Effects of a Regular Motor Activity on Somatic and Fitness Variables in Boys Aged 17-18 Years

ERIC Educational Resources Information Center

Piotrowska, Joanna

2011-01-01

Study aim: To assess the somatic and fitness changes in semisedentary boys persuaded to undertake Nordic Walking activities throughout a school year. Material and methods: Two groups of schoolboys aged 17-18 years were studied: regularly attending physical education (PE) classes (Group A; n = 46) and those who avoided PE classes by submitting sick…

Social Participation and Friendship Quality of Students with Special Educational Needs in Regular Greek Primary Schools

ERIC Educational Resources Information Center

Avramidis, Elias; Avgeri, Georgia; Strogilos, Vasilis

2018-01-01

The study addresses the social participation of integrated students with special educational needs (SEN) in upper primary regular classes in Greece alongside their perceptions of best friend quality. Social participation was defined as consisting of four key dimensions: students' acceptance by classmates, friendships, social self-perceptions, and…

Successful Daily Practices of Inclusion Teachers of Children with Down Syndrome.

ERIC Educational Resources Information Center

Wolpert, Gloria

This study asked 230 regular education teachers about their educational practices in teaching students with Down syndrome within their mainstream classes. Teachers completed surveys that asked about background experience; preparation for inclusion and the transition process; classroom information (curriculum, class arrangement, therapies, and…

Special Education Placement and the Self-Concepts of Elementary-School Age Children.

ERIC Educational Resources Information Center

Yauman, Beth E.

1980-01-01

The study investigated the relatonship between degree or extent of special education participation and measured self-concept with 45 third-grade male students divided into three groups (students in self-contained LD classes, students provided individual tutoring, and a control group of students from regular classes). (Author/PHR)

Basic Strategies for Mainstream Integration.

ERIC Educational Resources Information Center

Lawrence, Patrick A.

1988-01-01

Guidelines for effectively integrating learning-disabled or behavior problem students into regular classrooms are discussed. They include meetings between regular and special education teachers, class rules, discipline, clear directions, individualized instruction, direct instruction for skill acquisition, peer tutoring, structured activities,…

Stress Management in Physical Education Class: An Experiential Approach to Improve Coping Skills and Reduce Stress Perceptions in Adolescents

ERIC Educational Resources Information Center

Lang, Christin; Feldmeth, Anna Karina; Brand, Serge; Holsboer-Trachsler, Edith; Pühse, Uwe; Gerber, Markus

2016-01-01

In most physical education (PE) syllabuses, promoting life skills constitutes an important educational objective. The aim of this study was to implement a coping training program (EPHECT) within regular PE and to evaluate its effects on coping and stress among vocational students. Eight classes from a vocational school were selected for study;…

Two instructional designs for dialogic citizenship education: an effect study.

PubMed

Schuitema, Jaap; Veugelers, Wiel; Rijlaarsdam, Gert; ten Dam, Geert

2009-09-01

Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue. The main aim of this study is to arrive at an understanding of how citizenship education can be integrated in history classes. The focus is on the effect of a dialogic approach to citizenship education on students' ability to justify an opinion on moral issues. Four hundred and eighty-two students in the eighth grade of secondary education. Two curriculum units for dialogic citizenship education were developed and implemented. The two curriculum units differed in the balance between group work and whole-class teaching. Students' ability to justify an opinion was assessed by means of short essays written by students on a moral issue. The effectiveness of both curriculum units was compared with regular history classes. Students who participated in the lessons for dialogic citizenship education were able to justify their opinion better than students who participated in regular history lessons. The results further show a positive effect of the amount of group work involved. The results of this study indicate that a dialogic approach to citizenship education as an integral part of history classes helps students to form a more profound opinion about moral issues in the subject matter. In addition, group work seems to be a more effective method to implement dialogue in the classroom than whole-class teaching.

Marketized Private Tutoring as a Supplement to Regular Schooling: Liberal Studies and the Shadow Sector in Hong Kong Secondary Education

ERIC Educational Resources Information Center

Chan, Claudia; Bray, Mark

2014-01-01

Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…

The Dean's Grant Projects: A Descriptive Analysis and Evaluation, 1980. Training Programs for Educators to Accommodate Handicapped Children in Regular Class Settings.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. National Support Systems Project.

The report analyzes the effectiveness of Dean's Grant projects (DGPs), federally funded programs designed to help prepare regular preservice educators to deal with mainstreamed handicapped students. Following a review of demographic data on the 112 DGPs, survey and questionnaire results are summarized in an examination of such aspects as DGP…

Mainstreaming the Visually Impaired Child.

ERIC Educational Resources Information Center

Calovini, Gloria, Ed.

Intended for school administrators and regular classroom teachers, the document presents guidelines for working with visually impaired students being integrated into regular classes. Included is a description of the special education program in Illinois. Sections cover the following topics: identification and referral of visually impaired…

Students with Autism in Regular Classes: A Long-Term Follow-Up Study of a Satellite Class Transition Model

ERIC Educational Resources Information Center

Keane, Elaine; Aldridge, Fiona Jane; Costley, Debra; Clark, Trevor

2012-01-01

Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previous research has indicated that this is not always the case. Indeed, it seems that students with…

[School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

PubMed

Schwab, Susanne; Rossmann, Peter; Tanzer, Norbert; Hagn, Joachim; Oitzinger, Sabrina; Thurner, Verena; Wimberger, Tanja

2015-07-01

The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed. A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement. Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.

Connecting Physical Education to Out-of-School Physical Activity through Sport Education

ERIC Educational Resources Information Center

Schwamberger, Benjamin; Sinelnikov, Oleg

2015-01-01

One of the goals of physical education, according to The Society of Health and Physical Educators, is for children to establish "patterns of regular participation in meaningful physical activity." However, participation alone in physical education classes is not enough for students to reach daily recommended levels of physical activity.…

The Influence of Class Management and Student Guidance upon Academic Work at the Elementary and Lower Secondary Education Levels in Japan.

ERIC Educational Resources Information Center

Kataoka, Tokuo

An important aspect of Japanese schooling is the attention given to class management and student guidance, particularly at the elementary and lower secondary levels. The Japanese school curriculum for the elementary and the lower secondary schools consists of three areas: (1) regular subjects; (2) moral education; and (3) special activities. The…

Meeting the Needs of Teachers of Disadvantaged Programs in Pennsylvania. [Final Report.] Vocational-Technical Education Research Report. September 1978, Volume 16, Number 15.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies.

A study was conducted to determine the state of the art in vocational education programming for disadvantaged in Pennsylvania and the nation, and to develop materials to improve vocational programs for the disadvantaged. Project efforts focused on programs serving the academically/economically disadvantaged in regular classes, special classes, and…

Making It Work: Practical Ideas for Integrating Exceptional Children into Regular Classes.

ERIC Educational Resources Information Center

Aiello, Barbara, Ed.

Intended for special education and regular teachers, the guide contains brief articles on the nature of mainstreaming handicapped children; mainstreaming models at the preschool, elementary school, and secondary school levels; specific suggestions for setting up mainstreaming programs, and interviews with five persons involved in mainstream…

Flipping an Agricultural Education Teaching Methods Course

ERIC Educational Resources Information Center

Conner, Nathan W.; Stripling, Christopher T.; Blythe, Jessica M.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…

Adapting Physical Education: A Guide for Individualizing Physical Education Programs.

ERIC Educational Resources Information Center

Buckanavage, Robert, Ed.; And Others

Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

Procedures Governing Programs and Services for Children with Disabilities

ERIC Educational Resources Information Center

North Carolina Department of Public Instruction, 2004

2004-01-01

The term "children with disabilities" includes, without limitation, all children who, because of permanent or temporary mental, physical or emotional disabilities, need special education, are unable to have all their educational needs met in a regular class without special education and related services, or are unable to be adequately educated in…

Inclusion in Two Languages: Special Education in Portugal and the United States

ERIC Educational Resources Information Center

Linn, Margaret Inman

2011-01-01

Each culture's values shape its education practices. A comparison of U.S. and Portuguese practices in including children with disabilities in regular classrooms illuminates much about both our systems. The Portuguese value interdependence, and their education system promotes shared responsibility by students in a class to help the education of a…

Physical Education for Students with Special Needs. Curriculum Support Series.

ERIC Educational Resources Information Center

Mahon, Michael J.

The guide is intended to assist Manitoba physical education teachers in the process of integrating students with disabilities into regular physical education classes. The manual provides an introduction to students with special needs, stresses the need to create an accepting environment, discusses various teaching tips, and highlights resources…

Consumer Education. Information Supplements for Physically Disabled Students. Teacher's Guide.

ERIC Educational Resources Information Center

Tipsord, Barbara; And Others

This manual contains supplementary information for use by instructors who teach consumer education and resources management to physically handicapped students in regular classes. It is subdivided according to typical consumer education topics and handicapping conditions. Addressed in the individual sections of the manual are the folowing topics:…

Development of a Scale to Measure Attitudes toward Inclusive Education.

ERIC Educational Resources Information Center

Wilczenski, Felicia L.

1995-01-01

The Attitudes toward Inclusive Education Scale (ATIES) is a measure of positive and negative attitudes toward integrating children with disabilities into regular classes. Results with 445 teachers show that the ATIES defines a unidimensional attitudinal variable and yields interval measures of attitudes toward inclusive education. (SLD)

The Evaluation of Project SEED, 1989-90.

ERIC Educational Resources Information Center

Webster, William J.; Chadbourn, Russell A.

Project Special Elementary Education for the Disadvantaged (Project SEED) is a nationwide program in which mathematicians and scientists from academia and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school students as a supplement to their regular arithmetic classes. A Socratic group-discovery…

The impact of the inclusion of students with handicaps and disabilities in the regular education science classroom

NASA Astrophysics Data System (ADS)

Donald, Cathey Nolan

This study was conducted to determine the impact of the inclusion of students with handicaps and disabilities in the regular education science classroom. Surveys were mailed to the members of the Alabama Science Teachers Association to obtain information from teachers in inclusive classrooms. Survey responses from teachers provide insight into these classrooms. This study reports the results of the teachers surveyed. Results indicate multiple changes occur in the educational opportunities presented to regular education students when students with handicaps and disabilities are included in the regular science classroom. Responding teachers (60%) report omitting activities that formerly provided experiences for students, such as laboratory activities using dangerous materials, field activities, and some group activities. Also omitted, in many instances (64.1%), are skill building opportunities of word problems and higher order thinking skills. Regular education students participate in classes where discipline problems related to included students are reported as the teachers most time consuming task. In these classrooms, directions are repeated frequently, reteaching of material already taught occurs, and the pace of instruction has been slowed. These changes to the regular classroom occur across school levels. Many teachers (44.9%) report they do not see benefits associated with the inclusion of students with special needs in the regular classroom.

TOPS Report: Analysis of the TOPS Program from 2006-2015

ERIC Educational Resources Information Center

Louisiana Board of Regents, 2016

2016-01-01

The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, or TOPS) was created via ACT 1375 during the 1997 Regular Legislative Session. The first college freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. ACT 1202 of the 2001 Regular Legislative Session…

Unlearning Racism: The Classroom as Community.

ERIC Educational Resources Information Center

Dozier, Judy Massey

A female African American educator with dreadlocks in a class of predominantly white college students begins each semester by warning students that the terms "black" and "white" will be used regularly. She also points out factors that might inhibit speaking in class, such as white students' fears that awkward phrasing of their…

GUIDING THE RETARDED CHILD, AN APPROACH TO A TOTAL EDUCATIONAL PROGRAM.

ERIC Educational Resources Information Center

BAUMGARTNER, BERNICE B.

THIS BOOK PRESENTS AN APPROACH TO EDUCATING THE MENTALLY RETARDED CHILD, WITH THE EMPHASIS ON PROVIDING A COMPREHENSIVE EDUCATIONAL PROGRAM BASED ON CREATING A HOME-SCHOOL-COMMUNITY ENVIRONMENT. IT IS ADDRESSED TO SPECIAL EDUCATION AND SPECIAL SUBJECT TEACHERS, TO THE REGULAR CLASSROOM TEACHER WITH A MENTALLY RETARDED CHILD IN HIS CLASS, AND TO…

Incorporation of Consumer Education [Lessons] in Adult Basic Education Programs in North Dakota. Final Report.

ERIC Educational Resources Information Center

Shurr, Harriet

Two North Dakota home economists developed consumer education curricula based on adult performance level (APL) objectives and the perceived needs of their vocational students. They worked with local directors of adult basic and secondary education (ABSE) to incorporate the curricula into regular ABSE classes. Project objectives were to (1)…

Do Inclusion Practices for Pupils with Special Educational Needs in the English as a Foreign Language Class in Israel Reflect Inclusion Laws and Language Policy Requirements?

ERIC Educational Resources Information Center

Russak, Susie

2016-01-01

The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with…

Impacts of a Peer Mentoring Program on Preservice Physical Educators' Development

ERIC Educational Resources Information Center

Faucette, Nell; Nugent, Peg

2017-01-01

Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all.…

Learning about Computer-Based Education in Adult Basic Education.

ERIC Educational Resources Information Center

Fahy, Patrick J.

In 1979 the adult basic education department at the Alberta Vocational Centre (AVC), Edmonton, began to use the Control Data PLATO system. Results of the first PLATO project showed students using PLATO learned at least as much as students in regular classes. Students learned faster and reported great satisfaction with PLATO experiences. Staff and…

Development of a Scale Measuring Trait Anxiety in Physical Education

ERIC Educational Resources Information Center

Barkoukis, Vassilis; Rodafinos, Angelos; Koidou, Eirini; Tsorbatzoudis, Haralambos

2012-01-01

The aim of the present study was to examine the validity and reliability of a multi-dimensional measure of trait anxiety specifically designed for the physical education lesson. The Physical Education Trait Anxiety Scale was initially completed by 774 high school students during regular school classes. A confirmatory factor analysis supported the…

Regular Class or Resource Room for Students with Disabilities? A Direct Response to "Rich and Ross: A Mixed Message".

ERIC Educational Resources Information Center

Rich, H. Lyndall; Ross, Steven M.

1991-01-01

In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)

The Use of a Structured Literacy Program To Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes.

ERIC Educational Resources Information Center

Center, Yola; Freeman, Louella

This research review examined the use of a whole class early literacy program in classes which included disadvantaged and at-risk children in Australia. The program, Schoolwide Early Language and Literacy (SWELL), is based on an interactive compensatory theory of literacy acquisition adapted from Success for All, a U.S. early literacy program. The…

Overview of Mainstreaming.

ERIC Educational Resources Information Center

Hill, Ada D.; Reed, Daisy F.

A questionnaire on the topic of mainstreaming was submitted to educators in three schools in the Richmond, Virginia area and to three graduate classes at Virginia Commonwealth University. Of the 110 respondents, half were regular classroom teachers, and the other half included special education teachers, administrators, counselors, and other…

Challenges of Democratisation: Development of Inclusive Education in Serbia

ERIC Educational Resources Information Center

Spasenovic, Vera; Maksic, Slavica

2013-01-01

Educational reforms, as initiated in Serbia in 2001, were based on the concept of quality education for all. This concept was put into practice as an inclusive approach in 2010/11. Inclusive education has been defined as a provision of full support and optimal environment for each student to be taught in the nearest school and in a regular class.…

Journalism Education in the Pakistani Borderlands

ERIC Educational Resources Information Center

Pintak, Lawrence

2012-01-01

Students brave roadside bombs and Taliban threats while on class assignments. Professors are kidnapped and killed. Campus radio stations get regular visits from military intelligence. Welcome to journalism education in Pakistan's tribal areas. The region is off-limits to most outsiders, so students find themselves reporting for Pakistani and…

Planning and Implementing Career Education for the Special Student, with Emphasis on the Leisure Occupations.

ERIC Educational Resources Information Center

Vinton, Dennis A.; And Others

A program of career education for exceptional students in the leisure occupations is described. It is explained that the book is designed for regular and special class teachers. Chapters one and two present information on career education principles and implementation. Chapters three through five deal with practical teaching concerns. Behavioral…

Getting Inclusion Right in South Africa

ERIC Educational Resources Information Center

Walton, Elizabeth

2011-01-01

The years after the Second World War have seen many countries in the developed and developing world dismantle separate special education systems and promote the education of children with disabilities or other support needs in regular rather than separate classes. This process of increasing access and participation and reducing exclusionary…

34 CFR 300.208 - Permissive use of funds.

Code of Federal Regulations, 2013 CFR

2013-07-01

... CHILDREN WITH DISABILITIES Local Educational Agency Eligibility § 300.208 Permissive use of funds. (a) Uses... used for the following activities: (1) Services and aids that also benefit nondisabled children. For... a regular class or other education-related setting to a child with a disability in accordance with...

34 CFR 300.208 - Permissive use of funds.

Code of Federal Regulations, 2014 CFR

2014-07-01

... CHILDREN WITH DISABILITIES Local Educational Agency Eligibility § 300.208 Permissive use of funds. (a) Uses... used for the following activities: (1) Services and aids that also benefit nondisabled children. For... a regular class or other education-related setting to a child with a disability in accordance with...

34 CFR 300.208 - Permissive use of funds.

Code of Federal Regulations, 2010 CFR

2010-07-01

... CHILDREN WITH DISABILITIES Local Educational Agency Eligibility § 300.208 Permissive use of funds. (a) Uses... used for the following activities: (1) Services and aids that also benefit nondisabled children. For... a regular class or other education-related setting to a child with a disability in accordance with...

34 CFR 300.208 - Permissive use of funds.

Code of Federal Regulations, 2012 CFR

2012-07-01

... CHILDREN WITH DISABILITIES Local Educational Agency Eligibility § 300.208 Permissive use of funds. (a) Uses... used for the following activities: (1) Services and aids that also benefit nondisabled children. For... a regular class or other education-related setting to a child with a disability in accordance with...

34 CFR 300.208 - Permissive use of funds.

Code of Federal Regulations, 2011 CFR

2011-07-01

... CHILDREN WITH DISABILITIES Local Educational Agency Eligibility § 300.208 Permissive use of funds. (a) Uses... used for the following activities: (1) Services and aids that also benefit nondisabled children. For... a regular class or other education-related setting to a child with a disability in accordance with...

Employability Skills Center.

ERIC Educational Resources Information Center

Sweetwater Union High School District, Chula Vista, CA.

The Employability Skills Center (ESC) of the Division of Adult and Continuing Education (DACE) of the Sweetwater Union High School District (California) was created out of a need to help adult students develop the basic skills that are required for success in their chosen vocational programs but not taught in regular adult basic education classes.…

Computer-Assisted Law Instruction: Clinical Education's Bionic Sibling

ERIC Educational Resources Information Center

Henn, Harry G.; Platt, Robert C.

1977-01-01

Computer-assisted instruction (CAI), like clinical education, has considerable potential for legal training. As an initial Cornell Law School experiment, a lesson in applying different corporate statutory dividend formulations, with a cross-section of balance sheets and other financial data, was used to supplement regular class assignments.…

Educational Remediation of Autism and Environmental Disorders.

ERIC Educational Resources Information Center

Hurd, D.S.; Nicholson, James L.

Described is a project involving 37 severely emotionally disturbed, behavior disordered, or autistic children (4-16 years old) which focused on the provision of short term, intensive special educational class placement for children who otherwise would have been extruded from regular school programs into hospital or residential (psychiatric) school…

EVALUATION OF EXPERIMENTAL PRESCHOOL PROGRAM FOR EDUCATIONALLY DEPRIVED CHILDREN (1964).

ERIC Educational Resources Information Center

STEWART, LUCILLE M.

THE AIM OF AN EXPERIMENTAL PRESCHOOL PROGRAM FOR EDUCATIONALLY DEPRIVED CHILDREN WAS TO PREPARE THEM FOR REGULAR KINDERGARTEN CLASSES. ACTIVITIES AND EXPERIENCES WERE PROVIDED WHICH HELPED THE CHILDREN EXPRESS THEMSELVES VERBALLY AND BECOME AWARE OF THEIR ENVIRONMENT. THE BUDGET FOR A 6-WEEK PROGRAM, INCLUDING STAFF, PROGRAM SUPPLIES, AND…

Students' and Teachers' Conceptual Metaphors for Mathematical Problem Solving

ERIC Educational Resources Information Center

Yee, Sean P.

2017-01-01

Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM-based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors.…

Distance Education for the Not-So-Distant.

ERIC Educational Resources Information Center

Guernsey, Lisa

1998-01-01

Increasingly, students enrolled in regular college classes are taking online courses for convenience. Offering students these options raises administrative issues, including how to balance faculty teaching loads and pay for both forms of instruction. Critics say students choosing online courses are not getting the education they pay for, and…

Rethinking Education--Emerging Roles for Teachers

ERIC Educational Resources Information Center

Dar, Fatima Rehan

2015-01-01

The purpose of the study was to find out how teachers role modeled and taught empathetic and pro-social skills at the primary level. The study was qualitative in nature and followed a case study approach. Observations of regular English language classes were done from Grades 1-5 to see if class lessons incorporated the said themes and whether…

Religious and secular students' sense of self-efficacy and attitudes towards inclusion of pupils with intellectual disability and other types of needs.

PubMed

Lifshitz, H; Glaubman, R

2002-06-01

The aim of the present study was to investigate whether Judaism's positive attitudes toward people with disabilities would influence greater willingness towards inclusion of such people in regular classes and a greater sense of self-efficacy in working with them. The present authors compared religious (n = 175) and secular (n = 420) Jewish students at a teacher's college with regard to these variables. The authors used the Regular Education Initiative questionnaire, which investigates teachers' self-efficacy and attitudes towards including pupils with different types of disabilities in regular education. They analysed the results according to the college students' major and the type of disability (five types at three levels of severity). The results indicate that religious students are more willing than non-religious students to consider the inclusion of people with four types of disabilities and have a greater sense of efficacy for dealing with all types of disabilities. The hypothesis that the milder the disability, the higher would be the teacher's sense of self-efficacy and her/his willingness for such children to be included in a regular class was sustained. The religious special education students were the only ones who exhibited willingness to include pupils with intellectual disability, and moderate and severe emotional disturbances. Students who majored in special education scored higher than all their counterparts on both measures. The results also sustain the hypothesis that there would be a positive correlation between both measures. To facilitate inclusive education amongst teachers and students, the present authors recommend an intervention programme designed to help students acquire knowledge and strategies about inclusion. They also suggest enriching this programme with Jewish religious sources, which reflect positive attitudes toward people with disabilities.

Exergaming as an Alternative for Students Unmotivated to Participate in Regular Physical Education Classes

ERIC Educational Resources Information Center

Finco, Mateus David; Reategui, Eliseo; Zaro, Milton Antonio; Sheehan, Dwayne D.; Katz, Larry

2015-01-01

With the novelty of exergames, an alternative form of entertainment and exercise emerged especially for physical education (PE). While video games have been historically associated to problems such as obesity, social introversion and aggressive behavior, exergames brought a new perspective in which these cultural artifacts could contribute to…

Structured Recess: Finding a Way to Make It Work

ERIC Educational Resources Information Center

Scudieri, Dena; Schwager, Susan

2017-01-01

Time is a highly contested resource in today's schools. Proactive physical educators and savvy school administrators are acknowledging the benefits of devoting time during the school day, beyond regular physical education classes, for students to engage in physical activity with an eye toward enhancing student's health and well-being, as well as…

A Gifted Child Education Model that Seems to Be Working in South Africa.

ERIC Educational Resources Information Center

Mentz, Hendrik Jeremy

1989-01-01

The coordinator of gifted child education in 200 preprimary, primary, and high schools in South Africa describes parameters of giftedness and the four area enrichment model which offers a continuum of services from enrichment in the regular class to team development of special programing for the potential genius. (DB)

Dilemmas of Educational Ethics: Cases and Commentaries

ERIC Educational Resources Information Center

Levinson, Meira, Ed.; Fay, Jacob, Ed.

2016-01-01

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly…

Differentiation of Instruction in Regular Education Elementary Classes: An Investigation of Faculty and Educational Leaders' Perceptions of Differentiated Instruction in Meeting the Needs of Diverse Learners

ERIC Educational Resources Information Center

Davis, Tarrah C.

2013-01-01

In an effort to respond to diverse learner needs and increase student achievement, educational faculty and scholars alike are continually searching for best practices in differentiated instruction. The current study attempts to answer the following questions: First, in what ways do educational leaders and faculty meet the needs of diverse learners…

Educational Placement after Pediatric Intracerebral Hemorrhage

PubMed Central

Hawks, Charlotte; Jordan, Lori C.; Gindville, Melissa; Ichord, Rebecca N.; Licht, Daniel J.; Beslow, Lauren A.

2016-01-01

Objectives This study describes educational placement of school-aged children after spontaneous intracerebral hemorrhage (ICH) and examines whether educational placement is associated with severity of neurological deficits. Methods Children with spontaneous ICH presenting from 2007 to 2013 were prospectively enrolled at 3 tertiary children’s hospitals. The pediatric stroke outcome measure (PSOM) and a parental questionnaire gathered information about neurological outcome, school attendance, and educational placement. Results The cohort of 92 enrolled children included 42 school-aged children (6–17 years) with ICH. Four died; 1 was excluded due to preexisting cognitive deficits. Thirty-seven completed 3-month follow-up, and 30 completed 12-month follow-up. At 12 months, 14 (46.7%) received regular age-appropriate programming, 12 (40%) attended school with in-class services, 3 (10%) were in special education programs, and one child (3.3%) received home-based services due to ICH-related deficits. Of 30 children with 3-month and 12-month follow-up, 14 children (46.7%) improved their education status, 13 (43.3%) remained at the same education level, and 3 (10%) began to receive in-class services. Increasing PSOM score predicted the need for educational modifications at 3 months (OR 3.3, 95% CI 1.4–7.9, p=0.007) and at 12 months (OR 2.1, 95% CI 1.1–3.9, p=0.025). Conclusions Most children returned to school within a year after ICH and many had a reduction in the intensity of educational support. However, a great need for educational services persisted at 12 months after ICH with fewer than half enrolled in regular age-appropriate classes. Worse deficits on the PSOM were associated with remedial educational placement. PMID:27262667

Racial Consciousness, Social Capital, and Educational Reform in Brazil: Black Community-Based Projects that Defy Educational Attainment Canons.

ERIC Educational Resources Information Center

Valentim, Silvani S.

This study examined a Preparatory Course for Blacks and the Economically Disadvantaged (PBED) in a poor area of Rio de Janeiro, Brazil. The PBED is an alternative educational project that offers regular classes on evenings and weekends using volunteer labor, donated space, and contributions from students who can afford it. Case studies were used…

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

Using Service Learning as a Method of Transferring Health Knowledge

ERIC Educational Resources Information Center

Zinger, Lana; Sinclair, Alicia

2010-01-01

High school students enrolled in a College Now health education class were taught the importance of regular calcium consumption and then were trained on how to act as peer educators to disseminate the calcium information to their peers. This program empowered students through service learning to choose more dairy in their daily diet. Service…

Measuring Perceived School Support for Inclusive Education in Bangladesh: The Development of a Context-Specific Scale

ERIC Educational Resources Information Center

Ahmmed, Masud

2013-01-01

International studies have identified that teachers require adequate support, including human and material resources, if they are to successfully implement inclusive education (IE) in regular classes. Past research shows that the level of support teachers feel they are receiving, from members of the school community and in the provision of…

High intensity interval and moderate continuous cycle training in a physical education programme improves health-related fitness in young females.

PubMed

Mazurek, K; Zmijewski, P; Krawczyk, K; Czajkowska, A; Kęska, A; Kapuściński, P; Mazurek, T

2016-06-01

The aim of the study was to investigate the effects of eight weeks of regular physical education classes supplemented with high intensity interval cycle exercise (HIIE) or continuous cycle exercises of moderate intensity (CME). Forty-eight collegiate females exercising in two regular physical education classes per week were randomly assigned to two programmes (HIIE; n = 24 or CME; n = 24) of additional (one session of 63 minutes per week) physical activity for 8 weeks. Participants performed HIIE comprising 2 series of 6x10 s sprinting with maximal pedalling cadence and active recovery pedalling with intensity 65%-75% HRmax or performed CME corresponding to 65%-75% HRmax. Before and after the 8-week programmes, anthropometric data and aero- and anaerobic capacity were measured. Two-way ANOVA revealed a significant time main effect for VO2max (p < 0.001), similar improvements being found in both groups (+12% in HIIE and +11% in CME), despite body mass not changing significantly (p = 0.59; +0.4% in HIIE and -0.1% in CME). A significant main time effect was found for relative fat mass (FM) and fat-free mass (FFM) (p < 0.001 and p < 0.001, respectively). A group x time interaction effect was found for relative FM and FFM (p = 0.018 and p = 0.018); a greater reduction in FM and greater increase in FFM were noted in the CME than the HIIE group. Improvements in anaerobic power were observed in both groups (p < 0.001), but it was greater in the HIIE group (interaction effect, p = 0.022). Weight loss is not mandatory for exercise-induced effects on improving aerobic and anaerobic capacity in collegiate females. Eight weeks of regular physical education classes supplemented with CME sessions are more effective in improving body composition than physical education classes supplemented with HIIE sessions. In contrast to earlier, smaller trials, similar improvements in aerobic capacity were observed following physical activity with additional HIIE or CME sessions.

The Impact of Immersive Virtual Reality on Educators' Awareness of the Cognitive Experiences of Pupils with Dyslexia

ERIC Educational Resources Information Center

Passig, David

2011-01-01

Background: In recent years, due to deliberate educational policy in various places around the world, children with dyslexia study in regular classes with non-dyslexic classmates. They do not appear handicapped, because their disabilities do not stem from physical deformities, and therefore, it is not easy to identify them in a group where the…

A Guide for the Management of Special Education Programs. 1.0 Program Organization. Newday Operations Guide for Drug Dependent Minor Programs.

ERIC Educational Resources Information Center

Santa Cruz County Superintendent of Schools, CA.

Presented is the first component, Program Organization, of a special day class educational program emphasizing rehabilitation, remedial instruction, and return to regular school programs for drug dependent minors. Included are statistics on drug use in California and the administrative code under which drug dependent minors are eligible for…

Cardiovascular Fitness Education for Elementary Students

ERIC Educational Resources Information Center

Jenkins, David

1978-01-01

This cardiovascular fitness program for grades 1-6 (with emphasis on grades 5 and 6) consists of (1) discussion classes and exercise experiments, (2) discussion of exercise effects during regular activity sessions, (3) required cardiovascular warmup exercises, and (4) evaluation of cardiovascular fitness. (Author/MJB)

Hearing Impaired: Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

The curriculum guide is intended to assist families, school administrators, and teachers providing educational services to hearing impaired (HI) children in regular and special classes in Alberta, Canada. Explained in the introduction are such curriculum aspects as goals and purpose, population to be served, eligibility criteria, three…

The impact of contact on students' attitudes towards peers with disabilities.

PubMed

Schwab, Susanne

2017-03-01

This study aimed to understand the relationship between contact with peers with Special Educational Needs (SEN) and students' attitudes towards their peers with SEN, by examining the inter-group contact theory in regular and inclusive classes. A total of 463 students in 8th grade, with a mean age of 14.42 years, from 25 secondary school classes in Styria (Austria) completed a self-report questionnaire regarding their contact with peers with SEN and their attitudes towards peers with disabilities. Contact was indicated by nominations for joint activities and examined in inclusive and regular classes. The German short version of the Chedoke-McMaster Attitudes towards Children with Handicaps scale (CATCH; Schwab, 2015b; Rosenbaum et al., 1986) was used to measure students' attitudes towards peers with learning disabilities and emotional disorders. Students with SEN are less frequently nominated by their peers for joint activities, such as working together on a school project. Students from inclusive and regular classes did not differ in their attitudes towards peers with SEN. However, those students who nominated at least one peer with SEN for a joint activity had more positive attitudes towards peers with disabilities. Freely choosing contact with a peer with SEN was associated with more positive attitudes towards disability while simply attending the same class may have no effect or even a negative impact on students' attitudes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Thermodynamics of a class of regular black holes with a generalized uncertainty principle

NASA Astrophysics Data System (ADS)

Maluf, R. V.; Neves, Juliano C. S.

2018-05-01

In this article, we present a study on thermodynamics of a class of regular black holes. Such a class includes Bardeen and Hayward regular black holes. We obtained thermodynamic quantities like the Hawking temperature, entropy, and heat capacity for the entire class. As part of an effort to indicate some physical observable to distinguish regular black holes from singular black holes, we suggest that regular black holes are colder than singular black holes. Besides, contrary to the Schwarzschild black hole, that class of regular black holes may be thermodynamically stable. From a generalized uncertainty principle, we also obtained the quantum-corrected thermodynamics for the studied class. Such quantum corrections provide a logarithmic term for the quantum-corrected entropy.

Educational Placement After Pediatric Intracerebral Hemorrhage.

PubMed

Hawks, Charlotte; Jordan, Lori C; Gindville, Melissa; Ichord, Rebecca N; Licht, Daniel J; Beslow, Lauren A

2016-08-01

This study describes educational placement of school-aged children after spontaneous intracerebral hemorrhage and examines whether educational placement is associated with severity of neurological deficits. Children with spontaneous intracerebral hemorrhage presenting from 2007 to 2013 were prospectively enrolled at three tertiary children's hospitals. The Pediatric Stroke Outcome Measure and parental interview gathered information about neurological outcome, school attendance, and educational placement. The cohort of 92 enrolled children included 42 school-aged children (6 to 17 years) with intracerebral hemorrhage. Four children died; one was excluded because of preexisting cognitive deficits. Thirty-seven children completed three-month follow-up, and 30 completed 12-month follow-up. At 12 months, 14 children (46.7%) received regular age-appropriate programming, 12 (40%) attended school with in-class services, three (10%) were in special education programs, and one child (3.3%) received home-based services because of intracerebral hemorrhage-related deficits. Of 30 children with three- and 12-month follow-up, 14 (46.7%) improved their education status, 13 (43.3%) remained at the same education level, and three (10%) began to receive in-class services. An increasing Pediatric Stroke Outcome Measure score predicted the need for educational modifications at three months (odds ratio, 3.3; 95% confidence interval, 1.4 to 7.9; P = 0.007) and at 12 months (odds ratio, 2.1; 95% confidence interval, 1.1 to 3.9; P = 0.025). Most children returned to school within a year after intracerebral hemorrhage, and many had a reduction in the intensity of educational support. However, a great need for educational services persisted at 12 months after intracerebral hemorrhage with fewer than half enrolled in regular age-appropriate classes. Worse deficits on the Pediatric Stroke Outcome Measure were associated with remedial educational placement. Copyright © 2016 Elsevier Inc. All rights reserved.

Approaches to Standard School Education Balanced with Psychological Care for Children during Disaster Recovery: From the Point of View of Class Management

ERIC Educational Resources Information Center

Kawamura, Shigeo

2013-01-01

Schools in the areas afflicted by an earthquake disaster of unprecedented scale, already faced with the challenge of simply carrying out regular school education, also struggled with the problem of how to ensure the necessary psychological care for the damaged children. With regard to this, I undertook school support based on the following…

The Evaluation of Project SEED, 1990-91.

ERIC Educational Resources Information Center

Webster, William J.; Chadbourn, Russell A.

Project Special Elementary Education for the Disadvantaged (SEED) is a national program in which professional mathematicians and scientists from universities and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children as a supplement to their regular mathematics instruction. In the Dallas…

COMP (Computerized Operational Materials Prescription).

ERIC Educational Resources Information Center

Rosenkranz, Catherine I.

Described is Project COMP (Computerized Operational Materials Prescription), an individualized reading instructional program for educable mentally retarded (EMR) children in regular or special classes. The program is designed to correlate with the Wisconsin Design for Reading (WDR) and to utilize a diagnostic teaching specialist who uses specific…

Using assistive robots to promote inclusive education.

PubMed

Encarnação, P; Leite, T; Nunes, C; Nunes da Ponte, M; Adams, K; Cook, A; Caiado, A; Pereira, J; Piedade, G; Ribeiro, M

2017-05-01

This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device. Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers' interviews before and after the intervention was performed. Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even with another adult present, due to the extra time required by children with disabilities to complete the activities. The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities. Implications for Rehabilitation Integrated augmentative manipulation and communication assistive technologies are useful resources to promote the participation of children with motor and speech impairments in classroom activities. Virtual tools, running on a computer screen, may be easier to use but further research is needed in order to evaluate its effectiveness when compared to physical tools. Full participation of children with motor and speech impairments in academic activities using these technologies requires another adult in class and adequate strategies to manage the extra time the child with disabilities may require to complete the activities.

Providing Students with Foundational Field Instruction within a 50 Minute Class Period: A Practical Example

NASA Astrophysics Data System (ADS)

Percy, M.

2014-12-01

There is a growing recognition among secondary educators and administrators that students need to have a science education that provides connections between familiar classes like biology, chemistry, and physics. Because of this waxing interest in an integrative approach to the sciences, there is a broader push for school districts to offer classes geared towards the earth sciences, a field that incorporates knowledge and skills gleaned from the three core science subjects. Within the contexts of a regular secondary school day on a traditional schedule (45- to 50-minute long classes), it is challenging to engage students in rigorous field-based learning, critical for students to develop a deeper understanding of geosciences content, without requiring extra time outside of the regular schedule. We suggest instruction using common, manmade features like drainage retention ponds to model good field practices and provide students with the opportunity to calculate basic hydrologic budgets, take pH readings, and, if in an area with seasonal rainfall, make observations regarding soils by way of trenching, and near-surface processes, including mass wasting and the effects of vegetation on geomorphology. Gains in student understanding are discussed by analyzing the difference in test scores between exams provided to the students after they had received only in-class instruction, and after they had received field instruction in addition to the in-class lectures. In an advanced setting, students made measurements regarding ion contents and pollution that allowed the classes to practice lab skills while developing a data set that was analyzed after field work was completed. It is posited that similar fieldwork could be an effective approach at an introductory level in post-secondary institutions.

Learning through Aviation. Final Report.

ERIC Educational Resources Information Center

Conway, Lee

This study summarizes the effects of an educational experiment which used a light, single engine airplane to generate basic instructional and behavioral changes in an inner city junior high school class. The project involved 25 disadvantaged area, 13-year-old boys and their parents, four regular staff teachers, two pilot instructors and a college…

Educational Programming for Pupils with Neurologically Based Language Disorders. Final Report.

ERIC Educational Resources Information Center

Zedler, Empress Y.

To investigate procedures whereby schools may achieve maximal results with otherwise normal underachieving pupils with neurologically based language-learning disorders, 100 such subjects were studied over a 2-year period. Fifty experimental subjects remained in regular classes in school and received individualized teaching outside of school hours…

Engaging Students: An Authentic Undergraduate Research Experience

ERIC Educational Resources Information Center

Alderton, Elizabeth; Manzi, Michelina

2017-01-01

Engaging students in valuable undergraduate research can be an arduous task to craft outside of the regular schedule of both staff and students. This paper describes a successful research experience that was part of an ongoing methods class for undergraduate pre-service education students. Participants simultaneously engaged in community service…

The Content Mastery Program: Facilitating Students' Transition into Inclusive Education Settings.

ERIC Educational Resources Information Center

Jenkins, Amelia A.; Sileo, Thomas W.

1994-01-01

The Content Mastery program, which evolved from the synergistic model, provides instructional accommodations and teacher consultation and support that encourage the success of students with learning disabilities in regular classroom settings. Students remain in mainstream classes as long as they can profit from instruction and attend the Content…

1970-1971 Yearly Report: Consulting Teacher Program; Chittenden South School District.

ERIC Educational Resources Information Center

Vermont Univ., Burlington. Coll. of Education.

Reported are service and research projects which consultants from Vermont's 1970-71 Consulting Teacher Program (Chittenden South) helped teachers to implement to improve the social and academic behaviors of 269 handicapped learners in regular elementary classes. Such program aspects as inservice education, consulting activities, parent…

Trajectories of Math Achievement and Perceived Math Competence over High School and Postsecondary Education: Effects of an All-Girl Curriculum in High School

ERIC Educational Resources Information Center

Shapka, Jennifer D.

2009-01-01

This study investigated the benefits of all-girls' classroom instruction in math and/or science during Grades 9 and/or 10, within the context of a public co-educational high school. There were 118 participants in this longitudinal investigation: 26 girls in the all-girl classes, as well as 42 girls and 50 boys in the regular co-educational…

Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

PubMed

Keith, K; Ross, E

1998-01-01

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

The effects of a self-esteem program incorporated into health and physical education classes.

PubMed

Lai, Hsiang-Ru; Lu, Chang-Ming; Jwo, Jiunn-Chern; Lee, Pi-Hsia; Chou, Wei-Lun; Wen, Wan-Yu

2009-12-01

Self-esteem, a key construct of personality, influences thoughts, actions, and feelings. Adolescence is a critical stage to the development of self-esteem. Taiwan currently offers no self-esteem building curriculum in the public education system. Therefore, incorporating self-esteem-related teaching activities into the existing curriculum represents a feasible approach to enhance self-esteem in middle school students. This study aimed to explore the effects on junior high school students' self-esteem of a self-esteem program incorporated into the general health and physical education curriculum. A quasi-experimental research design was used, and 184 seventh-grade students at two junior high schools in Taipei City were randomly selected and separated into two groups. The experimental group received one 32-week self-esteem program incorporated into their regular health and physical education curriculum, which was administered in three 45-minute-session classes each week. The control group received the regular health and physical education with no specially designed elements. During the week before the intervention began and the week after its conclusion, each participant's global and academic, physical, social, and family self-esteem was assessed. Data were analyzed using analysis of covariance. For all participants, the experimental group was significantly superior to the control group in respect to physical self-esteem (p = .02). For girls, the experimental group was significantly superior to the control group in family self-esteem (p = .02). However, there was no significant difference between the two groups in terms of global self-esteem. This study provides preliminary evidence that incorporating self-esteem activities into the regular school health and physical education curriculum can result in minor effects in students' physical self-esteem and family self-esteem. Findings may provide teachers and school administrators with information to help them design programs to improve students' self-esteem. This study also reminds health professionals to focus on providing self-esteem-building programs when working with adolescent clients.

Using Computer Conferencing and Electronic Mail to Facilitate Group Projects.

ERIC Educational Resources Information Center

Anderson, Margaret D.

1996-01-01

Reports on the use of electronic mail and an electronic conferencing system to conduct group projects in three educational psychology courses at the State University of New York College at Cortland. Course design is explained and group project design is described, including assignments and oral presentations during regular class sessions.…

Examining the Role of College Student's Approach to Math

ERIC Educational Resources Information Center

Maure, Luisa Morales; Marimón, Orlando Garcia

2014-01-01

Many educators posed in class why students lack interest in learning mathematics. Regularly this lack of interest in learning is accompanied with difficulties and is perceived by teachers, in general, from the basic stage until the adult stage process. The study seeks to explain the strength of association or correlation between social psychology,…

Teachers' Attitudes Concerning Students with Special Needs in Area Special Classes

ERIC Educational Resources Information Center

Hamblin, Carol Lee

2013-01-01

For the past 30 years, educators have been challenged with mainstreaming students with disabilities into regular classrooms. Research has shown that teachers often lack the knowledge and training to implement inclusion programs effectively. Guided by Bandura's social cognitive theory, with a particular focus on self-efficacy, this mixed…

The Extramusical Effects of Music Lessons on Preschoolers

ERIC Educational Resources Information Center

deVries, Peter

2004-01-01

The aim of the present study was to investigate the extramusical effects of a music education program in one preschool classroom over a period of six weeks. The class had not previously been exposed to regular music lessons. Readily available teaching resources containing sound recordings were used. Analysis revealed six themes that addressed the…

A Model Program of Comprehensive Educational Services for Students With Learning Problems.

ERIC Educational Resources Information Center

Union Township Board of Education, NJ.

Programs are described for learning-disabled or mantally-handicapped elementary and secondary students in regular and special classes in Union, New Jersey, and approximately 58 instructional episodes involving student made objects for understanding technology are presented. In part one, components of the model program such as the multi-learning…

Academic Placement after Traumatic Brain Injury.

ERIC Educational Resources Information Center

Donders, Jacques

The acadmic placement of 87 children (ages 6 to 16 years) who had sustained brain injuries was determined within 1 year after initial psychological assessment. Forty-five children had returned full time to regular academic programs, 21 children received special education support for less than half of their classes, and 21 children were enrolled in…

Discipline Issues: Is There a Tempest Brewing in B.C. Schools?

ERIC Educational Resources Information Center

Fraser, Stephen R.

1987-01-01

Educational policy in British Columbia does not distinguish between special needs and regular class students in relation to discipline practices. Although Canadian courts have generally upheld the rights of school boards rather than the unspecified rights of special needs children, a recent court case suggests the possibility of change. (JW)

From Proposal to Policy: Social Movements and Teachers' Unions in Latin America

ERIC Educational Resources Information Center

Finger, Leslie; Gindin, Julián

2015-01-01

Latin American teachers' unions have stepped into the policymaking sphere and shaped education policies unrelated to regular workplace priorities like salaries and class sizes at notable moments. The literature on teachers' unions in Latin America has not addressed this, tending to focus instead on those unions' history and role in social…

The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

PubMed

Zeidner; Schleyer

1999-10-01

This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

Comparing Student Experiences with Story Discussions in Dialogic versus Traditional Settings

ERIC Educational Resources Information Center

Reznitskaya, Alina; Glina, Monica

2013-01-01

The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy.…

The Effect of Team Pentathlon on Ten- to Eleven-Year-Old Childrens' Engagement in Physical Activity

ERIC Educational Resources Information Center

Michaud, Valerie; Nadeau, Luc; Martel, Denis; Gagnon, Jocelyn; Godbout, Paul

2012-01-01

Background: To promote regular physical activity (PA) among children and adolescents, authors recommend that physical education (PE) teachers offer their students programmes that would allow them to be physically active outside PE classes. However, such programmes are rarely rigorously assessed and it is recommended that further studies be…

Learning about the Nature of Science Using Newspaper Articles with Scientific Content

ERIC Educational Resources Information Center

García-Carmona, Antonio; Acevedo Díaz, José Antonio

2016-01-01

This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

The Effects of Project-Based Learning on Student Achievement in Psychology: An Action Research Study

ERIC Educational Resources Information Center

Iwamoto, Darren H.

2013-01-01

Since the Fall 2009 semester, low academic performance and disengaged students have been regularly observed in the General Education Core's first-year psychology class. Because examination scores have been consistently low and student engagement has been declining, this researcher sought an alternative approach that would better meet the…

A Study of Current In-School Suspension Programs in New York State.

ERIC Educational Resources Information Center

Foster, Herbert L.; Kight, Howard R.

In-school suspension (ISS) removes a student from regular academic classes but keeps the student in an isolated, separate, and restricted environment where, in most cases, academic work continues. Such programs have increased rapidly in American secondary schools, and have been mandated in New York State by the New York State Education Department…

Home/Hospital Instruction: Instructional Approach to Working with Students with Major Depressive Disorder

ERIC Educational Resources Information Center

Newman, Cara

2012-01-01

School districts throughout the United States provide in-home schooling for students whose health problems, both physical and mental, prevent them from attending regular classes. This service is an outgrowth of the federal legislation which addressed the provision of education to all children with special needs. Home/Hospital teachers who serve…

A Health Passport to Promote Children's Regular Practice of Physical Activity outside of School

ERIC Educational Resources Information Center

Blais, Mireille

2008-01-01

Most of the existing ecological studies have been conducted during class instructional time. The purpose of this qualitative study was to describe (a) how students (N = 102; grade 2-4) engaged in a strategy named "Health Passport" taking place mainly outside of school time and (b) how four physical education teachers held students…

THE DROPOUTS DID COME BACK, A SPECIAL SUMMER GUIDANCE SCHOOL PROGRAM.

ERIC Educational Resources Information Center

HICKMAN, RALPH D.

A SPECIAL SUMMER SCHOOL PROGRAM FOR 60 SELECTED HIGH SCHOOL DROPOUTS WAS CONDUCTED BY A COUNTY SCHOOLS OFFICE. A MAJOR PURPOSE WAS TO PREPARE THESE DROPOUTS, ATTITUDINALLY AND EDUCATIONALLY, TO REENTER A REGULAR SCHOOL PROGRAM. THE THREE COUNSELORS WERE ASSIGNED 20 STUDENTS EACH. THE STUDENTS WERE REQUIRED TO ATTEND DAILY CLASSES IN MATHEMATICS,…

Effects of Drugs on Body Systems [1970 Edition].

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Designed for use in biology classes at the senior high school level, this informational booklet can serve as a resource in an interdisciplinary drug abuse education program. Its purpose is to assist the teacher who wishes to supplement the regular program with instruction in the effects of drugs on body systems by providing materials to be used at…

The Real Sellout: Failing to Give Inclusion a Chance. A Response to Roberts and Mather.

ERIC Educational Resources Information Center

McLesky, James; Pugach, Marleen C.

1995-01-01

This article responds to a paper by Rhia Roberts and Nancy Mather which questions the regular class placement of students with learning disabilities. This response contends that the current reform movement in general education provides a window of opportunity for including students with disabilities and allowing schools to restructure services to…

Content-Based Instruction in Primary and Secondary School Settings. Case Studies in TESOL Practice Series

ERIC Educational Resources Information Center

Kaufman, Dorit, Ed.; Crandall, JoAnn, Ed.

2005-01-01

Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary…

Collaborative Science Work in the Elementary Classroom

NASA Astrophysics Data System (ADS)

Kersey, Denise A.

Not all students with disabilities receive special education accommodations in science class. Without special education support, students with disabilities are unable to comprehend and apply science concepts. Implementing a co-teaching model could be a remedy for this lack of supports. Framed by constructivist theory, this study sought to determine if there was a difference in science assessment scores between students in a co-taught science class and those in a regular education science class. Following a pretest-posttest control group design, this study examined the relation between two teaching models and achievement in science. Using a convenience sample of 84 students drawn from a population of 144 fourth grade special education students in a public school district located in the Southeastern United States, analysis of variance was used to compare the mean growth of the two groups. The data revealed no statistically significant difference in mean gain scores between the two groups. Additional studies using a larger sample and longer trial are needed. Implications for social change include understanding instructional strategies that allow educators to differentiate for diverse learners in mainstreamed classrooms as well as removing barriers for underrepresented groups, thereby allowing equal access to science related professions.

Regularization and Approximation of a Class of Evolution Problems in Applied Mathematics

DTIC Science & Technology

1991-01-01

8217 DT)IG AD-A242 223 FINAL REPORT Nov61991:ti -ll IN IImI 1OV1 Ml99 1 REGULARIZATION AND APPROXIMATION OF A-CLASS OF EVOLUTION -PROBLEMS IN APPLIED...The University of Texas at Austin Austin, TX 78712 91 10 30 050 FINAL REPORT "Regularization and Approximation of a Class of Evolution Problems in...micro-structured parabolic system. A mathematical analysis of the regularized equations-has been developed to support our approach. Supporting

Elementary School Teachers' Beliefs and Perceptions about the Inclusion of Children with Special Needs in Their Classrooms

ERIC Educational Resources Information Center

Gavish, Bella; Shimoni, Sarah

2011-01-01

For the past thirty years there's a wide world emergence of a policy of including children with special needs in regular classes (Daane, Beirne-Smith and Latham, 2000). The Inclusion Reform has called for far-reaching conceptual, organizational and structural changes, at the schools. The Israeli corresponding Special Education Law was issued in…

Teachers' Attitudes towards Inclusion of Students with Intellectual Disability in Bosnia and Herzegovina

ERIC Educational Resources Information Center

Memisevic, Haris; Hodzic, Saudin

2011-01-01

The aim of this study is to examine the attitudes of teachers in Bosnia and Herzegovina (BiH) towards educational inclusion of students with intellectual disability into regular classes. The sample for this study consisted of 194 elementary school teachers from eight schools in BiH. The attitudes of the teachers were measured by "The…

Alex in the Middle: Inclusion of a Child with Severe Disabilities and Complex Health Needs.

ERIC Educational Resources Information Center

Bruns, Deborah A.

This case study describes the 2-year process of moving a young child with severe disabilities and complex medical needs from a special school setting to a special class in a regular education setting. The child had Marshall-Smith Syndrome, characterized by respiratory, pulmonary, and skeletal abnormalities, and developmental delays due to the…

Career Barriers Perceived by Hard-of-Hearing Adolescents: Implications for Practice From a Mixed-Methods Study

ERIC Educational Resources Information Center

Punch, Renee; Creed, Peter A.; Hyde, Merv B.

2006-01-01

This study incorporated both quantitative and qualitative methods to examine the perception of career barriers by hard-of-hearing high school students being educated in regular classes with itinerant teacher support. Sixty-five students in Years 10, 11, and 12 completed a questionnaire about potential general and hearing-related barriers, and 12…

Function-Based Intervention for an Adolescent with Emotional and Behavioral Disorders in Bermuda: Moving across Culture

ERIC Educational Resources Information Center

Turton, Amina M.; Umbreit, John; Liaupsin, Carl J.; Bartley, Judith

2007-01-01

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional…

The Dilemma of Competition Encountered by Musically Gifted Asian Male Students: An Exploration from the Perspective of Gifted Education

ERIC Educational Resources Information Center

Kao, Chen-Yao

2011-01-01

Due to the crucial role of competition in advanced performance, musically gifted students are more likely to experience competitive conditions compared with students in regular classes. However, there is a surprising paucity of research on the relationships between competition and musical giftedness. Through a research design of a qualitative…

Dance for health: improving fitness in African American and Hispanic adolescents.

PubMed

Flores, R

1995-01-01

Cardiovascular disease begins early in life but might be prevented or delayed by primary prevention programs designed for children and adolescents. Regular physical activity is an important part of primary prevention programs, and school physical education programs have potential for the promotion of regular physical activity. Cardiovascular disease is the major cause of death among Hispanics and African Americans in the United States. Low levels of fitness and increased body mass index are common in African American and Hispanic adolescents. Increased physical activity and the adoption of healthy eating habits would increase fitness and reduce body mass index among these adolescents. The purpose of the study was to undertake a small-scale controlled trial to determine if Dance for Health, an intervention program designed to provide an enjoyable aerobic program for African American and Hispanic adolescents, has a significant effect on improving aerobic capacity, helping students maintain or decrease weight, and on improving attitudes toward physical activity and physical fitness. In the first year of the program (1990-91), approximately 110 boys and girls ages 10-13 years participated in an aerobic dance pilot program three times per week for 12 weeks. Dance for Health was revised and continued in the 1992-93 school year with seventh grade students and an added culturally sensitive health curriculum. Forty-three students were randomized to Dance for Health and 38 to usual physical activity. Those in the intervention class received a health education curriculum twice a week and a dance oriented physical education class three times a week. The usual physical activity consisted mostly of playground activities. Students in the intervention had a significantly greater lowering in body mass index and resting heart rate than students in regular physical activity.

Time-Series Analysis: Assessing the Effects of Multiple Educational Interventions in a Small-Enrollment Course

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2009-11-01

Time-series designs are an alternative to pretest-posttest methods that are able to identify and measure the impacts of multiple educational interventions, even for small student populations. Here, we use an instrument employing standard multiple-choice conceptual questions to collect data from students at regular intervals. The questions are modified by asking students to distribute 100 Confidence Points among the options in order to indicate the perceived likelihood of each answer option being the correct one. Tracking the class-averaged ratings for each option produces a set of time-series. ARIMA (autoregressive integrated moving average) analysis is then used to test for, and measure, changes in each series. In particular, it is possible to discern which educational interventions produce significant changes in class performance. Cluster analysis can also identify groups of students whose ratings evolve in similar ways. A brief overview of our methods and an example are presented.

APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MEDICAL EDUCATION

PubMed Central

Al-Tamimi, Dalal M.

2003-01-01

The recognition that information and communication technologies should play an increasingly important role in medical education is a key to educating physicians in the 21st century. Computer use in medical education includes, Internet hypermedia/multimedia technologies, medical informatics, distance learning and telemedicine. Adaptation to the use of these technologies should ideally start from the elementary school level. Medical schools must introduce medical informatics courses very early in the medical curriculum. Teachers will need regular CME courses to prepare and update themselves with the changing circumstances. Our infrastructure must be prepared for the new developments with computer labs, basic skill labs, close circuit television facilities, virtual class rooms, smart class rooms, simulated teaching facilities, and distance teaching by tele-techniques. Our existing manpower including, doctors, nurses, technicians, librarians, and administration personal require hands-on training, while new recruitment will have to emphasize compulsory knowledge of and familiarity with information technology. This paper highlights these subjects in detail as a means to prepare us to meet the challenges of the 21st century. PMID:23011983

[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

PubMed

Klicpera, Christian; Klicpera, Barbara Gasteiger

2004-12-01

The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

The Relationship between Faculty Teaching Preparation and Student Ratings of Teaching

ERIC Educational Resources Information Center

Fitzgerald-Sisk, Margaret

2011-01-01

Students in higher education complain regularly that their classes are boring and their instructors seem not to know how to teach. If, in fact, those instructors do not know how to teach, there are likely many reasons for this. There is also a great deal of literature, which this paper reviews, about helping those instructors to do a better job.…

Rethinking "General Audience": A Comparison of Students' Understanding of Popular Film in High School Honors and General-Level Classes

ERIC Educational Resources Information Center

Journell, Wayne; Buchanan, Lisa Brown

2012-01-01

Research suggests that secondary teachers across the United States are regularly turning to popular film as a way to engage students and deliver content. However, research on the use of film in secondary education has yet to focus on how students of varying abilities are able to understand and synthesize academic content when it is presented…

Professional Dialogue among Elementary School English Teachers in Taiwan: Current Challenges and Issues

ERIC Educational Resources Information Center

Chien, Chin-Wen

2018-01-01

Elementary school English teachers in Taiwan are required to have a formal professional dialogue regularly and engage in purposeful discussions about the curriculum and classroom practice (Ministry of Education. [1998]. "Small-Size Class Plan." http://163.19.62.3/smlass/E983A8E8A888E58A%83.htm). This study used a questionnaire to…

Sustaining corporate class consciousness across the new liquid managerial elite in Britain.

PubMed

Davis, Aeron

2017-06-01

This article asks: how is class consciousness and cohesiveness amongst the UK business elite maintained in the twenty-first century? Elite studies traditionally sought to account for the construction and circulation of dominant ideology through exclusive education systems, institutional board interlocks and club memberships. The problem is that business elite membership of all these institutions has been steady declining in recent decades. Contemporary corporate elites now appear more mobile and fragmented in an age of globalization. However, class cohesion amongst business leaders appears as strong as ever after decades of neoliberal policy hegemony. So, how are such ideas, norms and values circulated and maintained? This study tried to answer this question drawing on a set of 30 semi-structured interviews with top UK CEOs and a demographic audit of current FTSE 100 CEOs. The findings suggest that three additional means of achieving business elite coherence have become more significant: professional business education, semi-formal but regular meeting sites, and specialist business media. © London School of Economics and Political Science 2017.

Why Is It Taking So Long for Behavior Modification To Be Used in the Schools, or, Am I Being Too Impatient?

ERIC Educational Resources Information Center

Pumroy, Donald K.

In education, as in the area of mental illness, the first application of behavior modification began with the treatment of the severely retarded and the autistic. By 1970 behavioral principles were being applied to normal children in the home and regular classes in schools. While behavior modification has been accepted to some degree in special…

A Gifted and Talented Curriculum Handbook for Science in the Intermediate Grades of Lee County's Department of Exceptional Children. Gifted and Talented Resource Program, Grades 4-6.

ERIC Educational Resources Information Center

Baggarley, Margaret; And Others

Intended for regular classroom teachers in intermediate science classes serving the gifted and talented student, the curriculum handbook is designed to give a basic understanding of gifted education, to list appropriate goals and objectives for the gifted student, and to suggest materials and strategies for implementation within the regular…

Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru

NASA Astrophysics Data System (ADS)

Nurhayati, Dian Mita; Hartono

2017-05-01

This study aims to determine whether there is a difference in the ability of understanding the concept of mathematics between students who use cooperative learning model Student Teams Achievement Division type with Realistic Mathematic Education approach and students who use regular learning in seventh grade SMPN 35 Pekanbaru. This study was quasi experiments with Posttest-only Control Design. The populations in this research were all the seventh grade students in one of state junior high school in Pekanbaru. The samples were a class that is used as the experimental class and one other as the control class. The process of sampling is using purposive sampling technique. Retrieval of data in this study using the documentation, observation sheets, and test. The test use t-test formula to determine whether there is a difference in student's understanding of mathematical concepts. Before the t-test, should be used to test the homogeneity and normality. Based in the analysis of these data with t0 = 2.9 there is a difference in student's understanding of mathematical concepts between experimental and control class. Percentage of students experimental class with score more than 65 was 76.9% and 56.4% of students control class. Thus be concluded, the ability of understanding mathematical concepts students who use the cooperative learning model type STAD with RME approach better than students using the regular learning. So that cooperative learning model type STAD with RME approach is well used in learning process.

Cost analysis and student survey results of library support for distance education

PubMed Central

Rodman, Ruey L.

2003-01-01

This paper describes the costs associated with providing library support for a series of distance-education courses at The Ohio State University (OSU). These courses are designed as a pilot program offered by the OSU Office of Geriatrics and Gerontology. Costs to the library are analyzed for document delivery, electronic reserves, reference services, and librarian activities. Also included are the results of a student evaluation survey. The students are full-time working professionals who cannot attend regularly scheduled classes on campus. Conclusions extrapolate costs for each course, student, and service. PMID:12568160

Giving Voice to Neurologically Diverse High School Students: A Case Study Exploration of Interactions, Relationships, and Realizations through a Collaborative Drama/Life Skills Performance

ERIC Educational Resources Information Center

Hare, Jill L.

2013-01-01

This is a case study about giving voice to a neurologically diverse (ND) community of high school students in a life skills classroom. It is about their lived experiences while involved in a collaborative drama production with a regular education drama class. The research of this study was driven by the assumptions, beliefs, and philosophy based…

Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program

ERIC Educational Resources Information Center

Lenchuk, Iryna

2014-01-01

The purpose of this article is to analyze a task included in the LINC Home Study (LHS) program. LHS is a federally funded distance education program offered to newcomers to Canada who are unable to attend regular LINC classes. A task, in which a language structure (a gerund) is chosen and analyzed, was selected from one instructional module of LHS…

Slice regular functions of several Clifford variables

NASA Astrophysics Data System (ADS)

Ghiloni, R.; Perotti, A.

2012-11-01

We introduce a class of slice regular functions of several Clifford variables. Our approach to the definition of slice functions is based on the concept of stem functions of several variables and on the introduction on real Clifford algebras of a family of commuting complex structures. The class of slice regular functions include, in particular, the family of (ordered) polynomials in several Clifford variables. We prove some basic properties of slice and slice regular functions and give examples to illustrate this function theory. In particular, we give integral representation formulas for slice regular functions and a Hartogs type extension result.

Diabetes is a community issue: the critical elements of a successful outreach and education model on the U.S.-Mexico border.

PubMed

Ingram, Maia; Gallegos, Gwen; Elenes, JoJean

2005-01-01

Diabetes is reaching epidemic proportions on the U.S.-Mexico Border, and culturally competent diabetes education is not available in many communities. People with diabetes often do not have access to regular medical care, cannot afford medication, and lack the community infrastructure that supports self-management practices. Self-management education and support have great potential to impact diabetes control in this environment. To address this need, partners of the Border Health Strategic Initiative (Border Health iSI!) collaboratively developed a culturally relevant diabetes outreach and education program. The model included a five-week series of free diabetes education classes that assisted participants in gaining the knowledge and skills necessary to be physically active, control diet, monitor blood sugar, take medications, and be aware of complications. Central to the model was the use of community health workers - or promotores de salud - to conduct outreach, participate in patient education, and provide individual support. Program participants achieved significant improvements in self-management behaviors and HbA1c, random blood glucose, and blood pressure levels. Quantitative and qualitative evaluation helped to identify the essential elements of a successful program, including partnership of providers, community diabetes classes, promotores outreach and support, linkage between diabetes education and clinical care, and program evaluation.

Solvability and Regularity for an Elliptic System Prescribing the Curl, Divergence, and Partial Trace of a Vector Field on Sobolev-Class Domains

NASA Astrophysics Data System (ADS)

Cheng, C. H. Arthur; Shkoller, Steve

2017-09-01

We provide a self-contained proof of the solvability and regularity of a Hodge-type elliptic system, wherein the divergence and curl of a vector field u are prescribed in an open, bounded, Sobolev-class domain {Ω \\subseteq R^n}, and either the normal component {{u} \\cdot {N}} or the tangential components of the vector field {{u} × {N}} are prescribed on the boundary {partial Ω}. For {k > n/2}, we prove that u is in the Sobolev space {H^k+1(Ω)} if {Ω} is an {H^k+1}-domain, and the divergence, curl, and either the normal or tangential trace of u has sufficient regularity. The proof is based on a regularity theory for vector elliptic equations set on Sobolev-class domains and with Sobolev-class coefficients, and with a rather general set of Dirichlet and Neumann boundary conditions. The resulting regularity theory for the vector u is fundamental in the analysis of free-boundary and moving interface problems in fluid dynamics.

Increasing Students' Perceptions of Being Valued through the Study of Multicultural Literature and Analysis of Diversity Related Issues in a Regular Level Sophomore English Class

ERIC Educational Resources Information Center

Goughnour, Martha Jean

2013-01-01

The action research project report was created to remedy a lack of multicultural literature within the regular level sophomore English class and to assist regular level sophomore students' connection to their reading. The teacher-researcher also examined her students' own ethnic backgrounds, cultures, religions, economic status, gender, and/or…

Is It Possible to Improve Mathematical Achievement by Means of Self-Regulation Strategies? Evaluation of an Intervention in Regular Math Classes

ERIC Educational Resources Information Center

Perels, Franziska; Dignath, Charlotte; Schmitz, Bernhard

2009-01-01

After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the…

Deficits on irregular verbal morphology in Italian-speaking Alzheimer's disease patients

PubMed Central

Walenski, Matthew; Sosta, Katiuscia; Cappa, Stefano; Ullman, Michael T.

2010-01-01

Studies of English have shown that temporal-lobe patients, including those with Alzheimer's disease, are spared at processing real and novel regular inflected forms (e.g., blick → blicked; walk → walked), but impaired at real and novel irregular forms (e.g., spling → splang; dig → dug). Here we extend the investigation cross-linguistically to the more complex system of Italian verbal morphology, allowing us to probe the generality of the previous findings in English, as well as to test different explanatory accounts of inflectional morphology. We examined the production of real and novel regular and irregular past-participle and present-tense forms by native Italian-speaking healthy control subjects and patients with probable Alzheimer's disease. Compared to the controls, the patients were impaired at inflecting real irregular verbs but not real regular verbs both for past-participle and present-tense forms, but were not impaired at real regular verbs either for past-participle or present-tense forms. For novel past participles, the patients exhibited this same pattern of impaired production of class II (irregular) forms but spared class I (regular) production. In the present tense, patients were impaired at the production of class II forms (which are regular in the present tense), but spared at production of class I (regular) forms. Contrary to the pattern observed in English, the errors made by the patients on irregulars did not reveal a predominance of regularization errors (e.g., dig → digged). The findings thus partly replicate prior findings from English, but also reveal new patterns from a language with a more complex morphological system that includes verb classes (which are not possible to test in English). The demonstration of an irregular deficit following temporal-lobe damage in a language other than English reveals the cross-linguistic generality of the basic effect, while also elucidating important language-specific differences in the neuro-cognitive basis of regular and irregular morphological forms. PMID:19428387

Existence, regularity, and concentration phenomenon of nontrivial solitary waves for a class of generalized variable coefficient Kadomtsev-Petviashvili equation

NASA Astrophysics Data System (ADS)

Alves, Claudianor O.; Miyagaki, Olímpio H.

2017-08-01

In this paper, we establish some results concerning the existence, regularity, and concentration phenomenon of nontrivial solitary waves for a class of generalized variable coefficient Kadomtsev-Petviashvili equation. Variational methods are used to get an existence result, as well as, to study the concentration phenomenon, while the regularity is more delicate because we are leading with functions in an anisotropic Sobolev space.

Regular black holes in f(T) Gravity through a nonlinear electrodynamics source

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

Junior, Ednaldo L.B.; Rodrigues, Manuel E.; Houndjo, Mahouton J.S., E-mail: ednaldobarrosjr@gmail.com, E-mail: esialg@gmail.com, E-mail: sthoundjo@yahoo.fr

2015-10-01

We seek to obtain a new class of exact solutions of regular black holes in f(T) Gravity with non-linear electrodynamics material content, with spherical symmetry in 4D. The equations of motion provide the regaining of various solutions of General Relativity, as a particular case where the function f(T)=T. We developed a powerful method for finding exact solutions, where we get the first new class of regular black holes solutions in the f(T) Theory, where all the geometrics scalars disappear at the origin of the radial coordinate and are finite everywhere, as well as a new class of singular black holes.

Computational Labs Using VPython Complement Conventional Labs in Online and Regular Physics Classes

NASA Astrophysics Data System (ADS)

Bachlechner, Martina E.

2009-03-01

Fairmont State University has developed online physics classes for the high-school teaching certificate based on the text book Matter and Interaction by Chabay and Sherwood. This lead to using computational VPython labs also in the traditional class room setting to complement conventional labs. The computational modeling process has proven to provide an excellent basis for the subsequent conventional lab and allows for a concrete experience of the difference between behavior according to a model and realistic behavior. Observations in the regular class room setting feed back into the development of the online classes.

Knowledge and practice of physical exercise among the inhabitants of Bangkok.

PubMed

Dajpratham, Piyapat; Chadchavalpanichaya, Navaporn

2007-11-01

To study the knowledge and practice of physical exercise among the inhabitants of Bangkok. The factors correlated with knowledge and the practice of physical exercise, were also explored. A self-administered questionnaire was designed to survey 1200 inhabitants in Bangkok and the vicinity aged more than 18 years old. One thousand one hundred and seven people aged ranging from 18-81 years old completed the questionnaires (response rate 92.25%). Six hundred and forty people (58.4%) exercised regularly. The exercise was performed 1-2 days per week with varied duration. They performed exercises alone, in their homes, in the evening. They did not report any expenditure on the exercises. Common types of exercise reported were walking, jogging, attending an aerobic exercise class, using an exercise machine, and callisthenic exercise. Two hundred and seven people (18.9%) did not perform exercise at all because of the lack of time. The factors correlated with regular exercise were the increasing age, the high level of education, the amount of free time per day, and the enjoyment of exercise. With relation to knowledge of exercise, most people lacked knowledge of the benefits of exercise rather than how to do exercise and when to stop exercising. People who had a higher educational level than secondary school and a high income, practiced exercise everyday. They acquired their knowledge of exercise from attending an exercise course. People living in Bangkok usually performed regular exercises of 1-2 days per week with varied duration. The majority lacked knowledge of the benefits of exercise. Educational level of the samples was the only factor correlated with both regular exercise and knowledge of exercise.

Socioeconomic inequality in the provision of specific preventive dental interventions among children in the UK: Children's Dental Health Survey 2003.

PubMed

Shaban, R; Kassim, S; Sabbah, W

2017-06-09

Aim To assess socioeconomic inequality regarding specific preventive interventions (fissure sealants or any treatment to prevent caries) and dental visits among UK children.Method Data were from the Children's Dental Health Survey 2003, which included participants from England, Wales, Scotland, and Northern Ireland. The number of children in the analysis was 2,286. Variables were sex, age, area of residency (for example, England), mother's education, family social class, and deprivation level. Descriptive and regression analyses were performed.Results There were no significant socioeconomic differences in the use of preventive services. Deprivation and family social class (for example, intermediate and manual) were significantly associated with less regular dental visits (odd ratio 0.41, 95% CI [0.28, 0.63]; odd ratio 0.53, 95% CI [0.31, 0.89]; odd ratio 0.37, 95% CI [0.24, 0.58], respectively). Regular dental visits were associated with reporting preventive care for caries (odds ratio 2.25, 95% CI [1.45, 3.49]) and with the number of sealed tooth surfaces (rate ratio 1.73, 95% CI [1.16, 2.60]).Conclusion Despite apparent socioeconomic inequalities in regular dental visits, there was no significant inequality in using specific preventive interventions by children in the UK. This finding should be interpreted with caution considering the relatively small subsample included in this analysis.

REI: Revisited...Again.

ERIC Educational Resources Information Center

Lieberman, Laurence

1990-01-01

Lack of an agreed-upon definition for the Regular Education Initiative (REI) represents a significant obstacle to coherent debate. Three interpretations of the REI exist: merger of regular education and special education, partnership between regular and special education, and full integration of all children into regular classrooms. (JDD)

DOD Education Benefits: Action Is Needed to Ensure Evaluations of Postsecondary Schools Are Useful

DTIC Science & Technology

2014-09-01

Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a...This program accommodates service members, who may regularly be reassigned to another location (including overseas), by allowing them to take classes...schools, but does not yet have a plan to guide future efforts. Absent a plan, it will be difficult for DOD to have all of the information it needs to

Duration of stimulus presentation and screening for perceptual disabilities.

PubMed

Rohr, M E; Ayers, J B

1975-02-01

This study examined the effects of increasing the stimulus-presentation time of a motion picture test for identifying perceptual disabilities in the performance of Ss in regular first and fourth grade classrooms and on a sample of Ss in special education classes who had been identified as having varying degrees of perceptual deficiencies. The length of stimulus presentation increased the total performance of Ss on the motion picture test but did not add to the value of the instrument as a screening device.

Hearing Impaired Pupils in the Mainstream.

ERIC Educational Resources Information Center

Birch, Jack W.

Provided primarily for regular class teachers and administrators is information on mainstreaming hearing impaired students. Reasons behind the movement toward regular class placement of hearing impaired pupils are noted and two basic views as to how it should be done are identified. Defined are relevant terms such as mainstreaming, hearing aid,…

The Effects of Comprehension Monitoring Training on the Reading Competence of Learning Disabled and Regular Class Students.

ERIC Educational Resources Information Center

Chan, Lorna K. S.; Cole, Peter G.

1986-01-01

A study involving 36 (10-12 years) learning disabled (LD) students with reading problems and 36 regular class students matched with LD subjects for reading age demonstrated the benefit of training LD students to use metacognitive activities in reading comprehension. (Author/CL)

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

The Regular Education Initiative: A Blueprint for Success. A Description of a Statewide Implementation Project in Illinois.

ERIC Educational Resources Information Center

Whitworth, Jerry

This paper defines the Regular Education Initiative (REI) as encouraging both regular and special education personnel to work together more effectively to provide the best education possible for all children, by adapting the regular education environment to better accommodate the student's needs. The paper discusses the results of a statewide…

Verbal Inflectional Morphology in L1 and L2 Spanish: A Frequency Effects Study Examining Storage versus Composition

PubMed Central

Bowden, Harriet Wood; Gelfand, Matthew P.; Sanz, Cristina; Ullman, Michael T.

2009-01-01

This study examines the storage vs. composition of Spanish inflected verbal forms in L1 and L2 speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verbs) or Classes II and III (non-default classes), and were asked to produce either first-person singular present-tense or imperfect forms, in separate tasks. In the present tense, the L1 speakers showed inflected-form frequency effects (i.e., higher frequency forms were produced faster, which is taken as a reflection of storage) for stem-changing (irregular) verb-forms from both Class I (e.g., pensar-pienso) and Classes II and III (e.g., perder-pierdo), as well as for non-stem-changing (regular) forms in Classes II/III (e.g., vender-vendo), in which the regular transformation does not appear to constitute a default. In contrast, Class I regulars (e.g., pescar-pesco), whose non-stem-changing transformation constitutes a default (e.g., it is applied to new verbs), showed no frequency effects. L2 speakers showed frequency effects for all four conditions (Classes I and II/III, regulars and irregulars). In the imperfect tense, the L1 speakers showed frequency effects for Class II/III (-ía-suffixed) but not Class I (-aba-suffixed) forms, even though both involve non-stem-change (regular) default transformations. The L2 speakers showed frequency effects for both types of forms. The pattern of results was not explained by a wide range of potentially confounding experimental and statistical factors, and does not appear to be compatible with single-mechanism models, which argue that all linguistic forms are learned and processed in associative memory. The findings are consistent with a dual-system view in which both verb class and regularity influence the storage vs. composition of inflected forms. Specifically, the data suggest that in L1, inflected verbal forms are stored (as evidenced by frequency effects) unless they are both from Class I and undergo non-stem-changing default transformations. In contrast the findings suggest that at least these L2 participants may store all inflected verb-forms. Taken together, the results support dual-system models of L1 and L2 processing in which, at least at mid-to-advanced L2 proficiency and lower levels of immersion experience, the processing of rule-governed forms may depend not on L1 combinatorial processes, but instead on memorized representations. PMID:20419083

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances

PubMed Central

Granacher, Urs; Borde, Ron

2017-01-01

Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class (n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class (n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1–6], writing [HSP 4–5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances (p < 0.05; d = 0.70–2.16), less relative body fat mass, more relative skeletal muscle mass (p < 0.01; d = 1.62–1.84), and similar cognitive and academic achievements compared to their non-athletic peers. Athletes' training volume amounted to 620 min/week over the 1-year period while their peers performed 155 min/week. After the intervention, significant differences were found in 6 out of 7 physical fitness tests (p < 0.05; d = 0.75–1.40) and in the physical education grades (p < 0.01; d = 2.36) in favor of the elite sports class. No significant between-group differences were found after the intervention in measures of body composition (p > 0.05; d = 0.66–0.67), cognition and academics (p > 0.05; d = 0.40–0.64). Our findings revealed no significant between-group differences in growth rate (deltas of pre-post-changes in body height and leg length). Discussion: Our results revealed that a school-based 1-year sport-specific training in combination with physical education improved physical fitness but did not negatively affect cognitive and academic performances of youth athletes compared to their non-athletic peers. It is concluded that sport-specific training in combination with physical education promotes youth athletes' physical fitness development during LTAD and does not impede their cognitive and academic development. PMID:29085304

Effects of Sport-Specific Training during the Early Stages of Long-Term Athlete Development on Physical Fitness, Body Composition, Cognitive, and Academic Performances.

PubMed

Granacher, Urs; Borde, Ron

2017-01-01

Introduction: Several sports demand an early start into long-term athlete development (LTAD) because peak performances are achieved at a relatively young age (e.g., gymnastics). However, the challenging combination of high training volumes and academic demands may impede youth athletes' cognitive and academic performances. Thus, the aims of this study were to examine the effects of a 1-year sport-specific training and/or physical education on physical fitness, body composition, cognitive and academic performances in youth athletes and their non-athletic peers. Methods: Overall, 45 prepubertal fourth graders from a German elite sport school were enrolled in this study. Participating children were either youth athletes from an elite sports class ( n = 20, age 9.5 ± 0.5 years) or age-matched peers from a regular class ( n = 25, age 9.6 ± 0.6 years). Over the 1-year intervention period, the elite sports class conducted physical education and sport-specific training (i.e., gymnastics, swimming, soccer, bicycle motocross [BMX]) during school time while the regular class attended physical education only. Of note, BMX is a specialized form of cycling that is performed on motocross tracks and affords high technical skills. Before and after intervention, tests were performed for the assessment of physical fitness (speed [20-m sprint], agility [star agility run], muscle power [standing long jump], flexibility [stand-and-reach], endurance [6-min-run], balance [single-leg stance]), body composition (e.g., muscle mass), cognitive (d2-test) and academic performance (reading [ELFE 1-6], writing [HSP 4-5], calculating [DEMAT 4]). In addition, grades in German, English, Mathematics, and physical education were documented. Results: At baseline, youth athletes showed better physical fitness performances ( p < 0.05; d = 0.70-2.16), less relative body fat mass, more relative skeletal muscle mass ( p < 0.01; d = 1.62-1.84), and similar cognitive and academic achievements compared to their non-athletic peers. Athletes' training volume amounted to 620 min/week over the 1-year period while their peers performed 155 min/week. After the intervention, significant differences were found in 6 out of 7 physical fitness tests ( p < 0.05; d = 0.75-1.40) and in the physical education grades ( p < 0.01; d = 2.36) in favor of the elite sports class. No significant between-group differences were found after the intervention in measures of body composition ( p > 0.05; d = 0.66-0.67), cognition and academics ( p > 0.05; d = 0.40-0.64). Our findings revealed no significant between-group differences in growth rate (deltas of pre-post-changes in body height and leg length). Discussion: Our results revealed that a school-based 1-year sport-specific training in combination with physical education improved physical fitness but did not negatively affect cognitive and academic performances of youth athletes compared to their non-athletic peers. It is concluded that sport-specific training in combination with physical education promotes youth athletes' physical fitness development during LTAD and does not impede their cognitive and academic development.

Flexible Scheduling to Fit the Firefighters.

ERIC Educational Resources Information Center

Cox, Clarice Robinson

Three flexible scheduling plans were tried in order that firefighters could take regular college courses despite their 24 hours on the 24 off work schedule. Plan one scheduled the firefighters into a regular Monday-Wednesday-Friday class which they attended every other week, making up missed material outside of class. Plan two scheduled special…

Awareness, attitudes, need and demand on replacement of missing teeth among a group of partially dentate patients attending a University Dental Hospital.

PubMed

Jayasinghe, Rasika Manori; Perera, Janana; Jayasinghe, Vajira; Thilakumara, Indika P; Rasnayaka, Sumudu; Shiraz, Muhammad Hanafi Muhammad; Ranabahu, Indra; Kularatna, Sanjeewa

2017-07-27

Our objective was to assess awareness, attitudes, need and demand on replacement of missing teeth according to edentulous space, age, gender, ethnicity, educational level and socio-economical status of the patient. 76.2% of the study group was opined that the missing teeth should be replaced by prosthetic means. Majority were keen in getting them replaced mainly for the comfort in mastication. Although 77.9 and 32.9% were aware of the removable prostheses and implants respectively, only 25.2% knew about tooth supported bridges as an option of replacement of missing teeth. Participants' awareness on tooth and implant supported prostheses is at a higher level. Participants' opinion on need of regular dental visit was statistically significant when gender, ethnicity and education level were considered. The highest demand for replacement of missing teeth was observed in Kennedy class I and II situations in both upper and lower arches. Demand for fixed prostheses was significantly highest in Kennedy class II in upper and lower arches. In conclusion, although removable prosthodontic options are known to most of the patients, their awareness on tooth and implant supported prostheses is also at a higher level. The highest demand for replacement of missing teeth is by patients with Kennedy class I and II situations whereas Kennedy class II being the category with highest demand for fixed prostheses. We recommend that the location of missing teeth to be considered as a priority when educating patients on the most appropriate prosthetic treatment options. Dentists' involvement in educating patients on prosthetic options needs to be improved.

The Essential Special Education Guide for the Regular Education Teacher

ERIC Educational Resources Information Center

Burns, Edward

2007-01-01

The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and…

Approaching the axiomatic enrichment of the Gene Ontology from a lexical perspective.

PubMed

Quesada-Martínez, Manuel; Mikroyannidi, Eleni; Fernández-Breis, Jesualdo Tomás; Stevens, Robert

2015-09-01

The main goal of this work is to measure how lexical regularities in biomedical ontology labels can be used for the automatic creation of formal relationships between classes, and to evaluate the results of applying our approach to the Gene Ontology (GO). In recent years, we have developed a method for the lexical analysis of regularities in biomedical ontology labels, and we showed that the labels can present a high degree of regularity. In this work, we extend our method with a cross-products extension (CPE) metric, which estimates the potential interest of a specific regularity for axiomatic enrichment in the lexical analysis, using information on exact matches in external ontologies. The GO consortium recently enriched the GO by using so-called cross-product extensions. Cross-products are generated by establishing axioms that relate a given GO class with classes from the GO or other biomedical ontologies. We apply our method to the GO and study how its lexical analysis can identify and reconstruct the cross-products that are defined by the GO consortium. The label of the classes of the GO are highly regular in lexical terms, and the exact matches with labels of external ontologies affect 80% of the GO classes. The CPE metric reveals that 31.48% of the classes that exhibit regularities have fragments that are classes into two external ontologies that are selected for our experiment, namely, the Cell Ontology and the Chemical Entities of Biological Interest ontology, and 18.90% of them are fully decomposable into smaller parts. Our results show that the CPE metric permits our method to detect GO cross-product extensions with a mean recall of 62% and a mean precision of 28%. The study is completed with an analysis of false positives to explain this precision value. We think that our results support the claim that our lexical approach can contribute to the axiomatic enrichment of biomedical ontologies and that it can provide new insights into the engineering of biomedical ontologies. Copyright © 2014 Elsevier B.V. All rights reserved.

Room Use for Group Instruction in Regularly Scheduled Classes.

ERIC Educational Resources Information Center

Phay, John E.; McCary, Arthur D.

A method by which accurate accounting by computer might be made of apace and room use by regularly scheduled classes in institutions of higher learning is furnished. Based on well-defined terms, a master room schedule and a master course schedule are prepared on computer cards. This information is then compared with the reported individual room…

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

The current action research study explored how student placement in heterogeneous or homogeneous classes in seventh-grade science affected students' eighth-grade Science State of Texas Assessment of Academic Readiness (STAAR) scores, and how ability grouping affected students' scores based on race and socioeconomic status. The population included all eighth-grade students in the target district who took the regular eighth-grade science STAAR over four academic school years. The researcher ran three statistical tests: a t-test for independent samples, a one-way between subjects analysis of variance (ANOVA) and a two-way between subjects ANOVA. The results showed no statistically significant difference between eighth-grade Pre-AP students from seventh-grade Pre-AP classes and eighth-grade Pre-AP students from heterogeneous seventh-grade classes and no statistically significant difference between Pre-AP students' scores based on socioeconomic status. There was no statistically significant interaction between socioeconomic status and the seventh-grade science classes. The scores between regular eighth-grade students who were in heterogeneous seventh-grade classes were statistically significantly higher than the scores of regular eighth-grade students who were in regular seventh-grade classes. The results also revealed that the scores of students who were White were statistically significantly higher than the scores of students who were Black and Hispanic. Black and Hispanic scores did not differ significantly. Further results indicated that the STAAR Level II and Level III scores were statistically significantly higher for the Pre-AP eighth-grade students who were in heterogeneous seventh-grade classes than the STAAR Level II and Level III scores of Pre-AP eighth-grade students who were in Pre-AP seventh-grade classes.

Learning Electron Transport Chain Process in Photosynthesis Using Video and Serious Game

NASA Astrophysics Data System (ADS)

Espinoza Morales, Cecilia

This research investigates students' learning about the electron transport chain (ETC) process in photosynthesis by watching a video followed by playing a serious board game-Electron Chute- that models the ETC process. To accomplish this goal, several learning outcomes regarding the misconceptions students' hold about photosynthesis and the ETC process in photosynthesis were defined. Middle school students need opportunities to develop cohesive models that explain the mechanistic processes of biological systems to support their learning. A six-week curriculum on photosynthesis included a one day learning activity using an ETC video and the Electron Chute game to model the ETC process. The ETC model explained how sunlight energy was converted to chemical energy (ATP) at the molecular level involving a flow of electrons. The learning outcomes and the experiences were developed based on the Indiana Academic Standards for biology and the Next Generation Science Standards (NGSS) for the life sciences. Participants were 120 eighth grade science students from an urban public school. The participants were organized into six classes based on their level of academic readiness, regular and challenge, by the school corporation. Four classes were identified as regular classes and two of them as challenge classes. Students in challenge classes had the opportunity to be challenged with more difficult content knowledge and required higher level thinking skills. The regular classes were the mainstream at school. A quasi-experimental design known as non-equivalent group design (NEGD) was used in this study. This experimental design consisted of a pretest-posttest experiment in two similar groups to begin with-the video only and video+game treatments. Intact classes were distributed into the treatments. The video only watched the ETC video and the video+game treatment watched the ETC video and played the Electron Chute game. The instrument (knowledge test) consisted of a multiple-choice section addressing general knowledge of photosynthesis and specific knowledge about ETC, and an essay section where students were asked to interpret each part of a diagram about the ETC process. Considering only the effect of treatments on score gain, regular and challenge groups reached higher scores in the posttest in comparison to the pretest after playing Electron Chute in both section of the test. However, the effect of treatments between the classes for each treatment was inconclusive. In the essay, the score gain was higher in the challenge than the regular class, but there was not a significant difference between both classes in the multiple-choice section. In regard to the learning outcomes, the initial model provided by the ETC video was mostly effective on addressing the misconception related to the oxygen production, which derives from the photolysis -or splitting-of the water molecules. Playing Electron Chute was effective on addressing most of the misconceptions targeted in the instruction design used for study. Most of these misconceptions were related to ATP and NADPH production and the cell structures where the ETC process takes place. At the end of the video+game learning treatment, a survey was used to collect data about students' experiences while playing the game. The majority of students agreed that playing the game increased their ability to explain how plants use light energy, but only about a third of them felt they could explain how ETC worked. Enjoyment and need for more explanations were different between students who attended the regular and challenge classes. The majority of the students who attended a regular class indicated they liked the ETC video and playing Electron Chute, percentage of agreement that was significantly higher than students who attended the challenge class. As a result, more students in the regular class indicated an interest in learning other science concepts like ETC. Students who attended the regular class reported that clear rules about how to play the game were helpful for learning. Further, the challenge group indicated the video and the Electron Chute game could include more explanations. These results suggest the video and game learning experience has the potential for engaging students’ interest in science when they participated in a regular class. This study also demonstrates a principled approach for designing a video and game to illustrate important methods for creating content knowledge that supports students’ ability to make sense of how complex systems work. Through more refinements of the game, the learning experiences could be a viable learning experience that accommodates the needs of a diverse population of students who might prefer different learning methods.

Construction and reconstruction concept in mathematics instruction

NASA Astrophysics Data System (ADS)

Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.

Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools.

PubMed

Rathmann, Katharina; Vockert, Theres; Bilz, Ludwig; Gebhardt, Markus; Hurrelmann, Klaus

2018-05-11

Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN. Copyright © 2018 Elsevier Ltd. All rights reserved.

Perceived psychological pressure at work, social class, and risk of stroke: a 30-year follow-up in Copenhagen male study.

PubMed

Suadicani, Poul; Andersen, Lars L; Holtermann, Andreas; Mortensen, Ole S; Gyntelberg, Finn

2011-12-01

Investigate if the association between perceived psychological work pressure and risk of stroke is modified by socioeconomic status. Thirty-year follow-up of 4943 middle-aged men without cardiovascular disease. In the higher social classes (I, II, and III), perceived regular exposure to psychological work pressure was common and a significant predictor of stroke; almost 10% of the stroke events could be attributed to this exposure in the higher social classes; among lower social classes (IV and V), perceived psychological pressure was no predictor at all. Regular psychological work pressure is a highly prevalent and independent risk factor for stroke among men in higher social classes. In contrast, no association to stroke risk was found among low social class men.

Social Effects of Integrated Classrooms and Resource Room/ Regular Class Placements on Elementary Students with Learning Disabilities.

ERIC Educational Resources Information Center

Madge, Sally; And Others

1990-01-01

Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education

PubMed Central

Lee, Nam-Ju; Chae, Sun-Mi; Kim, Haejin; Lee, Ji-Hye; Min, Hyojin Jennifer; Park, Da-Eun

2016-01-01

Mobile devices are a regular part of daily life among the younger generations. Thus, now is the time to apply mobile device use to nursing education. The purpose of this study was to identify the effects of a mobile-based video clip on learning motivation, competence, and class satisfaction in nursing students using a randomized controlled trial with a pretest and posttest design. A total of 71 nursing students participated in this study: 36 in the intervention group and 35 in the control group. A video clip of how to perform a urinary catheterization was developed, and the intervention group was able to download it to their own mobile devices for unlimited viewing throughout 1 week. All of the students participated in a practice laboratory to learn urinary catheterization and were blindly tested for their performance skills after participation in the laboratory. The intervention group showed significantly higher levels of learning motivation and class satisfaction than did the control. Of the fundamental nursing competencies, the intervention group was more confident in practicing catheterization than their counterparts. Our findings suggest that video clips using mobile devices are useful tools that educate student nurses on relevant clinical skills and improve learning outcomes. PMID:26389858

Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education: A Randomized Controlled Trial.

PubMed

Lee, Nam-Ju; Chae, Sun-Mi; Kim, Haejin; Lee, Ji-Hye; Min, Hyojin Jennifer; Park, Da-Eun

2016-01-01

Mobile devices are a regular part of daily life among the younger generations. Thus, now is the time to apply mobile device use to nursing education. The purpose of this study was to identify the effects of a mobile-based video clip on learning motivation, competence, and class satisfaction in nursing students using a randomized controlled trial with a pretest and posttest design. A total of 71 nursing students participated in this study: 36 in the intervention group and 35 in the control group. A video clip of how to perform a urinary catheterization was developed, and the intervention group was able to download it to their own mobile devices for unlimited viewing throughout 1 week. All of the students participated in a practice laboratory to learn urinary catheterization and were blindly tested for their performance skills after participation in the laboratory. The intervention group showed significantly higher levels of learning motivation and class satisfaction than did the control. Of the fundamental nursing competencies, the intervention group was more confident in practicing catheterization than their counterparts. Our findings suggest that video clips using mobile devices are useful tools that educate student nurses on relevant clinical skills and improve learning outcomes.

A Class of Manifold Regularized Multiplicative Update Algorithms for Image Clustering.

PubMed

Yang, Shangming; Yi, Zhang; He, Xiaofei; Li, Xuelong

2015-12-01

Multiplicative update algorithms are important tools for information retrieval, image processing, and pattern recognition. However, when the graph regularization is added to the cost function, different classes of sample data may be mapped to the same subspace, which leads to the increase of data clustering error rate. In this paper, an improved nonnegative matrix factorization (NMF) cost function is introduced. Based on the cost function, a class of novel graph regularized NMF algorithms is developed, which results in a class of extended multiplicative update algorithms with manifold structure regularization. Analysis shows that in the learning, the proposed algorithms can efficiently minimize the rank of the data representation matrix. Theoretical results presented in this paper are confirmed by simulations. For different initializations and data sets, variation curves of cost functions and decomposition data are presented to show the convergence features of the proposed update rules. Basis images, reconstructed images, and clustering results are utilized to present the efficiency of the new algorithms. Last, the clustering accuracies of different algorithms are also investigated, which shows that the proposed algorithms can achieve state-of-the-art performance in applications of image clustering.

The achievement impact of the inclusion model on the standardized test scores of general education students

NASA Astrophysics Data System (ADS)

Garrett-Rainey, Syrena

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

Willingness of Regular and Special Educators to Teach Students with Handicaps.

ERIC Educational Resources Information Center

Gans, Karen Derk

1987-01-01

Regular educators (N=128) and special educators (N=133) in 21 Ohio school districts responded to a questionnaire regarding handicap integration. Willingness of regular educators to teach handicapped students depended more heavily on demographic variables (e.g., total number of years in teaching); willingness of special educators depended more on…

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

PubMed

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

Evaluaton of healthy lifestyle behaviors of female students in a public accommodation center from kırsehir, Turkey.

PubMed

Babaoglu, Ulken Tunga; Cevizci, Sibel; Ozdenk, Gülcan Demir

2014-12-01

This study is a descriptive analysis aiming to determine the healthy lifestyle behaviors of students staying in a female dormitory in the Central Anatolia region. A total of 295 students staying in a state-run female dormitory were included in the study. Data was collected with a personal information form and a "Healthy Lifestyle Behavior Scale" between March and May 2014. The dependent variables of the study were the HLBS points and subscales. The independent variables were age, class, department, family structure, place of longest residence, family education and occupation, perception of income, sport, academic success, BMI and nutrition. The average age of students participating in the study was 19.92±1.39 (17-26) years. The average HLBS points of the students in the study were determined to be 120.24±16.99 (85-170). There was a statistically significant difference found between the students' regular participation in sport, use of cigarettes, department they studied in and academic success levels with healthy lifestyle behavior and subscales (p<0.05). We determined that student' scores taken from healthy lifestyle behaviors scale was moderate level. We consider that regular and continuous education to develop healthy lifestyle behavior during undergraduate education will benefit students who will become the health professionals of the future.

High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

PubMed

Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Scherrer, Vsevolod; Schneider, Wolfgang

2017-11-23

Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

The Academic Achievement of Second, Third, and Fourth Grade Regular Education Students Involved in Special Education Inclusion Programs.

ERIC Educational Resources Information Center

Liddiard, Hannah J.

This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…

Rough Finite State Automata and Rough Languages

NASA Astrophysics Data System (ADS)

Arulprakasam, R.; Perumal, R.; Radhakrishnan, M.; Dare, V. R.

2018-04-01

Sumita Basu [1, 2] recently introduced the concept of a rough finite state (semi)automaton, rough grammar and rough languages. Motivated by the work of [1, 2], in this paper, we investigate some closure properties of rough regular languages and establish the equivalence between the classes of rough languages generated by rough grammar and the classes of rough regular languages accepted by rough finite automaton.

Improving Social Engagement and Initiations between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings

PubMed Central

Koegel, Lynn Kern; Vernon, Ty; Koegel, Robert L.; Koegel, Brittany L.; Paullin, Anne W.

2013-01-01

Children with Asperger’s Disorder often have difficulty with peer relationships and socialization. The current study assessed whether peer social interactions would improve in school settings if an intervention was designed that incorporated the children with Asperger’s interests. Three children who were fully-included in regular education classes but did not interact with peers prior to intervention participated in this research. Social lunch clubs, open to both the study participants and their typical peers, were implemented twice weekly during regular lunchtime periods. Results showed that all three children increased their time engaged with peers as a result of the clubs. While their initiations greatly improved over baseline levels and approximated their peers, they were often initiating below the level of most of their peers. Implications for improving peer social interactions for children with Asperger’s Disorder are discussed. PMID:25328380

Training Regular Education Personnel To Be Special Education Consultants to Other Regular Education Personnel in Rural Settings.

ERIC Educational Resources Information Center

McIntosh, Dean K.; Raymond, Gail I.

The Program for Exceptional Children of the University of South Carolina developed a project to address the need for an improved service delivery model for handicapped students in rural South Carolina. The project trained regular elementary teachers at the master's degree level to function as consultants to other regular classroom teachers with…

[Social differences and indicators of perceived health, chronic diseases, disability and life style in the 1994. ISTAT national health interview survey].

PubMed

Vannoni, F; Burgio, A; Quattrociocchi, L; Costa, G; Faggiano, F

1999-01-01

In this paper social differences in health, analysed by different dimensions (perceived health, chronic diseases, functional deficits and disability) and social differences in lifestyle, in particular smoking habit and use of health services for the prevention of some female tumours, are described. The study is based on the data collected in the National Interview Survey on Health Status and Use of Health Care Services, conducted by ISTAT in the 1994. The analysis has been performed separately for males and females, computing Prevalence Rate Ratios (PRR) standardized by age. Educational level and social class, based on Schizzerotto's classification, have been used as determinants of differences in health and lifestyle. Unfavourable perception of health status and most of chronic diseases, referred as diagnosed by a doctor, show an increasing prevalence with decreasing educational level. Less striking differences are observed in the occurrence of injuries and in the restriction of daily life activities caused by diseases. A lower educational level corresponds to a regular increase in the proportion of disabled subjects. Females show higher differences than males in overweight and underweight prevalences in favour of more educated. Smoking habit shows an inverse correlation with education in males and a direct correlation in females, while attempts to quit smoking are more common among more educated individuals. Among women, the tendency to use screening tests for the prevention of some tumours is directly proportional to the educational level. Similar findings were obtained using the social class, with small bourgeoisie and working class showing similar excess risks, compared to bourgeoisie. This study found significant social inequalities in health status and in lifestyle in Italian population in 1994. The discussion argues that in absence of preventive interventions on disadvantaged groups of the population an increase of social differences in health is predictable.

Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling

NASA Astrophysics Data System (ADS)

Malone, Kathy L.; Schunn, Christian D.; Schuchardt, Anita M.

2018-02-01

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science.

26 CFR 1.897-9T - Treatment of certain interest in publicly traded corporations, definition of foreign person, and...

Code of Federal Regulations, 2013 CFR

2013-04-01

... dealers making a market in such interests. A broker or dealer makes a market in a class of interests only... had a fair market value greater than the fair market value on that date of 5 percent of the regularly traded class of the corporation's stock with the lowest fair market value. However, if a non-regularly...

26 CFR 1.897-9T - Treatment of certain interest in publicly traded corporations, definition of foreign person, and...

Code of Federal Regulations, 2014 CFR

2014-04-01

... dealers making a market in such interests. A broker or dealer makes a market in a class of interests only... had a fair market value greater than the fair market value on that date of 5 percent of the regularly traded class of the corporation's stock with the lowest fair market value. However, if a non-regularly...

26 CFR 1.897-9T - Treatment of certain interest in publicly traded corporations, definition of foreign person, and...

Code of Federal Regulations, 2012 CFR

2012-04-01

... dealers making a market in such interests. A broker or dealer makes a market in a class of interests only... had a fair market value greater than the fair market value on that date of 5 percent of the regularly traded class of the corporation's stock with the lowest fair market value. However, if a non-regularly...

(Meta)communication strategies in inclusive classes for deaf students.

PubMed

Kelman, Celeste Azulay; Branco, Angela Uchôa

2009-01-01

How can an inclusive classroom for deaf students be successful? The use of metacommunication strategies by teachers and hearing peers seems promising. Schools that promote this approach tend to improve deaf students' psychosocial development and academic achievement. However, this is not a general rule. The present study identifies the elements of success, with the investigators basing their analysis on extensive observation of 4 bilingual classes conducted by regular education and specialized teachers. The study was conducted in 3 public elementary schools in Brasilia, Brazil. Data were collected through direct observation (156 hours) and video recording (34 hours). Results were qualitatively analyzed from a microgenetic perspective. The investigators devised 14 categories of social interaction, e.g., visual contact and responsivity, multimodal communication, co-construction of meanings, flexible use of space, and sign language instruction for hearing students.

Postural education and behavior among students in a city in southern Brazil: student postural education and behavior

PubMed Central

Fonseca, Cíntia Detsch; Cardoso dos Santos, Antônio; Candotti, Cláudia Tarragô; Noll, Matias; Luz, Anna Maria Hecker; Corso, Carlos Otávio

2015-01-01

[Purpose] The aim of the present study was to assess the knowledge of the spine and posture among adolescent female students and to determine if they had access to postural education in or outside school. [Subjects and Methods] This was an epidemiological survey of a representative sample of 495 female students aged 14 to 18 years attending a regular secondary school in São Leopoldo, RS, Brazil. Data were collected through a questionnaire. [Results] The results showed that 16.8% of teens did not know what a spine was, 8.3% had no knowledge of posture, and 61% reported receiving no posture education. Posture awareness was associated only with posture while using a computer, while having postural education class was not associated with any postural behavior. [Conclusion] The results showed that, although most students are familiar with the spine and posture, a sizable group is not, and over half had no postural education. These findings suggest that inclusion of postural education programs in schools should be encouraged in order to promote health and prevent diseases related to the spine. PMID:26504322

Postural education and behavior among students in a city in southern Brazil: student postural education and behavior.

PubMed

Fonseca, Cíntia Detsch; Cardoso Dos Santos, Antônio; Candotti, Cláudia Tarragô; Noll, Matias; Luz, Anna Maria Hecker; Corso, Carlos Otávio

2015-09-01

[Purpose] The aim of the present study was to assess the knowledge of the spine and posture among adolescent female students and to determine if they had access to postural education in or outside school. [Subjects and Methods] This was an epidemiological survey of a representative sample of 495 female students aged 14 to 18 years attending a regular secondary school in São Leopoldo, RS, Brazil. Data were collected through a questionnaire. [Results] The results showed that 16.8% of teens did not know what a spine was, 8.3% had no knowledge of posture, and 61% reported receiving no posture education. Posture awareness was associated only with posture while using a computer, while having postural education class was not associated with any postural behavior. [Conclusion] The results showed that, although most students are familiar with the spine and posture, a sizable group is not, and over half had no postural education. These findings suggest that inclusion of postural education programs in schools should be encouraged in order to promote health and prevent diseases related to the spine.

Group Projects in Interior Design Studio Classes: Peer Feedback Benefits

ERIC Educational Resources Information Center

Jurado, Juan A.

2011-01-01

Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class,…

An Analysis of Federal Initiatives To Prepare Regular Educators To Serve Students with Disabilities: Deans' Grants, REGI, and Beyond.

ERIC Educational Resources Information Center

Kleinhammer-Tramill, Jeannie

2003-01-01

This article describes federal initiatives to support preparation of regular educators to serve students with disabilities through the eras of mainstreaming, the Regular Education Initiative, inclusion, and promoting access to the general education curriculum. Trends in the number of personnel preparation projects that support preparation of…

Sun protection among Spanish beachgoers: knowledge, attitude and behaviour.

PubMed

Cercato, M C; Ramazzotti, V; Sperduti, I; Asensio-Pascual, A; Ribes, I; Guillén, C; Nagore, E

2015-03-01

This study aims to investigate the level of awareness on the risks related to sun exposure, attitude towards sun protection and sun protection behaviour in Spanish beachgoers. During the summer of 2009, trained assistants conducted a structured interview with 630 sunbathers at the beaches of Valencia, Spain, via administrating a questionnaire including the following: (a) general data (age, gender, education, profession), (b) "knowledge" and "attitude" items and (c) self-assessed sun sensitivity, sun exposure and sun protection characteristics. The health belief model was used to evaluate factors that may influence on engaging healthy behaviour. The median age was 30 (2-82) years; the M/F ratio was 0.60. Despite the widespread regular ("often" or "always", 80%) use of high (>15) sun-protective factor sunscreens, current recommendations on sun protection were not regularly followed, and a history of sunburns is very common (70%). At multivariate analysis, female gender, age, fair hair, freckles, all-day use of sunscreens and wearing sunglasses were independent factors associated with having sunburn history. A high knowledge and a fairly good attitude emerged (median scores, 6/7 and 22/30, respectively). Age class (p = 0.032), educational level (p < 0.0001), sunscreen use (p = 0.048) and adequate timing of the first application of sunscreens (p = 0.015) were predictors of awareness, while factors associated with a more favourable attitude were educational level (p < 0.0001) and regular use of hats (p = 0.001). Wrong beliefs mainly concern sunscreens (false safety); the attractiveness of a tanned look is the main unfavourable attitude. Physical and motivational barriers are common (80%). The findings by highlighting constitutional and psychosocial factors involved in unhealthy behaviour provide useful information to promote sun-safe interventions in this population.

Teaching Sustainabilty in the Setting of a Field-based Class on the Oceans in Captivity

NASA Astrophysics Data System (ADS)

Macko, Stephen; Tuite, Michael; O'Connell, Matthew

2013-04-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapsenin fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture ("cultivated") Central Virginia is a fortunate location for such a class, with close access for "day travel" to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore, Washington and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets) enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

Regular and Special Educators: Handicap Integration Attitudes and Implications for Consultants.

ERIC Educational Resources Information Center

Gans, Karen D.

1985-01-01

One-hundred twenty-eight regular and 133 special educators responded to a questionnaire on mainstreaming. The two groups were similiar in their attitudes. Regular educators displayed more negative attitudes, but the differences rarely reached significance. Group differences became more apparent when attitudes concerning specific handicapping…

Listening to their voices: The essence of the experience of special and regular education students as they learn monarch, Danaus plexippus, biology and ecology

NASA Astrophysics Data System (ADS)

Koomen, Michele Jean Hollingsworth

This dissertation reports on a phenomenological study of nine regular and special education students as they studied insect biology and ecology in their inclusive seventh grade life science class. Three fundamental data collection methods of interpretive research (student observations, interviews and artifact analysis) framed the data collection of this study. Hermeneutic phenomenological analysis and a seven-step framework, beginning with establishment of the unit of analysis and ending in theory generation, were used to systematically analyze the data resulting in the emergence of four main themes. The essence of the lived experience of the study participants reveal a variety of ways working with others in groups supported their learning. Students reported that it was easier to share ideas, ask questions and complete their work when they worked together with other classmates. A second finding of this study, It's kind of hard in learning science, exposes some of the anxiety and the challenges that are part of the experiences of both regular and special education students in learning science. A third finding reveals that for the students in this study the practice of inquiry learning in science is fragile. Despite daily opportunities in inquiry activities, many students are fixated in finding the "right" answers and just getting their "work done." The practice of inquiry is also fragile because of the perceptions of how we go about doing and learning science. The perception of practicing science for the special education students was moderated and limited by their viewpoint that science is coupled with language arts. The last major theme describes the manner in which both student groups navigate through science learning using various strategies that contribute to their learning or engaging in behaviors that seem to conceal their learning differences. The results of this research have implication for inclusive classroom teachers, special educators, teacher educators and administrators. Listening to their voices serves to "prime" us to consider and value their perspectives as we make decisions that affect their learning and their lives.

Highly Symmetric and Congruently Tiled Meshes for Shells and Domes

PubMed Central

Rasheed, Muhibur; Bajaj, Chandrajit

2016-01-01

We describe the generation of all possible shell and dome shapes that can be uniquely meshed (tiled) using a single type of mesh face (tile), and following a single meshing (tiling) rule that governs the mesh (tile) arrangement with maximal vertex, edge and face symmetries. Such tiling arrangements or congruently tiled meshed shapes, are frequently found in chemical forms (fullerenes or Bucky balls, crystals, quasi-crystals, virus nano shells or capsids), and synthetic shapes (cages, sports domes, modern architectural facades). Congruently tiled meshes are both aesthetic and complete, as they support maximal mesh symmetries with minimal complexity and possess simple generation rules. Here, we generate congruent tilings and meshed shape layouts that satisfy these optimality conditions. Further, the congruent meshes are uniquely mappable to an almost regular 3D polyhedron (or its dual polyhedron) and which exhibits face-transitive (and edge-transitive) congruency with at most two types of vertices (each type transitive to the other). The family of all such congruently meshed polyhedra create a new class of meshed shapes, beyond the well-studied regular, semi-regular and quasi-regular classes, and their duals (platonic, Catalan and Johnson). While our new mesh class is infinite, we prove that there exists a unique mesh parametrization, where each member of the class can be represented by two integer lattice variables, and moreover efficiently constructable. PMID:27563368

Decision Support System for hydrological extremes

NASA Astrophysics Data System (ADS)

Bobée, Bernard; El Adlouni, Salaheddine

2014-05-01

The study of the tail behaviour of extreme event distributions is important in several applied statistical fields such as hydrology, finance, and telecommunications. For example in hydrology, it is important to estimate adequately extreme quantiles in order to build and manage safe and effective hydraulic structures (dams, for example). Two main classes of distributions are used in hydrological frequency analysis: the class D of sub-exponential (Gamma (G2), Gumbel, Halphen type A (HA), Halphen type B (HB)…) and the class C of regularly varying distributions (Fréchet, Log-Pearson, Halphen type IB …) with a heavier tail. A Decision Support System (DSS) based on the characterization of the right tail, corresponding low probability of excedence p (high return period T=1/p, in hydrology), has been developed. The DSS allows discriminating between the class C and D and in its last version, a new prior step is added in order to test Lognormality. Indeed, the right tail of the Lognormal distribution (LN) is between the tails of distributions of the classes C and D; studies indicated difficulty with the discrimination between LN and distributions of the classes C and D. Other tools are useful to discriminate between distributions of the same class D (HA, HB and G2; see other communication). Some numerical illustrations show that, the DSS allows discriminating between Lognormal, regularly varying and sub-exponential distributions; and lead to coherent conclusions. Key words: Regularly varying distributions, subexponential distributions, Decision Support System, Heavy tailed distribution, Extreme value theory

A Study of Instructional Methods Used in Fast-Paced Classes

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula

2006-01-01

This study involved 15 secondary-level teachers who taught fast-paced classes at a university based summer program and similar regularly paced classes in their local schools in order to examine how teachers differentiate or modify instructional methods and content selections for fast-paced classes. Interviews were conducted with the teachers…

Moche CAPE Formula: Cost Analysis of Public Education.

ERIC Educational Resources Information Center

Moche, Joanne Spiers

The Moche Cost Analysis of Public Education (CAPE) formula was developed to identify total and per pupil costs of regular elementary education, regular secondary education, elementary special education, and secondary special education. Costs are analyzed across five components: (1) comprehensive costs (including transportation and supplemental…

The effects of a multi-component higher-functioning autism anti-stigma program on adolescent boys.

PubMed

Staniland, Jessica J; Byrne, Mitchell K

2013-12-01

A six-session higher-functioning autism anti-stigma program incorporating descriptive, explanatory and directive information was delivered to adolescent boys and the impact upon knowledge, attitudes and behavioural intentions towards peers with autism was evaluated. Participants were seventh-, eighth- and ninth-grade students (N = 395) from regular classes in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition and all remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program improved the knowledge and attitudes, but not the behavioural intentions of participants towards their peers with autism. Knowledge and attitudinal changes were maintained at follow-up. There were no spill-over effects of the program to non-targeted students. These results provide some preliminary evidence for the effectiveness of multi-session anti-stigma programs incorporating combined information for adolescent students in inclusive educational environments.

A Field Course in Ocean Sciences that Emphasizes Sustainabilty

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'Connell, M. T.

2016-12-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (18 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This approach, to use a field basis for a course supplement addresses the requests by utilizing local resources and trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and NOAA) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local stores, or larger city markets in Washington, Baltimore and Virginia Beach and International distribution centers, enhanced the understanding of productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

Development of instructional, interactive, multimedia anatomy dissection software: a student-led initiative.

PubMed

Inwood, Matthew J; Ahmad, Jamil

2005-11-01

Although dissection provides an unparalleled means of teaching gross anatomy, it constitutes a significant logistical and financial investment for educational institutions. The increasing availability and waning cost of computer equipment has enabled many institutions to supplement their anatomy curriculum with Computer Aided Learning (CAL) software. At the Royal College of Surgeons in Ireland, two undergraduate medical students designed and produced instructional anatomy dissection software for use by first and second year medical students. The software consists of full-motion, narrated, QuickTime MPG movies presented in a Macromedia environment. Forty-four movies, between 1-11 min in duration, were produced. Each movie corresponds to a dissection class and precisely demonstrates the dissection and educational objectives for that class. The software is distributed to students free of charge and they are encouraged to install it on their Apple iBook computers. Results of a student evaluation indicated that the software was useful, easy to use, and improved the students' experience in the dissection classes. The evaluation also indicated that only a minority of students regularly used the software or had it installed on their laptop computers. Accordingly, effort should also be directed toward making the software more accessible and increasing students' comfort and familiarity with novel instructional media. The successful design and implementation of this software demonstrates that CAL software can be employed to augment, enhance and improve anatomy instruction. In addition, effective, high quality, instructional multimedia software can be tailored to an educational institution's requirements and produced by novice programmers at minimal cost. Copyright 2005 Wiley-Liss, Inc

Implications of the Regular Education Initiative Debate for School Psychologists.

ERIC Educational Resources Information Center

Davis, William E.

The paper examines critical issues involved in the debate over the Regular Education Initiative (REI) to merge special and regular education, with emphasis on implications for school psychologists. The arguments of proponents and opponents of the REI are summarized and the lack of involvement by school psychologists is noted. The REI is seen to…

Myth 13: The Regular Classroom Teacher Can "Go It Alone"

ERIC Educational Resources Information Center

Sisk, Dorothy

2009-01-01

With most gifted students being educated in a mainstream model of education, the prevailing myth that the regular classroom teacher can "go it alone" and the companion myth that the teacher can provide for the education of gifted students through differentiation are alive and well. In reality, the regular classroom teacher is too often concerned…

Class Size Reduction: Implementation and Solutions.

ERIC Educational Resources Information Center

Krieger, Jean

This is a report of a study designed to discover the nature of interactions between teachers and students in regular-size classes (25 or more students) and small-size classes (fewer than 18 students). It also describes the efforts of one public school to maintain smaller classes. A review of the literature and observations of 11 primary classrooms…

Transition Classes: Alternative Learning Environments That Perpetuate Inappropriate Curriculum in Surrounding Grades.

ERIC Educational Resources Information Center

Ostrowski, Patricia Maslin

Many schools across the United States have created a new grade between kindergarten and first grade, called transition classes, to deal with low-achieving kindergarten and first-grade students. Upon completion of the transition class, students return to a regular class, where they usually remain a year behind their age cohorts. This paper presents…

Ending Special Educators' Isolation

ERIC Educational Resources Information Center

Hansen, Spencer D.

2007-01-01

This article talks about the "special" support that special educators need from administrators. Special educators need the same type of support that regular teachers receive. Pairing regular and special education teachers allows special education teachers to contribute to and receive support from the other teachers in a school. Ensuring that…

Inclusion: Who Really Benefits?

ERIC Educational Resources Information Center

Wilson-Younger, Dylinda

2009-01-01

Since the reauthorization of 2003, schools across the nation are mandated to educate students within the regular educational environment. What impact does this merger have on students and teachers? Who really benefits from this merger of regular education and special education? This article discusses the attitudes of general education teachers…

English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers' Beliefs

ERIC Educational Resources Information Center

Fragozo, Carina Silva; Monawar, Mônica Deitos Stedile

2012-01-01

This paper aims to diagnose, through a qualitative comparative study, the main differences concerning the teaching of English in Brazilian regular schools when compared to language schools. There has been a growing tendency of students to attend language schools while still having English classes at their regular schools, and this has led to a lot…

Regularity gradient estimates for weak solutions of singular quasi-linear parabolic equations

NASA Astrophysics Data System (ADS)

Phan, Tuoc

2017-12-01

This paper studies the Sobolev regularity for weak solutions of a class of singular quasi-linear parabolic problems of the form ut -div [ A (x , t , u , ∇u) ] =div [ F ] with homogeneous Dirichlet boundary conditions over bounded spatial domains. Our main focus is on the case that the vector coefficients A are discontinuous and singular in (x , t)-variables, and dependent on the solution u. Global and interior weighted W 1 , p (ΩT , ω)-regularity estimates are established for weak solutions of these equations, where ω is a weight function in some Muckenhoupt class of weights. The results obtained are even new for linear equations, and for ω = 1, because of the singularity of the coefficients in (x , t)-variables.

Storms in Space: Bringing NASA Earth-Sun Science Educational Resources to Hearing- Impaired Students.

NASA Astrophysics Data System (ADS)

Lowry, K.; Sindt, M.; Jahn, J.

2007-12-01

Using assistive technology, children with hearing loss can actively participate in the hearing world. However, to develop the necessary skills, hearing-impaired students need to be immersed in a language-rich environment which compensates for the lack of "incidental" learning that typifies the language acquisition of their peers with typical hearing. For any subject matter taught in class, this means that the conceptual and language framework of the topic has to be provided in addition to regular class materials. In a collaboration between the Sunshine Cottage School for Deaf Children and the Southwest Research Institute, we are exploring how NASA-developed educational resources covering Space Science topics can be incorporated successfully in blended classrooms containing children with hearing loss and those with typical hearing in grades 3-5. Utilizing the extensive routine language monitoring performed at Sunshine Cottage, student progress is directly monitored during the year as well as from year to year. This allow us to evaluate the effectiveness of the resources used. Since all instruction at Sunshine Cottage is auditory-oral, our experiences in using those materials can be fed back directly into mainstream classrooms of the same grade levels.

Eye on the Ball: Table Tennis as a Pro-Health Form of Leisure-Time Physical Activity

PubMed Central

Buchholtz, Sonia; Krzepota, Justyna

2018-01-01

Background: The article is devoted to an analysis of leisure-time (amateur) table tennis in Poland, its practitioners and the regularities of their activity. Methods: The study examined 12,406 persons in 4689 households (representative for the population). We used binary logistic regression and descriptive statistics in order to identify the patterns and determinants of table-tennis practice in Poland. Results: Table tennis is practised by 2.8% of population, and by 6.6% of physically active Poles. Among adults it is predominantly an occasional recreational game, not performed as a sport per se. Among children, it is often the part of physical education (PE) classes. Statistically significant predictors of contact with table tennis are: gender, age, income, place of residence, children in the household and being a student. Conclusions: Due to the undeniable benefits of table tennis (health, pleasure, personal and social development), the sport is recommended for use as a tool in increasing the (overall low) physical activity of Poles. Its popularization requires promotion in the media (as a health-oriented activity) and using various channels, including public places, the workplace (as part of corporate social responsibility) and physical education classes at school. PMID:29649160

Eye on the Ball: Table Tennis as a Pro-Health Form of Leisure-Time Physical Activity.

PubMed

Biernat, Elżbieta; Buchholtz, Sonia; Krzepota, Justyna

2018-04-12

Background: The article is devoted to an analysis of leisure-time (amateur) table tennis in Poland, its practitioners and the regularities of their activity. Methods: The study examined 12,406 persons in 4689 households (representative for the population). We used binary logistic regression and descriptive statistics in order to identify the patterns and determinants of table-tennis practice in Poland. Results: Table tennis is practised by 2.8% of population, and by 6.6% of physically active Poles. Among adults it is predominantly an occasional recreational game, not performed as a sport per se. Among children, it is often the part of physical education (PE) classes. Statistically significant predictors of contact with table tennis are: gender, age, income, place of residence, children in the household and being a student. Conclusions: Due to the undeniable benefits of table tennis (health, pleasure, personal and social development), the sport is recommended for use as a tool in increasing the (overall low) physical activity of Poles. Its popularization requires promotion in the media (as a health-oriented activity) and using various channels, including public places, the workplace (as part of corporate social responsibility) and physical education classes at school.

The Regular Education Initiative: What Do Three Groups of Education Professionals Think?

ERIC Educational Resources Information Center

Davis, Jane C.; Maheady, Larry

1991-01-01

A survey of general education teachers, special education teachers, and building principals in Michigan assessed their agreement with the Regular Education Initiative (REI) goals and methods. Analysis of the 605 responses indicated general agreement with REI goals and procedures. Most educators believed that pragmatic factors posed the greatest…

The Regular Education Initiative as Reagan-Bush Education Policy: A Trickle-Down Theory of Education of the Hard-To-Teach.

ERIC Educational Resources Information Center

Kauffman, James M.

Proposals for restructuring and integration of special and general education, known as the regular education initiative (REI), represent a revolution in the basic concepts related to the education of handicapped students that have provided the foundation of special education for over a century. Education policy, as presented by Presidents Reagan…

Prediction of the binding affinities of peptides to class II MHC using a regularized thermodynamic model

PubMed Central

2010-01-01

Background The binding of peptide fragments of extracellular peptides to class II MHC is a crucial event in the adaptive immune response. Each MHC allotype generally binds a distinct subset of peptides and the enormous number of possible peptide epitopes prevents their complete experimental characterization. Computational methods can utilize the limited experimental data to predict the binding affinities of peptides to class II MHC. Results We have developed the Regularized Thermodynamic Average, or RTA, method for predicting the affinities of peptides binding to class II MHC. RTA accounts for all possible peptide binding conformations using a thermodynamic average and includes a parameter constraint for regularization to improve accuracy on novel data. RTA was shown to achieve higher accuracy, as measured by AUC, than SMM-align on the same data for all 17 MHC allotypes examined. RTA also gave the highest accuracy on all but three allotypes when compared with results from 9 different prediction methods applied to the same data. In addition, the method correctly predicted the peptide binding register of 17 out of 18 peptide-MHC complexes. Finally, we found that suboptimal peptide binding registers, which are often ignored in other prediction methods, made significant contributions of at least 50% of the total binding energy for approximately 20% of the peptides. Conclusions The RTA method accurately predicts peptide binding affinities to class II MHC and accounts for multiple peptide binding registers while reducing overfitting through regularization. The method has potential applications in vaccine design and in understanding autoimmune disorders. A web server implementing the RTA prediction method is available at http://bordnerlab.org/RTA/. PMID:20089173

Can cash break the cycle of educational risks for young children in high HIV-affected communities? A cross-sectional study in South Africa and Malawi.

PubMed

Sherr, Lorraine; Tomlinson, Mark; Macedo, Ana; Skeen, Sarah; Hensels, Imca Sifra; Cluver, Lucie Dale

2017-12-01

Household cash grants are associated with beneficial outcomes; enhanced if provided in combination with care. This study describes the impact of cash grants and parenting quality on 854 children aged 5-15 (South African and Malawi) on educational outcomes including enrolment, regular attendance, correct class for age and school progress (controlling for cognitive performance). Consecutive attenders at randomly selected Community based organisations were recruited. The effects of cash plus good parenting, HIV status and gender were examined. Overall 73.1% received a grant - significantly less children with HIV (57.3% vs 75.6% (χ 2  = 17.21, P  < 0.001). Controlling for cognitive ability, grant receipt was associated with higher odds of being in the correct grade (odds ratio (OR) = 2.00; 95% confidence interval (CI) = 1.36, 2.95), higher odds of attending school regularly (OR = 3.62; 95% CI = 1.77, 7.40), and much higher odds of having missed less than a week of school recently (OR = 8.95; 95% CI = 2.27, 35.23). Grant receipt was not associated with how well children performed in school compared to their classmates or with school enrolment. Linear regression revealed that grant receipt was associated with a significant reduction in educational risk (B = -0.32, t (420) = 2.84, P  = 0.005) for girls. Cash plus good parenting affected some educational outcomes in a stepwise manner, but did not provide additive protection.

The United States Regular Education Initiative: Flames of Controversy.

ERIC Educational Resources Information Center

Lowenthal, Barbara

1990-01-01

Arguments in favor of and against the Regular Education Initiative (REI) are presented. Lack of appropriate qualifications of regular classroom teachers and a lack of empirical evidence on REI effectiveness are cited as some of the problems with the approach. (JDD)

Credit Risk Evaluation Using a C-Variable Least Squares Support Vector Classification Model

NASA Astrophysics Data System (ADS)

Yu, Lean; Wang, Shouyang; Lai, K. K.

Credit risk evaluation is one of the most important issues in financial risk management. In this paper, a C-variable least squares support vector classification (C-VLSSVC) model is proposed for credit risk analysis. The main idea of this model is based on the prior knowledge that different classes may have different importance for modeling and more weights should be given to those classes with more importance. The C-VLSSVC model can be constructed by a simple modification of the regularization parameter in LSSVC, whereby more weights are given to the lease squares classification errors with important classes than the lease squares classification errors with unimportant classes while keeping the regularized terms in its original form. For illustration purpose, a real-world credit dataset is used to test the effectiveness of the C-VLSSVC model.

REI: The Will and Skill of Regular Educators.

ERIC Educational Resources Information Center

Phillips, William L.; And Others

Two assertions regarding the Regular Education Initiative (REI) are presented: (1) general educators are not willing to serve students with handicaps, and (2) general educators are not competent to serve students with handicaps. Illinois general education teachers (N=314) were surveyed to examine their attitudes and perceived ability to work with…

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 4 2011-07-01 2011-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 4 2014-07-01 2014-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 4 2012-07-01 2012-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.8 - Enrollment status for students taking regular and correspondence courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 4 2013-07-01 2013-07-01 false Enrollment status for students taking regular and correspondence courses. 691.8 Section 691.8 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

All We Need Is a Little Class.

ERIC Educational Resources Information Center

Krieger, Jean D.

This study was designed to discover the nature of interactions between effective teachers in regular-sized classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public school primary classrooms were observed, and the interactions between the teacher and students were studied. Verbal and nonverbal interactions…

Manifold regularized multitask learning for semi-supervised multilabel image classification.

PubMed

Luo, Yong; Tao, Dacheng; Geng, Bo; Xu, Chao; Maybank, Stephen J

2013-02-01

It is a significant challenge to classify images with multiple labels by using only a small number of labeled samples. One option is to learn a binary classifier for each label and use manifold regularization to improve the classification performance by exploring the underlying geometric structure of the data distribution. However, such an approach does not perform well in practice when images from multiple concepts are represented by high-dimensional visual features. Thus, manifold regularization is insufficient to control the model complexity. In this paper, we propose a manifold regularized multitask learning (MRMTL) algorithm. MRMTL learns a discriminative subspace shared by multiple classification tasks by exploiting the common structure of these tasks. It effectively controls the model complexity because different tasks limit one another's search volume, and the manifold regularization ensures that the functions in the shared hypothesis space are smooth along the data manifold. We conduct extensive experiments, on the PASCAL VOC'07 dataset with 20 classes and the MIR dataset with 38 classes, by comparing MRMTL with popular image classification algorithms. The results suggest that MRMTL is effective for image classification.

32 CFR 1630.43 - Class 4-D: Minister of religion.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 6 2010-07-01 2010-07-01 false Class 4-D: Minister of religion. 1630.43 Section... CLASSIFICATION RULES § 1630.43 Class 4-D: Minister of religion. In accord with part 1645 of this chapter any registrant shall be placed in Class 4-D who is a: (a) Duly ordained minister of religion; or (b) Regular...

School Engagement Mediates Well-Being Differences in Students Attending Specialized versus Regular Classes

ERIC Educational Resources Information Center

Orkibi, Hod; Tuaf, Hila

2017-01-01

The authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7-10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of…

32 CFR 1630.43 - Class 4-D: Minister of religion.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 6 2014-07-01 2014-07-01 false Class 4-D: Minister of religion. 1630.43 Section... CLASSIFICATION RULES § 1630.43 Class 4-D: Minister of religion. In accord with part 1645 of this chapter any registrant shall be placed in Class 4-D who is a: (a) Duly ordained minister of religion; or (b) Regular...

32 CFR 1630.43 - Class 4-D: Minister of religion.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 6 2011-07-01 2011-07-01 false Class 4-D: Minister of religion. 1630.43 Section... CLASSIFICATION RULES § 1630.43 Class 4-D: Minister of religion. In accord with part 1645 of this chapter any registrant shall be placed in Class 4-D who is a: (a) Duly ordained minister of religion; or (b) Regular...

32 CFR 1630.43 - Class 4-D: Minister of religion.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 6 2012-07-01 2012-07-01 false Class 4-D: Minister of religion. 1630.43 Section... CLASSIFICATION RULES § 1630.43 Class 4-D: Minister of religion. In accord with part 1645 of this chapter any registrant shall be placed in Class 4-D who is a: (a) Duly ordained minister of religion; or (b) Regular...

32 CFR 1630.43 - Class 4-D: Minister of religion.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 6 2013-07-01 2013-07-01 false Class 4-D: Minister of religion. 1630.43 Section... CLASSIFICATION RULES § 1630.43 Class 4-D: Minister of religion. In accord with part 1645 of this chapter any registrant shall be placed in Class 4-D who is a: (a) Duly ordained minister of religion; or (b) Regular...

Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.

PubMed

Mehr, Samuel A; Schachner, Adena; Katz, Rachel C; Spelke, Elizabeth S

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.

Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment

PubMed Central

Mehr, Samuel A.; Schachner, Adena; Katz, Rachel C.; Spelke, Elizabeth S.

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction. PMID:24349171

Assessment and Evaluation in Adapted Physical Education.

ERIC Educational Resources Information Center

Kennedy, Charlotte I.; Bundschuh, Ernie

Intended for physical education teachers, the booklet describes informal and formal methods for evaluating handicapped children to determine whether they can participate in a regular physical education program with nonhandicapped students, in a regular physical education program with modification, or in a specially designed physical education…

34 CFR 645.12 - How are regular Upward Bound projects organized?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false How are regular Upward Bound projects organized? 645.12 Section 645.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UPWARD BOUND PROGRAM What Kinds of Projects and Services Does...

Prevention of fall-related injuries in 7-year-old to 12-year-old children: a cluster randomised controlled trial.

PubMed

Nauta, Joske; Knol, Dirk L; Adriaensens, Lize; Klein Wolt, Karin; van Mechelen, Willem; Verhagen, Evert A L M

2013-09-01

To counteract the recently observed increase in forearm fractures in children worldwide, an educational programme to improve fall skills was developed. In this 8-week programme children learned basic martial arts falling techniques in their physical education classes. In this study, the effectiveness of this educational programme to improve fall skills was evaluated. A cluster randomised controlled trial was conducted in 33 primary schools. The intervention group received the educational programme to improve falling skills during their physical education (PE) classes whereas the control group received their regular PE curriculum. At baseline (October 2009) and follow-up (May 2010), a questionnaire was completed by the children about their physical activity behaviours. Furthermore, fall-related injuries were registered continuously during an entire school-year. A total of 36 incident injuries was reported in the intervention group, equalling an injury incidence density (IID) of 0.14 fall-related injuries per 1000 h of physical activity (95% CI 0.09 to 0.18). In contrast, 96 injuries were reported by the control group corresponding to an IID of 0.26 (95% CI 0.21 to 0.32). However, because intracluster correlation was high (ICC=0.46), differences in injury incidence were not statistically significant. When activity level was taken into account, a trend was shown suggesting that the 'falling is a sport' programme was effective in decreasing falling-related injury risk, but only in the least active children. Although results did not reach significance because of strong clustering effects, a trend was found suggesting that a school-based educational programme to improve falling skills may be more beneficial for the prevention of falling-related injuries in children with low levels of habitual physical activity.

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, Stephen; O'Connell, Matthew; Sullivan, Heather

2015-04-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was 'captured' were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

A Setting for a Field-based Class for Improved Understanding of Sustainability Through the Evaluation of Aquaculture and Fisheries

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'Connell, M. T.

2015-12-01

An improved understanding of sustainability is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, Stephen; O'Connell, Matthew; Sullivan, Heather; Oliver, Ryan

2014-05-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'connell, M. T.; Sullivan, H.; Oliver, R.

2014-12-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

Rural K-8 Special Education Teachers' Perceptions of Their Positional Status as Special Education Teachers Who Co-Teach with Regular Education Teachers

ERIC Educational Resources Information Center

LaPorte, Kristy L.

2010-01-01

This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for…

41 CFR 301-10.123 - When may I use other than coach-class airline accommodations?

Code of Federal Regulations, 2011 CFR

2011-07-01

... to: (i) Use of coach-class accommodations would endanger your life or Government property; (ii) You... coach-class accommodations would endanger your life or Government property; (ii) You are an agent on... sanitation or health standards; (4) Regularly scheduled flights between origin/destination points (including...

A Study of Coordination Between Mathematics and Chemistry in the Pre-Technical Program.

ERIC Educational Resources Information Center

Loiseau, Roger A.

This research was undertaken to determine whether the mathematics course offered to students taking courses in chemical technology was adequate. Students in a regular class and an experimental class were given mathematics and chemistry pretests and posttests. The experimental class was taught using a syllabus designed to maximize the coherence…

SPECIAL CLASSES FOR STUDENTS WITH SPECIAL NEEDS.

ERIC Educational Resources Information Center

DOWELL, G.L.

A SPECIAL 3-YEAR TRAINING PROGRAM IN FARM POWER AND MACHINERY WAS DEVELOPED TO PROVIDE FOR DIFFERENT LEVELS OF STUDENT ACHIEVEMENT AND TO HELP MEET THE NEED FOR SKILLED WORKERS IN THE MISSISSIPPI DELTA AREA. CHANGES IN THE LEARNING ENVIRONMENT OF STUDENTS TRANSFERRED FROM REGULAR VOCATIONAL AGRICULTURE CLASSES TO THE SPECIAL CLASSES PROVIDE A MORE…

Point-of-Purchase Price and Education Intervention to Reduce Consumption of Sugary Soft Drinks

PubMed Central

Chandra, Amitabh; McManus, Katherine D.; Willett, Walter C.

2010-01-01

Objectives. We investigated whether a price increase on regular (sugary) soft drinks and an educational intervention would reduce their sales. Methods. We implemented a 5-phase intervention at the Brigham and Women's Hospital cafeteria in Boston, Massachusetts. After posting existing prices of regular and diet soft drinks and water during baseline, we imposed several interventions in series: a price increase of 35% on regular soft drinks, a reversion to baseline prices (washout), an educational campaign, and a combination price and educational period. We collected data from a comparison site, Beth Israel Deaconess Hospital, also in Boston, for the final 3 phases. Results. Sales of regular soft drinks declined by 26% during the price increase phase. This reduction in sales persisted throughout the study period, with an additional decline of 18% during the combination phase compared with the washout period. Education had no independent effect on sales. Analysis of the comparison site showed no change in regular soft drink sales during the study period. Conclusions. A price increase may be an effective policy mechanism to decrease sales of regular soda. Further multisite studies in varied populations are warranted to confirm these results. PMID:20558801

Point-of-purchase price and education intervention to reduce consumption of sugary soft drinks.

PubMed

Block, Jason P; Chandra, Amitabh; McManus, Katherine D; Willett, Walter C

2010-08-01

We investigated whether a price increase on regular (sugary) soft drinks and an educational intervention would reduce their sales. We implemented a 5-phase intervention at the Brigham and Women's Hospital cafeteria in Boston, Massachusetts. After posting existing prices of regular and diet soft drinks and water during baseline, we imposed several interventions in series: a price increase of 35% on regular soft drinks, a reversion to baseline prices (washout), an educational campaign, and a combination price and educational period. We collected data from a comparison site, Beth Israel Deaconess Hospital, also in Boston, for the final 3 phases. Sales of regular soft drinks declined by 26% during the price increase phase. This reduction in sales persisted throughout the study period, with an additional decline of 18% during the combination phase compared with the washout period. Education had no independent effect on sales. Analysis of the comparison site showed no change in regular soft drink sales during the study period. A price increase may be an effective policy mechanism to decrease sales of regular soda. Further multisite studies in varied populations are warranted to confirm these results.

Diabetes and physical activity in school.

PubMed

Kollipara, Sobha; Warren-Boulton, Elizabeth

2004-05-01

Physical activity and exercise are critical components of diabetes management. Everyone can benefit from regular exercise, but it is even more important for a student with diabetes. In addition to maintaining cardiovascular fitness and controlling weight, physical activity can help to lower blood glucose levels and increase insulin sensitivity. With the nearly epidemic incidence of childhood obesity and type 2 diabetes in youth, physical education should be part of the school day for all children. Students with diabetes should participate fully in physical education classes and team sports. To maintain blood glucose levels within their target ranges during exercise, students with type 1 diabetes will make adjustments in their insulin and food intake. To prevent hypoglycemia, they also will need to check their blood glucose levels more frequently while engaging in physical activity. Physical education instructors and sports coaches must be able to recognize and assist with the treatment of hypoglycemia. A quick-acting source of glucose and the student's glucose meter should always be available, along with water. The student's Diabetes Medical Management Plan, nursing care plan, 504 Plan, IEP, or other education plan should include specific instructions.

Regular Education Initiative: The General Educator's Responsibility.

ERIC Educational Resources Information Center

Kolliopoulos, Theofani

This report discusses the Regular Education Initiative (REI) and how it is currently being implemented in a middle school in Illinois, how it potentially benefits students, and how to promote use of accommodations by all teachers. Accommodations and modification appropriate to the Individualized Education Programs (IEPs) of nine students with…

Mainstreaming: Merging Regular and Special Education.

ERIC Educational Resources Information Center

Hasazi, Susan E.; And Others

The booklet on mainstreaming looks at the merging of special and regular education as a process rather than as an end. Chapters address the following topics (sample subtopics in parentheses): what is mainstreaming; pros and cons of mainstreaming; forces influencing change in special education (educators, parents and advocacy groups, the courts,…

49 CFR 176.708 - Segregation distances.

Code of Federal Regulations, 2013 CFR

2013-10-01

... distances between radioactive materials and spaces regularly occupied by crew members or passengers, or... or YELLOW-III packages or overpacks must not be transported in spaces occupied by passengers, except... regularly occupied spaces or living quarters; or (2) For one or more consignments of Class 7 (radioactive...

49 CFR 176.708 - Segregation distances.

Code of Federal Regulations, 2014 CFR

2014-10-01

... distances between radioactive materials and spaces regularly occupied by crew members or passengers, or... or YELLOW-III packages or overpacks must not be transported in spaces occupied by passengers, except... regularly occupied spaces or living quarters; or (2) For one or more consignments of Class 7 (radioactive...

Regular Gleason Measures and Generalized Effect Algebras

NASA Astrophysics Data System (ADS)

Dvurečenskij, Anatolij; Janda, Jiří

2015-12-01

We study measures, finitely additive measures, regular measures, and σ-additive measures that can attain even infinite values on the quantum logic of a Hilbert space. We show when particular classes of non-negative measures can be studied in the frame of generalized effect algebras.

Special Education Practices: An Evaluation of Educational Environmental Placement Trends since the Regular Education Initiative.

ERIC Educational Resources Information Center

Handler, Beth R.

This study provides an evaluation of the national and state level educational environmental placement trends for students, ages 6-11 or 12-17, with learning disabilities (LD), emotional disabilities (ED), mental retardation (MR), or speech and language impairments (SLI) in the decade following implementation of the Regular Education Initiative…

Patterns of Alcohol Use Among Canadian Military Personnel and Their Associations With Health and Well-Being.

PubMed

Richer, Isabelle; Lee, Jennifer E C; Born, Jennifer

2016-04-07

Heavy drinking increases the risk of injury, adverse physical and mental health outcomes, and loss of productivity. Nonetheless, patterns of alcohol use and related symptomatology among military personnel remain poorly understood. A latent class analysis (LCA) was used to explore the presence of subgroups of alcohol users among Canadian Armed Forces (CAF) Regular Forces members. Correlates of empirically derived subgroups were further explored. Analyses were performed on a subsample of alcohol users who participated in a 2008/09 cross-sectional survey of a stratified random sample of currently serving CAF Regular Force members (N = 1980). Multinomial logistic regression models were conducted to verify physical and mental health differences across subgroups of alcohol users. All analyses were adjusted for complex survey design. A 4-class solution was considered the best fit for the data. Subgroups were labeled as follows: Class 1 - Infrequent drinkers (27.2%); Class 2 - Moderate drinkers (41.5%); Class 3 - Regular binge drinkers with minimal problems (14.8%); and Class 4 - Problem drinkers (16.6%). Significant differences by age, sex, marital status, element, rank, recent serious injuries, chronic conditions, psychological distress, posttraumatic stress disorder, and depression symptoms were found across the subgroups. Problem drinkers demonstrated the most degraded physical and mental health. Findings highlight the heterogeneity of alcohol users and heavy drinkers among CAF members and the need for tailored interventions addressing high-risk alcohol use. Results have the potential to inform prevention strategies and screening efforts. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Regularity of p(ṡ)-superharmonic functions, the Kellogg property and semiregular boundary points

NASA Astrophysics Data System (ADS)

Adamowicz, Tomasz; Björn, Anders; Björn, Jana

2014-11-01

We study various boundary and inner regularity questions for $p(\\cdot)$-(super)harmonic functions in Euclidean domains. In particular, we prove the Kellogg property and introduce a classification of boundary points for $p(\\cdot)$-harmonic functions into three disjoint classes: regular, semiregular and strongly irregular points. Regular and especially semiregular points are characterized in many ways. The discussion is illustrated by examples. Along the way, we present a removability result for bounded $p(\\cdot)$-harmonic functions and give some new characterizations of $W^{1, p(\\cdot)}_0$ spaces. We also show that $p(\\cdot)$-superharmonic functions are lower semicontinuously regularized, and characterize them in terms of lower semicontinuously regularized supersolutions.

Students with Chronic Conditions: Experiences and Challenges of Regular Education Teachers

ERIC Educational Resources Information Center

Selekman, Janice

2017-01-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have…

Concerns about and Effective Strategies for Inclusion: Focus Group Interview Findings from Tennessee Teachers.

ERIC Educational Resources Information Center

Trump, Gordon C.; Hange, Jane E.

This monograph describes results of focus group interviews with 53 regular and special education teachers in Tennessee concerning their experience with inclusion of students with disabilities in regular education classrooms. An introduction notes the trend toward inclusion of students with disabilities in regular programs while providing needed…

The Regular Education Initiative: A Deja Vu Remembered with Sadness and Concern.

ERIC Educational Resources Information Center

Silver, Larry B.

1991-01-01

This article compares the ideals of the regular education initiative to provide services for learning-disabled students within the regular classroom to the ideals and resulting negative effects (e.g., homelessness) of the deinstitutionalization of the mentally ill during the 1960s. Resistance to efforts to decrease or eliminate special education…

More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome.

PubMed

de Graaf, G; van Hove, G; Haveman, M

2013-01-01

Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and non-academic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents. For the children in regular schools much more time proved to be spent on academics. Academic performance appeared to be predicted reasonably well on the basis of age, non-academic skills, parental educational level and the extent to which parents worked at home on academics. However, more variance could be predicted when the total amount of years that the child spent in regular education was added, especially regarding reading and to a lesser extent regarding writing and math. In addition, we could prove that this finding could not be accounted for by endogenity. Regularly placed children with Down syndrome learn more academics. However, this is not a straight consequence of inclusive placement and age alone, but is also determined by factors such as cognitive functioning, non-academic skills, parental educational level and the extent to which parents worked at home on academics. Nevertheless, it could be proven that the more advanced academic skills of the regularly placed children are not only due to selective placement. The positive effect of regular school on academics appeared to be most pronounced for reading skills. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

Singular optimal control and the identically non-regular problem in the calculus of variations

NASA Technical Reports Server (NTRS)

Menon, P. K. A.; Kelley, H. J.; Cliff, E. M.

1985-01-01

A small but interesting class of optimal control problems featuring a scalar control appearing linearly is equivalent to the class of identically nonregular problems in the Calculus of Variations. It is shown that a condition due to Mancill (1950) is equivalent to the generalized Legendre-Clebsch condition for this narrow class of problems.

Teacher/Student Interactions in Public Elementary Schools When Class Size is a Factor.

ERIC Educational Resources Information Center

Krieger, Jean D.

This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal…

Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

A tangled web: Interactions and structures in university-school collaborations

NASA Astrophysics Data System (ADS)

Ohana, Christina Pickerell

1999-10-01

In this volume, I examine some of the structures and beliefs embedded in a university-school partnership. I try to untangle the complex web of interests, ideologies, and information that participants bring to the project. This dissertation includes three research papers. In the first paper, "Integration of Theory with Practice: A Comparison of Two Science Methods Courses," I studied the work of students in two science methods courses. One class was a preservice cohort involved in an experimental program with significant levels of field experiences. Their work was compared to students in the regular program who have a modest field component. In this analysis, cohort students made many more references to field placements than students in the regular program. Cohort students also used peers as sources of information and authority. Students in the regular program used sources from university coursework to help them interpret field experiences. They rarely mentioned peers. These differences were interpreted in light of their meaning for efforts to improve teacher education. In the second paper, "Preservice Cohorts and their Implications for Mathematics and Science Education," I surveyed the literature on cohorts in preservice teacher education. I described the structure of three preservice programs at different universities that have mathematics- or science-focused preservice cohorts. While some progress is apparent, there are many areas which were unaffected by the new structure. There are also effects that may be undesirable. Both the literature and site visits highlighted the need for program developers in teacher education to attend to both design and purpose. In the final paper, "Interests, Ideology, Information, and Institutions in a University-School Partnership," I examined the programs from a broader perspective. I used a model of interests, ideology, information, and institution (the "4 I's,") to examine how university-school partnerships link two very complex institutions. I found that in order for the two institutions to work together, they must accommodate the interests, ideology, and information of the other. This accommodation allowed the two organizations to work together but prevents more fundamental change.

Can cash break the cycle of educational risks for young children in high HIV–affected communities? A cross–sectional study in South Africa and Malawi

PubMed Central

Sherr, Lorraine; Tomlinson, Mark; Macedo, Ana; Skeen, Sarah; Hensels, Imca Sifra; Cluver, Lucie Dale

2017-01-01

Background Household cash grants are associated with beneficial outcomes; enhanced if provided in combination with care. Objectives This study describes the impact of cash grants and parenting quality on 854 children aged 5–15 (South African and Malawi) on educational outcomes including enrolment, regular attendance, correct class for age and school progress (controlling for cognitive performance). Consecutive attenders at randomly selected Community based organisations were recruited. The effects of cash plus good parenting, HIV status and gender were examined. Results Overall 73.1% received a grant – significantly less children with HIV (57.3% vs 75.6% (χ2 = 17.21, P < 0.001). Controlling for cognitive ability, grant receipt was associated with higher odds of being in the correct grade (odds ratio (OR) = 2.00; 95% confidence interval (CI) = 1.36, 2.95), higher odds of attending school regularly (OR = 3.62; 95% CI = 1.77, 7.40), and much higher odds of having missed less than a week of school recently (OR = 8.95; 95% CI = 2.27, 35.23). Grant receipt was not associated with how well children performed in school compared to their classmates or with school enrolment. Linear regression revealed that grant receipt was associated with a significant reduction in educational risk (B = –0.32, t(420) = 2.84, P = 0.005) for girls. Conclusion Cash plus good parenting affected some educational outcomes in a stepwise manner, but did not provide additive protection. PMID:29302316

Finding Common Ground

ERIC Educational Resources Information Center

Benson, Jeffrey

2017-01-01

Regular education teachers and special educators shouldn't view their jobs as mutually exclusive, writes Jeffrey Benson in this article. He argues that all students benefit when both teachers form collaborative partnerships. Drawing on his four decades of experience in schools, Benson details how regular education teachers can incorporate ideas…

Partial regularity of viscosity solutions for a class of Kolmogorov equations arising from mathematical finance

NASA Astrophysics Data System (ADS)

Rosestolato, M.; Święch, A.

2017-02-01

We study value functions which are viscosity solutions of certain Kolmogorov equations. Using PDE techniques we prove that they are C 1 + α regular on special finite dimensional subspaces. The problem has origins in hedging derivatives of risky assets in mathematical finance.

The Visually Handicapped Child in the Regular Class.

ERIC Educational Resources Information Center

Aiello, Barbara

This handbook was developed for teachers who have a visually handicapped child in their regular classroom. Classroom activities designed to prepare students to receive a visually handicapped classmate are described. Recommendations are made on the use of special resources available to the teacher, and descriptions are given of successful…

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

34 CFR 645.12 - What services may regular Upward Bound and Upward Bound Math-Science projects provide?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What services may regular Upward Bound and Upward Bound Math-Science projects provide? 645.12 Section 645.12 Education Regulations of the Offices of the... services may regular Upward Bound and Upward Bound Math-Science projects provide? Any project assisted...

Role Perceptions and Job Stress among Special Education School Principals: Do They Differ from Principals of Regular Schools?

ERIC Educational Resources Information Center

Gaziel, Haim Henry; Cohen-Azaria, Yael; Ermenc, Klara Skubic

2012-01-01

The objective of the present study was to compare principals' perceptions of their leadership roles in regular (Dovno, 1999) versus special education (Zaretzky, Faircloth & Moreau, 2005) schools, and how these perceptions affect feelings of job stress (Friedman, 2001; Margalit, 1999). We predicted that regular school principals would differ in…

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions

PubMed Central

Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah; Dettweiler, Ulrich; Mess, Filip

2017-01-01

Background: Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. Methods: We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Results: Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Conclusion: Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students’ PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies. PMID:28475167

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students' Learning, Social and Health Dimensions.

PubMed

Becker, Christoph; Lauterbach, Gabriele; Spengler, Sarah; Dettweiler, Ulrich; Mess, Filip

2017-05-05

Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students' PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies.

[The impact of a 14- day regular physical exercise regime on the concentration of the classes and subclasses of lipoprotein particles in young subjects with a sedentary lifestyle].

PubMed

Sabaka, P; Dukát, A; Oravec, S; Mistríková, L; Baláž, D; Bendžala, M; Gašpar, L

2013-10-01

Recommendations from the cardiological professional companies working in the area of primary prevention of cardiovascular diseases put an emphasis on regular aerobic physical activity. Its positive effect on both cardiovascular and overall mortality has repea-tedly been proven by the observations of prospective and cross sectional epidemiological studies. One of the possible explanations of this positive effect is a change in the concentration of lipoprotein classes and their subclasses, which is expressed as a change in their average size. In a group of young healthy men and women with a sedentary lifestyle we observed the effect of medium intensive physical exercise in the form of a 30- minute slow run per day lasting for 14 days. The concentration of lipoprotein classes and subclasses were determined through the method of a linear electrophoresis in polyacrylamide gel. In the observed group we found a statistically significant decrease of VLDL, large IDL particles, medium sized LDL, small dense LDL, and medium sized HDL particles. In the light of current knowledge all these lipoprotein particles are deemed as atherogenic. Thus, as little as 14 days of regular exercising has a positive effect on the concentration of plasmatic lipoproteins, and emphasises the role of regular physical activity in the primary prevention of cardiovascular diseases.

Classroom Interaction in Regular and Special Education Middle Primary Classrooms in the United Arab Emirates

ERIC Educational Resources Information Center

Dukmak, Samir

2010-01-01

Samir Dukmak is an assistant professor in the Department of Special Education in the Faculty of Education at the United Arab Emirates University. The research reported in this article investigated the frequency, types of and reasons for student-initiated interactions in both regular and special education classrooms in the United Arab Emirates…

Maternal smoking during pregnancy and offspring smoking initiation: assessing the role of intrauterine exposure

PubMed Central

Taylor, Amy E; Howe, Laura D; Heron, Jon E; Ware, Jennifer J; Hickman, Matthew; Munafò, Marcus R

2014-01-01

Aims To assess whether associations between maternal smoking during pregnancy and offspring smoking initiation are due to intrauterine mechanisms. Design Comparison of associations of maternal and partner smoking behaviour during pregnancy with offspring smoking initiation using partner smoking as a negative control (n = 6484) and a Mendelian randomization analysis (n = 1020), using a genetic variant in the mothers as a proxy for smoking cessation during pregnancy. Setting A longitudinal birth cohort in South West England. Participants Participants of the Avon Longitudinal Study of Parents and Children (ALSPAC). Measurements Smoking status during pregnancy was self-reported by mother and partner in questionnaires administered at pregnancy. Latent classes of offspring smoking initiation (non-smokers, experimenters, late-onset regular smokers and early-onset regular smokers) were previously developed from questionnaires administered at 14–16 years. A genetic variant, rs1051730, was genotyped in the mothers. Findings Both mother and partner smoking were similarly positively associated with offspring smoking initiation classes, even after adjustment for confounders. Odds ratios (OR) [95% confidence interval (CI)] for class membership compared with non-smokers were: experimenters: mother OR = 1.33 (95% CI = 1.06, 1.67), partner OR = 1.28 (95% CI = 1.06, 1.55), late-onset regular smokers: mother OR = 1.80 (95% CI = 1.43, 2.26), partner OR = 1.86 (95% CI = 1.52, 2.28) and early-onset regular smokers: mother OR = 2.89 (95% CI = 2.12, 3.94), partner OR = 2.50 (95% CI = 1.85, 3.37). There was no clear evidence for a dose–response effect of either mother or partner smoking heaviness on class membership. Maternal rs1051730 genotype was not clearly associated with offspring smoking initiation class in pre-pregnancy smokers (P = 0.35). Conclusion The association between smoking during pregnancy and offspring smoking initiation does not appear to operate through intrauterine mechanisms. PMID:24521169

A quantitative assessment of educational integration of students with Down syndrome in the Netherlands.

PubMed

De Graaf, G; Van Hove, G; Haveman, M

2014-07-01

In the Netherlands, as in many other countries, there are indications of an inclusive school policy for children with Down syndrome. However, there is a lack of studies that evaluate to what extent this policy has actually succeeded in supporting the mainstreaming of these students. For the period 1984-2011, the number of children with Down syndrome entering regular education and the percentage of children still in regular education after 1-7 years were estimated on basis of samples from the database of the Dutch Down Syndrome Foundation. These estimations were combined with historical demographic data on the total number of children with Down syndrome in primary school age. Validity of the model was examined by comparison of the model-based estimations of numbers and percentages in regular education with relevant available empirical data from the Dutch Ministry of Education and from Dutch special schools. The percentage of all children with Down syndrome in the age range 4-13 in regular primary education has risen from 1% or 2% (at the very most about 20 children) in 1986-1987, to 10% (about 140 children) in 1991-1992, to 25% (about 400) in 1996-1997, to 35% (about 650) in 2001-2002 and to 37% (about 800) since 2005-2006. The proportional increase stopped in recent years. During the 1980s and 1990s, clearly more and more children with Down syndrome were in regular education, being supported by the then existing ad hoc regulations aimed at providing extra support in regular education. In the Netherlands, in 2003, these temporary regulations were transformed into structural legislation for children with disabilities. With regard to the mainstreaming of students with Down syndrome, the 2003 legislation has consolidated the situation. However, as percentages in regular education stayed fairly constant after 2000, it has failed to boost the mainstreaming of children with Down syndrome. The results of this study are discussed in the context of national and international legislation and educational policy. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Sports practice is related to parasympathetic activity in adolescents

PubMed Central

Cayres, Suziane Ungari; Vanderlei, Luiz Carlos Marques; Rodrigues, Aristides Machado; Coelho e Silva, Manuel João; Codogno, Jamile Sanches; Barbosa, Maurício Fregonesi; Fernandes, Rômulo Araújo

2015-01-01

OBJECTIVE: To analyze the relationship among sports practice, physical education class, habitual physical activity and cardiovascular risk in adolescents. METHODS: Cross-sectional study with 120 schoolchildren (mean: 11.7±0.7 years old), with no regular use of medicines. Sports practice and physical education classes were assessed through face-to-face interview, while habitual physical activity was assessed by pedometers. Bodyweight, height and height-cephalic trunk were used to estimate maturation. The following variables were measured: body fatness, blood pressure, resting heart rate, blood flow velocity, intima-media thickness (carotid and femoral) and heart rate variability (mean between consecutive heartbeats and statistical index in the time domain that show the autonomic parasympathetic nervous system activity root-mean by the square of differences between adjacent normal R-R intervals in a time interval). Statistical treatment used Spearman correlation adjusted by sex, ethnicity, age, body fatness and maturation. RESULTS: Independently of potential confounders, sports practice was positively related to autonomic parasympathetic nervous system activity (β=0.039 [0.01; 0.76]). On the other hand, the relationship between sport practice and mean between consecutive heartbeats (β=0,031 [-0.01; 0.07]) was significantly mediated by biological maturation. CONCLUSIONS: Sport practice was related to higher heart rate variability at rest. PMID:25887927

Welding Supplementary Units.

ERIC Educational Resources Information Center

Johnson, Don; And Others

This document contains supplemental materials for special needs high school students intended to facilitate their mainstreaming in regular welding classes. Teacher's materials precede the materials for students and include general notes for the instructor, suggestions, eight references, a class progress chart, a questionnaire on the usefulness of…

Hearing for Success in the Classroom.

ERIC Educational Resources Information Center

Ireland, JoAnn C.; And Others

1988-01-01

Hearing-impaired children in mainstreamed classes require assistive listening devices beyond hearing aids, lipreading, and preferential seating. Frequency modulation auditory training devices can improve speech intelligibility and provide an adequate signal-to-noise ratio, and should be incorporated into regular classes containing hearing-impaired…

Some Similarities and Differences Between Compositions Written by Remedial and Non-Remedial College Freshmen.

ERIC Educational Resources Information Center

House, Elizabeth B.; House, William J.

The essays composed by 84 remedial and 77 nonremedial college freshmen were analyzed for some features proposed by Mina Shaughnessy as being characteristic of basic writers. The students were enrolled in either a beginning remedial class (098), a class at the next level of remediation (099), or a regular English class (101). The essays were…

Regular Classroom Teachers' Recognition and Support of the Creative Potential of Mildly Gifted Mathematics Learners

ERIC Educational Resources Information Center

Mhlolo, Michael Kainose

2017-01-01

Post independent reforms in South Africa moved from separate education for the gifted learners to inclusive education in regular classrooms. A specific concern that has been totally ignored since then is whether or not the regular classroom would expand or limit the gifted child's creativity. This study aimed at investigating the extent to which…

Physical Educators' Habitual Physical Activity and Self-Efficacy for Regular Exercise

ERIC Educational Resources Information Center

Zhu, Xihe; Haegele, Justin A.; Davis, Summer

2018-01-01

The purpose of this study was to examine physical education teachers' habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and…

Attributions about Consultation Outcomes by Special and Regular Education Teachers.

ERIC Educational Resources Information Center

San Nicolas, Gregg C.; Moore, Mary W.

The research project described in this paper concerned the application of attribution theory and its underlying principles to the consultation process and activities of special and regular education teachers. In recent years, consultation between teachers for the "mainstreaming" of disabled and/or handicapped students into general education has…

Life Values, Regular Educators, and Special Educators.

ERIC Educational Resources Information Center

Gans, Karen Derk

1986-01-01

Rokeach's Value Survey (1973) was used to assess possible differences in the life values of special education (N=133) and regular (N=128) classroom teachers . Generally, their value systems were not significantly different; however, 18 values (10 defining personal life goals and 8 defining self conduct and others' conduct) differentiated one group…

[Low consumption of fruit, vegetables and greens: associated factors among the elderly in a Midwest Brazilian city].

PubMed

Silveira, Erika Aparecida; Martins, Bruna Bittar; de Abreu, Laísa Ribeiro Silva; Cardoso, Camila Kellen de Souza

2015-12-01

The scope of the study was to evaluate the prevalence of daily consumption of fruit, vegetables and greens by the elderly and its association with sociodemographic, lifestyle, morbidity and hospitalization variables. The study was part of the multiple-stage sampling cross-sectional research entitled the Goiânia Elderly Project (Projeto Idosos Goiânia). 416 elderly people were interviewed in their homes. Multivariate analysis was conducted using Poisson regression to analyze statistical associations. P values of <.05 were considered statistically significant. Daily consumption of fruit, vegetables and greens was 16.6%: fruit accounted for 44%, vegetables 39.7% and greens 32.5%. Factors statistically associated with daily consumption of fruits and vegetables were female sex, age between 70 and 79, higher education level, social class A/B and C, alcohol consumption, use of sweeteners, regular physical activity during leisure time, abdominal obesity and hospitalization. Public policies to promote health should develop strategies that encourage adequate intake of fruit, vegetables and greens among the elderly, since regular consumption of same can improve quality of life and prevent/control diseases.

Revisiting the Regular Education Initiative: Multi-Tiered Systems of Support Can Strengthen the Connection between General and Special Education

ERIC Educational Resources Information Center

Leach, Debra; Helf, Shawnna

2016-01-01

In 1986 Madeleine Will proposed the Regular Education Initiative (REI) to share possibilities for eliminating the divide between general and special education. Although great strides have been made over the past several decades in regard to the inclusion of students with disabilities, a significant divide between general and special education…

The Regular Education Initiative as Reagan-Bush Education Policy: A Trickle-Down Theory of Education of the Hard-to-Reach.

ERIC Educational Resources Information Center

Kauffman, James M.

1989-01-01

The paper discusses the Regular Education Initiative as a conceptual revolution, as a political strategy, and as a flawed policy initiative. It argues that the REI focuses on a small number of highly emotional issues, such as integration, nonlabeling, efficiency, and excellence, which distract attention from deeper analysis. (Author/JDD)

Teaching Rocks and Minerals in the Context of Dynamic Earth Systems and Interactions: Using the Three Dimensions of the Next Generation Science Standards as an Organizing Framework to Engage Learners in Teacher Preparation Courses

NASA Astrophysics Data System (ADS)

Brady, M. E.; Nelson, F.

2014-12-01

The Next Generation Science Standards (NGSS) call for a shift from science learning as a fixed body of decontextualized facts toward a deliberate integration of three dimensions that transcend instructional level: 1) Disciplinary Core Ideas, 2) Crosscutting concepts, and 3) Science & Engineering Practices. This new approach to K-12 science education requires a dedicated effort to address teacher preparation in ESS. Here, we present an instructional model that explicitly integrates the three dimensions of the NGSS as an organizing framework in large-enrollment, undergraduate introductory geoscience courses targeted toward future teachers. This curriculum development is part of a campus-wide collaboration among science, engineering, and education faculty to enhance science teacher preparation. This approach reflects NGSS conceptual shifts and promotes a learner-centered environment where students regularly engage with each other and course material as part of the course: 1) In terms of content, Earth systems and interactions, are emphasized; rocks and minerals are discussed in the context of their use to understand and predict changes over Earth's past, present, and future; and engineering and technology are incorporated into discussions of mediating human impacts on Earth systems. 2) Cross-cutting concepts, such as cycles and flows, are explicitly referenced throughout the course to promote connections between and application of prior knowledge and new information or situations. 3) Guided by explicit prompts for partner discussions in class, students regularly engage in scientific practices, such as arguing by evidence and constructing an explanation. We will provide examples of student learning assessment, including in-class responses pre- and post- partner discussions, short written reflections, and cumulative projects. Ongoing evaluation of this instructional approach will include pre- and post- Geoscience Concept Inventory responses.

Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

ERIC Educational Resources Information Center

An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

2013-01-01

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

Primacy and ranking of UEFA soccer teams from biasing organization rules

NASA Astrophysics Data System (ADS)

Ausloos, Marcel; Gadomski, Adam; Vitanov, Nikolay K.

2014-10-01

A question is raised on whether some implied regularity or structure, as found in the soccer team ranking by the Union of European Football Associations (UEFA), is due to an implicit game result value or score competition conditions. The analysis is based on considerations of complex systems, i.e. finding whether power or other simple law fits are appropriate to describe some internal dynamics. It is observed that the ranking is specifically organized: a major class comprising a few teams emerges after each season. Other classes, which apparently have regular sizes, occur subsequently. Thus, the notion of the Sheppard primacy index is envisaged to describe the findings. Additional primacy indices are discussed for enhancing the features. These measures can be used to sort out peer classes in more general terms. A very simplified toy model containing components of the UEFA ranking rules suggests that such peer classes are an extrinsic property of the ranking, as obtained in many nonlinear systems under boundary condition constraints.

Geodesics in nonexpanding impulsive gravitational waves with Λ. II

NASA Astrophysics Data System (ADS)

Sämann, Clemens; Steinbauer, Roland

2017-11-01

We investigate all geodesics in the entire class of nonexpanding impulsive gravitational waves propagating in an (anti-)de Sitter universe using the distributional metric. We extend the regularization approach of part I [Sämann, C. et al., Classical Quantum Gravity 33(11), 115002 (2016)] to a full nonlinear distributional analysis within the geometric theory of generalized functions. We prove global existence and uniqueness of geodesics that cross the impulsive wave and hence geodesic completeness in full generality for this class of low regularity spacetimes. This, in particular, prepares the ground for a mathematically rigorous account on the "physical equivalence" of the continuous form with the distributional "form" of the metric.

The Regular Education Initiative in the Anchorage Public Schools.

ERIC Educational Resources Information Center

Kennedy, Sylvia

The study examined the number of Anchorage (Alaska) public schools that are using the Regular Education Initiative (REI) concept in their special education programs and the attitudes of building principals concerning both REI and collaborative consultation. Surveys mailed to 65 principals yielded a return of 30 questionnaires (6 secondary and 24…

The Regular Education Initiative (REI): Where Do Students with Learning Disabilities Fit?

ERIC Educational Resources Information Center

Ralabate, Patti

The paper defines the Regular Education Initiative (REI) and outlines its fundamental assumptions. The paper then discusses the responses of three organizations to the assumptions, as delineated in the joint policy statement of the National Education Association, the Council for Exceptional Children, and the American Association of School…

Mainstreaming, the Regular Education Initiative, and Inclusion as Lived Experience, 1974-2004: A Practitioner's View

ERIC Educational Resources Information Center

Harkin, Seth B.

2012-01-01

This article is an auto-ethnography detailing the lived experience of the mainstreaming, Regular Education Initiative, and inclusion movements from the teacher and administrator perspectives. The article illustrates the challenges of integrating students with disabilities in general education and the sociopolitical contexts within which this…

Student, Teacher, Professor: Three Perspectives on Online Education

ERIC Educational Resources Information Center

Pearcy, Mark

2014-01-01

Today, a third of American children regularly use computer tablets, while over 40% use smartphones and 53% regularly use laptops in their home. While this is encouraging there is still considerable debate about the shape and direction technology should take in school, particularly online education making it necessary for educators to change in…

Are General Educators Prepared To Teach Students with Physical Disabilities?

ERIC Educational Resources Information Center

Singh, Delar K.

This paper discusses the outcomes of a study that investigated the knowledge base and professional readiness of 50 regular education teachers for the inclusion of learners who have physical disabilities. Members of the sample were regular elementary and secondary teachers who were enrolled in a graduate teacher education program at a private…

Teaching adolescents with learning disabilities to generate and use task-specific strategies.

PubMed

Ellis, E S; Deshler, D D; Schumaker, J B

1989-02-01

The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular classroom. Measures were taken in three areas: (a) metacognitive knowledge related to generating or adapting strategies, (b) ability to generate problem-solving strategies for novel problems, and (c) the effects of the intervention on students' regular classroom grades and teachers' perceptions of the students' self-reliance and work quality. A multiple baseline across subjects design was used. The intervention resulted in dramatic increases in the subjects' verbal expression of metacognitive knowledge and ability to generate task-specific strategies. Students' regular class grades increased; for those students who did not spontaneously generalize use of the strategy to problems encountered in these classes, providing instruction to target specific classes resulted in improved grades. Teacher perceptions of students' self-reliance and work quality did not change, probably because baseline measures were already high in both areas. Implications for instruction and future research are discussed.

The Basic Regularities of Education and Their Application in Higher Education Research and Practice: Brief Description of the Basic Regularities ("Guilu") of Education

ERIC Educational Resources Information Center

Maoyuan, Pan

2007-01-01

Research on the issues of higher education has been going on for a long time. However, higher education pedagogy as independent discipline has been present in China for only about ten years. The structure of a discipline cannot consist merely of a compilation of the issues under research but must also include its basic theories and a system of…

The Benefit of Being a Big Fish in a Big Pond: Contrast and Assimilation Effects on Academic Self-Concept

ERIC Educational Resources Information Center

Preckel, Franzis; Brull, Matthias

2010-01-01

This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…

Breaking Down the Resistance and Reducing the Struggle: The Discourse of Writing, Imagery, and Music as a Reading Strategy in the Standard English Classroom

ERIC Educational Resources Information Center

Keenan, James M.

2013-01-01

Teachers of standards based, College Prep English classes regularly face resistant and struggling readers who fail to engage, persevere, and comprehend curricular texts. As a result, these readers do not share in class discussions. Therefore, a class discourse was formulated upon Gee's (1996) Social Discourse theory and Leu, Kinzer, Coiro, and…

Much Ado about Babies, Murky Bathwater, and Trickle-Down Politics: A Reply to Kauffman. Commentary.

ERIC Educational Resources Information Center

Goetz, Lori

1990-01-01

In response to Kauffman (EC 221 675), the article challenges the following: that the Regular Education Initiative (REI) is a Reagan-Bush plot to cut the costs of special education; that REI is value-driven with placement as the only consideration; and that REI is intended to do away with special education and strengthen regular education. (DB)

Juvenile Offenders: Characteristics and Reasons Why They Drop Out of Regular Education, in Valparaiso Region

ERIC Educational Resources Information Center

Muñoz-Salazar, Patricia; Acuña-Collado, Violeta

2016-01-01

In Chile, adult education has drastically transformed in recent decades, both in the curriculum reform and in the age of their students. Today, users of this education are no longer working adults who need to complete their studies to work, but they are mostly young teenagers who dropped out of regular education. The problem is that because their…

Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers.

PubMed

Selekman, Janice

2017-08-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.

Implications for Sexual Assault Prevention: College Students as Prosocial Bystanders

ERIC Educational Resources Information Center

Exner, Deinera; Cummings, Nina

2011-01-01

Prosocial bystander interventions are promising approaches to sexual assault prevention on college campuses. Objective: To assess bystander attitudes among undergraduate students at a northeastern university. Participants: A convenience sample of 188 students from 4 undergraduate classes was surveyed during regularly scheduled class sessions.…

Dynamic experiment design regularization approach to adaptive imaging with array radar/SAR sensor systems.

PubMed

Shkvarko, Yuriy; Tuxpan, José; Santos, Stewart

2011-01-01

We consider a problem of high-resolution array radar/SAR imaging formalized in terms of a nonlinear ill-posed inverse problem of nonparametric estimation of the power spatial spectrum pattern (SSP) of the random wavefield scattered from a remotely sensed scene observed through a kernel signal formation operator and contaminated with random Gaussian noise. First, the Sobolev-type solution space is constructed to specify the class of consistent kernel SSP estimators with the reproducing kernel structures adapted to the metrics in such the solution space. Next, the "model-free" variational analysis (VA)-based image enhancement approach and the "model-based" descriptive experiment design (DEED) regularization paradigm are unified into a new dynamic experiment design (DYED) regularization framework. Application of the proposed DYED framework to the adaptive array radar/SAR imaging problem leads to a class of two-level (DEED-VA) regularized SSP reconstruction techniques that aggregate the kernel adaptive anisotropic windowing with the projections onto convex sets to enforce the consistency and robustness of the overall iterative SSP estimators. We also show how the proposed DYED regularization method may be considered as a generalization of the MVDR, APES and other high-resolution nonparametric adaptive radar sensing techniques. A family of the DYED-related algorithms is constructed and their effectiveness is finally illustrated via numerical simulations.

Application of Two-Parameter Stabilizing Functions in Solving a Convolution-Type Integral Equation by Regularization Method

NASA Astrophysics Data System (ADS)

Maslakov, M. L.

2018-04-01

This paper examines the solution of convolution-type integral equations of the first kind by applying the Tikhonov regularization method with two-parameter stabilizing functions. The class of stabilizing functions is expanded in order to improve the accuracy of the resulting solution. The features of the problem formulation for identification and adaptive signal correction are described. A method for choosing regularization parameters in problems of identification and adaptive signal correction is suggested.

School-based mindfulness intervention for stress reduction in adolescents: Design and methodology of an open-label, parallel group, randomized controlled trial.

PubMed

Johnstone, Jeanette M; Roake, Chelsea; Sheikh, Ifrah; Mole, Ashlie; Nigg, Joel T; Oken, Barry

2016-12-15

Adolescents are in a high-risk period developmentally, in terms of susceptibility to stress. A mindfulness intervention represents a potentially useful strategy for developing cognitive and emotion regulation skills associated with successful stress coping. Mindfulness strategies have been used successfully for emotional coping in adults, but are not as well studied in youth. This article details a novel proposal for the design of an 8-week randomized study to evaluate a high school-based mindfulness curriculum delivered as part of a two semester health class. A wellness education intervention is proposed as an active control, along with a waitlist control condition. All students enrolled in a sophomore (10 th grade) health class at a private suburban high school will be invited to participate ( n = 300). Pre-test assessments will be obtained by youth report, parent ratings, and on-site behavioral testing. The assessments will evaluate baseline stress, mood, emotional coping, controlled attention, and working memory. Participants, divided into 13 classrooms, will be randomized into one of three conditions, by classroom: A mindfulness intervention, an active control (wellness education), and a passive control (waitlist). Waitlisted participants will receive one of the interventions in the following term. Intervention groups will meet weekly for 8 weeks during regularly scheduled health classes. Immediate post-tests will be conducted, followed by a 60-day post-test. It is hypothesized that the mindfulness intervention will outperform the other conditions with regard to the adolescents' mood, attention and response to stress.

[Meals consumption among thirteen years olds and selected family socio-economic correlates].

PubMed

Korzycka-Stalmach, Magdalena; Mikiel-Kostyra, Krystyna; Oblacińska, Anna; Jodkowska, Maria; Wojdan-Godek, Elzbieta

2010-01-01

To analyse the influence of selected family socioeconomic factors on the regularity of meals consumption among 13-years aged adolescents. Group of 605 13-years olds identified in the prospective cohort study in 2008 was analysed. Data was gathered with use of posted questionnaires. On the basis of information given by children the regularity (4-5 times a week) of meals consumption on school days and eating meals with parents were correlated with parents' educational level, occupational status and perceived family wealth. The study also recognised the distinction between urban and rural residents. Most questionnaires were filled out by mothers (95%), only 5% by fathers. In urban area, the mother's occupation and the perceived family wealth, correlate with children meals consumption and eating meals with parents. Children whose mothers have a job eat breakfast 1.5 times and supper 3 times less regularly, than children whose mothers don't work. Children from poor families eat breakfast 14 times less regularly than children from rich families as well as eat supper 3 times less regularly than children from average wealthy families. In the rural area, the regularity of meals consumption significantly influence the mother's education. Children whose mothers have a secondary education, compared with children of mothers with basic education, are 4 times more likely to eat dinner and supper regularly. The family socioeconomic factors significantly correlate with regularity of 13-years olds meals consumption and regularity of family meals. The place of residence involve the different factors influencing meals consumption habits. It was shown that children and fathers were too little engaged in family life, including family meals preparation and consumption.

Using Situational Interest to Enhance Individual Interest and Science-Related Behaviours

NASA Astrophysics Data System (ADS)

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2017-08-01

Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of individual interest in that subject. Importantly, this should also result in an increase in behaviours related to that domain. For example, a student who develops an individual interest in science would be expected to spend more time on science-related activities such as reading about science, talking with other people about science, or watching science shows on TV. However, the extent to which this does happen has not yet been established. The purposes of this study were to find out whether regular experiences of situational interest in science classes can enhance individual interest in science and whether there is an associated increase in science-related activities. The participants were primary teacher education students who were enrolled in a semester-length science course. Data were collected using a survey, an interest inventory, open-ended questionnaires and interviews. It was found that regular experiences of situational interest during the course were associated with positive changes in individual interest in science and increased participation in science-related activities. These changes remained relatively stable over a delay period of 10 months after the end of the course.

Counterpoint.

ERIC Educational Resources Information Center

Zirkel, Perry A.

1996-01-01

In the spring 1995 "JLE" issue, Bruce Meredith and Julie Underwood posited that regular and special education have developed fundamentally different paradigms that hinder cooperation. James Tucker and Jeffrey Champagne responded that regular/special education's conflict over resources is decreasing. Thomas Kuhn would argue that…

An 'electronic' extramural course in epidemiology and medical statistics.

PubMed

Ostbye, T

1989-03-01

This article describes an extramural university course in epidemiology and medical statistics taught using a computer conferencing system, microcomputers and data communications. Computer conferencing was shown to be a powerful, yet quite easily mastered, vehicle for distance education. It allows health personnel unable to attend regular classes due to geographical or time constraints, to take part in an interactive learning environment at low cost. This overcomes part of the intellectual and social isolation associated with traditional correspondence courses. Teaching of epidemiology and medical statistics is well suited to computer conferencing, even if the asynchronicity of the medium makes discussion of the most complex statistical concepts a little cumbersome. Computer conferencing may also prove to be a useful tool for teaching other medical and health related subjects.

Psychological Evaluation of Attitudes of Both Primary Teachers and Special Needs Children towards Each Other in a Regular School in Yaoundé-Cameroon

ERIC Educational Resources Information Center

Tanyi, Maureen Ebanga

2016-01-01

The number of enrolment of children especially the handicaps found in regular schools is on the increase since the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning environment, the psycho-social and professional attitudes of both teachers and the special needs children in regular schools.…

Increasing Organizational Skills and Homework Productivity with Ninth Grade Emotionally Handicapped and Regular Students.

ERIC Educational Resources Information Center

Birnbaum, Barry W.

The practicum was designed to increase the organizational skills of four emotionally handicapped students (aged 13-14) enrolled in a secondary school program, and to increase the quantity and quality of homework completed by those students in a regular English class. A needs survey documented that students, parents, and teachers felt that…

Regular Classroom Teachers' Attitudes toward Mainstreaming the Emotionally Disturbed: Can They Be Changed?

ERIC Educational Resources Information Center

Beare, Paul L.

This study reviews the effects of training and service in a student advocacy program for Emotionally Disturbed (ED) children on attitudes of 16 secondary teachers toward ED children in the regular class. The intervention program involved 6 days of inservice training on working with ED students, delivered concurrent with the teachers' serving in an…

Improving Physics Teaching Materials on Sound for Visually Impaired Students in High School

ERIC Educational Resources Information Center

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-01-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously,…

Combined effects of education level and perceived social class on self-rated health and life satisfaction: Results of Korean labor and income panel study wave 8-wave 15.

PubMed

Kim, Jae-Hyun; Yoo, Ki-Bong; Park, Eun-Cheol; Lee, Sang Gyu; Kim, Tae Hyun

2015-11-02

To examine the combined effects of education level and perceived social class on self-rated health and life satisfaction in South Korea. We used data drawn from the 8 to 15th wave of the Korean Labor and Income Panel Study (KLIPS). Using wave 8 at baseline, data included 11,175 individuals. We performed a longitudinal analysis at baseline estimating the prevalence of self-rated health and life satisfaction among individuals by education level (high, middle, and low education level) and perceived social class (high, middle, and low social class). For self-rated health, odds ratio (OR) of individuals with low education and low perceived social class was 0.604 times lower (95% CI: 0.555-0.656) and the OR of individuals with low education and middle perceived social class was 0.853 time lower (95% CI: 0.790-0.922) when compared to individuals with high education and high perceived social class. For life satisfaction, OR of individuals with low education and low perceived social class was 0.068 times lower (95% CI: 0.063-0.074) and the OR of individuals with middle education and middle perceived social class was 0.235 time lower (95% CI: 0.221-0.251) compared to individuals with high education and high perceived social class. This study shows that the combined effects of education level and perceived social class associated with self-rated health and life satisfaction. Our study suggests increasing education level and perceived social class. Additionally, it will be important to develop multi-dimensional measurement tools including education level and subjective social class.

Minimum Objectives: A Measurement System to Provide Evaluation of Special Education in Regular Classrooms.

ERIC Educational Resources Information Center

Christie, Lu S.; McKenzie, Hugh S.

Discussed is the use of minimum behavioral objectives to provide evaluation of special education in regular classrooms. Literature which supports the mainstreaming of moderately handicapped children is reviewed briefly. Application of the behavioral model of education on the community level is considered in terms of the basic skills which comprise…

Inclusive Education in Spain: How Do Skills, Resources, and Supports Affect Regular Education Teachers' Perceptions of Inclusion?

ERIC Educational Resources Information Center

Chiner, Esther; Cardona, Maria Cristina

2013-01-01

This study examined regular education teachers' perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education…

Perspectives on the Integration of Regular and Special Education: Eliminating the Knowledge Dichotomy at the University Level.

ERIC Educational Resources Information Center

Aldinger, Loviah E., Ed.

Five papers describe ways to integrate knowledge from regular and special education at the university level. L. Hudson and M. Carroll ("The Preservice Teacher Experiences Variation in the Meaning Making of Handicapped and Nonhandicapped Learners") review adaptations in a competency based teacher education program to include information on high…

Attitudes of Secondary Regular School Teachers toward Inclusive Education in New Delhi, India: A Qualitative Study

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

This study aimed to identify the attitudes of regular school teachers in Delhi, India, toward the inclusion of students with disabilities. It also explored their views regarding facilitators of inclusive education. Respondents were secondary school teachers working in schools in Delhi that implement inclusive education for students with…

Which Variables Relate to the Attitudes of Teachers, Parents and Peers towards Students with Special Educational Needs in Regular Education?

ERIC Educational Resources Information Center

de Boer, Anke; Pijl, Sip Jan; Post, Wendy; Minnaert, Alexander

2012-01-01

While there is an increased interest in describing attitudes of teachers, parents and peers towards students with special educational needs in regular education, there is a lack of knowledge about various variables relating to the attitudes of these three groups. The aims of this study are: (1) to examine which variables relate to the attitudes of…

Lipschitz regularity results for nonlinear strictly elliptic equations and applications

NASA Astrophysics Data System (ADS)

Ley, Olivier; Nguyen, Vinh Duc

2017-10-01

Most of Lipschitz regularity results for nonlinear strictly elliptic equations are obtained for a suitable growth power of the nonlinearity with respect to the gradient variable (subquadratic for instance). For equations with superquadratic growth power in gradient, one usually uses weak Bernstein-type arguments which require regularity and/or convex-type assumptions on the gradient nonlinearity. In this article, we obtain new Lipschitz regularity results for a large class of nonlinear strictly elliptic equations with possibly arbitrary growth power of the Hamiltonian with respect to the gradient variable using some ideas coming from Ishii-Lions' method. We use these bounds to solve an ergodic problem and to study the regularity and the large time behavior of the solution of the evolution equation.

A Feasibility Study to Determine the Possibility of Teaching Freshman Composition and Rhetoric with a Programmed Text. Final Report.

ERIC Educational Resources Information Center

Lutz, William D.

The question of whether a significant amount of time could be saved if freshman composition were taught with a programed text was studied. Two sections of English I were randomly selected from the regular class schedule. Class A was taught using the usual syllabus and texts. Class B was taught using the same syllabus and texts with one exception.…

The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools

ERIC Educational Resources Information Center

Petry, Katja

2018-01-01

Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A…

A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted

ERIC Educational Resources Information Center

Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva; Motschenbacher, Monika; Vogl, Katharina; Schneider, Wolfgang

2017-01-01

According to the reciprocal-effects model (REM), prior academic self-concept (ASC) has a positive effect on subsequent achievement beyond what can be explained in terms of prior achievement and vice versa. The present study investigated the REM for students studying in special classes for the gifted compared to students studying in regular…

Formal language theory: refining the Chomsky hierarchy

PubMed Central

Jäger, Gerhard; Rogers, James

2012-01-01

The first part of this article gives a brief overview of the four levels of the Chomsky hierarchy, with a special emphasis on context-free and regular languages. It then recapitulates the arguments why neither regular nor context-free grammar is sufficiently expressive to capture all phenomena in the natural language syntax. In the second part, two refinements of the Chomsky hierarchy are reviewed, which are both relevant to the extant research in cognitive science: the mildly context-sensitive languages (which are located between context-free and context-sensitive languages), and the sub-regular hierarchy (which distinguishes several levels of complexity within the class of regular languages). PMID:22688632

Formal language theory: refining the Chomsky hierarchy.

PubMed

Jäger, Gerhard; Rogers, James

2012-07-19

The first part of this article gives a brief overview of the four levels of the Chomsky hierarchy, with a special emphasis on context-free and regular languages. It then recapitulates the arguments why neither regular nor context-free grammar is sufficiently expressive to capture all phenomena in the natural language syntax. In the second part, two refinements of the Chomsky hierarchy are reviewed, which are both relevant to the extant research in cognitive science: the mildly context-sensitive languages (which are located between context-free and context-sensitive languages), and the sub-regular hierarchy (which distinguishes several levels of complexity within the class of regular languages).

Religiosity profiles of American youth in relation to substance use, violence, and delinquency.

PubMed

Salas-Wright, Christopher P; Vaughn, Michael G; Hodge, David R; Perron, Brian E

2012-12-01

Relatively little is known in terms of the relationship between religiosity profiles and adolescents' involvement in substance use, violence, and delinquency. Using a diverse sample of 17,705 (49 % female) adolescents from the 2008 National Survey on Drug Use and Health, latent profile analysis and multinomial regression are employed to examine the relationships between latent religiosity classes and substance use, violence, and delinquency. Results revealed a five class solution. Classes were identified as religiously disengaged (10.76 %), religiously infrequent (23.59 %), privately religious (6.55 %), religious regulars (40.85 %), and religiously devoted (18.25 %). Membership in the religiously devoted class was associated with the decreased likelihood of participation in a variety of substance use behaviors as well as decreases in the likelihood of fighting and theft. To a lesser extent, membership in the religious regulars class was also associated with the decreased likelihood of substance use and fighting. However, membership in the religiously infrequent and privately religious classes was only associated with the decreased likelihood of marijuana use. Findings suggest that private religiosity alone does not serve to buffer youth effectively against involvement in problem behavior, but rather that it is the combination of intrinsic and extrinsic adolescent religiosity factors that is associated with participation in fewer problem behaviors.

QUADRATIC SERENDIPITY FINITE ELEMENTS ON POLYGONS USING GENERALIZED BARYCENTRIC COORDINATES.

PubMed

Rand, Alexander; Gillette, Andrew; Bajaj, Chandrajit

2014-01-01

We introduce a finite element construction for use on the class of convex, planar polygons and show it obtains a quadratic error convergence estimate. On a convex n -gon, our construction produces 2 n basis functions, associated in a Lagrange-like fashion to each vertex and each edge midpoint, by transforming and combining a set of n ( n + 1)/2 basis functions known to obtain quadratic convergence. The technique broadens the scope of the so-called 'serendipity' elements, previously studied only for quadrilateral and regular hexahedral meshes, by employing the theory of generalized barycentric coordinates. Uniform a priori error estimates are established over the class of convex quadrilaterals with bounded aspect ratio as well as over the class of convex planar polygons satisfying additional shape regularity conditions to exclude large interior angles and short edges. Numerical evidence is provided on a trapezoidal quadrilateral mesh, previously not amenable to serendipity constructions, and applications to adaptive meshing are discussed.

Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

NASA Astrophysics Data System (ADS)

Zavala, Genaro; Alarcón, Hugo; Benegas, Julio

2007-08-01

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.

The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students' Selective Attention

PubMed Central

Stylianou, M.; Dyson, B.; Banville, D.; Dryden, C.; Colby, R.

2018-01-01

There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students' selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison group = 104 students) in Years 5 and 6. The intervention group participated in a dance-based physical education lesson while the comparison group continued their regular classroom work. PA during the physical education lesson was monitored using accelerometers. Selective attention was assessed at pretest and after the comparison/physical education sessions with the d2 Test of Attention. 2 × 2 ANOVA results suggested a significant time effect for all three measures, no significant group effects for any measures, and significant time by group interactions for TN and CP but not for E%. The intervention group improved significantly more than the comparison group for TN and CP. This study's findings suggest that existing school opportunities focused on cognitively engaging PA, such as dance, can improve aspects of students' selective attention. PMID:29662903

The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students' Selective Attention.

PubMed

Kulinna, P H; Stylianou, M; Dyson, B; Banville, D; Dryden, C; Colby, R

2018-01-01

There have been calls to test the potential benefits of different forms of physical activity (PA) to executive function, particularly in authentic settings. Hence, the purpose of this study was to investigate the effect of an acute dance session within an existing physical education class on students' selective attention. The study employed a pre/posttest quasi-experimental design with a comparison group in one Aotearoa, New Zealand, primary school. Participants were 192 students (comparison group = 104 students) in Years 5 and 6. The intervention group participated in a dance-based physical education lesson while the comparison group continued their regular classroom work. PA during the physical education lesson was monitored using accelerometers. Selective attention was assessed at pretest and after the comparison/physical education sessions with the d2 Test of Attention. 2 × 2 ANOVA results suggested a significant time effect for all three measures, no significant group effects for any measures, and significant time by group interactions for TN and CP but not for E %. The intervention group improved significantly more than the comparison group for TN and CP. This study's findings suggest that existing school opportunities focused on cognitively engaging PA, such as dance, can improve aspects of students' selective attention.

Effect of Daily Work on Student's Memorization Ability in Piano Education

ERIC Educational Resources Information Center

Toptas, Baris

2016-01-01

It is very important for a student to study regularly so that the results of effective training given by the teacher can be positive. It is an inevitable fact that daily and regular work will bring success to students. Therefore, daily work is highly important in music education. Daily work in instrumental education, which is a part of music…

Stress Producing Factors and Their Effects on Learning Disabilities Specialists, Regular Educators, and Other Special Educators.

ERIC Educational Resources Information Center

Faas, Larry A.

The extent to which various factors were stress producing, the effects of stress, and coping methods used by 274 regular and special educators and administrators were examined. Ss completed questionnaires on descriptive variables (such as age, sex, type of assignment and level of academic preparation) and indicated stress of 52 factors. They also…

On the regularization of impact without collision: the Painlevé paradox and compliance

NASA Astrophysics Data System (ADS)

Hogan, S. J.; Kristiansen, K. Uldall

2017-06-01

We consider the problem of a rigid body, subject to a unilateral constraint, in the presence of Coulomb friction. We regularize the problem by assuming compliance (with both stiffness and damping) at the point of contact, for a general class of normal reaction forces. Using a rigorous mathematical approach, we recover impact without collision (IWC) in both the inconsistent and the indeterminate Painlevé paradoxes, in the latter case giving an exact formula for conditions that separate IWC and lift-off. We solve the problem for arbitrary values of the compliance damping and give explicit asymptotic expressions in the limiting cases of small and large damping, all for a large class of rigid bodies.

[Project to improve abdominal obesity in day care ward psychiatric patients].

PubMed

Liu, Yu-Chieh; Wang, Hui-Yu; Huang, Hui-Ling; Chen, Min-Li

2011-06-01

Over half (57.14%) of patients in our ward suffer from abdominal obesity. This rate is on a continuing upward trend. Reasons for such obesity include lack of physical activity classes, inadequate physical activity, high calorie diets and unhealthy eating habits, chronic diseases and drug side effects, poor motivation to reduce weight, and lack of crisis awareness of abdominal obesity. This project was designed to lessen the problem of abdominal obesity among psychiatric day care inpatients. Resolution measures implemented included: (1) arranging aerobic exercise classes; (2) scheduling classes to teach patients healthy diet habits and knowledge regarding diseases and drugs; (3) holding a waistline reduction competition; (4) displaying health education bulletin boards; (5) holding a quiz contest with prizes for correct answers. The eight abdominally obese patients in the ward achieved an average waist circumference reduction of 2.9 cm and the overall abdominal obesity rate in the ward fell to 35.7%. BMI, eating habits, and awareness of weight loss importance and motivation all improved. The outcome achieved targeted project objectives. We recommend the integration of obesity prevention into routine ward activities and quality control indicators. Nurses should provide patients with weight loss concepts, regularly monitor risk factors, and encourage patient family cooperation to maintain medical care quality.

Perceptions of a computer-based instruction system in special education: high school teachers and students views.

PubMed

Chiang, Hsin-Yu Ariel; Jacobs, Karen

2010-01-01

Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

Closing the feedback loop: engaging students in large first-year mathematics test revision sessions using pen-enabled screens

NASA Astrophysics Data System (ADS)

Donovan, Diane; Loch, Birgit

2013-01-01

How can active learning, peer learning and prompt feedback be achieved in large first-year mathematics classes? Further, what technologies may support these aims? In this article, we assert that test revision sessions in first-year mathematics held in a technology-enhanced lecture theatre can be highly interactive with students solving problems, learning from each other and receiving immediate feedback. This is facilitated by pen-enabled screens and synchronization software. We argue that the educational benefits achievable through the technology do outweigh the technological distractions, and that these benefits can be achieved by focused, targeted one-off sessions and not only by a semester-long, regular approach. Repeat mid-semester test revision sessions were offered on a non-compulsory basis using pen-enabled screens for all students. Students worked practice test questions and marked solutions to mathematical problems on the screens. Students' work was then displayed anonymously for their peers to see. Answers were discussed with the whole class. We discuss outcomes from two offerings of these sessions using student feedback and lecturer reflections and show the impact of participation on self-reported student confidence. Pedagogical approaches that the technology allowed for the first time in a large class are highlighted. Students responded uniformly positively.

Learning Styles of the Special Needs Student (K-6). Instructor's Manual. Project: Least Restrictive Environment. MCC Inservice Training for Regular Classroom Teachers. Year III, 1980-1981.

ERIC Educational Resources Information Center

Newman, Elizabeth

The instructor's manual considers the inservice training topic of special needs students' learning styles and their implications for regular class teachers. Activities are described to help participants understand modality learning and informal tests to determine modality strengths. Teaching strategies for auditory and visual weaknesses are…

Decoding Skills Acquired by Low Readers Taught in Regular Classrooms Using Clinical Techniques. Research Report No. 35.

ERIC Educational Resources Information Center

Gallistel, Elizabeth; Fischer, Phyllis

This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

Stability Properties of the Regular Set for the Navier-Stokes Equation

NASA Astrophysics Data System (ADS)

D'Ancona, Piero; Lucà, Renato

2018-06-01

We investigate the size of the regular set for small perturbations of some classes of strong large solutions to the Navier-Stokes equation. We consider perturbations of the data that are small in suitable weighted L2 spaces but can be arbitrarily large in any translation invariant Banach space. We give similar results in the small data setting.

Knocking on Kindergarten's Door: Who Gets In? Who's Kept Out?

ERIC Educational Resources Information Center

Walsh, Daniel J.; And Others

A total of 959 children who applied to enter kindergarten in 1986 in 6 Virginia school districts were studied in an effort to determine the relation of social class, age, ethnicity, and gender to kindergarten placement decisions, i.e., to nonplacement, placement in a regular kindergarten class, or placement in junior kindergarten. All…

The Impact of In-Class Service-Learning Projects

ERIC Educational Resources Information Center

Jenkins, Shannon

2011-01-01

Service-learning has been shown to have many benefits, but it is often difficult to coordinate such projects due to increased outside demands on students' time. One option is to make arrangements for students to fulfill their service obligations during regularly scheduled class time. This article examines whether the decrease in face time…

77 FR 49426 - Notice of Inquiry Regarding Adjustment of Fees for Trademark Applications

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-16

... by reducing the TEAS Plus filing fee and by providing a discount on applications filed using the regular TEAS application form, if the applicant authorizes email communication and agrees to file all... for filing by a paper application; $325 per class for filing electronically using TEAS; $275 per class...

SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED, TEACHERS' GUIDE.

ERIC Educational Resources Information Center

HORN, R.A.

MATERIALS FOR BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES ARE GIVEN. THE PRESENTATION OF THE MATERIALS IS INTENDED FOR EASY ADAPTATION OF MODIFICATION TO MEET THE NEEDS OF MOST MATHEMATICS CLASSES. SUGGESTIONS AND SUPPLEMENTARY REFERENCES IN EACH UNIT ARE OFFERED AS AIDS TO THE MATHEMATICS TEACHER IN REGULAR OR ACCELERATED CLASS. UNITS…

Class of regular bouncing cosmologies

NASA Astrophysics Data System (ADS)

Vasilić, Milovan

2017-06-01

In this paper, I construct a class of everywhere regular geometric sigma models that possess bouncing solutions. Precisely, I show that every bouncing metric can be made a solution of such a model. My previous attempt to do so by employing one scalar field has failed due to the appearance of harmful singularities near the bounce. In this work, I use four scalar fields to construct a class of geometric sigma models which are free of singularities. The models within the class are parametrized by their background geometries. I prove that, whatever background is chosen, the dynamics of its small perturbations is classically stable on the whole time axis. Contrary to what one expects from the structure of the initial Lagrangian, the physics of background fluctuations is found to carry two tensor, two vector, and two scalar degrees of freedom. The graviton mass, which naturally appears in these models, is shown to be several orders of magnitude smaller than its experimental bound. I provide three simple examples to demonstrate how this is done in practice. In particular, I show that graviton mass can be made arbitrarily small.

Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

ERIC Educational Resources Information Center

Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne

2013-01-01

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…

42 CFR 483.75 - Administration.

Code of Federal Regulations, 2013 CFR

2013-10-01

... certified social worker. Nurse aide means any individual providing nursing or nursing-related services to... evaluation program. (8) Regular in-service education. The facility must complete a performance review of every nurse aide at least once every 12 months, and must provide regular in-service education based on...

Reading achievement by learning disabled students in resource and regular classes.

PubMed

Goldman, R; Sapp, G L; Foster, A S

1998-02-01

K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource setting and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 x 2 repeated-measures analysis of variance, were not significantly different.

Use of On-Line Math Skills Modules in an Introductory General Education Geoscience Course at a Community College: The Importance of Integration Across Lab & Lecture Sections

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2011-12-01

The NSF sponsored on-line math skills module series The Math You Need When You Need It (TMYN) was constructed to provide math skill development and support to introductory geoscience course instructors whose students science learning is often hindered by deficiencies in critical math skills. The on-line modules give instructors a mechanism for student-centered, skill-specific math tutorials, practice exercises and assessments outside regular class time. In principle, a student deficient in a skill such as graphing, calculating a best-fit line or manipulating and quantifying a concept such as density can use the appropriate TMYN module to identify their area of weakness, focus on developing the skill using geologically relevant examples, and get feedback reflecting their mastery of the skill in an asynchronous format just as the skill becomes critical to learning in the course. The asynchronous format allows the instructor to remain focused on the geoscience content during class time without diverting all students' attention to skill remediation needed by only a subset of the population. Such a blended approach prevents the progression of the class from being slowed by the need for remediation for some students while simultaneously not leaving those students behind. The challenge to geoscience educators comes in identifying the best strategy for implementing TMYN modules in their classrooms. This presentation contrasts the effectiveness of 2 strategies for implementing TMYN in an introductory Earth System Science class taken as a general education science lab requirement by lower division students at a community college. This course is typical of many such large general education courses in that lab instruction is provided by separate educators from the primary instructor in charge of the lecture, often creating 2 parallel and only dimly connected courses in the experience of many students. In case 1, TMYN was implemented in 3 of 4 lab sections by an adjunct lab instructor while the primary instructor made no mention or use of TMYN in lecture or in the remaining lab section. In case 2, the same instructors each taught independent lecture and lab (2) sections, with TMYN being fully integrated in the course of the first instructor while not mentioned in that of the second. The strengths and weaknesses of each approach both for faculty implementation and student learning are compared with important insights into how such modules should be implemented in lecture/lab courses with separate instructors.

Well-Posedness Results for a Class of Toxicokinetic Models

DTIC Science & Technology

2001-07-24

estimation. The main result that we establish here regarding well-posedness of solutions is based on ideas presented in [5] and [1]. Banks and Musante [5...necessary regularity required for the model to t into the second class of abstract problems discussed by Banks and Musante . Transport models for other...upon the results of Banks and Musante by achieving well-posedness for a more general class of abstract nonlinear parabolic equations. Ackleh, Banks and

Schools as potential vaccination venue for vaccines outside regular EPI schedule: results from a school census in Pakistan.

PubMed

Soofi, Sajid Bashir; Haq, Inam-Ul; Khan, M Imran; Siddiqui, Muhammad Bilal; Mirani, Mushtaq; Tahir, Rehman; Hussain, Imtiaz; Puri, Mahesh K; Suhag, Zamir Hussain; Khowaja, Asif R; Lasi, Abdul Razzaq; Clemens, John D; Favorov, Michael; Ochiai, R Leon; Bhutta, Zulfiqar A

2012-01-06

Vaccines are the most effective public health intervention. Expanded Program on Immunization (EPI) provides routine vaccination in developing countries. However, vaccines that cannot be given in EPI schedule such as typhoid fever vaccine need alternative venues. In areas where school enrolment is high, schools provide a cost effective opportunity for vaccination. Prior to start of a school-based typhoid vaccination program, interviews were conducted with staff of educational institutions in two townships of Karachi, Pakistan to collect baseline information about the school system and to plan a typhoid vaccination program. Data collection teams administered a structured questionnaire to all schools in the two townships. The administrative staff was requested information on school fee, class enrolment, past history of involvement and willingness of parents to participate in a vaccination campaign. A total of 304,836 students were enrolled in 1,096 public, private, and religious schools (Madrasahs) of the two towns. Five percent of schools refused to participate in the school census. Twenty-five percent of schools had a total enrolment of less than 100 students whereas 3% had more than 1,000 students. Health education programs were available in less than 8% of public schools, 17% of private schools, and 14% of Madrasahs. One-quarter of public schools, 41% of private schools, and 43% of Madrasahs had previously participated in a school-based vaccination campaign. The most common vaccination campaign in which schools participated was Polio eradication program. Cost of the vaccine, side effects, and parents' lack of information were highlighted as important limiting factors by school administration for school-based immunization programs. Permission from parents, appropriateness of vaccine-related information, and involvement of teachers were considered as important factors to improve participation. Health education programs are not part of the regular school curriculum in developing countries including Pakistan. Many schools in the targeted townships participated in immunization activities but they were not carried out regularly. In the wake of low immunization coverage in Pakistan, schools can be used as a potential venue not only for non-EPI vaccines, but for a catch up vaccination of routine vaccines.

Teaching the art of doctoring: an innovative medical student elective.

PubMed

Shapiro, Johanna; Rucker, Lloyd; Robitshek, Daniel

2006-02-01

The authors describe a longitudinal third- and fourth-year elective, 'The Art of Doctoring', introduced in an attempt to counteract perceived frustration and cynicism in medical students at their home institution during the clinical years. The course goals aimed at helping students to develop self-reflective skills; improve awareness of and ability to modify personal attitudes and behaviors that compromise patient care; increase altruism, empathy and compassion toward patients; and sustain commitment to patient care, service and personal well-being. These goals were accomplished through introduction and development of five skill sets: learning from role models and peers; on-site readings of works by medical student- and physician-authors; self- and other-observation; self-reflective techniques; and case-based problem-solving. The course involved regular in-class exercises and homework assignments, as well as a personal project related to improving personal compassion, caring and empathy toward patients. Students also learned to use a coping algorithm to approach problematic clinical and interpersonal situations. Class discussions revealed three issues of recurring importance to students: loss of idealism, non-compliant patients, and indifferent, harsh or otherwise unpleasant attendings and residents. Quantitative and qualitative student evaluations overall indicated a generally favorable response to the course. Problems and barriers included attendance difficulties and variable levels of student engagement. Future directions for this type of educational intervention are considered, as well as its implications for medical education.

Assessing medical students' perception of effective teaching and learning in Nigerian medical school.

PubMed

Chinawa, Josephat M; Manyike, Pius; Chukwu, B; Eke, C B; Isreal, Odetunde Odutola; Chinawa, A T

2015-01-01

Medical education is always in a state of dynamic equilibrium with continuous evolution of new techniques in teaching and learning. Objective of this study is to determine medical students' perception on preferences of teaching and learning. A total of 207 medical students participated in the study. Most (73.9%) of them were males while the modal age group was 23-25 years. Majority (57.5%) of the students belong the middle socioeconomic class and 65.7% resided within the hostel. Majority of the students (48.8%) believe two hours is enough to per lecture. Among the five different teaching-learning methods investigated, use of multimedia methods was found to be most effective. There exist a statistically significant association was found only in gender with regular oral examinations (Χ2 = 4.5, df = 1, p = 0.03) and socioeconomic class with dictation of lecture notes (Χ2 = 17.9, df = 9, p = 0.03). The present day medical student will end up as a good clinician if modern techniques of teaching and communication skills of the lecturers are adopted.

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

NASA Astrophysics Data System (ADS)

Christensen, Warren; Engelhardt, Larry

2006-04-01

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

The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students.

PubMed

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2016-10-01

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children's self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general school, reading, and parental relations. The DHH students in the special school showed a higher self-concept in regard to their physical appearance than the hearing and DHH students in the special class. There were no statistically significant differences between the groups in the self-concept dimensions of peer relations, mathematics, and physical abilities. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Dynamic Experiment Design Regularization Approach to Adaptive Imaging with Array Radar/SAR Sensor Systems

PubMed Central

Shkvarko, Yuriy; Tuxpan, José; Santos, Stewart

2011-01-01

We consider a problem of high-resolution array radar/SAR imaging formalized in terms of a nonlinear ill-posed inverse problem of nonparametric estimation of the power spatial spectrum pattern (SSP) of the random wavefield scattered from a remotely sensed scene observed through a kernel signal formation operator and contaminated with random Gaussian noise. First, the Sobolev-type solution space is constructed to specify the class of consistent kernel SSP estimators with the reproducing kernel structures adapted to the metrics in such the solution space. Next, the “model-free” variational analysis (VA)-based image enhancement approach and the “model-based” descriptive experiment design (DEED) regularization paradigm are unified into a new dynamic experiment design (DYED) regularization framework. Application of the proposed DYED framework to the adaptive array radar/SAR imaging problem leads to a class of two-level (DEED-VA) regularized SSP reconstruction techniques that aggregate the kernel adaptive anisotropic windowing with the projections onto convex sets to enforce the consistency and robustness of the overall iterative SSP estimators. We also show how the proposed DYED regularization method may be considered as a generalization of the MVDR, APES and other high-resolution nonparametric adaptive radar sensing techniques. A family of the DYED-related algorithms is constructed and their effectiveness is finally illustrated via numerical simulations. PMID:22163859

Pushing Glass: Engaging Young People in Astronomy Through Amateur Mirror Making Classes

NASA Astrophysics Data System (ADS)

Larsen, Kristine; Slater, K.; Drew, B.

2008-05-01

More than any other science, astronomy has benefited from the work of well-trained, enthusiastic and dedicated amateurs. In an online survey of more than 1100 amateur astronomers conducted by Storksdieck et al., 63% of respondents reported being engaged in educational outreach. Such activities aid in the recruitment of young members to amateur associations in an attempt to stem the well-known "graying” of the field. One of the activities utilized by amateur astronomy groups to excite both young people and the general public about astronomy is mirror and telescope making. In 1925, Arctic explorer, architect, and optical and mechanical designer Russell Porter asked an interviewer, "Why not make your own telescope? Astronomy would mean a lot more to you if you did.” Today, the Springfield Telescope Makers of Vermont carry on their founder's tradition of promoting amateur telescope making and the enjoyment of the night sky through regular mirror making classes. Among the target groups included in these classes are young people, some still in elementary school. In doing so, the STMs capitalize on research which demonstrates that interest in astronomy not only peaks around the transition between elementary and middle school, but also that the widely-reported gender gap in achievement and interest in science begins at this crucial juncture. This poster reports on the results of a study of mirror making classes conducted by the STMs and nine other amateur astronomy groups in the Northeast U.S., including class organizers’ reflections on their successes and challenges in recruiting and retaining young men and women through the completion of a workable telescope mirror.

Education, Social Class and Social Exclusion.

ERIC Educational Resources Information Center

Whitty, Geoff

2001-01-01

Concerned about working-class failure, argues that recent (British) government policies have insufficiently considered sociological studies on how social class affects educational success or failure. Social-inclusion policies must address forms of middle-class self-exclusion from mainstream public education as well as working-class social…

A regularization of the Burgers equation using a filtered convective velocity

NASA Astrophysics Data System (ADS)

Norgard, Greg; Mohseni, Kamran

2008-08-01

This paper examines the properties of a regularization of the Burgers equation in one and multiple dimensions using a filtered convective velocity, which we have dubbed as the convectively filtered Burgers (CFB) equation. A physical motivation behind the filtering technique is presented. An existence and uniqueness theorem for multiple dimensions and a general class of filters is proven. Multiple invariants of motion are found for the CFB equation which are shown to be shared with the viscous and inviscid Burgers equations. Traveling wave solutions are found for a general class of filters and are shown to converge to weak solutions of the inviscid Burgers equation with the correct wave speed. Numerical simulations are conducted in 1D and 2D cases where the shock behavior, shock thickness and kinetic energy decay are examined. Energy spectra are also examined and are shown to be related to the smoothness of the solutions. This approach is presented with the hope of being extended to shock regularization of compressible Euler equations.

Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

PubMed

Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

2017-05-26

Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls. For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

Socio-economic differences in takeaway food consumption among adults.

PubMed

Miura, Kyoko; Giskes, Katrina; Turrell, Gavin

2012-02-01

To examine socio-economic differences in the frequency and types of takeaway foods consumed. A cross-sectional postal survey. Participants were asked about their usual consumption of overall takeaway food (<4 times/month or ≥4 times/month) and of twenty-two specific takeaway food items (<1 time/month or ≥1 time/month); these latter foods were grouped into 'healthy' and 'less healthy' choices. Socio-economic position was measured on the basis of educational level and equivalised household income, and differences in takeaway food consumption were assessed by calculating prevalence ratios using log binomial regression. Adults aged 25-64 years from Brisbane, Australia, were randomly selected from the electoral roll (n 903; 63·7 % response rate). Compared with their more educated counterparts, the least educated were more regular consumers of overall takeaway food and fruit or vegetable juice and less regular consumers of sushi. For the 'less healthy' items, the least educated more regularly consumed potato chips, savoury pies, fried chicken and non-diet soft drinks; however, the least educated were less likely to consume curry. Household income was not associated with overall takeaway consumption. The lowest-income group was a more regular consumer of fruit or vegetable juice compared with the highest-income group. Among the 'less healthy' items, the lowest-income group was a more regular consumer of fried fish, ice cream and milk shakes, whereas curry was consumed less regularly. The frequency and types of takeaway foods consumed by socio-economically disadvantaged groups may contribute to inequalities in overweight or obesity and to chronic disease.

Critical Behavior of the Annealed Ising Model on Random Regular Graphs

NASA Astrophysics Data System (ADS)

Can, Van Hao

2017-11-01

In Giardinà et al. (ALEA Lat Am J Probab Math Stat 13(1):121-161, 2016), the authors have defined an annealed Ising model on random graphs and proved limit theorems for the magnetization of this model on some random graphs including random 2-regular graphs. Then in Can (Annealed limit theorems for the Ising model on random regular graphs, arXiv:1701.08639, 2017), we generalized their results to the class of all random regular graphs. In this paper, we study the critical behavior of this model. In particular, we determine the critical exponents and prove a non standard limit theorem stating that the magnetization scaled by n^{3/4} converges to a specific random variable, with n the number of vertices of random regular graphs.

Inclusive Education for Students with Hearing Impairment in the Regular Secondary Schools in the North-West Region of Cameroon: Initiatives and Challenges

ERIC Educational Resources Information Center

Bamu, Beryl Ndongwa; De Schauwer, Elisabeth; Verstraete, Sara; Van Hove, Geert

2017-01-01

Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with…

The AMATYC Review. 1994-1995.

ERIC Educational Resources Information Center

Browne, Joseph, Ed.

1995-01-01

Designed as an avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, and regular features presenting book and software reviews and math problems. In addition to regular features such as…

Critical Science Education in a Suburban High School Chemistry Class

NASA Astrophysics Data System (ADS)

Ashby, Patrick

To improve students' scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two "regular level" chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center's (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students' perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are that CCE has the ability to affect students' critical science thinking in positive ways. However, to develop longer lasting, deeper critical insights that students use to participate in science-related issues outside of class, critical science education must be enacted longitudinally and across disciplines. Furthermore, it must be enacted in ways that either prompt or help students to transfer classroom learning outside of the classroom as they engage in critical issues in the classroom.

Illinois Association for Gifted Children Journal, 2000.

ERIC Educational Resources Information Center

Smutney, Joan Franklin, Ed.

2000-01-01

This issue of the Illinois Association for Gifted Children (IAGC) Journal focuses on teaching gifted children in the regular education classroom. Featured articles include: (1) "Educating All Gifted Children for the 21st Century: Proposal for Training Regular Classroom Teachers" (Maurice D. Fisher and Michael E. Walters); (2)…

Teacher Stress and Self-Concept.

ERIC Educational Resources Information Center

Wallace, Gaylen R.; Kass, Sandra E.

This study was designed to determine if: (1) the amount of stress differs between regular and special education elementary teachers, and (2) self-concept acts to moderate the stress scores between the two groups. Subjects included 75 teachers in regular classrooms and 62 teachers in special education classrooms. The teachers responded to personal…

Academic Improvement through Regular Assessment

ERIC Educational Resources Information Center

Wolf, Patrick J.

2007-01-01

Media reports are rife with claims that students in the United States are overtested and that they and their education are suffering as result. Here I argue the opposite--that students would benefit in numerous ways from more frequent assessment, especially of diagnostic testing. The regular assessment of students serves critical educational and…

Regular College Preparatory Students' Perceptions of the Student Teams Achievement Divisions Approach in an Academic College Preparatory Biology Class

ERIC Educational Resources Information Center

Brooks, Aarti P.

2009-01-01

Cooperative learning allows individuals with varying abilities to work alongside their peers. Students are placed into achievement levels based on placement test scores. The Regular College Preparatory (RCP) level is a score of 59% or lower and Academic College Preparatory (ACP) level is a score of 60-92% on the placement test. The purpose of this…

The Effects of Pupil-Corrected Tests and Written Teacher Comments on Learning to Spell in the Upper Elementary Grades.

ERIC Educational Resources Information Center

Lesner, Julius

To determine the effects of teacher comments on spelling test papers, 32 randomly selected fourth- and sixth-grade teachers from low and high socioeconomic area Los Angeles elementary schools used 965 pupils in their regular classes as subjects. The teachers gave the regular weekly spelling test, and one of four evaluation treatments was randomly…

Inclusion of Pupils with Intellectual Disabilities: Primary School Teachers' Attitudes and Willingness in a Rural Area in Uganda

ERIC Educational Resources Information Center

Ojok, Patrick; Wormnaes, Siri

2013-01-01

Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125…

Pills, Thrills and Bellyaches: Case Studies of Prescription Pill Use and Misuse among Marijuana/Blunt Smoking Middle Class Young Women.

PubMed

Bardhi, Flutura; Sifaneck, Stephen J; Johnson, Bruce D; Dunlap, Eloise

2007-01-01

Recent survey research has documented important increases during the 2000s in the misuse and abuse of several prescription drugs (Vicodin, Percocet, Codeine, Dilaudid, Xanax, Klonopin, Valium, Ativan, Adderall, Ritalin, among others). This article focuses upon the patterns of pill use and misuse among young women who are middle-class white and college-educated, and they are also experienced marijuana users who report recreational consumption of other illegal drugs. The ethnographic data provides insights about various ways and reasons that such prescription pill misuse occurs among 12 college-educated, (upper) middle-class, white/Asian women in their 20s who were involved in a major ethnographic study of marijuana and blunts. Three patterns of pill use were observed: recreational; quasi-medical; and legal medical; shifts among these patterns of pill use was common. Few reported that their pill use interfered with their conventional jobs and lifestyles; they concealed such use from their employers and coworkers, and from non-using friends and family members. None reported contacts with police nor seeking treatment specifically for their pill misuse. Many reported misusing prescription pills in conjunction with illegal drugs (marijuana, cocaine, ecstasy) and alcohol. Pills were used as a way to enhance the euphoric effects of other drugs, as well as a way to avoid the negative side effects of illegal drugs. Some reported pill use as a means for reducing expenditures (and use of) alcohol and cocaine. The implications suggest a hidden subpopulation of prescription pill misusers among regular users of marijuana and other illegal drugs. Future research should include users and misusers of various pills to better understand how prescriptions pills interact with illegal drug use patterns.

Pills, Thrills and Bellyaches: Case Studies of Prescription Pill Use and Misuse among Marijuana/Blunt Smoking Middle Class Young Women

PubMed Central

Bardhi, Flutura; Sifaneck, Stephen J.; Johnson, Bruce D.; Dunlap, Eloise

2008-01-01

Recent survey research has documented important increases during the 2000s in the misuse and abuse of several prescription drugs (Vicodin, Percocet, Codeine, Dilaudid, Xanax, Klonopin, Valium, Ativan, Adderall, Ritalin, among others). This article focuses upon the patterns of pill use and misuse among young women who are middle-class white and college-educated, and they are also experienced marijuana users who report recreational consumption of other illegal drugs. The ethnographic data provides insights about various ways and reasons that such prescription pill misuse occurs among 12 college-educated, (upper) middle-class, white/Asian women in their 20s who were involved in a major ethnographic study of marijuana and blunts. Three patterns of pill use were observed: recreational; quasi-medical; and legal medical; shifts among these patterns of pill use was common. Few reported that their pill use interfered with their conventional jobs and lifestyles; they concealed such use from their employers and coworkers, and from non-using friends and family members. None reported contacts with police nor seeking treatment specifically for their pill misuse. Many reported misusing prescription pills in conjunction with illegal drugs (marijuana, cocaine, ecstasy) and alcohol. Pills were used as a way to enhance the euphoric effects of other drugs, as well as a way to avoid the negative side effects of illegal drugs. Some reported pill use as a means for reducing expenditures (and use of) alcohol and cocaine. The implications suggest a hidden subpopulation of prescription pill misusers among regular users of marijuana and other illegal drugs. Future research should include users and misusers of various pills to better understand how prescriptions pills interact with illegal drug use patterns. PMID:19081798

Class and University Education: Inter-Generational Patterns in Canada. NALL Working Paper.

ERIC Educational Resources Information Center

Livingstone, D. W.; Stowe, Susan

Young people from lower class origins continue to face major barriers to university education in Canada. This paper documents both substantial inter-generational class mobility and continuing inequalities in formal educational attainments by class origins. While Canada now has the world's higher educational attainments in its youth cohort and has…

Developing a Critical Curriculum in Physical Education Classes.

ERIC Educational Resources Information Center

de Souza, Doralice Lange

Physical education classes are usually seen as the least politicized of all disciplines in schools. This paper gives examples of how to promote critical thinking in physical education classes, transforming them into a forum of critical reflection about corporeal culture. Even though the main goal of physical education classes is to promote…

Improving blood transfusion practice by regular education in the United Arab Emirates.

PubMed

Sajwani, F H

2012-07-01

A cross-match to transfused unit ratio of less than 2.0 is frequently used to assess performance in many hospital blood banks. This brief report was initiated to evaluate the practice at a local hospital and to emphasize the importance of regular educational sessions to improve blood transfusion practice. Retrospective data on cross-match : transfused (C : T) ratio of all departments was collected and educational sessions were given to improve practice. Thereafter, a new set of data was collected and change in practice was assessed. Initial data showed total (C : T) ratio of 1.95. After medical staff education, analysis showed clinically significant improvement in blood utilization practice with a (C : T) ratio of 1.60. This brief report indicates the importance of regular physician education, the potential role of blood transfusion committee, and the need to implement clear guidelines for blood transfusion. © 2012 American Association of Blood Banks.

Questions of Degree? Middle-Class Rejection of Higher Education and Intra-Class Differences in Educational Decision-Making

ERIC Educational Resources Information Center

Morrison, Andrew

2011-01-01

This article is an analysis of middle-class rejection of higher education. The author uses accounts of the educational decision-making of three female students, all identified to be from broadly middle-class backgrounds, from within full-time vocational further education in the United Kingdom, as a means to consider two issues. First, the author…

Social network analysis of a project-based introductory physics course

NASA Astrophysics Data System (ADS)

Oakley, Christopher

2016-03-01

Research suggests that students benefit from peer interaction and active engagement in the classroom. The quality, nature, effect of these interactions is currently being explored by Physics Education Researchers. Spelman College offers an introductory physics sequence that addresses content and research skills by engaging students in open-ended research projects, a form of Project-Based Learning. Students have been surveyed at regular intervals during the second semester of trigonometry-based course to determine the frequency of interactions in and out of class. These interactions can be with current or past students, tutors, and instructors. This line of inquiry focuses on metrics of Social Network analysis, such as centrality of participants as well as segmentation of groups. Further research will refine and highlight deeper questions regarding student performance in this pedagogy and course sequence.

The sources of political orientations in post-industrial society: social class and education revisited.

PubMed

Van de Werfhorst, Herman G; de Graaf, Nan Dirk

2004-06-01

This paper studies the impact of social class and education on political orientation. We distinguish the 'old' middle class from a new class of social/cultural specialists. However, the difference in their political orientation may especially be related to the level and field of education; the new middle class is more highly educated and often in fields of study that extensively address social competencies, characteristics independently affecting political outcomes. Analyses on Dutch data showed that education is more important in the prediction of 'cultural' liberal issues than social class. Economically-oriented issues are more strongly affected by social class. This means that interests of the new middle class are served by liberal standpoints relating to a strong government and income redistribution policies, but not relating to cultural issues.

32 CFR 1645.6 - Considerations relevant to granting or denying a claim for Class 4-D.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Defense SELECTIVE SERVICE SYSTEM CLASSIFICATION OF MINISTERS OF RELIGION § 1645.6 Considerations relevant... registrant is requesting classification in Class 4-D because he is a regular minister of religion or because he is a duly ordained minister of religion. (b) If the registrant claims to be a duly ordained...

Teaching America's Past to Our Newest Americans: Immigrant Students and United States History

ERIC Educational Resources Information Center

Dunne, Kerry A.; Martell, Christopher C.

2013-01-01

At one high school outside of Boston, most students look forward to their daily American history class. They love their teacher's regular pop culture references and arrive ready to participate in the lively and contentious debates. Yet, despite Almira's fondness for the teacher and deep commitment to academic success, this class causes her more…

32 CFR 1645.6 - Considerations relevant to granting or denying a claim for Class 4-D.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Defense SELECTIVE SERVICE SYSTEM CLASSIFICATION OF MINISTERS OF RELIGION § 1645.6 Considerations relevant... registrant is requesting classification in Class 4-D because he is a regular minister of religion or because he is a duly ordained minister of religion. (b) If the registrant claims to be a duly ordained...

32 CFR 1645.6 - Considerations relevant to granting or denying a claim for Class 4-D.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Defense SELECTIVE SERVICE SYSTEM CLASSIFICATION OF MINISTERS OF RELIGION § 1645.6 Considerations relevant... registrant is requesting classification in Class 4-D because he is a regular minister of religion or because he is a duly ordained minister of religion. (b) If the registrant claims to be a duly ordained...

32 CFR 1645.6 - Considerations relevant to granting or denying a claim for Class 4-D.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Defense SELECTIVE SERVICE SYSTEM CLASSIFICATION OF MINISTERS OF RELIGION § 1645.6 Considerations relevant... registrant is requesting classification in Class 4-D because he is a regular minister of religion or because he is a duly ordained minister of religion. (b) If the registrant claims to be a duly ordained...

Social Class in English Language Education in Oaxaca, Mexico

ERIC Educational Resources Information Center

López-Gopar, Mario E.; Sughrua, William

2014-01-01

This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors' own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education…

Physiological identification of morphologically distinct afferent classes innervating the cristae ampullares of the squirrel monkey

NASA Technical Reports Server (NTRS)

Lysakowski, A.; Minor, L. B.; Fernandez, C.; Goldberg, J. M.

1995-01-01

1. Semicircular-canal afferents in the squirrel monkey were characterized by their resting discharge, discharge regularity, sensitivity to galvanic currents delivered to the ear (beta *), the gain (g2Hz), and phase lead (phi 2Hz) of their response to 2-Hz sinusoidal head rotations, and their antidromic conduction velocity. Discharge regularity was measured by a normalized coefficient of variation (CV*); the higher the CV*, the more irregular the discharge. g2Hz and phi 2Hz were expressed relative to angular head velocity. 2. These physiological measures were used in an attempt to discern the discharge properties of the three morphological classes of afferents innervating the crista. Presumed bouton (B) fibers were identified as slowly conducting afferents. Presumed calyx (C) fibers were recognized by their irregular discharge and low rotational gains. The remaining fibers were considered to be dimorphic (D) units. Single letters (B, C, and D) are used to emphasize that the classification is based on circumstantial evidence and may be wrong for individual fibers. Of the 125 identified fibers, 13 (10%) were B units, 36 (29%) were C units, and 76 (61%) were D units. 3. B units were regularly discharging D units ranged from regularly to irregularly discharging. C units were the most irregularly discharging afferents encountered. The mean resting discharge for the entire sample was 74 spikes/s. Resting rates were similar for regularly discharging B and D units and higher than those for irregularly discharging C and D units. 4. Except for their lower conduction velocities, the discharge properties of B units are indistinguishable from those of regularly discharging D units. Many of the discharge properties of B and D units vary with discharge regularity. There is a strong, positive relation when beta *, g2Hz, or phi 2Hz is plotted against CV*. For beta * or phi 2Hz, C units conform to the relation for B and D units. In contrast, values of g2Hz for C units are three to four times lower than predicted from the relation for the other two classes. 5. Internal (axon) diameters (dp) of peripheral vestibular-nerve fibers were estimated from central antidromic conduction velocities. Thick fibers (dp > or = 49 microns) were irregularly discharging, mostly C units. Medium-sized fibers (dp = 1.5-4 microns) included regular, intermediate, and irregular D units, as well as C units. Thin fibers (dp < or = 1.5 microns) were defined as B units.(ABSTRACT TRUNCATED AT 400 WORDS).

47 CFR 73.506 - Classes of noncommercial educational FM stations and channels.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 4 2010-10-01 2010-10-01 false Classes of noncommercial educational FM...) BROADCAST RADIO SERVICES RADIO BROADCAST SERVICES Noncommercial Educational FM Broadcast Stations § 73.506 Classes of noncommercial educational FM stations and channels. (a) Noncommercial educational stations...

47 CFR 73.506 - Classes of noncommercial educational FM stations and channels.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 4 2011-10-01 2011-10-01 false Classes of noncommercial educational FM...) BROADCAST RADIO SERVICES RADIO BROADCAST SERVICES Noncommercial Educational FM Broadcast Stations § 73.506 Classes of noncommercial educational FM stations and channels. (a) Noncommercial educational stations...

The effect of in-service English education on medical professionals’ language proficiency

PubMed Central

Sajjadi, Samad; Ahmadi, Majid; Heidarpour, Maryam; Yakta, Ali Salahi; Khadembashi, Naghmeh; Rafatbakhsh, Mohammad

2012-01-01

Background: Despite its inevitable significance, the effect of in-service English education on medical professionals has rarely been studied longitudinally. The reason can be issues such as physicians’ heavy workload, commuting problems, inappropriate class times, and inexperienced teaching staff. Materials and Methods: A needs assessment worksheet was administered to faculty members of Shahid Beheshti University of Medical Sciences in Tehran and the responses were analyzed. A project for the promotion of faculty members’ English proficiency was formulated. Then, following a placement test, 235 applicants from the university colleges and hospitals were classified into 28 homogeneous groups. After four terms of instruction, the participants’ scores on the pre- and post- assessments were analyzed. Results: There was significant improvement in participants’ total scores on different communicative skills (P<0.001). Regarding individual skills also, they achieved meaningful gains on listening (P<0.001), writing (P = 0.038), and grammar (P<0.001), but failed to progress significantly on reading comprehension (P = 0.523). Conclusion: The administration of in-service education for skill-oriented courses, over a long period, can be quite encouraging and should be further strengthened. Regular instructions on each individual skill on the one hand and on their combination on the other are essential for success in such education. PMID:23264797

Improving physics teaching materials on sound for visually impaired students in high school

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-09-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.

On split regular Hom-Lie superalgebras

NASA Astrophysics Data System (ADS)

Albuquerque, Helena; Barreiro, Elisabete; Calderón, A. J.; Sánchez, José M.

2018-06-01

We introduce the class of split regular Hom-Lie superalgebras as the natural extension of the one of split Hom-Lie algebras and Lie superalgebras, and study its structure by showing that an arbitrary split regular Hom-Lie superalgebra L is of the form L = U +∑jIj with U a linear subspace of a maximal abelian graded subalgebra H and any Ij a well described (split) ideal of L satisfying [Ij ,Ik ] = 0 if j ≠ k. Under certain conditions, the simplicity of L is characterized and it is shown that L is the direct sum of the family of its simple ideals.

A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

PubMed Central

Piquette, Noella A.; Savage, Robert S.; Abrami, Philip C.

2014-01-01

The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10–12 h of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d= +0.66), phonological blending (d = +0.52), and word reading (d = +0.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years. PMID:25538663

QUADRATIC SERENDIPITY FINITE ELEMENTS ON POLYGONS USING GENERALIZED BARYCENTRIC COORDINATES

PubMed Central

RAND, ALEXANDER; GILLETTE, ANDREW; BAJAJ, CHANDRAJIT

2013-01-01

We introduce a finite element construction for use on the class of convex, planar polygons and show it obtains a quadratic error convergence estimate. On a convex n-gon, our construction produces 2n basis functions, associated in a Lagrange-like fashion to each vertex and each edge midpoint, by transforming and combining a set of n(n + 1)/2 basis functions known to obtain quadratic convergence. The technique broadens the scope of the so-called ‘serendipity’ elements, previously studied only for quadrilateral and regular hexahedral meshes, by employing the theory of generalized barycentric coordinates. Uniform a priori error estimates are established over the class of convex quadrilaterals with bounded aspect ratio as well as over the class of convex planar polygons satisfying additional shape regularity conditions to exclude large interior angles and short edges. Numerical evidence is provided on a trapezoidal quadrilateral mesh, previously not amenable to serendipity constructions, and applications to adaptive meshing are discussed. PMID:25301974

Secondary LD Mainstreaming Methods: Instructional Module. (An Instructional Module for Preservice or Inservice Training of Regular Secondary Educators).

ERIC Educational Resources Information Center

Reetz, Linda J.; Hoover, John H.

Intended for use in preservice or inservice training of regular secondary educators, the module examines principles of communication, assessment, teaching methods, and classroom management through text, an annotated bibliography, and overhead masters. The first section covers communicating with handicapped students, their parents, and other…

Rethinking the Regular Education Initiative: Focus on the Classroom Teacher.

ERIC Educational Resources Information Center

Gersten, Russell, Woodward, John

1990-01-01

The first section of this essay reviews forces that led to the Regular Education Initiative (REI). Findings from research on effective instruction, innovation and staff development are synthesized. A conceptual framework is offered to explain factors necessary to create meaningful, sustained changes in classroom practices as required by the REI.…

Implementing the Regular Education Initiative in Secondary Schools: A Different Ball Game.

ERIC Educational Resources Information Center

Schumaker, Jean B.; Deshler, Donald D.

1988-01-01

The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)

Inclusion...Through Storytelling: Proposal for Interest Group for SECA Conference.

ERIC Educational Resources Information Center

Cloud, Debbie

A proposed position statement for a Southern Early Childhood Association (SECA) conference session focusing on children with special needs in the regular educational program is presented in the document. The proposal highlights the importance of inclusion of those children in a regular educational program and the need for caregivers to be able to…

An Analysis of State Policies Connected with Alternative School Programs

ERIC Educational Resources Information Center

Bielefeld, William C.; Stubblefield, Anna; Templeton, Zach

2009-01-01

Many school districts offer alternative education programs for their students who do not succeed in the regular classroom. At the high school level, many of these programs are separated from the regular schools. It seemed that many districts were establishing alternative education programs, but there were differences in the types of programs that…

77 FR 37638 - Noncommercial Educational Station Fundraising for Third-Party Non-Profit Organizations

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-22

... educational (NCE) broadcast stations to conduct on-air fundraising activities that interrupt regular... eliminate the need for NCE stations to seek a waiver of the Commission's rules to interrupt regular... Responses: 2,200 respondents/30,800 responses. Estimated Time per Response: 0.25 to 1.5 hours. Frequency of...

Teachers' Perceptions about Addressing Literacy for Students with Vision Impairment

ERIC Educational Resources Information Center

Washington, Samantha C.

2017-01-01

Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative…

Commonsense Methods for Children with Special Educational Needs: Strategies for the Regular Classroom. Fourth Edition.

ERIC Educational Resources Information Center

Westwood, Peter

This book is designed to provide teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms. Chapter 1 explores issues relating to children with general and specific learning difficulties. It discusses inclusive schooling and special educational needs, factors associated…

The Effects of Differentiated Instruction Support Inclusion Services on Fifth Grade Reading/Language Arts Achievement

ERIC Educational Resources Information Center

Wendt, Stephanie L.

2012-01-01

Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion support…

An exploration of factors that influence the regular consumption of water by Irish primary school children.

PubMed

Molloy, C Johnston; Gandy, J; Cunningham, C; Slattery, Glennon

2008-10-01

Inadequate hydration has been linked to many factors that may impact on children's education and health. Teachers play an important role in the education and behaviour of children. Previous research has demonstrated low water intake amongst children and negative teachers' attitudes to water in the classroom. The present study aimed to explore teachers' knowledge about water and the perceived barriers to allowing children access to water during lesson time. In-depth interviews were conducted with 12 teachers from primary schools in the Midlands of Ireland. Interviews were continued until there was saturation of the data. Thematic analysis of the data was conducted. Participants had a poor knowledge of hydration requirements and the associated health benefits and effect on concentration. Low water intake amongst teachers and pupils, and barriers such as disruption to class and increased need to urinate, were reported. Teachers identified the hydration effect on learning as the education message most likely to influence the decision to allow water in the classroom. The issues, opinions and perceived barriers raised by teachers as part of this qualitative research provide a basis for future health promotion around water.

Chinese Education and Learning Activities outside of Class: What Lies beyond Basic Education?

ERIC Educational Resources Information Center

Lu, Jinjin; Jiang, Han

2016-01-01

A considerable number of studies have investigated students' learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students' activities in class and outside of class are closely related to their learning outcomes, self-regulated learning…

[Socioeconomic differences in physical activity in the middle-aged working population: The role of education, occupation, and income].

PubMed

Hoebel, Jens; Finger, Jonas D; Kuntz, Benjamin; Lampert, Thomas

2016-02-01

Regular physical activity has positive effects on health at all ages. This study aims to investigate how far physical activity and regular sports engagement, as a more specific type of physical activity, are associated with socioeconomic factors in the middle-aged working population. Data were obtained from 21,699 working men and women aged between 30 and 64 years who participated in the 2009 and 2010 population-based national German Health Update (GEDA) surveys conducted by the Robert Koch Institute. Besides a multi-dimensional index of socioeconomic status (SES), three single dimensions of SES (education, occupation, and income) were used to analyse socioeconomic differences in total physical activity and regular sports engagement. While the prevalence of total physical activity increased with lower SES, the proportion of people with regular sports engagement decreased with lower SES. These associations remained after adjusting for age in men and women. After mutual adjustment of the three single socioeconomic dimensions, physical activity was independently associated with lower education and lower occupational status. Regular sports engagement was observed to be independently associated with higher education, higher occupational status, as well as higher income after mutual adjustment. This study demonstrates significant socioeconomic differences in physical and sports activity in the middle-aged working population. Education, occupation, and income show varying independent associations with physical activity behaviour. Such differences need to be considered when identifying target groups for health-enhancing physical activity interventions.

Regularity Results for a Class of Functionals with Non-Standard Growth

NASA Astrophysics Data System (ADS)

Acerbi, Emilio; Mingione, Giuseppe

We consider the integral functional under non-standard growth assumptions that we call p(x) type: namely, we assume that a relevant model case being the functional Under sharp assumptions on the continuous function p(x)>1 we prove regularity of minimizers. Energies exhibiting this growth appear in several models from mathematical physics.

26 CFR 1.897-9T - Treatment of certain interest in publicly traded corporations, definition of foreign person, and...

Code of Federal Regulations, 2011 CFR

2011-04-01

... regulation that, if and when adopted as a final regulation will be added as new paragraphs (c)(2)(iii)(B), (k... had a fair market value greater than the fair market value on that date of 5 percent of the regularly traded class of the corporation's stock with the lowest fair market value. However, if a non-regularly...

26 CFR 1.897-9T - Treatment of certain interest in publicly traded corporations, definition of foreign person, and...

Code of Federal Regulations, 2010 CFR

2010-04-01

... fair market value greater than the fair market value on that date of 5 percent of the regularly traded class of the corporation's stock with the lowest fair market value. However, if a non-regularly traded... if on the date it was acquired by its present holder it had a fair market value greater than the fair...

How Has Educational Expansion Shaped Social Mobility Trends in the United States?

PubMed Central

Pfeffer, Fabian T.; Hertel, Florian R.

2015-01-01

This contribution provides a long-term assessment of intergenerational social mobility trends in the United States across the 20th and early 21st century and assesses the determinants of those trends. In particular, we study how educational expansion has contributed to the observed changes in mobility opportunities for men across cohorts. Drawing on recently developed decomposition methods, we empirically identify the contribution of each of the multiple channels through which changing rates of educational participation shape mobility trends. We find that a modest but gradual increase in social class mobility can nearly exclusively be ascribed to an interaction known as the compositional effect, according to which the direct influence of social class backgrounds on social class destinations is lower among the growing number of individuals attaining higher levels of education. This dominant role of the compositional effect is also due to the fact that, despite pronounced changes in the distribution of education, class inequality in education has remained stable while class returns to education have shown no consistent trend. Our analyses also provide a cautionary tale about mistaking increasing levels of social class mobility for a general trend towards more fluidity in the United States. The impact of parental education on son's educational and class attainment has grown or remained stable, respectively. Here, the compositional effect pertaining to the direct association between parental education and son's class attainment counteracts a long-term trend of increasing inequality in educational attainment tied to parents' education. PMID:26306053

Spatial Analysis of “Crazy Quilts”, a Class of Potentially Random Aesthetic Artefacts

PubMed Central

Westphal-Fitch, Gesche; Fitch, W. Tecumseh

2013-01-01

Human artefacts in general are highly structured and often display ordering principles such as translational, reflectional or rotational symmetry. In contrast, human artefacts that are intended to appear random and non symmetrical are very rare. Furthermore, many studies show that humans find it extremely difficult to recognize or reproduce truly random patterns or sequences. Here, we attempt to model two-dimensional decorative spatial patterns produced by humans that show no obvious order. “Crazy quilts” represent a historically important style of quilt making that became popular in the 1870s, and lasted about 50 years. Crazy quilts are unusual because unlike most human artefacts, they are specifically intended to appear haphazard and unstructured. We evaluate the degree to which this intention was achieved by using statistical techniques of spatial point pattern analysis to compare crazy quilts with regular quilts from the same region and era and to evaluate the fit of various random distributions to these two quilt classes. We found that the two quilt categories exhibit fundamentally different spatial characteristics: The patch areas of crazy quilts derive from a continuous random distribution, while area distributions of regular quilts consist of Gaussian mixtures. These Gaussian mixtures derive from regular pattern motifs that are repeated and we suggest that such a mixture is a distinctive signature of human-made visual patterns. In contrast, the distribution found in crazy quilts is shared with many other naturally occurring spatial patterns. Centroids of patches in the two quilt classes are spaced differently and in general, crazy quilts but not regular quilts are well-fitted by a random Strauss process. These results indicate that, within the constraints of the quilt format, Victorian quilters indeed achieved their goal of generating random structures. PMID:24066095

Spatial analysis of "crazy quilts", a class of potentially random aesthetic artefacts.

PubMed

Westphal-Fitch, Gesche; Fitch, W Tecumseh

2013-01-01

Human artefacts in general are highly structured and often display ordering principles such as translational, reflectional or rotational symmetry. In contrast, human artefacts that are intended to appear random and non symmetrical are very rare. Furthermore, many studies show that humans find it extremely difficult to recognize or reproduce truly random patterns or sequences. Here, we attempt to model two-dimensional decorative spatial patterns produced by humans that show no obvious order. "Crazy quilts" represent a historically important style of quilt making that became popular in the 1870s, and lasted about 50 years. Crazy quilts are unusual because unlike most human artefacts, they are specifically intended to appear haphazard and unstructured. We evaluate the degree to which this intention was achieved by using statistical techniques of spatial point pattern analysis to compare crazy quilts with regular quilts from the same region and era and to evaluate the fit of various random distributions to these two quilt classes. We found that the two quilt categories exhibit fundamentally different spatial characteristics: The patch areas of crazy quilts derive from a continuous random distribution, while area distributions of regular quilts consist of Gaussian mixtures. These Gaussian mixtures derive from regular pattern motifs that are repeated and we suggest that such a mixture is a distinctive signature of human-made visual patterns. In contrast, the distribution found in crazy quilts is shared with many other naturally occurring spatial patterns. Centroids of patches in the two quilt classes are spaced differently and in general, crazy quilts but not regular quilts are well-fitted by a random Strauss process. These results indicate that, within the constraints of the quilt format, Victorian quilters indeed achieved their goal of generating random structures.

Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender, and Ethnicity

ERIC Educational Resources Information Center

Berisha, Anna-Kaisa; Seppänen, Piia

2017-01-01

The Finnish comprehensive school system is regularly referred to as a uniform and "no-tracking". In this article, we show with novel urban case data in Finland that school performance differed significantly between schools, most strikingly between school classes, and was connected to the school's selectiveness in pupil admission. A…

A Comparison of the Interpersonal Orientations of Speech Anxious and Non Speech Anxious Students.

ERIC Educational Resources Information Center

Ambler, Bob

A special section of a public speaking class at the Universtiy of Tennessee was developed in the spring of 1977 for speech anxious students. The course was designed to incorporate the basic spirit of the regular classes and to provide special training in techniques for reducing nervousness about speaking and in methods for coping with the…

26 CFR 1.860G-1 - Definition of regular and residual interests.

Code of Federal Regulations, 2010 CFR

2010-04-01

... amounts held in a reserve fund. The term “funds-available cap” does not, however, include any cap or limit... expenses of the trust, to fund any required reserves, and then to reduce the principal balance on the Class... gross profits of the mortgagors, and the rate on the Class X certificates is 400 percent on One-Year...

Not Our Regularly Scheduled Programming: Integrating Feminist Theory, Popular Culture, and Writing Pedagogy

ERIC Educational Resources Information Center

Gold, Alexandra

2016-01-01

When Alexandra Gold described her composition course: one that situates feminist and queer theory as a lens through which to view, analyze, and discuss contemporary television, a male acquaintance responded by saying he would not pay for that class. Another female acquaintance assured Gold that although she had loved a similar class at her Ivy…

34 CFR 106.34 - Access to classes and schools.

Code of Federal Regulations, 2010 CFR

2010-07-01

... its students on the basis of sex. (1) Contact sports in physical education classes. This section does not prohibit separation of students by sex within physical education classes or activities during... major activity of which involves bodily contact. (2) Ability grouping in physical education classes...

Self-Education, Class and Gender in Edwardian Britain: Women in Lower Middle Class Families

ERIC Educational Resources Information Center

Sutherland, Gillian

2015-01-01

Once societies embarked on programmes of mass education home schooling became essentially a middle-class project and remains so. This paper looks at the educational experiences of some lower middle class women at the turn of the nineteenth and twentieth centuries for whom the resources of the middle-class home were simply not available. It…

Competency in ECG Interpretation Among Medical Students

PubMed Central

Kopeć, Grzegorz; Magoń, Wojciech; Hołda, Mateusz; Podolec, Piotr

2015-01-01

Background Electrocardiogram (ECG) is commonly used in diagnosis of heart diseases, including many life-threatening disorders. We aimed to assess skills in ECG interpretation among Polish medical students and to analyze the determinants of these skills. Material/Methods Undergraduates from all Polish medical schools were asked to complete a web-based survey containing 18 ECG strips. Questions concerned primary ECG parameters (rate, rhythm, and axis), emergencies, and common ECG abnormalities. Analysis was restricted to students in their clinical years (4th–6th), and students in their preclinical years (1st–3rd) were used as controls. Results We enrolled 536 medical students (females: n=299; 55.8%), aged 19 to 31 (23±1.6) years from all Polish medical schools. Most (72%) were in their clinical years. The overall rate of good response was better in students in years 4th–5th than those in years 1st–3rd (66% vs. 56%; p<0.0001). Competency in ECG interpretation was higher in students who reported ECG self-learning (69% vs. 62%; p<0.0001) but no difference was found between students who attended or did not attend regular ECG classes (66% vs. 66%; p=0.99). On multivariable analysis (p<0.0001), being in clinical years (OR: 2.45 [1.35–4.46] and self-learning (OR: 2.44 [1.46–4.08]) determined competency in ECG interpretation. Conclusions Polish medical students in their clinical years have a good level of competency in interpreting the primary ECG parameters, but their ability to recognize ECG signs of emergencies and common heart abnormalities is low. ECG interpretation skills are determined by self-education but not by attendance at regular ECG classes. Our results indicate qualitative and quantitative deficiencies in teaching ECG interpretation at medical schools. PMID:26541993

"I Am Working-Class": Subjective Self-Definition as a Missing Measure of Social Class and Socioeconomic Status in Higher Education Research

ERIC Educational Resources Information Center

Rubin, Mark; Denson, Nida; Kilpatrick, Sue; Matthews, Kelly E.; Stehlik, Tom; Zyngier, David

2014-01-01

This review provides a critical appraisal of the measurement of students' social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students'…

Education of Social Skills among Senior High School Age Students in Physical Education Classes

ERIC Educational Resources Information Center

Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

In-Class Purposes of Flipped Mathematics Educators

ERIC Educational Resources Information Center

Eisenhut, Lindsay A.; Taylor, Cynthia E.

2015-01-01

This paper provides empirical findings from a study that examined how three grade 7-12 flipped mathematics educators utilized class time when implementing a flipped learning model. Additionally, the researchers investigated the educators' purposes for various in-class tasks as well as their general use of class time. The data revealed flipped…

A Tale of Two Teachers: An Analytical Look at the Co-Teaching Theory Using a Case Study Model

ERIC Educational Resources Information Center

Grant, Marquis

2014-01-01

Co-teaching involves a highly collaborative, mutually accountable relationship between a regular education and special education teacher in an inclusive environment. Effective co-teaching involves both teachers working together in the regular classroom setting in an effort to make learning accessible for all students regardless of ability or…

The SNAP System for Inservice Training of Regular Educators. Final Project Report.

ERIC Educational Resources Information Center

Malouf, David B.; Pilato, Virginia H.

This report discusses a project to develop, test, and disseminate the SNAP (Smart Needs Assessment Program) system for needs assessment and inservice training of regular educators to work with students with disabilities. The SNAP system is an expert system that defines the training needs of individual teachers and links these needs with training…

Rural Civil Defense Education Program. Report for Fiscal Year 1968.

ERIC Educational Resources Information Center

Federal Extension Service (USDA), Washington, DC.

In 1968, the Rural Civil Defense Education Program, conducted by the Cooperative Extension Service under contract with the Office of Civil Defense, was faced with discontinuance of funds; in some cases, the Rural Civil Defense (RCD) leader was absorbed into the regular budgets and in others the work was incorporated into the regular ongoing…

Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

ERIC Educational Resources Information Center

An, Jumei

2012-01-01

This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

Variables Associated with Stress and Burnout of Regular and Special Education Teachers. Final Report.

ERIC Educational Resources Information Center

Hudson, Floyd; Meagher, Kathleen

The study investigated the extent of teacher stress and burnout reported by 200 certified teachers from four midwestern states and analyzed factors relating to differences in perceived stress by regular and special educators. Interview responses were analyzed according to demographic data and eight scales developed for the study: Stress Prone…

Descriptions and Abstracts of Regular Education Inservice Projects (REGI).

ERIC Educational Resources Information Center

Erwin, Barbara, Comp.; And Others

This description of the Regular Education Inservice (REGI) effort in fiscal year 1981 includes a summary analysis of data from the REGI projects and a state by state compilation of project abstracts. Following the summary analysis of the REGI effort, project abstracts are organized by state or territory. Within each state or territory section,…

Regular School Teachers' Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

Since the passage of The Persons with Disabilities (PWD) Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on…

The "Learning in Regular Classrooms" Initiative for Inclusive Education in China

ERIC Educational Resources Information Center

Xu, Su Qiong; Cooper, Paul; Sin, Kenneth

2018-01-01

The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social-political context of the LRC, and compares the Chinese LRC with the Western…

Irregular Workers and the Vocational Education and Training: Centered on the Laborer in the Manufacturing Industry.

ERIC Educational Resources Information Center

Chang, Hong-geun

A study examined irregular workers and vocational education and training (VET) centered on laborers in the Korea's manufacturing industry. The study established that, despite the increasing number of irregular workers in Korea, existing VET programs for them fall far short of those for regular workers. Compared with regular workers, irregular…

Enhancing Oceanography Classrooms with "Captive and Cultured" Ocean Experiences

NASA Astrophysics Data System (ADS)

Macko, S. A.; Tuite, M.; O'Connell, M.

2012-04-01

Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and actual laboratories. In addition short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture ("cultivated") . Central Virginia is a fortunate location for such a class, with close access for "day travel" to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore, Washington and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets) enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings.

Class Size and Education in England Evidence Report. Research Report. DFE-RR169

ERIC Educational Resources Information Center

Department for Education, 2011

2011-01-01

This report gives an overview of the existing evidence base on class size and education in England. In particular, it considers how class sizes have changed over time; the impact of the increase in birth rate on pupil numbers and how this could affect the teacher requirement and class sizes; and the impact of class size on educational outcomes.…

HIV Infection and Risk Characteristics Among Female Sex Workers in Hanoi, Vietnam

PubMed Central

Tran, Trung Nam; Detels, Roger; Long, Hoang Thuy; Van Phung, Le; Lan, Hoang Phuong

2010-01-01

Summary The prevalence of HIV/sexually transmitted diseases (STDs) was determined, the risk characteristics examined, and factors associated with HIV infection identified among noninstitutionalized female sex workers (FSWs), using a cross-sectional survey with 2-stage cluster sampling. Four hundred FSWs were interviewed face to face using a structured questionnaire and tested for HIV, syphilis, Chlamydia infection, and gonorrhea. HIV seroprevalence was 12%, syphilis 17% (using the treponemal pallidum hemagglutination assay), Chlamydia infection 3.8% (using polymerase chain reaction [PCR]), and gonorrhea 6.3% (PCR). Lower-class FSWs averaged 2 clients per day, and middle-class FSWs about 1.2. Median duration in sex work was 2.3 years. Consistent condom use was 63% with irregular clients, 41% with regular clients, and only 4.8% with “love mates.” Fifty-five percent had had sex with a drug user(s). Thirty-eight percent used drugs, of whom 83% injected. Factors associated with HIV included being young, having a low level of education, longer residence in Hanoi, being a lower-class FSW, having higher income compared with peers, perception of self being at low risk for HIV, poor knowledge of HIV, and sharing injecting equipment. Intervention strategies should include reduction of both stigmatization and sharing of drug paraphernalia, promotion of nonstigmatizing voluntary testing and counseling, and aggressive marketing and promotion of condoms. PMID:16044011

Automated Assume-Guarantee Reasoning for Omega-Regular Systems and Specifications

NASA Technical Reports Server (NTRS)

Chaki, Sagar; Gurfinkel, Arie

2010-01-01

We develop a learning-based automated Assume-Guarantee (AG) reasoning framework for verifying omega-regular properties of concurrent systems. We study the applicability of non-circular (AGNC) and circular (AG-C) AG proof rules in the context of systems with infinite behaviors. In particular, we show that AG-NC is incomplete when assumptions are restricted to strictly infinite behaviors, while AG-C remains complete. We present a general formalization, called LAG, of the learning based automated AG paradigm. We show how existing approaches for automated AG reasoning are special instances of LAG.We develop two learning algorithms for a class of systems, called infinite regular systems, that combine finite and infinite behaviors. We show that for infinity-regular systems, both AG-NC and AG-C are sound and complete. Finally, we show how to instantiate LAG to do automated AG reasoning for infinite regular, and omega-regular, systems using both AG-NC and AG-C as proof rules

Biomotor status and kinesiological education of girls aged 10 to 12 years--example: volleyball.

PubMed

Milić, Mirjana; Grgantov, Zoran; Katić, Ratko

2012-09-01

The aim of this study was to define processes of orientation and/or selection towards sports game of volleyball in schoolgirls of Kastela, aged 10-12, by examining the relations between regular classes of physical education (PE) and extracurricular sport activities. For this purpose, two morphological measures were used (body height and body mass) and a set of 11 motor tests (6 basic motor abilities tests and 5 motor achievement tests) on a sample of 242 girls aged 10-12 was used, divided into a subsample of 42 girls participating in volleyball training (Volleyball players) and a subsample of 200 girls who do not participate in volleyball training (volleyball non-players). Based on the comparison of test results of schoolgirls from Kastela and Croatian norms, factor analysis of applied variables and discriminant analysis of these variables between volleyball players and non-players, processes and/or phases of selection in forming quality volleyball players were defined. Selection processes are preceded by orientation processes in physical education classes, i.e. choosing those sport activities which are in accordance with the biomotor status of students. Results have shown that orientation and initial selection in female volleyball needs to be executed based on the motor set of psychomotor speed, repetitive strength of the trunk and flexibility (muscle tone regulation), and body height. Volleyball training has affected the muscle mass development and the development of strength factors, so that explosive strength of jumping and/or takeoff along with body height, has predominantly differentiated female volleyball players from non-players, aged 10 to 12, and serve and spike quality will have dominant influence on the match outcome.

The Role of Research Institutions in Building Visual Content for the Geowall

NASA Astrophysics Data System (ADS)

Newman, R. L.; Kilb, D.; Nayak, A.; Kent, G.

2003-12-01

The advent of the low-cost Geowall (http://www.geowall.org) allows researchers and students to study 3-D geophysical datasets in a collaborative setting. Although 3-D visual objects can aid the understanding of geological principles in the classroom, it is often difficult for staff to develop their own custom visual objects. This is a fundamentally important aspect that research institutions that store large (terabyte) geophysical datasets can address. At Scripps Institution of Oceanography (SIO) we regularly explore gigabyte 3-D visual objects in the SIO Visualization Center (http://siovizcenter.ucsd.edu). Exporting these datasets for use with the Geowall has become routine with current software applications such as IVS's Fledermaus and iView3D. We have developed visualizations that incorporate topographic, bathymetric, and 3-D volumetric crustal datasets to demonstrate fundamental principles of earth science including plate tectonics, seismology, sea-level change, and neotectonics. These visualizations are available for download either via FTP or a website, and have been incorporated into graduate and undergraduate classes at both SIO and the University of California, San Diego. Additionally, staff at the Visualization Center develop content for external schools and colleges such as the Preuss School, a local middle/high school, where a Geowall was installed in February 2003 and curriculum developed for 8th grade students. We have also developed custom visual objects for researchers and educators at diverse education institutions across the globe. At SIO we encourage graduate students and researchers alike to develop visual objects of their datasets through innovative classes and competitions. This not only assists the researchers themselves in understanding their data but also increases the number of visual objects freely available to geoscience educators worldwide.

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education classes...

Physical Education Teachers' and University Teacher Educators' Perceptions regarding Coeducational vs. Single Gender Physical Education

ERIC Educational Resources Information Center

Hill, Grant M.; Hannon, James C.; Knowles, Curt

2012-01-01

Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The…

Current Events via Electronic Media: An Instructional Tool in a General Education Geology Course

NASA Astrophysics Data System (ADS)

Flood, T. P.

2008-12-01

St. Norbert College (SNC) is a liberal arts college in the Green Bay Metropolitan area with an enrollment of approximately 2100 students. All students are required to take one science course with a laboratory component as part of the general education program. Approximately 40% of all SNC students take introductory geology. Class size for this course is approximately 35 students. Each faculty member teaches one section per semester in a smart classroom A synthesis of current events via electronic media is an excellent pedagogical tool for the introductory geology course. An on-going informal survey of my introductory geology class indicates that between 75- 85% of all students in the class, mostly freshman and sophomores, do not follow the news on a regular basis in any format, i.e. print, internet, or television. Consequently, most are unaware of current scientific topics, events, trends, and relevancy. To address this issue, and develop a positive habit of the mind, a technique called In-the-News-Making-News (INMN) is employed. Each class period begins with a scientifically-related (mostly geology) online news article displayed on an overhead screen. The articles are drawn from a variety of sources that include international sites such as the BBC and CBC; national sites such as PBS, New York Times, and CNN; and local sites such as the Milwaukee Journal Sentinel and the Green Bay Press Gazette. After perusing the article, additional information is often acquired by "Google" to help supplement and clarify the original article. An interactive discussion follows. Topics that are typically covered include: global climate change, basic scientific and technological discoveries, paleontology/evolution, natural disasters, mineral/ energy/ water resources, funding for science, space exploration, and other. Ancillary areas that are often touched on in the conversation include ethics, politics, economics, philosophy, education, geography, culture, or other. INMN addresses several key goals of our general education program. Significantly, it develops critical thinking and analysis of content. For example, aspects of an article commonly addressed include: What is the main point of the article? What is the data that supports the main point? How good is the data and how was it derived (i.e. not all data is created equal)? What assumptions are involved? What is the quality of the assumptions? What part of the article is data and what part is interpretation? INMN also highlights the relevancy and excitement inherent in science, and is valuable for continually reinforcing the methodology of science. Formal feedback, from end of the semester SNC evaluations, is strongly positive.

Instant-Form and Light-Front Quantization of Field Theories

NASA Astrophysics Data System (ADS)

Kulshreshtha, Usha; Kulshreshtha, Daya Shankar; Vary, James

2018-05-01

In this work we consider the instant-form and light-front quantization of some field theories. As an example, we consider a class of gauged non-linear sigma models with different regularizations. In particular, we present the path integral quantization of the gauged non-linear sigma model in the Faddeevian regularization. We also make a comparision of the possible differences in the instant-form and light-front quantization at appropriate places.

Social Reproduction in Non-Formal Adult Education: The Case of Rural Mozambique

ERIC Educational Resources Information Center

Straubhaar, Rolf

2014-01-01

Using fieldnotes from the non-formal adult education classes run by a non-profit international education with ground operations in rural Mozambique, this article documents how the comments made by class facilitators and class participants in those classes reflect inherent power inequalities between non-profit staff and local participants. These…

Special Education Program Standards Study. Commonwealth of Virginia. Final Technical Report.

ERIC Educational Resources Information Center

Keith, Timothy Z.; And Others

This federally funded study investigated Virginia special education program standards, focusing on local applications of the standards for class size and class mix and the effect of varying class size and class mix on student outcomes. The study concentrated on students with educable mental retardation, severe emotional disturbance, and specific…

Class and Culture: Sources of Confusion in Educational Sociology

ERIC Educational Resources Information Center

Wrigley, Terry

2013-01-01

This paper reiterates the centrality of economics (relations of production) in Marxist models of class, while avoiding the crude determinism which results from a neglect of cultural aspects of class formation. It explores the confusion in education and educational sociology arising from non-Marxist conceptions of class which place an exaggerated…

Clinical abnormalities, early intervention program of Down syndrome children: Queen Sirikit National Institute of Child Health experience.

PubMed

Fuengfoo, Adidsuda; Sakulnoom, Kim

2014-06-01

Queen Sirikit National Institute of Child Health is a tertiary institute of children in Thailand, where early intervention programs have been provided since 1990 by multidisciplinary approach especially in Down syndrome children. This aim of the present study is to follow the impact of early intervention on the outcome of Down syndrome children. The school attendance number of Down syndrome children was compared between regular early intervention and non-regular early intervention. The present study group consists of 210 Down syndrome children who attended early intervention programs at Queen Sirikit National Institute of Child Health between June 2008 and January 2012. Data include clinical features, school attendance developmental quotient (DQ) at 3 years of age using Capute Scales Cognitive Adaptive Test/Scale (CAT/CLAMS). Developmental milestones have been recorded as to the time of appearance of gross motor, fine motor, language, personal-social development compared to those non-regular intervention patients. Of 210 Down syndrome children, 117 were boys and 93 were girls. About 87% received regular intervention, 68% attended speech training. Mean DQ at 3 years of age was 65. Of the 184 children who still did follow-up at developmental department, 124 children (59%) attended school: mainstream school children 78 (63%) and special school children 46 (37%). The mean age at entrance to school was 5.8 ± 1.4 years. The school attendance was correlated with maternal education and regular early intervention attendance. Regular early intervention starts have proven to have a positive effect on development. The school attendance number of Down syndrome children receiving regular early intervention was statistically and significantly higher than the number of Down syndrome children receiving non-regular early intervention was. School attendance correlated with maternal education and attended regularly early intervention. Regular early intervention together with maternal education are contributing factors influencing school attendance in Down syndrome children in the present study

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

PubMed

Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

2009-04-01

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands).

Comparison of vision disorders between children in mainstream and special education classes in government primary schools in Malaysia.

PubMed

Abu Bakar, Nurul Farhana; Chen, Ai-Hong; Md Noor, Abdul Rahim; Goh, Pik-Pin

2012-08-01

The visual status of children with learning disabilities has not been extensively studied. This study aimed to compare vision disorders between children in mainstream classes and those with learning disabilities attending special education classes in government primary schools in Malaysia. In this cross-sectional comparative study, 60 school children (30 from mainstream classes and 30 from special education classes) who were matched in age (6-12 years old) and ethnicity (Malay, Chinese and Indian) were examined. The subjects were recruited using non-probability convenience sampling. A complete eye examination was performed to detect three major vision disorders, namely refractive error, lag of accommodation and convergence insufficiency. The overall prevalence of refractive error, lag of accommodation and convergence insufficiency was found to be 65.0%, 43.3% and 35.2%, respectively. Convergence insufficiency (χ² = 24.073, p < 0.001) was found to be associated with children in special education classes. No association was found between refractive error and lag of accommodation (p > 0.05) with the type of classes. Children in special education classes are more likely to have convergence insufficiency compared to children in mainstream classes. Thus, vision screening programmes for children in special education classes may need to be modified.

A Graphic Survey of Book Publication, 1890-1916. Bulletin, 1917, No. 14

ERIC Educational Resources Information Center

Woodward, Fred E.

1917-01-01

The rapid increase in the number of books published in the United States, especially during the past decade, has been the subject of much comment. Statistics are collected regularly by the trade papers, and these figures give the number of books for each year in each of several well-defined classes. There are at the present time 24 classes: as…

Immersion Classes in an English Setting: One Way for les Anglais to Learn French. Working Papers on Bilingualism, No. 2.

ERIC Educational Resources Information Center

Barik, Henri; And Others

The results of the evaluation of the French immersion program at a school in a unilingual English environment are described. A battery of tests was administered to a random sample of children from the kindergarten and grade one experimental French immersion classes and to a comparison group composed of children following the regular English…

The Cassette Tape Recorder Means Versus Written and Symbolic Means of Providing Feedback of a Student's Performance on Secondary School Science Laboratory Exercises.

ERIC Educational Resources Information Center

Tauber, Robert T.; Fowler, H. Seymour

Reported is a study of the relationship between student's performance scores and teacher's means of providing evaluative feedback. The sample included 12 classes of 224 students from the tenth through the twelfth grades. The classes included the disciplines of biology, chemistry, and physics including regular, advanced, traditional, PSSC, and…

Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

ERIC Educational Resources Information Center

Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

2018-01-01

Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

The Regular Education Initiative in the U.S.: What Is Its Relevance to the Integration Movement in Australia?

ERIC Educational Resources Information Center

O'Shea, Lawrence J.; And Others

1989-01-01

A rationale for the regular education initiative (REI) is presented, focusing on criticisms of current service delivery such as disjointed incrementalism, excessive proceduralism, and inefficacy of pull-out programs. Criticisms of REI are addressed, and the issues are analyzed from the context of the integration movement in Australian schools.…

Interventions Employed in Regular Education Settings for Secondary Students with High Functioning Autism: A Meta-Analysis

ERIC Educational Resources Information Center

McKeithan, Glennda Kashner

2016-01-01

An increase has occurred in the number of students identified as having high functioning autism (HFA), who are being served in the regular education setting with their non-disabled peers. Many of these students have difficulty with academic and social expectations in this setting, and a minimal amount of information is available to educators…

Teachers' Attitudes toward the Inclusion of Deaf and Hard of Hearing Students in Regular Education Classrooms in Saudi Arabia

ERIC Educational Resources Information Center

Aseery, Fahad. A.

2016-01-01

This study investigated teachers attitudes toward including Deaf and hard of hearing (D/hh) students in regular education classrooms in Saudi Arabia. In addition, the study analyzed how the teachers' attitudes toward inclusion were influenced by the following variables: teaching position, training on inclusion the teachers had received, years of…

Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators

ERIC Educational Resources Information Center

Royster, Otelia

2011-01-01

The problem addressed in this study was that regular education teachers lacked the training to include students with disabilities in inclusive classrooms. The evidence indicated that teachers were beginning to show greater levels of frustration, students were being referred out of the classroom, and many students were being sent to the special…

Notes on the origins of the Educational Terms Class and Curriculum. Discussion Paper.

ERIC Educational Resources Information Center

Hamilton, David; And Others

This paper examines the origins of the two educational terms--class and curriculum. The authors believe that an understanding of the origins of key words in education may contribute not only to the history of education but also to the wider development of educational theory. The paper argues that the emergence of classes (in the modern sense)…

CRISPR Technology Reveals RAD(51)-ical Mechanisms of Repair in Roundworms: An Educational Primer for Use with "Promotion of Homologous Recombination by SWS-1 in Complex with RAD-51 Paralogs in Caenorhabditis elegans".

PubMed

Turcotte, Carolyn A; Andrews, Nicolas P; Sloat, Solomon A; Checchi, Paula M

2016-11-01

The mechanisms cells use to maintain genetic fidelity via DNA repair and the accuracy of these processes have garnered interest from scientists engaged in basic research to clinicians seeking improved treatment for cancer patients. Despite the continued advances, many details of DNA repair are still incompletely understood. In addition, the inherent complexity of DNA repair processes, even at the most fundamental level, makes it a challenging topic. This primer is meant to assist both educators and students in using a recent paper, "Promotion of homologous recombination by SWS-1 in complex with RAD-51 paralogs in Caenorhabditis elegans," to understand mechanisms of DNA repair. The goals of this primer are to highlight and clarify several key techniques utilized, with special emphasis on the clustered, regularly interspaced, short palindromic repeats technique and the ways in which it has revolutionized genetics research, as well as to provide questions for deeper in-class discussion. Copyright © 2016 by the Genetics Society of America.

The class-origin wage gap: heterogeneity in education and variations across market segments.

PubMed

Hällsten, Martin

2013-12-01

This paper uses unique population-level matched employer-employee data on monthly wages to analyse class-origin wage gaps in the Swedish labour market. Education is the primary mediator of class origin advantages in the labour market, but mobility research often only considers the vertical dimension of education. When one uses an unusually detailed measure of education in a horizontal dimension, the wage gap between individuals of advantaged and disadvantaged class origin is found to be substantial (4-5 per cent), yet considerably smaller than when measures are used which only control for level of education and field of study. This is also the case for models with class or occupation as outcome. The class-origin wage gap varies considerably across labour market segments, such as those defined by educational levels, fields of education, industries and occupations in both seemingly unsystematic and conspicuous ways. The gap is small in the public sector, suggesting that bureaucracy may act as a leveller. © London School of Economics and Political Science 2013.

Active learning increases student performance in science, engineering, and mathematics.

PubMed

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Active learning increases student performance in science, engineering, and mathematics

PubMed Central

Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-01-01

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

Want to Add Pizazz to Your Weight Training Class? Try Sport Education!

ERIC Educational Resources Information Center

Pritchard, Tony; Hansen, Andrew; McCollum, Starla

2014-01-01

Weight training classes are offered in many secondary level physical education classes. The type of instruction used during weight training is crucial, ensuring students understand the content knowledge and the enjoyment weight training has to offer as a lifetime activity. By using the sport education model (SEM) in weight training classes,…

The Pivotal Role of Education in the Association between Ability and Social Class Attainment: A Look across Three Generations

ERIC Educational Resources Information Center

Johnson, Wendy; Brett, Caroline E.; Deary, Ian J.

2010-01-01

Previous studies have established that family social background and individual mental ability and educational attainment contribute to adult social class attainment. We propose that social class of origin acts as ballast, restraining otherwise meritocratic social class movement, and that education is the primary means through which social class…

Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

ERIC Educational Resources Information Center

Hobbs, Graham

2016-01-01

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

Relations between breast and cervical cancer prevention behaviour of female students at a school of health and their healthy life style.

PubMed

Malak, Arzu Tuna; Yilmaz, Derya; Tuna, Aslan; Gümüs, Aysun Babacan; Turgay, Ayse San

2010-01-01

Regular breast self-examination (BSE) and pap-smear tests are the two of the positive heath behaviors for improving, promoting and protecting the health of adolescent girls. The present quasi-experimental research was carried out with the purpose of analyzing the relations between breast and cervical cancer prevention behavior of female students at a School of Health and their health lifestyle. The research was conducted at Canakkale Onsekiz Mart University School of Health between November 2008 and February 2009. A total of 77 female students attending the first and second grades were included in the sample. Education pertinent to the matter was provided and evaluation was made three months later. A knowledge evaluation form for breast and gynecological examination, the Healthy Life-Style Behavior Scale (HPLP), was used in data collection. Number percentages, the McNemar Bowker test, the t test and the Mann Whitney U test were used in the evaluation. Despite the information they had received, not all of the students performed regular breast self-examination (BSE) prior to the education. For 24.7% (n=19) the reason for not doing regular BSE was their having no symptoms and for 29.9% (n=23) it was due to thinking that they would not have breast cancer. The reason for not having pap smear test was a virgin status. Three months after the education, knowledge level scores of the students increased approximately three and a half times (from 23.8-9.8) to 81.2-8.0). The rate of having regular BSE was 88.3% after three months, however; there was no pap smear test probably due to the fact that it was a taboo. When the rate of having regular BSE three months after the education and HLPL scores were compared, the scores of those having it regularly and the scores of those not having it regularly were found to be close and no statistically significant difference was detected (p> 0.05). In conclusion, consultancy service units should be established to comprehend the barriers perceived by adolescent girls who do not have regular health screening, to make appropriate strategic planning in order to eradicate the hindrances in Muslim societies and to enhance the motivation of youth with continuous education.

Higher Education and Class: Production or Reproduction?

ERIC Educational Resources Information Center

Sotiris, Panagiotis

2013-01-01

This article deals with questions relating to the role of education and especially Higher Education in the reproduction of class division in society. Social classes and how they are formed and reproduced has always been one of the greatest challenges for Marxism and social theory in general. The questions regarding the role of education, and…

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

ERIC Educational Resources Information Center

Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

2016-01-01

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

What Does Class Origin and Education Mean for the Capabilities of Agency and Voice?

ERIC Educational Resources Information Center

Nordlander, Erica; Strandh, Mattias; Brännlund, Annica

2015-01-01

This article investigates the relationship between class origin, educational attainment, and the capabilities of agency and voice. The main objectives are to investigate how class origin and educational attainment interact and to consider whether higher education reduces any structural inequalities in the social aspects of life. A longitudinal…

A class of nonideal solutions. 1: Definition and properties

NASA Technical Reports Server (NTRS)

Zeleznik, F. J.

1983-01-01

A class of nonideal solutions is defined by constructing a function to represent the composition dependence of thermodynamic properties for members of the class, and some properties of these solutions are studied. The constructed function has several useful features: (1) its parameters occur linearly; (2) it contains a logarithmic singularity in the dilute solution region and contains ideal solutions and regular solutions as special cases; and (3) it is applicable to N-ary systems and reduces to M-ary systems (M or = N) in a form-invariant manner.

26 CFR 1.883-0 - Outline of major topics.

Code of Federal Regulations, 2010 CFR

2010-04-01

...) Primarily traded. (d) Regularly traded. (1) General rule. (2) Classes of stock traded on a domestic.... (A) Related persons. (B) Investment companies. (4) Anti-abuse rule. (5) Example. (e) Substantiation...

34 CFR 300.39 - Special education.

Code of Federal Regulations, 2010 CFR

2010-07-01

... hospitals and institutions, and in other settings; and (ii) Instruction in physical education. (2) Special... their parents as a part of the regular education program. (2) Physical education means— (i) The... (ii) Includes special physical education, adapted physical education, movement education, and motor...

Effectiveness of Senior Dance on risk factors for falls in older adults (DanSE): a study protocol for a randomised controlled trial

PubMed Central

Franco, Marcia R; Sherrington, Catherine; Tiedemann, Anne; Pereira, Leani S; Perracini, Monica R; Faria, Claudia R S; Pinto, Rafael Z; Pastre, Carlos M

2016-01-01

Introduction Strong evidence shows that exercise is effective to improve fall risk factors among older people. However, older people's participation and adherence to exercise programmes is suboptimal. Type of exercise and apathy are reported to be barriers to exercise participation, suggesting that new effective interventions are needed. The primary aim of this randomised controlled trial is to investigate the effect of Senior Dance plus brief education for falls prevention on balance among people aged 60 years or over, compared with a control group receiving only brief education. Methods and analysis This single-blind randomised controlled trial will involve 82 community-dwelling older people aged 60 years or over who are cognitively intact. Participants allocated to the intervention group will attend a single educational class on strategies to prevent falls, and will participate in a 12-week, twice-weekly group-based programme of Senior Dance. The Senior Dance consists of different choreographies, which include rhythmic and simple movements with rhythmic folk songs. Participants allocated to the control group will attend the same educational class that intervention group participants will receive, and will be instructed not to take part in any regular exercise programme. The primary outcome will be single-leg stance with eyes closed. Secondary outcomes include: Short Physical Performance Battery, Falls Efficacy Scale, Trail Making Test and the Montreal Cognitive Assessment. Continuous outcomes will be reported using mean (SD) or median (IQR), depending on the distribution of the data. The linear regression approach to analysis of covariance will be used to compare the mean effect between groups. All patients will be included in the analyses following an intention-to-treat approach. Ethics and dissemination Ethics approval has been granted by the Human Ethics Committee of the São Paulo State University (CAAE 48665215.9.0000.5402). Outcomes will be disseminated through publication in peer-reviewed journals and presentations at conferences. Trial registration number NCT02603523, Pre-results. PMID:28039296

[Comparing the young asthmatics running fitness].

PubMed

Belányi, Kinga; Gyene, István; Bak, Zsuzsa; Mezei, Györgyi

2007-02-25

Nowadays, doctors strongly recommend physical activity for asthmatic children, since the resulting improved physical fitness and psychological change also raise the quality of life. The aim of this study was to compare the physical fitness of asthmatic children who regularly participate in therapeutic swimming, with asthmatic children who do not participate in this training and with non-swimming, healthy children using the 12 minute free running, Cooper test. The children from the swimmer asthmatic group (n= 51, age = 9-22 yrs) took part in a special, long term, swimming exercise program (Gyene method). Whereas, the non-swimmer asthmatics (n = 28, age = 8-22 yrs) and the healthy children (n: 179, age: 9-22 yrs) only took part in the normal school physical education classes. Fitness was measured using the Cooper test. Data was collected from 258 subjects and showed that the fitness of swimmer asthmatics is significantly better than that of the non-swimmer asthmatics and even better than that of the healthy subjects (swimmer/ non swimmer asthmatic p = 0.01; swimmer asthmatic/ healthy p < 0.0001 Chi(2) test). The difference in the fitness acquired from swimming was the most pronounced for the 8-11 years old asthmatics, presumably because of greater motivational factors. No differences were found between genders for the two asthmatic groups, whereas healthy boys were found to have significantly greater levels of fitness than healthy girls. Fitness is substantially increased with regular swimming. The favourable effects of swimming are expressed not only in comparison with the non-swimmer asthmatics but with the healthy subjects too. The regular therapeutic swimming program helps the formation of running fitness too.

Growth Trajectories of Health Behaviors from Adolescence through Young Adulthood.

PubMed

Wiium, Nora; Breivik, Kyrre; Wold, Bente

2015-10-28

Based on nine waves of data collected during a period of 17 years (1990-2007), the present study explored different developmental trajectories of the following unhealthy behaviors: regular smoking, lack of regular exercise, lack of daily fruit intake, and drunkenness. A baseline sample of 1195 13-year-old pupils was from 22 randomly selected schools in the Hordaland County in western Norway. Latent class growth analysis revealed three developmental trajectories. The first trajectory was a conventional trajectory, comprising 36.3% of participants, who showed changes in smoking, physical exercise, fruit intake, and drunkenness consistent with the prevailing age specific norms of these behaviors in the Norwegian society at the time. The second trajectory was a passive trajectory, comprising 25.5% of participants, who reported low levels of both healthy and unhealthy behaviors during the 17-year period. The third trajectory was an unhealthy trajectory, comprising 38.2% of participants, who had high levels of unhealthy behaviors over time. Several covariates were examined, but only sex and mother's and father's educational levels were found to be significantly associated with the identified trajectories. While these findings need to be replicated in future studies, the identification of the different trajectories suggests the need to tailor intervention according to specific needs.

Growth Trajectories of Health Behaviors from Adolescence through Young Adulthood

PubMed Central

Wiium, Nora; Breivik, Kyrre; Wold, Bente

2015-01-01

Based on nine waves of data collected during a period of 17 years (1990–2007), the present study explored different developmental trajectories of the following unhealthy behaviors: regular smoking, lack of regular exercise, lack of daily fruit intake, and drunkenness. A baseline sample of 1195 13-year-old pupils was from 22 randomly selected schools in the Hordaland County in western Norway. Latent class growth analysis revealed three developmental trajectories. The first trajectory was a conventional trajectory, comprising 36.3% of participants, who showed changes in smoking, physical exercise, fruit intake, and drunkenness consistent with the prevailing age specific norms of these behaviors in the Norwegian society at the time. The second trajectory was a passive trajectory, comprising 25.5% of participants, who reported low levels of both healthy and unhealthy behaviors during the 17-year period. The third trajectory was an unhealthy trajectory, comprising 38.2% of participants, who had high levels of unhealthy behaviors over time. Several covariates were examined, but only sex and mother’s and father’s educational levels were found to be significantly associated with the identified trajectories. While these findings need to be replicated in future studies, the identification of the different trajectories suggests the need to tailor intervention according to specific needs. PMID:26516889

Modeling discourse management compared to other classroom management styles in university physics

NASA Astrophysics Data System (ADS)

Desbien, Dwain Michael

2002-01-01

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem-solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

PubMed

Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

2016-09-01

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

On the Hardy Space Theory of Compensated Compactness Quantities

NASA Astrophysics Data System (ADS)

Lindberg, Sauli

2017-05-01

We make progress on a problem of Coifman et al. (J Math Pures Appl (9) 72(3): 247-286, 1993) by showing that the Jacobian operator J does not map {W^{1,n}(Rn, Rn) onto the Hardy space H1(Rn) for any {n ≥ 2}. The related question about the surjectivity of {J : dot{W}^{1,n}(Rn,Rn) to H1(Rn) is still open. The second main result and its variants reduce the proof of H1 regularity of a large class of compensated compactness quantities to an integration by parts or easy arithmetic, and applications are presented. Furthermore, we exhibit a class of nonlinear partial differential operators in which weak sequential continuity is a strictly stronger condition than H1 regularity, shedding light on another question of Coifman, Lions, Meyer and Semmes.

Scientists and Middle School Students; Learning and Working Together

NASA Astrophysics Data System (ADS)

Haste, T.

2007-12-01

Johns Hopkins University's Center for Talented Youth students enrolled in the Dynamic Earth class come from all over the world to study earth systems. Investigating plate action, crustal formation, glaciers, currents, weathering and atmospheric interactions, students develop a strong ability to identify the forces that continually change the landscape and the interconnectedness of the atmosphere, hydrosphere and lithosphere. As part of their regular course work, students work with a variety of cooperating scientists. US Geological Survey staff assists students in examining sand samples and exploring monitoring research on invasive foraminiferas in San Francisco Bay. Gulf of the Farallones National Marine Sanctuary and Mavericks Surf Ventures staff help students explore the off shore submarine formations of a storm swell at Half Moon Bay that develops into a world-class big wave. Students met a big wave surfer who described the ride and shared surf stories. A wave forecaster helped students use modeling software to create real-time forecasts. In the final project students assist faculty of University of Texas at Austin, Institute of Geophysics using cruise reports, project abstracts, and bathymetry images, in evaluating a series of submarine features in the Ross Sea, Antarctica. Students develop proposals and present their ideas in a seminar format, attended by cooperating scientists. Students have an opportunity to work with current scientists and learn how classroom "stuff" is used. One student commented, "I felt like I could talk with them about what they were doing and actually understand what they were talking about." Another stated, "I didn't know you could learn so much from forams. I always thought paleontology was about dinosaurs." As a result of the class, students understand the relevance of their learning, scientists like working with kids, and educators get excited about science. To evaluate program outcomes, the staff holds regular meetings with scientists as students begin the sessions. Faculty and scientists work collaboratively to develop activities students will be engaged in and that relates to the scientists' work. Students and faculty complete evaluations. A report is generated at the close of the summer outlining plans for the next season, detailing successes, and areas of improvement.

Detailed Content of the Vietnamese Secondary Curriculum. Intermediate/Secondary Education Series, No. 2. Indochinese Refugee Education Guides.

ERIC Educational Resources Information Center

Center for Applied Linguistics, Arlington, VA.

This guide furnishes a detailed account of the basic characteristics of the Vietnamese "regular" high school curriculum and system. The regular high school is one of the three main kinds of high schools in Vietnam. Knowing the exact content of the subjects that students took in Viet-Nam will help teachers and administrators in placing…

Career Education Activities for Subject Area Teachers. Grades 9 through 12.

ERIC Educational Resources Information Center

Finn, Peter; Lawson, Jane

Designed as a resource book which can be used to supplement the regular curriculum by integrating one or more career education activities into regularly taught courses, this volume for grades 9 through 12 is one of a series of three manuals, one each for the elementary (grades 1-6), junior high (grades 6-9), and senior high (grades 9-12) levels.…

Career Education Activities for Subject Area Teachers. Grades 1 through 6.

ERIC Educational Resources Information Center

Lawson, Jane; Finn, Peter

Designed as a resource book which can be used to supplement the regular curriculum by integrating one or more career education activities into regularly taught courses, this volume for grades 1 through 6 is one of a series of three manuals, one each for the elementary (grades 1-6), junior high (grades 6-9), and senior high (grades 9-12) levels. It…

Career Education Activities for Subject Area Teachers. Grades 6 through 9.

ERIC Educational Resources Information Center

Finn, Peter; Lawson, Jane

Designed as a resource book which can be used to supplement the regular curriculum by integrating one or more career education activities into regularly taught courses, this volume for grades 6 through 9 is one of a series of three manuals, one each for the elementary (grades 1-6), junior high (grades 6-9), and senior high (grades 9-l2) levels. It…

World-Class Higher Education (for Whom?)

ERIC Educational Resources Information Center

Robertson, Susan L.

2012-01-01

The slogan "world-class education" is ubiquitous in education circles. This essay looks closely at who is advancing this idea, why, and where, and the kind of work it is asked to do. Though instruments for determining the world-class status of education institutions were first launched in the 1980s, they have grown exponentially in the past…

The Effects of the Use of Activities of Science - A Process Approach on the Oral Communication Skills of Disadvantaged Kindergarten Children.

ERIC Educational Resources Information Center

Huff, Phyllis Ester

Reported is a study of the effects of participation in the activities of Science - A Process Approach on the development of oral transmitting skills. This study was directed toward the instruction of 113 kindergarten children enrolled in four regularly scheduled classes, in an inner-city school. Two of the classes, one morning and one afternoon,…

Nursing student's evaluation of a virtual classroom experience in support of their learning Bioscience.

PubMed

O'Flaherty, Jacqueline A; Laws, Thomas A

2014-11-01

Face-to-face communication with students remains the gold standard in teaching; the effectiveness of this approach to learning is commonly and regularly assessed by students' evaluation of teaching and peer reviews of teaching. Critics note that increases in on-line education are driven more by economic forces than consistent evidence to show their long-term effectiveness or acceptance by students. Numerous studies report that students in higher education found their external studies comparatively more challenging than face-to-face delivery. Identifying how educators might best provide sufficient and effective personal support for students studying in the external mode continues to challenge educators. Opportunities do exist for blending on-line course work with synchronous interactions between students and their teachers but evaluations of these innovations rarely appear in the literature. In this study, a web-based virtual classroom simulated the synchronous face-to-face discussions that occur between Bachelor of Nursing students and tutors. First year students enrolled externally in a biological science course interacted in a virtual classroom for 13 weeks completing an 'evaluation of experience' survey following their final assessment. A comparison was made between 'on-campus' and 'external to campus' students to determine the relationship between i) overall satisfaction with the course and ii) final grades, as well as their experience of the virtual class. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Discussion map and cooking classes: testing the effectiveness of teaching food safety to immigrants and refugees.

PubMed

Gold, Abby; Yu, Nan; Buro, Brandy; Garden-Robinson, Julie

2014-01-01

To evaluate the effectiveness of a food safety map as an educational method with English language learners. English language learner community members (n = 73) were assigned randomly to participate in 1 of 3 experimental conditions: food safety map, cooking class, and control. Participants in the food safety map and cooking class conditions completed a pre-education demographic and cooking history questionnaire, a post-education knowledge and intention questionnaire, and a 2-week post-cooking and food safety habits assessment. Participants in the control group received no educational training but completed the pre- and 2-week post-education assessments. The cooking class and the map class were both effective in increasing food safety knowledge. Specifically, by comparing with the control group, they significantly increased participants' knowledge of safely cooking large meat (χ² [df = 2, n = 66] = 40.87; P < .001; V* = .79) and correctly refrigerating cooked food (χ² [df = 2, n = 73] = 24.87, P < .001; V* = .58). The two class types generated similar positive educational effects on boosting food safety behavioral intention (measured right after the class). The data collected 2 weeks after the classes suggested that individuals who took the classes followed the suggested food behaviors more closely than those in the control group (P < .01). The food safety map is simple to use and prepare, beneficial for oral and visual learners, and inexpensive. Compared with a food safety cooking class, the map produces similar learning and behavioral outcomes. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Social Class and Education: Global Perspectives

ERIC Educational Resources Information Center

Weis, Lois, Ed.; Dolby, Nadine, Ed.

2012-01-01

"Social Class and Education: Global Perspectives" is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of…

Effects of outdoor education stream classes on substrate movement and macroinvertebrate colonization

USDA-ARS?s Scientific Manuscript database

Environmental education and stream quality monitoring overlap in stream classes conducted at resident outdoor education (ROE) programs. ROE programs frequently use the same stream locations for their stream classes. The repeated use of the same location can potentially degrade aquatic macroinverte...