationships between the course outcomes and the courses and candidates' characteristics were analysed using logistic regression. A total of 13,624 candidates were evaluated from 871 courses. Among the candidates, 55% were MDs and 45% were nurses. Ninety-seven percent of candidates passed the final evaluation, while 3% failed. Candidates who passed were younger (37 [31-44] vs. 43 [37-50] years, p<0.0001) and had a greater pre-course resuscitation knowledge (multiple choice quiz (MCQ) score: 88 [83-93] vs. 80 [73-87], p<0.0001) compared to those who failed. The course pass rate was higher for MDs compared to nurses (98% vs. 95%, p<0.0001) and participants in emergency disciplines were most significantly associated with course success (χ(2) 71, p<0.0001). In the multivariate analysis, an older age (OR 0.926, 95%CI [0.915-0.937]) was independently associated with course failure, while being a MD (OR 3.021, 95%CI [2.212-4.132]), having a higher pre-course MCQ score (OR 1.033, 95%CI [1.026-1.040]) together with a higher candidate/instructor ratio (OR 1.314, 95%CI [1.067-1.618]), and having a longer course duration (OR 1.717, 95%CI [1.090-2.703]), were independently associated with success. Younger age, professional background, and pre-course resuscitation knowledge are the most

  4. Register and Genre in Course Design for Advanced Learners of Russian

    ERIC Educational Resources Information Center

    Moskver, Katherine V.

    2008-01-01

    This article explores the possibility of combining in the same course heritage learners who are borderline or seminative speakers with advanced language learners of Russian. After providing typology of advanced language learners in Russian and establishing that register and genre can be the focal point of such a course, the article discusses the…

  5. Register and Genre in Course Design for Advanced Learners of Russian

    ERIC Educational Resources Information Center

    Moskver, Katherine V.

    2008-01-01

    This article explores the possibility of combining in the same course heritage learners who are borderline or seminative speakers with advanced language learners of Russian. After providing typology of advanced language learners in Russian and establishing that register and genre can be the focal point of such a course, the article discusses the…

  6. Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

    ERIC Educational Resources Information Center

    Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

    2009-01-01

    High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

  7. Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

    ERIC Educational Resources Information Center

    Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

    2009-01-01

    High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

  8. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    ERIC Educational Resources Information Center

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  9. COURSE OUTLINE AND TEACHING GUIDE FOR ADVANCED STANDING ENGLISH II.

    ERIC Educational Resources Information Center

    THOMPSON, PHILLIP

    THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED…

  10. Nuclear Technology Series. Course 22: Advanced Radionuclide Analysis.

    ERIC Educational Resources Information Center

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

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

  11. Nuclear Technology Series. Course 22: Advanced Radionuclide Analysis.

    ERIC Educational Resources Information Center

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

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

  12. Practice and New Development for Promotion of Engineering Design Ability in Advanced Course

    NASA Astrophysics Data System (ADS)

    Watanabe, Seiji; Narisawa, Tetsuya; Iwabuchi, Yoshitaka; Ikeda, Yuichi

    Several years passed after advanced course had been set up National College of Technology. Kushiro National College of Technology advanced course entered fifth year in 2008. As for education of advanced course, the introduction of a progressive curriculum that acquires adaptability corresponding to the reformation in the age is needed to basic curriculum. This paper shows effectiveness of the proposed new design project based on finding problems to be solved through a reproducing the manuscript of Leonard de Vinci using 3D-CAD application, brainstorming and brainwriting method.

  13. Stereotype Threat? Male and Female Students in Advanced High School Courses

    NASA Astrophysics Data System (ADS)

    Corra, Mamadi

    Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

  14. Cost-efficiency assessment of Advanced Life Support (ALS) courses based on the comparison of advanced simulators with conventional manikins

    PubMed Central

    Iglesias-Vázquez, José Antonio; Rodríguez-Núñez, Antonio; Penas-Penas, Mónica; Sánchez-Santos, Luís; Cegarra-García, Maria; Barreiro-Díaz, Maria Victoria

    2007-01-01

    Background Simulation is an essential tool in modern medical education. The object of this study was to assess, in cost-effective measures, the introduction of new generation simulators in an adult life support (ALS) education program. Methods Two hundred fifty primary care physicians and nurses were admitted to ten ALS courses (25 students per course). Students were distributed at random in two groups (125 each). Group A candidates were trained and tested with standard ALS manikins and Group B ones with new generation emergency and life support integrated simulator systems. Results In group A, 98 (78%) candidates passed the course, compared with 110 (88%) in group B (p < 0.01). The total cost of conventional courses was €7689 per course and the cost of the advanced simulator courses was €29034 per course (p < 0.001). Cost per passed student was €392 in group A and €1320 in group B (p < 0.001). Conclusion Although ALS advanced simulator systems may slightly increase the rate of students who pass the course, the cost-effectiveness of ALS courses with standard manikins is clearly superior. PMID:17953771

  15. Application of Active Learning Techniques to an Advanced Course

    NASA Astrophysics Data System (ADS)

    Knop, R. A.

    2004-05-01

    The New Faculty Workshop provided a wealth of techniques as well as an overriding philosophy for the teaching of undergraduate Physics and Astronomy courses. The focus of the workshop was active learning, summarized in ``Learner-Centered Astronomy Teaching" by Slater & Adams: it's not what you do in class that matters, it's what the students do. Much of the specific focus of the New Faculty Workshop is on teaching the large, introductory Physics classes that many of the faculty present are sure to teach, both algebra-based and calculus-based. Many of these techniques apply directly and with little modification to introductory Astronomy courses. However, little direct attention is given to upper-division undergraduate, or even graduate, courses. In this presentation, I will share my experience in attempting to apply some of the techniques discussed at the New Faculty Workshop to an upper-division course in Galactic Astrophysics at Vanderbilt University during the Spring semester of 2004.

  16. Introducing the advanced burn life support (ABLS) course in Italy.

    PubMed

    D'Asta, F; Homsi, J; Clark, P; Buffalo, M C; Melandri, D; Carboni, A; Pinzauti, E; Graziano, A; Masellis, A; Bussolin, L; Messineo, A

    2014-05-01

    Systematic education based on internationally standardized programs is a well-established practice in Italy, especially in the emergency health care system. However, until recently, a specific program to treat burns was not available to guide emergency physicians, nurses, or volunteers acting as first responders. In 2010, two national faculty members, acting as ABA observers, and one Italian course coordinator, trained and certified in the United States, conducted a week-long training program which fully certified 10 Italian instructors. Authorized ABLS provider courses were conducted in Italy between 2010 and 2012, including one organized prior to the 20th annual meeting of the Italian Society of Burns (SIUst). In order to increase the effectiveness and diffusion of the course in Italy, changes were approved by the ABA to accommodate societal differences, including the translation of the manual into Italian. The ABA has also approved the creation and publication of a bilingual ABLS Italian website for the purpose of promoting the ABLS course in Italy. In response to high demand, a second ABLS Instructor course was organized in 2012 and has been attended by physicians and nurses from several Italian burn centers. In the following discourse the experiences of the first 15 Italian ABLS courses will be discussed.

  17. Advanced Standing and Bridge Courses: Structures and Issues

    ERIC Educational Resources Information Center

    GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.

    2010-01-01

    This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…

  18. Predicting SAT Performance from Advanced Course Content and Timing of Matriculation

    ERIC Educational Resources Information Center

    Patterson, Jonathan Sparks

    2012-01-01

    As record numbers of students are applying to selective colleges and universities, students are attempting to set themselves apart from their peers by taking rigorous advanced courses in high school. The race for improving a student's academic record has resulted in more and more students taking these courses earlier and earlier in their high…

  19. Effects of Feedback on Performance: A Study of Advanced Learners on an ESP Speaking Course.

    ERIC Educational Resources Information Center

    Lynch, Tony; Maclean, Joan

    2003-01-01

    This study investigated the effects of teacher feedback on changes in the spoken language performance of a group of advanced learners of English in the Netherlands. Participants were medical researchers attending a course entitled English for Medical Congresses. The course included a sequence of speaking tasks and culminated in a conference. Tasks…

  20. Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content

    ERIC Educational Resources Information Center

    Covay, Elizabeth

    2011-01-01

    Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…

  1. Is Increased Access Enough? Advanced Placement Courses, Quality, and Success in Low-Income Urban Schools

    ERIC Educational Resources Information Center

    Hallett, Ronald E.; Venegas, Kristan M.

    2011-01-01

    This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years,…

  2. Blurring the Boundaries: Connecting the Autobiographical and the Historical in an Advanced Writing Course.

    ERIC Educational Resources Information Center

    Thomas, Gordon P.

    An advanced writing course required of English education majors may also be taken by students in the humanities. The course helps students gain experience with longer and more complex essays, develop a more mature writing style, and learn how to make metacognitive evaluations of their own and others' writing. It also extends the contexts and…

  3. Solving Relational Database Problems with ORDBMS in an Advanced Database Course

    ERIC Educational Resources Information Center

    Wang, Ming

    2011-01-01

    This paper introduces how to use the object-relational database management system (ORDBMS) to solve relational database (RDB) problems in an advanced database course. The purpose of the paper is to provide a guideline for database instructors who desire to incorporate the ORDB technology in their traditional database courses. The paper presents…

  4. Cam Design Projects in an Advanced CAD Course for Mechanical Engineers

    ERIC Educational Resources Information Center

    Ault, H. K.

    2009-01-01

    The objective of this paper is to present applications of solid modeling aimed at modeling of complex geometries such as splines and blended surfaces in advanced CAD courses. These projects, in CAD-based Mechanical Engineering courses, are focused on the use of the CAD system to solve design problems for applications in machine design, namely the…

  5. Experiences of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses

    ERIC Educational Resources Information Center

    Milburn, Kristine M.

    2011-01-01

    Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…

  6. Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course

    ERIC Educational Resources Information Center

    deBraga, Michael; Boyd, Cleo; Abdulnour, Shahad

    2015-01-01

    A primary goal of university instruction is the students' demonstration of improved, highly developed critical thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is…

  7. Discovery Learning and Teaching with Electronic Corpora in an Advanced German Grammar Course

    ERIC Educational Resources Information Center

    Vyatkina, Nina

    2013-01-01

    This study describes the design and implementation of a usage-based and corpus-based advanced German grammar course. Teaching materials for the course included DWDS, or "Digitales Worterbuch der deutschen Sprache": a large, representative, free and publicly available corpus of contemporary German texts. The article outlines specific…

  8. Beginning an Advanced Placement German Literature (Level 3) Course. Edition Y.

    ERIC Educational Resources Information Center

    Bauer, Donna H.; And Others

    This is a supplement to the Advanced Placement (AP) German literature course description. Its aim is both to assist teachers in planning an AP German literature course and to provide experienced AP teachers with information about other successful programs. To this end, six teachers from different high schools in the U.S. provide descriptions of…

  9. Cam Design Projects in an Advanced CAD Course for Mechanical Engineers

    ERIC Educational Resources Information Center

    Ault, H. K.

    2009-01-01

    The objective of this paper is to present applications of solid modeling aimed at modeling of complex geometries such as splines and blended surfaces in advanced CAD courses. These projects, in CAD-based Mechanical Engineering courses, are focused on the use of the CAD system to solve design problems for applications in machine design, namely the…

  10. Advanced Internship: A High-Impact, Low-Cost, Super-Capstone Course

    ERIC Educational Resources Information Center

    Fernald, Peter S.; Goldstein, Gary S.

    2013-01-01

    In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging…

  11. Discovery Learning and Teaching with Electronic Corpora in an Advanced German Grammar Course

    ERIC Educational Resources Information Center

    Vyatkina, Nina

    2013-01-01

    This study describes the design and implementation of a usage-based and corpus-based advanced German grammar course. Teaching materials for the course included DWDS, or "Digitales Worterbuch der deutschen Sprache": a large, representative, free and publicly available corpus of contemporary German texts. The article outlines specific…

  12. Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

    ERIC Educational Resources Information Center

    Iatarola, Patrice

    2016-01-01

    This chapter summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back…

  13. Experiences of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses

    ERIC Educational Resources Information Center

    Milburn, Kristine M.

    2011-01-01

    Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…

  14. Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course

    ERIC Educational Resources Information Center

    Renaud, Jessica; Squier, Christopher; Larsen, Sarah C.

    2006-01-01

    A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three…

  15. Development of an Advanced Training Course for Teachers and Researchers in Chemistry

    ERIC Educational Resources Information Center

    Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan

    2016-01-01

    Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

  16. Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course

    ERIC Educational Resources Information Center

    Renaud, Jessica; Squier, Christopher; Larsen, Sarah C.

    2006-01-01

    A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three…

  17. Development of an Advanced Training Course for Teachers and Researchers in Chemistry

    ERIC Educational Resources Information Center

    Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan

    2016-01-01

    Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

  18. Advanced Internship: A High-Impact, Low-Cost, Super-Capstone Course

    ERIC Educational Resources Information Center

    Fernald, Peter S.; Goldstein, Gary S.

    2013-01-01

    In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging…

  19. The Impact of At-Risk Students Enrolled in Advanced Placement Courses on a High School Culture

    ERIC Educational Resources Information Center

    Posthuma, David

    2010-01-01

    The purpose of this study was to determine student, teacher, and administrator perceptions of AVID [Advancement Via Individual Determination] students participating in advanced placement courses in high school. Access to advanced placement courses has been limited. Nevertheless, the numbers of students participating in advanced placement courses…

  20. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    ERIC Educational Resources Information Center

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2015-01-01

    Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

  1. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    ERIC Educational Resources Information Center

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2015-01-01

    Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

  2. [Development and Hosting of a Perioperative Advanced Life Support Training Course for Anesthesiologists].

    PubMed

    Komasawa, Nobuyasu; Fujiwara, Shunsuke; Haba, Masanori; Ueshima, Hironobu; Okada, Daisuke; Minami, Toshiaki

    2015-05-01

    Participation in the American Heart Association advanced cardiac life support provider course is a prerequisite for taking the anesthesiology specialist examination in Japan. The course teaches fundamental resuscitation methods for different types of cardiac arrest. However, crisis in the perioperative period can result from airway trouble, central venous catheter displacement, or massive hemorrhage. We report our experience of holding a problem- and learning-based perioperative advanced life support training course, Advanced Life Support for Operation (ALS-OP). Main contents of the course included circulation management, airway management central venous catheters, and pain clinic-related complications. ALS-OP simulation training may be beneficial for educating anesthesiologist and promoting perioperative patient safety.

  3. Partners in Learning: A Task-based Advanced Speaking Course.

    ERIC Educational Resources Information Center

    O'Brien, Maureen

    This report describes a semester of teaching a group of non-native English-speaking students, aged 17 to 40 years and how the instructor identified three elements that appeared to be necessary for a task-based, advanced English speaking class. The three elements were: (1) ongoing needs assessment; (2) collaboration between instructor and students…

  4. Chinese Mandarin Advanced Course: Newspaper and Periodicals Reader.

    ERIC Educational Resources Information Center

    Lipsett, Dale F.; Poelman, James S.

    This reader provides supplementary materials for improvement of reading fluency and expansion of vocabulary for advanced students of Chinese. It familiarizes students with terminology used in mainland China publications. Twenty articles, taken from several newspapers, are compiled in this reader. Vocabulary lists are provided for each selection.…

  5. Who Succeeds in Advanced Mathematics and Science Courses?

    ERIC Educational Resources Information Center

    Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje; Bosker, Roel

    2011-01-01

    Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science-oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined…

  6. Mathematical foundations of quantum mechanics: An advanced short course

    NASA Astrophysics Data System (ADS)

    Moretti, Valter

    2016-08-01

    This paper collects and extends the lectures I gave at the “XXIV International Fall Workshop on Geometry and Physics” held in Zaragoza (Spain) during September 2015. Within these lectures I review the formulation of Quantum Mechanics, and quantum theories in general, from a mathematically advanced viewpoint, essentially based on the orthomodular lattice of elementary propositions, discussing some fundamental ideas, mathematical tools and theorems also related to the representation of physical symmetries. The final step consists of an elementary introduction the so-called (C∗-) algebraic formulation of quantum theories.

  7. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    PubMed Central

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2014-01-01

    Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

  8. [Protracted course of bromazepam poisoning in advanced age].

    PubMed

    Rudolf, J; Käferstein, H; Neveling, M; Stenzel, C

    1998-07-03

    A 68-year-old woman was found unconscious and hardly breathing. Artificial ventilation was undertaken by an emergency physician who brought her to hospital. Physical examination provided no evidence of relevant organ abnormalities. Neurological examination of the comatose patient revealed absent brain-stem reflexes and spontaneous respiration. But no other focal neurological abnormalities were found. Routine laboratory tests, ECG, chest radiogram, Doppler sonography of arteries to the brain, lumbar cerebrospinal fluid and computed tomography of the skull were unremarkable. Toxicological tests discovered bromazepam intoxication (serum level 6 mg/l; maximal serum level after intake of 6 mg of the active constituent: 0.1 mg/dl). When bromazepam poisoning was demonstrated elimination of the drug was no longer feasible; the spontaneous course of the poisoning with slowly falling drug levels could thus be observed over 10 days. In parallel with the fall of bromazepam concentration in blood, restitution of breathing and of brain-stem reflexes was recorded until, 12 days after intake of the drug, normal functions had been restored. Central respiratory arrest occurred at a bromazepam serum level of 6 mg/l. Without intensive medical care the patient would not have survived.

  9. Telemedicine as a potential medium for teaching the advanced trauma life support (ATLS) course.

    PubMed

    Ali, Jameel; Sorvari, Anne; Camera, Sandrine; Kinach, Mark; Mohammed, Safraz; Pandya, Anand

    2013-01-01

    The advanced trauma life support (ATLS) course has become the international standard for teaching trauma resuscitation skills. The 2 to 2.5 days course is usually offered as an on-site teaching experience. The present project assesses the potential for applying telemedicine technology to teaching ATLS by distance learning. Two groups of equally trained first-year family practice residents were randomly assigned to a standard on-site ATLS course or one delivered by telemedicine. The 2 courses were compared by evaluating post-ATLS multiple-choice question test performance, instructor evaluation of student skill station performance, overall pass rate, participant rating of each component of the course, and overall feedback on the educational quality of the course (rating scale 1-4). The mean scores for the 2 groups (with the standard ATLS and with the telemedicine, respectively) were not statistically significantly different: post-ATLS multiple-choice question-89.69% vs 85.89%; pass rate for the course was the same for both models; instructor overall evaluation of student skill station performance-3.12 vs 3.00; and participant overall feedback on all components of the course-3.67 vs 3.91. Our results suggest that telemedicine technology could be successfully applied to teaching ATLS courses. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

    NASA Astrophysics Data System (ADS)

    Hoepner, Cynthia Colon

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

  11. Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum†

    PubMed Central

    Shanks, Ryan A.; Robertson, Chuck L.; Haygood, Christian S.; Herdliksa, Anna M.; Herdliska, Heather R.; Lloyd, Steven A.

    2017-01-01

    Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model’s ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads. PMID:28904647

  12. Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements

    NASA Astrophysics Data System (ADS)

    Michalak, Rudi

    2015-03-01

    An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.

  13. Beyond Fossilization: A Course in Strategies and Techniques in Pronunciation for Advanced Adult Learners.

    ERIC Educational Resources Information Center

    Ricard, Ellen

    1986-01-01

    The phonology/pronunciation course of the Canadian government's advanced language training program emphasizes activities which generate student motivation and optimism in overcoming "fossilized" pronunciation (pronunciation highly resistant to change). Activities include: oral reading, feedback, recording of reading, and self-directed…

  14. Soil Water: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the fourth of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil water. Upon completing the three day module, the student will be able to classify water as to its presence in the soil, outline the hydrological cycle, list the ways water is lost from the soil,…

  15. Excellence, Equity, and Access: Educators' Perceptions of Students in Open Access Advanced Placement Courses

    ERIC Educational Resources Information Center

    King, Justyna Plichta

    2010-01-01

    This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during…

  16. Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies

    ERIC Educational Resources Information Center

    Fletcher, Gillian; Dowsett, Gary W.; Duncan, Duane; Slavin, Sean; Corboz, Julienne

    2013-01-01

    Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing…

  17. Soil Erosion: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion.…

  18. Teacher's Feedback and Student's Preferences in an Advanced Writing Course: A Case Study

    ERIC Educational Resources Information Center

    Aliakbari, Mohammad; Raeesi, Hossein

    2014-01-01

    This paper was intended to examine teacher's corrective feedback and student's preferences in an advanced writing course. The study was conducted using a questionnaire as the instrument and 15 MA TEFL students from Ilam state university in Iran as the participants. The students were asked to prioritize among a list of ten aspects of error…

  19. Pakistan-Specific Cases for the Advanced Management Course in Public Administration.

    ERIC Educational Resources Information Center

    McLean, Gary N., Ed.

    A compilation of management case studies concerning public administration in Pakistan and accompanying teaching notes, this document is intended to foster discussion in classes such as the advanced management course in public administration at the National Institute of Public Administration in Lahore, Pakistan. Included are case studies entitled…

  20. Language Learners as Teachers: Integrating Service-Learning and the Advanced Language Course

    ERIC Educational Resources Information Center

    Barreneche, Gabriel Ignacio

    2011-01-01

    The aim of this paper is to illustrate the applications of service-learning pedagogy for an advanced Spanish language course through a case study conducted at Rollins College, a comprehensive liberal arts institution in Winter Park, Florida. The paper discusses diverse theories on service-learning pedagogy, explaining how and why this teaching…

  1. Assessing the Best: NAEP's 1996 Assessment of Twelfth-Graders Taking Advanced Science Courses.

    ERIC Educational Resources Information Center

    O'Sullivan, Christine Y.; Grigg, Wendy S.

    This report presents the results of a study conducted during the 1995-1996 school year to evaluate the educational progress of 12th grade students taking advanced biology, chemistry, and physics courses. The study was conducted by the National Center for Education Statistics (NCES) in association with the National Assessment of Educational…

  2. An Exploration of Learners' Conceptions of Language, Culture, and Learning in Advanced-Level Spanish Courses

    ERIC Educational Resources Information Center

    Drewelow, Isabelle; Mitchell, Claire

    2015-01-01

    This article reports on an exploratory study, which examines learners' rating of culture in relation to other concepts in advanced Spanish courses and their justification of the ratings attributed. Open-ended responses, elicited from a questionnaire completed by 179 respondents, were analysed line by line using an interpretive approach. Data…

  3. Units and Competences: A Case Study of SCOTVEC's Advanced Courses Development Programme.

    ERIC Educational Resources Information Center

    Black, Harry; And Others

    A project evaluated the overall effectiveness of the Advanced Courses Development Programme (ACDP) of the Scottish Vocational Education Council. A peer review of selected Higher National (HN) unit specifications involved 195 subject experts who completed evaluation questionnaires on specifications in their specialist areas. The main body of the…

  4. Physical Features of Soil: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the second of six modules in advanced crop and soil science and introduces the agriculture student to the subject of physical features of the soil. Upon completing the two day lesson, the student will be able to determine the texture and structural types of soil, list the structural classes of the soil and where they…

  5. Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course

    ERIC Educational Resources Information Center

    McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley

    2015-01-01

    In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…

  6. Units and Competences: A Case Study of SCOTVEC's Advanced Courses Development Programme.

    ERIC Educational Resources Information Center

    Black, Harry; And Others

    A project evaluated the overall effectiveness of the Advanced Courses Development Programme (ACDP) of the Scottish Vocational Education Council. A peer review of selected Higher National (HN) unit specifications involved 195 subject experts who completed evaluation questionnaires on specifications in their specialist areas. The main body of the…

  7. An Exploration of Learners' Conceptions of Language, Culture, and Learning in Advanced-Level Spanish Courses

    ERIC Educational Resources Information Center

    Drewelow, Isabelle; Mitchell, Claire

    2015-01-01

    This article reports on an exploratory study, which examines learners' rating of culture in relation to other concepts in advanced Spanish courses and their justification of the ratings attributed. Open-ended responses, elicited from a questionnaire completed by 179 respondents, were analysed line by line using an interpretive approach. Data…

  8. Biological Features of the Soil: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the third of six modules in advanced crop and soil science and introduces the agriculture student to biological features of soil. Upon completing the two day lesson, the student will: (1) realize the vast amount of life present in the soil, (2) be able to list representative animal and plant life in the soil by size,…

  9. An Intermediate-Advanced Level German Refresher Course: Book 4, Part 1.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    Book four, part one, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 25 lessons of text material and 50 prerecorded tapes. A typical lesson with its two accompanying tapes is made up of interrogation, military terminology drill, and a comprehension test. The materials of the first…

  10. An Intermediate-Advanced Level German Refresher Course: Book 4, Part 2.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    Book four, part two, of an intermediate-advanced level German refresher course for college students is presented. The volume consists of 25 lessons of text material and 50 prerecorded tapes. A typical lesson with its two accompanying tapes is made up of interrogation, military terminology drill, and a comprehension test. The materials of the first…

  11. Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies

    ERIC Educational Resources Information Center

    Fletcher, Gillian; Dowsett, Gary W.; Duncan, Duane; Slavin, Sean; Corboz, Julienne

    2013-01-01

    Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing…

  12. Factors Contributing to Rural High School Students' Participation in Advanced Mathematics Courses. Working Paper No. 34

    ERIC Educational Resources Information Center

    Anderson, Rick

    2006-01-01

    The focus of this paper is a group of rural high school students and the factors that contributed to their participation in mathematics classes beyond those minimally required for high school graduation. The author follows Gutierrez (2002) in referring to participation as course taking, particularly in elective and advanced mathematics classes.…

  13. Excellence, Equity, and Access: Educators' Perceptions of Students in Open Access Advanced Placement Courses

    ERIC Educational Resources Information Center

    King, Justyna Plichta

    2010-01-01

    This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during…

  14. Management and Consumer Education Curriculum Guide. Advanced Unit and Semester Course. Draft.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    The guide is an attempt to help teachers select content and organize instructions in a sequence that will help students grasp the basic structure of management and consumer education. The guide was written in reference to a norm grouping. The advanced course for grade 10 presents the concepts of decision making and teenager consumership. The…

  15. Could preoperative short-course radiotherapy be the treatment of choice for localized advanced rectal carcinoma?

    PubMed Central

    Ciria, Juan Pablo; Eguiguren, Mikel; Cafiero, Sergio; Uranga, Intza; Diaz de Cerio, Ivan; Querejeta, Arrate; Urraca, Jose Maria; Minguez, Julian; Guimon, Elena; Puertolas, Jose Ramón

    2014-01-01

    Short-course preoperative radiotherapy (RT) is widely used in northern Europe for locally advanced resectable rectal cancer, but its role in the era of advanced imaging techniques is uncertain. Here, we reviewed articles and abstracts on SCRT published from 1974 through 2013 with the goal of identifying patients who might be best suited for short-course RT. We included relevant articles comparing surgery with or without preoperative radiation published before and after the advent of total mesorectal excision. We also analyzed two randomized trials directly comparing short-course RT with conventionally fractionated chemoradiation (the Polish Colorectal Study Group and the Trans-Tasman Radiation Oncology Group) that compared short-course RT with conventional chemoradiotherapy. We conclude from our review that short-course RT can be generally applied for operable rectal cancer and produces high rates of pelvic control with acceptable toxicity; it reduces local recurrence rates but does not increase overall survival. SCRT seems to be best used for tumors considered “low risk,” i.e., those that are >5 cm from the anal margin, without circumferential margin involvement, and involvement of fewer than 4 lymph nodes. Whether sequential chemotherapy can further improve outcomes remains to be seen, as does the best time for surgery (immediately or 6–8 weeks after RT). We further recommend that selection of patients for short-course RT should be based on findings from magnetic resonance imaging or transrectal ultrasonography. PMID:25535578

  16. A pharmacotherapy capstone course to advance pharmacy students' clinical documentation skills.

    PubMed

    Conway, Jeannine M; Ahmed, Ghada F

    2012-09-10

    To implement and assess the effectiveness of a capstone pharmacotherapy course designed to integrate in-class curriculum using patient cases and drug-information questions. The course was intended to improve third-year doctor of pharmacy (PharmD) students' clinical documentation skills in preparation for beginning advanced pharmacy practice experiences (APPEs). This 2-credit, semester-long course consisted of 6 patient cases and 12 drug-information questions posted electronically on an Internet-based medical chart, a public health presentation, a knowledge examination, and an objective standardized performance assessment. In class, students engaged in active-learning exercises and clinical problem-solving. Students worked outside of class in small groups to retrieve and discuss assigned articles and review medication information in preparation for in-class discussions. A rubric was used to assess the patient cases and questions that students completed and submitted individually. Data for 4 consecutive course offerings (n=622) were then analyzed. A significant improvement was found in the "misplaced" but not the "missing" documentation ratings for both assessment and plan notes in the final assessment compared with baseline. In course evaluations, the majority of students agreed that the course integrated material across the curriculum (97%) and improved their clinical writing skills (80.5%). A capstone pharmacy course was successful in integrating and reviewing much of the material covered across the PharmD curriculum and in improving students' clinical documentation skills.

  17. A comprehensive, unembalmed cadaver-based course in advanced emergency procedures for medical students.

    PubMed

    Tabas, Jeffrey A; Rosenson, Jon; Price, Daniel D; Rohde, Dana; Baird, Carina H; Dhillon, Nripendra

    2005-08-01

    Preparing medical students for residency in emergency medicine involves education in many areas of knowledge and skill, including instruction in advanced emergency procedures. To outline the logistics involved in running a training course in advanced emergency procedures for fourth-year medical students and to report students' perceptions of the impact of the course. The course is a cadaver-based training laboratory that utilizes several teaching modalities, including a Web-based syllabus and online streaming video, didactic lecture, hands-on practice with models and ultrasound, and hands-on practice with unembalmed (fresh) cadavers. The course focuses on seven emergent procedural skills, including deep venous access via the subclavian, internal jugular, and femoral veins; tube thoracostomy; saphenous vein cutdown; intraosseous line placement; and emergency cricothyrotomy. The course is taught by attending emergency physicians and anatomy department faculty. After completion of the course, students reported their self-assessments on a five-point Likert scale. Data were evaluated using a paired t-test (two-tailed). Thirty-three students completed the evaluation. The students reported a mean (+/- standard deviation [SD]) increase in their understanding of the indications for all procedures from 3.3 (+/- 1.1) before to 4.8 (+/- 0.4) after the course (p = 0.004, 95% CI = 0.7 to 2.0). The students reported a mean increase in their understanding of how to perform all procedures from 2.1 (+/- 0.9) before to 4.6 (+/- 0.6) after the course (p = 0.003, 95% CI = 1.9 to 3.0). The students reported a mean increase in their comfort level performing all procedures from 1.6 (+/- 0.8) before to 4.2 (+/- 0.7) after the course (p < 0.001, 95% CI = 2.0 to 2.9). These findings support the value of an advanced emergency procedural training course using an unembalmed cadaver-based laboratory and incorporating several teaching modalities.

  18. An advanced course in long term care for geriatric medicine fellows.

    PubMed

    White, Heidi K; Buhr, Gwendolen; McConnell, Eleanor; Sullivan, Robert J; Twersky, Jack; Colon-Emeric, Cathleen; Heflin, Mitchell; Cutson, Toni M; Logan, William; Lyles, Kenneth; Pinheiro, Sandro O

    2013-07-01

    Long term care deserves focused attention within a geriatric medicine fellowship curriculum to ensure that graduates are prepared not only for clinical care but also for the leadership, administrative, educational, quality improvement, and health policy aspects of their future roles. This report describes the curriculum development and program evaluation of an advanced course in long term care for geriatric medicine fellows and other graduate/post-graduate health professionals at Duke University. Course evaluation had 4 goals: (1) to determine how well the learning objectives were met; (2) to evaluate individual components of the course to improve subsequent offerings; (3) to determine whether additional topics needed to be added; and (4) to evaluate the effectiveness of the discussion forum component of the course. Learner self-efficacy improved within all competency areas but especially those of practice-based learning and system-based practice. Evaluation results led to curriculum revision that has maintained course relevance and sustained it within the larger geriatrics fellowship curriculum. Components of this course can be easily adapted to other curricular settings for fellows and residents.

  19. An elective pharmaceutical care course to prepare students for an advanced pharmacy practice experience in Kenya.

    PubMed

    Schellhase, Ellen M; Miller, Monica L; Ogallo, William; Pastakia, Sonak D

    2013-04-12

    OBJECTIVE. To develop a prerequisite elective course to prepare students for an advanced pharmacy practice experience (APPE) in Kenya. DESIGN. The course addressed Kenyan culture, travel preparation, patient care, and disease-state management. Instructional formats used were small-group discussions and lectures, including some Web-based presentations by Kenyan pharmacists on disease states commonly treated in Kenya. Cultural activities include instruction in conversational and medical Kiswahili and reading of a novel related to global health programs. ASSESSMENT. Student performance was assessed using written care plans, quizzes, reflection papers, a formulary management exercise, and pre- and post-course assessments. Student feedback on course evaluations indicated that the course was well received and students felt prepared for the APPE. CONCLUSION. This course offered a unique opportunity for students to learn about pharmacy practice in global health and to apply previously acquired skills in a resource-constrained international setting. It prepares students to actively participate in clinical care activities during an international APPE.

  20. An advanced cardiovascular pharmacotherapy course blending online and face-to-face instruction.

    PubMed

    Crouch, Michael A

    2009-05-27

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

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

    PubMed Central

    2009-01-01

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

  2. Chemical Features of Soil: Advanced Crop and Soil Science. A Course of Study.

    ERIC Educational Resources Information Center

    Miller, Larry E.

    The course of study represents the fifth of six modules in advanced crop and soil science and introduces the agriculture student to chemical features of the soil. Upon completing the four day lesson, the student will be able to: (1) list macro- and micro-nutrients, (2) define pH and its effect on plants, (3) outline Cation Exchange of the soil,…

  3. Development of a pharmacy capstone course from focus groups to advanced patient care.

    PubMed

    Lee, Jeannie Kim; Cooley, Janet H; Tanner, Natalee E; Hanauer, Courtney N; Schiefer, Danielle M; Herrier, Richard N

    2014-10-15

    To describe the development of a capstone course using qualitative results of focus groups and to determine the impact of the course using a pre- and postcourse surveys. A course titled Advanced Patient Care was developed using themes emerged from 3 stakeholder focus groups and implemented with case-based sessions, interactive exercises, and Objective Structured Clinical Examinations (OSCEs). Pre- and postcourse surveys were conducted to assess the students' confidence and knowledge in managing 8 commonly-encountered conditions. During the 2-year course implementation, a total of 169 students participated in the pre- and postcourse surveys (87.6% response rate). The mean total confidence score increased significantly from 54.3 (±9.2) to 69.0 (±8.6, p < 0.001), and the total mean knowledge score increased significantly from 6.3 to 6.9 (p < 0.001). The capstone course, fueled by focus group findings and implemented using interactive sessions and simulations, positively impacted students' confidence and knowledge for clinical practice experiences and professional practice.

  4. Development of a Pharmacy Capstone Course From Focus Groups to Advanced Patient Care

    PubMed Central

    Cooley, Janet H; Tanner, Natalee E; Hanauer, Courtney N; Schiefer, Danielle M; Herrier, Richard N

    2014-01-01

    Objective. To describe the development of a capstone course using qualitative results of focus groups and to determine the impact of the course using a pre- and postcourse surveys. Design. A course titled Advanced Patient Care was developed using themes emerged from 3 stakeholder focus groups and implemented with case-based sessions, interactive exercises, and Objective Structured Clinical Examinations (OSCEs). Pre- and postcourse surveys were conducted to assess the students’ confidence and knowledge in managing 8 commonly-encountered conditions. Assessment. During the 2-year course implementation, a total of 169 students participated in the pre- and postcourse surveys (87.6% response rate). The mean total confidence score increased significantly from 54.3 (±9.2) to 69.0 (±8.6, p<0.001), and the total mean knowledge score increased significantly from 6.3 to 6.9 (p<0.001). Conclusion. The capstone course, fueled by focus group findings and implemented using interactive sessions and simulations, positively impacted students’ confidence and knowledge for clinical practice experiences and professional practice. PMID:25386021

  5. Advance organizers in a gross anatomy dissection course and their effects on academic achievement.

    PubMed

    Chung, Eun-Kyung; Nam, Kwang-Il; Oh, Sun-A; Han, Eui-Ryoung; Woo, Young-Jong; Hitchcock, Maurice A

    2013-04-01

    We presented two kinds of advance organizers (AOs), video clips and prosection, for a gross anatomy dissection course and compared their effects on academic achievement and student perception of the learning experience. In total, 141 students at Chonnam National University Medical School were randomly assigned to two groups: Group 1 (n = 70) was provided with video clips AO, whereas Group 2 (n = 71) was provided with prosection AO, the use of cadaveric specimens dissected by the course instructor. Student self-assessment scores regarding the learning objectives of upper limb anatomy improved significantly in both groups. Academic achievement scores in Group 2 were significantly higher than those in Group 1, although the self-assessment scores were not significantly different between the groups. Additionally, students in Group 2 responded significantly more positively to the statements about perception of the learning experience such as helping them understand the course content and concepts, decreasing anxiety about the dissection course, and participating actively in the dissection. It would seem that the application of prosection as an AO improved academic achievement and increased student engagement and satisfaction. This study will contribute to designing effective AOs and developing a teaching and learning strategy for a gross anatomy dissection course. Copyright © 2012 Wiley Periodicals, Inc.

  6. Active-learning implementation in an advanced elective course on infectious diseases.

    PubMed

    Hidayat, Levita; Patel, Shreya; Veltri, Keith

    2012-06-18

    To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.

  7. Active-Learning Implementation in an Advanced Elective Course on Infectious Diseases

    PubMed Central

    Patel, Shreya; Veltri, Keith

    2012-01-01

    Objectives. To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Design. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Assessment. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students’ awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students’ ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. Conclusion. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases. PMID:22761528

  8. Perceptions of interprofessional education in the Australian Advanced Life Support in Obstetrics (ALSO) course.

    PubMed

    Walker, Laura; Fetherston, Catherine; McMurray, Anne

    2015-06-01

    Interprofessional education (IPE) was investigated in the context of an evaluation of the Advanced Life Support in Obstetrics (ALSO) course in Australia. Our objectives were to examine doctors' and midwives' perceptions regarding interprofessional learning and measure changes in self-reported confidence in specific interprofessional clinical situations. A prospective, mixed methods design was used to survey 165 ALSO course participants before the course and 6 weeks after the course (n=101). Quantitative data were analysed using the Wilcoxon signed rank test, and all P levels lower than .05 were considered significant. Qualitative data were analyzed using content analysis. There were significant increases in midwives' confidence in all four aspects of interprofessional interaction measured 6 weeks following the course. However, the doctors only reported a significant increase in one aspect, the confidence that their clinical decisions were respected by the midwives with whom they worked. The qualitative data demonstrated an appreciation of different professional approaches to clinical situations and the importance of teamwork, communication, respect, and understanding. While most participants were positive about the advantages of IPE, just under half also believed there were some disadvantages, particularly due to the variable learning needs of individual professionals. Both doctors and midwives reported various benefits from IPE, and many believed that IPE assisted maternity team collaboration and communication in the workplace. However, educators need to skillfully manage IPE sessions to ensure a similar distribution of learning and that opportunities for discussion are equivalent for all individuals and professional groups.

  9. Factors affecting success rate of Advanced Trauma Life Support (ATLS) courses.

    PubMed

    Abu-Zidan, Fikri M; Mohammad, Alshafi; Jamal, Abdulla; Chetty, Diane; Gautam, Subash C; van Dyke, Murray; Branicki, Frank J

    2014-06-01

    The aim of the present study was to define the factors that affect passing the assessments for successful completion of the Advanced Trauma Life Support (ATLS) Provider Courses in the United Arab Emirates (UAE). The ATLS Provider Course has been taught in three medical centers in the UAE since 2004. A total of 1,041 doctors completed the course during the period 2004-2010. A special protocol was designed to enter data accrued for each course, participants' demographics, and assessments, including the final results. Direct logistic regression was performed to define factors affecting success in multiple choice questions (MCQ) and in the practical initial assessment station exam. The studied variables included the year, the course site, speciality, level of practice, and pre-test score. The majority of participants were surgeons (33.2 %), followed by Emergency Medicine physicians (27.3 %). The logistic regression model showed that having a low pre-test score (p < 0.0001) and being a family medicine practitioner (p < 0.0001) increased the likelihood of failing the MCQ exam. The chance of passing the end of course practical exam increased with time (p = 0.002). A low pre-test score (p < 0.0001) and being examined in site A (p = 0.04) increased the chance of failing in the initial assessment exam. The pass rate for the ATLS exam significantly increased after adoption of the interactive approach to teaching. Prior knowledge and preparation is essential to passing the ATLS exam. Doctors who deal clinically with all aspects of airway, breathing, and circulation of the ATLS course are more likely to pass the MCQ exam in our setting, followed by those who usually manage only the circulation or disability aspects of ATLS. It is possible that the interactive approach to teaching ATLS has improved the overall ATLS success rate.

  10. A prospective study of students' and instructors' opinions on Advanced Cardiac Life Support course teaching methods.

    PubMed

    Stempien, James; Betz, Martin

    2009-01-01

    The American Heart Association (AHA) revises the Advanced Cardiac Life Support (ACLS) course approximately every 5 years, citing the scientific literature for any changes to content and management recommendations. With ACLS 2005, the AHA also revised the methods used to teach course content. The AHA cited no evidence in making these changes. The ACLS 2005 course, distributed in early 2007, makes greater use of videos to teach students. This prospective study surveyed opinions of both students and instructors in an effort to determine the level of satisfaction with this method of teaching. During 16 consecutive ACLS courses, all students and instructors were asked to complete a questionnaire. The students provided demographic information, but completed the survey anonymously. Four questions probed the participants' opinions about the effectiveness of videos in learning ACLS skills. Experienced participants were asked to compare the new teaching methods with previous courses. Opinions were compared among several subgroups based on sex, occupation and previous experience. Of the 180 students who participated, 71% felt the videos were unequivocally useful for teaching ACLS skills. Fewer first-time students were unequivocally positive (59%) compared with those who had taken 2 or more previous courses (84%). A small proportion of students (13%) desired more hands-on practice time. Of the 16 instructors who participated, 31% felt that the videos were useful for teaching ACLS skills. No differences were found between doctors and nurses, or between men and women. The use of standardized videos in ACLS courses was felt by the majority of students and a minority of instructors to be unequivocally useful. First-time students had more doubts about the effectiveness of videos.

  11. Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules

    PubMed Central

    Jensen, Megan; Loeffler, William; Avery, Lisa

    2014-01-01

    Objective. To implement and assess the effectiveness of a hybrid learning model using advanced screencasting with embedded assessments in pathophysiology and therapeutics modules. Design. Two pathophysiology and therapeutics course modules on viral hepatitis and the clinical pharmacokinetics of aminoglycosides were chosen for study. The preclass portion of the hybrid model involved student completion of interactive e-lectures that were created with the use of advanced screencasting and included embedded assessments. Students viewed the e-lectures and completed the assessment questions prior to in-class lecture. Assessment. Preimplementation and postimplementation test scores were compared and student survey data were analyzed. Test scores improved significantly and students’ perceptions of the learning method were favorable. Test scores improved most significantly on higher-level Bloom’s taxonomy questions. Conclusion. A hybrid model that used advanced screencasting with embedded assessments offered a novel method to afford students active-learning opportunities to progress to higher cognitive domains of learning. PMID:25147400

  12. Development and Implementation of an Advanced Therapeutic Communication Course: An Interprofessional Collaboration.

    PubMed

    Schwind, Jasna K; McCay, Elizabeth; Metersky, Kateryna; Martin, Jennifer

    2016-10-01

    Interprofessional education and practice have been gaining recognition during the past decade. However, little has been written on person-centered care (PCC) within interprofessional practice and how it could be taught to interprofessional learners. A key element of PCC is therapeutic communication. Consequently, a group of interprofessional faculty innovated a graduate-level elective course on advanced therapeutic communication where interprofessional learners together explore PCC within interprofessional care. The course curriculum is underpinned by mindfulness in education, nonviolent communication, and reflective writing. Various teaching- learning strategies, including creative self-expression, are also used. The created competencies and conceptual framework may be used by other educators in creating a similar interprofessional course. Interprofessional learners gained a deeper and broader understanding of PCC in interprofessional care. On the basis of this undertaking, the faculty gained a deeper appreciation for interprofessional collaboration in the development of innovative educational methodologies that advance interprofessional teamwork in education and professional practice. [J Nurs Educ. 2016;55(10):592-597.]. Copyright 2016, SLACK Incorporated.

  13. Advanced international training course on state systems of accounting for and control of nuclear materials

    SciTech Connect

    Not Available

    1981-10-01

    This report incorporates all lectures and presentations at the Advanced International Training Course on State Systems of Accounting for and Control of Nuclear Material held April 27 through May 12, 1981 at Santa Fe and Los Alamos, New Mexico, and Richland, Washington, USA. Authorized by the US Nuclear Non-Proliferation Act and sponsored by the US Department of Energy in cooperation with the International Atomic Energy Agency, the course was developed to provide practical training in the design, implementation, and operation of a state system of nuclear materials accountability and control that satisfies both national and international safeguards. Major emphasis for the 1981 course was placed on safeguards methods used at bulk-handling facilities, particularly low-enriched uranium conversion and fuel fabrication plants. The course was conducted by the University of California's Los Alamos National Laboratory, the Battelle Pacific Northwest Laboratory, and Exxon Nuclear Company, Inc. Tours and demonstrations were arranged at both the Los Alamos National Laboratory, Los Alamos, New Mexico, and the Exxon Nuclear fuel fabrication plant, Richland, Washington.

  14. General surgeons and the Advanced Trauma Life Support course: is it time to refocus?

    PubMed

    Esposito, T J; Kuby, A; Unfred, C; Gamelli, R L

    1995-11-01

    The aim of this study was to assess Advanced Trauma Life Support (ATLS) training status of general surgeons, its perceived utility, and its relation to clinical trauma practice. A national sample of 1300 general surgeons was surveyed by mail about trauma training, ATLS status, trauma call, and confidence in clinical trauma care abilities. Response rate was 61%. Respondents most commonly (67%) felt they learned a great deal about trauma care in residency training; 13% responded similarly regarding ATLS. Course participation within 4 years of the survey was reported by 33% of respondents. Nearly 75% of those not taking the course cited primary reasons related to relevance (30%), redundancy (29%), and credentialing (15%). Inaccessibility, inconvenience, and cost were lesser factors. Of those expressing extreme confidence with trauma resuscitation, 40% had taken ATLS; 15% of those expressing a lesser degree of confidence had taken ATLS. The ATLS course represents a standard of initial trauma care education in which only one-third of surgeons report current participation. Many view ATLS as not relevant or useful, yet take trauma call. To ensure standard education and patient care, an ATLS course curriculum specifically geared to the general surgeon should be developed and made a mandatory component of residency training or a requirement for board certification and trauma call credentialing.

  15. Impact of Advanced Grade 8 U.S. History on Participation and Performance in Advanced Placement Social Studies Courses in Grade 9

    ERIC Educational Resources Information Center

    Maina, Nyambura Susan

    2015-01-01

    At the request of the Office of Curriculum and Instructional Programs, the Office of Shared Accountability examined the impact of offering Advanced Grade 8 U.S. History on enrollment and performance in Advanced Placement (AP) social studies courses in Grade 9. The study compared Grade 9 enrollment and performance in AP U.S. History or AP U.S.…

  16. Steering a course towards advanced nurse practitioner: a critical care perspective.

    PubMed

    Fleming, Elizabeth; Carberry, Martin

    2011-01-01

    This article is a report of a study of the experiences of expert critical care nurses in their transition to the role of advanced nurse practitioner within an intensive care unit (ICU) setting. The advanced nurse practitioner role was developed to support the ICU team and to undertake many of the roles traditionally associated with junior medical staff in this specialized area. The impetus for this study therefore was generated from the need to explore the role development experiences of trainee advanced nurse practitioners to inform future developments and practice. This study used grounded theory methodology to conduct and analyse data from 25 participants. The data were collected between March 2010 and August 2010, using interview format. Data collection and analysis was conducted simultaneously using methods associated with grounded theory, theoretical sampling and the constant comparative method. 'Staying the course to advanced nursing practice' emerged as the core category, with four related major categories and substantive codes. In conjunction, the substantive theory explaining the essential processes involved comprised of three inextricably linked processes: situational, development and conceptual meaning. The developed conceptual model captures the unique experiences of expert critical care nurses during their transition to confident and competent advanced nurse practitioners. This study provides an account of the role transition from expert critical care nurse to advanced nurse practitioner, specifically the synthesis of expert nursing practice with traditional medical values. The conceptual model has the potential to be utilized as a framework for others embarking upon similar projects, informing advanced nurse practitioner roles within and out with critical care settings. © 2011 The Authors. Nursing in Critical Care © 2011 British Association of Critical Care Nurses.

  17. Using Instructional Technology to Integrate CEFR "Can Do" Performance Objectives into an Advanced-Level Language Course

    ERIC Educational Resources Information Center

    Burston, Jack; Athanasiou, Androulla; Neophytou-Yiokari, Maro

    2016-01-01

    The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) "Can Do" performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes…

  18. Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

    ERIC Educational Resources Information Center

    Alper, Seth M.

    2013-01-01

    This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

  19. Which Advanced Mathematics Courses Influence ACT Score? A State Level Analysis of the Iowa Class of 2012

    ERIC Educational Resources Information Center

    Grinstead, Mary L.

    2013-01-01

    This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent relationship between taking a minimum core number of mathematics courses and higher ACT scores (mathematics and composite) (ACT, Inc., 2012c). However, the extent to…

  20. Rethinking Advanced High School Coursework: Tackling the Depth/Breadth Tension in the AP "US Government and Politics" Course

    ERIC Educational Resources Information Center

    Parker, Walter; Mosborg, Susan; Bransford, John; Vye, Nancy; Wilkerson, John; Abbott, Robert

    2011-01-01

    This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course--Advanced Placement (AP) US Government and Politics. Theoretically, the study provides a conceptual framework for penetrating the depth/breadth tension in such courses, which are known…

  1. Which Advanced Mathematics Courses Influence ACT Score? A State Level Analysis of the Iowa Class of 2012

    ERIC Educational Resources Information Center

    Grinstead, Mary L.

    2013-01-01

    This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent relationship between taking a minimum core number of mathematics courses and higher ACT scores (mathematics and composite) (ACT, Inc., 2012c). However, the extent to…

  2. Can course format influence the performance of students in an advanced cardiac life support (ACLS) program?

    PubMed

    Garrido, F D; Romano, M M D; Schmidt, A; Pazin-Filho, A

    2011-01-01

    Advanced cardiac life support (ACLS) is a problem-based course that employs simulation techniques to teach the standard management techniques of cardiovascular emergencies. Its structure is periodically revised according to new versions of the American Heart Association guidelines. Since it was introduced in Brazil in 1996, the ACLS has been through two conceptual and structural changes. Detailed documented reports on the effect of these changes on student performance are limited. The objective of the present study was to evaluate the effect of conceptual and structural changes of the course on student ACLS performance at a Brazilian training center. This was a retrospective study of 3266 students divided into two groups according to the teaching model: Model 1 (N = 1181; 1999-2003) and Model 2 (N = 2085; 2003-2007). Model 2 increased practical skill activities to 75% of the total versus 60% in Model 1. Furthermore, the teaching material provided to the students before the course was more objective than that used for Model 1. Scores greater than 85% in the theoretical evaluation and approval in the evaluation of practice by the instructor were considered to be a positive outcome. Multiple logistic regression was used to adjust for potential confounders (specialty, residency, study time, opportunity to enhance practical skills during the course and location where the course was given). Compared to Model 1, Model 2 presented odds ratios (OR) indicating better performance in the theoretical (OR = 1.34; 95%CI = 1.10-1.64), practical (OR = 1.19; 95%CI = 0.90-1.57), and combined (OR = 1.38; 95%CI = 1.13-1.68) outcomes. Increasing the time devoted to practical skills did not improve the performance of ACLS students.

  3. Educational and clinical impact of Advanced Trauma Life Support (ATLS) courses: a systematic review.

    PubMed

    Mohammad, Alshafi; Branicki, Frank; Abu-Zidan, Fikri M

    2014-02-01

    We aimed to systematically review the literature on the educational impact of Advanced Trauma Life Support (ATLS) courses and their effects on death rates of multiple trauma patients. All Medline, Pubmed, and the Cochrane Library English articles on the educational impact of ATLS courses and their effects on trauma mortality for the period 1966-2012 were studied. All original articles written in English were included. Surveys, reviews, editorials/letters, and other trauma courses or models different from the ATLS course were excluded. Articles were critically evaluated regarding study research design, statistical analysis, outcome, and quality and level of evidence. A total of 384 articles were found in the search. Of these, 104 relevant articles were read; 23 met the selection criteria and were critically analyzed. Ten original articles reported studies on the impact of ATLS on cognitive and clinical skills, six articles addressed the attrition of skills gained through ATLS training, and seven articles addressed the effects of ATLS on trauma mortality. There is level I evidence that ATLS significantly improves the knowledge of participants managing multiple trauma patients, their clinical skills, and their organization and priority approaches. There is level II-1 evidence that knowledge and skills gained through ATLS participation decline after 6 months, with a maximum decline after 2 years. Organization and priority skills, however, are kept for up to 8 years following ATLS. Strong evidence showing that ATLS training reduces morbidity and mortality in trauma patients is still lacking. It is highly recommended that ATLS courses should be taught for all doctors who are involved in the management of multiple trauma patients. Future studies are required to properly evaluate the impact of ATLS training on trauma death rates and disability.

  4. Written evaluation is not a predictor for skills performance in an Advanced Cardiovascular Life Support course.

    PubMed

    Rodgers, David L; Bhanji, Farhan; McKee, Barbara R

    2010-04-01

    Both a written cognitive knowledge evaluation and a practical evaluation that tests psychomotor skills, cognitive knowledge, and affective behaviors such as leadership and team skills are required for successful completion of American Heart Association (AHA) Advanced Cardiovascular Life Support (ACLS) course. The 2005 International Liaison Committee on Resuscitation (ILCOR) Consensus on Science and Treatment Recommendations noted that in Basic Life Support (BLS) there is little to no correlation between written and practical skills. The current study was conducted to determine if there is a correlation between written and practical evaluations in an ACLS course. 34 senior nursing students from four nursing programs participated in two separate ACLS classes, completing both the written and practical evaluations. Immediately following the courses, all participants served as team leader for a video recorded simulated cardiac arrest event. A panel of expert ACLS instructors who did not participate as instructors in the courses reviewed each video and independently scored team leaders' performances. Spearman's rho correlation coefficient between the written test scores and practical skills performance was 0.194 (2-tailed significance=0.272). The ACLS written evaluation was not a predictor of participant skills in managing a simulated cardiac arrest event immediately following an ACLS course. The single case simulations used in ACLS skills evaluation test a narrow portion of ACLS content while written evaluation tests can more practically test a broader spectrum of content. Both work in concert to define participant knowledge and neither should be used exclusively to determine participant competence. Copyright (c) 2010 Elsevier Ireland Ltd. All rights reserved.

  5. An Examination of Perceptions Associated with Enrollment Procedures and Students Placement in Advanced Placement Courses in Northeast Louisiana

    ERIC Educational Resources Information Center

    Vidrine, Brent

    2013-01-01

    The purpose of the study was to investigate participation rates of minorities and economically disadvantaged students in Advanced Placement programs in selected high schools in Northeast Louisiana. Advanced Placement programs in high schools generally promote higher level education courses. The focus of the investigation was perceptions held by…

  6. A Mixed Methods Study: African American Students' Performance Trends and Perceptions Towards Advanced Placement Literature Courses and Examinations

    ERIC Educational Resources Information Center

    Buford, Brandie J.

    2012-01-01

    The purpose of this mixed methods study was to describe the perceptions of African American students pertaining to their engagement in Advanced Placement English Literature and Composition course and Advanced Placement English Literature and Composition examination. A purposive sampling design was employed to select 12 participants from one urban…

  7. Orange Juice or Orange Drink? Ensuring that "Advanced Courses" Live up to Their Labels. NCEA Policy Brief No. 1

    ERIC Educational Resources Information Center

    Dougherty, Chrys; Mellor, Lynn; Jian, Shuling

    2006-01-01

    The pressure to improve high school students' academic results has led many schools and districts to take the first step of enrolling more students in advanced courses. Business and state policy leaders have encouraged this practice. However, the hard part of the bargain is to ensure that students actually learn the advanced content implied by the…

  8. Model for Team Training Using the Advanced Trauma Operative Management Course: Pilot Study Analysis.

    PubMed

    Perkins, R Serene; Lehner, Kathryn A; Armstrong, Randy; Gardiner, Stuart K; Karmy-Jones, Riyad C; Izenberg, Seth D; Long, William B; Wackym, P Ashley

    2015-01-01

    Education and training of surgeons has traditionally focused on the development of individual knowledge, technical skills, and decision making. Team training with the surgeon's operating room staff has not been prioritized in existing educational paradigms, particularly in trauma surgery. We aimed to determine whether a pilot curriculum for surgical technicians and nurses, based on the American College of Surgeons' Advanced Trauma Operative Management (ATOM) course, would improve staff knowledge if conducted in a team-training environment. Between December 2012 and December 2014, 22 surgical technicians and nurses participated in a curriculum complementary to the ATOM course, consisting of 8 individual 8-hour training sessions designed by and conducted at our institution. Didactic and practical sessions included educational content, hands-on instruction, and alternating role play during 5 system-specific injury scenarios in a simulated operating room environment. A pre- and postcourse examination was administered to participants to assess for improvements in team members' didactic knowledge. Course participants displayed a significant improvement in didactic knowledge after working in a team setting with trauma surgeons during the ATOM course, with a 9-point improvement on the postcourse examination (83%-92%, p = 0.0008). Most participants (90.5%) completing postcourse surveys reported being "highly satisfied" with course content and quality after working in our simulated team-training setting. Team training is critical to improving the knowledge base of surgical technicians and nurses in the trauma operative setting. Improved communication, efficiency, appropriate equipment use, and staff awareness are the desired outcomes when shifting the paradigm from individual to surgical team training so that improved patient outcomes, decreased risk, and cost savings can be achieved. Determine whether a pilot curriculum for surgical technicians and nurses, based on the

  9. "I am Not a Statistic": Identities of African American Males in Advanced Science Courses

    NASA Astrophysics Data System (ADS)

    Johnson, Diane Wynn

    The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these

  10. Design and contents of an advanced distance-based statistics course for a PhD in nursing program.

    PubMed

    Azuero, Andres; Wilbanks, Bryan; Pryor, Erica

    2013-01-01

    Doctoral nursing students and researchers are expected to understand, critique, and conduct research that uses advanced quantitative methodology. The authors describe the design and contents of a distance-based course in multivariate statistics for PhD students in nursing and health administration, compare the design to recommendations found in the literature for distance-based statistics education, and compare the course contents to a tabulation of the methodologies used in a sample of recently published quantitative dissertations in nursing. The authors conclude with a discussion based on these comparisons as well as with experiences in course implementation and directions for future course development.

  11. Special Advanced Course for Core Sciences to Bring Up Project Leaders

    NASA Astrophysics Data System (ADS)

    Inagaki, Kenji; Tabata, Nobuhisa; Gofuku, Akio; Harada, Isao; Takada, Jun

    Special Advanced Course for Core Sciences has been introduced recently to Graduate School of Natural Science and Technology, Okayama University, to bring up a project leader. The following points are key education goals in this program : (1) knowledge of core sciences, (2) communication ability by using English, and (3) wide viewpoints for researches. In order to accomplish these goals, several lectures for core sciences, patent systems and engineering ethics as well as long term internships by the collaboration with some regional companies have been put in practice. In this paper, we describe the outline of the program, educational effects, and our experiences. Then, we discuss how effective the program is for bringing up an engineer or a scientist who can lead sciences and technologies of their domains. This paper also describes current activities of the program.

  12. Advanced cardiac life support refresher course using standardized objective-based Mega Code testing.

    PubMed

    Kaye, W; Mancini, M E; Rallis, S F

    1987-01-01

    The American Heart Association (AHA) recommends that those whose daily work requires knowledge and skills in advanced cardiac life support (ACLS) not only be trained in ACLS, but also be given a refresher training at least every 2 yr. However, AMA offers no recommended course for retraining; no systematic studies of retraining have been conducted on which to base these recommendations. In this paper we review and present our recommendation for a standardized approach to refresher training. Using the goals and objectives of the ACLS training program as evaluation criteria, we tested with the Mega Code a sample population who had previously been trained in ACLS. The results revealed deficiencies in ACLS knowledge and skills in the areas of assessment, defibrillation, drug therapy, and determining the cause of an abnormal blood gas value. We combined this information with our knowledge of other deficiencies identified during actual resuscitation attempts and other basic life-support and ACLS teaching experiences. We then designed a refresher course which was consistent with the overall goals and objectives of the ACLS training program, but which placed emphasis on the deficiencies identified in the pretesting. We taught our newly designed refresher course in three sessions, which included basic life support, endotracheal intubation, arrhythmia recognition and therapeutic modalities, defibrillation, and Mega Code practice. In a fourth session, using Mega Code testing, we evaluated knowledge and skill learning immediately after training. We similarly tested retention 2 to 4 months later. Performance immediately after refresher training showed improvement in all areas where performance had been weak.(ABSTRACT TRUNCATED AT 250 WORDS)

  13. Gas Research Institute advanced stimulation technology: A short course. Held in Calgary, Canada on April 28-29, 1997

    SciTech Connect

    1997-05-01

    This volume includes presentation materials prepared for a short course covering fundamental and practical information needed to understand and apply Advanced Stimulation Technology (AST). AST Deployment Program was designed to overcome barriers to the application of AST in today`s challenging economic environment. In addition to course materials, this workbook includes the short course agenda; a brief overview of AST methodology; a list of presenters with brief survey of their professional credentials and AST experience; concise information on the companies sponsoring the program; and some information on the technology transfer vehicles, i.e., information centers, publications, GRI/Net, and Regional Technology Transfer Agent program.

  14. [Six years of Advanced Trauma Life Support (ATLS) in Germany: the 100th provider course in Hamburg].

    PubMed

    Münzberg, M; Mahlke, L; Bouillon, B; Paffrath, T; Matthes, G; Wölfl, C G

    2010-07-01

    With over 1 million certified physicians in more than 50 countries worldwide, the Advanced Trauma Life Support (ATLS) concept is one of the most successful international education programs. The concept is simple, priority-orientated (ABCDE scheme) and assesses the situation of the trauma patient on the basis of vital signs to treat the life-threatening injuries immediately. With over 100 ATLS provider courses and 10 instruction courses accomplished in less than 6 years, no other land in the world has successfully established this concept in such a short time as Germany. Meanwhile nearly 1,600 colleagues have been trained and certified. Evaluation of the first 100 ATLS courses in Germany supports this concept. The total evaluation of all courses is 1.36 (1.06-1.8, n=100). The individual parts of the course were marked as followed: presentations 1.6 (1.0-2.81, n=100), practical skills stations 1.46 (1.0-2.4, n=100) and surgical skills stations 1.38 (1.0-2.38, n=100). In 2009 a total of 47 ATLS courses were accomplished which will clearly increase in 2010. Other ATLS formats, such as ATCN (Advanced Trauma Care for Nurses) and refresher courses are planned for the beginning of 2010.

  15. Advancing Earth Systems Thinking and Problem Based Learning in the Classroom: Insights From ESSEA Course Graduates in Kentucky

    NASA Astrophysics Data System (ADS)

    Siewers, F. D.; Crowder, M. E.

    2008-12-01

    Western Kentucky University has been an active member of the Earth System Science Education Alliance (ESSEA) since 2003 and has offered the high school ESSEA course a total of four times during that period. Twenty-six individuals from across Kentucky successfully passed the course and at least half of those individuals are currently involved in K-12 science education. Preliminary communications with course graduates indicate that Earth System Science (ESS) concepts and content knowledge advanced in the high school ESSEA course have been incorporated into the science curricula of several Kentucky schools. Several teachers and schools have also enthusiastically adopted Problem Based Learning (PBL), the pedagogical foundation of the high school ESSEA course. This presentation will highlight the insights and experience of ESSEA course graduates working to incorporate ESS and PBL into their courses and science curricula. Particular attention will focus on those factors - both positive and negative - that teachers feel most influence the advance of ESS education and PBL in Kentucky schools.

  16. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    NASA Astrophysics Data System (ADS)

    Glaude-Bolte, Katherine

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

  17. Advances in Pediatric Surgical Education: A Critical Appraisal of Two Consecutive Minimally Invasive Pediatric Surgery Training Courses.

    PubMed

    Gause, Colin D; Hsiung, Grace; Schwab, Ben; Clifton, Matthew; Harmon, Carroll M; Barsness, Katherine A

    2016-08-01

    Mandates for improved patient safety and increasing work hour restrictions have resulted in changes in surgical education. Educational courses increasingly must meet those needs. We sought to determine the experience, skill level, and the impact of simulation-based education (SBE) on two cohorts of pediatric surgery trainees. After Institutional Review Board (IRB) exempt determination, a retrospective review was performed of evaluations for an annual advanced minimally invasive surgery (MIS) course over 2 consecutive years. The courses included didactic content and hands-on skills training. Simulation included neonatal/infant models for rigid bronchoscopy-airway foreign body retrieval, laparoscopic common bile duct exploration, and real tissue diaphragmatic hernia (DH), duodenal atresia (DA), pulmonary lobectomy, and tracheoesophageal fistula models. Categorical data were analyzed with chi-squared analyses with t-tests for continuous data. Participants had limited prior advanced neonatal MIS experience, with 1.95 ± 2.84 and 1.16 ± 1.54 prior cases in the 2014 and 2015 cohorts, respectively. The 2015 cohort had significantly less previous experience in lobectomy (P = .04) and overall advanced MIS (P = .007). Before both courses, a significant percentage of participants were not comfortable with DH repair (39%-42%), DA repair (50%-74%), lobectomy (34%-43%), and tracheoesophageal fistula repair (54%-81%). After course completion, > 60% of participants reported improvement in comfort with procedures and over 90% reported that the course significantly improved their perceived ability to perform each operation safely. Pediatric surgery trainees continue to have limited exposure to advanced MIS during clinical training. SBE results in significant improvement in both cognitive knowledge and trainee comfort with safe operative techniques for advanced MIS.

  18. Short-Course Accelerated Radiotherapy in Palliative Treatment of Advanced Pelvic Malignancies: A Phase I Study

    SciTech Connect

    Caravatta, Luciana; Padula, Gilbert D.A.; Macchia, Gabriella; Ferrandina, Gabriella; Bonomo, Pierluigi; Deodato, Francesco; Massaccesi, Mariangela; Mignogna, Samantha; Tambaro, Rosa; Rossi, Marco; Flocco, Mariano; Scapati, Andrea; and others

    2012-08-01

    Purpose: To define the maximum tolerated dose of a conformal short-course accelerated radiotherapy in patients with symptomatic advanced pelvic cancer. Methods and Materials: A phase I trial in 3 dose-escalation steps was designed: 14 Gy (3.5-Gy fractions), 16 Gy (4-Gy fractions), and 18 Gy (4.5-Gy fractions). The eligibility criteria included locally advanced and/or metastatic pelvic cancer and Eastern Cooperative Oncology Group performance status of {<=}3. Treatment was delivered in 2 days with twice-daily fractionation and at least an 8-hour interval. Patients were treated in cohorts of 6-12 to define the maximum tolerated dose. The dose-limiting toxicity was defined as any acute toxicity of grade 3 or greater, using the Radiation Therapy Oncology Group scale. Pain was recorded using a visual analog scale. The effect on quality of life was evaluated according to Cancer Linear Analog Scale (CLAS). Results: Of the 27 enrolled patients, 11 were male and 16 were female, with a median age of 72 years (range 47-86). The primary tumor sites were gynecologic (48%), colorectal (33.5%), and genitourinary (18.5%). The most frequent baseline symptoms were bleeding (48%) and pain (33%). Only grade 1-2 acute toxicities were recorded. No patients experienced dose-limiting toxicity. With a median follow-up time of 6 months (range 3-28), no late toxicities were observed. The overall (complete plus partial) symptom remission was 88.9% (95% confidence interval 66.0%-97.8%). Five patients (41.7%) had complete pain relief, and six (50%) showed >30% visual analog scale reduction. The overall response rate for pain was 91.67% (95% confidence interval 52.4%-99.9%). Conclusions: Conformal short course radiotherapy in twice-daily fractions for 2 consecutive days was well tolerated up to a total dose of 18 Gy. A phase II study is ongoing to confirm the efficacy on symptom control and quality of life indexes.

  19. 32 CFR Appendix D to Part 110 - Application of Advanced Course Formula (Male and Female Members) (Sample)

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone...

  20. The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

    ERIC Educational Resources Information Center

    Rowlett, Joel Everett

    2013-01-01

    This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

  1. The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

    ERIC Educational Resources Information Center

    Rowlett, Joel Everett

    2013-01-01

    This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

  2. Gaining or Losing Ground? Equity in Offering Advanced Placement Courses in California High Schools 1997-2003

    ERIC Educational Resources Information Center

    Zarate, Maria Estela; Pachon, Harry P.

    2006-01-01

    Analysis by researchers of the Tomas Rivera Policy Institute (TRPI) on Advanced Placement (AP) courses in California public high schools in the mid-1990s concluded that although high school AP programs offered talented youngsters the opportunity to stretch their mental horizons and preview the challenges of college-level coursework, the programs…

  3. An Investigation of College Students' Perceptions of Advanced Placement® Courses. Research Note 2013-2

    ERIC Educational Resources Information Center

    Cooney, Siobhan M.; McKillip, Mary E. M.; Smith, Kara

    2013-01-01

    The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of…

  4. Weighting for Recognition: Accounting for Advanced Placement and Honors Courses when Calculating High School Grade Point Average

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Tai, Robert H.

    2007-01-01

    Honors and advanced placement (AP) courses are commonly viewed as more demanding than standard high school offerings. Schools employ a range of methods to account for such differences when calculating grade point average and the associated rank in class for graduating students. In turn, these statistics have a sizeable impact on college admission…

  5. The Student-Centered Classroom Made Real: Transforming Student Presentations in an Advanced Course on Technical German

    ERIC Educational Resources Information Center

    Rarick, Damon O.

    2010-01-01

    This article describes how the author has successfully combined polling with more traditional instructional strategies to enhance student presentation skills in an advanced course teaching technical German. By helping students select and prepare topics, anticipate questions and engage the audience, instructors can eliminate some of the root causes…

  6. 32 CFR Appendix D to Part 110 - Application of Advanced Course Formula (Male and Female Members) (Sample)

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone...

  7. 32 CFR Appendix D to Part 110 - Application of Advanced Course Formula (Male and Female Members) (Sample)

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone...

  8. Online Advanced Placement Courses: Experiences of Rural and Low-Income High School Students. WCALO Special Studies.

    ERIC Educational Resources Information Center

    Marcel, Kathleen W.

    A study examined rural, low-income students' experiences with online advanced placement (AP) courses. Interviews were conducted with 30 students, their mentors, and school administrators at four rural high schools in two Western states; 25 students were low-income. Positive comments about the online experience mentioned interaction with other…

  9. Reform in an Urban School District: The Role of PSAT Results in Promoting Advanced Placement Course-Taking

    ERIC Educational Resources Information Center

    Vaughn, E. Sidney, III

    2010-01-01

    According to Arthur Powell "Advanced Placement courses have probably brought more challenging academic experiences to more students than any other single reform in recent American high school history" ("Lessons from Privilege: The American Prep School Tradition", p. 243). To this end, there has been a significant increase in…

  10. Advanced CNC and CAM Series. Educational Resources for the Machine Tool Industry. Course Syllabi, Instructor's Handbook [and] Student Laboratory Manual.

    ERIC Educational Resources Information Center

    Texas State Technical Coll. System, Waco.

    This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM…

  11. IBPRO - A Novel Short-Duration Teaching Course in Advanced Physics and Biology Underlying Cancer Radiotherapy.

    PubMed

    Joiner, Michael C; Tracey, Monica W; Kacin, Sara E; Burmeister, Jay W

    2017-06-01

    This article provides a summary and status report of the ongoing advanced education program IBPRO - Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists.

  12. Convention as Transition: Linking the Advanced Composition Course to the College Curriculum.

    ERIC Educational Resources Information Center

    Moore, Leslie; Peterson, Linda

    1983-01-01

    Suggests the concept of convention provides a basis for teaching the cross-curricular writing course. Describes an experimental freshman writing course which focused on the written discourse of five disciplines: art history, history, biology, literature, and philosophy. (RAE)

  13. Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals

    ERIC Educational Resources Information Center

    McCarthy, Brian D.; Dempsey, Jillian L.

    2017-01-01

    A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class…

  14. Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

    ERIC Educational Resources Information Center

    Montiel, Mariana; Bhatti, Uzma

    2010-01-01

    This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

  15. Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

    ERIC Educational Resources Information Center

    Montiel, Mariana; Bhatti, Uzma

    2010-01-01

    This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

  16. Five Hundred Pages and a Topic of Her Own: Successfully Designing an Advanced Writing Course on 19th Century British Women Novelists

    ERIC Educational Resources Information Center

    Phillips, Amy Criniti

    2009-01-01

    During the fourth year of Amy Phillips' teaching assistantship in the spring semester of 2008, she was asked to teach a 300-level advanced writing course in which she was given the creative freedom to design the syllabus, choose the textbooks, craft all assignments, and organize the course content. However, there was one stipulation: the course,…

  17. Delirium in advanced age and dementia: A prolonged refractory course of delirium and lower functional status.

    PubMed

    Boettger, Soenke; Jenewein, Josef; Breitbart, William

    2015-08-01

    The factors associated with persistent delirium, in contrast to resolved delirium, have not been studied well. The aim of our present study was to identify the factors associated with delirium resolution as measured by the Memorial Delirium Assessment Scale (MDAS) and functional improvement as measured by the Karnofsky Performance Status (KPS) scale. All subjects were recruited from psychiatric referrals at the Memorial Sloan Kettering Cancer Center (MSKCC). The two study instruments were performed at baseline (T1), at 2-3 days (T2), and at 4-7 days (T3). Subjects with persistent delirium were compared to those with resolved delirium in respect to sociodemographic and medical variables. Overall, 26 out of 111 patients had persistent delirium. These patients were older, predominantly male, and had more frequently preexisting comorbid dementia. Among cancer diagnoses and stage of illness, brain cancer and terminal illness contributed to persistent delirium or late response, whereas gastrointestinal cancer was associated with resolved delirium. Among etiologies, infection responded late to delirium management, usually at one week. Furthermore, delirium was more severe in patients with persistent delirium from baseline through one week. At baseline, MDAS scores were 20.1 in persistent delirium compared to 17 to 18.8 in resolved delirium (T2 and T3), and at one week of management (T3), MDAS scores were 15.2 and 4.7 to 7.4, respectively. At one week of management, persistent delirium manifested in more severe impairment in the domains of consciousness, cognition, organization, perception, psychomotor behavior, and sleep-wake cycle. In addition, persistent delirium caused more severe functional impairment. In this delirium sample, advanced age and preexisting dementia, as well as brain cancer, terminal illness, infection, and delirium severity contributed to persistent delirium or late response, indicating a prolonged and refractory course of delirium, in addition to more

  18. Delirium in advanced age and dementia: A prolonged refractory course of delirium and lower functional status

    PubMed Central

    BOETTGER, SOENKE; JENEWEIN, JOSEF; BREITBART, WILLIAM

    2017-01-01

    Objective The factors associated with persistent delirium, in contrast to resolved delirium, have not been studied well. The aim of our present study was to identify the factors associated with delirium resolution as measured by the Memorial Delirium Assessment Scale (MDAS) and functional improvement as measured by the Karnofsky Performance Status (KPS) scale. Method All subjects were recruited from psychiatric referrals at the Memorial Sloan Kettering Cancer Center (MSKCC). The two study instruments were performed at baseline (T1), at 2–3 days (T2), and at 4–7 days (T3). Subjects with persistent delirium were compared to those with resolved delirium in respect to sociodemographic and medical variables. Results Overall, 26 out of 111 patients had persistent delirium. These patients were older, predominantly male, and had more frequently preexisting comorbid dementia. Among cancer diagnoses and stage of illness, brain cancer and terminal illness contributed to persistent delirium or late response, whereas gastrointestinal cancer was associated with resolved delirium. Among etiologies, infection responded late to delirium management, usually at one week. Furthermore, delirium was more severe in patients with persistent delirium from baseline through one week. At baseline, MDAS scores were 20.1 in persistent delirium compared to 17 to 18.8 in resolved delirium (T2 and T3), and at one week of management (T3), MDAS scores were 15.2 and 4.7 to 7.4, respectively. At one week of management, persistent delirium manifested in more severe impairment in the domains of consciousness, cognition, organization, perception, psychomotor behavior, and sleep–wake cycle. In addition, persistent delirium caused more severe functional impairment. Significance of results In this delirium sample, advanced age and preexisting dementia, as well as brain cancer, terminal illness, infection, and delirium severity contributed to persistent delirium or late response, indicating a prolonged

  19. Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology.

    PubMed

    Gomez-Cabrero, David; Marabita, Francesco; Tarazona, Sonia; Cano, Isaac; Roca, Josep; Conesa, Ana; Sabatier, Philippe; Tegnér, Jesper

    2017-09-27

    Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. Second annual advanced forest herbicides course: A summary and some food for thought. R&D technical note No. 53

    SciTech Connect

    Bowers, C.

    1994-12-31

    Excepts from notes and reference materials provided at the advanced forest herbicides course, covering due diligence and the use of an Environmental Management System for companies in Ontario; autecology; herbicide mode of action and toxicology, chemistry and degradation, and metabolism; silvicultural efficacy of forest herbicides; herbicides as components of integrated vegetation management; droplet dispersal; low impact forest vegetation management; off-target movement; buffer zones and constraints; vegetation management; modelling labs; quantifying exposure; risk assessment; and addressing stakeholders` concerns.

  1. The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?

    ERIC Educational Resources Information Center

    Nathanson, Craig; Paulhus, Delroy L.; Williams, Kevin M.

    2004-01-01

    Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between…

  2. How Course Portfolios Can Advance the Scholarship and Practice of Management Teaching

    ERIC Educational Resources Information Center

    New, J. Randolph; Clawson, James G.; Coughlan, Richard S.; Hoyle, Joe Ben

    2008-01-01

    The authors believe the development, peer review, and sharing of course portfolios can significantly improve the scholarship and teaching of management. To make this case, they provide background information about course portfolios, including origins, defining features, purposes, and potential benefits. They then identify actual portfolio projects…

  3. The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?

    ERIC Educational Resources Information Center

    Nathanson, Craig; Paulhus, Delroy L.; Williams, Kevin M.

    2004-01-01

    Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between…

  4. Experimental Design, Near-Infrared Spectroscopy, and Multivariate Calibration: An Advanced Project in a Chemometrics Course

    ERIC Educational Resources Information Center

    de Oliveira, Rodrigo R.; das Neves, Luiz S.; de Lima, Kassio M. G.

    2012-01-01

    A chemometrics course is offered to students in their fifth semester of the chemistry undergraduate program that includes an in-depth project. Students carry out the project over five weeks (three 8-h sessions per week) and conduct it in parallel to other courses or other practical work. The students conduct a literature search, carry out…

  5. Second Helping: An Advanced Enrichment Course for Family Child Care Providers. Program Information Package. [Revised.

    ERIC Educational Resources Information Center

    Windflower Enterprises, Colorado Springs, CO.

    Second Helping is a 32-hour, 4-module course designed by and for family child care providers to address issues of concern to the provider, such as individual well-being, business skills, family relations, and child development. This booklet discusses the Second Helping family child care provider training course and outlines the qualifications…

  6. How Course Portfolios Can Advance the Scholarship and Practice of Management Teaching

    ERIC Educational Resources Information Center

    New, J. Randolph; Clawson, James G.; Coughlan, Richard S.; Hoyle, Joe Ben

    2008-01-01

    The authors believe the development, peer review, and sharing of course portfolios can significantly improve the scholarship and teaching of management. To make this case, they provide background information about course portfolios, including origins, defining features, purposes, and potential benefits. They then identify actual portfolio projects…

  7. Female and Male Modes of Rhetoric in an Advanced Composition Course.

    ERIC Educational Resources Information Center

    Lamb, Catherine E.

    A college composition course based on teaching the difference between male and female modes of rhetoric offers advantages over the traditional course in reference, persuasive, and expressive discourse: the appeal to student emotion provided by the terms "female" and "male," and the clarity of the terms in delineating the…

  8. Experimental Design, Near-Infrared Spectroscopy, and Multivariate Calibration: An Advanced Project in a Chemometrics Course

    ERIC Educational Resources Information Center

    de Oliveira, Rodrigo R.; das Neves, Luiz S.; de Lima, Kassio M. G.

    2012-01-01

    A chemometrics course is offered to students in their fifth semester of the chemistry undergraduate program that includes an in-depth project. Students carry out the project over five weeks (three 8-h sessions per week) and conduct it in parallel to other courses or other practical work. The students conduct a literature search, carry out…

  9. Integrating advanced writing content into a scholarly inquiry in nursing course.

    PubMed

    Mandleco, Barbara L; Bohn, Christina; Callister, Lynn C; Lassetter, Jane; Carlton, Troy

    2012-02-17

    Since there are few data examining methods to help students learn to write in a scholarly manner, the purposes of this project were to (1) evaluate students' learning of writing content integrated into a Scholarly Inquiry in Nursing course by examining differences in scores on a writing assessment taken at the beginning and end of the course; and (2) examine student confidence ratings relative to writing to see if it improved during the course. After obtaining IRB approval and informed consent, the CLIPS pre and post assessment mean scores of 82 students in a Scholarly Inquiry in Nursing course were compared using the Wilcoxon signed-rank test. Confidence ratings in formal and informal writing were also obtained from a subsample of 47 students. Mean scores improved in 12 out of 26 assessment categories related to punctuation, correct usage of words, and sentence construction. Student mean confidence ratings increased each month.

  10. Advanced Maintenance Officer Training - A Focus on AMMOS: Return on Investment...Staying the Course

    DTIC Science & Technology

    2010-02-17

    course that we target our bright and shiny MX officers to attend. Keeping it competitive is good, but the 33 current level of competitiveness...some first lieutenants, assuming they’ve been in the career field the whole time. The AMMOS program looks good on paper but falls extremely...course, and in light of diminishing personnel resources, the training investment in terms of time, costs, and loss of personnel for approximately 4

  11. Distance-Learning for Advanced Military Education: Using Wargame Simulation Course as an Example

    ERIC Educational Resources Information Center

    Keh, Huan-Chao; Wang, Kuei-Min; Wai, Shu-Shen; Huang, Jiung-yao; Hui, Lin; Wu, Ji-Jen

    2008-01-01

    Distance learning in advanced military education can assist officers around the world to become more skilled and qualified for future challenges. Through well-chosen technology, the efficiency of distance-learning can be improved significantly. In this paper we present the architecture of Advanced Military Education-Distance Learning (AME-DL)…

  12. CEEB Advanced Placement Mathematics Examination Results and Performance in First-Quarter UW Calculus Course.

    ERIC Educational Resources Information Center

    de Wolf, Virginia A.

    Freshmen placed into the second or third quarter of the first year calculus sequence at the University of Washington were studied. Two major findings were: freshmen eligible for advanced placement earned mean mathematics Grade Point Averages (GPAs) which were quite high; and advanced placement students earned mean mathematics GPAs substantially…

  13. Evaluation of the Effectiveness of an Advance Organizer in a Medical Microbiology Course.

    ERIC Educational Resources Information Center

    Slock, James A.; And Others

    1980-01-01

    An advance organizer is a set of conceptual statements about the unifying ideas of a topic in terms already familiar to the learner. A study is reported that sought to determine whether two presentations of an advance organizer for a unit on pathogenic bacteria would result in increasing medical students' knowledge and ability to solve problems in…

  14. Distance-Learning for Advanced Military Education: Using Wargame Simulation Course as an Example

    ERIC Educational Resources Information Center

    Keh, Huan-Chao; Wang, Kuei-Min; Wai, Shu-Shen; Huang, Jiung-yao; Hui, Lin; Wu, Ji-Jen

    2008-01-01

    Distance learning in advanced military education can assist officers around the world to become more skilled and qualified for future challenges. Through well-chosen technology, the efficiency of distance-learning can be improved significantly. In this paper we present the architecture of Advanced Military Education-Distance Learning (AME-DL)…

  15. Influence of financial subsidy and venue on advanced cardiac life support courses, in the learning of cardiovascular emergency.

    PubMed

    Miotto, Heberth C; Goulart, Eugênio M A; Amaral, Carlos Faria Santos; Moreira, Maria da Consolação V

    2008-03-01

    The success in learning of emergency depends on many factors that can be summarized as: student, instructors and course. To evaluate the influence of financial subsidy and venue of course in learning cardiovascular emergency. Data were analyzed regarding the courses of Advanced Cardiac Life Support (ACLS) in the period from December 2005 to December 2006. In agreement with the financial subsidy, they were divided in: group 1 - integral subsidy; group 2 - subsidy of 50%; and group 3 - without subsidy. As for the venue of the course, they were divided in: locality A - study in city with> 1 million inhabitants; and locality B - study in city with <1 million inhabitants. The practical and theoretical approval and the theoretical average were compared. 819 students participated in ACLS: 199 (24%) in group 1, 122 (15%) in 2 and 498 (61%) in 3. The practical and theoretical approval and the average in the theoretical exam were greater in group 3 than in other groups (p <0.05). Four hundred and eighty two (482) took the course in venue A (59%) and 337 (41%) in venue B. The practical approval was similar for both groups (p = 0.33), however the theoretical approval was greater in venue A (73% vs. 65% - p = 0.021 - OR = 1.44 and IC: 1.05 - 1.97). The theoretical average was greater in venue A (87.1 +/- 10.4 and 86 +/- 11, respectively p <0.05). The financial subsidy and venue of the course had influence in the theoretical and practical approval.

  16. How-to-Do-It: Using Essays from "Mayonnaise and the Origin of Life & Natural Acts" in an Advanced Placement Biology Course.

    ERIC Educational Resources Information Center

    Matray, Paul

    1989-01-01

    Discussed is the value of using essays and other popular writings as supplemental material for advanced placement biology courses. Their value as motivators and as views of the everyday work of scientists is stressed. (CW)

  17. Accuracy improvement capability of advanced projectile based on course correction fuze concept.

    PubMed

    Elsaadany, Ahmed; Wen-jun, Yi

    2014-01-01

    Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion.

  18. Accuracy Improvement Capability of Advanced Projectile Based on Course Correction Fuze Concept

    PubMed Central

    Elsaadany, Ahmed; Wen-jun, Yi

    2014-01-01

    Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion. PMID:25097873

  19. Studio in Advertising Design, Fashion Design and Illustration, Product Design, Stage Design. Volume 3: Advanced Elective Courses in Art for Grades 10, 11, or 12.

    ERIC Educational Resources Information Center

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

    The document provides teaching guidelines and information on advance elective courses in a studio art program for grades 10, 11, and 12. The courses are presented in four sections: (1) studio in advertising design--advertising and production, lettering, illustrating, and color reproduction; (2) studio in fashion design and illustration--elements…

  20. Studio in Advertising Design, Fashion Design and Illustration, Product Design, Stage Design. Volume 3: Advanced Elective Courses in Art for Grades 10, 11, or 12.

    ERIC Educational Resources Information Center

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

    The document provides teaching guidelines and information on advance elective courses in a studio art program for grades 10, 11, and 12. The courses are presented in four sections: (1) studio in advertising design--advertising and production, lettering, illustrating, and color reproduction; (2) studio in fashion design and illustration--elements…

  1. Czech Basic Course: Advanced Phase (Air Force), Lessons 1-23 and Supplementary Materials.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    The purpose of this volume is to acquaint students of the Defense Language Institute's "Czech: Basic Course" with specialized Air Force terminology. Twenty-three lessons focusing on military procedures and terminology are included. The lessons include Czech and English texts of a dialogue, reading passages, and a word list. An appendix contains…

  2. Students in Rural Schools Have Limited Access to Advanced Mathematics Courses. Issue Brief No. 7

    ERIC Educational Resources Information Center

    Graham, Suzanne E.

    2009-01-01

    This Carsey brief reveals that students in rural areas and small towns have less access to higher-level mathematics courses than students in urban settings, which results in serious educational consequences, including lower scores on assessment tests and fewer qualified students entering science, technology, engineering, and mathematics (STEM) job…

  3. Programs and Practices: Students' Historical Understandings in International Baccalaureate, Advanced Placement and Regular World History Courses

    ERIC Educational Resources Information Center

    Ryter, Di

    2015-01-01

    World history has become increasingly important and has often been a required course for high school students in the United States. This multi-case study provides examples and descriptions of students' demonstration of historical understandings. It also includes multiple perspectives and experiences of world history students and teachers, and…

  4. Czech Basic Course: Advanced Phase (Air Force), Lessons 1-23 and Supplementary Materials.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    The purpose of this volume is to acquaint students of the Defense Language Institute's "Czech: Basic Course" with specialized Air Force terminology. Twenty-three lessons focusing on military procedures and terminology are included. The lessons include Czech and English texts of a dialogue, reading passages, and a word list. An appendix contains…

  5. Charting a Course to Advance Educators' Knowledge and Perceptions of Climate Change

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

    The Next Generation Science Standards presents climate change as a crosscutting concept with applicability across all domains of science. It is therefore important that both formal and informal environmental and science educators have an understanding of the science of climate change. This research study examined changes in knowledge and perceptions about climate change held by fifteen graduate students as they participated in an elective course on global climate change education in an environmental education masters program. The students in this study, typical of many environmental education students, had diverse backgrounds and several had weak academic preparation in science. Modules from a NASA Innovations in Climate Education project, Climate Science Investigations: South Florida (CSI), were piloted throughout the course. Students also learned to develop evidence-based scientific arguments, which is a key practice integrated throughout the new science standards. Students' knowledge of and perceptions about climate change significantly increased after completing the course as measured by a pre-post administration of the Climate Science Inventory of Knowledge and Inventory of Perceptions About Climate Change. Students' journals were analyzed for insights on the effectiveness of the curriculum and instructional approach of the course. Students reported that the argumentation project contributed most to their understanding of the science. Because these students will pursue informal and formal environmental education careers, this study has important implications for the communication of science, and climate change in particular, in the context of public environmental education and formal school settings.

  6. The Advance of the MOOCs (Massive Open Online Courses): The Impending Globalisation of Business Education?

    ERIC Educational Resources Information Center

    Clarke, Thomas

    2013-01-01

    Purpose: The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.…

  7. Advanced Career (AC) Curricula: Teachers and Students Enthusiastic about Challenging, Project-Based Courses

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2013

    2013-01-01

    To keep pace with accelerating technology and workplace expectations, high school and technology center students need access to high-level programs and courses that open the doors to further education and careers. The Southern Regional Education Board (SREB) and nine states have launched a far-reaching program to provide rigorous and relevant…

  8. Reactivity III: An Advanced Course in Integrated Organic, Inorganic, and Biochemistry

    ERIC Educational Resources Information Center

    Schaller, Chris P.; Graham, Kate J.; Jakubowski, Henry V.

    2017-01-01

    Reactivity III is a new course that presents chemical reactions from the domains of organic, inorganic, and biochemistry that are not readily categorized by electrophile-nucleophile interactions. Many of these reactions involve the transfer of a single electron, in either an intermolecular fashion in the case of oxidation/reduction reactions or an…

  9. Energy and Environmental Technology: An Advanced College Course for Secondary School Teachers.

    ERIC Educational Resources Information Center

    Kimmel, Howard S.; And Others

    1980-01-01

    Describes a course to present secondary teachers with an overview of the energy problem and provide technical background required for an understanding of energy conservation methods and future alternatives. Emphasis placed on subject matter that can be incorporated into secondary school curricula. (Author/JN)

  10. Exploring Interactive and Dynamic Simulations Using a Computer Algebra System in an Advanced Placement Chemistry Course

    ERIC Educational Resources Information Center

    Matsumoto, Paul S.

    2014-01-01

    The article describes the use of Mathematica, a computer algebra system (CAS), in a high school chemistry course. Mathematica was used to generate a graph, where a slider controls the value of parameter(s) in the equation; thus, students can visualize the effect of the parameter(s) on the behavior of the system. Also, Mathematica can show the…

  11. The Advance of the MOOCs (Massive Open Online Courses): The Impending Globalisation of Business Education?

    ERIC Educational Resources Information Center

    Clarke, Thomas

    2013-01-01

    Purpose: The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.…

  12. Exploring Interactive and Dynamic Simulations Using a Computer Algebra System in an Advanced Placement Chemistry Course

    ERIC Educational Resources Information Center

    Matsumoto, Paul S.

    2014-01-01

    The article describes the use of Mathematica, a computer algebra system (CAS), in a high school chemistry course. Mathematica was used to generate a graph, where a slider controls the value of parameter(s) in the equation; thus, students can visualize the effect of the parameter(s) on the behavior of the system. Also, Mathematica can show the…

  13. Ecology as the Theme of a High School Advanced Biology Course

    ERIC Educational Resources Information Center

    Phillips, Lida

    1977-01-01

    This article describes an ecology course based upon the concepts of diversity and dynamic interaction. Most of the class time is spent doing field or laboratory activities; students assume most of the preparation and participation responsibilities. Activities include aquatic studies, museum visits, and terrestrial studies. (MA)

  14. Taking Center Stage: Lessons of Austrian Comedy in an Advanced German Course

    ERIC Educational Resources Information Center

    Parkes, Lisa

    2012-01-01

    This article focuses on approaches to teaching dramatic comedy in an upper-level undergraduate course. In particular, it outlines how the genre of comedy permits a special focus on Austria, where the rich tradition of comedy holds a prominent place in German-speaking Europe. I argue that dramatic comedy grants language learners a unique…

  15. Advanced Course Enrollment and Performance in Washington State: Comparing Spanish-Speaking Students with Other Language Minority Students and English-Only Speakers. REL 2017-220

    ERIC Educational Resources Information Center

    Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

    2017-01-01

    Students who take advanced courses in high school are more likely to enroll and persist in college. This report describes patterns in advanced coursetaking among three groups of students in Washington state: Spanish-speaking students, other language minority students whose primary or home language is not Spanish, and English-only speakers. This…

  16. "I'm Not Going to Be, Like, for the AP": English Language Learners' Limited Access to Advanced College-Preparatory Courses in High School

    ERIC Educational Resources Information Center

    Kanno, Yasuko; Kangas, Sara E. N.

    2014-01-01

    Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high…

  17. An Assessment of the Perceived Utility of the USAWC Advanced Course in Executive Skills Applications.

    DTIC Science & Technology

    1987-04-30

    skills needs personal feedback. I later had the opportunity to take LDI with 15 students and 7 instructors/facilitator. We hit Myers Briggs/ FIRO - B and...approximately one year after completion of the course to obtain current student perceptions of the utility of the material presented. I -, =% b % i L’I...creative problem solving. Keep up the excellent work as constructive management skills provide a more knowledgeable leader." b . "The only thing I

  18. Organ and tissue donation in migrants: advanced course for cross-cultural mediators.

    PubMed

    Potenza, R; Guermani, A; Grosso, M; Fossarello, L; Fontaneto, C; Casciola, A; Donadio, P P

    2013-09-01

    Between 2004 and 2010 in Piedmont (Italy Northern Region) 1556 brain-death situations were reported, including 113 (7.3%) in migrants as potential organ and tissue donors. The health staff often has to face migrants, who show great cultural differences and language difficulties. The Molinette Hospital Customer Care Service, the Piedmont Regional Tissue and Organ Procurement Coordination Agency (RPC), and the Cross-Cultural Mediators Association (CMA) organized a special course for intercultural mediators, to decrease misunderstandings between the health staff and the migrants' families and to improve professional communication. In 2011, 28 cultural-linguistic mediators representing different groups of migrants in Piemonte took part in a specific course. Over a 5 month period they were informed about emotional and communicative aspects, proper to the moment of death, as well as organ donation as an intercultural field, the professional role of the mediator, the clinical and forensic aspects of brain death and donation, and the psychological aspects of organ donation. The course was organized by cultural-linguistic mediators of the CMA, the staff of the RPC and the teachers at Turin University. The list of the 21 mediators who passed the final exam was given to organ and tissue donation hospital co-ordinators in Piedmont, so that if necessary, they could obtain the cooperation of these qualified people.

  19. Invited commentary: integrating a life-course perspective and social theory to advance research on residential segregation and health.

    PubMed

    Osypuk, Theresa L

    2013-02-15

    Research on racial residential segregation and health typically uses multilevel, population-based, slice-in-time data. Although research using this approach, including that by Kershaw et al. (Am J Epidemiol. 2013;177(4):299-309), has been valuable, I argue that to advance our understanding of how residential segregation influences health and health disparities, it is critical to incorporate a life-course perspective and integrate social theory. Applying a life-course perspective would entail modeling transitions, cumulative risk, and developmental and dynamic processes and mechanisms, as well as recognizing the contingency of contextual effects on different social groups. I discuss the need for analytic methods appropriate for modeling health effects of distal causes experienced across the life course, such as segregation, that operate through multiple levels and sequences of mediators, potentially across decades. Sociological theories of neighborhood attainment (e.g., segmented assimilation, ethnic resurgence, and place stratification theories) can guide effect-modification tests to help illuminate health effects resulting from intersections of residential processes, race/ethnicity, immigration, and other social determinants of health. For example, nativity and immigration history may crucially shape residential processes and exposures, but these have received limited attention in prior segregation-health literature.

  20. Using the Student Research Project to Integrate Macroeconomics and Statistics in an Advanced Cost Accounting Course

    ERIC Educational Resources Information Center

    Hassan, Mahamood M.; Schwartz, Bill N.

    2014-01-01

    This paper discusses a student research project that is part of an advanced cost accounting class. The project emphasizes active learning, integrates cost accounting with macroeconomics and statistics by "learning by doing" using real world data. Students analyze sales data for a publicly listed company by focusing on the company's…

  1. Factors Influencing Women's Decisions to Enroll in Advanced Mathematics Courses. Final Report.

    ERIC Educational Resources Information Center

    Stallings, Jane; Robertson, Anne

    This study was designed to identify the factors that relate to the decisions of females in secondary education to elect or decline advanced instruction in mathematics. The final sample included 91 classrooms in 11 high schools, with the focus of the investigation upon 489 students in 22 geometry classes. The findings indicate that the most…

  2. Having the AP Conversation: Why It's Time to Re-Evaluate Advanced Placement Courses

    ERIC Educational Resources Information Center

    Weaver, Roger

    2010-01-01

    Since its widespread emergence in the mid-1960s, the Advanced Placement (AP) curriculum has successfully established and maintained an identity as the gold standard of transcript currency for college preparatory schools. It is something that nearly all independent school parents and students believe they understand and clearly expect, and it is…

  3. Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

    ERIC Educational Resources Information Center

    Draper, Alison J.

    2004-01-01

    An active service-learning research work is conducted in the field of advanced environmental chemistry. Multiple projects are assigned to students, which promote individual learning skills, self-confidence as scientists, and a deep understanding of the environmental chemist's profession.

  4. Fostering Reflective Writing and Interactive Exchange through Blogging in an Advanced Language Course

    ERIC Educational Resources Information Center

    Lee, Lina

    2010-01-01

    Blog technology is a potential medium for encouraging reflective writing through self-expression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners' language competence. The study involved seventeen university students at advanced level who kept…

  5. More training modules for an advanced interactive course on optical design

    NASA Astrophysics Data System (ADS)

    Blandford, Brian; Malaka, Heidi

    2009-06-01

    The purpose of this paper is to explain in more detail some of the ideas first presented at earlier Institute of Physics and S.P.I.E. conferences, and to give an update on the work that has been done by the authors and others to develop online tutorial materials, particularly for those who do not intend to specialise in optical design. The latest additions to these courses, involving real lens design and analysis tasks, are now available on the Ancient and Modern Optics web site in unrestricted download format.

  6. Teaching Mission Orders in Officer Advance Course Instruction: Reality or Myth?

    DTIC Science & Technology

    1989-06-02

    UL2.DA, (1986), p. 22. 5. FM 100-5, 0 1jrjijj, (1986), p.22. 6. FM 100-5, et , (1986), pp. 15-16. 7. David K. Berlo , The Process of Communication...34 (Fort Leavenworth, KS: School of Advanced Military Studies, 1984), p. 31. 30. David K. Berlo , The Process of Communication. (San Francisco: Holt...Navato: Presidio Press, 1986. Berlo , David K. The Process of CMMniCatign. San Francisco: Holt, Rinehart and Winston, Inc., 1960. Bloomfield, Leonard

  7. Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

    PubMed Central

    2005-01-01

    Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a “state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels. PMID:16341261

  8. Advances in medical education and practice: role of massive open online courses.

    PubMed

    Goldberg, Lynette R; Crocombe, Leonard A

    2017-01-01

    Massive open online courses (MOOCs) are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1) increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2) provide ready access to continuing professional, and interprofessional, education, and 3) explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and analysis, obtained nationally and internationally, has the potential to assist in greater understanding of the risk for diseases and their prevention, with this translating into medical education, and authentic, patient- and family

  9. Advances in medical education and practice: role of massive open online courses

    PubMed Central

    Goldberg, Lynette R; Crocombe, Leonard A

    2017-01-01

    Massive open online courses (MOOCs) are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1) increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2) provide ready access to continuing professional, and interprofessional, education, and 3) explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and analysis, obtained nationally and internationally, has the potential to assist in greater understanding of the risk for diseases and their prevention, with this translating into medical education, and authentic, patient- and family

  10. Advanced Renal Failure in Patients with Sickle Cell Anemia: Clinical Course and Prognosis

    PubMed Central

    Cruz, Iluminado A.; Hosten, Adrian O.; Dillard, Martin G.; Castro, Oswaldo L.

    1982-01-01

    Advanced renal failure occurred in nine adult sickle cell disease patients. There were six men and three women with a mean age of 38.6 years. Eight patients had homozygous SS disease, one had sickle cell thalassemia. Three patients had acute renal failure from which they partially recovered. Six developed endstage kidney disease requiring dialysis. Two of these received a kidney transplant, and there was one death in the immediate postoperative period. Angina pectoris, hyperkalemia, and severe anemia complicated chronic dialysis, suggesting that early transplantation should be considered for sickle cell anemia patients with renal failure. PMID:6757451

  11. The Social Structuring of Mental Health over the Adult Life Course: Advancing Theory in the Sociology of Aging.

    PubMed

    Clarke, Philippa; Marshall, Victor; House, James; Lantz, Paula

    2011-06-01

    The sociology of aging draws on a broad array of theoretical perspectives from several disciplines, but rarely has it developed its own. We build on past work to advance and empirically test a model of mental health framed in terms of structural theorizing and situated within the life course perspective. Whereas most prior research has been based on cross-sectional data, we utilize four waves of data from a nationally representative sample of American adults (Americans' Changing Lives Study) collected prospectively over a 15-year period and find that education, employment and marital status, as well as their consequences for income and health, effectively explain the increase in depressive symptoms after age 65. We also found significant cohort differences in age trajectories of mental health that were partly explained by historical increases in education. We demonstrate that a purely structural theory can take us far in explaining later life mental health.

  12. The Social Structuring of Mental Health over the Adult Life Course: Advancing Theory in the Sociology of Aging

    PubMed Central

    Clarke, Philippa; Marshall, Victor; House, James; Lantz, Paula

    2011-01-01

    The sociology of aging draws on a broad array of theoretical perspectives from several disciplines, but rarely has it developed its own. We build on past work to advance and empirically test a model of mental health framed in terms of structural theorizing and situated within the life course perspective. Whereas most prior research has been based on cross-sectional data, we utilize four waves of data from a nationally representative sample of American adults (Americans' Changing Lives Study) collected prospectively over a 15-year period and find that education, employment and marital status, as well as their consequences for income and health, effectively explain the increase in depressive symptoms after age 65. We also found significant cohort differences in age trajectories of mental health that were partly explained by historical increases in education. We demonstrate that a purely structural theory can take us far in explaining later life mental health. PMID:22081728

  13. Students' perceptions of the non-academic advantages and disadvantages of participation in Advanced Placement courses and International Baccalaureate programs.

    PubMed

    Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M

    2009-01-01

    In-depth interviews of students with qualitative analysis of the responses were used to explore perceptions of the non-academic advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, and differences between the AP and IB programs in those perceptions. Results revealed that benefits of participation, including pride in completing more challenging work, similarity and special bonds among participants, better treatment (more respect and responsibility) from teachers, better overall class atmosphere, and preference for AP and IB courses were consistent across schools and between programs. Also consistent were the disadvantages students reported, with marked differences in the intensity of disadvantages between the AP and IB programs. Specifically, as the amount of time students spent in homogeneously grouped settings increased, so did the workload, the intensity of the perceived social/emotional disadvantages of the workload, the perceived range of negative feelings between participants and non-participants, and the perceived negativity of participant strereotypes.

  14. Can Individualized Learning Plans in an advanced clinical experience course for fourth year medical students foster Self-Directed Learning?

    PubMed

    Chitkara, Maribeth B; Satnick, Daniel; Lu, Wei-Hsin; Fleit, Howard; Go, Roderick A; Chandran, Latha

    2016-09-01

    Residency programs have utilized Individualized Learning Plans (ILPs) to customize resident education while undergraduate medical education has not done so in a meaningful way. We discuss the use of ILPs within a fourth year medical school course to facilitate self-directed learning (SDL). At Stony Brook University School of Medicine, an ILP component was added to the Advanced Clinical Experience (ACE) course for fourth year students. Each completed an ILP outlining personal learning goals and strategies to achieve them. An adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) (Duncan T and McKeachie W, Educ Psych 40(2):117-128, 2005 and Cook DA et al., Med Ed 45:1230-1240, 2011) was used to measure success of ILPs in improving SDL. Qualitative data analysis was conducted on the ILPs and self-reflections. Forty-eight students participated. Two of the four SDL sub-domains identified on the MSLQ showed improvement; self-efficacy (p = .001) and self-regulation (p = .002). 'Medical Knowledge' was the competency most frequently identified as an area of concentration (90 %) and professionalism was selected least frequently (4 %). A higher percentage (83 %) of students who reported complete achievement of their ILP goals also reported feeling better prepared for entering residency. ILPs improve SDL strategies among medical students and may serve as useful tools to help shape future learning goals as they transition to residency training.

  15. Massive peritoneal cavity calcification in the course of advanced ovarian cancer: a case report.

    PubMed

    Wójcik, Gustaw; Piskorz, Jolanta; Bulikowski, Włodzimierz

    2015-06-01

    Ovarian cancer usually does not give any clinical signs until it reaches a large size. This condition is often associated with the occurrence of metastases within the peritoneal cavity, pelvic and abdominal cavities. Ovarian cancer can spread by intraperitoneal implantation, by way of the lymphatic system, and also through the systemic circulation. Even when the tumor reaches a large size, the symptoms are not specific and may resemble other ailments. Therefore, ovarian cancer is detected in most cases only in the third and fourth level of advancement. Peritoneal calcification occurs in many diseases. The degree of calcium deposits is usually small and does not give clinical symptoms. In the reported case, computed tomography of the abdomen showed numerous scattered peritoneal calcifications of irregular shape as well as massive calcification in the uterus and appendages. In the detection of changes associated with calcification, multidetectory computed tomography shows a very high sensitivity. It makes the precise location and assessment of the extent of changes possible.

  16. Invention and Innovation: A Standards-Based Middle School Model Course Guide. Advancing Technological Literacy: ITEA Professional Series

    ERIC Educational Resources Information Center

    International Technology Education Association (ITEA), 2005

    2005-01-01

    This guide presents a model for a standards-based contemporary technology education course for the middle school. This model course guide features an exploratory curriculum thrust for a cornerstone middle level course. It provides teachers with an overview of the concept, suggestions for planning the course, and ideas for developing…

  17. Factors relating to the perceived management of emergency situations: a survey of former Advanced Life Support course participants' clinical experiences.

    PubMed

    Rasmussen, Maria B; Tolsgaard, Martin G; Dieckmann, Peter; Issenberg, S Barry; Ostergaard, Doris; Søreide, Eldar; Rosenberg, Jens; Ringsted, Charlotte V

    2014-12-01

    This study explored individual, team, and setting factors associated with the quality of management of in-hospital emergency situations experienced by former Advanced Life Support (ALS) course participants. This study was a survey of former ALS course participants' long-term experience of management of in-hospital, emergency situations. The survey was carried out in 2012 in Denmark and Norway. A questionnaire was send to 526 potential responders and (281/479 × 100) 58.7% responded. The results demonstrated that 75% of the emergency situations were perceived as "managed well". In general, the responders' confidence in being ALS providers was high, mean 4.3 (SD 0.8), scale 1-5. Significant differences between the perceived "well" and "not well" managed situations were found for all questions, p<0.001. The largest differences related to perception of co-workers' ability to apply ALS principles, the team atmosphere and communication. Responders' ratings of quality of management of emergency situations increased with intensity of setting. However, the 'clinical setting' was rated significantly lower as attributor to ability to apply ALS principles compared to 'co-workers familiarity with ALS principles', 'own confidence as ALS-provider' and 'own social/inter-personal skills'. The results of this survey emphasise that ALS providers' perceived ability to apply ALS skills were substantially affected by teamwork skills and co-workers' skills. Team related factors associated with successful outcome were related to clear role distribution, clear inter-personal communication and attentive listening, as well as respectful behaviour and positive team atmosphere. Although intensity of setting was attributed to ability to apply ALS principles, this did not affect management of emergency situations to the same extent as individual and team factors. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  18. Networks of Encouragement: Who's Encouraging Latina/o Students and White Students to Enroll in Honors and Advanced-Placement (AP) Courses?

    ERIC Educational Resources Information Center

    Witenko, Vanessa; Mireles-Rios, Rebeca; Rios, Victor M.

    2017-01-01

    Using affiliation network data collected at a large high school, this study examined differences between who encourages Latina/o and White students to enroll in advanced courses. Previous research has shown a positive association between emotional support and academic achievement, and thus, this study shifts the focus from who informs students to…

  19. An Exploration of Student and Teacher Social Presence in Asynchronous Discussion in an Online Advanced Placement Course for Rural High School Students

    ERIC Educational Resources Information Center

    de la Varre, Claire

    2012-01-01

    This study used a social presence construct derived from the Community of Inquiry (COI) framework, with cohesive, affective, and interactive components, to explore online discussion in an Advanced Placement course for rural high school students. The COI is based on the underlying theoretical framework of social constructivism, where interaction is…

  20. Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099

    ERIC Educational Resources Information Center

    Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary

    2015-01-01

    The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…

  1. A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

    ERIC Educational Resources Information Center

    Jin, Qiushuang; Shi, Qian

    2008-01-01

    This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

  2. Free Radical Addition Polymerization Kinetics without Steady-State Approximations: A Numerical Analysis for the Polymer, Physical, or Advanced Organic Chemistry Course

    ERIC Educational Resources Information Center

    Iler, H. Darrell; Brown, Amber; Landis, Amanda; Schimke, Greg; Peters, George

    2014-01-01

    A numerical analysis of the free radical addition polymerization system is described that provides those teaching polymer, physical, or advanced organic chemistry courses the opportunity to introduce students to numerical methods in the context of a simple but mathematically stiff chemical kinetic system. Numerical analysis can lead students to an…

  3. A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

    ERIC Educational Resources Information Center

    Jin, Qiushuang; Shi, Qian

    2008-01-01

    This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

  4. Les Chansons de la Francophonie Web Site and Its Two Web-Usage-Tracking Systems in an Advanced Listening Comprehension Course

    ERIC Educational Resources Information Center

    Weinberg, Alysse

    2005-01-01

    The "Les Chansons de la francophonie" web site is based on French songs and was developed using HTML and JavaScript for the advanced French Comprehension Course at the Second Language Institute of the University of Ottawa. These interactive listening activities include true-false and multiple-choice questions, fill in the blanks,…

  5. Free Radical Addition Polymerization Kinetics without Steady-State Approximations: A Numerical Analysis for the Polymer, Physical, or Advanced Organic Chemistry Course

    ERIC Educational Resources Information Center

    Iler, H. Darrell; Brown, Amber; Landis, Amanda; Schimke, Greg; Peters, George

    2014-01-01

    A numerical analysis of the free radical addition polymerization system is described that provides those teaching polymer, physical, or advanced organic chemistry courses the opportunity to introduce students to numerical methods in the context of a simple but mathematically stiff chemical kinetic system. Numerical analysis can lead students to an…

  6. From "Producing" to "Consuming" Research: Incorporating Evidence-Based Practice into Advanced Research Courses in a Master of Social Work Program

    ERIC Educational Resources Information Center

    Yankeelov, Pamela A.; Sar, Bibhuti K.; Antle, Becky F.

    2010-01-01

    Schools of social work have begun to explore teaching evidence-based practice (EBP) across their curriculum. Although the current literature offers ideas on how to incorporate EBP in foundation research and practice courses, the literature seems nonexistent on how to teach EBP in an advanced research sequence, which could clearly address the…

  7. Les Chansons de la Francophonie Web Site and Its Two Web-Usage-Tracking Systems in an Advanced Listening Comprehension Course

    ERIC Educational Resources Information Center

    Weinberg, Alysse

    2005-01-01

    The "Les Chansons de la francophonie" web site is based on French songs and was developed using HTML and JavaScript for the advanced French Comprehension Course at the Second Language Institute of the University of Ottawa. These interactive listening activities include true-false and multiple-choice questions, fill in the blanks,…

  8. A Suggested Syllabus for the Advanced Level English Course at Gendarmerie Schools Command in Accordance with NATO STANAG 6001 Level 3 Perspective

    ERIC Educational Resources Information Center

    Solak, Ekrem

    2010-01-01

    The aim of this study is to prepare a suggested syllabus in accordance with NATO Stanag 6001 Level 3 perspective for the Advanced Level English Course at Gendarmerie Schools Command which is subordinate to Gendarmerie General Command. It is believed that this study will contribute to other studies in the context of NATO Stanag 6001 language…

  9. Trends in Advanced Mathematics and Science Course Taking and Achievement among ACT-Tested High School Students: 1987-1996.

    ERIC Educational Resources Information Center

    McLure, Gail T.; Sun, Anji; Valiga, Michael J.

    This study investigated changes between 1987 and 1996 in the proportions of ACT-tested students taking or planning to take high school mathematics and science courses prior to high school graduation. The changes in course-taking patterns among racial/ethnic and gender subgroups were also compared. The seven courses studied were Algebra II,…

  10. Advancing beyond AP Courses

    ERIC Educational Resources Information Center

    Hammond, Bruce G.

    2008-01-01

    According to this author, a quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's…

  11. Updates on surgical management of advanced gastric cancer: new evidence and trends. Insights from the First International Course on Upper Gastrointestinal Surgery--Varese (Italy), December 2, 2011.

    PubMed

    Rausei, Stefano; Dionigi, Gianlorenzo; Sano, Takeshi; Sasako, Mitsuru; Biondi, Alberto; Morgagni, Paolo; Garofalo, Alfredo; Boni, Luigi; Frattini, Francesco; D'Ugo, Domenico; Preston, Shaun; Marrelli, Daniele; Degiuli, Maurizio; Capella, Carlo; Sacco, Rosario; Ruspi, Laura; De Manzoni, Giovanni; Roviello, Franco; Pinotti, Graziella; Rovera, Francesca; Noh, Sung Hoon; Coit, Daniel; Dionigi, Renzo

    2013-11-01

    Between the Ninth International Gastric Cancer Congress (IGCC) in South-Korea (Seoul, 2011) and the Tenth IGCC in Italy (Verona, 2013), the Insubria University organized the First International Course on Upper Gastrointestinal Surgery (Varese, December 2, 2011), with the patronage of Italian Research Group for Gastric Cancer (IRGGC) and the International Gastric Cancer Association (IGCA). The Course was intended to be a comprehensive update and review on advanced gastric cancer (GC) staging and treatment from well-known international experts. Clinical, research, and educational aspects of the surgeon's role in the era of stage-adapted therapy were discussed. As highlighted in the meeting, in this final document we summarize and thoroughly analyze (with references only for well-acquired randomized control trials) the new and old open problems in surgical management of advanced GC. Between the Ninth (Seoul, 2011) and the Tenth (Verona,2013) International Gastric Cancer Congress, the First International Course on Upper Gastrointestinal Surgery (Varese, December 2, 2011) was organized by the University of Insubria. This congress received the patronage of the International Gastric Cancer Association and the Italian Research Group for Gastric Cancer. The aim was to discuss open issues in surgical management of advanced gastric malignancies. We considered the opinions of several recognized experts in the field from both the Eastern and Western world, focused on definition problems and oncological and technical issues to define the current principles of advanced gastric cancer (GC) surgery.

  12. Whole abdomen radiation therapy after a short chemotherapy course and second-look laparotomy in advanced ovarian cancer

    SciTech Connect

    Franchin, G.; Tumolo, S.; Scarabelli, C.; De Paoli, A.; Boz, G.; Crivellari, D.; Arcicasa, M.; Bortolus, R.; Gobitti, C.; Minatel, E. )

    1991-06-01

    From April 1983 through December 1989, 42 consecutive patients with diagnosis of epithelial ovarian carcinoma were initially managed by aggressive surgery and three courses of endoperitoneal cis-platinum-based chemotherapy followed by an alternating combination chemotherapy and second-look laparotomy. Patients with residual tumor less than or equal to 2 cm subsequently received whole abdominal radiation therapy (WAR). Twenty-eight patients (42% with no residual disease, 21% with microscopic disease, and 36% with residual disease less than 2 cm) were eligible for WAR. WAR was delivered using an open-field technique up to 22 Gy in 20 fractions followed by a pelvic boost of 18 Gy in 10 fractions. The kidneys were shielded posteriorly at 1100 cGy; hepatic shields were not added. One patient did not complete WAR for lung metastases after 5 radiotherapy fractions. The complete treatment program lasted 8 months (range, 6.8-11). The median follow-up of the 28 patients entered into the study was 50 months. Eight patients are alive and disease-free at 5 years. The overall and disease-free survival rates at 5 years are 45 and 30%, respectively. All but 2 patients relapsed within the abdominopelvic cavity and 3 developed brain metastases. Toxic effects, during WAR, required treatment interruption in all but 4 patients: 3 developed a small bowel obstruction requiring surgery and 1 died of surgical complications in complete remission. The poor disease-free survival and the severe toxicity encountered have been valid indications that WAR should be discontinued as a treatment modality in advanced ovarian cancer at the authors department.

  13. A comparison of the number of hours of sleep in high school students who took advanced placement and/or college courses and those who did not.

    PubMed

    Jin, Qiushuang; Shi, Qian

    2008-12-01

    This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high school students were sleep deprived. Sleep deprivation was significantly associated with enrollment in AP/college courses. Results indicated that enrollment in AP/college courses had a greater impact on younger students than older students. Compared with non-AP/college course takers, AP/college course takers slept approximately 20 minutes less per night. Specifically, 9th- and 10th-grade AP/college course takers slept approximately 1 hour less and 40 minutes less, respectively. In addition, students enrolled in two or more AP/college classes received 1 hour less and 30 minutes less among 10th and 11th graders, respectively. These results provide useful information on adolescent sleep patterns for school nurses.

  14. Development of e-Learning Courses for Promoting Student's Global Competency-Basic Courses as a Guide to ESP Education in Advanced Science and Technology-

    NASA Astrophysics Data System (ADS)

    Nishikawa, Mikako; Nakajima, Mikio; Iwai, Chiharu; Ogasawara, Fumie; Kishino, Fumio; Fukui, Kiichi

    Osaka University has been chosen for the FY2005's “Selected Efforts of the Distinctive University Education Support Program (Gendai GP/Good Practice) ”by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) . The aim of this project is to improve English proficiency of undergraduate students with scientific backgrounds. Under this strategic fund, e-Learning course contents were developed for instructing basic, yet practical English for Biotechnology during FY2005. Throughout the project, e-Learning contents will be developed for five other selected subjects of science i.e., 1) biotechnology, 2) information technology, 3) nano-technology, 4) environmental technology and 5) robotics technology, for undergraduate students as guiding courses to ESP education in graduate (higher) level.

  15. Assessing Competing Demands and Charting a Course: A Phenomenological Study of Advanced Placement U.S. History Teachers' Decision Making and Course Planning

    ERIC Educational Resources Information Center

    Poole, Kerry D.

    2014-01-01

    Florida has experienced some of the greatest growth of Advanced Placement (AP) programs in recent years and student scores on the AP exams have evolved into a highly significant metric in evaluating student proficiency and teacher and school effectiveness. Despite this growth, it is not well known how AP teachers make decisions about the content…

  16. Assessing Competing Demands and Charting a Course: A Phenomenological Study of Advanced Placement U.S. History Teachers' Decision Making and Course Planning

    ERIC Educational Resources Information Center

    Poole, Kerry D.

    2014-01-01

    Florida has experienced some of the greatest growth of Advanced Placement (AP) programs in recent years and student scores on the AP exams have evolved into a highly significant metric in evaluating student proficiency and teacher and school effectiveness. Despite this growth, it is not well known how AP teachers make decisions about the content…

  17. Genomics and Bioinformatics in Undergraduate Curricula: Contexts for Hybrid Laboratory/Lecture Courses for Entering and Advanced Science Students

    ERIC Educational Resources Information Center

    Temple, Louise; Cresawn, Steven G.; Monroe, Jonathan D.

    2010-01-01

    Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to…

  18. Genomics and Bioinformatics in Undergraduate Curricula: Contexts for Hybrid Laboratory/Lecture Courses for Entering and Advanced Science Students

    ERIC Educational Resources Information Center

    Temple, Louise; Cresawn, Steven G.; Monroe, Jonathan D.

    2010-01-01

    Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to…

  19. Authentic community as an educational strategy for advancing professionalism: a national evaluation of the Healer's Art course.

    PubMed

    Rabow, Michael W; Wrubel, Judith; Remen, Rachel Naomi

    2007-10-01

    Efforts to promote medical professionalism often focus on cognitive and technical competencies, rather than professional identity, commitment, and values. The Healer's Art elective is designed to create a genuine community of inquiry into these foundational elements of professionalism. Evaluations were obtained to characterize course impact and to understand students' conceptions of professionalism. Qualitative analysis of narrative course evaluation responses. Healer's Art students from U.S. and Canadian medical schools. Analysis of common themes identified in response to questions about course learning, insights, and utility. In 2003-2004, 25 schools offered the course. Evaluations were obtained from 467 of 582 students (80.2%) from 22 schools participating in the study. From a question about what students learned about the practice of medicine from the Healer's Art, the most common themes were "definition of professionalism in medicine" and "legitimizing humanism in medicine." The most common themes produced by a question about the most valuable insights gained in the course were "relationship between physicians and patients" and "creating authentic community." The most common themes in response to a question about course utility were "creating authentic community" and "filling a curricular gap." In legitimizing humanistic elements of professionalism and creating a safe community, the Healer's Art enabled students to uncover the underlying values and meaning of their work--an opportunity not typically present in required curricula. Attempts to teach professionalism should address issues of emotional safety and authentic community as prerequisites to learning and professional affiliation.

  20. The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

    NASA Astrophysics Data System (ADS)

    Urbina, Josue N.

    There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with

  1. Advanced surgical skills for exposure in trauma: a new surgical skills cadaver course for surgery residents and fellows.

    PubMed

    Kuhls, Deborah A; Risucci, Donald A; Bowyer, Mark W; Luchette, Fred A

    2013-02-01

    Surgical education is changing owing to workforce and economic demands. Simulation and other technical teaching methods are used to acquire skills transferable to the operating room. Operative management of traumatic injuries has declined, making it difficult to acquire and maintain competence. The ASSET course was developed by the Committee on Trauma's Surgical Skills Committee to fill a surgical skills need in resident and fellow education. Using a human cadaver, standardized rapid exposure of vital structures in the extremities, neck, thorax, abdomen, retroperitoneum, and pelvis is taught. A retrospective analysis of 79 participants in four ASSET courses was performed. Operative experience data were collected, and self-efficacy questionnaires (SEQs) were administered before and after the course. Course evaluations and instructor evaluation data were analyzed. Student's and paired samples t tests as well as analysis of variance and Spearman ρ correlation coefficient analysis were performed using α at p < 0.05. We hypothesized that the ASSET course would teach new surgical techniques and that learner self-assessed ability would improve. Participants included 27 PGY-4, 20 PGY-5, 24 PGY-6 or PGY-7 and PGY-8 at other levels of training. Self-assessed confidence improved in all body regions (p < 0.001), with the greatest increase in upper extremity and chest. Pre- and post-SEQ scores correlated with trauma operative experience. Precourse SEQ scores differed by level of training. Instructor evaluations correlated with previous experience on a trauma service. Program evaluations averaged 4.73 on a 5-point scale, with gaining new knowledge rated at 4.8 and learning new techniques at 4.72. A standardized cadaver-based surgical exposures course offered to senior surgical residents adds new surgical skills and improves participant self-assessed ability to perform emergent surgical exposure of vital structures.

  2. Student Assisted Course Design.

    PubMed

    Birgbauer, Eric

    2016-01-01

    Designing a new course is an important but time-consuming task for instructors. Traditionally, the instructor researches and develops the course, launches it as a pilot class, and receives student feedback upon completion of the course. Here I suggest student participation in the initial design and development of a new course. I initiated a course design class with a few motivated, upper division students to plan an advanced neuroscience course. The students assisted me in the new course preparation and offered valuable organizational and intellectual input prior to launching the new course. The students benefited by receiving a deeper study of the course topics, developing critical analysis skills, learning about course design, and by viewing the course from the instructor's perspective. Thus, I propose that including students in the design of new courses can assist instructors in course development and can provide a unique, in depth learning experience for students.

  3. Preoperative Short-Course Concurrent Chemoradiation Therapy Followed by Delayed Surgery for Locally Advanced Rectal Cancer: A Phase 2 Multicenter Study (KROG 10-01)

    SciTech Connect

    Yeo, Seung-Gu; Oh, Jae Hwan; Kim, Dae Yong; Baek, Ji Yeon; Kim, Sun Young; Park, Ji Won; Kim, Min Ju; Chang, Hee Jin; Kim, Tae Hyun; Lee, Jong Hoon; Jang, Hong Seok; Kim, Jun-Gi; Lee, Myung Ah; Nam, Taek-Keun

    2013-05-01

    Purpose: A prospective phase 2 multicenter trial was performed to investigate the efficacy and safety of preoperative short-course concurrent chemoradiation therapy (CRT) followed by delayed surgery for patients with locally advanced rectal cancer. Methods and Materials: Seventy-three patients with cT3-4 rectal cancer were enrolled. Radiation therapy of 25 Gy in 5 fractions was delivered over 5 consecutive days using helical tomotherapy. Concurrent chemotherapy was administered on the same 5 days with intravenous bolus injection of 5-fluorouracil (400 mg/m{sup 2}/day) and leucovorin (20 mg/m{sup 2}/day). After 4 to 8 weeks, total mesorectal excision was performed. The primary endpoint was the pathologic downstaging (ypStage 0-I) rate, and secondary endpoints included tumor regression grade, tumor volume reduction rate, and toxicity. Results: Seventy-one patients completed the planned preoperative CRT and surgery. Downstaging occurred in 20 (28.2%) patients, including 1 (1.4%) with a pathologic complete response. Favorable tumor regression (grade 4-3) was observed in 4 (5.6%) patients, and the mean tumor volume reduction rate was 62.5 ± 21.3%. Severe (grade ≥3) treatment toxicities were reported in 27 (38%) patients from CRT until 3 months after surgery. Conclusions: Preoperative short-course concurrent CRT followed by delayed surgery for patients with locally advanced rectal cancer demonstrated poor pathologic responses compared with conventional long-course CRT, and it yielded considerable toxicities despite the use of an advanced radiation therapy technique.

  4. "Advanced Classes? They're Only for White Kids": How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses

    ERIC Educational Resources Information Center

    Kerr, Roberta

    2014-01-01

    The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion…

  5. "Advanced Classes? They're Only for White Kids": How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses

    ERIC Educational Resources Information Center

    Kerr, Roberta

    2014-01-01

    The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion…

  6. Evaluating the Upgrading of Technical Courses at Two-Year Colleges: NSF's Advanced Technological Education Program. Advances in Program Evaluation. Volume 9

    ERIC Educational Resources Information Center

    Gullickson, Arlen, Ed.; Lawrenz, Frances, Ed.; Keiser, Nanette, Ed.

    2004-01-01

    The National Science Foundation's (NSF) Advanced Technological Education (ATE) program is a diverse and dynamic set of projects intent on improving the USA's technical workforce. This book uses the ATE work as a means to focus on key issues for federally funded projects and all community colleges facing the difficult challenges of staying current…

  7. Evaluating the Upgrading of Technical Courses at Two-Year Colleges: NSF's Advanced Technological Education Program. Advances in Program Evaluation. Volume 9

    ERIC Educational Resources Information Center

    Gullickson, Arlen, Ed.; Lawrenz, Frances, Ed.; Keiser, Nanette, Ed.

    2004-01-01

    The National Science Foundation's (NSF) Advanced Technological Education (ATE) program is a diverse and dynamic set of projects intent on improving the USA's technical workforce. This book uses the ATE work as a means to focus on key issues for federally funded projects and all community colleges facing the difficult challenges of staying current…

  8. Un cours avance de francais: Le francais tel qu'on le parle (An Advanced Course in French: Colloquial French)

    ERIC Educational Resources Information Center

    Creusot, Andre

    1971-01-01

    Second of three articles on an advanced French program sponsored by the Language Department of the State University of Mons, Belgium. Emphasis is on the phonology, lexicology, and syntax of spoken French. (DS)

  9. Un cours avance de francais: Le francais tel qu'on le parle (An Advanced Course in French: Colloquial French)

    ERIC Educational Resources Information Center

    Creusot, Andre

    1971-01-01

    Second of three articles on an advanced French program sponsored by the Language Department of the State University of Mons, Belgium. Emphasis is on the phonology, lexicology, and syntax of spoken French. (DS)

  10. Genomics and bioinformatics in undergraduate curricula: Contexts for hybrid laboratory/lecture courses for entering and advanced science students.

    PubMed

    Temple, Louise; Cresawn, Steven G; Monroe, Jonathan D

    2010-01-01

    Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to base the experience of genomic analysis. Students also learn bioinformatics and software programs needed to support a project linking structure and function in proteins and showing evolutionary relatedness of similar genes. An optional entry-level course taken in addition to the required first-year curriculum and sponsored in part by the Howard Hughes Medical Institute, engages first year students in a primary research project. In the first semester, they isolate and characterize novel bacteriophages that infect soil bacteria. In the second semester, these young scientists annotate the genes on one or more of the unique viruses they discovered. These courses are demanding but exciting for both faculty and students and should be accessible to any interested faculty member. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

  11. College Courses in the High School: A Four-Year Followup of the Syracuse University Project Advance Class of 1977.

    ERIC Educational Resources Information Center

    Mercurio, Joseph; And Others

    1982-01-01

    A study of 1,433 college seniors who had participated in a program offering high school seniors college courses taught in the high school by high school faculty suggests those who went to college had a very low attrition rate, achieved exceptionally high grades, and generally did not seek time-shortened degrees. (Author/MSE)

  12. An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses

    ERIC Educational Resources Information Center

    Dague, Christopher Thomas

    2015-01-01

    AP social studies courses are viewed as beacons for rigorous and demanding coursework in secondary classroom settings. Recent curricular revisions and enrollment initiatives made by the College Board have led to further discourse concerning instructional and curricular tensions that still need to be addressed. Moreover, reform made in AP social…

  13. An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses

    ERIC Educational Resources Information Center

    Dague, Christopher Thomas

    2015-01-01

    AP social studies courses are viewed as beacons for rigorous and demanding coursework in secondary classroom settings. Recent curricular revisions and enrollment initiatives made by the College Board have led to further discourse concerning instructional and curricular tensions that still need to be addressed. Moreover, reform made in AP social…

  14. Geriatric rehabilitation for patients with advanced chronic obstructive pulmonary disease: a naturalistic prospective cohort study on feasibility and course of health status.

    PubMed

    van Dam van Isselt, Eléonore F; Spruit, Monica; Groenewegen-Sipkema, Karin H; Chavannes, Niels H; Achterberg, Wilco P

    2014-05-01

    In view of the worldwide aging population, disease-specific geriatric rehabilitation (GR) programs are needed. Therefore, we developed and implemented a postacute GR program for patients with advanced chronic obstructive pulmonary disease (COPD) (the GR-COPD program). The aim of this study is to investigate the feasibility of the GR-COPD program and to present clinical data on patient characteristics and course of functional capacity and health status. This is a naturalistic prospective cohort study of patients with advanced COPD. A total of 61 patients entered the GR-COPD program and were eligible to participate in this study. All patients suffered from advanced COPD, and comorbidities were frequent. On admission, functional capacity and health status were severely limited but showed significant and clinically relevant improvement during the GR-COPD program. Patients with advanced COPD admitted to hospital for an acute exacerbation suffer from severely impaired functional capacity and poor health status. Development and implementation of a postacute GR program for these patients are feasible and likely to offer substantial improvements. Further research is essential and should focus on designing a controlled intervention trial to investigate the efficacy of the program.

  15. How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

    NASA Astrophysics Data System (ADS)

    Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013)]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI) and the Integrated Science Learning Environment (ISLE) in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.

  16. Are They Listening Better? Supporting EFL College Students' DVD Video Comprehension with Advance Organizers in a Multimedia English Course

    ERIC Educational Resources Information Center

    Li, Chen-Hong

    2012-01-01

    As technology continues to evolve, authentic multimedia-based teaching materials are widely used in the English as a Foreign Language (EFL) classrooms. However, they may lie beyond most language learners' proficiency level. The purpose of this study was to investigate the use of advance organizers in conjunction with the cognitive theory of…

  17. Meats Units for Agricultural Science I and Advanced Livestock Production and Marketing Courses. Instructor's Guide. Volume 18, Number 4.

    ERIC Educational Resources Information Center

    Stewart, Bob R.; McCaskey, Michael J.

    These two units are designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. The first unit, on meat identification, is to be taught as part of the first year of instruction in agricultural science, while the second unit, advanced meats, was prepared for use with 11th- and 12th-grade students in…

  18. Are They Listening Better? Supporting EFL College Students' DVD Video Comprehension with Advance Organizers in a Multimedia English Course

    ERIC Educational Resources Information Center

    Li, Chen-Hong

    2012-01-01

    As technology continues to evolve, authentic multimedia-based teaching materials are widely used in the English as a Foreign Language (EFL) classrooms. However, they may lie beyond most language learners' proficiency level. The purpose of this study was to investigate the use of advance organizers in conjunction with the cognitive theory of…

  19. The Social Structuring of Mental Health over the Adult Life Course: Advancing Theory in the Sociology of Aging

    ERIC Educational Resources Information Center

    Clarke, Philippa; Marshall, Victor; House, James; Lantz, Paula

    2011-01-01

    The sociology of aging draws on a broad array of theoretical perspectives and social theories from several disciplines, but rarely has it developed its own theories or theoretical perspectives. We build on past work to further advance and empirically test a model of mental health framed in terms of structural theorizing and situated within the…

  20. "Having It All" at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs

    ERIC Educational Resources Information Center

    Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M.

    2008-01-01

    The gifted can suffer from too many demands on their time and attention. This qualitative study tested the theory that advanced placement (AP) and international baccalaureate (IB) participants may feel forced to choose between academic success and social acceptance. The results, however, did not support the theory. Not only did gifted students not…

  1. Sex Differences in the Relationship of Advanced Placement Essay and Multiple-Choice Scores to Grades in College Courses.

    ERIC Educational Resources Information Center

    Bridgeman, Brent; Lewis, Charles

    Essay and multiple-choice scores from Advanced Placement (AP) examinations in American History, European History, English Language and Composition, and Biology were matched with freshman grades in a sample of 32 colleges. Multiple-choice scores from the American History and Biology examinations were superior to essays for predicting overall grade…

  2. Phase II study of concurrent selective lymph node late course accelerated hyper-fractionated radiotherapy and pemetrexed and cisplatin for locally advanced oesophageal squamous cell carcinoma

    PubMed Central

    Fu, C; Guo, L; Li, H; Huang, W; Gong, H; Sun, M; Wang, Z; Zhou, T; Liu, C

    2014-01-01

    Objective: To determine the clinical efficacy and toxicity of pemetrexed combined with low-dose cisplatin (CDDP) concurrent with late-course accelerated hyperfractionated (LCAF) intensity-modulated radiation therapy (IMRT) in patients with inoperable locally advanced oesophageal squamous cell carcinoma (ESCC). Methods: Patients with locally advanced ESCC (less than or equal to 75 years of age, clinical stages IIB–IVA and Karnofsky performance status ≥70) were enrolled into the study. A target group size of 22 was projected based on the estimation that 2-year overall survival (OS) would increase from 20% to 40%. Patients were treated with pemetrexed, low-dose CDDP and LCAF IMRT concurrently. The main objective of the study was for a 2-year OS, and the secondary objectives were progression-free survival (PFS), objective response, locoregional failure rate, and acute and late toxicities. Results: 25 patients were recruited from October 2008 to July 2011. The median OS was 21 months, with 2- and 5-year OS rates of 44% and 44%, respectively. The median PFS was 18.2 months. The objective response rate was 96% (24/25), with 11 complete responses and 13 partial responses. The locoregional failure rate was 16%. Grades 4 and 5 acute toxicity rates were 8% and 4%, respectively, while no Grade 3 or greater late toxicity was observed. Conclusion: The findings of this Phase II study indicated that the therapeutic regimen appears to achieve an excellent response rate and favourable survival for locally advanced ESCC. However, the severe acute side effects should be considered cautiously in further studies. Advances in knowledge: To our knowledge, this is the first study that introduced pemetrexed and low-dose CDDP combined with LCAF IMRT to treat locally advanced ESCC. The 5-year OS rate was as high as 44%, which was more favourable than other studies. PMID:24666012

  3. The Building Blocks Collaborative: advancing a life course approach to health equity through multi-sector collaboration.

    PubMed

    Shrimali, Bina Patel; Luginbuhl, Jessica; Malin, Christina; Flournoy, Rebecca; Siegel, Anita

    2014-02-01

    Too many children are born into poverty, often living in disinvested communities without adequate opportunities to be healthy and thrive. Two complementary frameworks-health equity and life course-propose new approaches to these challenges. Health equity strategies seek to improve community conditions that influence health. The life course perspective focuses on key developmental periods that can shift a person's trajectory over the life course, and highlights the importance of ensuring that children have supports in place that set them up for long-term success and health. Applying these frameworks, the Alameda County Public Health Department launched the Building Blocks Collaborative (BBC), a countywide multi-sector initiative to engage community partners in improving neighborhood conditions in low-income communities, with a focus on young children. A broad cross-section of stakeholders, called to action by the state of racial and economic inequities in children's health, came together to launch the BBC and develop a Bill of Rights that highlights the diverse factors that contribute to children's health. BBC partners then began working together to improve community conditions by learning and sharing ideas and strategies, and incubating new collaborative projects. Supportive health department leadership; dedicated staff; shared vision and ownership; a flexible partnership structure; and broad collective goals that build on partners' strengths and priorities have been critical to the growth of the BBC. Next steps include institutionalizing BBC projects into existing infrastructure, ongoing partner engagement, and continued project innovation-to achieve a common vision that all babies have the best start in life.

  4. Using an Individual Procedure Score Before and After the Advanced Surgical Skills Exposure for Trauma Course Training to Benchmark a Hemorrhage-Control Performance Metric.

    PubMed

    Mackenzie, Colin F; Garofalo, Evan; Shackelford, Stacy; Shalin, Valerie; Pugh, Kristy; Chen, Hegang; Puche, Adam; Pasley, Jason; Sarani, Babak; Henry, Sharon; Bowyer, Mark

    2015-01-01

    Test with an individual procedure score (IPS) to assess whether an unpreserved cadaver trauma training course, including upper and lower limb vascular exposure, improves correct identification of surgical landmarks, underlying anatomy, and shortens time to vascular control. Prospective study of performance of 3 vascular exposure and control procedures (axillary, brachial, and femoral arteries) using IPS metrics by 2 colocated and trained evaluators before and after training with the Advanced Surgical Skills Exposure for Trauma (ASSET) course. IPS, including identification of anatomical landmarks, incisions, underlying structures, and time to completion of each procedure was compared before and after training using repeated measurement models. Audio-video instrumented cadaver laboratory at University of Maryland School of Medicine. A total of 41 second to sixth year surgical residents from surgical programs throughout Mid-Atlantic States who had not previously taken the ASSET course were enrolled, 40 completed the pre- and post-ASSET performance evaluations. After ASSET training, all components of IPS increased and time shortened for each of the 3 artery exposures. Procedure steps performed correctly increased 57%, anatomical knowledge increased 43% and skin incision to passage of a vessel loop twice around the correct vessel decreased by a mean of 2.5 minutes. An overall vascular trauma readiness index, a comprehensive IPS score for 3 procedures increased 28% with ASSET Training. Improved knowledge of surface landmarks and underlying anatomy is associated with increased IPS, faster procedures, more accurate incision placement, and successful vascular control. Structural recognition during specific procedural steps and anatomical knowledge were key points learned during the ASSET course. Such training may accelerate acquisition of specific trauma surgery skills to compensate for shortened training hours, infrequent exposure to major vascular injuries, or when just

  5. Comparison of traditional advanced cardiac life support (ACLS) course instruction vs. a scenario-based, performance oriented team instruction (SPOTI) method for Korean paramedic students.

    PubMed

    Lee, Christopher C; Im, Mark; Kim, Tae Min; Stapleton, Edward R; Kim, Kyuseok; Suh, Gil Joon; Singer, Adam J; Henry, Mark C

    2010-01-01

    Current Advanced Cardiac Life Support (ACLS) course instruction involves a 2-day course with traditional lectures and limited team interaction. We wish to explore the advantages of a scenario-based performance-oriented team instruction (SPOTI) method to implement core ACLS skills for non-English-speaking international paramedic students. The objective of this study was to determine if scenario-based, performance-oriented team instruction (SPOTI) improves educational outcomes for the ACLS instruction of Korean paramedic students. Thirty Korean paramedic students were randomly selected into two groups. One group of 15 students was taught the traditional ACLS course. The other 15 students were instructed using a SPOTI method. Each group was tested using ACLS megacode examinations endorsed by the American Heart Association. All 30 students passed the ACLS megacode examination. In the traditional ACLS study group an average of 85% of the core skills were met. In the SPOTI study group an average of 93% of the core skills were met. In particular, the SPOTI study group excelled at physical examination skills such as airway opening, assessment of breathing, signs of circulation, and compression rates. In addition, the SPOTI group performed with higher marks on rhythm recognition compared to the traditional group. The traditional group performed with higher marks at providing proper drug dosages compared to the SPOTI students. However, the students enrolled in the SPOTI method resulted in higher megacode core compliance scores compared to students trained in traditional ACLS course instruction. These differences did not achieve statistical significance due to the small sample size.

  6. Charting a course for cardiac electrophysiology training in Canada: the vital role of fellows in advanced cardiovascular care.

    PubMed

    Leather, Richard A; Gardner, Martin; Green, Martin S; Kavanagh, Katherine; Macle, Laurent; Ahmad, Kamran; Gray, Chris; Ayala-Paredes, Felix; Guerra, Peter G; O'Hara, Gilles; Essebag, Vidal; Sturmer, Marcio; Baranchuk, Adrian; Hruczkowski, Tomasz; Lahevsky, Ilan; Novak, Paul; Chakrabarti, Shanta; Harris, Louise; Gula, Lorne J; Morillo, Carlos; Sanatani, Shubhayan; Hamilton, Robert M; Gow, Robert M; Krahn, Andrew D

    2013-11-01

    Canadian electrophysiology (EP) fellowship programs have evolved in an ad hoc fashion over 30 years. This evolution has occurred in many fields in medicine and is natural when innovators and pioneers attract research fellows who help change the status quo from predominantly research to a predominantly clinical application and focus. Fellows not only push their supervisors and their centres into new areas of inquiry but also function at the most advanced level to encourage and teach junior trainees and to provide examples of excellence to residents, medical students, and other health professionals. Funding for fellows has never been provided in the traditional way through the Ministry of Health or the Ministry of Advanced Education. Each Canadian centre has over the years found novel ways to fund fellowship programs, and many centres have used value-adds from procurement programs. These sources of funding are eroding as provincial government agencies are beginning to assume procurement responsibilities and local flexibility to fund fellowships is lost. In particular, provincial government agencies feel that valuable financial resources should be restricted to Canadian trainees only, despite the international consensus that fellowship is an essential time for advanced trainees to travel abroad to acquire a broad a range of experience, learn new techniques and approaches, make lifelong research connections, and hopefully return home with these skills and expertise. This article summarizes the long history of EP fellowship training in Canada, as well as EP fellowship experiences at home and abroad by Canadian electrophysiologists, in an attempt to contextualize these new realities.

  7. Anatomic and dosimetric changes during the treatment course of intensity-modulated radiotherapy for locally advanced nasopharyngeal carcinoma.

    PubMed

    Wang, Xin; Lu, Jiade; Xiong, Xiaopeng; Zhu, Guopei; Ying, Hongmei; He, Shaoqin; Hu, Weigang; Hu, Chaosu

    2010-01-01

    Many patients with nasopharyngeal carcinoma (NPC) have marked anatomic change during intensity-modulated radiation therapy (IMRT). In this study, the magnitude of anatomic changes and its dosimetric effects were quantified. Fifteen patients with locally advanced NPC treated with IMRT had repeated computed tomography (CT) after 18 fractions. A hybrid plan was made to the anatomy of the second computed tomography scan. The dose of the original plan, hybrid plan, and new plan were compared. The mean volume of left and right parotid decreased 6.19 mL and 6.44 mL, respectively. The transverse diameters of the upper bound of odontoid process, the center of odontoid process, and the center of C2 vertebral body slices contracted with the mean contraction of 8.2 mm, 9.4 mm, and 7.6 mm. Comparing the hybrid plan with the treatment plan, the coverage of target was maintained while the maximum dose to the brain stem and spinal cord increased by 0.08 to 6.51 Gy and 0.05 to 7.8 Gy. The mean dose to left and right parotid increased by 2.97 Gy and 2.57 Gy, respectively. A new plan reduced the dose of spinal cord, brain stem, and parotids. Measurable anatomic changes occurring during the IMRT for locally advanced NPC maintained the coverage of targets but increased the dose to critical organs. Those patients might benefit from replanning.

  8. Anatomic and Dosimetric Changes During the Treatment Course of Intensity-Modulated Radiotherapy for Locally Advanced Nasopharyngeal Carcinoma

    SciTech Connect

    Wang Xin; Lu Jiade; Xiong Xiaopeng; Zhu Guopei; Ying Hongmei; He Shaoqin; Hu Weigang; Hu Chaosu

    2010-07-01

    Many patients with nasopharyngeal carcinoma (NPC) have marked anatomic change during intensity-modulated radiation therapy (IMRT). In this study, the magnitude of anatomic changes and its dosimetric effects were quantified. Fifteen patients with locally advanced NPC treated with IMRT had repeated computed tomography (CT) after 18 fractions. A hybrid plan was made to the anatomy of the second computed tomography scan. The dose of the original plan, hybrid plan, and new plan were compared. The mean volume of left and right parotid decreased 6.19 mL and 6.44 mL, respectively. The transverse diameters of the upper bound of odontoid process, the center of odontoid process, and the center of C2 vertebral body slices contracted with the mean contraction of 8.2 mm, 9.4 mm, and 7.6 mm. Comparing the hybrid plan with the treatment plan, the coverage of target was maintained while the maximum dose to the brain stem and spinal cord increased by 0.08 to 6.51 Gy and 0.05 to 7.8 Gy. The mean dose to left and right parotid increased by 2.97 Gy and 2.57 Gy, respectively. A new plan reduced the dose of spinal cord, brain stem, and parotids. Measurable anatomic changes occurring during the IMRT for locally advanced NPC maintained the coverage of targets but increased the dose to critical organs. Those patients might benefit from replanning.

  9. AANA journal course: update for nurse anesthetists. The SLAM Emergency Airway Flowchart: a new guide for advanced airway practitioners.

    PubMed

    Rich, James M; Mason, Andrew M; Ramsay, Michael A E

    2004-12-01

    Advanced airway practitioners in anesthesiology, emergency medicine, and prehospital care can suddenly and unexpectedly face difficult airway situations that can surface without warning during mask ventilation or tracheal intubation. Although tracheal intubation remains the "gold standard" in airway management, it is not always achievable, and, when it proves impossible, appropriate alternative interventions must be used rapidly to avoid serious morbidity or mortality. The SLAM Emergency Airway Flowchart (SEAF) is intended to prevent the 3 reported primary causes of adverse respiratory events (ie, inadequate ventilation, undetected esophageal intubation, and difficult intubation). The 5 pathways of the SEAF include primary ventilation, rapid-sequence intubation, difficult intubation, rescue ventilation, and cricothyrotomy. It is intended for use with adult patients by advanced airway practitioners competent in direct laryngoscopy, tracheal intubation, administration of airway drugs, rescue ventilation, and cricothyrotomy. The SEAF has limitations (eg, suitable only for use with adult patients, cannot be used by certain categories of rescue personnel, and depends heavily on assessment of Spo2). A unique benefit is provision of simple alternative techniques that can be used when another technique fails.

  10. A short radiotherapy course for locally advanced non-small cell lung cancer (NSCLC): effective palliation and patients' convenience.

    PubMed

    Plataniotis, G A; Kouvaris, J R; Dardoufas, C; Kouloulias, V; Theofanopoulou, M A; Vlahos, L

    2002-02-01

    In order to facilitate patients with symptomatic locally advanced NSCLC, especially those coming from remote areas we have employed two palliative RT schedules. The first (S1) is the well known from Medical Research Council (MRC) randomized studies 2 x 8.5 Gy one week apart and the second (S2) is a two-day RT schedule: three fractions of 4.25 Gy are given on the first day and two fractions of 4.25 Gy on the second day. The records of 92 patients were reviewed (48 for S1 and 44 for S2). Patients, disease characteristics and results were similar for both groups; rates of symptom disappearance were for S1 and S2, respectively: cough 24 and 20%, hemoptysis 60 and 67%, chest pain 57 and 64% and dyspnoea 55 and 45% The overall condition improved in 39 and 36%, respectively. The median palliation time in days was in S1 and S2, respectively: cough 70 and 66, haemoptysis 133 and 139, chest pain 68 and 62 and dyspnoea 74 and 69 days. The median survival was 25 weeks in both S1 and S2 groups (P=0.89 log-rank test). At 52 weeks (one year), ten (21%) and seven (16%) of the patients were alive in S1 and S2 groups, respectively. At 104 weeks, the corresponding figures were two (4%) and two (4.7%) for S1 and S2. Our results are in accordance to those reported in literature regarding the safety and efficacy of palliative hypofractionated radiotherapy schemes. Their use in selected patients could be cost-effective and convenient for patients especially those coming from remote areas.

  11. Objective Structured Clinical Examination (OSCE)-based Assessment of the Advanced Trauma Life Support (ATLS) Course in Iran

    PubMed Central

    Abbasi, Hamid Reza; Amini, Mitra; Bolandparvaz, Shahram; Paydar, Shahram; Ali, Jameel; Sefidbakht, Sepideh

    2016-01-01

    Objective: To evaluate the effect of advance trauma life support (ATLS®) training on general surgery residents clinical reasoning skills using the national boards-style objective structured clinical examination (OSCE). Methods: This cross-sectional single-center study was conducted in Shiraz University of Medical Sciences including 51 surgery residents that participated in a mandatory national board style OSCE between May 2014 and May 2015. OSCE scores of two groups of general surgery residents including 23 ATLS® trained and 28 non-ATLS® trained were compared using Mann-Whitney U test. The exam was graded out of 20 points and the passing score was ≥14 including 40% trauma cases. Results: There were 8(15.7%) women and 43(84.3%) men among the participants with mean age of 31.12 ± 2.69 and 33.67 ± 4.39 years in women and men respectively. Overall 7 (87.5%) women and 34 (79.07%) men passed the OSCE. The trauma section OSCE score was significantly higher in the ATLS® trained participants when compared to non-ATLS®(7.79 ± 0.81vs.6.90 ± 1.00; p=0.001). In addition, the total score was also significantly higher in ATLS® trained residents (16.07 ± 1.41 vs. 14.60 ± 1.40; p=0.001). There was no association between gender and ATLS® score (p=0.245) or passing the OSCE (p=0.503). Conclusion: ATLS® training is associated with improved overall OSCE scores of general surgery residents completing the board examinations suggesting a positive transfer of ATLS learned skills to management of simulated surgical patients including trauma cases. PMID:27331063

  12. Objective Structured Clinical Examination (OSCE)-based Assessment of the Advanced Trauma Life Support (ATLS) Course in Iran.

    PubMed

    Abbasi, Hamid Reza; Amini, Mitra; Bolandparvaz, Shahram; Paydar, Shahram; Ali, Jameel; Sefidbakht, Sepideh

    2016-04-01

    To evaluate the effect of advance trauma life support (ATLS®) training on general surgery residents clinical reasoning skills using the national boards-style objective structured clinical examination (OSCE). This cross-sectional single-center study was conducted in Shiraz University of Medical Sciences including 51 surgery residents that participated in a mandatory national board style OSCE between May 2014 and May 2015. OSCE scores of two groups of general surgery residents including 23 ATLS® trained and 28 non-ATLS® trained were compared using Mann-Whitney U test. The exam was graded out of 20 points and the passing score was ≥14 including 40% trauma cases. There were 8(15.7%) women and 43(84.3%) men among the participants with mean age of 31.12 ± 2.69 and 33.67 ± 4.39 years in women and men respectively. Overall 7 (87.5%) women and 34 (79.07%) men passed the OSCE. The trauma section OSCE score was significantly higher in the ATLS® trained participants when compared to non-ATLS®(7.79 ± 0.81vs.6.90 ± 1.00; p=0.001). In addition, the total score was also significantly higher in ATLS® trained residents (16.07 ± 1.41 vs. 14.60 ± 1.40; p=0.001). There was no association between gender and ATLS® score (p=0.245) or passing the OSCE (p=0.503). ATLS® training is associated with improved overall OSCE scores of general surgery residents completing the board examinations suggesting a positive transfer of ATLS learned skills to management of simulated surgical patients including trauma cases.

  13. Weight Gain in Advanced Non-Small-Cell Lung Cancer Patients During Treatment With Split-Course Concurrent Chemoradiotherapy Is Associated With Superior Survival

    SciTech Connect

    Gielda, Benjamin T.; Mehta, Par; Khan, Atif; Marsh, James C.; Zusag, Thomas W.; Warren, William H.; Fidler, Mary Jo; Abrams, Ross A.; Bonomi, Philip; Liptay, Michael; Faber, L. Penfield

    2011-11-15

    Background: Preoperative concurrent chemoradiotherapy (CRT) is an accepted treatment for potentially resectable, locally advanced, non-small-cell lung cancer (NSCLC). We reviewed a decade of single institution experience with preoperative split-course CRT followed by surgical resection to evaluate survival and identify factors that may be helpful in predicting outcome. Methods and Materials: All patients treated with preoperative split-course CRT and resection at Rush University Medical Center (RUMC) between January 1999 and December 2008 were retrospectively analyzed. Endpoints included overall survival (OS), progression-free survival (PFS), local-regional progression-free survival (LRPFS), and distant metastasis-free survival (DMFS). Patient and treatment related variables were assessed for correlation with outcomes. Results: A total of 54 patients were analyzed, 76% Stage IIIA, 18% Stage IIIB, and 6% oligometastatic. The pathologic complete response (pCR) rate was 31.5%, and the absence of nodal metastases (pN0) was 64.8%. Median OS and 3-year actuarial survival were 44.6 months and 50%, respectively. Univariate analysis revealed initial stage (p < 0.01) and percent weight change during CRT (p < 0.01) significantly correlated with PFS/OS. On multivariate analysis initial stage (HR, 2.4; 95% CI, 1.18-4.90; p = 0.02) and percent weight change (HR, 0.79; 95% CI, 0.67-0.93; p < 0.01) maintained significance with respect to OS. There were no cases of Grade 3+ esophagitis, and there was a single case of Grade 3 febrile neutropenia. Conclusions: The strong correlation between weight change during CRT and OS/PFS suggests that this clinical parameter may be useful as a complementary source of predictive information in addition to accepted factors such as pathological response.

  14. Significance of Magnetic Resonance Imaging–Assessed Tumor Response for Locally Advanced Rectal Cancer Treated With Preoperative Long-Course Chemoradiation

    PubMed Central

    Fayaz, Mohamed Salah; Demian, Gerges Attia; Fathallah, Wael Moftah; Eissa, Heba El-Sayed; Abozlouf, Sadeq; George, Thomas; Samir, Suzanne Mona

    2016-01-01

    Purpose To study the predictive and prognostic value of magnetic resonance imaging (MRI)–assessed tumor response after long-course neoadjuvant therapy for locally advanced rectal cancer. Methods This study included 79 patients who had T3 or T4 and/or N+ rectal cancer treated with long-course neoadjuvant chemoradiation. MRI-assessed tumor regression grade (mrTRG) was assessed in 64 patients. MRIs were reviewed by the study radiologist. Surgical and pathologic reports for those who underwent surgery were reviewed. Disease-free survival (DFS) was estimated. Progression during therapy, local relapse, metastasis, and death resulting from the tumor were classified as events. Statistical significance was calculated. Results In 11 patients, the tumor completely disappeared on MRI; that is, it had an mrTRG of 1. All but one patient, who chose deferred surgery, had a complete pathologic response (pCR), with a positive predictive value of nearly 100%. Of the 20 patients who had an mrTRG of 2 on MRI, six had a pCR. mrTRG 3, mrTRG 4, and mrTRG 5 were detected in 24, six, and three patients, respectively, of whom only one patient had a pCR. The 2-year DFS was 77%. The mrTRG was significant for DFS. The 2-year DFS was 88% for patients with a good response versus 66% for those with a poor response (P = .046). Conclusion MRI-assessed complete tumor response was strongly correlated with pCR and, therefore, can be used as a surrogate marker to predict absence of viable tumor cells. Our results can be used to implement use of mrTRGs in larger prospective correlative studies as a tool to select patients for whom deferred surgery may be appropriate. Also, those with a poor response may be offered further treatment options before definitive surgery. PMID:28717704

  15. Significance of Magnetic Resonance Imaging-Assessed Tumor Response for Locally Advanced Rectal Cancer Treated With Preoperative Long-Course Chemoradiation.

    PubMed

    Fayaz, Mohamed Salah; Demian, Gerges Attia; Fathallah, Wael Moftah; Eissa, Heba El-Sayed; El-Sherify, Mustafa Shawki; Abozlouf, Sadeq; George, Thomas; Samir, Suzanne Mona

    2016-08-01

    To study the predictive and prognostic value of magnetic resonance imaging (MRI)-assessed tumor response after long-course neoadjuvant therapy for locally advanced rectal cancer. This study included 79 patients who had T3 or T4 and/or N+ rectal cancer treated with long-course neoadjuvant chemoradiation. MRI-assessed tumor regression grade (mrTRG) was assessed in 64 patients. MRIs were reviewed by the study radiologist. Surgical and pathologic reports for those who underwent surgery were reviewed. Disease-free survival (DFS) was estimated. Progression during therapy, local relapse, metastasis, and death resulting from the tumor were classified as events. Statistical significance was calculated. In 11 patients, the tumor completely disappeared on MRI; that is, it had an mrTRG of 1. All but one patient, who chose deferred surgery, had a complete pathologic response (pCR), with a positive predictive value of nearly 100%. Of the 20 patients who had an mrTRG of 2 on MRI, six had a pCR. mrTRG 3, mrTRG 4, and mrTRG 5 were detected in 24, six, and three patients, respectively, of whom only one patient had a pCR. The 2-year DFS was 77%. The mrTRG was significant for DFS. The 2-year DFS was 88% for patients with a good response versus 66% for those with a poor response (P = .046). MRI-assessed complete tumor response was strongly correlated with pCR and, therefore, can be used as a surrogate marker to predict absence of viable tumor cells. Our results can be used to implement use of mrTRGs in larger prospective correlative studies as a tool to select patients for whom deferred surgery may be appropriate. Also, those with a poor response may be offered further treatment options before definitive surgery.

  16. A Retrospective Analysis on Two-week Short-course Pre-operative Radiotherapy in Elderly Patients with Resectable Locally Advanced Rectal Cancer

    PubMed Central

    Shi, Chen; Zhou, Hao; Li, Xiaofan; Cai, Yong

    2016-01-01

    To validate that a two-week short-course pre-operative radiotherapy regimen is feasible, safe, and effective for the management of elderly patients with locally advanced rectal cancer (LARC), we retrospectively analyzed 99 radiotherapy-naive patients ≥70 years of age with LARC. Patients received pelvic radiation therapy (3D-CRT 30Gy/10f/2w) followed by TME surgery; some patients received adjuvant chemotherapy. The primary endpoint was OS, while the secondary endpoints were DFS, safety and response rate. The median follow-up time was 5.1 years. The 5-year OS and DFS rates were 58.3% and 51.2%, respectively. The completion rate of radiotherapy (RT) was 99.0% (98 of 99). Grade 3 acute adverse events, which resulted from RT, occurred in only 1 patient (1.0%). In addition, no grade 4 acute adverse events induced by RT were observed. All 99 patients (100%) were able to undergo R0 surgical resection, and 68.6% of the patients received sphincter-sparing surgery. The rate of occurrence of clinically relevant post-operative complications was 12.1%. Three patients (3.0%) achieved pathologic complete responses, and forty-three patients (43.4%) achieved pathologic partial responses. The rates of T-downsizing and N-downstaging were 30.3% and 55.7%, respectively. Therefore, we believe that a two-week short-course pre-operative radiotherapy is feasible in elderly patients with resectable LARC. PMID:27886277

  17. Upfront Systemic Chemotherapy and Short-Course Radiotherapy with Delayed Surgery for Locally Advanced Rectal Cancer with Distant Metastases: Outcomes, Compliance, and Favorable Prognostic Factors

    PubMed Central

    Kim, Tae Hyung; Ahn, Joong Bae; Jung, Minkyu; Kim, Tae Il; Kim, Hoguen; Shin, Sang Joon; Kim, Nam Kyu

    2016-01-01

    Purpose/Objective(s) Optimal treatment for locally advanced rectal cancer (LARC) with distant metastasis remains elusive. We aimed to evaluate upfront systemic chemotherapy and short-course radiotherapy (RT) followed by delayed surgery for such patients, and to identify favorable prognostic factors. Materials/Methods We retrospectively reviewed 50 LARC patients (cT4 or cT3, <2 mm from the mesorectal fascia) with synchronous metastatic disease. The primary endpoint was progression-free survival (PFS). The secondary endpoints were overall survival, treatment-related toxicity, and compliance. We considered P values <0.05 significant. Results At 22 months median follow-up, the median PFS time was 16 months and the 2-year PFS rate was 34.8%. Thirty-five patients who received radical surgery for primary and metastatic tumors were designated the curable group. Six patients with clinical complete response (ypCR) of metastases who underwent radical surgery for only the primary tumor were classified as potentially curable. Nine patients who received no radical surgery (3 received palliative surgery) were deemed the palliative group. The ypCR rate among surgery patients was 13.6%. PFS rates for the curable or potentially curable groups were significantly longer than that of the palliative group (P<0.001). On multivariate analysis, solitary organ metastasis and R0 status were independent prognostic factors for PFS. Conclusions These findings demonstrated that a strong possibility that upfront chemotherapy and short-course RT with delayed surgery are an effective alternative treatment for LARC with potentially resectable distant metastasis, owing to achievement of pathologic down-staging, R0 resection, and favorable compliance and toxicity, despite the long treatment duration. PMID:27536871

  18. Toward a Student-Centered Understanding of Intensive Writing and Writing-to-Learn in the Spanish Major: An Examination of Advanced L2 Spanish Students' Learning in the Writing-Intensive Spanish Content Course

    ERIC Educational Resources Information Center

    Strong, Robert Marvin

    2009-01-01

    The purpose of this study is to build upon our understanding of the place and value of writing in the advanced foreign language curriculum. Specifically, the study examines how students in writing-intensive Spanish-major courses are affected by the writing-intensive (WI) requirement at the University of Minnesota. Writing-Across-the-Curriculum…

  19. The Implementation of Modern Information and Documentation Systems and Services with Special Reference to Information Needs in Eastern Africa. Advanced Postgraduate Training Course (3rd, Great Britain and the Federal Republic of Germany, June 22-August 1, 1980).

    ERIC Educational Resources Information Center

    German Foundation for International Development, Bonn (West Germany).

    The 7-week Advanced Postgraduate Training Course for Information Specialists from Eastern and Southern Africa described in this document was part of a long term training program designed to provide senior librarians, documentalists, and archivists with information on recent developments in methodology and technology in their special field of work.…

  20. Research Advances

    ERIC Educational Resources Information Center

    King, Angela G.

    2004-01-01

    Research advances, a new feature in Journal of Chemical Engineering that brings information about innovations in current areas of research to high school and college science faculty with an intent to provide educators with timely descriptions of latest progress in research that can be integrated into existing courses to update course content and…

  1. Specialized Reporting Courses Growing Faster than Investigative Courses.

    ERIC Educational Resources Information Center

    Kunerth, Bill

    1981-01-01

    Reports on survey data revealing the changes in advanced reporting courses, particularly those focusing on investigative reporting and specialized reporting (urban affairs, business, law, education). (RL)

  2. The effects of a test-taking strategy intervention for high school students with test anxiety in advanced placement science courses

    NASA Astrophysics Data System (ADS)

    Markus, Doron J.

    Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.

  3. Astrophysics: An Integrative Course

    ERIC Educational Resources Information Center

    Gutsche, Graham D.

    1975-01-01

    Describes a one semester course in introductory stellar astrophysics at the advanced undergraduate level. The course aims to integrate all previously learned physics by applying it to the study of stars. After a brief introductory section on basic astronomical measurements, the main topics covered are stellar atmospheres, stellar structure, and…

  4. Astrophysics: An Integrative Course

    ERIC Educational Resources Information Center

    Gutsche, Graham D.

    1975-01-01

    Describes a one semester course in introductory stellar astrophysics at the advanced undergraduate level. The course aims to integrate all previously learned physics by applying it to the study of stars. After a brief introductory section on basic astronomical measurements, the main topics covered are stellar atmospheres, stellar structure, and…

  5. Advanced Course in Engineering (ACE)

    DTIC Science & Technology

    2005-04-01

    response and recovery procedures. 3. Cryptography: mathematical basis for data encryption , substitution ciphers and the Data Encryption Standard...9. Steganography: data hiding in images , classifying steganography algorithms and tools, categorizing vessel capacity, detection and recovery of...with the correct keys to view a message and authenticate its origin. Encryption and decryption slow down the passage of information but the added

  6. Czech Basic Course: Folklore.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This booklet is designed for use in the advanced phase of the Defense Language Institute's "Basic Course" in Czech. It is used in the advanced phase as a part of cultural background information. Reading selections, with vocabulary lists, include: (1) ethnography; (2) incantations and spells; (3) proverbs, sayings, and weather lore; (4) fairy tales…

  7. Advanced Cardiac Life Support.

    ERIC Educational Resources Information Center

    Kirkwood Community Coll., Cedar Rapids, IA.

    This document contains materials for an advanced college course in cardiac life support developed for the State of Iowa. The course syllabus lists the course title, hours, number, description, prerequisites, learning activities, instructional units, required text, six references, evaluation criteria, course objectives by units, course…

  8. A positron emission tomograph based on LSO-APD modules with a sampling ADC read-out system for a students' advanced laboratory course.

    PubMed

    Schneider, Florian R; Mann, Alexander B; Konorov, Igor; Delso, Gaspar; Paul, Stephan; Ziegler, Sibylle I

    2012-06-01

    A one-day laboratory course on positron emission tomography (PET) for the education of physics students and PhD students in medical physics has been set up. In the course, the physical background and the principles of a PET scanner are introduced. Course attendees set the system in operation, calibrate it using a (22)Na point source and reconstruct different source geometries filled with (18)F. The PET scanner features an individual channel read-out of 96 lutetium oxyorthosilicate (LSO) scintillator crystals coupled to avalanche photodiodes (APD). The analog data of each APD are digitized by fast sampling analog to digital converters (SADC) and processed within field programmable gate arrays (FPGA) to extract amplitudes and time stamps. All SADCs are continuously sampling with a precise rate of 80MHz, which is synchronous for the whole system. The data is transmitted via USB to a Linux PC, where further processing and the image reconstruction are performed. The course attendees get an insight into detector techniques, modern read-out electronics, data acquisition and PET image reconstruction. In addition, a short introduction to some common software applications used in particle and high energy physics is part of the course. Copyright © 2011. Published by Elsevier GmbH.

  9. A Guide to the Evaluation of Educational Experiences in the Armed Services; Formal Service School Courses, Credit and Advanced Standing by Examination.

    ERIC Educational Resources Information Center

    Turner, Cornelius P., Ed.

    Devoted largely to credit recommendations at the collegiate level, this 1968 guide to the evaluation of educational experiences in the armed forces (1) lists formal residential course offerings by the Air Force, Army, Coast Guard, Marine Corps, Navy, and Department of Defense, and (2) describes two national testing programs, the General…

  10. Sequential PET/CT with [18F]-FDG Predicts Pathological Tumor Response to Preoperative Short Course Radiotherapy with Delayed Surgery in Patients with Locally Advanced Rectal Cancer Using Logistic Regression Analysis

    PubMed Central

    Pecori, Biagio; Lastoria, Secondo; Caracò, Corradina; Celentani, Marco; Tatangelo, Fabiana; Avallone, Antonio; Rega, Daniela; De Palma, Giampaolo; Mormile, Maria; Budillon, Alfredo; Muto, Paolo; Bianco, Francesco; Aloj, Luigi; Petrillo, Antonella; Delrio, Paolo

    2017-01-01

    Previous studies indicate that FDG PET/CT may predict pathological response in patients undergoing neoadjuvant chemo-radiotherapy for locally advanced rectal cancer (LARC). Aim of the current study is evaluate if pathological response can be similarly predicted in LARC patients after short course radiation therapy alone. Methods: Thirty-three patients with cT2-3, N0-2, M0 rectal adenocarcinoma treated with hypo fractionated short course neoadjuvant RT (5x5 Gy) with delayed surgery (SCRTDS) were prospectively studied. All patients underwent 3 PET/CT studies at baseline, 10 days from RT end (early), and 53 days from RT end (delayed). Maximal standardized uptake value (SUVmax), mean standardized uptake value (SUVmean) and total lesion glycolysis (TLG) of the primary tumor were measured and recorded at each PET/CT study. We use logistic regression analysis to aggregate different measures of metabolic response to predict the pathological response in the course of SCRTDS. Results: We provide straightforward formulas to classify response and estimate the probability of being a major responder (TRG1-2) or a complete responder (TRG1) for each individual. The formulas are based on the level of TLG at the early PET and on the overall proportional reduction of TLG between baseline and delayed PET studies. Conclusions: This study demonstrates that in the course of SCRTDS it is possible to estimate the probabilities of pathological tumor responses on the basis of PET/CT with FDG. Our formulas make it possible to assess the risks associated to LARC borne by a patient in the course of SCRTDS. These risk assessments can be balanced against other health risks associated with further treatments and can therefore be used to make informed therapy adjustments during SCRTDS. PMID:28060889

  11. The French Advanced Course for Deployment Surgery (ACDS) called Cours Avancé de Chirurgie en Mission Extérieure (CACHIRMEX): history of its development and future prospects.

    PubMed

    Bonnet, Stéphane; Gonzalez, F; Mathieu, L; Boddaert, G; Hornez, E; Bertani, A; Avaro, J-P; Durand, X; Rongieras, F; Balandraud, P; Rigal, S; Pons, F

    2016-10-01

    The composition of a French Forward Surgical Team (FST) has remained constant since its creation in the early 1950s: 12 personnel, including a general and an orthopaedic surgeon. The training of military surgeons, however, has had to evolve to adapt to the growing complexities of modern warfare injuries in the context of increasing subspecialisation within surgery. The Advanced Course for Deployment Surgery (ACDS)-called Cours Avancé de Chirurgie en Mission Extérieure (CACHIRMEX)-has been designed to extend, reinforce and adapt the surgical skill set of the FST that will be deployed. Created in 2007 by the French Military Health Service Academy (Ecole du Val-de-Grâce), this annual course is composed of five modules. The surgical knowledge and skills necessary to manage complex military trauma and give medical support to populations during deployment are provided through a combination of didactic lectures, deployment experience reports and hands-on workshops. The course is now a compulsory component of initial surgical training for junior military surgeons and part of the Continuous Medical Education programme for senior military surgeons. From 2012, the standardised content of the ACDS paved the way for the development of two more team-training courses: the FST and the Special Operation Surgical Team training. The content of this French military original war surgery course is described, emphasising its practical implications and future prospects. The military surgical training needs to be regularly assessed to deliver the best quality of care in an context of evolving modern warfare casualties. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  12. Physicist + Geologist points to Geophysics Course

    ERIC Educational Resources Information Center

    Julian, Glenn M.; Stueber, Alan M.

    1974-01-01

    A two-quarter introductory course in geophysics at the advanced undergraduate/beginning graduate level is described. An outline of course content is provided, and mechanics of instruction are discussed. (DT)

  13. Physicist + Geologist points to Geophysics Course

    ERIC Educational Resources Information Center

    Julian, Glenn M.; Stueber, Alan M.

    1974-01-01

    A two-quarter introductory course in geophysics at the advanced undergraduate/beginning graduate level is described. An outline of course content is provided, and mechanics of instruction are discussed. (DT)

  14. Korean Non Resident Language Refresher Course: 210 Hour Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    The materials presented in this intermediate-advanced refresher course in Korean are intended for those who have already had considerable intensive training in spoken and written Korean. Lessons 1-70 (the first seven weeks of the course) aim to "maintain and develop habitual responses in the use of words and sentences dealing with high…

  15. Filling a Plastic Bag with Carbon Dioxide: A Student-Designed Guided-Inquiry Lab for Advanced Placement and College Chemistry Courses

    ERIC Educational Resources Information Center

    Lanni, Laura M.

    2014-01-01

    A guided-inquiry lab, suitable for first-year general chemistry or high school advanced placement chemistry, is presented that uses only inexpensive, store-bought materials. The reaction of sodium bicarbonate (baking soda) with aqueous acetic acid (vinegar), under the constraint of the challenge to completely fill a sealable plastic bag with the…

  16. Filling a Plastic Bag with Carbon Dioxide: A Student-Designed Guided-Inquiry Lab for Advanced Placement and College Chemistry Courses

    ERIC Educational Resources Information Center

    Lanni, Laura M.

    2014-01-01

    A guided-inquiry lab, suitable for first-year general chemistry or high school advanced placement chemistry, is presented that uses only inexpensive, store-bought materials. The reaction of sodium bicarbonate (baking soda) with aqueous acetic acid (vinegar), under the constraint of the challenge to completely fill a sealable plastic bag with the…

  17. The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Sixth-Grade Advanced Reading Courses. CRESST Report 846

    ERIC Educational Resources Information Center

    Herman, Joan L.; Epstein, Scott; Leon, Seth; Dai, Yunyun; La Torre Matrundola, Deborah; Reber, Sarah; Choi, Kilchan

    2015-01-01

    The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in sixth-grade Advanced Reading classes in a large Florida…

  18. A Multidimensional Software Engineering Course

    ERIC Educational Resources Information Center

    Barzilay, O.; Hazzan, O.; Yehudai, A.

    2009-01-01

    Software engineering (SE) is a multidimensional field that involves activities in various areas and disciplines, such as computer science, project management, and system engineering. Though modern SE curricula include designated courses that address these various subjects, an advanced summary course that synthesizes them is still missing. Such a…

  19. NUCLEAR SCIENCE, AN INTRODUCTORY COURSE.

    ERIC Educational Resources Information Center

    SULCOSKI, JOHN W.

    THIS CURRICULUM GUIDE DESCRIBES A TWELFTH-GRADE INTERDISCIPLINARY, INTRODUCTORY NUCLEAR SCIENCE COURSE. IT IS BELIEVED TO FILL THE NEED FOR AN ADVANCED COURSE THAT IS TIMELY, CHALLENGING, AND APPROPRIATE AS A SEQUENTIAL ADDITION TO THE BIOLOGY-CHEMISTRY-PHYSICS SEQUENCE. PRELIMINARY INFORMATION COVERS SUCH MATTERS AS (1) RADIOISOTOPE WORK AREAS,…

  20. A Multidimensional Software Engineering Course

    ERIC Educational Resources Information Center

    Barzilay, O.; Hazzan, O.; Yehudai, A.

    2009-01-01

    Software engineering (SE) is a multidimensional field that involves activities in various areas and disciplines, such as computer science, project management, and system engineering. Though modern SE curricula include designated courses that address these various subjects, an advanced summary course that synthesizes them is still missing. Such a…

  1. Implementing a gero-infused curriculum in advanced-level MSW courses in health, mental health and substance abuse: an evaluation.

    PubMed

    Fenster, Judy; Zodikoff, Bradley D; Rozario, Philip A; Joyce, Patricia

    2010-10-01

    This article presents evaluation results from a curricular innovation aimed at increasing the capacity of social work graduates to serve older adults in health, mental health, and substance abuse settings. Working as a team, faculty developed, incorporated, and evaluated gerontology-infused syllabi and teaching modules in multiple sections of the 3 courses, with 2 sections serving as a comparison group. Results indicated that students exposed to the gero-infused curriculum increased their age-related knowledge and self-competence from pre- to posttest, and achieved a greater increase in knowledge than did the comparison group. Implications of the findings to social work education are discussed.

  2. Master’s programs in advanced nursing practice: new strategies to enhance course design for subspecialty training in neonatology and pediatrics

    PubMed Central

    Morgan, Colin; Barry, Catherine; Barnes, Katie

    2012-01-01

    The advanced nurse practitioner (ANP) role first developed in the USA in the 1960s in primary care. Since then, it has evolved in many different countries and subspecialties, creating a variety of challenges for those designing and implementing master’s programs for this valuable professional group. We focus on ANPs in the neonatal and pediatric intensive care setting to illustrate the complexity of issues faced by both faculty and students in such a program. We review the impact of limited resources, faculty recruitment/accreditation, and the relationship with the medical profession in establishing a curriculum. We explore the evidence for the importance of ANP role definition, supervision, and identity among other health professionals to secure a successful role transition. We describe how recent advances in technology can be used to innovate with new styles of teaching and learning to overcome some of the difficulties in running master’s programs for small subspecialties. We illustrate, through our own experience, how a thorough assessment of the available literature can be used to innovate and develop strategies to create an individual MSc programs that are designed to meet the needs of highly specialized advanced neonatal and pediatric nursing practice. PMID:23762011

  3. Improving Tuberculosis (TB) and Human Immunodeficiency Virus (HIV) Treatment Monitoring in South Africa: Evaluation of an Advanced TB/HIV Course for Healthcare Workers.

    PubMed

    Galagan, Sean; Jed, Suzanne; Sumitani, Jeri; Gilvydis, Jennifer M; Bakor, Albert; Cooke, Richard; Naidoo, Evasen; Winters, Debra; Weaver, Marcia R

    2017-01-01

    South Africa has dual epidemics of human immunodeficiency virus (HIV) and tuberculosis (TB). Nurse-focused training was combined with onsite mentoring for nurses to improve HIV and TB care. A pre-/postevaluation was conducted in 3 districts in South Africa to assess the effects of the course on clinical patient monitoring and integration of TB and HIV care. Two cross-sectional, unmatched samples of patient charts at 76 primary healthcare facilities were collected retrospectively in 2014 to evaluate the impact of training on treatment monitoring. Proportions of HIV patients receiving a viral load test 6 months after initiating antiretroviral therapy (ART) and TB patients receiving end of intensive phase sputum testing were compared pre- and posttraining. Analysis of creatinine clearance testing and integration of TB and HIV care were also performed. Data were analyzed from 1074 pretraining and 1048 posttraining records among patients initiating ART and from 1063 pretraining and 1008 posttraining among patients initiating TB treatment. Documentation of a 6-month viral load test was 36.3%, and a TB test at end of intensive phase was 70.7%, and neither increased after training. Among patients with a viral load test, the percentage with viral load less than 50 copies/mL increased from 48.6% pretraining compared with 64.2% posttraining (P = .001). Integration of TB and HIV care such as isoniazid preventive therapy increased significantly. The primary outcome measures did not change after training. However, the evaluation documented many other improvements in TB and HIV care that may have been supported by the course.

  4. Improving Tuberculosis (TB) and Human Immunodeficiency Virus (HIV) Treatment Monitoring in South Africa: Evaluation of an Advanced TB/HIV Course for Healthcare Workers

    PubMed Central

    Jed, Suzanne; Sumitani, Jeri; Gilvydis, Jennifer M.; Bakor, Albert; Cooke, Richard; Naidoo, Evasen; Winters, Debra; Weaver, Marcia R.

    2017-01-01

    Abstract Background. South Africa has dual epidemics of human immunodeficiency virus (HIV) and tuberculosis (TB). Nurse-focused training was combined with onsite mentoring for nurses to improve HIV and TB care. A pre-/postevaluation was conducted in 3 districts in South Africa to assess the effects of the course on clinical patient monitoring and integration of TB and HIV care. Methods. Two cross-sectional, unmatched samples of patient charts at 76 primary healthcare facilities were collected retrospectively in 2014 to evaluate the impact of training on treatment monitoring. Proportions of HIV patients receiving a viral load test 6 months after initiating antiretroviral therapy (ART) and TB patients receiving end of intensive phase sputum testing were compared pre- and posttraining. Analysis of creatinine clearance testing and integration of TB and HIV care were also performed. Results. Data were analyzed from 1074 pretraining and 1048 posttraining records among patients initiating ART and from 1063 pretraining and 1008 posttraining among patients initiating TB treatment. Documentation of a 6-month viral load test was 36.3%, and a TB test at end of intensive phase was 70.7%, and neither increased after training. Among patients with a viral load test, the percentage with viral load less than 50 copies/mL increased from 48.6% pretraining compared with 64.2% posttraining (P = .001). Integration of TB and HIV care such as isoniazid preventive therapy increased significantly. Conclusions. The primary outcome measures did not change after training. However, the evaluation documented many other improvements in TB and HIV care that may have been supported by the course. PMID:28480244

  5. Sandwich Courses

    ERIC Educational Resources Information Center

    Topping, J.

    1975-01-01

    Describes programs which alternate a study period in college and a training period in industry. Called "sandwich courses" in Britain and "cooperative courses" in America, these programs are considered by many educators to be among the most significant educational developments of our time. (MLH)

  6. Sandwich Courses

    ERIC Educational Resources Information Center

    Overy, B. B.

    1972-01-01

    A look at the responsibilities that a college takes on in offering sandwich courses, i.e., courses (primarily technical) which alternate academic study with field experience. A primary problem is finding suitable industrial training situations. Greater involvement of small firms and specialized industries is one answer. (Author/JB)

  7. Teaching an Introductory Programming Language in a General Education Course

    ERIC Educational Resources Information Center

    Ali, Azad; Smith, David

    2014-01-01

    A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…

  8. Teaching an Introductory Programming Language in a General Education Course

    ERIC Educational Resources Information Center

    Ali, Azad; Smith, David

    2014-01-01

    A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…

  9. University Learning Systems for Participative Courses.

    ERIC Educational Resources Information Center

    Billingham, Carol J.; Harper, William W.

    1980-01-01

    Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

  10. Spreadsheet Applications: Prototyping an Innovative Blended Course

    ERIC Educational Resources Information Center

    Baker, J. Howard

    2004-01-01

    After teaching the advanced spreadsheet course at a major university in Louisiana as a traditional classroom course for a number of years, it was decided to create a prototype-blended course, with a considerable portion offered via distance education. This research, which uses a prototyping methodology, is exploratory in nature. Prototyping can…

  11. All Students Need Advanced Mathematics. Math Works

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

  12. Crash Course in Course Development

    ERIC Educational Resources Information Center

    Howell, Robert T.

    2007-01-01

    Many teachers find developing a new lesson or course quite difficult. It would be nice to have all necessary information, lesson plans and assessment materials ready at hand. But most often, they find themselves on their own when it comes to lesson and course development. The author faced this situation when he was asked to develop a lesson on…

  13. Crash Course in Course Development

    ERIC Educational Resources Information Center

    Howell, Robert T.

    2007-01-01

    Many teachers find developing a new lesson or course quite difficult. It would be nice to have all necessary information, lesson plans and assessment materials ready at hand. But most often, they find themselves on their own when it comes to lesson and course development. The author faced this situation when he was asked to develop a lesson on…

  14. Rewriting in Advanced Composition.

    ERIC Educational Resources Information Center

    Stone, William B.

    A college English instructor made an informal comparison of rewriting habits of students in a freshman composition course and two advanced composition courses. Notes kept on student rewriting focused on this central question: given peer and instructor response to their papers and a choice as to what and how to rewrite, what will students decide to…

  15. Examining the clinical course of genotype 1 chronic hepatitis C patients treated with the cosmos regimen: including patients with advanced liver disease and East Asian ancestry.

    PubMed

    Roytman, Marina; Ramkissoon, Resham; Wu, Christina; Hong, Leena; Trujillo, Ruby; Huddleston, Leslie; Poerzgen, Peter; Seto, Todd; Wong, Linda; Tsai, Naoky

    2016-07-01

    differences in side effect profiles of patients with decompensated cirrhosis. Pruritis only was statistically significant between Asians and non-Asians (22 vs 5.7 %). Trends toward improvement in platelet counts and total bilirubin were noted at 12-weeks post treatment, while improvement in albumin in cirrhotic patients reached statistical significance (3.77-4.01 mg/dL, p = 0.0108). The 12-week fixed dose course of SIM + SOF was well tolerated in a multiethnic population of primarily cirrhotic patients, including those with decompensated disease. This real world trial achieved SVR12 rates comparable to the COSMOS data. Higher incidence of adverse side effects was not observed with an exception of higher rate of pruritis in Asians. The increase in albumin in cirrhotic patients was statistically significant and suggested early improvement in synthetic function following viral eradication. Higher BMI (≥30 kg/m(2)) was the only factor that correlated with post-treatment relapse by multivariate analysis.

  16. Formal description of disease courses.

    PubMed

    van der Maas, A A; ter Hofstede, A H

    2000-01-01

    Patient case analysis is an elementary and crucial process clinicians are confronted with daily. The importance and complexity is reflected in the need to discuss individual patient cases in clinicopathological conferences and the documentation of more than 70,000 patient cases in MEDLINE. This paper introduces DCGL, a technique to model disease course descriptions as present in medical literature. DCGL enables advanced computerised matching of generic disease course descriptions with individual patient case descriptions, a basic function in computerised patient case analysis.

  17. Electrocardiograph Course.

    ERIC Educational Resources Information Center

    Kingston, Michael E.

    1979-01-01

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

  18. Evaluation and Revision of an Introduction to Experiential Rotations Course

    ERIC Educational Resources Information Center

    Dy, Eliza A.; Nisly, Sarah A.

    2014-01-01

    The objectives of this study were to evaluate the perceived student value of topics taught in Butler University's Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions. Advanced Pharmacy Practice Experience…

  19. Survival results of a randomised two-by-two factorial phase II trial comparing neoadjuvant chemotherapy with two and four courses of S-1 plus cisplatin (SC) and paclitaxel plus cisplatin (PC) followed by D2 gastrectomy for resectable advanced gastric cancer.

    PubMed

    Yoshikawa, Takaki; Morita, Satoshi; Tanabe, Kazuaki; Nishikawa, Kazuhiro; Ito, Yuichi; Matsui, Takanori; Fujitani, Kazumasa; Kimura, Yutaka; Fujita, Junya; Aoyama, Toru; Hayashi, Tsutomu; Cho, Haruhiko; Tsuburaya, Akira; Miyashita, Yumi; Sakamoto, Junichi

    2016-07-01

    The prognosis for stage III gastric cancer is unsatisfactory by D2 gastrectomy and S-1 adjuvant chemotherapy. Both S-1 plus cisplatin (SC) and paclitaxel plus cisplatin (PC) are promising regimens as neoadjuvant chemotherapy; however, the optimal duration remains unclear. In this 2×2 randomised phase II trial, stage III gastric cancer patients, those with a prognosis corresponding to stage III, and macroscopically resectable stage IV cases were randomised to two or four courses of S-1 (80 mg/m(2) for 21 d with 1 week rest)/cisplatin (60 mg/m(2) at day 8) or PC (80 and 25 mg/m(2), respectively, on days 1, 8, and 15 with 1 week rest) as neoadjuvant chemotherapy. The primary end-point was the 3-year overall survival (OS). Between October 2009 and July 2011, 83 patients received 2 courses of SC (n=21), 4 courses of SC (n=20), 2 courses of PC (n=21) and 4 courses of PC (n=21). The 3-year OS was 60.9% for SC and 64.3% for PC and 64.3% for the two courses and 61.0% for the four courses. Subset analyses demonstrated no subgroup which showed any potential survival benefit by PC in comparison to SC or by four courses as in comparison to two courses. Two courses of SC as neoadjuvant chemotherapy are recommended as a test arm of a future phase III study for patients with locally advanced gastric cancer. UMIN-000002595. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

  20. Remote sensing programs and courses in engineering and water resources

    NASA Technical Reports Server (NTRS)

    Kiefer, R. W.

    1981-01-01

    The content of typical basic and advanced remote sensing and image interpretation courses are described and typical remote sensing graduate programs of study in civil engineering and in interdisciplinary environmental remote sensing and water resources management programs are outlined. Ideally, graduate programs with an emphasis on remote sensing and image interpretation should be built around a core of five courses: (1) a basic course in fundamentals of remote sensing upon which the more specialized advanced remote sensing courses can build; (2) a course dealing with visual image interpretation; (3) a course dealing with quantitative (computer-based) image interpretation; (4) a basic photogrammetry course; and (5) a basic surveying course. These five courses comprise up to one-half of the course work required for the M.S. degree. The nature of other course work and thesis requirements vary greatly, depending on the department in which the degree is being awarded.

  1. Remote sensing programs and courses in engineering and water resources

    NASA Technical Reports Server (NTRS)

    Kiefer, R. W.

    1981-01-01

    The content of typical basic and advanced remote sensing and image interpretation courses are described and typical remote sensing graduate programs of study in civil engineering and in interdisciplinary environmental remote sensing and water resources management programs are outlined. Ideally, graduate programs with an emphasis on remote sensing and image interpretation should be built around a core of five courses: (1) a basic course in fundamentals of remote sensing upon which the more specialized advanced remote sensing courses can build; (2) a course dealing with visual image interpretation; (3) a course dealing with quantitative (computer-based) image interpretation; (4) a basic photogrammetry course; and (5) a basic surveying course. These five courses comprise up to one-half of the course work required for the M.S. degree. The nature of other course work and thesis requirements vary greatly, depending on the department in which the degree is being awarded.

  2. Assessment Practices of Advanced Field Ecology Courses

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2010-01-01

    Learning is an active process, best facilitated by involving the learning in cognitive engagement with the information to be learned. Most college ecology instructors consist of lecture and exams, but also include active components of laboratories and field trips (campus and off-campus). Field trips can be subdivided into three major phases:…

  3. Assessment Practices of Advanced Field Ecology Courses

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2010-01-01

    Learning is an active process, best facilitated by involving the learning in cognitive engagement with the information to be learned. Most college ecology instructors consist of lecture and exams, but also include active components of laboratories and field trips (campus and off-campus). Field trips can be subdivided into three major phases:…

  4. [Angiographic course of advanced ischemic cardiopathy].

    PubMed

    Solórzano Martín, C; Delgado Hurtado, J M

    1989-01-01

    We studied 30 patients with significant coronary artery disease awaiting coronary surgery for 7 to 64 months (mean 16 months), who underwent repeated cineangiogram. On the basis of clinical and angiographic factors the following conclusions were obtained: Age, intervals between angiograms, risk factors, progression in angina, functional class and electrocardiographic changes were associated with progression of angiographic coronary artery obstructions (p greater than 0.05). Lower progression percentages were observed in patients with one-vessel disease compared with those with two or three-vessel involvement (p greater than 0.05). No difference could be found in the progression of obstruction of any of the main coronary vessels. Collateral circulation increased with the anatomic obstruction progression. The changing coronary pathology was significantly related to increasing impairment of left ventricular function manifested as increased segmental motility impairment and decrease in ejection fraction (p less than 0.05). Deterioration of left ventricular contraction measured by means of non-invasive diagnostic tests could predict the need of a second arteriography.

  5. The Advanced Composition Course at GMI.

    ERIC Educational Resources Information Center

    Swift, Marvin H.

    The General Motors Institute (GMI), a wholly owned subsidiary of the General Motors Corporation, was created to provide leaders for its parent organization. GMI is a fully accredited undergraduate college that offers degrees in industrial, electrical, and mechanical engineering and in industrial administration. Since people in business and…

  6. Advanced Fencing; Physical Education: 5551.54.

    ERIC Educational Resources Information Center

    McInerney, Marjorie

    GRADES OR AGES: Grades 8-12. SUBJECT MATTER: Strategy, tactics, principles, and fundamentals of advanced fencing skills. ORGANIZATION AND PHYSICAL APPEARANCE: The contents are divided into seven areas, which are Course Guidelines, Course Description and Broad Goal, Course of Study Behavioral Objectives, Course Content, Learning Activities and…

  7. Development and implementation of an empirical frequency map for use in MD simulations of isotope-edited proteins, and, Development, implementation, and evaluation of an online student portal as a textbook replacement in an advanced general chemistry course

    NASA Astrophysics Data System (ADS)

    Shorb, Justin Matthew

    The first portion of this thesis describes an extension of work done in the Skinner group to develop an empirical frequency map for N-methylacetamide (NMA) in water. NMA is a peptide bond capped on either side by a methyl group and is therefore a common prototypical molecule used when studying complicated polypeptides and proteins. This amide bond is present along the backbone of every protein as it connects individual component amino acids. This amide bond also has a strong observable frequency in the IR due to the Amide-I mode (predominantly carbon-oxygen stretching motion). This project describes the simplification of the prior model for mapping the frequency of the Amide-I mode from the electric field due to the environment and develops a parallel implementation of this algorithm for use in larger biological systems, such as the trans-membrane portion of the tetrameric polypeptide bundle protein CD3zeta. The second portion of this thesis describes the development, implementation and evaluation of an online textbook within the context of a cohesive theoretical framework. The project begins by describing what is meant when discussing a digital textbook, including a survey of various types of digital media being used to deliver textbook-like content. This leads into the development of a theoretical framework based on constructivist pedagogical theory, hypertext learning theory, and chemistry visualization and representation frameworks. The implementation and design of ChemPaths, the general chemistry online text developed within the Chemistry Education Digital Library (ChemEd DL) is then described. The effectiveness of ChemPaths being used as a textbook replacement in an advanced general chemistry course is evaluated within the developed theoretical framework both qualitatively and quantitatively.

  8. CTOS course

    NASA Technical Reports Server (NTRS)

    Lefebvre, D. R.; Page, L.; Noseworthy, J. R.

    1992-01-01

    The topics are presented in viewgraph form and include the following: a Center for Intelligent Robotic Systems for Space Exploration (CIRSSE) Testbed Operating System (CTOS) overview; CTOS tasks and applications; building and sending CTOS messages; message data management; X-window input/output; CTOS configuration; CTOS startup; advanced tools and services; motion control systems (MCS), vision services system (VSS), and Petri Net (PN) controllers; and exercises.

  9. Marine Engine Mechanics. Performance Objectives. Intermediate Course.

    ERIC Educational Resources Information Center

    Jones, Marion

    Several intermediate performance objectives and corresponding criterion measures are presented for each of ten terminal objectives for a two-semester course (3 hours daily). This 540-hour intermediate course includes advanced troubleshooting techniques on outboard marine engines, inboard-outboard marine engines, inboard marine engines, boat…

  10. Teaching a Course about the Space Telescope.

    ERIC Educational Resources Information Center

    Page, Thornton

    1983-01-01

    "Astronomy with the Space Telescope" is a course designed to show scientists/engineers how this instrument can make important advances in astrophysics, planetology, and geophysics. A description of the course (taught to 11 students working for the National Aeronautics and Space Administration) and sample student paper on black holes are…

  11. Structuring the AP Art History Course

    ERIC Educational Resources Information Center

    Herscher, Walter R.

    2013-01-01

    While AP (Advanced Placement) Art History may be taught within the art department in many schools, social studies teachers are equally capable of teaching the course well. They have the historical background to discuss the reasons for changes in art styles. A teacher's preparation is similar to teaching a course stressing political history,…

  12. Structuring the AP Art History Course

    ERIC Educational Resources Information Center

    Herscher, Walter R.

    2013-01-01

    While AP (Advanced Placement) Art History may be taught within the art department in many schools, social studies teachers are equally capable of teaching the course well. They have the historical background to discuss the reasons for changes in art styles. A teacher's preparation is similar to teaching a course stressing political history,…

  13. Scientific Writing Courses for Pediatric Fellows.

    ERIC Educational Resources Information Center

    Cox, Barbara G.; And Others

    1990-01-01

    A six-week course in scientific writing and publishing at the University of Florida College of Medicine covered prose, syntax, and writing style, construction of scientific papers, and the submission and review process. An advanced course is now offered due to heavy demand. Materials include scientific writing texts, comprehensive syllabi, and…

  14. Teaching a Course about the Space Telescope.

    ERIC Educational Resources Information Center

    Page, Thornton

    1983-01-01

    "Astronomy with the Space Telescope" is a course designed to show scientists/engineers how this instrument can make important advances in astrophysics, planetology, and geophysics. A description of the course (taught to 11 students working for the National Aeronautics and Space Administration) and sample student paper on black holes are…

  15. Ada in Introductory Computer Science Courses

    DTIC Science & Technology

    1993-01-01

    Sacred Heart University’s current computer science curriculum has been modified in the 1992-1993 school year after receiving an ARPA grant(Advanced...grant entitled Ada in Introductory Computer Science Course, allowed for the modification of both introductory programming courses to use Ada as the...introductory computer science courses CS050 (Introduction to Computer Science ) and CS051 (Data Structures) were developed to include Ada and software

  16. The link between middle school mathematics course placement and achievement.

    PubMed

    Domina, Thurston

    2014-01-01

    The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.

  17. Transforming the Online Course

    NASA Astrophysics Data System (ADS)

    Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

    2013-12-01

    Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

  18. Is Calculus an Appropriate High School Course?

    ERIC Educational Resources Information Center

    Rash, Agnes M.

    1977-01-01

    Discusses some alternatives to calculus as an advanced high school course which will prepare students for college level work, improve their background in algebra, geometry and trigonometry, and introduce new and interesting material of a more advanced nature. (Author/RK)

  19. The Course of Skin and Serum Biomarkers of Advanced Glycation Endproducts and Its Association with Oxidative Stress, Inflammation, Disease Severity, and Mortality during ICU Admission in Critically Ill Patients: Results from a Prospective Pilot Study.

    PubMed

    Meertens, John H; Nienhuis, Hans L; Lefrandt, Joop D; Schalkwijk, Casper G; Nyyssönen, Kristiina; Ligtenberg, Jack J M; Smit, Andries J; Zijlstra, Jan G; Mulder, D J

    2016-01-01

    Advanced glycation end products (AGEs) have been implicated in multiple organ failure, predominantly via their cellular receptor (RAGE) in preclinical studies. Little is known about the time course and prognostic relevance of AGEs in critically ill human patients, including those with severe sepsis. 1) To explore the reliability of Skin Autofluorescence (AF) as an index of tissue AGEs in ICU patients, 2) to compare its levels to healthy controls, 3) to describe the time course of AGEs and influencing factors during ICU admission, and 4) to explore their association with disease severity, outcome, and markers of oxidative stress and inflammation. Skin AF, serum N"-(carboxyethyl)lysine (CEL), N"-(carboxymethyl)lysine (CML), and soluble RAGE (sRAGE) were serially measured for a maximum of 7 days in critically ill ICU patients with multiple organ failure and compared to age-matched healthy controls. Correlations with (changes in) clinical parameters of disease severity, LDL dienes, and CRP were studied and survival analysis for in-hospital mortality was performed. Forty-five ICU patients (age: 59±15 years; 60% male), and 37 healthy controls (59±14; 68%) were included. Skin AF measurements in ICU patients were reproducible (CV right-left arm: 13%, day-to-day: 10%), with confounding effects of skin reflectance and plasma bilirubin levels. Skin AF was higher in ICU patients vs healthy controls (2.7±0.7 vs 1.8±0.3 au; p<0.001). Serum CEL (23±10 vs, 16±3 nmol/gr protein; p<0.001), LDL dienes (19 (15-23) vs. 9 (8-11) μmol/mmol cholesterol; <0.001), and sRAGE (1547 (998-2496) vs. 1042 (824-1388) pg/ml; p = 0.003) were significantly higher in ICU patients compared to healthy controls, while CML was not different (27 (20-39) vs 29 (25-33) nmol/gr protein). While CRP and LDL dienes decreased significantly, Skin AF and serum AGEs and sRAGE did not change significantly during the first 7 days of ICU admission. CML and CEL were strongly correlated with SOFA scores and CML

  20. The Course of Skin and Serum Biomarkers of Advanced Glycation Endproducts and Its Association with Oxidative Stress, Inflammation, Disease Severity, and Mortality during ICU Admission in Critically Ill Patients: Results from a Prospective Pilot Study

    PubMed Central

    Meertens, John H.; Nienhuis, Hans L.; Lefrandt, Joop D.; Schalkwijk, Casper G.; Nyyssönen, Kristiina; Ligtenberg, Jack J. M.; Smit, Andries J.; Zijlstra, Jan G.; Mulder, D. J.

    2016-01-01

    Background Advanced glycation end products (AGEs) have been implicated in multiple organ failure, predominantly via their cellular receptor (RAGE) in preclinical studies. Little is known about the time course and prognostic relevance of AGEs in critically ill human patients, including those with severe sepsis. Objective 1) To explore the reliability of Skin Autofluorescence (AF) as an index of tissue AGEs in ICU patients, 2) to compare its levels to healthy controls, 3) to describe the time course of AGEs and influencing factors during ICU admission, and 4) to explore their association with disease severity, outcome, and markers of oxidative stress and inflammation. Methods Skin AF, serum N"-(carboxyethyl)lysine (CEL), N"-(carboxymethyl)lysine (CML), and soluble RAGE (sRAGE) were serially measured for a maximum of 7 days in critically ill ICU patients with multiple organ failure and compared to age-matched healthy controls. Correlations with (changes in) clinical parameters of disease severity, LDL dienes, and CRP were studied and survival analysis for in-hospital mortality was performed. Results Forty-five ICU patients (age: 59±15 years; 60% male), and 37 healthy controls (59±14; 68%) were included. Skin AF measurements in ICU patients were reproducible (CV right-left arm: 13%, day-to-day: 10%), with confounding effects of skin reflectance and plasma bilirubin levels. Skin AF was higher in ICU patients vs healthy controls (2.7±0.7 vs 1.8±0.3 au; p<0.001). Serum CEL (23±10 vs, 16±3 nmol/gr protein; p<0.001), LDL dienes (19 (15–23) vs. 9 (8–11) μmol/mmol cholesterol; <0.001), and sRAGE (1547 (998–2496) vs. 1042 (824–1388) pg/ml; p = 0.003) were significantly higher in ICU patients compared to healthy controls, while CML was not different (27 (20–39) vs 29 (25–33) nmol/gr protein). While CRP and LDL dienes decreased significantly, Skin AF and serum AGEs and sRAGE did not change significantly during the first 7 days of ICU admission. CML and CEL

  1. Preparation for Advanced Nursing Practice.

    ERIC Educational Resources Information Center

    Frik, Seigina M.; Pollock, Susan E.

    1993-01-01

    Lehman College's graduate nursing program uses theory-based courses to prepare advanced nurse practitioners. Students increase scholarly inquiry skills and clinical decision making; use of nursing conceptual models helped them plan and evaluate their practice. (SK)

  2. Francais langue seconde: trousse d'evaluation--tests modeles pour les cours: French 31a (Avance 7); French 31b (Avance 8); French 31c (Avance 9) (French as a Second Language: Evaluation Resource Package--Model Tests for the Courses: French 31a (Advanced 7); French 31b (Advanced 8); French 31c (Advanced 9)).

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Language Services Branch.

    The French as a Second Language model tests for advanced levels 7, 8, and 9 were designed to evaluate students' language performance, as outlined in the program of studies for Alberta, Canada, in listening and reading comprehension and oral and written production, communication skills, culture, language and general language knowledge. The tests…

  3. French on the Advanced Level.

    ERIC Educational Resources Information Center

    Pawlik, Teresa Wilkinson

    1969-01-01

    Presented in this article is an outline of some of the special interest course work included in the curriculum guidelines being developed in the Atlanta Public Schools System for advanced secondary school French classes. Titles of the audiolingually-oriented courses described are--(1) "Teenagers and Teenage Life in France Today," (2)…

  4. The Link between Middle School Mathematics Course Placement and Achievement

    ERIC Educational Resources Information Center

    Domina, Thurston

    2014-01-01

    The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of…

  5. Cartoons as Advance Organizers

    ERIC Educational Resources Information Center

    Kovalik, Cindy L.; Williams, Matthew A.

    2011-01-01

    This exploratory study investigated student reaction to the use of cartoons as advance organizers for online discussions in an online course. A convenience sample of 15 students participated in the study by contributing cartoons, participating in online discussions, and completing a survey. Overall, survey results indicated student reaction to the…

  6. Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course

    ERIC Educational Resources Information Center

    Fayne, Harriet R.

    2009-01-01

    In this article, the author describes how she used integrated course design to design a course that would help special education teachers satisfy the "Highly Qualified Teacher" (HQT) requirement established by No Child Left Behind (NCLB) in the area of English/language arts. The approach she chose was based on principles advanced by Fink…

  7. Music Ensemble: Course Proposal.

    ERIC Educational Resources Information Center

    Kovach, Brian

    A proposal is presented for a Music Ensemble course to be offered at the Community College of Philadelphia for music students who have had previous vocal or instrumental training. A standardized course proposal cover form is followed by a statement of purpose for the course, a list of major course goals, a course outline, and a bibliography. Next,…

  8. Music Ensemble: Course Proposal.

    ERIC Educational Resources Information Center

    Kovach, Brian

    A proposal is presented for a Music Ensemble course to be offered at the Community College of Philadelphia for music students who have had previous vocal or instrumental training. A standardized course proposal cover form is followed by a statement of purpose for the course, a list of major course goals, a course outline, and a bibliography. Next,…

  9. Outcomes from Enabling Courses.

    ERIC Educational Resources Information Center

    Phan, Oanh; Ball, Katrina

    The outcomes of enabling courses offered in Australia's vocational education and training (VET) sector were examined. "Enabling course" was defined as lower-level preparatory and prevocational courses covering a wide range of areas, including remedial education, bridging courses, precertificate courses, and general employment preparation…

  10. Advanced Electronics. Curriculum Development. Bulletin 1778.

    ERIC Educational Resources Information Center

    Eppler, Thomas

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

  11. Advanced Electronics. Curriculum Development. Bulletin 1778.

    ERIC Educational Resources Information Center

    Eppler, Thomas

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

  12. Teaching Research Synthesis to Advanced Practice Nurses.

    ERIC Educational Resources Information Center

    Upchurch, Sandra; Brosnan, Christine A.; Grimes, Deanna E.

    2002-01-01

    A process for teaching research synthesis to advanced practice nurses includes two courses: a first research applications course in which students build bibliographic databases, practice statistical analysis, and develop search skills; and a second course in which they complete literature reviews or meta analyses of research on clinical practice…

  13. Teaching Research Synthesis to Advanced Practice Nurses.

    ERIC Educational Resources Information Center

    Upchurch, Sandra; Brosnan, Christine A.; Grimes, Deanna E.

    2002-01-01

    A process for teaching research synthesis to advanced practice nurses includes two courses: a first research applications course in which students build bibliographic databases, practice statistical analysis, and develop search skills; and a second course in which they complete literature reviews or meta analyses of research on clinical practice…

  14. Early results of a randomized two-by-two factorial phase II trial comparing neoadjuvant chemotherapy with two and four courses of cisplatin/S-1 and docetaxel/cisplatin/S-1 as neoadjuvant chemotherapy for locally advanced gastric cancer.

    PubMed

    Aoyama, T; Nishikawa, K; Fujitani, K; Tanabe, K; Ito, S; Matsui, T; Miki, A; Nemoto, H; Sakamaki, K; Fukunaga, T; Kimura, Y; Hirabayashi, N; Yoshikawa, T

    2017-08-01

    Neoadjuvant chemotherapy (NAC) is a promising method of improving the survival of resectable gastric cancer. Cisplatin/S-1 (CS) and docetaxel/cisplatin/S-1 (DCS) are both effective against metastatic gastric cancer. This report clarified the impact of these regimens on early endpoints, including the pathological responses, chemotherapy-related toxicities, and surgical results. Patients with M0 and either T4 or T3 in case of junctional cancer or scirrhous type received two or four courses of cisplatin (60 mg/m2 at day 8)/S-1 (80 mg/m2 for 21 days with 1 week rest) or docetaxel (40 mg/m2 at day 1)/cisplatin (60 mg/m2 at day 1)/S-1 (80 mg/m2 for 14 days with 2 weeks rest) as NAC. Patients then underwent D2 gastrectomy and adjuvant S-1 chemotherapy for 1 year. The primary endpoint was the 3-year overall survival. Between October 2011 and September 2014, 132 patients were assigned to receive CS (n = 66; 33 in 2 courses and 33 in 4 courses) or DCS (n = 66; 33 in 2 courses and 33 in 4 courses). The respective major grade 3 or 4 hematological toxicities (CS/DCS) were leukocytopenia (14.1%/26.2%), neutropenia (29.7%/47.7%), anemia (14.1%/12.3%), and platelet reduction (3.1%/1.5%). The rate of pathological response, defined as a complete response or < 10% residual cancer remaining, was 19.4% in the CS group and 15.4% in the DCS group, and 15.6% in the two-course group and 19.0% in the 4-course group. The R0 resection rate was 72.7% in the CS group and 81.8% in the DCS group and 80.3% in the two-course group and the 74.2% in the four-course group. No treatment-related deaths were observed. Our results do not support three-drug therapy with a taxane over two-drug therapy, or any further treatment beyond two cycles as an attractive candidate for the test arm of NAC.

  15. Physics Based University Courses

    ERIC Educational Resources Information Center

    Beeby, J. L.

    1974-01-01

    Two physics courses which serve as alternatives to general college courses in physics are outlined: physics with astrophysics and physics with electronics. Details are given of the structure of the courses and third year options are specified. (DT)

  16. Physics Based University Courses

    ERIC Educational Resources Information Center

    Beeby, J. L.

    1974-01-01

    Two physics courses which serve as alternatives to general college courses in physics are outlined: physics with astrophysics and physics with electronics. Details are given of the structure of the courses and third year options are specified. (DT)

  17. Evaluation of pediatric CPR course on knowledge of pediatric residents--before and after ACLS course.

    PubMed

    Soltani, Alireza Ebrahim; Khan, Zahid Hussain; Arbabi, Shahriar; Hossini, Babak; Nahvi, Hedaiatollah; Agamohammadi, Asghar

    2009-02-01

    An evaluation was conducted on the knowledge gained by pediatric residents on CPR, before and after a PALS (Pediatric Advanced Cardiac Life Support) course. Following an examination of all pediatric residents at Tehran University of Medical Sciences, they were divided into two groups: non-trained (Group 1) and a group scheduled to undergone training (Group 2). A course on ACLS was conducted. Examination were performed before and after the ACLS course. The mean of the examination prior to the course in Group 1 and 2 was low, reflecting no significant differences between the Groups. Examination after the ACLS course showed a statistically significant improvement in Group 2 (P < or = 0.05). It is concluded that knowledge of pediatric residents was low before ACLS course and enhanced after the course.

  18. A Survey Transition Course

    ERIC Educational Resources Information Center

    Johnston, William; McAllister, Alex M.

    2012-01-01

    Successful outcomes for a "Transition Course in Mathematics" have resulted from two unique design features. The first is to run the course as a "survey course" in mathematics, introducing sophomore-level students to a broad set of mathematical fields. In this single mathematics course, undergraduates benefit from an introduction of proof…

  19. A Survey Transition Course

    ERIC Educational Resources Information Center

    Johnston, William; McAllister, Alex M.

    2012-01-01

    Successful outcomes for a "Transition Course in Mathematics" have resulted from two unique design features. The first is to run the course as a "survey course" in mathematics, introducing sophomore-level students to a broad set of mathematical fields. In this single mathematics course, undergraduates benefit from an introduction of proof…

  20. Badminton: Course Proposal.

    ERIC Educational Resources Information Center

    Yeo, David G.

    A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in Badminton. Following a standard cover form, a statement of purpose explains that the course is designed to introduce students to the techniques, knowledge, and strategies of badminton. Next, course goals and a course outline are…

  1. Sara Basic Course.

    ERIC Educational Resources Information Center

    Thayer, James E.; Maraby, Julien

    The basic plan of this course in Sara is modeled after "An Experimental Course in Hausa" (FSI 1965). The course uses short cycles consisting of mimicry followed by conversations built on the same vocabulary and syntactic pattern. The format has been condensed and altered. The course contains 95 cycles and would require approximately 50 hours to…

  2. Plant biochemistry course, 1993

    SciTech Connect

    1993-12-31

    This paper provides a brief description of a summer lecture course on metabolic pathways and regulation of flow through these pathways in plants. Descriptions of the 1992 course held at La Jolla,Ca; 1993 course held in Madison, Wis, and plans for the 1994 course projected for East Lansing, MI.

  3. Advanced Metals (Industrial Arts) Curriculum Guide. Bulletin 1750.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This curriculum guide contains materials for a 13-unit course in advanced metals, the second metals course in the industrial arts curriculum for grades 10-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A two-page course overview provides a brief course description; indicates…

  4. Negotiation Training Courses for Natural Resource Professionals

    USGS Publications Warehouse

    Burkardt, Nina; Swann, M. Earlene; Walters, Katherine

    2006-01-01

    FORT's Policy Analysis and Science Assistance Branch (PASA) has been conducting and publishing research on multi-party natural resource negotiation since the 1980s. This research has led to the development of basic and advanced negotiation training courses. Each course is two-and-a-half days. Both courses are a mix of lecture, hands-on training, and discussion. Please join us and other natural resource professionals facing similar problems and share your experiences. Come prepared to candidly discuss examples of successes to embrace, stalemates to recognize, and pitfalls to avoid in natural resource negotiations.

  5. The MSU Educational Technology Certificate Courses and Their Impact on Teachers' Growth as Technology Integrators

    ERIC Educational Resources Information Center

    Hagerman, Michelle Schira; Keller, Alison; Spicer, Jodi L.

    2013-01-01

    The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master's of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology…

  6. Student Generated Section, Course and Alternate Requests as the Keystone of a Computer Based, Student Responsive, Advance Registration and Scheduling System. College and University Machine Records Annual Conference. (17th, Columbus, Ohio, May 1972.)

    ERIC Educational Resources Information Center

    Overturf, Leonard O.; Fastman, Jerry

    This document describes a system of computerized advance registration at Colorado State University. The main objective is to generate a schedule that will satisfy student requests and needs, given constraints of faculty, time, and space. The system consists of a series of computer programs and a set of well-documented manual procedures in the…

  7. The Summer Robotic Autonomy Course

    NASA Technical Reports Server (NTRS)

    Nourbakhsh, Illah R.

    2002-01-01

    We offered a first Robotic Autonomy course this summer, located at NASA/Ames' new NASA Research Park, for approximately 30 high school students. In this 7-week course, students worked in ten teams to build then program advanced autonomous robots capable of visual processing and high-speed wireless communication. The course made use of challenge-based curricula, culminating each week with a Wednesday Challenge Day and a Friday Exhibition and Contest Day. Robotic Autonomy provided a comprehensive grounding in elementary robotics, including basic electronics, electronics evaluation, microprocessor programming, real-time control, and robot mechanics and kinematics. Our course then continued the educational process by introducing higher-level perception, action and autonomy topics, including teleoperation, visual servoing, intelligent scheduling and planning and cooperative problem-solving. We were able to deliver such a comprehensive, high-level education in robotic autonomy for two reasons. First, the content resulted from close collaboration between the CMU Robotics Institute and researchers in the Information Sciences and Technology Directorate and various education program/project managers at NASA/Ames. This collaboration produced not only educational content, but will also be focal to the conduct of formative and summative evaluations of the course for further refinement. Second, CMU rapid prototyping skills as well as the PI's low-overhead perception and locomotion research projects enabled design and delivery of affordable robot kits with unprecedented sensory- locomotory capability. Each Trikebot robot was capable of both indoor locomotion and high-speed outdoor motion and was equipped with a high-speed vision system coupled to a low-cost pan/tilt head. As planned, follow the completion of Robotic Autonomy, each student took home an autonomous, competent robot. This robot is the student's to keep, as she explores robotics with an extremely capable tool in the

  8. The Summer Robotic Autonomy Course

    NASA Technical Reports Server (NTRS)

    Nourbakhsh, Illah R.

    2002-01-01

    We offered a first Robotic Autonomy course this summer, located at NASA/Ames' new NASA Research Park, for approximately 30 high school students. In this 7-week course, students worked in ten teams to build then program advanced autonomous robots capable of visual processing and high-speed wireless communication. The course made use of challenge-based curricula, culminating each week with a Wednesday Challenge Day and a Friday Exhibition and Contest Day. Robotic Autonomy provided a comprehensive grounding in elementary robotics, including basic electronics, electronics evaluation, microprocessor programming, real-time control, and robot mechanics and kinematics. Our course then continued the educational process by introducing higher-level perception, action and autonomy topics, including teleoperation, visual servoing, intelligent scheduling and planning and cooperative problem-solving. We were able to deliver such a comprehensive, high-level education in robotic autonomy for two reasons. First, the content resulted from close collaboration between the CMU Robotics Institute and researchers in the Information Sciences and Technology Directorate and various education program/project managers at NASA/Ames. This collaboration produced not only educational content, but will also be focal to the conduct of formative and summative evaluations of the course for further refinement. Second, CMU rapid prototyping skills as well as the PI's low-overhead perception and locomotion research projects enabled design and delivery of affordable robot kits with unprecedented sensory- locomotory capability. Each Trikebot robot was capable of both indoor locomotion and high-speed outdoor motion and was equipped with a high-speed vision system coupled to a low-cost pan/tilt head. As planned, follow the completion of Robotic Autonomy, each student took home an autonomous, competent robot. This robot is the student's to keep, as she explores robotics with an extremely capable tool in the

  9. Reference test courses for autonomous mobile robots

    NASA Astrophysics Data System (ADS)

    Jacoff, Adam; Messina, Elena; Evans, John

    2001-09-01

    One approach to measuring the performance of intelligent systems is to develop standardized or reproducible tests. These tests may be in a simulated environment or in a physical test course. The National Institute of Standards and Technology has developed a test course for evaluating the performance of mobile autonomous robots operating in an urban search and rescue mission. The test course is designed to simulate a collapsed building structure at various levels of fidelity. The course will be used in robotic competitions, such as the American Association for Artificial Intelligence (AAAI) Mobile Robot Competition and the RoboCup Rescue. Designed to be repeatable and highly reconfigurable, the test course challenges a robot's cognitive capabilities such as perception, knowledge representation, planning, autonomy and collaboration. The goal of the test course is to help define useful performance metrics for autonomous mobile robots which, if widely accepted, could accelerate development of advanced robotic capabilities by promoting the re-use of algorithms and system components. The course may also serve as a prototype for further development of performance testing environments which enable robot developers and purchasers to objectively evaluate robots for a particular application. In this paper we discuss performance metrics for autonomous mobile robots, the use of representative urban search and rescue scenarios as a challenge domain, and the design criteria for the test course.

  10. Towards a Best Practice Electronic Course Profile

    ERIC Educational Resources Information Center

    Wadley, David

    2010-01-01

    Higher education institutions are introducing standardised electronic course profiles (ECPs) to advance quality outcomes. Involving both "message" and "medium", they alter traditional practice and interpretations. Critical examination is required of the values, presuppositions and operation of the nascent system. Lacking much…

  11. A Course in Coal Science and Technology.

    ERIC Educational Resources Information Center

    Wheelock, T. D.

    1978-01-01

    This course introduces graduate students and advanced undergraduates to coal science and technology. Topics include: (1) the nature and occurrence of coal, (2) its chemical and physical characteristics, (3) methods of cleaning and preparing coal, and (4) processes for converting coal into clean solid, liquid, and gaseous fuels, as well as coke.…

  12. A First Course in Continuous Simulation.

    ERIC Educational Resources Information Center

    Bronson, Richard

    1982-01-01

    The use of continuous simulation is promoted as a teaching tool in the undergraduate curriculum. Simulation, advances in continuous simulation, an approach to teaching system dynamics, computer languages deemed suitable for continuous simulation, and an outline of a prototypic first course in continuous simulation are presented. (MP)

  13. A Course in Conversation as Cultural Practice

    ERIC Educational Resources Information Center

    Knutson, Elizabeth M.

    2010-01-01

    This paper describes an upper level foreign language course designed to enable students to "learn about conversation" as both a universal and culture-specific form of talk, and to "learn to converse" at an advanced level and in culturally appropriate ways with speakers of French from France and Francophone countries. Students…

  14. Library Automation: A "First Course" Teaching Syllabus.

    ERIC Educational Resources Information Center

    Dyson, Sam A.

    This syllabus for a basic course in library automation is designed for advanced library students and practicing librarians. It is intended not to make librarians and students qualified programmers, but to give them enough background information for intelligent discussion of library problems with computer personnel. It may also stimulate the…

  15. Russian Basic Course: Reader, Volume II.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This anthology of short stories is representative of well-known 19th and 20th century Russian writers. Eleven stories, often adapted or abridged, are arranged in order of increasing difficulty and intended for use in intermediate and advanced phases of the Russian Basic Course. The selections, all in Cyrillic script, include: (1) A. S. Pushkin's…

  16. AP Courses Get Audited for Quality

    ERIC Educational Resources Information Center

    Ashford, Ellie

    2007-01-01

    As the college admissions process has gotten much more competitive, the number of high school students taking Advanced Placement (AP) courses has soared. At the same time, policymakers and education leaders seek to get more minorities and students not on the college track to sign up for AP and other rigorous classes. But as high schools have…

  17. A Course in Coal Science and Technology.

    ERIC Educational Resources Information Center

    Wheelock, T. D.

    1978-01-01

    This course introduces graduate students and advanced undergraduates to coal science and technology. Topics include: (1) the nature and occurrence of coal, (2) its chemical and physical characteristics, (3) methods of cleaning and preparing coal, and (4) processes for converting coal into clean solid, liquid, and gaseous fuels, as well as coke.…

  18. Basic Programming II: Course Guide. Revised Edition.

    ERIC Educational Resources Information Center

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

    This guide is designed to provide teachers with guidelines and suggested activities for teaching a one-semester advanced programming course--BASIC Programming II--for the ninth through twelfth grades. Although primarily oriented toward mathematics, the guide does offer sample applications in business that also address the needs of students with a…

  19. Women in Sport Course.

    ERIC Educational Resources Information Center

    Campbell, Mary Ann; And Others

    1980-01-01

    The philosophy, purpose, grading procedure, and course requirements for the University of Delaware's "Women in Sports" course are set forth. A course outline is provided, along with tips and a resource materials listing for those interested in initiating similar programs. (LH)

  20. Periodontics II: Course Proposal.

    ERIC Educational Resources Information Center

    Dordick, Bruce

    A proposal is presented for Periodontics II, a course offered at the Community College of Philadelphia to give the dental hygiene/assisting student an understanding of the disease states of the periodontium and their treatment. A standardized course proposal cover form is given, followed by a statement of purpose for the course, a list of major…

  1. Chemical Physics Courses.

    ERIC Educational Resources Information Center

    Lee, J.; Munn, R. W.

    1978-01-01

    This is a guide to the chemical physics major. The scope of chemical physics is presented, along with the general features of course contents and possible course structures. This information was derived from a survey of British universities and colleges offering undergraduate degree courses in chemical physics. (BB)

  2. Physics 3204. Course Description.

    ERIC Educational Resources Information Center

    Newfoundland and Labrador Dept. of Education.

    A description of the physics 3204 course in Newfoundland and Labrador is provided. The description includes: (1) statement of purpose, including general objectives of science education; (2) a list of six course objectives; (3) course content for units on sound, light, optical instruments, electrostatics, current electricity, Michael Faraday and…

  3. Periodontics II: Course Proposal.

    ERIC Educational Resources Information Center

    Dordick, Bruce

    A proposal is presented for Periodontics II, a course offered at the Community College of Philadelphia to give the dental hygiene/assisting student an understanding of the disease states of the periodontium and their treatment. A standardized course proposal cover form is given, followed by a statement of purpose for the course, a list of major…

  4. French 3200, Course Description.

    ERIC Educational Resources Information Center

    Newfoundland and Labrador Dept. of Education, St. John's. Div. of Instruction.

    The objectives and course content for French 3200, a secondary level course intended for the second or third year of four- and six-credit language course sequences in Newfoundland high schools, are outlined. Its primary objectives relate to the skill development in the four language skill areas (listening, speaking, reading, and writing),…

  5. Teachers as Course Developers.

    ERIC Educational Resources Information Center

    Graves, Kathleen, Ed.

    The collection of essays on teachers as course developers is designed to help teachers understand how to develop courses or modify existing ones using their own experience and the experiences and theories of others. It attempts to capture this process through the stories of six teachers who have developed courses. Each narrative focuses on a…

  6. Focus on Courses.

    ERIC Educational Resources Information Center

    Shaughnessy, Mina P., Ed.; And Others

    1976-01-01

    Separate articles describe courses designed to teach basic writing to academically underprepared college students. Six courses are described: a program which teaches students how to reason correctly, on the premise that students cannot write if they cannot think; a course which teaches academically underprepared black students how language…

  7. Volleyball: Course Proposal.

    ERIC Educational Resources Information Center

    Yeo, David G.

    A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in volleyball. Following a standard cover form, a course description and statement of purpose explain that the course is designed to teach students the skills and fundamentals of team play, the rules and etiquette of the game, and the…

  8. Career Academy Course Sequences.

    ERIC Educational Resources Information Center

    Markham, Thom; Lenz, Robert

    This career academy course sequence guide is designed to give teachers a quick overview of the course sequences of well-known career academy and career pathway programs from across the country. The guide presents a variety of sample course sequences for the following academy themes: (1) arts and communication; (2) business and finance; (3)…

  9. Physics 3204. Course Description.

    ERIC Educational Resources Information Center

    Newfoundland and Labrador Dept. of Education.

    A description of the physics 3204 course in Newfoundland and Labrador is provided. The description includes: (1) statement of purpose, including general objectives of science education; (2) a list of six course objectives; (3) course content for units on sound, light, optical instruments, electrostatics, current electricity, Michael Faraday and…

  10. Teachers as Course Developers.

    ERIC Educational Resources Information Center

    Graves, Kathleen, Ed.

    The collection of essays on teachers as course developers is designed to help teachers understand how to develop courses or modify existing ones using their own experience and the experiences and theories of others. It attempts to capture this process through the stories of six teachers who have developed courses. Each narrative focuses on a…

  11. Chemical Physics Courses.

    ERIC Educational Resources Information Center

    Lee, J.; Munn, R. W.

    1978-01-01

    This is a guide to the chemical physics major. The scope of chemical physics is presented, along with the general features of course contents and possible course structures. This information was derived from a survey of British universities and colleges offering undergraduate degree courses in chemical physics. (BB)

  12. Tissue banking training courses: Polish experience.

    PubMed

    Kaminski, Artur; Gut, Grzegorz; Uhrynowska-Tyszkiewicz, Izabela; Olender, Ewa

    2013-03-01

    Personnel directly involved in the donation, procurement, testing, processing, preservation, storage and distribution of human tissues and cells should be appropriately qualified and provided with timely and relevant training according to EU directives. In the time of new tissue and cells regulations implementation such a training system existed in Poland only at a local level. The first training programme outlines for various groups of health professionals engaged in tissue banking practice was created in co-operation with the Institute for LifeLong Learning at University of Barcelona in 2006. This initial training courses were financially supported by EU Transition Facility Programme 2004. Then, starting from 2006, based on previous experience, system of advanced training courses was created. This training programme was financially supported by the National Programme for the Development of Transplantation Medicine 2006-2009-POLGRAFT financed by Polish Ministry of Health. During 2006 and 2007 first set of tissue banking initial training courses were provided according to TF 2004 project. Over 200 pathologists, forensic medicine specialists and other medical doctors responsible for donor screening and classification, medical directors of tissue establishments, technical staff; tissue graft users: orthopaedic surgeons, neurosurgeons, cardiosurgeons and ophthalmologists were trained. Between 2006 and 2009 there were organized 8 advanced tissue banking training courses according to POLGRAFT programme. There were organized both theoretical and practical courses on various aspects of tissue for over 350 persons. We present our experience in organisation of international and national tissue banking training courses.

  13. Chemical Industry: A New Interdisciplinary Course for Secondary Schools.

    ERIC Educational Resources Information Center

    Nae, Nehemia; And Others

    1980-01-01

    Describes an advanced high school course which incorporates an industrial approach into the chemistry curriculum. Presents three case studies as examples taken from the local chemistry industry--the production of copper, bromine, and plastics. (CS)

  14. Chemical Industry: A New Interdisciplinary Course for Secondary Schools.

    ERIC Educational Resources Information Center

    Nae, Nehemia; And Others

    1980-01-01

    Describes an advanced high school course which incorporates an industrial approach into the chemistry curriculum. Presents three case studies as examples taken from the local chemistry industry--the production of copper, bromine, and plastics. (CS)

  15. Teaching Writing: The Underlying Structure of Composition Courses.

    ERIC Educational Resources Information Center

    Halpern, Jeanne W.

    This paper identifies and describes the five components that underlie the structure of any advanced composition course: audience, purpose, voice, organization, and polish. Each component is illustrated with examples from technical writing, business writing, journalism, and academic writing. (FL)

  16. Unique Refresher Course Offered in U.K.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1979

    1979-01-01

    The Advanced Diploma in Chemical Sciences is a new course being offered at the University of East Anglia in Norwich, England. It is billed as a refresher course in modern organic chemistry for senior industrial scientists and is aimed at Ph.D.'s out of school for at least ten years. (Author/BB)

  17. Mathematics in Literature and Cinema: An Interdisciplinary Course

    ERIC Educational Resources Information Center

    Chabrán, H. Rafael; Kozek, Mark

    2016-01-01

    We describe our team-taught, interdisciplinary course "Numb3rs in Lett3rs & Fi1ms: Mathematics in Literature and Cinema," which explores mathematics in the context of modern literature and cinema. Our goal with this course is to advance collaborations between mathematics and the written/theatre-based creative arts.

  18. Indonesian Basic Course: Volume XIV. Outline of History.

    ERIC Educational Resources Information Center

    Defense Language Inst., Monterey, CA.

    This 10-unit volume dealing with historical events in Indonesia is used in the advanced phase of the Indonesian Basic Course for United States military personnel. The objectives of the course are: (1) to relate the significant history of the area, (2) to expand the student's vocabulary, and (3) to develop the student's linguistic skills. The ten…

  19. Association between Adult Attachment Representations and Undergraduate Student Course Evaluations

    ERIC Educational Resources Information Center

    Henson, Alisha M.; Scharfe, Elaine

    2011-01-01

    Students' course evaluations often play an important role in career advancement for faculty. The authors examined the association between attachment representations of parents and course evaluations in a sample of 230 undergraduate students. They found a significant negative association between attachment anxiety with parents and course…

  20. Automating Exams for a Statistics Course: II. A Case Study.

    ERIC Educational Resources Information Center

    Michener, R. Dean; And Others

    A specific application of the process of automating exams for any introductory statistics course is described. The process of automating exams was accomplished by using the Statistical Test Item Collection System (STICS). This system was first used to select a set of questions based on course requirements established in advance; afterward, STICS…

  1. Mathematics in Literature and Cinema: An Interdisciplinary Course

    ERIC Educational Resources Information Center

    Chabrán, H. Rafael; Kozek, Mark

    2016-01-01

    We describe our team-taught, interdisciplinary course "Numb3rs in Lett3rs & Fi1ms: Mathematics in Literature and Cinema," which explores mathematics in the context of modern literature and cinema. Our goal with this course is to advance collaborations between mathematics and the written/theatre-based creative arts.

  2. Effective Case Study Methodologies in the Management of IT Courses.

    ERIC Educational Resources Information Center

    Buffington, James R.; Harper, Jeffrey S.

    Many Association to Advance Collegiate Schools of Business (AACSB) accredited schools require undergraduate Management Information Systems (MIS) majors to take a course in the management of information technology. Over half of these schools utilize case studies in the teaching of this course. Case studies are an important vehicle for teaching…

  3. A New Approach to Public Speaking Course in ESL Classroom

    ERIC Educational Resources Information Center

    Hou, Minghua

    2008-01-01

    This paper is a project report on the experiment of an English public speaking and debating course with advanced level English majors in College of Arts and Science, Yangtze University. The paper analyzes the validity of the course, introduces the design rationale, the design and experiment process, and students' responses. The paper suggests that…

  4. The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

    ERIC Educational Resources Information Center

    Schwenz, Richard W.; Miller, Sheldon

    2014-01-01

    The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

  5. The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

    ERIC Educational Resources Information Center

    Schwenz, Richard W.; Miller, Sheldon

    2014-01-01

    The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

  6. Course Innovations for Space Science Curriculum

    NASA Astrophysics Data System (ADS)

    Johnson, L. P.; Austin, S.; Tyson, N.; Liu, C.; Robbins, I.; Zirbel, E.; Ekejiuba, I.; Steiner, J.; Frost, J.

    2002-12-01

    To stimulate interest in Space Science among minority students in the City University of New York (CUNY) system, a set of interdisciplinary courses have been developed as part of a CUNY-wide major and area specific minors. These courses range in level from freshman introductory to advanced research . An interdisciplinary group of faculty in astrophysics, computer science, chemistry, geology, and physics from several senior and community colleges of the CUNY have collaborated with faculty at the Hayden Planetarium of the AMNH to create courses that have integrated research, collaborative learning, and inclusion of datasets from NASA missions. These courses also serve to prepare students for undergraduate research experiences at NASA centers. The courses are Introduction to Space Science, Space Science I and II, Computer Applications for Space and Earth Science, and Planetology. This presentation describes the courses, applicable science education research, and preliminary evaluations based on student and faculty surveys. [Curriculum development for the Space Science courses is supported by NASA Space Science/Minority Initiative NAG5-10142 and NASA MU-SPIN NCC5-530.

  7. Advanced Competitive Forensics, Speech: 5115.130

    ERIC Educational Resources Information Center

    Miller, Harriett P.

    An advanced speech course, structured around individual needs of students with some experience in interscholastic competition is outlined. Individual interests and skills development in interpretative speaking, original oratory, extemporaneous speaking, and legislative debate are pursued. Presented are: Performance Objectives; Course Content;…

  8. Journalism Student Performance on Advanced Placement Exams.

    ERIC Educational Resources Information Center

    Dvorak, Jack

    1998-01-01

    Shows that high school students who took a specialized high school course in intensive journalistic writing passed the Advanced Placement English Language and Composition Examination at higher rates (from 1991 to 1997) than did test-takers who took AP English Composition courses as a preparation for the exam. (SR)

  9. Is There an Advanced Placement Advantage?

    ERIC Educational Resources Information Center

    Santoli, Susan P.

    2002-01-01

    Examines potential advantages of Advance Placement (AP) courses for students and schools. Reviews literature on the effects of AP courses on students, AP implications for college admissions, AP implications for college attendance, AP economic implications, and AP program concerns. Concludes that AP program advantages for students, schools, and…

  10. The Advanced Manufacturing Laboratory at RPI.

    ERIC Educational Resources Information Center

    Desrochers, A.; DeRusso, P. M.

    1984-01-01

    An Advanced Manufacturing Laboratory (AML) has been established at Rensselaer Polytechnic Institute (RPI). AML courses, course objectives, instructional strategies, student experiences in design and manufacturing, and AML equipment are discussed. Overall recommendations based on student and instructor experiences are also presented. (JN)

  11. Pressure Safety: Advanced Self-Study 30120

    SciTech Connect

    Glass, George

    2016-02-29

    Pressure Safety Advance Self-Study (Course 30120) consists of an introduction, five modules, and a quiz. To receive credit in UTrain for completing this course, you must score 80% or better on the 15-question quiz (check UTrain). Directions for initiating the quiz are appended to the end of this training manual. This course contains several links to LANL websites. UTrain might not support active links, so please copy links into the address line in your browser.

  12. Astronomical Data in Undergraduate courses

    NASA Astrophysics Data System (ADS)

    Clarkson, William I.; Swift, Carrie; Hughes, Kelli; Burke, Christopher J. F.; Burgess, Colin C.; Elrod, Aunna V.; Howard, Brittany; Stahl, Lucas; Matzke, David; Bord, Donald J.

    2016-06-01

    We present status and plans for our ongoing efforts to develop data analysis and problem-solving skills through Undergraduate Astronomy instruction. While our initiatives were developed with UM-Dearborn’s student body primarily in mind, they should be applicable for a wide range of institution and of student demographics. We focus here on two strands of our effort.Firstly, students in our Introductory Astronomy (ASTR 130) general-education course now perform several “Data Investigations”, in which they interrogate the Hubble Legacy Archive to illustrate important course concepts. This was motivated in part by the realization that typical public data archives now include tools to interrogate the observations that are sufficiently accessible that introductory astronomy students can use them to perform real science, albeit mostly at a descriptive level. We are continuing to refine these investigations, and, most importantly, to critically assess their effectiveness in terms of the student learning outcomes we wish to achieve. This work is supported by grant HST-EO-13758, provided by NASA through a grant from the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555.Secondly, at the advanced-undergraduate level, students taking courses in our Astronomy minor are encouraged to gain early experience in techniques of astronomical observation and analysis that are used by professionals. We present two example projects from the Fall 2015 iteration of our upper-division course ASTR330 (The Cosmic Distance Ladder), one involving Solar System measurements, the second producing calibrated aperture photometry. For both projects students conducted, analysed, and interpreted observations using our 0.4m campus telescope, and used many of the same analysis tools as professional astronomers. This work is supported partly from a Research Initiation and Seed grant from the

  13. Deep Learning Online Course

    DTIC Science & Technology

    2016-11-01

    subfield of machine learning with an increasing number of application areas. Some difficulties were encountered throughout the course, which are documented...Systems Center Pacific (SSC Pacific). The machine learning community began organizing itself in 2012, which inspired a group of people to study an online...course from Coursera.com on the basics of machine learning [4]. This group met approximately twice a month for seven months to discuss the course

  14. Personalized Course Sequence Recommendations

    NASA Astrophysics Data System (ADS)

    Xu, Jie; Xing, Tianwei; van der Schaar, Mihaela

    2016-10-01

    Given the variability in student learning it is becoming increasingly important to tailor courses as well as course sequences to student needs. This paper presents a systematic methodology for offering personalized course sequence recommendations to students. First, a forward-search backward-induction algorithm is developed that can optimally select course sequences to decrease the time required for a student to graduate. The algorithm accounts for prerequisite requirements (typically present in higher level education) and course availability. Second, using the tools of multi-armed bandits, an algorithm is developed that can optimally recommend a course sequence that both reduces the time to graduate while also increasing the overall GPA of the student. The algorithm dynamically learns how students with different contextual backgrounds perform for given course sequences and then recommends an optimal course sequence for new students. Using real-world student data from the UCLA Mechanical and Aerospace Engineering department, we illustrate how the proposed algorithms outperform other methods that do not include student contextual information when making course sequence recommendations.

  15. Online Leader Training Course: Nebraska Equine Extension Leader Certification

    ERIC Educational Resources Information Center

    Cottle, Lena; D'Angelo, Nicole

    2015-01-01

    The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

  16. Online Leader Training Course: Nebraska Equine Extension Leader Certification

    ERIC Educational Resources Information Center

    Cottle, Lena; D'Angelo, Nicole

    2015-01-01

    The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

  17. A First Course in Atmospheric Thermodynamics

    NASA Astrophysics Data System (ADS)

    Chilson, Phillip

    2009-08-01

    It is not uncommon to find textbooks that have been written with the intention of catering to a broad spectrum of readers. Often, though not always, the result is a book appropriate for neither advanced nor beginning students. However, Grant Petty had a very specific target audience in mind when he wrote A First Course in Atmospheric Thermodynamics. The book is clearly gauged for atmospheric science and meteorology students who have had introductory courses in physics and calculus but who have not necessarily established a firm foundation in analytic problem solving.

  18. Mechatronic system design course for undergraduate programmes

    NASA Astrophysics Data System (ADS)

    Saleem, A.; Tutunji, T.; Al-Sharif, L.

    2011-08-01

    Technology advancement and human needs have led to integration among many engineering disciplines. Mechatronics engineering is an integrated discipline that focuses on the design and analysis of complete engineering systems. These systems include mechanical, electrical, computer and control subsystems. In this paper, the importance of teaching mechatronic system design to undergraduate engineering students is emphasised. The paper offers the collaborative experience in preparing and delivering the course material for two universities in Jordan. A detailed description of such a course is provided and a case study is presented. The case study used is a final year project, where students applied a six-stage design procedure that is described in the paper.

  19. Online Course Design: A Statistics Course Example

    ERIC Educational Resources Information Center

    Gazioglu, Suzan

    2013-01-01

    Classroom-based learning has great value, but online classes are becoming quite popular in the academic world because of the tremendous opportunities they offer. This article outlines the author's journey through the planning, development and execution of an online statistics course.

  20. Assessment of a food microbiology senior undergraduate course as a potential food safety distance education course for poultry science majors.

    PubMed

    O'Bryan, C A; Dittmar, R S; Chalova, V I; Kundinger, M M; Crandall, P G; Ricke, S C

    2010-11-01

    Distance education courses have become popular due to the increased number of commuter students as well as people already in the workforce who need further education for advancement within their careers. A graduate-level Web-based course entitled Special Topics-Poultry Food Safety Microbiology was developed from an existing senior undergraduate advanced food microbiology course in the Poultry Science Department at Texas A&M University. Conversion of standard lecture material into a distance education course can provide unique challenges to maintain comparable course content in an asynchronous manner. The overall objective for this course was to examine bacterial activities including ecology in food, animals, raw and processed meat, eggs, and human pathogenesis. Students were surveyed at the end of the class and the majority agreed that they would be willing to take the course as an online course, although they were not willing to pay an extra fee for an online course. The majority of students used the online version of the course as a supplement to the classroom rather than as a substitute.

  1. Academic Master's courses in the field of nursing: an analysis of course load.

    PubMed

    Robazzi, Maria Lúcia do Carmo Cruz; Erdmann, Alacoque Lorenzini; Fernandes, Josicélia Dumêt; Rodrigues, Rosalina Aparecida Partezani; Lunardi, Valéria Lerch

    2012-01-01

    to identify, among the Academic Master's courses, run by Brazilian post-graduate nursing programs, analyzed in the three-yearly evaluation (2007-2009) of the Coordination for the Improvement of Higher Education Personnel (CAPES), the course load stated by the programs for training Master's degree students. a descriptive, quantitative, documental study, with data collected in July 2010, through consulting the above-mentioned Coordination's reports in the item "Programs' Proposals", in the Table of Indicators, available on the Internet. discrepancies were found between the course loads of the 32 Academic Master's courses in the different regions of Brazil, with the smallest having a course load of 315 hours and the largest, 1530 hours. greater discussion is needed about the course load necessary for training the competencies and skills for the profile desired for the students on graduating from the course. The study provides advances in nursing knowledge, as previous investigations on the same issue were not identified. It is hoped that Academic Master's courses in nursing may see themselves in this process and may review their pedagogical decisions in the light of the new models of training/qualification of nursing professionals, centered in science, technology and innovation in the area.

  2. Advanced Placement United States History: A Student's Perspective.

    ERIC Educational Resources Information Center

    Neutuch, Eric

    1999-01-01

    Reflects on the experience of being in an Advanced Placement (AP) U.S. history course in high school. Stresses that the intent of the course was only to prepare students to score well on the AP examination. Asserts that the course should have aimed beyond teaching to the test. (CMK)

  3. AP: A Critical Examination of the Advanced Placement Program

    ERIC Educational Resources Information Center

    Sadler, Philip M., Ed.; Sonnert, Gerhard, Ed.; Tai, Robert H., Ed.; Klopfenstein, Kristin, Ed.

    2010-01-01

    With an annual yearly growth rate of 9.3 percent over the last two decades, Advanced Placement courses have become a juggernaut in American high school education. AP courses are routinely perceived as an indicator of educational rigor, and many schools push to enroll low-income or minority students in these courses in the hope of preparing them…

  4. Advanced Jewelry Design. Art Education: 6684.02.

    ERIC Educational Resources Information Center

    Marinaccio, Louis M.

    See SO 007 721 for an introduction to the Visual Arts Education Curriculum of which this course in jewelry design is a part. In the course students further skills in forming complex objects through experience with casting, bezeling stones, and welding. Course content includes an historical perspective on jewelry production and advanced methods in…

  5. Advanced Typewriting Skill Building; Business Education: 7705.31.

    ERIC Educational Resources Information Center

    Schull, Amy P.

    Intended for the student interested in obtaining high speed and control, the course includes drills that will enable the student to prepare more complex business forms and reports with a high degree of speed and accuracy. It is a culminating basic course for vocational competency, requiring the course Advanced Clerical Typewriting (7705.11) as a…

  6. Advanced Oral Interpretation of Literature, English, Speech: 5114.109

    ERIC Educational Resources Information Center

    Hicks, Vivian H.

    This curriculum guide describes an advanced course for speech classes in the oral interpretation of literature. It is meant to follow the first course, which introduced the subject and gave some fundamentals and practice in oral reading. The student is expected to meet the following objectives in the course: (1) demonstrate ability in using his…

  7. AP: A Critical Examination of the Advanced Placement Program

    ERIC Educational Resources Information Center

    Sadler, Philip M., Ed.; Sonnert, Gerhard, Ed.; Tai, Robert H., Ed.; Klopfenstein, Kristin, Ed.

    2010-01-01

    With an annual yearly growth rate of 9.3 percent over the last two decades, Advanced Placement courses have become a juggernaut in American high school education. AP courses are routinely perceived as an indicator of educational rigor, and many schools push to enroll low-income or minority students in these courses in the hope of preparing them…

  8. Advanced Science for Employment and Higher Education.

    ERIC Educational Resources Information Center

    Gadd, Ken

    1998-01-01

    Compares the extent to which two types of advanced level qualifications, General Certificate of Education (GCE) A-levels and General National Vocational Qualification (GNVQ) advanced science, meet the needs of employers and tutors of science courses in higher education. (Author/CCM)

  9. Rethinking the Introductory Course.

    ERIC Educational Resources Information Center

    Lenski, Gerhard

    1983-01-01

    The introductory sociology course, usually of a superficial and encyclopedic nature, should be replaced by three separate introductory courses of greater depth: (1) macrosociology, the world system of societies; (2) microsociology, the impact of societies on individuals; and (3) mesosociology, students' own society and its institutions. (Author/RM)

  10. Arabic 12 Weeks Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    Volumes 1 and 2 (Lesson Units 1-55) of this beginning course in Arabic follow the Defense Language Institute format for intensive 12-week language courses, designed for native-speaker instructors using audiolingual methodology in the classroom. The third (and final) volume in this series constitutes a reference guide to pronunciation and grammar…

  11. Social Science: Course Proposal.

    ERIC Educational Resources Information Center

    Cook, Charles Gene

    A proposal is presented for a Community College of Philadelphia course surveying basic social science skills and information, including scientific method, map usage, evolution, native peoples, social groups, and U.S. Government. Following a standard cover form, a statement of purpose for the course indicates that it is designed to provide…

  12. Internationalizing Industrial Organization Courses.

    ERIC Educational Resources Information Center

    Chapman, Margaret

    1992-01-01

    Suggests ways of increasing the international focus of industrial organization courses. Discusses four areas of international topics that could be integrated into such courses. Includes imperfect markets, trade, and industrial policy; theory of the firm; exchange rates and market behavior; and issues in antitrust. Evaluates the extent and adequacy…

  13. Swahili 12 Weeks Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This 12-weeks course in basic Swahili comprises 55 lesson units in five volumes. The general course format consists of (1) perception drills for comprehension, oral production, and association using "situational picture" illustrations; (2) dialogs in English and Swahili, with cartoon guides; (3) sequenced pattern and recombination drills, and (4)…

  14. Turkish 12 Week Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This audiolingual beginner's course has been prepared for the Defense Language Institute intensive program in modern spoken Turkish. The course, consisting of six volumes of basic text in 55 units begins with an introductory section which presents the linguistic background, phonology, and distinguishing features of Turkish. The lesson format…

  15. Hydrologic Services Course.

    ERIC Educational Resources Information Center

    National Oceanic and Atmospheric Administration (DOC), Rockville, MD. National Weather Service.

    A course to develop an understanding of the scope of water resource activities, of the need for forecasting, of the National Weather Service's role in hydrology, and of the proper procedures to follow in fulfilling this role is presented. The course is one of self-help, guided by correspondence. Nine lessons are included: (1) Hydrology in the…

  16. Science Courses for Citizens.

    ERIC Educational Resources Information Center

    Hayes, Alice Bourke

    1980-01-01

    Described is a science education program at Loyola University, Chicago designed for nonscience majors. Discussed are rationale for course offerings and course content. Emphasized is the need to reveal the nature of science and methods by which information is gained and theories formulated, rather than science content alone. (CS)

  17. Travel Agent Course Outline.

    ERIC Educational Resources Information Center

    British Columbia Dept. of Education, Victoria.

    Written for college entry-level travel agent training courses, this course outline can also be used for inservice training programs offered by travel agencies. The outline provides information on the work of a travel agent and gives clear statements on what learners must be able to do by the end of their training. Material is divided into eight…

  18. A Course on Macromolecules.

    ERIC Educational Resources Information Center

    Horta, Arturo

    1985-01-01

    Describes a senior-level course that: (1) focuses on the structure and reactions of macromolecules; (2) treats industrial polymers in a unified way; and (3) uses analysis of conformation and conformational statistics as a unifying approach. Also discusses course topics, including polysaccharides, proteins, nucleic acids, and others. (JN)

  19. FULA BASIC COURSE.

    ERIC Educational Resources Information Center

    SWIFT, LLOYD B.; AND OTHERS

    THIS BEGINNING COURSE IS AN INTRODUCTION TO FULA (KNOWN VARIOUSLY AS FULANI, FUL, PEUL, OR PHEUL), A NIGER-CONGO LANGUAGE SPOKEN THROUGHOUT THE GRASSLAND AREAS OF WEST AFRICA FROM THE ATLANTIC TO CAMEROUN. THE TEXT IS ONE OF A SERIES OF SHORT BASIC COURSES IN SELECTED AFRICAN LANGUAGES BEING PREPARED BY THE FOREIGN SERVICE INSTITUTE. IT IS…

  20. Aerospace Education Course Syllabus.

    ERIC Educational Resources Information Center

    Civil Air Patrol, Maxwell AFB, AL.

    This syllabus has been designed to provide the classroom teacher with a capsulized view and understanding of a one-year course at the high school level. This course is designed to be an integral part of the existing general educational program of the school and is general and introductory in nature, rather than inclusive. This syllabus is to be…

  1. Social Science: Course Proposal.

    ERIC Educational Resources Information Center

    Cook, Charles Gene

    A proposal is presented for a Community College of Philadelphia course surveying basic social science skills and information, including scientific method, map usage, evolution, native peoples, social groups, and U.S. Government. Following a standard cover form, a statement of purpose for the course indicates that it is designed to provide…

  2. Black Literature? Of Course!

    ERIC Educational Resources Information Center

    Geyer, Donna

    1969-01-01

    The inclusion of Afro-American literature in high schools either as an elective course or as a unit within an American literature course provides opportunities for Black students to gain, from members of their own race, pride in themselves and belief in the possibility of personal achievement. Title selection should depend upon class make-up. For…

  3. Developing Open Courses.

    ERIC Educational Resources Information Center

    Parer, Michael S., Ed.

    This collection of 13 articles contains the reflections of experienced course developers on a particular course that illustrates the process of constructing flagship distance education programs. "Educational Developers in Action--A Series of Tales from the Mud" (Michael Parer) is an introduction that discusses the technology of distance…

  4. Lehigh Design Course

    ERIC Educational Resources Information Center

    Grassi, Vincent G.; Luyben, William L.; Silebi, Cesar A.

    2011-01-01

    This paper discusses a two-semester senior design course that combines traditional steady-state economic process design with dynamic plantwide control. This unique course has been taught at Lehigh for more than a decade and has garnered rave reviews from students, industry, and ABET. Each student design group has its own industrial consultant who…

  5. Art Mini-Course

    ERIC Educational Resources Information Center

    Braun, Charlotte

    1976-01-01

    The idea of an open art studio or art mini-course to serve a need above and beyond the regularly scheduled art classes is important and necessary to a school program that is designed to meet the needs of the general intellectual and cultural growth of the child. Describes the art mini-course introduced at the Willow Ridge School in Tonawanda, New…

  6. Chemistry Curricula. Course Suggestions.

    ERIC Educational Resources Information Center

    American Chemical Society, Washington, DC.

    Listings of suggested topics aimed at helping university and college faculties plan courses in the main areas of the chemistry curricula are provided. The suggestions were originally offered as appendices to the American Chemical Society's (ACS) Committee on Professional Training's 1983 guidelines for ACS-approved schools. The course data included…

  7. FULA BASIC COURSE.

    ERIC Educational Resources Information Center

    SWIFT, LLOYD B.; AND OTHERS

    THIS BEGINNING COURSE IS AN INTRODUCTION TO FULA (KNOWN VARIOUSLY AS FULANI, FUL, PEUL, OR PHEUL), A NIGER-CONGO LANGUAGE SPOKEN THROUGHOUT THE GRASSLAND AREAS OF WEST AFRICA FROM THE ATLANTIC TO CAMEROUN. THE TEXT IS ONE OF A SERIES OF SHORT BASIC COURSES IN SELECTED AFRICAN LANGUAGES BEING PREPARED BY THE FOREIGN SERVICE INSTITUTE. IT IS…

  8. Lehigh Design Course

    ERIC Educational Resources Information Center

    Grassi, Vincent G.; Luyben, William L.; Silebi, Cesar A.

    2011-01-01

    This paper discusses a two-semester senior design course that combines traditional steady-state economic process design with dynamic plantwide control. This unique course has been taught at Lehigh for more than a decade and has garnered rave reviews from students, industry, and ABET. Each student design group has its own industrial consultant who…

  9. Chemistry Curricula. Course Suggestions.

    ERIC Educational Resources Information Center

    American Chemical Society, Washington, DC.

    Listings of suggested topics aimed at helping university and college faculties plan courses in the main areas of the chemistry curricula are provided. The suggestions were originally offered as appendices to the American Chemical Society's (ACS) Committee on Professional Training's 1983 guidelines for ACS-approved schools. The course data included…

  10. Course Resource Lists.

    ERIC Educational Resources Information Center

    England, Robert G.

    The Mountain-Plains Course Resource List is presented by job title for 26 curriculum areas. For each area the printed materials, audiovisual aids, and equipment needed for the course are listed. The 26 curriculum areas are: mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution,…

  11. A Freshman Biochemistry Course.

    ERIC Educational Resources Information Center

    De Toma, Francis J.; Campbell, Mary K.

    1982-01-01

    A one-semester biochemistry course was developed as an alternative to traditional freshman chemistry. Lecture topics and laboratory exercises focus on the course's unifying theme of the origin and early stages of the evolution of life on earth. (Author/SK)

  12. Offset Printing, Course Description.

    ERIC Educational Resources Information Center

    Bly, Ervin; Anderson, Floyd L.

    Prepared by an instructor and a curriculum development specialist, this course of study was designed to meet the individual needs of the dropout and/or hard-core unemployed youth by providing skill training, related information, and supportive services knowledge about offset printing. The course provides training in offset printing and related…

  13. Swahili 12 Weeks Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This 12-weeks course in basic Swahili comprises 55 lesson units in five volumes. The general course format consists of (1) perception drills for comprehension, oral production, and association using "situational picture" illustrations; (2) dialogs in English and Swahili, with cartoon guides; (3) sequenced pattern and recombination drills, and (4)…

  14. Turkish 12 Week Course.

    ERIC Educational Resources Information Center

    Defense Language Inst., Washington, DC.

    This audiolingual beginner's course has been prepared for the Defense Language Institute intensive program in modern spoken Turkish. The course, consisting of six volumes of basic text in 55 units begins with an introductory section which presents the linguistic background, phonology, and distinguishing features of Turkish. The lesson format…

  15. A Course on Macromolecules.

    ERIC Educational Resources Information Center

    Horta, Arturo

    1985-01-01

    Describes a senior-level course that: (1) focuses on the structure and reactions of macromolecules; (2) treats industrial polymers in a unified way; and (3) uses analysis of conformation and conformational statistics as a unifying approach. Also discusses course topics, including polysaccharides, proteins, nucleic acids, and others. (JN)

  16. Developing a Reading Course.

    ERIC Educational Resources Information Center

    Creemers, F. H. Th.; And Others

    A course for improving Dutch reading proficiency of entering university students was developed by the Linguistic and Literacy Studies department of the University of Tilburg in the Netherlands. Dutch secondary school students receive instruction in text-specific approaches to reading but no instruction in reading methodology. The course focuses on…

  17. Mathematical Science Course

    ERIC Educational Resources Information Center

    Woof, K. R.

    1975-01-01

    Describes an experimental type of science course which involves theoretical and practical approaches to scientific topics by using mathematics to develop and explain scientific problems and theory. Gives an example of such a course applied to the teaching of physical anthropology. (MLH)

  18. Tennis: Course Proposal.

    ERIC Educational Resources Information Center

    Yeo, David G.

    A proposal is presented for a Community College of Philadelphia Life Sciences and Allied Health Services course in tennis. Following a standard cover form, a statement of purpose explains that the course is designed to provide instruction and practice in the basic tennis techniques of the forehand, backhand, serve, volley, and overhead. Next,…

  19. Social Communications, Course Description.

    ERIC Educational Resources Information Center

    Brown, Harry J.; Anderson, Floyd L.

    Using federal, state, and local funds, the Work Opportunity Center provides guidance, skill training, and supportive services for the dropout and/or hard-core unemployed youth 16 to 21 years of age. This paper describes the social communications course offered by the Center. Offering individual as well as group coverage, the course includes…

  20. College Credit Earned in High School: Comparing Student Performance in Project Advance and Advanced Placement.

    ERIC Educational Resources Information Center

    Mercurio, Joseph A.; And Others

    1983-01-01

    Syracuse University's Project Advance (one of the first high school college cooperative programs in the United States through which college courses, taught in high schools by high school faculty, are taken for college credit) is described. (MLW)