Improving human papilloma virus vaccination rates throughout military treatment facilities.

PubMed

Dawson, Rachel; Lemmon, Keith; Trivedi, Nidhi J; Hansen, Shana

2018-03-07

The four objectives of this study were to (1) educate military healthcare providers on HPV disease and vaccine, (2) assess short term recall of information presented at educational sessions, (3) assess provider comfort level with the vaccine, and (4) assess improvement in HPV vaccination rates. Standardized interactive educational sessions were conducted at military primary care clinics with pre- and post-educational quizzes administered before and immediately following the sessions. Provider attitudes were assessed using Likert scale questionnaires. Vaccination rates in children and young adolescents ages 11-18 at one of the participating regions that had a champion and started a Quality Improvement (QI) project were assessed at baseline, at 3-months and at 6-months post sessions. 200 providers were reached at 48 primary care clinics during May 2014 through October 2015 with 200 quizzes and Likert scale questionnaires returned. There was increase in knowledge following the educational sessions as revealed in the pre- and post- test scores [t(57) = -5.04, p < 0.001]. There was a significant overall increase in comfort in answering patients' and parents' questions about HPV vaccine [p = 0.003]. There was a significant increase in the number of vaccines given at all the clinics 3-months after the educational sessions at the region who had a champion dedicated to monitoring vaccine rates and ensuring implementation efforts [p = 0.01] and started a QI project. This increase was not sustained at 6-months [p = 0.324]. Improvement in provider short term knowledge recall and comfort level in answering parents' questions was seen. We found that educational sessions can improve HPV vaccination rates in military clinics that have a vaccine champion for up to 3-months. Further research into the effects of having clinic vaccine champions is critical. Copyright © 2018. Published by Elsevier Ltd.

Developing information literacy skills in pre-registration nurses: an experimental study of teaching methods.

PubMed

Brettle, Alison; Raynor, Michael

2013-02-01

To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Randomised control trial. Seventy-seven first year undergraduate pre-registration diploma nursing students. Online in-house information literacy tutorial One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. The searching skills of first year pre-registration nursing students improve following information literacy sessions (p<0.001), and remain unchanged 1 month later, regardless of teaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1 month post-session for either method (p=0.216). Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method. Copyright © 2011. Published by Elsevier Ltd.

A Neurosciences-in-Psychiatry Curriculum Project for Residents in Psychiatry

ERIC Educational Resources Information Center

Dunstone, David C.

2010-01-01

Objective: The author describes a 20-session, student-centered course relating contemporary neuroscience to psychiatry for second-year psychiatric residents. Methods: Twenty residents who took the course (2003-2007) completed pre- and postcourse surveys and were contacted for more remote follow-up regarding the course. Results: Survey results are…

Research progress from the SCI Model Systems (SCIMS): An interactive discussion on future directions.

PubMed

Boninger, Michael L; Field-Fote, Edelle C; Kirshblum, Steven C; Lammertse, Daniel P; Dyson-Hudson, Trevor A; Hudson, Lesley; Heinemann, Allen W

2018-03-01

To describe current and future directions in spinal cord injury (SCI) research. The SCI Model Systems (SCIMS) programs funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) during the 2011 to 2016 cycle provided abstracts describing findings from current research projects. Discussion among session participants generated ideas for research opportunities. Pre-conference workshop before the 2016 American Spinal Injury Association (ASIA) annual meeting. A steering committee selected by the SCIMS directors that included the moderators of the sessions at the ASIA pre-conference workshop, researchers presenting abstracts during the session, and the audience of over 100 attending participants in the pre-conference workshop. Group discussion followed presentations in 5 thematic areas of (1) Demographics and Measurement; (2) Functional Training; (3) Psychosocial Considerations; (4) Assistive Technology; and (5) Secondary Conditions. The steering committee reviewed and summarized discussion points on future directions for research and made recommendations for research based on the discussion in each of the five areas. Significant areas in need of research in SCI remain, the goal of which is continued improvement in the quality of life of individuals with SCI.

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

NASA Astrophysics Data System (ADS)

Young-El, Christopher M.

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy and focused on innovative classroom resources, hands-on learning, and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February 2017 and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with Academic Analysis of a STEM Education Professional Development Conference STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Pre-exposure to environmental cues predictive of food availability elicits hypothalamic-pituitary-adrenal axis activation and increases operant responding for food in female rats.

PubMed

Cifani, Carlo; Zanoncelli, Alessandro; Tessari, Michela; Righetti, Claudio; Di Francesco, Carla; Ciccocioppo, Roberto; Massi, Maurizio; Melotto, Sergio

2009-09-01

The present study was undertaken to develop an animal model exploiting food cue-induced increased motivation to obtain food under operant self-administration conditions. To demonstrate the predictive validity of the model, rimonabant, fluoxetine, sibutramine and topiramate, administered 1 hour before the experiment, were tested. For 5 days, female Wistar rats were trained to self-administer standard 45 mg food pellets in one daily session (30 minutes) under FR1 (fixed ratio 1) schedule of reinforcement. Rats were then trained to an FR3 schedule and finally divided into two groups. The first group (control) was subjected to a standard 30 minutes FR3 food self-administration session. The second group was exposed to five presentations of levers and light for 10 seconds each (every 3 minutes in 15 minutes total). At the completion of this pre-session phase, a normal 30-minute session (as in the control group) started. Results showed that pre-exposure to environmental stimuli associated to food deliveries increased response for food when the session started. Corticosterone and adrenocorticotropic hormone plasma levels, measured after the 15-minute pre-exposure, were also significantly increased. No changes were observed for the other measured hormones (growth hormone, prolactin, thyroid-stimulating hormone, luteinizing hormone, insulin, amylin, gastric inhibitor polypeptide, ghrelin, leptin, peptide YY and pancreatic polypeptide). Rimonabant, sibutramine and fluoxetine significantly reduced food intake in both animals pre-exposed and in those not pre-exposed to food-associated cues. Topiramate selectively reduced feeding only in pre-exposed rats. The present study describes the development of a new animal model to investigate cue-induced increased motivation to obtain food. This model shows face and predictive validity, thus, supporting its usefulness in the investigation of new potential treatments of binge-related eating disorders. In addition, the present findings confirm that topiramate may represent an important pharmacotherapeutic approach to binge-related eating.

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

NASA Astrophysics Data System (ADS)

Hughes, Christina W.

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy, and focused on innovative classroom resources, hands-on learning and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February, 2017, and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

NASA Astrophysics Data System (ADS)

Hardrict-Ewing, Gloria

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a mid-sized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM pedagogy, and focused on innovative classroom resources, hands-on learning and increasing content confidence when incorporating STEM into classroom instruction. iSTEM 2017 was held in February, 2017, and offered twenty refereed presentations and workshop sessions, a keynote address, and a closing session to over 200 pre-service teachers. Conference participants chose sessions, participated in game-like experiences and shared their learning with each other as well as with conference organizers. Results from participant self-reported surveys were analyzed to measure the impact of the conference on improving participants' confidence in teaching STEM topics, and their attitudes about the instructional methods. These results were added to the conference proceedings, which also contain documentation of each iSTEM 2017 session. Findings suggest that the iSTEM 2017 conference had an overall positive impact on participants' familiarity with STEM education, their belief in the importance of STEM education, and their confidence to integrate STEM education into future instructional practices.

Obstetric team simulation program challenges.

PubMed

Bullough, A S; Wagner, S; Boland, T; Waters, T P; Kim, K; Adams, W

2016-12-01

To describe the challenges associated with the development and assessment of an obstetric emergency team simulation program. The goal was to develop a hybrid, in-situ and high fidelity obstetric emergency team simulation program that incorporated weekly simulation sessions on the labor and delivery unit, and quarterly, education protected sessions in the simulation center. All simulation sessions were video-recorded and reviewed. Labor and delivery unit and simulation center. Medical staff covering labor and delivery, anesthesiology and obstetric residents and obstetric nurses. Assessments included an on-line knowledge multiple-choice questionnaire about the simulation scenarios. This was completed prior to the initial in-situ simulation session and repeated 3 months later, the Clinical Teamwork Scale with inter-rater reliability, participant confidence surveys and subjective participant satisfaction. A web-based curriculum comprising modules on communication skills, team challenges, and team obstetric emergency scenarios was also developed. Over 4 months, only 6 labor and delivery unit in-situ sessions out of a possible 14 sessions were carried out. Four high-fidelity sessions were performed in 2 quarterly education protected meetings in the simulation center. Information technology difficulties led to the completion of only 18 pre/post web-based multiple-choice questionnaires. These test results showed no significant improvement in raw score performance from pre-test to post-test (P=.27). During Clinical Teamwork Scale live and video assessment, trained raters and program faculty were in agreement only 31% and 28% of the time, respectively (Kendall's W=.31, P<.001 and W=.28, P<.001). Participant confidence surveys overall revealed confidence significantly increased (P<.05), from pre-scenario briefing to after post-scenario debriefing. Program feedback indicates a high level of participant satisfaction and improved confidence yet further program refinement is required. Copyright © 2016 Elsevier Inc. All rights reserved.

Emergency Preparedness Education for Nurses: Core Competency Familiarity Measured Utilizing an Adapted Emergency Preparedness Information Questionnaire.

PubMed

Georgino, Madeline M; Kress, Terri; Alexander, Sheila; Beach, Michael

2015-01-01

The purpose of this project was to measure trauma nurse improvement in familiarity with emergency preparedness and disaster response core competencies as originally defined by the Emergency Preparedness Information Questionnaire after a focused educational program. An adapted version of the Emergency Preparedness Information Questionnaire was utilized to measure familiarity of nurses with core competencies pertinent to first responder capabilities. This project utilized a pre- and postsurvey descriptive design and integrated education sessions into the preexisting, mandatory "Trauma Nurse Course" at large, level I trauma center. A total of 63 nurses completed the intervention during May and September 2014 sessions. Overall, all 8 competencies demonstrated significant (P < .001; 98% confidence interval) improvements in familiarity. In conclusion, this pilot quality improvement project demonstrated a unique approach to educating nurses to be more ready and comfortable when treating victims of a disaster.

Depression Screening in Chronic Disease Management: A Worksite Health Promotion Initiative.

PubMed

Jensen, Elizabeth; Dumas, Bonnie P; Edlund, Barbara J

2016-03-01

This pilot project aimed to improve depression symptoms and quality-of-life measures for individuals in a worksite disease management program. Two hundred forty-three individuals were invited to participate, out of which 69 enrolled. The participants had a history of diabetes, hypertension, or hyperlipidemia, and demonstrated depression using the Patient Health Questionnaire-9 (PHQ-9). The project consisted of counseling sessions provided every 2 to 4 weeks by a family nurse practitioner. PHQ-9 scores and those of an instrument that measures quality of life, the Veteran's Rand-12 (VR-12), were compared pre-intervention and post-intervention to evaluate the effectiveness of the project. PHQ-9 and VR-12 Mental Health Component (MHC) scores improved significantly after 3 months of nurse practitioner-led individual counseling sessions. This project demonstrated that depression screening and therapeutic management, facilitated by a nurse practitioner, can improve depression and perceived quality of life in individuals with hypertension, hyperlipidemia, or type 2 diabetes. © 2015 The Author(s).

Improving Pain Care with Project ECHO in Community Health Centers.

PubMed

Anderson, Daren; Zlateva, Ianita; Davis, Bennet; Bifulco, Lauren; Giannotti, Tierney; Coman, Emil; Spegman, Douglas

2017-10-01

Pain is an extremely common complaint in primary care, and patient outcomes are often suboptimal. This project evaluated the impact of Project ECHO Pain videoconference case-based learning sessions on knowledge and quality of pain care in two Federally Qualified Health Centers. Quasi-experimental, pre-post intervention, with comparison group. Two large, multisite federally qualified health centers in Connecticut and Arizona. Intervention (N = 10) and comparison (N = 10) primary care providers. Primary care providers attended 48 weekly Project ECHO Pain sessions between January and December 2013, led by a multidisciplinary pain specialty team. Surveys and focus groups assessed providers' pain-related knowledge and self-efficacy. Electronic health record data were analyzed to evaluate opioid prescribing and specialty referrals. Compared with control, primary care providers in the intervention had a significantly greater increase in pain-related knowledge and self-efficacy. Providers who attended ECHO were more likely to use formal assessment tools and opioid agreements and refer to behavioral health and physical therapy compared with control providers. Opioid prescribing decreased significantly more among providers in the intervention compared with those in the control group. Pain is an extremely common and challenging problem, particularly among vulnerable patients such as those cared for at the more than 1,200 Federally Qualified Health Centers in the United States. In this study, attendance at weekly Project ECHO Pain sessions not only improved knowledge and self-efficacy, but also altered prescribing and referral patterns, suggesting that knowledge acquired during ECHO sessions translated into practice changes. © 2017 American Academy of Pain Medicine.

Improving Nutrition and Physical Activity Policies and Practices in Early Care and Education in Three States, 2014-2016.

PubMed

Smith, Teresa M; Blaser, Casey; Geno-Rasmussen, Cristy; Shuell, Julie; Plumlee, Catherine; Gargano, Tony; Yaroch, Amy L

2017-08-31

The National Early Care and Education Learning Collaboratives (ECELC) project aims to facilitate best practices in nutrition, physical activity, screen time, and breastfeeding support and infant feeding among early care and education (ECE) programs across multiple states. The project uses a train-the-trainer approach with 5, in-person learning-collaborative sessions, technical assistance, and action planning. We describe the longitudinal practice-based evaluation of the project and assess whether ECE programs evaluated (n = 104) sustained changes in policies and practices 1 year after completing the project. The number of best practices increased from pre-assessment to post-assessment (P < .01) but did not change significantly from post-assessment to follow-up assessment. ECELC shows promise as an approach to incorporate professional development and training focused on improving best practices for environment-level child nutrition and physical activity, which is one strategy among many that are warranted for obesity prevention in young children.

Modernization Through Education of Mother-Child Dyads: Description of Research Strategy.

ERIC Educational Resources Information Center

Slaughter, Diana T.; Spencer, Margaret B.

This paper describes research strategy for evaluating mother-child intervention programs for black infants in three Chicago low-income housing projects. Mothers were observed with their infants in pre- and post-testing sessions in a room with magazines, children's books, and a television. Analysis of the data is intended to show: (1) the extent to…

Formative and summative evaluation efforts for the Teacher Enhancement Institute conducted at the NASA Langley Research Center, summer 1994

NASA Technical Reports Server (NTRS)

Carlson, Randal D.

1994-01-01

The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to 'assist in the mathematics and science education of our Nation's students, teachers, parents, and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.

Gastroenterology training in a resource-limited setting: Zambia, Southern Africa

PubMed Central

Asombang, Akwi W; Turner-Moss, Eleanor; Seetharam, Anil; Kelly, Paul

2013-01-01

AIM: To evaluate need for and efficacy of a structured gastroenterology didactic session in expanding awareness and understanding of digestive disorders. METHODS: A four-day symposium was developed with didactic sessions (days 1, 2) and practical endoscopy (days 3, 4). Didactic sessions included case presentations highlighting pathophysiology and management. One nurse and four practicing gastroenterologists from the United Kingdom led lectures and supervised workshops with audience participation. Practical endoscopy focused on diagnostic and therapeutic procedures and their application to diagnosis and treatment of ailments of the gastrointestinal tract. Pre- and post-workshop questionnaires were distributed to participants during didactic sessions. A pre-workshop questionnaire gauged expectations and identified objectives to be met at the symposium. Post-workshop questionnaires were administered to assess efficacy of each session. Participants graded sessions from 1 (poor) to 5 (excellent) on quality of case presentations, knowledge, clarity and mode of presentation. We assessed if time allotted to each topic was sufficient, value of sessions, impact on practice and interest in future symposiums. RESULTS: There were 46 attendees on day 1: 41% undergraduates, 41% residents, 11% consultants and 4% unspecified. Day 2 (a Saturday) had 24 participants: 17% undergraduates, 71% residents, 9% consultants, 4% unspecified. Primary pre-workshop symposium expectation was to gain knowledge in: general gastroenterology (55.5%), practical endoscopy (13.8%), pediatric gastroenterology (5%), epidemiology of gastrointestinal disorders specific to Zambia (6%), and interaction with international speakers (6%). The post-symposium questionnaire was answered by 19 participants, of whom 95% felt specific aims were met; all would attend future conferences and recommend to others. CONCLUSION: The beneficial effect of a structured symposium in developing countries warrants further attention as a mechanism to improve disease awareness in areas where resources are limited. PMID:23840144

Gastroenterology training in a resource-limited setting: Zambia, Southern Africa.

PubMed

Asombang, Akwi W; Turner-Moss, Eleanor; Seetharam, Anil; Kelly, Paul

2013-07-07

To evaluate need for and efficacy of a structured gastroenterology didactic session in expanding awareness and understanding of digestive disorders. A four-day symposium was developed with didactic sessions (days 1, 2) and practical endoscopy (days 3, 4). Didactic sessions included case presentations highlighting pathophysiology and management. One nurse and four practicing gastroenterologists from the United Kingdom led lectures and supervised workshops with audience participation. Practical endoscopy focused on diagnostic and therapeutic procedures and their application to diagnosis and treatment of ailments of the gastrointestinal tract. Pre- and post-workshop questionnaires were distributed to participants during didactic sessions. A pre-workshop questionnaire gauged expectations and identified objectives to be met at the symposium. Post-workshop questionnaires were administered to assess efficacy of each session. Participants graded sessions from 1 (poor) to 5 (excellent) on quality of case presentations, knowledge, clarity and mode of presentation. We assessed if time allotted to each topic was sufficient, value of sessions, impact on practice and interest in future symposiums. There were 46 attendees on day 1: 41% undergraduates, 41% residents, 11% consultants and 4% unspecified. Day 2 (a Saturday) had 24 participants: 17% undergraduates, 71% residents, 9% consultants, 4% unspecified. Primary pre-workshop symposium expectation was to gain knowledge in: general gastroenterology (55.5%), practical endoscopy (13.8%), pediatric gastroenterology (5%), epidemiology of gastrointestinal disorders specific to Zambia (6%), and interaction with international speakers (6%). The post-symposium questionnaire was answered by 19 participants, of whom 95% felt specific aims were met; all would attend future conferences and recommend to others. The beneficial effect of a structured symposium in developing countries warrants further attention as a mechanism to improve disease awareness in areas where resources are limited.

Building Bridges Symposium: Linking the Disciplines during Pre-Service Teacher Education.

ERIC Educational Resources Information Center

McBride, Lawrence, Ed.

This program presents units of instruction by inter-disciplinary teams of preservice teacher education students showcasing student developed curriculum integration ideas. Lessons integrate the areas of social studies, language arts, business, science, industrial technology, and health. Presented in four sessions, Session 1 includes the following:…

Pre-Session Satiation as a Treatment for Stereotypy During Group Activities.

PubMed

Rispoli, Mandy; Camargo, Síglia Hoher; Neely, Leslie; Gerow, Stephanie; Lang, Russell; Goodwyn, Fara; Ninci, Jennifer

2014-05-01

Individuals with developmental disabilities may engage in automatically reinforced behaviors that may interfere with learning opportunities. Manipulation of motivating operations has been shown to reduce automatically maintained behavior in some individuals. Considering behavioral indicators of satiation may assist in identifying the point at which an abolishing operation has begun to effect behavior. The purpose of this study was to evaluate the effects of pre-session satiation of automatic reinforcement on subsequent levels of stereotypy and activity engagement during group activities for three males ages 5 to 13 years with developmental disabilities. Following functional analyses with analogue conditions, an alternating treatment design compared a pre-session access to stereotypy condition with a no-pre-session access condition prior to group activity sessions. Results indicated that pre-session satiation of the putative reinforcer produced by stereotypy was effective in decreasing stereotypy and increasing activity engagement during subsequent group activities for all participants. These findings add to the literature supporting the effectiveness of abolishing operations to decrease automatically maintained stereotypy. © The Author(s) 2013.

Quantitative assessment of participant knowledge and evaluation of participant satisfaction in the CARES training program.

PubMed

Goodman, Melody S; Si, Xuemei; Stafford, Jewel D; Obasohan, Adesuwa; Mchunguzi, Cheryl

2012-01-01

The purpose of the Community Alliance for Research Empowering Social change (CARES) training program was to (1) train community members on evidence-based public health, (2) increase their scientific literacy, and (3) develop the infrastructure for community-based participatory research (CBPR). We assessed participant knowledge and evaluated participant satisfaction of the CARES training program to identify learning needs, obtain valuable feedback about the training, and ensure learning objectives were met through mutually beneficial CBPR approaches. A baseline assessment was administered before the first training session and a follow-up assessment and evaluation was administered after the final training session. At each training session a pretest was administered before the session and a posttest and evaluation were administered at the end of the session. After training session six, a mid-training evaluation was administered. We analyze results from quantitative questions on the assessments, pre- and post-tests, and evaluations. CARES fellows knowledge increased at follow-up (75% of questions were answered correctly on average) compared with baseline (38% of questions were answered correctly on average) assessment; post-test scores were higher than pre-test scores in 9 out of 11 sessions. Fellows enjoyed the training and rated all sessions well on the evaluations. The CARES fellows training program was successful in participant satisfaction and increasing community knowledge of public health, CBPR, and research methodology. Engaging and training community members in evidence-based public health research can develop an infrastructure for community-academic research partnerships.

Bringing it home: expanding the local reach of dissemination and implementation training via a university-based workshop.

PubMed

Morrato, Elaine H; Rabin, Borsika; Proctor, Jeff; Cicutto, Lisa C; Battaglia, Catherine T; Lambert-Kerzner, Anne; Leeman-Castillo, Bonnie; Prahl-Wretling, Michelle; Nuechterlein, Bridget; Glasgow, Russell E; Kempe, Allison

2015-07-04

Currently, national training programs do not have the capacity to meet the growing demand for dissemination and implementation (D&I) workforce education and development. The Colorado Research in Implementation Science Program (CRISP) developed and delivered an introductory D&I workshop adapted from national programs to extend training reach and foster a local learning community for D&I. To gauge interest and assess learning needs, a pre-registration survey was administered. Based on feedback, a 1.5-day workshop was designed. Day 1 introduced D&I frameworks, strategies, and evaluation principles. Local and national D&I experts provided ignite-style talks on key lessons followed by panel discussion. Breakout sessions discussed community engagement and applying for D&I grants. A workbook was developed to enhance the training and provided exercises for application to an individual's projects. Day 2 offered expert-led mentoring sessions with selected participants who desired advanced instruction. Two follow-up surveys (immediate post-workshop, 6 months) assessed knowledge gained from participation and utilization of workshop content. Ninety-three workshop registrants completed an assessment survey to inform workshop objectives and curriculum design; 43 % were new and 54 % reported a basic understanding of the D&I field. Pre-registrants intended to use the training to "apply for a D&I grant" (73 %); "incorporate D&I into existing projects" (76 %), and for quality improvement (51 %). Sixty-eight individuals attended Day 1; 11 also attended Day 2 mentoring sessions. In the 1-week post-workshop survey (n = 34), 100 % strongly agreed they were satisfied with the training; 97 % strongly agreed the workshop workbook was a valuable resource. All Day 2 participants strongly agreed that working closely with faculty and experts increased their overall confidence. In the 6-month follow-up evaluation (n = 23), evidence of new D&I-related manuscripts and grant proposals was found. Training materials were published online ( www.ucdenver.edu/implementation/workshops ) and disseminated via the National Institutes of Health (NIH) Clinical and Translational Science Awards Consortium. To sustain reach, CRISP adapted the materials into an interactive e-book ( www.CRISPebooks.org ) and launched a new graduate course. Local D&I training workshops can extend the reach of national training programs.

Communicating Earth Science Applications through Virtual Poster Sessions

NASA Astrophysics Data System (ADS)

Favors, J. E.; Childs-Gleason, L. M.; Ross, K. W.; Ruiz, M. L.; Rogers, L.

2013-12-01

The DEVELOP National Program addresses environmental and public policy issues through interdisciplinary research projects that apply the lens of NASA Earth observations to community concerns around the globe. Part of NASA's Applied Sciences' Capacity Building Program, DEVELOP bridges the gap between NASA Earth Science and society, building capacity in both participants and partner organizations to better prepare them to handle the challenges that face our society and future generations. Teams of DEVELOP participants partner with decision makers to conduct rapid feasibility projects that highlight fresh applications of NASA's suite of Earth observing sensors, cultivate advanced skills, and increase understanding of NASA Earth Science data and technology. Part of this process involves the creation of short introductory videos that demonstrate the environmental concerns, project methodologies and results, and an overview of how this work will impact decision makers. These videos are presented to the public three times a year in 'virtual poster sessions' (VPS) that provide an interactive way for individuals from around the globe to access the research, understand the capabilities and applications of NASA's Earth science datasets, and interact with the participants through blogging and dialogue sessions. Virtual poster sessions have allowed DEVELOP to introduce NASA's Earth science assets to thousands of viewers around the world. For instance, one fall VPS had over 5,000 visitors from 89 different countries during the two week session. This presentation will discuss lessons learned and statistics related to the series of nine virtual poster sessions that DEVELOP has conducted 2011-2013.

The effectiveness of booster sessions in CBT treatment for child and adolescent mood and anxiety disorders.

PubMed

Gearing, Robin E; Schwalbe, Craig S J; Lee, RaeHyuck; Hoagwood, Kimberly E

2013-09-01

To investigate the effects of booster sessions in cognitive behavioral therapy (CBT) for children and adolescents with mood or anxiety disorders, whereas controlling for youth demographics (e.g., gender, age), primary diagnosis, and intervention characteristics (e.g., treatment modality, number of sessions). Electronic databases were searched for CBT interventions for youth with mood and anxiety disorders. Fifty-three (k = 53) studies investigating 1,937 youth met criteria for inclusion. Booster sessions were examined using two case-controlled effect sizes: pre-post and pre-follow-up (6 months) effect sizes and employing weighted least squares (WLSs) regressions. Meta-analyses found pre-post studies with booster sessions had a larger effect size r = .58 (k = 15; 95% CI = 0.52-0.65; P < .01) than those without booster sessions r = .45 (k = 38; 95% CI = 0.41-0.49; P < .001). In the WLS regression analyses, controlling for demographic factors, primary diagnosis, and intervention characteristics, studies with booster sessions showed larger pre-post effect sizes than those without booster sessions (B = 0.13, P < .10). Similarly, pre-follow-up studies with booster sessions showed a larger effect size r = .64 (k = 10; 95% CI = 0.57-0.70; P < .10) than those without booster sessions r = .48 (k = 20; 95% CI = 0.42-0.53; P < .01). Also, in the WLS regression analyses, pre-follow-up studies showed larger effect sizes than those without booster sessions (B = 0.08, P < .01) after accounting for all control variables. Result suggests that CBT interventions with booster sessions are more effective and the effect is more sustainable for youth managing mood or anxiety disorders than CBT interventions without booster sessions. © 2013 Wiley Periodicals, Inc.

Influence of motivating operations and discriminative stimuli on challenging behavior maintained by positive reinforcement.

PubMed

Edrisinha, Chaturi; O'Reilly, Mark; Sigafoos, Jeff; Lancioni, Giulio; Choi, Ha Young

2011-01-01

We examined the effects of an establishing operation (EO) and abolishing operation (AO) on stimulus control of challenging behavior. Two participants with developmental disabilities and challenging behavior participated. In Phase I, a functional analysis was conducted to identify the consequences maintaining challenging behavior. In Phase II, a discrimination between SD and SΔ was trained. In Phase III, pre-session MOs (i.e., EO and AO conditions) were arranged to assess their effects on challenging behavior. Finally in Phase IV, in addition to manipulating pre-session MOs the challenging behavior was evaluated under extinction in both SD and SΔ conditions. Results indicated that in the context of extinction when pre-session EO and AO conditions were manipulated, responding not only became differentiated but was higher in both SD and SΔ conditions in the pre-session EO condition when compared to the pre-session AO condition. Published by Elsevier Ltd.

Session: Monitoring wind turbine project sites for avian impacts

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

Erickson, Wally

This third session at the Wind Energy and Birds/Bats workshop consisted of one presentation followed by a discussion/question and answer period. The focus of the session was on existing wind projects that are monitored for their impacts on birds and bats. The presentation given was titled ''Bird and Bat Fatality Monitoring Methods'' by Wally Erickson, West, Inc. Sections included protocol development and review, methodology, adjusting for scavenging rates, and adjusting for observer detection bias.

Experiential training for enhancing intercultural sensitivity.

PubMed

Jain, Sachin

2013-01-01

This project aims to enhance intercultural sensitivity using cross-cultural movies and focused group discussions with invited guests. Both treatment and control groups consisted of 9 Caucasian participants. The researcher conducted 8 group sessions with the participants of treatment group. Pre and post intervention data were collected on the Intercultural Sensitivity Scale. Results show that there was a significant increase in the participants' scores in the treatment group and not a significant difference in participants' pre and post scores in the control group. Further analysis on the five different dimensions of the Intercultural Sensitivity Scale was also conducted.

Design and evaluation of interprofessional cross-cultural communication sessions.

PubMed

Liu, Min; Poirier, Therese; Butler, Lakesha; Comrie, Rhonda; Pailden, Junvie

2015-01-01

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.

Mission of the Future. Proceedings of the Annual Convention of the Association for the Development of Computer-Based Instructional Systems. Volume I: General Session Papers and Project Reports (San Diego, California, February 27 to March 1, 1979).

ERIC Educational Resources Information Center

Association for the Development of Computer-based Instructional Systems.

The first of three volumes of papers presented at the 1979 ADCIS convention, this collection includes most of the 30 papers presented at the general session and 34 project reports. The general session opened with seven papers on various aspects of videodisc technology and five papers describing phases in the life of CBE sites. The remaining…

Building capacity to reduce disparities in diabetes: training community health workers using an integrated distance learning model.

PubMed

Colleran, Kathleen; Harding, Erika; Kipp, Billie Jo; Zurawski, Andrea; MacMillan, Barbara; Jelinkova, Lucie; Kalishman, Summers; Dion, Denise; Som, Dara; Arora, Sanjeev

2012-01-01

The purpose of this study is to determine whether an innovative interactive distance training program is an effective modality to train community health workers (CHWs) to become members of the diabetes health care team. The University of New Mexico Health Sciences Center has developed a rigorous diabetes training program for CHWs involving both distance and hands-on learning as part of Project ECHO™ (Extension for Community Healthcare Outcomes). Twenty-three diverse CHW participants from across New Mexico were enrolled in the first training session. Participants completed surveys at baseline and at the end of the program. They attended a 3-day hands-on training session, followed by weekly participation in tele/video conferences for 6 months. Wilcoxon signed-rank statistics were used to compare pre- and posttest results. Participants demonstrated significant improvements in diabetes knowledge (P = .002), diabetes attitudes (P = .04) and confidence in both clinical and nonclinical skills (P < .001 and P = .04, respectively). Additionally, during focus group discussions, participants reported numerous benefits from participation in the program. Community health worker participation in the Project ECHO diabetes training program resulted in significant increases in knowledge, confidence, and attitudes in providing care to patients with diabetes. Studies are ongoing to determine whether the training has a positive impact on patient outcomes.

In-Service Workshop Model. Development Work, Volunteer Service and Project Review. Core Curriculum Resource Materials.

ERIC Educational Resources Information Center

Edwards, Dan

A model is provided for an inservice workshop to provide systematic project review, conduct individual volunteer support and problem solving, and conduct future work planning. Information on model use and general instructions are presented. Materials are provided for 12 sessions covering a 5-day period. The first session on climate setting and…

Differences in motivations over time by level of development: an examination of pre/post adventure recreation experiences

Treesearch

Sharon L. Todd; Lynn Anderson; Anderson Young; Dale Anderson

2003-01-01

The purpose of this study was to examine changes in motivations for outdoor adventure recreation pursuits over a short period of time (pre- to posttest) for participants with different levels of development. Subjects were 100 undergraduate recreation majors from separate similar summer session Outdoor Education Practicum courses, each of which included 7 days in a camp...

The Impact of Virtual Reality on Chronic Pain.

PubMed

Jones, Ted; Moore, Todd; Choo, James

2016-01-01

The treatment of chronic pain could benefit from additional non-opioid interventions. Virtual reality (VR) has been shown to be effective in decreasing pain for procedural or acute pain but to date there have been few studies on its use in chronic pain. The present study was an investigation of the impact of a virtual reality application for chronic pain. Thirty (30) participants with various chronic pain conditions were offered a five-minute session using a virtual reality application called Cool! Participants were asked about their pain using a 0-10 visual analog scale rating before the VR session, during the session and immediately after the session. They were also asked about immersion into the VR world and about possible side effects. Pain was reduced from pre-session to post-session by 33%. Pain was reduced from pre-session during the VR session by 60%. These changes were both statistically significant at the p < .001 level. Three participants (10%) reported no change between pre and post pain ratings. Ten participants (33%) reported complete pain relief while doing the virtual reality session. All participants (100%) reported a decrease in pain to some degree between pre-session pain and during-session pain. The virtual reality experience was found here to provide a significant amount of pain relief. A head mounted display (HMD) was used with all subjects and no discomfort was experienced. Only one participant noted any side effects. VR seems to have promise as a non-opioid treatment for chronic pain and further investigation is warranted.

Balanced Expertise Distribution in Remote Ultrasound Imaging Aboard The International Space Station (ISS)

NASA Technical Reports Server (NTRS)

Sargsyan, Ashot; Dulchavsky, Scott; Hamilton, Douglas; Melton, Shannon; Martin, David

2004-01-01

Astronaut training for ISS operations usually ensures independent performance. With small crew size same crews also conduct all science work onboard. With diverse backgrounds, a good "match" between the existing and required skills can only be anecdotal. Furthermore, full proficiency in most of the complex tasks can be attained only through long training and practice, which may not be justified and may be impossible given the scarcity of training time. To enable a number of operational and science advancements, authors have developed a new approach to expertise distribution in time and among the space and ground personnel. Methods: As part of NASA Operational Ultrasound Project (1998-2003) and the NASA-solicited experiment "Advanced Diagnostic Ultrasound in Microgravity-ADUM" (P.I. -S.D., ongoing), the authors have created a "Balanced Expertise Distribution" approach to perform complex ultrasound imaging tasks on ISS for both operational and science use. The four components of expertise are a) any pre-existing pertinent expertise; b) limited preflight training c) adaptive onboard proficiency enhancement tools; d) real-time ' guidance from the ground. Throughout the pre-flight training and flight time preceding the experiments, the four components are shaped in a dynamic fashion to meet in an optimum combination during the experiment sessions. Results: Procedure validation sessions and feasibility studies have given encouraging results. While several successful real-time remote guidance sessions have been conducted on ISS, Expedition 8 is the first to use an "on-orbit proficiency enhancement" tool. Conclusions: In spite of severely limited training time, daring peer-reviewed research and operational enhancements are feasible through a balanced distribution of expertise in time, as well as among the crewmembers and ground personnel. This approach shows great promise for biomedical research, but may be applicable for other areas of micro gravity-based science

Abstracts of SIG Sessions.

ERIC Educational Resources Information Center

Proceedings of the ASIS Annual Meeting, 1997

1997-01-01

Presents abstracts of SIG Sessions. Highlights include digital collections; information retrieval methods; public interest/fair use; classification and indexing; electronic publication; funding; globalization; information technology projects; interface design; networking in developing countries; metadata; multilingual databases; networked…

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

ERIC Educational Resources Information Center

Ersanli, Ceylan Yangin

2016-01-01

Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

Implementing Effective Mission Systems Engineering Practices During Early Project Formulation Phases

NASA Technical Reports Server (NTRS)

Moton, Tryshanda

2016-01-01

Developing and implementing a plan for a NASA space mission can be a complicated process. The needs, goals, and objectives of any proposed mission or technology must be assessed early in the Project Life Cycle. The key to successful development of a space mission or flight project is the inclusion of systems engineering in early project formulation, namely during Pre-phase A, Phase A, and Phase B of the NASA Project Life Cycle. When a space mission or new technology is in pre-development, or "pre-Formulation", feasibility must be determined based on cost, schedule, and risk. Inclusion of system engineering during project formulation is key because in addition to assessing feasibility, design concepts are developed and alternatives to design concepts are evaluated. Lack of systems engineering involvement early in the project formulation can result in increased risks later in the implementation and operations phases of the project. One proven method for effective systems engineering practice during the pre-Formulation Phase is the use of a mission conceptual design or technology development laboratory, such as the Mission Design Lab (MDL) at NASA's Goddard Space Flight Center (GSFC). This paper will review the engineering process practiced routinely in the MDL for successful mission or project development during the pre-Formulation Phase.

Evaluating a Pre-Session Homework Exercise in a Standalone Information Literacy Class

ERIC Educational Resources Information Center

Goetz, Joseph E.; Barber, Catherine R.

2015-01-01

In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for…

Establishing a field epidemiology elective for medical students in Kenya: a strategy for increasing public health awareness and workforce capacity.

PubMed

Arvelo, Wences; Gura, Zeinab; Amwayi, Samuel; Wiersma, Petra; Omolo, Jared; Becknell, Steven; Jones, Donna; Ongore, Dismas; Dicker, Richard

2015-03-01

Medical students have limited exposure to field epidemiology, even though will assume public health roles after graduation. We established a 10-week elective in field epidemiology during medical school. Students attended one-week didactic sessions on epidemiology, and nine weeks in field placement sites. We administered pre- and post-tests to evaluate the training. We enrolled 34 students in 2011 and 2012. In 2011, we enrolled five of 24 applicants from a class of 280 medical students. In 2012, we enrolled 18 of 81 applicants from a class of 360 students; plus 11 who participated in the didactic sessions only. Among the 34 students who completed the didactic sessions, 74% were male, and their median age was 24 years (range: 22-26). The median pre-test score was 64% (range: 47-88%) and the median post-test score was 82% (range: 72-100%). Successful completion of the field projects was 100%. Six (30%) students were not aware of public health as a career option before this elective, 56% rated the field experience as outstanding, and 100% reported it increased their understanding of epidemiology. Implementing an elective in field epidemiology within the medical training is a highly acceptable strategy to increase awareness for public health among medical students. Published by Elsevier Ltd.

The Impact of Virtual Reality on Chronic Pain

PubMed Central

Jones, Ted; Moore, Todd; Choo, James

2016-01-01

The treatment of chronic pain could benefit from additional non-opioid interventions. Virtual reality (VR) has been shown to be effective in decreasing pain for procedural or acute pain but to date there have been few studies on its use in chronic pain. The present study was an investigation of the impact of a virtual reality application for chronic pain. Thirty (30) participants with various chronic pain conditions were offered a five-minute session using a virtual reality application called Cool! Participants were asked about their pain using a 0–10 visual analog scale rating before the VR session, during the session and immediately after the session. They were also asked about immersion into the VR world and about possible side effects. Pain was reduced from pre-session to post-session by 33%. Pain was reduced from pre-session during the VR session by 60%. These changes were both statistically significant at the p < .001 level. Three participants (10%) reported no change between pre and post pain ratings. Ten participants (33%) reported complete pain relief while doing the virtual reality session. All participants (100%) reported a decrease in pain to some degree between pre-session pain and during-session pain. The virtual reality experience was found here to provide a significant amount of pain relief. A head mounted display (HMD) was used with all subjects and no discomfort was experienced. Only one participant noted any side effects. VR seems to have promise as a non-opioid treatment for chronic pain and further investigation is warranted. PMID:27997539

A randomized controlled trial of an intervention program to Brazilian mothers who use corporal punishment.

PubMed

Santini, Paolla Magioni; Williams, Lucia C A

2017-09-01

This study evaluated a positive parenting program to Brazilian mothers who used corporal punishment with their children. The intervention was conducted in four agencies serving vulnerable children, and at a home replica laboratory at the University. Mothers who admitted using corporal punishment were randomly assigned between experimental (n=20) and control group (n=20). The program consisted of 12 individual sessions using one unit from Projeto Parceria (Partnership Project), with specific guidelines and materials on positive parenting, followed by observational sessions of mother-child interaction with live coaching and a video feedback session in the lab. The study used an equivalent group experimental design with pre/post-test and follow-up, in randomized controlled trials. Measures involved: Initial Interview; Strengths and Difficulties Questionnaire (SDQ) - parent and child versions; Beck Depression Inventory (BDI); observational sessions with a protocol; and a Program Evaluation by participants. Analysis of mixed models for repeated measures revealed significant positive effects on the BDI and SDQ total scores, as well as less Conduct problems and Hyperactivity in SDQ measures from the experimental group mothers, comparing pre with post-test. Observational data also indicated significant improvement in positive interaction from the experimental group mothers at post-test, in comparison with controls. No significant results were found, however, in children's observational measures. Limitations of the study involved using a restricted sample, among others. Implications for future research are suggested. Copyright © 2017 Elsevier Ltd. All rights reserved.

A software tool for advanced MRgFUS prostate therapy planning and follow up

NASA Astrophysics Data System (ADS)

van Straaten, Dörte; Hoogenboom, Martijn; van Amerongen, Martinus J.; Weiler, Florian; Issawi, Jumana Al; Günther, Matthias; Fütterer, Jurgen; Jenne, Jürgen W.

2017-03-01

US guided HIFU/FUS ablation for the therapy of prostate cancer is a clinical established method, while MR guided HIFU/FUS applications for prostate recently started clinical evaluation. Even if MRI examination is an excellent diagnostic tool for prostate cancer, it is a time consuming procedure and not practicable within an MRgFUS therapy session. The aim of our ongoing work is to develop software to support therapy planning and post-therapy follow-up for MRgFUS on localized prostate cancer, based on multi-parametric MR protocols. The clinical workflow of diagnosis, therapy and follow-up of MR guided FUS on prostate cancer was deeply analyzed. Based on this, the image processing workflow was designed and all necessary components, e.g. GUI, viewer, registration tools etc. were defined and implemented. The software bases on MeVisLab with several implemented C++ modules for the image processing tasks. The developed software, called LTC (Local Therapy Control) will register and visualize automatically all images (T1w, T2w, DWI etc.) and ADC or perfusion maps gained from the diagnostic MRI session. This maximum of diagnostic information helps to segment all necessary ROIs, e.g. the tumor, for therapy planning. Final therapy planning will be performed based on these segmentation data in the following MRgFUS therapy session. In addition, the developed software should help to evaluate the therapy success, by synchronization and display of pre-therapeutic, therapy and follow-up image data including the therapy plan and thermal dose information. In this ongoing project, the first stand-alone prototype was completed and will be clinically evaluated.

Influence of Preparatory Workshops on Dental Students' Academic Performance and Stress on Their First Operative Dentistry Psychomotor Exam.

PubMed

Dilbone, Deborah A; Feng, Xiaoying; Su, Yu; Xirau-Probert, Patricia; Behar-Horenstein, Linda S; Nascimento, Marcelle M

2018-06-01

Predoctoral dental psychomotor examinations are known to generate high levels of stress among dental students, which may compromise their academic performance. At one U.S. dental school, all 93 first-year dental students were invited to attend a series of three workshop sessions prior to enrollment in their initial operative dentistry course. The workshops were developed to facilitate academic transition from the dental anatomy course to the operative dentistry course; provide early exposure to materials, instruments, and laboratory techniques; support the early development of psychomotor and self-assessment skills; and lessen students' stress and anxiety levels regarding psychomotor examinations. The aim of this study was to assess the impact of the workshops on the students' academic performance and self-reported stress and preparedness. All students who attended the workshop sessions and all who did not were asked to complete a pre-exam survey (immediately preceding the exam) and a post-exam survey (immediately after the exam) on the day of their first operative dentistry psychomotor exam. Of the 93 students, 21 attended one, 34 attended two, and 25 attended three workshop sessions, while 13 students did not attend any. Response rates for the pre- and post-exam surveys were 100% and 98.9%, respectively. Students who attended all three workshop sessions reported being significantly less stressed about taking the exam than the other groups. The mean exam grade of students who attended the workshop sessions was significantly higher than that of students who did not attend the sessions. These findings support the development and implementation of preparatory workshops to improve academic performance and decrease the stress levels of dental students prior to the first operative dentistry psychomotor exam.

Evaluating the Effectiveness of Pubertal Preparedness Program in Terms of Knowledge and Attitude Regarding Pubertal Changes Among Pre-Adolescent Girls.

PubMed

Rani, Manisha; Sheoran, Poonam; Kumar, Yogesh; Singh, Navjyot

2016-09-01

Objective: To compare the knowledge and attitude regarding pubertal changes among pre - adolescent girls before and after the pubertal preparedness program (PPP) in experimental and comparison group. Materials and methods: A Quasi experimental (non- equivalent comparison group pretest posttest) design was adopted with 104pre-adolescentgirls (52 in each experimental and comparison group) of age 12-14years, selected by purposive sampling from two different Government schools of Ambala District. Knowledge and attitude was assessed using structured knowledge questionnaire (KR-20 = 0.74) and 5 point likert scale (Cronbach's alpha = 0.79) respectively. On the same day of pretest, PPP was administered and on 12 th day FAQs reinforcement session was held only for experimental group. After 28 days, posttest was taken. Results: The computed t value of pretest of knowledge and attitude scores of pre-adolescent girls (1.97), (1.95) respectively in experimental and comparison group was found non-significant at 0.05 level of significance which shows that both group didn't differ significantly in their knowledge and attitude before the administration of intervention. Findings of unpaired 't' value of posttest knowledge and attitude scores of pre-adolescent girls (19.77), (17.17) respectively in experimental and comparison group were found significant at 0.05 level of significance, Thus knowledge and attitude of pre-adolescent girls were improved with PPP and FAQs session. Conclusion: Pubertal preparedness program and FAQs reinforcement session are effective in enhancing knowledge and developing favorable attitude among pre-adolescent girls.

Continuous detection of the self-initiated walking pre-movement state from EEG correlates without session-to-session recalibration

NASA Astrophysics Data System (ADS)

Ioana Sburlea, Andreea; Montesano, Luis; Minguez, Javier

2015-06-01

Objective. Brain-computer interfaces (BCI) as a rehabilitation tool have been used to restore functions in patients with motor impairments by actively involving the central nervous system and triggering prosthetic devices according to the detected pre-movement state. However, since EEG signals are highly variable between subjects and recording sessions, typically a BCI is calibrated at the beginning of each session. This process is inconvenient especially for patients suffering locomotor disabilities in maintaining a bipedal position for a longer time. This paper presents a continuous EEG decoder of a pre-movement state in self-initiated walking and the usage of this decoder from session to session without recalibrating. Approach. Ten healthy subjects performed a self-initiated walking task during three sessions, with an intersession interval of one week. The implementation of our continuous decoder is based on the combination of movement-related cortical potential (MRCP) and event-related desynchronization (ERD) features with sparse classification models. Main results. During intrasession our technique detects the pre-movement state with 70% accuracy. Moreover this decoder can be applied from session to session without recalibration, with a decrease in performance of about 4% on a one- or two-week intersession interval. Significance. Our detection model operates in a continuous manner, which makes it a straightforward asset for rehabilitation scenarios. By using both temporal and spectral information we attained higher detection rates than the ones obtained with the MRCP and ERD detection models, both during the intrasession and intersession conditions.

Using Quality Enhancement Processes to Achieve Sustainable Development and Support for Sessional Staff

ERIC Educational Resources Information Center

Lekkas, D.; Winning, T. A.

2017-01-01

Consistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School's sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School…

76 FR 80347 - Applications for New Awards; Indian Education-Demonstration Grants for Indian Children

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-23

... and communication development as evidenced by a pre- and post-test each project year; (2) the... evidenced by a pre- and post-test each project year; (3) the percentage of three- and four-year-old American... of social development as evidenced by a pre- and post-test each project year; (4) the percentage of...

Developing a Sustainable Need-Based Pediatric Acute Care Training Curriculum in Solomon Islands.

PubMed

Yu, Daniel Ta Yo; Gillon, Jason T; Dickson, Raymond; Schneider, Karen A; Stevens, Martha W

2017-01-01

The Johns Hopkins Hospital Pediatric Emergency Department (PED) was invited to collaborate with the National Referral Hospital (NRH), Solomon Islands, to establish an acute care pediatric education program for the country's inaugural class of national medical graduate trainees. To develop and evaluate a sustainable, need-based post-graduate training curriculum in pediatric acute care, resuscitation, and point-of-care ultrasound. A need-based training curriculum was developed utilizing the ADDIE model and was implemented and revised over the course of 2 years and two site visits. Implementation followed a train-the-trainer model. The curriculum consisted of high-yield didactics including workshops, simulations, hands-on ultrasound sessions, and lectures at the NRH. A mixed-methods design was used to evaluate the curriculum, including pre/posttesting, qualitative group discussions, and individual surveys. The curriculum was revised in response to ongoing learner evaluations and needs assessments. Continuing educational sessions after the site visit demonstrated sustainability. The curriculum included 19 core topics with 42 teaching sessions during the two site visits. A total of 135 pre/posttests and 366 individual surveys were collected from 46 trainees. Completion rates were 78.2% for surveys and 71.3% for pre/posttests. Pre/posttest scores increased from 44 to 63% during the first site visit and 69.6 to 77.6% during the second. Learners reported a mean 4.81/5 on a standard Likert scale for curriculum satisfaction. Group discussions and surveys highlighted key areas of knowledge growth, important clinical care advances, and identified further needs. Initial sustainability was demonstrated by continued ultrasound sessions led by local graduate trainees. A collaborative team including Johns Hopkins PED staff, Solomon Islands' graduate trainees, and NRH administration initiated a professional education curriculum for the first class of Solomon Islands' medical graduates. Knowledge growth and positive impacts of the program were reflected in learner survey and test scores. Graduate trainees were identified as local champions to continue as course instructors. This innovative curriculum was developed, revised, and initially sustained on site. It has been successful in introducing life-saving pediatric acute care and graduate training in Solomon Islands.

Effect of VAPE about mother and infant health on knowledge among primary caregivers of patients with postpartum psychiatric illness:- A pre-experimental study.

PubMed

Gandhi, Sailaxmi; Thomas, Linsu; Desai, Geetha

2017-08-01

Post partum psychiatric illnesses are quiet common nowadays, which can interfere with postnatal care of both mother and infant. The present study was a one group pre-test - post-test design, adopted with an aim to enhance the knowledge on mother infant health among primary caregivers of mothers with postpartum psychiatric illnesses conducted in the mother-baby unit, NIMHANS, Bengaluru. Twenty five subjects who met the inclusion criteria were recruited through convenience sampling. After the pilot study, data was collected with a researcher developed tool. The Video Assisted Psycho-Education [VAPE] consisted of three sessions lasting for thirty minutes, taken over three consecutive days following the pre-test. Post-test was done immediately after the last session. Effectiveness of the intervention was established by McNemar test, Paired t-test and Wilcoxon Sign Ranks test. Analysis revealed statistically significant (p<0.001) increase in the post-test mean knowledge scores following the VAPE sessions. There was no statistically significant association between the pre-intervention knowledge score and the socio-demographic variables of the study subjects. The study findings revealed that the VAPE programme was effective in increasing the knowledge of the primary caregivers on mother infant health. Copyright © 2017 Elsevier B.V. All rights reserved.

High-volume resistance training session acutely diminishes respiratory muscle strength.

PubMed

Hackett, Daniel A; Johnson, Nathan A; Chow, Chin-Moi

2012-01-01

This study investigated the effect of a high-volume compared to a low-volume resistance training session on maximal inspiratory pressure (MIP) and maximal expiratory pressure (MEP). Twenty male subjects with resistance training experience (6.2 ± 3.2 y), in a crossover trial, completed two resistance training protocols (high-volume: 5 sets per exercise; low-volume: 2 sets per exercise) and a control session (no exercise) on 3 separate occasions. MIP and MEP decreased by 13.6% (p < 0.01) and 14.7% (p < 0.01) respectively from pre-session MIP and MEP, following the high-volume session. MIP and MEP were unaffected following the low-volume or the control sessions. MIP returned to pre-session values after 40 minutes, whereas MEP remained significantly reduced after 60 minutes post-session by 9.2% compared to pre-session (p < 0.01). The findings suggest that the high-volume session significantly decreased MIP and MEP post-session, implicating a substantially increased demand on the respiratory muscles and that adequate recovery is mandatory following this mode of training. Key pointsRespiratory muscular strength performance is acutely diminished following a high-volume whole-body resistance training session.Greater ventilatory requirements and generation of IAP during the high-volume resistance training session may have contributed to the increased demand placed on the respiratory muscles.Protracted return of respiratory muscular strength performance to baseline levels may have implications for individuals prior to engaging in subsequent exercise bouts.

Employee and family assistance video counseling program: a post launch retrospective comparison with in-person counseling outcomes.

PubMed

Veder, Barbara; Pope, Stan; Mani, Michèle; Beaudoin, Kelly; Ritchie, Janice

2014-01-01

Access to technologically mediated information and services under the umbrella of mental and physical health has become increasingly available to clients via Internet modalities, according to a recent study. In May 2010, video counseling was added to the counseling services offered through the Employee and Family Assistance Program at Shepell·fgi as a pilot project with a full operational launch in September 2011. The objective of this study was to conduct a retrospective post launch examination of the video counseling service through an analysis of the reported clinical outcomes of video and in-person counseling modalities. A chronological sample of 68 video counseling (VC) cases and 68 in-person (IP) cases were collected from a pool of client clinical files closed in 2012. To minimize the variables impacting the study and maintain as much clinical continuity as possible, the IP and the VC clients must have attended clinical sessions with any one of six counselors who provided both the VC and the IP services. The study compared the two counseling modalities along the following data points (see glossary of terms): (1) client demographic profiles (eg, age, gender, whether the sessions involved individuals or conjoint sessions with couples or families, etc), (2) presenting issue, (3) average session hours, (4) client rating of session helpfulness, (5) rates of goal completion, (6) client withdrawal rates, (7) no show and late cancellation rates, and (8) pre/post client self-assessment. Specific to VC, we examined client geographic location. Data analysis demonstrates that the VC and the IP showed a similar representation of presenting issues with nearly identical outcomes for client ratings of session helpfulness, rates of goal completion, pre/post client self-assessment, average session duration, and client geographic location. There were no statistically significant differences in the rates of withdrawal from counseling, no shows, and late cancellations between the VC and the IP counseling. The statistical analysis of the data was done on SPSS statistical software using 2-sample and pairwise comparison t tests at a 95% level of significance. Based on the study, VC and IP show similar outcomes in terms of client rating of session and goal attainment.

[Collaboration between science and practice: experiences of conducting a nursing intervention study].

PubMed

Panfil, Eva-Maria; Kirchner, Elisabeth; Bauder-Missbach, Heidi; Haasenritter, Jörg; Eisenschink, Anna Maria

2009-09-01

In a five-year intervention study about the impact of pre-operative mobilisation training session of patients receiving an elective medial laparotomy experiences about the collaboration between practice (University Hospital Ulm) and science (Hessian Institute of Nursing Research) were made. During the project possibilities and borders of clinical nursing research became clear. A research question based on practice experiences of nurses helps to develop and maintain motivation to conduct a study at a nursing unit. There was a lack of nursing knowledge to develop the best possible design, e.g. outcome criteria for mobilisation and standardized assessment instruments. The cooperation with other health care professionals (human movement science, statistics) was important and without difficulties. In Germany, without doctors' agreement and common application it is impossible to conduct nursing intervention studies in hospitals. It is necessary to train nursing specialists with both scientific and clinical competence to explore systematically clinical research questions.

A Multi-Faceted Approach to Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Brudzinski, M. R.; Sikorski, J.

2009-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.

Field-Based Pre-Cooling for On-Court Tennis Conditioning Training in the Heat

PubMed Central

Duffield, Rob; Bird, Stephen P.; Ballard, Robert J.

2011-01-01

The present study investigated the effects of pre-cooling for on- court, tennis-specific conditioning training in the heat. Eight highly-trained tennis players performed two on-court conditioning sessions in 35°C, 55% Relative Humidity. Sessions were randomised, involved either a pre-cooling or control session, and consisted of 30-min of court- based, tennis movement drills. Pre-cooling involved 20-min of an ice-vest and cold towels to the head/neck and legs, followed by warm-up in a cold compression garment. On-court movement distance was recorded by 1Hz Global Positioning Satellite (GPS) devices, while core temperature, heart rate and perceptual exertion and thermal stress were also recorded throughout the session. Additionally, mass and lower-body peak power during repeated counter-movement jumps were measured before and after each session. No significant performance differences were evident between conditions, although a moderate-large effect (d = 0.7-1.0; p > 0.05) was evident for total (2989 ± 256 v 2870 ± 159m) and high-intensity (805 ± 340 v 629 ± 265m) distance covered following pre-cooling. Further, no significant differences were evident between conditions for rise in core temperature (1.9 ± 0.4 v 2. 2 ± 0.4°C; d > 0.9; p > 0.05), although a significantly smaller change in mass (0.9 ± 0.3 v 1. 3 ± 0.3kg; p < 0.05) was present following pre-cooling. Perceived thermal stress and exertion were significantly lower (d > 1.0; p < 0.05) during the cooling session. Finally, lower-body peak power did not differ between conditions before or after training (d < 0.3; p > 0.05). Conclusions: Despite trends for lowered physiological load and increased distances covered following cooling, the observed responses were not significantly different or as explicit as previously reported laboratory-based pre-cooling research. Key points Pre-cooling did not significantly enhance training performance or reduce physiological load for tennis training in the heat, although trends indicate some benefits for both. Pre-cooling can reduce perceptual strain of on-court tennis training in the heat to improve perceptual load of training sessions. Court-side pre-cooling may not be of sufficient volume to invoke large physiological changes. PMID:24149886

A Place at the Table? The Organization of a Pre-Conference Symposium on LGBT Issues in HRD

ERIC Educational Resources Information Center

Schmidt, Steven W.; Githens, Rod P.

2010-01-01

The idea for a pre-conference session focusing on lesbian, gay, bisexual, and transgender (LGBT) issues in human resource development (HRD) seemed an appropriate topic for an international conference on HRD. The LGBT rights movement has been closely linked with the world of work and the opportunities made available through shifts from an agrarian…

Faculty College. Final Project Report, July 1, 1976 through June 30, 1978.

ERIC Educational Resources Information Center

Wisconsin Univ., Oshkosh.

The final report of a faculty development project, sponsored by the Fund for the Improvement of Postsecondary Education, is presented. Project objectives were to: augment the existing Faculty College programming with special focus sessions, featuring national leaders who would treat issues in one of the developing areas of the institution; bring…

Using Elite Athletes to Promote Drug Abstinence: Evaluation of a Single-Session School-Based Drug Use Prevention Program Delivered by Junior Hockey Players

ERIC Educational Resources Information Center

Wong, Jennifer

2016-01-01

School-based substance use prevention programs are a common method to approaching drug use in youths. Project SOS is a single-session drug prevention program developed by police officers and delivered by elite junior hockey players to students in grades 6 and 7. The current study evaluates the effects of Project SOS at achieving its objectives of…

Project to Incorporate Anthropological Concepts of Human Diversity in Secondary School Social Studies Curricula (Project Anthropology). Final Report, 2/1/80 to 1/31/82.

ERIC Educational Resources Information Center

Giannangelo, Duane M.; And Others

Learning modules emphasizing the anthropological aspects of human and race relations to supplement social studies textbooks used in grades 7-12 were developed. The final report describes pre-project activities, module development, and project evaluation and accomplishments. Pre-project activities included media publicity, reviewing social studies…

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

NONE

This report consists of vugraphs of the presentations at the conference. The conference was divided into the following sessions: (1) First Generation Wire Development: Status and Issues; (2) First Generation Wire in Pre-Commercial Prototypes; (3) Second Generation Wire Development: Private Sector Progress and Issues; (4) Second Generation Wire Development: Federal Laboratories; and (5) Fundamental Research Issues for HTS Wire Development.

Introducing quality improvement methods into local public health departments: structured evaluation of a statewide pilot project.

PubMed

Riley, William; Parsons, Helen; McCoy, Kim; Burns, Debra; Anderson, Donna; Lee, Suhna; Sainfort, François

2009-10-01

To test the feasibility and assess the preliminary impact of a unique statewide quality improvement (QI) training program designed for public health departments. One hundred and ninety-five public health employees/managers from 38 local health departments throughout Minnesota were selected to participate in a newly developed QI training program and 65 of those engaged in and completed eight expert-supported QI projects over a period of 10 months from June 2007 through March 2008. As part of the Minnesota Quality Improvement Initiative, a structured distance education QI training program was designed and deployed in a first large-scale pilot. To evaluate the preliminary impact of the program, a mixed-method evaluation design was used based on four dimensions: learner reaction, knowledge, intention to apply, and preliminary outcomes. Subjective ratings of three dimensions of training quality were collected from participants after each of the scheduled learning sessions. Pre- and post-QI project surveys were administered to collect participant reactions, knowledge, future intention to apply learning, and perceived outcomes. Monthly and final QI project reports were collected to further inform success and preliminary outcomes of the projects. The participants reported (1) high levels of satisfaction with the training sessions, (2) increased perception of the relevance of the QI techniques, (3) increased perceived knowledge of all specific QI methods and techniques, (4) increased confidence in applying QI techniques on future projects, (5) increased intention to apply techniques on future QI projects, and (6) high perceived success of, and satisfaction with, the projects. Finally, preliminary outcomes data show moderate to large improvements in quality and/or efficiency for six out of eight projects. QI methods and techniques can be successfully implemented in local public health agencies on a statewide basis using the collaborative model through distance training and expert facilitation. This unique training can improve both core and support processes and lead to favorable staff reactions, increased knowledge, and improved health outcomes. The program can be further improved and deployed and holds great promise to facilitate the successful dissemination of proven QI methods throughout local public health departments.

Innovative model of delivering quality improvement education for trainees--a pilot project.

PubMed

Ramar, Kannan; Hale, Curt W; Dankbar, Eugene C

2015-01-01

After incorporating quality improvement (QI) education as a required curriculum for our trainees in 2010, a need arose to readdress our didactic sessions as they were too long, difficult to schedule, and resulting in a drop in attendance. A 'flipped classroom' (FC) model to deliver QI education was touted to be an effective delivery method as it allows the trainees to view didactic materials on videos, on their own time, and uses the classroom to clarify concepts and employ learned tools on case-based scenarios including workshops. The Mayo Quality Academy prepared 29 videos that incorporated the previously delivered 17 weekly didactic sessions, for a total duration of 135 min. The half-day session clarified questions related to the videos, followed by case examples and a hands-on workshop on how to perform and utilize a few commonly used QI tools and methods. Seven trainees participated. There was a significant improvement in knowledge as measured by pre- and post-FC model test results [improvement by 40.34% (SD 16.34), p<0.001]. The survey results were overall positive about the FC model with all trainees strongly agreeing that we should continue with this model to deliver QI education. The pilot project of using the FC model to deliver QI education was successful in a small sample of trainees.

[The Moodle platform: A useful tool for training in life support. Analysis of satisfaction questionnaires from students and instructors of the semFYC advanced life support courses].

PubMed

Cordero Torres, Juan Antonio; Caballero Oliver, Antonio

2015-01-01

The aim of this study is to assess the validity and use of a mixed method of training in life support. The use of Moodle to implement an online pre-sessional phase prior to a "classic" classroom phase of teaching in this type of course is the main novelty. Analysis of satisfaction questionnaires of students and instructors of a mixed course in the advanced life support program of SemFYC (ESVAP). Moodle platform. semFYC Virtual Classroom. Students and instructors participating in the semFYC advanced life support program, ESVAP. Qualitative analysis. The majority of students rate as very useful (50%) or useful (45.37%) the existence of an online pre-sessional phase, and consider that it has helped them very much (42.20%) or quite a lot (48.62%) to make the most of the face-to-face sessions. For instructors, they considered that the existence of an online pre-sessional phase was very useful (89%) or useful (11%) for the development of the face-to-face sessions. The analysis of the results concluded that: 1) the students considered a prior non-face to face phase as very useful, and it helped them much/very much in the face to face phase, and 2) the instructors believe that the non-face to face phase had helped them a lot in the presentations and efficiency of the workshops in the face-to-face phase. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

Pay-for-performance in a community substance abuse clinic

PubMed Central

Vandrey, Ryan; Stitzer, Maxine L.; Acquavita, Shauna P.; Quinn-Stabile, Patricia

2011-01-01

Pay-for-performance (P4P) strategies improve employee productivity and morale in business settings and are increasingly being implemented in medical care settings. This study investigated whether P4P could improve treatment utilization and retention at a community drug treatment clinic. Counselors had the opportunity to earn cash bonuses based on therapy attendance rates of individual clients as well as the quarterly retention rates of their caseload. Using a pre-post study design, average therapy sessions attended during the first month of treatment increased from 4.6 sessions prior to the intervention to 5.5 sessions per client during the intervention. The 90-day client retention rate increased from 40% to 53%. Additional analyses suggest that the improvement in 90-day retention was mediated by the increase in attendance during the first month of treatment. This project demonstrates that implementing a P4P incentive program in community drug abuse treatment clinics is feasible and effective at improving utilization and retention. PMID:21489739

Video as an Effective Method to Deliver Pre-Test Information for Rapid HIV Testing

PubMed Central

Clark, Melissa A.; Mayer, Kenneth H.; Seage, George R.; DeGruttola, Victor G.; Becker, Bruce M.

2008-01-01

Objectives Video-based delivery of HIV pre-test information might assist in streamlining HIV screening and testing efforts in the emergency department (ED). The objectives of this study were to determine if the video “Do you know about rapid HIV testing?” is an acceptable alternative to an in-person information session on rapid HIV pre-test information, in regards to comprehension of rapid HIV pre-test fundamentals; and to identify patients who might have difficulties in comprehending pre-test information. Methods This was a non-inferiority trial of 574 participants in an ED opt-in rapid HIV screening program who were randomly assigned to receive identical pre-test information from either an animated and live-action 9.5-minute video, or an in-person information session. Pre-test information comprehension was assessed using a questionnaire. The video would be accepted as not inferior to the in-person information session if the 95% confidence interval (CI) of the difference (Δ) in mean scores on the questionnaire between the two information groups was less than a 10% decrease in the in-person information session arm's mean score. Linear regression models were constructed to identify patients with lower mean scores based upon study arm assignment, demographic characteristics, and history of prior HIV testing. Results The questionnaire mean scores were 20.1 (95% CI = 19.7 to 20.5) for the video arm and 20.8 (95% CI = 20.4 to 21.2) for the in-person information session arm. The difference in mean scores compared to the mean score for the in-person information session met the non-inferiority criterion for this investigation (Δ = 0.68; 95% CI = 0.18 to 1.26). In a multivariable linear regression model, Blacks/African Americans, Hispanics, and those with Medicare and Medicaid insurance exhibited slightly lower mean scores, regardless of the pre-test information delivery format. There was a strong relationship between fewer years of formal education and lower mean scores on the questionnaire. Age, gender, type of insurance, partner/marital status, and history of prior HIV testing were not predictive of scores on the questionnaire. Conclusions In terms of patient comprehension of rapid HIV pre-test information fundamentals, the video was an acceptable substitute to pre-test information delivered by an HIV test counselor. Both the video and in-person information session were less effective in providing pre-test information for patients with fewer years of formal education. PMID:19120050

Establishing a field epidemiology elective for medical students in Kenya: A strategy for increasing public health awareness and workforce capacity

PubMed Central

Arvelo, Wences; Gura, Zeinab; Amwayi, Samuel; Wiersma, Petra; Omolo, Jared; Becknell, Steven; Jones, Donna; Ongore, Dismas; Dicker, Richard

2017-01-01

Medical students have limited exposure to field epidemiology, even though will assume public health roles after graduation. We established a 10-week elective in field epidemiology during medical school. Students attended one-week didactic sessions on epidemiology, and nine weeks in field placement sites. We administered pre-and post-tests to evaluate the training. We enrolled 34 students in 2011 and 2012. In 2011, we enrolled five of 24 applicants from a class of 280 medical students. In 2012, we enrolled 18 of 81 applicants from a class of 360 students; plus 11 who participated in the didactic sessions only. Among the 34 students who completed the didactic sessions, 74% were male, and their median age was 24 years (range: 22–26). The median pre-test score was 64% (range: 47–88%) and the median post-test score was 82% (range: 72–100%). Successful completion of the field projects was 100%. Six (30%) students were not aware of public health as a career option before this elective, 56% rated the field experience as outstanding, and 100% reported it increased their understanding of epidemiology. Implementing an elective in field epidemiology within the medical training is a highly acceptable strategy to increase awareness for public health among medical students. PMID:25700921

Development and Feasibility of a Childhood Obesity Prevention Program for Rural Families: Application of the Social Cognitive Theory

PubMed Central

Knol, Linda L; Myers, Harriet H; Black, Sheila; Robinson, Darlene; Awololo, Yawah; Clark, Debra; Parker, Carson L; Douglas, Joy W; Higginbotham, John C

2016-01-01

Background Effective childhood obesity prevention programs for preschool children are limited in number and focus on changes in the child care environment rather than the home environment. Purpose The purpose of this project was to develop and test the feasibility of a home environment obesity prevention program that incorporates mindful eating strategies and Social Cognitive Theory (SCT) constructs. Home Sweet Home is specifically designed for rural parents and grandparents of preschool-age children. Methods HSH was developed using community-based participatory research practices and constructs from the SCT. Three community-based education sessions were delivered. Pre- and post-intervention data were collected from 47 grandparents and mothers.F Results Three of the four selected behavioral outcomes improved between pre- and post-intervention. The number of hours engaged in sedentary behaviors and intake of “red light” foods decreased while three of four mindful eating scores increased. Graduates of the program were able to decrease the number of “red light” foods available in their homes. Discussion Improvements in mindful eating and several key behaviors were observed after a three week mindful eating/home environment intervention. Translation to Health Education Practice Health educators should incorporate mindful eating strategies and use the SCT when designing childhood obesity prevention programs. PMID:28392882

Using a Co-Creational Approach to Develop, Implement and Evaluate an Intervention to Promote Physical Activity in Adolescent Girls from Vocational and Technical Schools: A Case Control Study

PubMed Central

Verloigne, Maïté; Altenburg, Teatske Maria; Chinapaw, Mai Jeanette Maidy; Chastin, Sebastien; Cardon, Greet

2017-01-01

Background: As physical inactivity is particularly prevalent amongst lower-educated adolescent girls, interventions are needed. Using a co-creational approach increases their engagement and might be effective. This study aimed to: (1) describe the co-creation process, (2) evaluate how girls experienced co-creation, and (3) evaluate the effect of the co-creational interventions on physical activity, individual, sociocultural and school-based factors. Methods: Three intervention schools (n = 91) and three control schools (n = 105) across Flanders participated. A questionnaire was completed pre (September–October 2014) and post (April–May 2015). In between, sessions with a co-creation group were organised to develop and implement the intervention in each intervention school. Focus groups were conducted to evaluate the co-creational process. Results: School 1 organised sport sessions for girls, school 2 organised a fitness activity and set up a Facebook page, school 3 organised a lunch walk. Girls were positive about having a voice in developing an intervention. No significant effects were found, except for small effects on extracurricular sports participation and self-efficacy. Conclusions: Using a co-creational approach amongst adolescent girls might be a feasible approach. However, as interventions were minimal, effects were limited or undetectable. Future co-creation projects could consider the most optimal co-creation process, evaluation design and intensively test this approach. PMID:28763041

Using a Co-Creational Approach to Develop, Implement and Evaluate an Intervention to Promote Physical Activity in Adolescent Girls from Vocational and Technical Schools: A Case Control Study.

PubMed

Verloigne, Maïté; Altenburg, Teatske Maria; Chinapaw, Mai Jeanette Maidy; Chastin, Sebastien; Cardon, Greet; De Bourdeaudhuij, Ilse

2017-08-01

Background: As physical inactivity is particularly prevalent amongst lower-educated adolescent girls, interventions are needed. Using a co-creational approach increases their engagement and might be effective. This study aimed to: (1) describe the co-creation process, (2) evaluate how girls experienced co-creation, and (3) evaluate the effect of the co-creational interventions on physical activity, individual, sociocultural and school-based factors. Methods: Three intervention schools (n = 91) and three control schools (n = 105) across Flanders participated. A questionnaire was completed pre (September-October 2014) and post (April-May 2015). In between, sessions with a co-creation group were organised to develop and implement the intervention in each intervention school. Focus groups were conducted to evaluate the co-creational process. Results: School 1 organised sport sessions for girls, school 2 organised a fitness activity and set up a Facebook page, school 3 organised a lunch walk. Girls were positive about having a voice in developing an intervention. No significant effects were found, except for small effects on extracurricular sports participation and self-efficacy. Conclusions: Using a co-creational approach amongst adolescent girls might be a feasible approach. However, as interventions were minimal, effects were limited or undetectable. Future co-creation projects could consider the most optimal co-creation process, evaluation design and intensively test this approach.

Increased Brain Activation for Foot Movement During 70-Day 6 Deg Head-Down Bed Rest (HDBR): Evidence from Functional Magnetic Resonance Imaging (fMRI)

NASA Technical Reports Server (NTRS)

Yuan, P.; Koppelmans, V.; Cassady, K.; Cooke, K.; De Dios, Y. E.; Stepanyan, V.; Szecsy, D.; Gadd, N.; Wood, S. J.; Reuter-Lorenz, P. A.;

Linking Theory with Practice: Undergraduate Project Management with School-Age Children.

ERIC Educational Resources Information Center

Falkenberg, Loren; Russell, Randy; Ricker, Lynne

2000-01-01

Management students taught basic business concepts to sixth graders and managed business projects with them. The management students applied knowledge of marketing, human resources, and operations management and developed reflective learning skills through project reports and coaching sessions. (SK)

Project youth inform--a school-based sexually transmitted disease/acquired immune deficiency syndrome education programme.

PubMed

Soon, T; Chan, R K; Goh, C L

1995-07-01

A pilot project, ¿Youth Inform¿ endorsed by the Ministry of Health and Ministry of Education, Singapore, was undertaken in 1992 for 2 years. It aims to enhance sexually transmitted disease (STDs)/human immunodeficiency virus (HIV) control in Singapore by providing structured information for young people between the ages of 16 to 20 years in Polytechnics, Junior Colleges, Centralised Institutes and Pre-University Centres. Project Youth Inform comprises 8 components. They include a focus group discussion, a training seminar for teachers, a lecture/slide presentation cum question-and-answer session, an educational booklet/bookmark, exhibitions, a video, provisions for anonymous questions, and an evaluation. The programme is conducted during school hours at the premises of the institutions and the attendance per session is between 150 to 350 students. A total of 152 sessions have been completed for all the schools. It is ongoing and is currently administered by the School Health Service and Training and Health Education Department. Feedback from principals, teachers and students was gathered formally through surveys and informally through interviews and observations. One thousand students were randomly selected for the survey to assess their responses towards the programme. Eighty-six percent reported that they found it educational and informative. Indicators found to have an influence on the effectiveness of the programme were timing, vocabulary used (medical terms) and integration of the programme into the school's curriculum. In conclusion, Project Youth Inform was on the whole positively received. However, it is essential to constantly accommodate and adapt to new facts and methods of teaching and maintain close coordination with the Ministries and the schools. An effective STD/acquired immune deficiency syndrome programme is an important step towards the prevention, management and control of the epidemic.

Developing Bridges from Earth Magnetism Research to Pre-College Physics Education

NASA Astrophysics Data System (ADS)

Anderson, K.; Smirnov, A. V.; Bluth, G. J.; Schepke, C.; Piispa, E. J.

2012-12-01

We present a 5-year NSF CAREER project incorporating educational outreach for high school science teachers. Teachers are integrated into field and research components of this project in order to provide the most meaningful and classroom-translatable experience. The associated research project is aimed at quantifying the strength and morphology of the Precambrian geomagnetic field via detailed paleomagnetic analyses of reliably dated mafic sequences known to contain pristine paleomagnetic records. Investigation of the geomagnetic field behavior is crucial for understanding the mechanisms of field generation, has important implications for the development of the Earth's atmosphere and biosphere, and can serve as a focus for connecting high-level Earth science research with a standard physics curriculum. Educational outreach objectives include developing effective methods for pre-college physics teachers to gain the experience and expertise to (1) use paleomagnetic research to motivate and help students understand the physics of magnetism, from microscopic to planetary scales; (2) transfer key experiences of scientific processes to classroom activities, specifically the skills of patience, innovation, flexibility, and collaboration; and (3) help students integrate mathematics and physics into logical problem-solving approaches. Because the teacher participants are directly involved with our research, they are able to provide significant contributions to project outreach and dissemination efforts. This year's work focused on sampling and analyzing mafic dikes from northern Wisconsin and Michigan. The summer phase featured a 3-week field/lab/classroom session. In week one, a 4-person field team (including two teacher participants) conducted field work - the small size of the team ensured that every participant gained skills on aspects of site location, rock identification, and paleomagnetic field procedures. During week two, participants gained proficiency at processing samples, magnetic characterization, and demagnetization experiments in an effort to characterize the orientation and strength of the Earth's magnetic field at the time of rock formation. In week three, the team analyzed data and developed classroom activities to transfer experiences to the pre-college physics classroom. Teacher researchers will work throughout the project's duration to apply and monitor the effectiveness of these efforts. During the next several years, new teams of teacher researchers will help advance this project with work in Arizona, Canada, and Minnesota, ending with a reunion of all participants back to Michigan Tech during the final year for an exchange of outcomes, both from the classroom and the university. Close collaboration with all cohorts will be maintained by participation at scientific and educational meetings, publication in research and education journals, etc. Outcomes from this outreach program will be made available to the scientific and education communities with the hope of creating an accessible and meaningful vehicle by which the intricacies of Earth magnetism can be conveyed to the next generation.

The effectiveness of session rating of perceived exertion to monitor resistance training load in acute burns patients.

PubMed

Grisbrook, Tiffany L; Gittings, Paul M; Wood, Fiona M; Edgar, Dale W

2017-02-01

Session-rating of perceived exertion (RPE) is a method frequently utilised in exercise and sports science to quantify training load of an entire aerobic exercise session. It has also been demonstrated that session-RPE is a valid and reliable method to quantify training load during resistance exercise, in healthy and athletic populations. This study aimed to investigate the effectiveness of session-RPE as a method to quantify exercise intensity during resistance training in patients with acute burns. Twenty burns patients (mean age=31.65 (±10.09) years), with a mean TBSA of 16.4% (range=6-40%) were recruited for this study. Patients were randomly allocated to the resistance training (n=10) or control group (n=10). All patients completed a four week resistance training programme. Training load (session-RPE×session duration), resistance training session-volume and pre-exercise pain were recorded for each exercise session. The influence of; age, gender, %TBSA, exercise group (resistance training vs. control), pre-exercise pain, resistance training history and session-volume on training load were analysed using a multilevel mixed-effects linear regression. Session-volume did not influence training load in the final regression model, however training load was significantly greater in the resistance training group, compared with the control group (p<0.001). Pre-exercise pain significantly influenced training load, where increasing pain was associated with a higher session-RPE (p=0.004). Further research is indicated to determine the exact relationship between pain, resistance training history, exercise intensity and session-RPE and training load before it can be used as a method to monitor and prescribe resistance training load in acute burns patients. Copyright © 2016 Elsevier Ltd and ISBI. All rights reserved.

Acute effects of two different tennis sessions on dorsal and lumbar spine of adult players.

PubMed

Gallotta, Maria Chiara; Bonavolontà, Valerio; Emerenziani, Gian Pietro; Franciosi, Emanuele; Tito, Alessandro; Guidetti, Laura; Baldari, Carlo

2015-01-01

The aim of the study was to evaluate the dorsal and lumbar spine of expert and recreational tennis players before (pre) and after (post) two different training sessions. The sample consisted of 17 male tennis players, nine expert and eight recreational males (age 21.2 ± 1.6 years). We assessed the back surface by rasterstereography pre and post two different training sessions both lasting 1.5 h: a standard training and a specific over-shoulder shots training session, respectively. Lordotic and kyphotic angle, length, imbalance, inclination for trunk, pelvic torsion, left and right lateral deviation and surface rotation were measured. Tennis expertise (expert versus recreational) significantly affected the surface rotation and right lateral deviation (P < 0.05). Trunk length was affected by intervention (pre versus post) (P < 0.05). Left lateral deviation differed both for type of session (session 1 versus session 2) and intervention (P < 0.001, P < 0.05). Expert tennis players had higher values on surface rotation and right lateral deviation, around or just above physiological values (0-5° and 0-5 mm, respectively). Type of session significantly affected left lateral deviation, indicating that over-shoulder shots lead to a higher stress for the spine; the workload produced by both single sessions led to a shortening effect on trunk length. A single training session can induce acute modifications in some parameters of dorsal and lumbar spine of players.

The ExpoCast Project and Rapid Exposure Research at the U.S. E.P.A. (Global Chem webinar presentation)

EPA Science Inventory

Session Title: New Approaches for Developing Exposure Data to Advance Chemical Safety Assessments Session Description: Evaluating the potential risks from chemicals and the products of chemistry throughout their lifecycle requires information about both exposure and hazard. Pro...

Evaluation of the sustained implementation of a mental health learning initiative in long-term care.

PubMed

McAiney, Carrie A; Stolee, Paul; Hillier, Loretta M; Harris, Diane; Hamilton, Pam; Kessler, Linda; Madsen, Victoria; Le Clair, J Kenneth

2007-10-01

This paper describes an innovative education program for the management of mental health problems in long-term care (LTC) homes and the evaluation of its longer-term sustainability. Since 1998, the "Putting the P.I.E.C.E.S. Together" learning initiative has been providing education sessions and related learning strategies aimed at developing the knowledge and skills of health professionals who care for older persons with complex physical and mental health needs and associated behaviors, in Ontario, Canada. A major focus of this province-wide initiative was the development of in-house Psychogeriatric Resource Persons (PRPs). Evaluation of this initiative included the completion of pre- and post-education questionnaires (over three data collection time periods) assessing learner confidence (N = 1,024 and 792, for pre- and post-education, respectively) and session evaluation questionnaires gathering feedback on the session (N = 2,029 across all sessions). A survey of LTC homes in Ontario (N = 439, 79% of the homes in the province) was conducted to assess longer-term sustainability. Ratings of the sessions indicated that they were relevant to learners' clinical practice. There were significant increases in ratings of ability to recognize and understand challenging behaviors and mental health problems, and in ability to use a variety of assessment tools. Few homes (15%) do not have a PRP; over 50% of the staff who completed the first session in 1999 continue to serve as a PRP and to apply learned skills. A learning initiative with supportive and reinforcing strategies can develop in-house PRPs to enhance the care of the elderly in LTC. Incorporation of PRP functions into job descriptions and management support contributed to the success of this initiative. This study highlights the importance of work environments that support and reinforce the use of learned skills to the success of continuing education and quality improvement initiatives in LTC.

Assessing the costs attributed to project delay during project pre-construction stages

DOT National Transportation Integrated Search

2016-03-01

This project for the Texas Department of Transportation (TxDOT) developed a simple but sound : methodology for estimating the cost of delaying most types of highway projects. Researchers considered the : cost of delays during the pre-construction pha...

Assessing the costs attributed to project delay during project pre-construction stages.

DOT National Transportation Integrated Search

2016-03-01

This project for the Texas Department of Transportation (TxDOT) developed a simple but sound : methodology for estimating the cost of delaying most types of highway projects. Researchers considered the : cost of delays during the pre-construction pha...

Evidence-based ergonomics education: Promoting risk factor awareness among office computer workers.

PubMed

Mani, Karthik; Provident, Ingrid; Eckel, Emily

2016-01-01

Work-related musculoskeletal disorders (WMSDs) related to computer work have become a serious public health concern. Literature revealed a positive association between computer use and WMSDs. The purpose of this evidence-based pilot project was to provide a series of evidence-based educational sessions on ergonomics to office computer workers to enhance the awareness of risk factors of WMSDs. Seventeen office computer workers who work for the National Board of Certification in Occupational Therapy volunteered for this project. Each participant completed a baseline and post-intervention ergonomics questionnaire and attended six educational sessions. The Rapid Office Strain Assessment and an ergonomics questionnaire were used for data collection. The post-intervention data revealed that 89% of participants were able to identify a greater number of risk factors and answer more questions correctly in knowledge tests of the ergonomics questionnaire. Pre- and post-intervention comparisons showed changes in work posture and behaviors (taking rest breaks, participating in exercise, adjusting workstation) of participants. The findings have implications for injury prevention in office settings and suggest that ergonomics education may yield positive knowledge and behavioral changes among computer workers.

A randomized controlled trial of a peer co-led dissonance-based eating disorder prevention program for gay men.

PubMed

Brown, Tiffany A; Keel, Pamela K

2015-11-01

Gay males have increased risk for eating disorders compared to heterosexual males, establishing a need to develop and empirically evaluate programs to reduce risk for this population. The present study investigated the acceptability and efficacy of a cognitive dissonance-based (DB) intervention (The PRIDE Body Project(©)) in reducing eating disorder risk factors among gay males in a university-based setting. Eighty-seven gay males were randomized to either a 2-session DB intervention (n = 47) or a waitlist control condition (n = 40). Participants completed eating disorder risk factor assessments pre-intervention, post-intervention, and at 4-week follow-up, and those receiving the intervention completed post-treatment acceptability measures. Acceptability ratings were highly favorable. Regarding efficacy, the DB condition was associated with significantly greater decreases in body dissatisfaction, drive for muscularity, self-objectification, partner-objectification, body-ideal internalization, dietary restraint, and bulimic symptoms compared to waitlist control from pre- to post-intervention. Improvements in the DB group were maintained at 4-week follow-up, with the exception of body-ideal internalization. Body-ideal internalization mediated treatment effects on bulimic symptoms. Results support the acceptability and efficacy of The PRIDE Body Project(©) and provide support for theoretical models of eating pathology in gay men. Copyright © 2015 Elsevier Ltd. All rights reserved.

Building Interdisciplinary Research Models Through Interactive Education.

PubMed

Hessels, Amanda J; Robinson, Brian; O'Rourke, Michael; Begg, Melissa D; Larson, Elaine L

2015-12-01

Critical interdisciplinary research skills include effective communication with diverse disciplines and cultivating collaborative relationships. Acquiring these skills during graduate education may foster future interdisciplinary research quality and productivity. The project aim was to develop and evaluate an interactive Toolbox workshop approach within an interprofessional graduate level course to enhance student learning and skill in interdisciplinary research. We sought to examine the student experience of integrating the Toolbox workshop in modular format over the duration of a 14-week course. The Toolbox Health Sciences Instrument includes six modules that were introduced in a 110-minute dialogue session during the first class and then integrated into the course in a series of six individual workshops in three phases over the course of the semester. Seventeen students participated; the majority were nursing students. Three measures were used to assess project outcomes: pre-post intervention Toolbox survey, competency self-assessment, and a postcourse survey. All measures indicated the objectives were met by a change in survey responses, improved competencies, and favorable experience of the Toolbox modular intervention. Our experience indicates that incorporating this Toolbox modular approach into research curricula can enhance individual level scientific capacity, future interdisciplinary research project success, and ultimately impact on practice and policy. © 2015 Wiley Periodicals, Inc.

The Flipped Classroom for pre-clinical dental skills teaching - a reflective commentary.

PubMed

Crothers, A J; Bagg, J; McKerlie, R

2017-05-12

A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first year of employing this method - from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

IFLA General Conference, 1986. Pre-Session Seminar, Kanasawa. Papers.

ERIC Educational Resources Information Center

International Federation of Library Associations and Institutions, The Hague (Netherlands).

The two papers in this document were presented at a pre-session held before the IFLA general conference in 1986. In "Problems of Document Delivery in the Science and Technology Information Environment--An African View," Lucilda Hunter (Sierra Leone) discusses typical difficulties encountered in the process of information retrieval in…

Study of accent-based music speech protocol development for improving voice problems in stroke patients with mixed dysarthria.

PubMed

Kim, Soo Ji; Jo, Uiri

2013-01-01

Based on the anatomical and functional commonality between singing and speech, various types of musical elements have been employed in music therapy research for speech rehabilitation. This study was to develop an accent-based music speech protocol to address voice problems of stroke patients with mixed dysarthria. Subjects were 6 stroke patients with mixed dysarthria and they received individual music therapy sessions. Each session was conducted for 30 minutes and 12 sessions including pre- and post-test were administered for each patient. For examining the protocol efficacy, the measures of maximum phonation time (MPT), fundamental frequency (F0), average intensity (dB), jitter, shimmer, noise to harmonics ratio (NHR), and diadochokinesis (DDK) were compared between pre and post-test and analyzed with a paired sample t-test. The results showed that the measures of MPT, F0, dB, and sequential motion rates (SMR) were significantly increased after administering the protocol. Also, there were statistically significant differences in the measures of shimmer, and alternating motion rates (AMR) of the syllable /K$\\inve$/ between pre- and post-test. The results indicated that the accent-based music speech protocol may improve speech motor coordination including respiration, phonation, articulation, resonance, and prosody of patients with dysarthria. This suggests the possibility of utilizing the music speech protocol to maximize immediate treatment effects in the course of a long-term treatment for patients with dysarthria.

MK-801 increases the baseline level of anxiety in mice introduced to a spatial memory task without prior habituation.

PubMed

Ennaceur, A; Michalikova, S; van Rensburg, R; Chazot, P L

2011-01-01

C57BL/6J mice were introduced to a nine arm radial maze without prior habituation and trained in the acquisition of a working memory task in 16 sessions, one session per day. In this maze mice need to climb onto an upward inclined bridge in order to reach and cross onto an arm. They received in each session an i.p. injection of MK-801 (0.1 mg/kg) 30 min before training or immediately after training. MK-801 pre-treated mice made significantly more entries onto the bridges, fewer entries onto the arms and took significantly longer time to make a first arm visit compared to saline and MK-801 post-treated mice during the first 3 session blocks (4 sessions per block). These results indicate that MK-801 induced anxiety which was extended throughout the first 3 session blocks. MK-801 pre-treated mice made also significantly more errors and required more sessions to reach the criterion compared to saline and MK-801 post-treated mice. Administration of MK-801 after training did not affect the acquisition of the task. The present results indicate that MK-801 pre-treatment impaired the acquisition of a spatial task and this can be accounted for by its effect on the baseline level of anxiety which was elevated. The introduction of mice to the acquisition of the task without prior habituation demonstrates that a drug treatment can affect learning and memory by increasing and/or prolonging anxiety. Such effect may be confounded with learning and memory performance and not detected with pre-habituation training procedures, particularly when the number of sessions is determined a-priori. Copyright © 2011 Elsevier Ltd. All rights reserved.

Multi Media Madness--Improving Professional Development for Instructional Technology

ERIC Educational Resources Information Center

Thibeault, Nancy

2004-01-01

Multi Media Madness (3Ms) was a faculty development program where participants were guided by mentors through the development of a multimedia project. Nine faculty participants attended a week long workshop session in June 2003 taught by three mentors. At the end of the workshop series, the participants submitted a project plan that was reviewed,…

Small Enterprise Development Pre-Service Training Manual. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-42.

ERIC Educational Resources Information Center

Pragma Corp., Falls Church, VA.

This manual is intended to assist Peace Corps trainers in providing preservice technical training in small enterprise development. The manual includes a total of 40 training sessions divided among 10 learning modules. The following topics are covered: the main principles of small enterprise development; Peace Corps volunteers as small enterprise…

Developing awareness of sustainability in nursing and midwifery using a scenario-based approach: Evidence from a pre and post educational intervention study.

PubMed

Richardson, Janet; Grose, Jane; Bradbury, Martyn; Kelsey, Janet

2017-07-01

The delivery of healthcare has an impact on the environment and contributes to climate change. As a consequence, the way in which nurses and midwives use and dispose of natural resources in clinical practice, and the subsequent impact on the environment, should be integral component of nursing and midwifery education. Opportunities need to be found to embed such issues into nursing curricula; thus bringing sustainability issues 'closer to home' and making them more relevant for clinical practice. The study was designed to measure the impact of a sustainability-focussed, scenario-based learning educational intervention on the attitudes and knowledge of student nurses and midwives. Pre test/Post test intervention study using scenario-based learning as the educational intervention. The Sustainability Attitudes in Nursing Survey (SANS_2) was used as the outcome measure. Clinical skills session in a UK University School of Nursing and Midwifery. 676 second year undergraduate nursing and midwifery students. The 7-point scale SANS survey was completed before and after the teaching session; standard non-parametric analysis compared pre and post intervention scores. Changes were observed in attitude towards climate change and sustainability and to the inclusion of these topics within the nursing curricula (p=0.000). Participants demonstrated greater knowledge of natural resource use and the cost of waste disposal following the session (p=0.000). Participants also reported that sessions were realistic, and levels of agreement with statements supporting the value of the session and the interactive nature of delivery were higher following the session. Using a scenario-based learning approach with nursing and midwifery students can change attitudes and knowledge towards sustainability and climate change. Embedding this approach in the context of clinical skills provides a novel and engaging approach that is both educationally sound and clinically relevant. Copyright © 2017. Published by Elsevier Ltd.

What's in a Name? Recent Key Projects of the Committee on Organization and Delivery of Burn Care.

PubMed

Hickerson, William L; Ryan, Colleen M; Conlon, Kathe M; Harrington, David T; Foster, Kevin; Schwartz, Suzanne; Iyer, Narayan; Jeschke, Marc; Haller, Herbert L; Faucher, Lee D; Arnoldo, Brett D; Jeng, James C

2015-01-01

The Committee for the Organization and Delivery of Burn Care (ODBC) was charged by President Palmieri and the American Burn Association (ABA) Board of Directors with presenting a plenary session at the 45th Meeting of the ABA in Palm Springs, CA, in 2013. The objective of the plenary session was to inform the membership about the wide range of the activities performed by the ODBC committee. The hope was that this session would encourage active involvement within the ABA as a means to improve the delivery of future burn care. Selected current activities were summarized by key leaders of each project and highlighted in the plenary session. The history of the committee, current projects in disaster management, regionalization, best practice guidelines, federal partnerships, product development, new technologies, electronic medical records, and manpower issues in the burn workforce were summarized. The ODBC committee is a keystone committee of the ABA. It is tasked by the ABA leadership with addressing and leading progress in many areas that constitute current challenges in the delivery of burn care.

Learning from project experiences using a legacy-based approach

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

2005-01-01

As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

How to Quickly Import CAD Geometry into Thermal Desktop

NASA Technical Reports Server (NTRS)

Wright, Shonte; Beltran, Emilio

2002-01-01

There are several groups at JPL (Jet Propulsion Laboratory) that are committed to concurrent design efforts, two are featured here. Center for Space Mission Architecture and Design (CSMAD) enables the practical application of advanced process technologies in JPL's mission architecture process. Team I functions as an incubator for projects that are in the Discovery, and even pre-Discovery proposal stages. JPL's concurrent design environment is to a large extent centered on the CAD (Computer Aided Design) file. During concurrent design sessions CAD geometry is ported to other more specialized engineering design packages.

77 FR 75420 - Applications for New Awards; Indian Education-Demonstration Grants for Indian Children

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-20

... development as evidenced by a pre- and post-test each project year; (2) the percentage of three- and four-year... post-test each project year; (3) the percentage of three- and four-year-old American Indian and Alaska... development as evidenced by a pre- and post-test each project year; (4) the percentage of high school American...

Transcranial direct current stimulation for obsessive-compulsive disorder: A randomized, controlled, partial crossover trial.

PubMed

D'Urso, Giordano; Brunoni, Andre R; Mazzaferro, Maria Pia; Anastasia, Annalisa; de Bartolomeis, Andrea; Mantovani, Antonio

2016-12-01

Presupplementary motor area (pre-SMA) hyperactivity has been detected in obsessive-compulsive disorder (OCD) patients. However, it is not understood whether this is a putative primary cause or a compensatory mechanism in OCD pathophysiology. Considering the polarity-dependent effects on cortical excitability of transcranial direct current stimulation (tDCS), we applied cathodal and/or anodal tDCS to the pre-SMA of OCD patients to test which current polarity might better improve symptoms. Twelve OCD patients received initially 10 anodal (n = 6) or cathodal (n = 6) daily consecutive 2 mA/20 min tDCS sessions with the active electrode placed bilaterally on the pre-SMA. In case of improvement or no change in symptoms severity, the subjects were maintained on the same current polarity for 10 more sessions. In case of symptoms worsening after the first 10 sessions they were switched to the other polarity for 10 more sessions to test the hypothesis of a polarity-dependent effect. Therefore, each subject received 20 tDCS sessions. The Yale-Brown Obsessive-Compulsive Scale (Y-BOCS) and the Sheehan Disability Scale (SDS) were administered biweekly to assess changes in symptoms severity. After 10 sessions, 50% of patients who initially received anodal stimulation were switched to cathodal, while 100% of patients initially assigned to cathodal stimulation continued on the same polarity. At the end of the study, a statistically significant decrease was observed in the mean Y-BOCS scores of those patients who underwent cathodal tDCS. No pre-post difference was found in the scores of patients following anodal tDCS. Cathodal but not anodal tDCS over the pre-SMA significantly improved OCD symptoms. © 2016 Wiley Periodicals, Inc.

Pre-Service Teachers Undertaking Classroom Research: Developing Reflection and Enquiry Skills

ERIC Educational Resources Information Center

Medwell, Jane; Wray, David

2014-01-01

This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to…

Medical students as health coaches.

PubMed

Wagner, Peggy J; Jester, David M; Moseley, Ginger C

2002-11-01

The purpose of this project was to teach students how to work effectively with patients in the area of health-behavior change. As part of the patient-doctor course, first-year medical students worked with diabetic patients who were selected by their primary physicians. In preparation for their patient interactions, students were taught basic communication concepts and the role of the relationship in improving patient outcomes, and continuity issues were addressed as students learned to collaboratively develop behavioral-change plans with their patients and then followed their patients' progress over the course of the year. An educational research trial was conducted to compare the traditional community placement track (shadowing) with the health-coaches track. Students were randomly assigned to the two educational tracks. Health coaches were assigned in pairs to a family medicine patient with diabetes. Under supervision by the patient's medical provider, student pairs worked with the patient in an area of health-behavior change (i.e., weight loss, smoking cessation, exercise, or adherence to medication regimen). Students were required to have at least six patient contacts over the course of a year, consisting of at least three face-to-face visits and including one home visit. Didactic sessions with health coaches taught by either a behavioral consultant or health educator covered the basics of diabetes and behavior-change areas appropriate to respective patients. Students were also given reading assignments from communication and health-behavior change literature and handouts for patients. Behavior-change specialists were available as needed for consultation. In support of the health coaching process, students participated in eight small-group discussion sessions (eight students each) led by a behavioral change specialist. Small-group sessions lasted approximately 90 minutes each and contained didactic and experiential elements. Topics were: "Getting Started" (interviewing, the patient's story), "Fundamentals of a Home Visit," "Changing Behaviors" (stages of change, relapse prevention), "Home Visit Feedback" (report and reflections), "Challenging Patients to Change" (difficulties, challenging irrational ideas), "Giving Direct Guidance," "Non-verbal Skills," "Ending and Celebrating" (terminating the helping relationship). Evaluation methods included a pre- and post-physician belief scale completed by students, pre- and post-provider's evaluation of patient, and a patient-completed health behavior questionnaire. As available, patients' HbA1C levels were compared pre- and post-intervention. As expected, initially some health coach students complained about their perceived increased workloads compared with the workloads of students in the shadowing track. Some students also expressed reservations about their abilities to be effective with their patients, but these complaints diminished as students made contact with patients. For many, this opportunity to establish continuity relationships with patients helped students begin to understand difficulties inherent in effecting health-behavior change. Some students expressed appreciation for the opportunity to discuss their increased self-awareness about communication as well as relationship difficulties and strengths during the small-group sessions. Data analysis is under way. Lessons learned from this project influenced a major first-year curriculum revision the following year, resulting in increased emphasis on basic communication skills and the use of small groups to reach a variety of curricular objectives.

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

ERIC Educational Resources Information Center

Zou, Bin

2013-01-01

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

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

McKinney, M.J.; Jenkins, S.

Project JEM (Jarvis Enhancement of Males) is a pre-college program directed toward stimulating disadvantaged, talented African American males in grades four, five, and six to attend college and major in mathematics, science, computer science, or related technical areas needed by the US Department of Energy. Twenty young African American male students were recruited from Gladewater Independent School District (ISD), Longview ISD, Hawkins ISD, Tyler ISD, Winona ISD and big Sandy ISD. Students enrolled in the program range from ages 10 to 13 and are in grades four, five and six. Student participants in the 1997 Project JEM Program attended Saturdaymore » Academy sessions and a four week intensive, summer residential program. The information here provides a synopsis of the activities which were conducted through each program component.« less

Neuromuscular response differences to power vs strength back squat exercise in elite athletes.

PubMed

Brandon, R; Howatson, G; Strachan, F; Hunter, A M

2015-10-01

The study's aim was to establish the neuromuscular responses in elite athletes during and following maximal 'explosive' regular back squat exercise at heavy, moderate, and light loads. Ten elite track and field athletes completed 10 sets of five maximal squat repetitions on three separate days. Knee extension maximal isometric voluntary contraction (MIVC), rate of force development (RFD) and evoked peak twitch force (Pt) assessments were made pre- and post-session. Surface electromyography [root mean square (RMS)] and mechanical measurements were recorded during repetitions. The heavy session resulted in the greatest repetition impulse in comparison to moderate and light sessions (P < 0.001), while the latter showed highest repetition power (P < 0.001). MIVC, RFD, and Pt were significantly reduced post-session (P < 0.01), with greatest reduction observed after the heavy, followed by the moderate and light sessions accordingly. Power significantly reduced during the heavy session only (P < 0.001), and greater increases in RMS occurred during heavy session (P < 0.001), followed by moderate, with no change during light session. In conclusion, this study has shown in elite athletes that the moderate load is optimal for providing a neuromuscular stimulus but with limited fatigue. This type of intervention could be potentially used in the development of both strength and power in elite athletic populations. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

NASA Astrophysics Data System (ADS)

Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher interactions, RITES gives district-level administrators, HE faculty and teacher-leaders the opportunity to meet and set mutual teaching goals, enhancing the partnership and a sense of ownership within it.

Analysis of Student Performance in Peer Led Undergraduate Supplements

NASA Astrophysics Data System (ADS)

Gardner, Linda M.

Foundations of Chemistry courses at the University of Kansas have traditionally accommodated nearly 1,000 individual students every year with a single course in a large lecture hall. To develop a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced to assist students, starting in the spring of 2010. PLUS was derived from the more well-known Peer-Led Team Learning with modifications to meet the specific needs of the university and the students. The yearlong investigation of PLUS Chemistry began in the fall of 2012 to allow for adequate development of materials and training of peer leaders. We examined the impact of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to be pharmacists (i.e., pre-pharmacy students). In a least linear squares multiple regression, PLUS participants performed on average one percent higher on exam scores for Chemistry 184 and four tenths of a percent on Chemistry 188 for each PLUS session attended. Pre-pharmacy students moderated the effect of PLUS attendance on chemistry achievement, ultimately negating any relative gain associated by attending PLUS sessions. Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions. Additionally, an item analysis studied the relationship between PLUS material to individual items on exams. The research discovered that students who attended PLUS session, answered the items correctly 10 to 20 percent more than their comparison group for PLUS interrelated items and no difference to 10 percent for non-PLUS related items. In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas.

The Effect of Technical Assistance on Involvement and Use: The Case of a Research, Evaluation, and Technical Assistance Project

ERIC Educational Resources Information Center

Roseland, Denise; Volkov, Boris B.; Callow-Heusser, Catherine

2011-01-01

In contrast to typical National Science Foundation program evaluations, the Utah State Math Science Partnership-Research, Evaluation and Technical Assistance Project (MSP-RETA) provided technical assistance (TA) in two forms: direct TA for up to 10 projects a year, and professional development sessions for a larger number of project staff. Not…

Improving the Academic Performance of Non-Native English-Speaking Students: The Contribution of Pre-Sessional English Language Programmes

ERIC Educational Resources Information Center

Thorpe, Andy; Snell, Martin; Davey-Evans, Sue; Talman, Richard

2017-01-01

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre-sessional English courses to…

Training on the DSM-5 Cultural Formulation Interview Improves Cultural Competence in General Psychiatry Residents: A Multi-site Study.

PubMed

Mills, Stacia; Wolitzky-Taylor, Kate; Xiao, Anna Q; Bourque, Marie Claire; Rojas, Sandra M Peynado; Bhattacharya, Debanjana; Simpson, Annabelle K; Maye, Aleea; Lo, Pachida; Clark, Aaron; Lim, Russell; Lu, Francis G

2016-10-01

The authors assessed whether a 1-h didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves cultural competence of general psychiatry residents. Psychiatry residents at six residency programs completed demographics and pre-intervention questionnaires, were exposed to a 1-h session on the CFI, and completed a post-intervention questionnaire. Repeated measures ANCOVA compared pre- to post-intervention change. Linear regression assessed whether previous cultural experience predicted post-intervention scores. Mean scores on the questionnaire significantly changed from pre- to post-intervention (p < 0.001). Previous cultural experience did not predict post-intervention scores. Psychiatry residents' cultural competence scores improved with a 1-h session on the CFI but with notable limitations.

Pre-Retirement Rehearsal Project: A Healthy Retirement.

ERIC Educational Resources Information Center

Ellenberg, Donna

This fourth in a series of six packages of instructional materials developed by the Pre-Retirement Rehearsal Project contains a student's pre-retirement booklet specifically intended for adults with limited reading ability and teacher's guide, which consider these topics: dietary requirements, nutrition, facts and fallacies about health, foods and…

Effects of eight weeks of functional training in the functional autonomy of elderly women: a pilot study.

PubMed

DE Matos, Dihogo G; Mazini Filho, Mauro L; Moreira, Osvaldo C; DE Oliveira, Cláudia E; DE Oliveira Venturini, Gabriela R; DA Silva-Grigoletto, Marzo E; Aidar, Felipe J

2017-03-01

This study aimed to evaluate the effects of eight weeks of practical training on the functional autonomy of the elderly. The study included 52 elderly women, 65.42±10.31 years, 65.29±11.30 kg body mass, 1.58±0.07 height, 26.30±4.52 body mass index, 86.48±10.96 cm waist circumference. These elderly women received a specific functional training protocol where their functional autonomy was assessed at three specific times (0, 10 and 20 sessions). The evaluation consisted of a set of five tests defined by the Latin-American Development Group for the Elderly (GDLAM) to determine the functional autonomy of the elderly: walk 10 meters (C10m); stand up from a chair and walk straightaway (SUCWA); dress and undress a T-shirt (DUT); stand up from a sitting position (SUSP); stand up from a lying position (SULP). In each test, the time taken to complete the task was measured. There were statistically significant differences in all functional autonomy tests after 20 training sessions: C10m (pre: 8.10±1.27; post: 7.55±1.10); SUCWA (pre: 40.98±2.77; post: 38.44±2.57); DUT (pre: 13.25±0.88; post: 11.85±0.82); SUSP (pre: 10.74±0.52; post: 8.98±056) and SULP (pre: 3.86±0.37; post: 2.82±0.37). It was determined that 20 functional training sessions were enough to improve the functional autonomy of elderly women. However, we believe that higher volume and intensity of training could be interesting alternatives for even stronger results in future interventions.

Development of a gastroenterology educational curriculum for pediatric residents using fellows as teachers.

PubMed

Pentiuk, Scott; Baker, Raymond

2012-02-01

At many institutions, the teaching provided on subspecialty gastroenterology rotations is not structured. The purpose of the present study was to describe the development, implementation, and assessment of a structured gastroenterology curriculum for pediatric residents. A needs assessment was performed via a survey of former pediatric resident graduates presently working in general pediatrics. Topics for the curriculum were developed based upon the needs assessment. Second-year residents on the inpatient gastroenterology rotation attended 4 case-based, small group sessions per week for 1 month. Sessions were taught primarily by upper-level gastroenterology fellows. The curriculum was assessed via a pre-posttest, postrotation survey, and group feedback sessions. Resident rating of education received during the rotation was high. Posttest scores increased slightly but significantly compared with pretest values. The curriculum has continued to be used >4 years after its development. The creation of a structured subspecialty curriculum with the use of fellows as teachers is both feasible and effective despite limitations in available time for resident teaching.

Increasing Melanoma Screening Among Hispanic/Latino Americans: A Community-Based Educational Intervention.

PubMed

Chung, Grace Y; Brown, Gina; Gibson, Desmond

2015-10-01

Melanoma incidence is increasing among Hispanics/Latinos in California. This community-based project reached out to a rural Hispanic/Latino community in North San Diego County to provide melanoma prevention and screening education. At a local community health fair, bilingual volunteer lay health workers led 10- to 15-minute-long information sessions on melanoma disease, risk factors, and skin self-examination techniques. Pearson chi-square analyses of participants' (N = 34) responses to pre- and postintervention evaluation surveys indicate significant increases in knowledge, risk awareness, and self-efficacy for self-screening. The results revealed that Hispanics/Latinos in a low socioeconomic stratum might be at moderate to high risk for developing melanoma. Their low annual income, low level of education, occupational sun-exposure, and lack of access to health care are likely factors that deter at-risk Hispanics/Latinos from seeking health care. © 2015 Society for Public Health Education.

Teaching communication and compassionate care skills: an innovative curriculum for pre-clerkship medical students.

PubMed

Shield, Renée R; Tong, Iris; Tomas, Maria; Besdine, Richard W

2011-01-01

Physicians require communications training to improve effective and compassionate care. Clinicians discuss challenging communication issues in existing hospital "Schwartz Rounds." To improve communication skills, the Warren Alpert Medical School of Brown University designed "Schwartz Communication Sessions" for the mandatory 2-year pre-clerkship Doctoring course. Alongside learning interviewing, physical examination, and professionalism skills, the new Schwartz curriculum provides medical students with the rationale and proficiency for effective communication with patients, families and the healthcare team. First-year students experience a graduated curriculum of three sessions on themes such as empathy and professionalism using innovative methods. Sessions highlight cases and videos depicting successful and ineffective interactions, large and small group discussions, role play and skills practice, guest patient presentations, and multi-disciplinary panels. The second-year students' session focuses on communications with challenging patients. Students and faculty rate the sessions highly on effectiveness of enhancing communication skills, gaining perspective in healthcare communication, and appreciating the complexities of healthcare situations. Expansion of the program using case-based sessions for clerkship students is planned for a continuous and graduated experience. Integrating a pre-clerkship communications curriculum may help improve future physicians' interactions with patients and families. Implications of this curriculum for medical education are discussed.

A weekend program model for faculty development with primary care physicians.

PubMed

Gjerde, Craig L; Kokotailo, Patricia; Olson, Curtis A; Hla, Khin Mae

2004-01-01

Medical teachers are expected to be proficient at teaching students and residents about the changing health care system. The University of Wisconsin established a faculty development fellowship program to better prepare clinical teachers in family medicine, general pediatrics, and general internal medicine. This paper describes our fellowship program, presents data on program accomplishments, and discusses what we have learned. We developed a year-long series of five weekend workshops. A core group of faculty provided 2- to 4- hour sessions on topics including evidence-based medicine, physician leadership, advocacy, doctor-patient communication, quality, technology tools, and teaching skills. Evaluation data were used to shape the program, make improvements, and assess impact. Fellows self-assessed their ability to perform skills at the beginning and ending of the year; paired t tests were used to compare these changes. Attendance and program completion rates were more than 94% for the 84 fellows taught over 6 years. Individual sessions and the overall program were well-rated by fellows. Participants reported improvements in targeted skills; statistical analyses confirmed many significant pre-post improvements. To obtain high ratings, faculty must apply adult learning and active learning principles; lectures were not well tolerated. Initial technology skills were often low; computer labs needed many helpers. Participants needed extensive faculty support on their projects. It facilitated coordination and learning to have a core group of fellowship faculty who did most of the teaching. Graduates have become enthusiastic recruiters for new fellows. Our 5-weekend program has proven to be an effective faculty development model.

The Critical Care Communication project: improving fellows' communication skills.

PubMed

Arnold, Robert M; Back, Anthony L; Barnato, Amber E; Prendergast, Thomas J; Emlet, Lillian L; Karpov, Irina; White, Patrick H; Nelson, Judith E

2015-04-01

The aim of this study was to develop an evidence-based communication skills training workshop to improve the communication skills of critical care fellows. Pulmonary and critical care fellows (N = 38) participated in a 3-day communication skills workshop between 2008 and 2010 involving brief didactic talks, faculty demonstration of skills, and faculty-supervised small group skills practice sessions with simulated families. Skills included the following: giving bad news, achieving consensus on goals of therapy, and discussing the limitations of life-sustaining treatment. Participants rated their skill levels in a pre-post survey in 11 core communication tasks using a 5-point Likert scale. Of 38 fellows, 36 (95%) completed all 3 days of the workshop. We compared pre and post scores using the Wilcoxon signed rank test. Overall, self-rated skills increased for all 11 tasks. In analyses by participant, 95% reported improvement in at least 1 skill; with improvement in a median of 10 of 11 skills. Ninety-two percent rated the course as either very good/excellent, and 80% recommended that it be mandatory for future fellows. This 3-day communication skills training program increased critical care fellows' self-reported family meeting communication skills. Copyright © 2014 Elsevier Inc. All rights reserved.

Inter-session reliability and sex-related differences in hamstrings total reaction time, pre-motor time and motor time during eccentric isokinetic contractions in recreational athlete.

PubMed

Ayala, Francisco; De Ste Croix, Mark; Sainz de Baranda, Pilar; Santonja, Fernando

2014-04-01

The purposes were twofold: (a) to ascertain the inter-session reliability of hamstrings total reaction time, pre-motor time and motor time; and (b) to examine sex-related differences in the hamstrings reaction times profile. Twenty-four men and 24 women completed the study. Biceps femoris and semitendinosus total reaction time, pre-motor time and motor time measured during eccentric isokinetic contractions were recorded on three different occasions. Inter-session reliability was examined through typical percentage error (CVTE), percentage change in the mean (CM) and intraclass correlations (ICC). For both biceps femoris and semitendinosus, total reaction time, pre-motor time and motor time measures demonstrated moderate inter-session reliability (CVTE<10%; CM<3%; ICC>0.7). The results also indicated that, although not statistically significant, women reported consistently longer hamstrings total reaction time (23.5ms), pre-motor time (12.7ms) and motor time (7.5ms) values than men. Therefore, an observed change larger than 5%, 9% and 8% for total reaction time, pre-motor time and motor time respectively from baseline scores after performing a training program would indicate that a real change was likely. Furthermore, while not statistically significant, sex differences were noted in the hamstrings reaction time profile which may play a role in the greater incidence of ACL injuries in women. Copyright © 2013 Elsevier Ltd. All rights reserved.

Pre- and post-test evaluation of a project to facilitate research development in practice in a hospital setting.

PubMed

Clifford, C; Murray, S

2001-12-01

This paper describes a project designed to facilitate the use of research in nursing practice in one acute hospital. A university team worked in collaboration with staff from the hospital to develop and evaluate the impact of development work designed to enhance knowledge and use of research in practice. A research utilization questionnaire was administered as a pre-test (stage 1); a development phase was implemented (stage 2) and a post-test survey (stage 3) was administered to evaluate the impact of the development work. In stage 1, the total population of nursing and midwifery staff in the hospital (n=473) were targeted and 235 returned the questionnaire, giving a response rate of 50%. Data from the pre-test and focus group discussions with staff were used to plan stage 2 of the project. The development stage involved an educational strand in which open learning research materials were made available to staff, who were also offered tutorial support in their learning. A second strand supported the development of clinical research projects and funds were identified for clinical staff to apply for project development awards to enable them to develop skills in research and development activity under the supervision of a research fellow. Stage 3 involved a post-test survey of staff who had completed the questionnaire in stage 1 (n=81). There were no significant differences in findings between the pre-test and post-test. Qualitative data from those involved in the clinical projects in stage 2 indicated factors impacting on the feasibility of undertaking research in practice.

13 CFR 120.922 - Pre-existing debt on the Project Property.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Pre-existing debt on the Project Property. 120.922 Section 120.922 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Development Company Loan Program (504) Third Party Loans § 120.922 Pre-existing debt on the...

Beyond Words: Dance and Movement Sessions with Young People with Social, Emotional and Behavioural Difficulties in Estonia

ERIC Educational Resources Information Center

Goodgame, Jenna

2007-01-01

This article details an experimental project in Estonian schools, using therapeutic dance and movement as a basis to explore beyond the boundaries of language in supporting young people to develop their creative expression. The author visited three residential schools in different areas of Estonia in September 2006 to lead sessions with groups of…

Perspectives on the Humanities and School-Based Curriculum Development. ACLS Occasional Paper No. 24.

ERIC Educational Resources Information Center

Blackman, Sandra; Chodorow, Stanley; Ohmann, Richard; Okura, Sandra; Purrington, Sandra Sanchez; Stein, Robert

This paper records three plenary sessions held at the American Council of Learned Societies (ACLS) National Education Conference, August 27-29, 1993. The conference built on what was learned in the first year of the project and reported in ACLS Occasional Paper 20. Sessions allowed participants to talk with colleagues who had been project…

Families living with acquired brain injury: a multiple family group experience.

PubMed

Charles, Nella; Butera-Prinzi, Franca; Perlesz, Amaryll

2007-01-01

Although the use of multifamily group work is well established within the mental health field, it remains an underutilised method of treatment for families affected by brain injury. This paper reports on a pilot project exploring multifamily group work with families with a parent with an acquired brain injury. Six families met for a total of 12 sessions over a period of 6 months, with session themes informed by the Bouverie Family tasks model of adaptation post-ABI. The project was evaluated using qualitative and quantitative research methods, with pre, post group and 3 month follow up measures of individual, couple and family functioning. Parents reported generally reduced levels of personal distress at follow up but continuing high levels of marital and family dysfunction. Children were generally reported to be well functioning, although parents were particularly concerned about the impact of family disruption and violence on their children. Families were unequivocally positive about their participation in the group with benefits including reduced feelings of shame and isolation, provision of mutual support, increased understanding of brain injury, sharing of difficult experiences and movement from blame to compassion. Further research is warranted on the specific applications of multifamily group work with acquired brain injury.

An Action Research Project: Development of a Pre-Licensure Examination Review Course for Emergency Medical Technician Program Graduates at a Rural Community College

ERIC Educational Resources Information Center

Boucher, Daryl

2013-01-01

This action research project examined how "Efficiency in Learning" ("EL") strategies, "Appreciative Inquiry" ("AI") and the "Interactive Model of Program Planning" ("IMPP") could be used to discern the content and preferred pedagogical approaches in the development of a pre-licensure…

MOSES: a Symbiosis Between the Lagos Ciência Viva Science Centre and a Research Project from the University of the Algarve

NASA Astrophysics Data System (ADS)

Leote, Catarina; Moura, Delminda; Azevedo Rodrigues, Luis

2017-04-01

Geoscience education is key for the understanding of our home, the planet Earth. The Lagos Ciência Viva Science Centre (CCVL) in Portugal develops various geoscience activities including astronomy sessions, geology, paleontology and oceanography field trips, complementary primary school classes, seminars and numerous workshops for a public ranging from pre-schoolers to seniors . Our experience in geoscience communication and informal education also includes a formal partnership with a research centre from the University of the Algarve, the CIMA - Centre for Marine and Environmental Research, through the project MOSES, which focuses on sand transport along crenulated coasts. Based on the project goals, methods and results, the CCVL team designed a communication and outreach plan including a seminar, a field trip and a workshop, to alert for the subjects of coastal erosion and management, both highly relevant in the Algarve. This partnership was highly beneficial for both parts as it facilitated the communication of a scientific project to the public, while the CCVL had the opportunity to update and expand its educational offer. This type of interaction between universities/research institutes and science centres/museums allows scientists to focus on their research work, reducing their need to invest in communication, and provides good and updated scientific contents to science communicators, ensuring a direct channel between scientific research and the public.

Parameters of hormetic stress and resilience to trauma in rats.

PubMed

Plumb, Traci N; Cullen, Patrick K; Minor, Thomas R

2015-01-01

Hormesis is the process by which small stresses build resilience to large stresses. We pre-exposed rats to various parameters of mild-to-moderate stress prior to traumatic stress in the present experiments to assess the potential benefits of hormetic training on resilience to traumatic, uncontrollable stress. Rats underwent varying stress pre-training parameters prior to exposure to uncontrollable traumatic stress in the learned helplessness procedure. The ability to prevent the exaggerated fear responding and escape deficits that normally follow experience with traumatic stress were used as a measure of the benefits of hormetic training. Four experiments examined the effects of number of training sessions, stressor severity and pattern of rest between pre-training stress sessions. Repeated exposure to mild restraint stress or moderate shock stress eliminated both the enhanced fear conditioning and shuttle-escape deficits that result from exposure to traumatic, inescapable shock. The pattern of rest did not contribute to resilience when the pre-exposure stressor was mild, but was vital when the pre-exposure stressor was moderate, with an alternation of stress and rest being the most effective procedure. The data also suggest that the level of resilience may increase with the number of pre-exposure sessions.

Assessment of Metaborate Fusion for the Rapid Dissolution of Solid Samples: Suitability with the Northstar ARSIIe

DTIC Science & Technology

2016-07-01

goal of this project was to develop a rapid dissolution methodology for solid environmental samples and a crude pre- concentration of actinides ...environmental solid samples needed to be removed from the samples prior to actinide separation on the ARSIIe system. As a result of this project, two...procedures were developed, one applicable to the pre-concentration of the actinides only and a second for the pre-concentration of both actinides and

Coordinating, Scheduling, Processing and Analyzing IYA09

NASA Technical Reports Server (NTRS)

Gipson, John; Behrend, Dirk; Gordon, David; Himwich, Ed; MacMillan, Dan; Titus, Mike; Corey, Brian

2010-01-01

The IVS scheduled a special astrometric VLBI session for the International Year of Astronomy 2009 (IYA09) commemorating 400 years of optical astronomy and 40 years of VLBI. The IYA09 session is the most ambitious geodetic session to date in terms of network size, number of sources, and number of observations. We describe the process of designing, coordinating, scheduling, pre-session station checkout, correlating, and analyzing this session.

A Student-Led Introduction to Lesbian, Gay, Bisexual, and Transgender Health for First-Year Medical Students.

PubMed

Grosz, Andrea M; Gutierrez, Daniel; Lui, Andrea A; Chang, Julia J; Cole-Kelly, Kathy; Ng, Henry

2017-01-01

Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant health disparities. This is in part because many physicians are not sensitive to, and/or are underprepared to address, LGBT-specific concerns. To help meet this need, we, a group of second- and fourth-year medical students with faculty oversight, organized a session on LGBT health for first-year medical students. The three second-year and one fourth-year student authors designed a mandatory session for the 167 first-years at Case Western Reserve University School of Medicine in Cleveland, OH. The 2-hour session consisted of a student-delivered presentation, a patient panel, and a small-group session. Students' LGBT health knowledge and confidence in providing care were assessed anonymously before and after the session, and individuals' pre- and post-session assessments were paired using student-generated identifiers. A total of 73 complete, matched pre-/post-session assessments were received. Students' familiarity with LGBT terminology and demographics increased significantly after the session. Students' perceived preparedness and comfort in providing LGBT-specific care significantly improved in most areas as well. Students strongly praised the session, in particular the patient panel. A student-led educational session on LGBT health can effectively improve first-year medical students' LGBT knowledge and confidence to provide care.

How to Become a Broker: The Role of Teacher Educators in Developing Collaborative Teacher Research Teams

ERIC Educational Resources Information Center

Willegems, Vicky; Consuegra, Els; Struyven, Katrien; Engels, Nadine

2016-01-01

This study explores how teacher educators involved in developing collaborative teacher research teams of pre-service and in-service teachers perceive their new role. Ten teacher educators in 9 teams were involved in a 1-year teacher research cycle. Thematic analysis was performed on the transcriptions of audio-taped group sessions, video diaries…

Learning through Collaboration.

ERIC Educational Resources Information Center

Fisher, Mary Henri, Ed.; And Others

Presented are summaries of 11 selected projects in the areas of language arts, instructional media, simulation, and the valuing process developed during the 1974 summer session of the Teacher Training Institute of the Governor's School (North Carolina) by institute teachers and gifted students. Outlined are language arts projects on the history of…

Alice, Greenfoot, and Scratch--A Discussion

ERIC Educational Resources Information Center

Utting, Ian; Cooper, Stephen; Kolling, Michael; Maloney, John; Resnick, Mitchel

2010-01-01

This article distills a discussion about the goals, mechanisms, and effects of three environments which aim to support the acquisition and development of computing concepts (problem solving and programming) in pre-University and non-technical students: Alice, Greenfoot, and Scratch. The conversation started in a special session on the topic at the…

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

1995-01-01

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement

PubMed Central

Dawson-McClure, Spring; Calzada, Esther J.; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J.; Petkova, Eva

2013-01-01

OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children’s kindergarten academic achievement. METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen’s d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen’s d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods. PMID:23589806

Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement.

PubMed

Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva

2013-05-01

To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.

Reaction time following yoga bellows-type breathing and breath awareness.

PubMed

Telles, Shirley; Yadav, Arti; Gupta, Ram Kumar; Balkrishna, Acharya

2013-08-01

The reaction time (RT) was assessed in two groups of healthy males, yoga group (M age = 29.0 yr.) and non-yoga or control group (M age = 29.0 yr.), with 35 participants each. The yoga group had an average experience of 6 months, while the control group was yoga-naïve. The yoga group was assessed in two sessions, (i) bhastrika pranayama or bellows breathing and (ii) breath awareness, while the control group had a single control session. The two experimental sessions, one with each type of breathing, and the control session consisted of pre- (5 min.), during (18 min.), and post-session epochs (5 min.). Assessments were made in the pre- and post-session epochs using a Multi-Operational Apparatus for Reaction Time. Following 18 min. of bhastrika pranayama there was a statistically significant reduction in number of anticipatory responses compared to before the practice. This suggests that the immediate effect of bhastrika pranayama is to inhibit unnecessary responding to stimuli.

Out of the classroom and into the community: medical students consolidate learning about health literacy through collaboration with Head Start.

PubMed

Milford, Emily; Morrison, Kristin; Teutsch, Carol; Nelson, Bergen B; Herman, Ariella; King, Mernell; Beucke, Nathan

2016-04-23

Medical schools need to teach future physicians about health literacy and patient-doctor communication, especially when working with vulnerable communities, but many fall short. In this article, we present a community-based, service learning experience over one academic year during the pre-clerkship portion of medical school as an innovative and successful model for medical students to learn about health literacy and practice effective communication strategies. "Eat Healthy, Stay Active!" (EHSA) is a 5-month pediatric obesity intervention designed for Head Start children, their parent (s), and staff. We hypothesized students' attitudes, knowledge, and skills confidence regarding healthy literacy and patient communication would improve from baseline after receiving training and serving as family mentors in the EHSA intervention. First- and second-year medical students were trained through a series of didactics and then partnered with Head Start children, parents, and staff to help educate and set goals with families during the EHSA intervention. Medical students were given a pre- and post-intervention survey designed to measure their attitudes, knowledge, and skills confidence regarding health literacy. The pre-survey was administered before the first didactic session and the post-survey was administered after the conclusion of the EHSA intervention. We compared students' pre- and post-intervention responses using paired t-tests. Throughout the project, the medical students were asked to complete a set of open-ended journal questions about their experiences. These responses were examined using qualitative, thematic analyses. Additionally, the Head Start parents and staff were asked to complete a survey about their experience working with the medical students. Participant (n=12) pre- and post-surveys revealed that medical students' attitudes about the importance of health literacy were ranked highly both pre- and post- intervention. However, knowledge and skills confidence regarding health literacy showed statistically significant improvement from baseline. Journal entries were categorized qualitatively to demonstrate medical students' insight about their growth and development throughout the project. Survey results from Head Start parents showed medical student participation to be highly valued. Providing medical students with a service learning opportunity to work with individuals with low health literacy in their pre-clerkship years increased students' knowledge and skills confidence regarding health literacy and communication.

"We Were Told We're Not Teachers... It Gets Difficult to Draw the Line": Negotiating Roles in Peer-Assisted Study Sessions (PASS)

ERIC Educational Resources Information Center

Brown, Kim; Nairn, Karen; van der Meer, Jacques; Scott, Carole

2014-01-01

Peer learning models in pre-service teacher education are in the early stages of implementation. In this article, we evaluated a pilot Peer-Assisted Study Sessions (PASS) program that supplemented a course for pre-service teachers at one New Zealand university. PASS participants discussed experiences of the program, revealing tensions between what…

Extreme Conditioning Program Induced Acute Hypotensive Effects are Independent of the Exercise Session Intensity

PubMed Central

TIBANA, RAMIRES ALSAMIR; ALMEIDA, LEONARDO MESQUISTA; DE SOUSA NETO, IVO VIEIRA; DE SOUSA, NUNO MANUEL FRADE; DE ALMEIDA, JEESER ALVES; DE SALLES, BELMIRO FREITAS; BENTES, CLAUDIO MELIBEU; PRESTES, JONATO; COLLIER, SCOTT R.; VOLTARELLI, FABRICIO AZEVEDO

2017-01-01

The aim of the study was to determine the acute systolic (SBP) and diastolic (DBP) blood pressure, rating of perceived exertion (RPE) and heart rate (HR) responses following two intense training sessions (24 hours apart). Nine male extreme conditioning program (ECP) practitioners with more than 6 months of experience (age 26.7 ± 6.6 years; body mass 78.8 ± 13.2 kg; body fat 13.5 ± 6.2 %) completed two experimental ECP sessions. Cardiovascular variables were measured before, immediately after and every 15 min during a 45 min recovery following each experimental session. Compared with pre-exercise data, our results showed a SBP decrease at 30 min post exercise session 1 (P≤0.05) and at 45 min following exercise session 2. DBP decreased (P≤0.05) at 15 min and 30 min following exercise session 1 and at 30 min after the exercise session 2, respectively. HR remained significantly higher (P≤0.05) 45 min following the first and second exercise session compared with pre-exercise values. Exercise session 1 induced a higher increase in HR (86 ± 11% of HRmax versus 82 ± 12% of HRmax, p = 0.01) and RPE (8.8 ± 1.2 versus 8.0 ± 1.2, p = 0.02) when compared to exercise session 2. In conclusion, post-exercise hypotension occurs following strenuous exercise sessions, regardless of the session design, which may have an important role in the prevention of cardiovascular diseases. PMID:29399246

Women of the Manhattan Project

NASA Astrophysics Data System (ADS)

Marshall, Jill

2009-10-01

In the book Their Day in the Sun, Ruth Howes and Caroline Herzenberg documented more than 1000 women who worked on the Manhattan Project, preserving their legacy for generations to come. At the 2009 Chicago meeting, the AAPT Committee on Women in Physics celebrated the accomplishments of these women and the men who worked beside them. Howes presented an overview of the contributions of women to the development of the first nuclear weapon, and the session was honored with talks from two Manhattan project veterans, Ellen Cleminshaw Weaver, who worked at Oak Ridge, and Dorothy Marcus Gans, who worked as a technician in the Metallurgical Laboratory in Chicago. I will present a summary of the session, analyzing the effect of working on the project on the career trajectories of the women involved, and point listeners toward additional documentation of this history.

Many Treasure Soup: A School-Based Project for Pre-Service Teacher Educators

ERIC Educational Resources Information Center

Godinho, Sally; White, Julie; Hay, Trevor; St. Leger, Pamela

2007-01-01

This paper narrates the development of a project developed by four researchers with differing approaches to qualitative research. The aim of the study was to examine the value of a school-based approach to pedagogy and curriculum subjects for pre-service teachers. What emerged from our collaboration was the accommodation of significant differences…

Project Talented and Gifted, End of Grant Report. (ESEA Title III) Appendix IV: Part 2 of Two Bindings.

ERIC Educational Resources Information Center

1977

Presented is a collection of instructional program units, or mini-workshops, developed by the coordinators and resource personnel working in Project Talented and Gifted and used by students participating in the project at the elementary and secondary level. Sections on each topic usually cover objectives and outlines of each session in the…

Survival Skills. Pre-Apprenticeship Phase 2 Training. Instructors Guide

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide contains the 43 Survival Skills modules developed for Pre-Apprenticeship Phase 2 Training. Introductory materials include a description of components of the pre-apprenticeship project, recommendations for module implementation, and synopses of the modules that were developed to prompt social skills development. Each module…

Role of pretest counseling sessions on increasing subjective knowledge about HIV and hepatitis transmission among the beneficiaries of a free of charge, voluntary counseling and testing program in Constanta, Romania.

PubMed

Schweitzer, A-M; Bogdan, M; Corduneanu, A; Ciocea, I

2018-02-01

To describe the characteristics of clients who enrolled into of an opt-in, HIV, HBV & HCV Voluntary Counseling and Testing Program in Dobrogea Region, Romania (VCT) and to identify the utility of the pre-test counseling sessions in increasing subjective perception regarding transmission knowledge for the clients attending the VCT program. Cross sectional data collection, between August 2015 and September 2016. Sociodemographic and behavioral information were collected for the clients who enrolled at two Baylor centers. Counselors were trained regarding the delivery of standardized information during the session, to reduce variation. After the pre-test session clients evaluated the subjective level of knowledge (SK) increase regarding viral transmission. 3065 clients were screened at the two centers and completed the SK increase assessment after the pre-test session. About 9% of all persons tested had reactive results to any of the infections in the context of high exposure risks for 62% and low hepatitis B vaccination rates (8%). 78% of attendees perceived that their knowledge regarding HIV and viral hepatitis transmission increasing with more than 60% as the result of the pretest counselling; more information was gained about hepatitis transmission compared with HIV. Cumulative prevalence in Dobrogea community is high. The NGO-run VCT program is helping the healthcare system to efficiently screen for undiagnosed HIV and hepatitis cases. Pre-test counselling is directly contributing to increasing SK among attendees. Routine HIV and hepatitis integrated pre-test counseling should be considered as a good-practice even in settings where it is not compulsory by law. © 2018 British HIV Association.

Anxiety and its time courses during radiotherapy for non-metastatic breast cancer: a longitudinal study.

PubMed

Lewis, Florence; Merckaert, Isabelle; Liénard, Aurore; Libert, Yves; Etienne, Anne-Marie; Reynaert, Christine; Slachmuylder, Jean-Louis; Scalliet, Pierre; Paul, Van Houtte; Coucke, Philippe; Salamon, Emile; Razavi, Darius

2014-05-01

To our knowledge, no study has specifically assessed the time course of anxiety during radiotherapy (RT). The objective of this study was to assess anxiety time courses in patients with non-metastatic breast cancer. This multicenter, descriptive longitudinal study included 213 consecutive patients with breast cancer who completed visual analog scales (VASs) assessing state anxiety before and after the RT simulation and the first and last five RT sessions. Pre- and post-session anxiety mean levels were highest at the RT simulation (respectively, 2.9±2.9 and 1.6±2.5) and first RT session (respectively, 3.4±2.9 and 2.0±2.4), then declined rapidly. Clinically relevant mean differences (⩾1cm on the VAS) between pre- and post-simulation/session VAS scores were found only for the RT simulation (-1.3±2.7; p<0.001) and first RT session (-1.4±2.4; p<0.001). Five percent to 16% of patients presented clinically relevant anxiety (pre- and post-simulation/session VAS scores⩾4cm) throughout treatment. To optimize care, RT team members should offer all patients appropriate information about treatment at the simulation, check patients' understanding, and identify patients with clinically relevant anxiety requiring appropriate support throughout RT. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

PubMed

Tan, Eunicia; Brainard, Andrew; Larkin, Gregory L

2015-10-01

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine. Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey. Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities. The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching. © 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Petting away pre-exam stress: The effect of therapy dog sessions on student well-being.

PubMed

Ward-Griffin, Emma; Klaiber, Patrick; Collins, Hanne K; Owens, Rhea L; Coren, Stanley; Chen, Frances S

2018-03-12

Recently, many universities have implemented programmes in which therapy dogs and their handlers visit college campuses. Despite the immense popularity of therapy dog sessions, few randomized studies have empirically tested the efficacy of such programmes. The present study evaluates the efficacy of such a therapy dog programme in improving the well-being of university students. This research incorporates two components: (a) a pre/post within-subjects design, in which 246 participants completed a brief questionnaire immediately before and after a therapy dog session and (b) an experimental design with a delayed-treatment control group, in which all participants completed baseline measures and follow-up measures approximately 10 hr later. Only participants in the experimental condition experienced the therapy dog session in between the baseline and follow-up measures. Analyses of pre/post data revealed that the therapy dog sessions had strong immediate benefits, significantly reducing stress and increasing happiness and energy levels. In addition, participants in the experimental group reported a greater improvement in negative affect, perceived social support, and perceived stress compared with those in the delayed-treatment control group. Our results suggest that single, drop-in, therapy dog sessions have large and immediate effects on students' well-being, but also that the effects after several hours are small. Copyright © 2018 John Wiley & Sons, Ltd.

Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates

NASA Astrophysics Data System (ADS)

Cianfrani, C. M.

2009-12-01

Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates Christina M. Cianfrani Assistant Professor, School of Natural Science, Hampshire College, 893 West Avenue, Amherst, MA 01002 Sustainable water resources and low impact development principles are taught to first-year undergraduate students using an applied design project sited on campus. All students at Hampshire College are required to take at least one natural science course during their first year as part of their liberal arts education. This requirement is often met with resistance from non-science students. However, ‘sustainability’ has shown to be a popular topic on campus and ‘Sustainable Water Resources’ typically attracts ~25 students (a large class size for Hampshire College). Five second- or third-year students are accepted in the class as advanced students and serve as project leaders. The first-year students often enter the class with only basic high school science background. The class begins with an introduction to global water resources issues to provide a broad perspective. The students then analyze water budgets, both on a watershed basis and a personal daily-use basis. The students form groups of 4 to complete their semester project. Lectures on low impact design principles are combined with group work sessions for the second half of the semester. Students tour the physical site located across the street from campus and begin their project with a site analysis including soils, landcover and topography. They then develop a building plan and identify preventative and mitigative measures for dealing with stormwater. Each group completes TR-55 stormwater calculations for their design (pre- and post-development) to show the state regulations for quantity will be met with their design. Finally, they present their projects to the class and prepare a formal written report. The students have produced a wide variety of creative, mostly practical designs. Student feedback about the course has included high praise for the applied nature of the project as well as the use of advanced students to lead the groups and help provide guidance throughout the project. Example of low impact development using clustered housing, rain gardens (small dots), green roofs (circles on house sites), vegetated swales along roadways, infiltration area, and a reforested buffer (along right edge).

Teaching medical students a clinical approach to altered mental status: simulation enhances traditional curriculum

PubMed Central

Sperling, Jeremy D.; Clark, Sunday; Kang, Yoon

2013-01-01

Introduction Simulation-based medical education (SBME) is increasingly being utilized for teaching clinical skills in undergraduate medical education. Studies have evaluated the impact of adding SBME to third- and fourth-year curriculum; however, very little research has assessed its efficacy for teaching clinical skills in pre-clerkship coursework. To measure the impact of a simulation exercise during a pre-clinical curriculum, a simulation session was added to a pre-clerkship course at our medical school where the clinical approach to altered mental status (AMS) is traditionally taught using a lecture and an interactive case-based session in a small group format. The objective was to measure simulation's impact on students’ knowledge acquisition, comfort, and perceived competence with regards to the AMS patient. Methods AMS simulation exercises were added to the lecture and small group case sessions in June 2010 and 2011. Simulation sessions consisted of two clinical cases using a high-fidelity full-body simulator followed by a faculty debriefing after each case. Student participation in a simulation session was voluntary. Students who did and did not participate in a simulation session completed a post-test to assess knowledge and a survey to understand comfort and perceived competence in their approach to AMS. Results A total of 154 students completed the post-test and survey and 65 (42%) attended a simulation session. Post-test scores were higher in students who attended a simulation session compared to those who did not (p<0.001). Students who participated in a simulation session were more comfortable in their overall approach to treating AMS patients (p=0.05). They were also more likely to state that they could articulate a differential diagnosis (p=0.03), know what initial diagnostic tests are needed (p=0.01), and understand what interventions are useful in the first few minutes (p=0.003). Students who participated in a simulation session were more likely to find the overall AMS curriculum useful (p<0.001). Conclusion Students who participated in a simulation exercise performed better on a knowledge-based test and reported increased comfort and perceived competence in their clinical approach to AMS. SBME shows significant promise for teaching clinical skills to medical students during pre-clinical curriculum. PMID:23561054

Value of Nonrigid Registration of Pre-Procedure MR with Post-Procedure CT After Radiofrequency Ablation for Hepatocellular Carcinoma

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

Park, Juil; Lee, Jeong Min, E-mail: jmlshy2000@gmail.com, E-mail: jmsh@snu.ac.kr; Lee, Dong Ho

PurposeTo evaluate the value of pre-radiofrequency ablation (RFA) MR and post-RFA CT registration for the assessment of the therapeutic response of hepatocellular carcinoma (HCC).Materials and MethodsA total of 178 patients with single HCC who received RFA as an initial treatment and had available pre-RFA MR and post-RFA CT images were included in this retrospective study. Two independent readers (one experienced radiologist, one inexperienced radiologist) scored the ablative margin (AM) of treated tumors on a four-point scale (1, residual tumor; 2, incomplete AM; 3, borderline AM; 4, sufficient AM), in two separate sessions: (1) visual comparison between pre-and post-RFA images; (2)more » with addition of nonrigid registration for pre- and post-RFA images. Local tumor progression (LTP) rates between low-risk (response score, 3–4) and high-risk groups (1–2) were analyzed using the Kaplan–Meier method at each interpretation session.ResultsThe patients’ reassignments after using the registered images were statistically significant for inexperienced reader (p < 0.001). In the inexperienced reader, LTP rates of low- and high-risk groups were significantly different with addition of registered images (session 2) (p < 0.001), but not significantly different in session 1 (p = 0.101). However, in the experienced reader, LTP rates of low- and high-risk groups were significantly different in both interpretation sessions (p < 0.001). Using the registered images, the cumulative incidence of LTP at 2 years was 3.0–6.6%, for the low-risk group, and 18.6–27.8% for the high-risk group.ConclusionRegistration between pre-RFA MR and post-RFA CT images may allow better assessment of the therapeutic response of HCC after RFA, especially for inexperienced radiologists, helping in the risk stratification for LTP.« less

Using synchronous software in Web-based nursing courses.

PubMed

Little, Barbara Battin; Passmore, Denise; Schullo, Shauna

2006-01-01

To promote learning and enhance immediacy and satisfaction, a college of nursing at a large research I southern university undertook a pilot project to incorporate synchronous classroom software into an ongoing online program. Two synchronous class sessions using voice over Internet protocol were offered in the Community/Public Health Nursing course through Elluminate Live! Upon conclusion of the lecture, students were divided into breakout groups to work on group projects. Surveys were administered to the students and faculty before and after the class sessions. Evaluation of the pedagogical strategies used in the synchronous sessions was conducted by instructional technology faculty. Students in the pilot group reported higher levels of satisfaction with the Web-based course with synchronous sessions. In addition, students reported that group time at the end of the session was helpful for completing group projects. A majority responded that synchronous session activities and assignments facilitated their understanding of course content. This article presents a description of the synchronous classroom pilot project along with recommendations for implementation and pedagogical approaches.

A primary care based healthy-eating and active living education session for weight reduction in the pre-diabetic population.

PubMed

Weir, Daniala L; Johnson, Steven T; Mundt, Clark; Bray, Dianne; Taylor, Lorian; Eurich, Dean T; Johnson, Jeffrey A

2014-12-01

Many studies have demonstrated the effectiveness of primary prevention strategies in type 2 diabetes, however, questions remain around the feasibility of high resource, intensive interventions within a healthcare setting. We report the results of a dietitian-led pre-diabetes education session targeting healthy eating and active living as strategies for weight reduction. Participants were asked to complete a baseline questionnaire prior to completing the pre-diabetes education session and were sent follow-up questionnaires at 3 and 6 months. Differences between participants at baseline, 3 and 6 months were determined using χ(2), t-tests and ANOVA. Of the 211 participants asked to fill out baseline questionnaires, 45 participants completed questionnaires at baseline, 3 months and 6 months. Although we observed general trends towards improvements in diet, physical activity and weight related behaviours among the 45 completers, no significant changes were observed among participants between questionnaire periods. A "one-off", theory-guided group education session may be insufficient to support lifestyle modifications in the context of weight management in a pre-diabetic population. Further evaluation of the efficacy and feasibility of the PCN as a setting for lifestyle intervention is required. Copyright © 2014 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.

Proceedings of the Flat-Plate Solar Array Project Workshop on Low-Cost Polysilicon for Terrestrial Photovoltaic Solar-Cell Applications

NASA Technical Reports Server (NTRS)

1986-01-01

Sessions conducted included: polysilicon material requirements; economics; process development in the U.S.; international process development; and polysilicon market and forecasts. Twenty-one papers were presented and discussed.

From Doing to Learning: Changed Focus during a Pre-School Learning Study Project on Organic Decomposition

ERIC Educational Resources Information Center

Ljung-Djärf, Agneta; Magnusson, Andreas; Peterson, Sam

2014-01-01

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of…

Promoting Technology-Based Collaboration among Pre-Service Music Educators: An Inter-University Project

ERIC Educational Resources Information Center

Matthews, Wendy; Johnson, Daniel C.

2017-01-01

The purpose of this inter-university project was to explore pre-service teachers' perceptions of collaboration and use of online technology. Twenty-two undergraduate music education majors from two separate universities participated in an eleven-week collaborative project to develop, teach, and self-assess general music lesson plans via a variety…

The Effects of Bug-in-Ear Coaching on Pre-Service Behavior Analysts' Use of Functional Communication Training.

PubMed

Artman-Meeker, Kathleen; Rosenberg, Nancy; Badgett, Natalie; Yang, Xueyan; Penney, Ashley

2017-09-01

Behavior analysts play an important role in supporting the behavior and learning of young children with disabilities in natural settings. However, there is very little research related specifically to developing the skills and competencies needed by pre-service behavior analysts. This study examined the effects of "bug-in-ear" (BIE) coaching on pre-service behavior analysts' implementation of functional communication training with pre-school children with autism in their classrooms. BIE coaching was associated with increases in the rate of functional communication training trials each intern initiated per session and in the fidelity with which interns implemented functional communication training. Adults created more intentional opportunities for children to communicate, and adults provided more systematic instruction around those opportunities.

Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

PubMed Central

Shelvey, Bethany M; Coulman, Sion A; John, Dai N

2016-01-01

Background The current literature on undergraduate interprofessional education (IPE) for pharmacy and medical students highlights a range of positive outcomes, although to date IPE has focused predominantly on student views and experiences of IPE sessions with these opinions being sought at the end of the sessions. This study aimed to evaluate medical students’ experiences of therapeutics and prescribing IPE, with pharmacy students, 1 year following the session. Methods Following ethics committee approval, 3rd year medical students at Cardiff University were invited to participate using non-probability sampling. Topic guide development was informed by the literature and research team discussions, including a review of the materials used in the IPE session. Semi-structured one-to-one interviews explored experiences, prior to, during, and after the IPE session. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically. Results Eighteen medical students were interviewed; 11 were females. Seven themes were identified, namely 1) refinement of pre-session preparation, 2) session value, 3) learning with a pharmacy student, 4) learning about a pharmacist, 5) learning from a pharmacy student, 6) importance and application of what was learnt into practice, and 7) suggestions for change. Conclusion This study provides a valuable insight into medical students’ experiences of a therapeutics and prescribing IPE session and emphasizes the value they placed on interaction with pharmacy students. Medical students were able to recall clear learning experiences from the IPE session that had taken place 12 months earlier, which itself is an indicator of the impact of the session on the students. Furthermore, they were able to describe how knowledge and skills learnt had been applied to subsequent learning activities. Those developing IPE sessions should consider the following: clarify professional roles in the session content, incorporate IPE as a series of activities, and use small groups of students to optimize student–student interaction and active learning. PMID:27980450

Indicator Systems and Evaluation

NASA Technical Reports Server (NTRS)

Canright, Shelley; Grabowski, Barbara

1995-01-01

Participants in the workshop session were actively engaged in a hands-on, minds-on approach to learning about indicators and evaluation processes. The six hour session was broken down into three two hour sessions. Each session was built upon an instructional model which moved from general understanding to specific IITA application. Examples and practice exercises served to demonstrate tand reinforce the workshop concepts. Each successive session built upon the previous session and addressed the major steps in the evaluation process. The major steps covered in the workshop included: project descriptions, writing goals and objectives for categories, determining indicators and indicator systems for specific projects, and methods and issues of data collection. The workshop served as a baseline upon which the field centers will build during the summer in undertaking a comprehensive examination and evaluation of their existing K-12 education projects.

Fostering Argumentative Knowledge Construction through Enactive Role Play in "Second Life"

ERIC Educational Resources Information Center

Jamaludin, Azilawati; Chee, Yam San; Ho, Caroline Mei Lin

2009-01-01

This paper examines how pre-university students shared and constructed knowledge in the context of GP (general paper) by interacting through individual virtual characters across five cycles of enactive role play sessions. Contextualized scenarios on the topic of euthanasia were developed in "Second Life". Role-playing the virtual characters…

Use of a Journal Club for Professional Development: Outcomes in a School-Based Occupational Therapy Practice

ERIC Educational Resources Information Center

Szucs, Kimberly A.; Benson, Jeryl D.; Corturillo, Amanda

2016-01-01

This article investigates the outcomes of a journal club on the evidence-based practice (EBP) skills of school-based practitioners. Participants' knowledge, attitudes, and perceptions of EBP were collected using pre- and postsurveys following 6 monthly journal club sessions. Participants identified time, availability of articles, and decreased…

Presymptomatic ALS genetic counseling and testing

PubMed Central

Stanislaw, Christine; Reyes, Eliana; Hussain, Sumaira; Cooley, Anne; Fernandez, Maria Catalina; Dauphin, Danielle D.; Michon, Sara-Claude; Andersen, Peter M.; Wuu, Joanne

2016-01-01

Remarkable advances in our understanding of the genetic contributions to amyotrophic lateral sclerosis (ALS) have sparked discussion and debate about whether clinical genetic testing should routinely be offered to patients with ALS. A related, but distinct, question is whether presymptomatic genetic testing should be offered to family members who may be at risk for developing ALS. Existing guidelines for presymptomatic counseling and testing are mostly based on small number of individuals, clinical judgment, and experience from other neurodegenerative disorders. Over the course of the last 8 years, we have provided testing and 317 genetic counseling sessions (including predecision, pretest, posttest, and ad hoc counseling) to 161 first-degree family members participating in the Pre-Symptomatic Familial ALS Study (Pre-fALS), as well as testing and 75 posttest counseling sessions to 63 individuals with familial ALS. Based on this experience, and the real-world challenges we have had to overcome in the process, we recommend an updated set of guidelines for providing presymptomatic genetic counseling and testing to people at high genetic risk for developing ALS. These recommendations are especially timely and relevant given the growing interest in studying presymptomatic ALS. PMID:27194384

A model teaching session for the hypothesis-driven physical examination.

PubMed

Nishigori, Hiroshi; Masuda, Kozo; Kikukawa, Makoto; Kawashima, Atsushi; Yudkowsky, Rachel; Bordage, Georges; Otaki, Junji

2011-01-01

The physical examination is an essential clinical competence for all physicians. Most medical schools have students who learn the physical examination maneuvers using a head-to-toe approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. A model nine-step HDPE teaching session was developed, including: (1) orientation, (2) anticipation, (3) preparation, (4) role play, (5) discussion-1, (6) answers, (7) discussion-2, (8) demonstration and (9) reflection. A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty members are invited to teach the physical examination using this model.

Development of a coping intervention to improve traumatic stress and HIV care engagement among South African women with sexual trauma histories.

PubMed

Sikkema, Kathleen J; Choi, Karmel W; Robertson, Corne; Knettel, Brandon A; Ciya, Nonceba; Knippler, Elizabeth T; Watt, Melissa H; Joska, John A

2018-06-01

This paper describes the development and preliminary trial run of ImpACT (Improving AIDS Care after Trauma), a brief coping intervention to address traumatic stress and HIV care engagement among South African women with sexual trauma histories. We engaged in an iterative process to culturally adapt a cognitive-behavioral intervention for delivery within a South African primary care clinic. This process involved three phases: (a) preliminary intervention development, drawing on content from a prior evidence-based intervention; (b) contextual adaptation of the curriculum through formative data collection using a multi-method qualitative approach; and (c) pre-testing of trauma screening procedures and a subsequent trial run of the intervention. Feedback from key informant interviews and patient in-depth interviews guided the refinement of session content and adaptation of key intervention elements, including culturally relevant visuals, metaphors, and interactive exercises. The trial run curriculum consisted of four individual sessions and two group sessions. Strong session attendance during the trial run supported the feasibility of ImpACT. Participants responded positively to the logistics of the intervention delivery and the majority of session content. Trial run feedback helped to further refine intervention content and delivery towards a pilot randomized clinical trial to assess the feasibility and potential efficacy of this intervention. Copyright © 2018 Elsevier Ltd. All rights reserved.

Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach.

PubMed

Minuti, Aurelia; Sorensen, Karen; Schwartz, Rachel; King, Winifred S; Glassman, Nancy R; Habousha, Racheline G

2018-01-01

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.

Evaluation of a mock interview session on residency interview skills.

PubMed

Buckley, Kelsey; Karr, Samantha; Nisly, Sarah A; Kelley, Kristi

2018-04-01

To evaluate the impact of student pharmacist participation in a mock interview session on confidence level and preparation regarding residency interview skills. The study setting was a mock interview session, held in conjunction with student programming at the American College of Clinical Pharmacy (ACCP) Annual Meeting. Prior to the mock interview session, final year student pharmacists seeking residency program placement were asked to complete a pre-session survey assessing confidence level for residency interviews. Each student pharmacist participated in up to three mock interviews. A post-session survey evaluating confidence level was then administered to consenting participants. Following the American Society for Health-System Pharmacists (ASHP) Pharmacy Resident Matching Program (RMP), a post-match electronic survey was sent to study participants to determine their perception of the influence of the mock interview session on achieving successful interactions during residency interviews. A total of 59 student pharmacists participated in the mock interview session and completed the pre-session survey. Participants completing the post-session survey (88%, n = 52) unanimously reported an enhanced confidence in interviewing skills following the session. Thirty responders reported a program match rate of 83%. Approximately 97% (n = 29) of the respondents agreed or strongly agreed that the questions asked during the mock interview session were reflective of questions asked during residency interviews. Lessons learned from this mock interview session can be applied to PGY1 residency mock interview sessions held locally, regionally, and nationally. Students participating in the ACCP Mock Interview Session recognized the importance of the interview component in obtaining a postgraduate year 1 (PGY1) pharmacy residency. Copyright © 2017 Elsevier Inc. All rights reserved.

Effect and cost of an after-school dance programme on the physical activity of 11-12 year old girls: The Bristol Girls Dance Project, a school-based cluster randomised controlled trial.

PubMed

Jago, Russell; Edwards, Mark J; Sebire, Simon J; Tomkinson, Keeley; Bird, Emma L; Banfield, Kathryn; May, Thomas; Kesten, Joanna M; Cooper, Ashley R; Powell, Jane E; Blair, Peter S

2015-10-06

The aim of this study was to examine the effectiveness and cost of an after-school dance intervention at increasing the physical activity levels of Year 7 girls (age 11-12). A cluster randomised controlled trial was conducted in 18 secondary schools. Participants were Year 7 girls attending a study school. The Bristol Girls Dance Project (BGDP) intervention consisted of up to forty, 75-minute dance sessions delivered in the period immediately after school by experienced dance instructors over 20-weeks. The pre-specified primary outcome was accelerometer assessed mean minutes of weekday moderate to vigorous physical activity (MVPA) at time 2 (52 weeks are T0 baseline assessments). Secondary outcomes included accelerometer assessed mean minutes of weekday MVPA at time 1 (while the intervention was still running) and psychosocial outcomes. Intervention costs were assessed. 571 girls participated. Valid accelerometer data were collected from 549 girls at baseline with 508 girls providing valid accelerometer data at baseline and time 2. There were no differences between the intervention and control group for accelerometer assessed physical activity at either time 1 or time 2. Only one third of the girls in the intervention arm met the pre-set adherence criteria of attending two thirds of the dance sessions that were available to them. Instrumental variable regression analyses using complier average causal effects provided no evidence of a difference between girls who attended the sessions and the control group. The average cost of the intervention was £73 per girl, which was reduced to £63 when dance instructor travel expenses were excluded. This trial showed no evidence that an after-school dance programme can increase the physical activity of Year 7 girls. The trial highlighted the difficulty encountered in maintaining attendance in physical activity programmes delivered in secondary schools. There is a need to find new ways to help adolescent girls to be physically active via identifying ways to support and encourage sustained engagement in physical activity over the life course. ISRCTN52882523.

Interactive value-based curriculum: a pilot study.

PubMed

Bowman Peterson, Jill M; Duffy, Briar; Duran, Alisa; Gladding, Sophia P

2018-03-06

Current health care costs are unsustainable, with a large percentage of waste attributed to doctor practices. Medical educators are developing curricula to address value-based care (VBC) in education. There is, however, a paucity of curricula and assessments addressing levels higher than 'knows' at the base of Miller's pyramid of assessment. Our objective was to: (1) teach residents the principles of VBC using active learning strategies; and (2) develop and pilot a tool to assess residents' ability to apply principles of VBC at the higher level of 'knows how' on Miller's pyramid. Residents in medicine, medicine-paediatrics and medicine-dermatology participated in a 5-week VBC morning report curriculum using active learning techniques. Early sessions targeted knowledge and later sessions emphasised the application of VBC principles. Medical educators are developing curricula to address value-based care in education RESULTS: Thirty residents attended at least one session and completed both pre- and post-intervention tests, using a newly developed case-based assessment tool featuring a 'waste score' balanced with 'standard of care'. Residents, on average, reduced their waste score from pre-intervention to post-intervention [mean 8.8 (SD 6.3) versus mean 4.7 (SD 4.6), p = 0.001]. For those who reduced their waste score, most maintained or improved their standard of care. Our results suggest that residents may be able to decrease health care waste, with the majority maintaining or improving their management of care in a case-based assessment after participation in the curriculum. We are working to further incorporate VBC principles into more morning reports, and to develop further interventions and assessments to evaluate our residents at higher levels on Miller's pyramid of assessment. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

`Risky fun' or `Authentic science'? How teachers' beliefs influence their practice during a professional development programme on outdoor learning

NASA Astrophysics Data System (ADS)

Glackin, Melissa

2016-02-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.

Workshop Outline and Training Materials for Adult Learners Developed During the Metric Leader Training Project for Maine.

ERIC Educational Resources Information Center

Butzow, John W.; Yvon, Bernard R.

Outlines of five sessions of the Metric Leader Training Project for Maine are included in this publication. Topics are: (1) Introduction - Length - Temperature; (2) Volume/Capacity - Mass/Weight; (3) Metric Advocacy - Length - Area - Temperature; (4) Metric Education Resources; and (5) Metric Education Planning - Metric Olympics - Final…

Teaching Adult Learner Characteristics and Facilitation Strategies through Simulation-Based Practice

ERIC Educational Resources Information Center

Speed, Sally A.; Bradley, Elizabeth; Garland, Krista Vince

2015-01-01

This article relates a project in which a curriculum module was developed to help graduate students more effectively manage behaviors of adults in facilitation sessions. The module was piloted in the project and later included in a graduate level course in the Creative Studies Department of SUNY Buffalo State. The curriculum identified…

75 FR 10813 - Notice of Public Meetings for the Steens Mountain Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-09

...; November 18 and 19, 2010 in Bend, Oregon; and July 1 and 2, 2010 in Diamond, Oregon. All meeting sessions.... The July meeting will be held at the Diamond School on Diamond Lane in Diamond, Oregon. The November... Ecosystem Restoration Project implementation; Science Strategy; South Steens Water Development Project...

VISIONS for Greater Employment Opportunities. Final Report.

ERIC Educational Resources Information Center

Orangeburg-Calhoun Technical Coll., Orangeburg, SC.

The VISIONS project, a workplace literacy program held in two manufacturing plants and a regional medical center, was conducted during an 18-month period from July 1, 1993 to December 31, 1994. During the project, staff were hired and trained, task analyses and orientation sessions were held, and tests and curricula were developed. Employees were…

Lessons learned in building a global information network on chemicals (GINC).

PubMed

Kaminuma, Tsuguchika

2005-09-01

The Global Information Network on Chemicals (GINC) was a project to construct a worldwide information network linking international, national, and other organizations working for the safe management of chemicals. Proposed in 1993, the project started the next year and lasted almost 10 years. It was begun as a joint project of World Health Organization (WHO), International Labor Organization (ILO), and United Nations Environment Program (UNEP), and later endorsed by the Intergovernmental Forum on Chemical Safety (IFCS). Asia, particularly East Asia and the Pacific islands, was chosen as the feasibility study region. The author's group then at the National Institute of Health Sciences (NIHS) of Japan led this initiative and hosted numerous meetings. At these meetings, tutorial sessions for communicating chemical safety expertise and emerging new information technologies relevant to the safe management of chemicals were offered. Our experience with this project, particularly the Web-based system and the tutorial sessions, may be of use to others involved with Web-based instruction and the training of chemical safety specialists from both developed and developing countries.

77 FR 2329 - Self-Regulatory Organizations; EDGA Exchange, Inc.; Notice of Filing and Immediate Effectiveness...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-17

... Change To Amend EDGA Rule 1.5(q) January 10, 2012. Pursuant to Section 19(b)(1) of the Securities... EDGA Rule 1.5(q) to change the starting time of the Pre-Opening Session from 7 a.m. Eastern Time (``ET... amend EDGA Rule 1.5(q) to change the starting time of the Pre-Opening Session from 8 a.m. ET to 7 a.m...

Engaging Immigrant and Refugee Women in Breast Health Education.

PubMed

Gondek, Matthew; Shogan, May; Saad-Harfouche, Frances G; Rodriguez, Elisa M; Erwin, Deborah O; Griswold, Kim; Mahoney, Martin C

2015-09-01

This project assessed the impact of a community-based educational program on breast cancer knowledge and screening among Buffalo (NY) immigrant and refugee females. Program participants completed language-matched pre- and post-test assessments during a single session educational program; breast cancer screening information was obtained from the mobile mammography unit to which participants were referred. Pre- and post-test knowledge scores were compared to assess changes in responses to each of the six individual knowledge items, as well as overall. Mammogram records were reviewed to identify Breast Imaging Reporting and Data System (BI-RADS) scores. The proportion of correct responses to each of the six knowledge items increased significantly on the post-program assessments; 33 % of women >40 years old completed mammograms. The findings suggest that a health education program for immigrant and refugee women, delivered in community-based settings and involving interpreters, can enhance breast cancer knowledge and lead to improvements in mammography completion.

Improving 6th Grade Climate Literacy using New Media (CLINM) and Teacher Professional Development

NASA Astrophysics Data System (ADS)

Smith, G.; Schmidt, C.; Metzger, E. P.; Cordero, E. C.

2012-12-01

The NASA-funded project, Improving 6th Grade Climate Literacy using New Media (CLINM), is designed to improve the climate literacy of California's 450,000 6th-grade students through teacher professional development that presents climate change as an engaging context for teaching earth science standards. The project fosters experience-based interaction among learners and encourages expressive creativity and idea-exchange via the web and social media. The heart of the CLINM project is the development of an online educator-friendly experience that provides content expert-reviewed, teacher-tested, standards-based educational resources, classroom activities and lessons that make meaningful connections to NASA data and images as well as new media tools (videos, web, and phone applications) based on the Green Ninja, a climate-action superhero who fights global warming by inspiring personal action (www.greenninja.info). In this session, we will discuss this approach to professional development and share a collection of teacher-tested CLINM resources. CLINM resources are grounded in earth system science; classroom activities and lessons engage students in exploration of connections between natural systems and human systems with a particular focus on how climate change relates to everyone's need for food, water, and energy. CLINM uses a team-based approach to resource development, and partners faculty in San José State University's (SJSU) colleges of Science, Education, and Humanities and the Arts with 6th-grade teachers from local school districts, a scientist from NASA Ames Research Center and climate change education projects at Stanford University, the University of Nebraska at Lincoln, and the University of Idaho. Climate scientists and other content experts identify relevant concepts and work with science educators to develop and/or refine classroom activities to elucidate those concepts; activities are piloted in pre-service science methods courses at SJSU and in teacher professional development workshops offered through the Bay Area Earth Science Institute (BAESI); workshop attendees frame the activities as lessons appropriate for their 6th grade students; participants who use the lessons and resources in their classrooms provide iterative feedback, which is used to improve the resources for other teachers involved in the project.

Youth Exploring Science

NASA Astrophysics Data System (ADS)

Miller, Diane

2008-04-01

This session features Youth Exploring Science (YES), Saint Louis Science Center's nationally recognized work-based teen development program. In YES, underserved audiences develop interest and understanding in physics through design engineering projects. I will discuss breaking down barriers, helping youth develop skills, and partnering with community organizations, universities and engineering firms.

An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

PubMed Central

2013-01-01

Background Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students’ learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education. Methods Using an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires. Results A number of key themes emerged. The complex, phased and multi-sensory nature of the ‘critical looking’ skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity. Conclusions This preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of medical students opting for the module, the significance and weighting of different learning and teaching elements in the module and the impact of the learning on medical students in the immediate post-module phase. PMID:23773830

An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and 'critical looking'.

PubMed

Lyon, Philippa; Letschka, Patrick; Ainsworth, Tom; Haq, Inam

2013-06-17

Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students' learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education. Using an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires. A number of key themes emerged. The complex, phased and multi-sensory nature of the 'critical looking' skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity. This preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of medical students opting for the module, the significance and weighting of different learning and teaching elements in the module and the impact of the learning on medical students in the immediate post-module phase.

I-Hydrate training intervention for staff working in a care home setting: An observational study.

PubMed

Greene, Carolynn; Canning, Deebs; Wilson, Jennie; Bak, Aggie; Tingle, Alison; Tsiami, Amalia; Loveday, Heather

2018-05-23

Dehydration is a complex and well-recognised problem for older people residing in care homes. Within the social care sector support staff provide the majority of direct care for residents, and yet receive minimal training. To design, deliver and evaluate a hydration specific training session for care home staff to develop their knowledge and skills in supporting the hydration of care home residents. An observational study comprising a pre-test post-test survey of staff knowledge following a training intervention. Training of care home staff took place in two care homes in North West London. An interactive training session was developed and delivered, with content informed by observations of hydration care within the two homes and evaluated using CIRO model. Participant self-evaluation forms were used to collect data after the session regarding satisfaction and usefulness of the session, and pre and post levels of self-reported knowledge across six facets of hydration care. Training facilitators captured qualitative data in the form of field notes. Observations of hydration care explored the impact of training on practice. Eighteen training sessions were delivered. A total of 161 participant evaluation forms were returned. There was a significant increase in self-reported knowledge across all six facets of hydration care (p = 0.000). The majority of participants found the training enjoyable and useful, and expressed an expected change in their practice. Participants enjoyed the interactive components of the training. A lack of reflective practice skills meant participants were unable to reflect realistically about the hydration care provided in the home. Focused training on hydration in the care home environment benefits from being interactive and experiential. Although such training can be effective in increasing staff knowledge, inclusion of skills in reflective practice is required if this knowledge is to be translated into practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

Stars and Planets

NASA Astrophysics Data System (ADS)

Neta, Miguel

2014-05-01

'Estrelas e Planetas' (Stars and Planets) project was developed during the academic year 2009/2010 and was tested on three 3rd grade classes of one school in Quarteira, Portugal. The aim was to encourage the learning of science and the natural and physical phenomena through the construction and manipulation of materials that promote these themes - in this case astronomy. Throughout the project the students built a small book containing three themes of astronomy: differences between stars and planets, the solar system and the phases of the Moon. To each topic was devoted two sessions of about an hour each: the first to teach the theoretical aspects of the theme and the second session to assembly two pages of the book. All materials used (for theoretical sessions and for the construction of the book) and videos of the finished book are available for free use in www.miguelneta.pt/estrelaseplanetas. So far there is only a Portuguese version but soon will be published in English as well. This project won the Excellency Prize 2011 of Casa das Ciências, a portuguese site for teachers supported by the Calouste Gulbenkian Fundation (www.casadasciencias.org).

Group climate in the voice therapy of patients with Parkinson's Disease.

PubMed

Diaféria, Giovana; Madazio, Glaucya; Pacheco, Claudia; Takaki, Patricia Barbarini; Behlau, Mara

2017-09-04

To verify the impact that group dynamics and coaching strategies have on the PD patients voice, speech and communication, as well as the group climate. 16 individuals with mild to moderate dysarthria due to the PD were divided into two groups: the CG (8 patients), submitted to traditional therapy with 12 regular therapy sessions plus 4 additional support sessions; and the EG (8 patients), submitted to traditional therapy with 12 regular therapy sessions plus 4 sessions with group dynamics and coaching strategies. The Living with Dysarthria questionnaire (LwD), the self-evaluation of voice, speech and communication, and the perceptual-auditory analysis of the vocal quality were assess in 3 moments: pre-traditional therapy (pre); post-traditional therapy (post 1); and post support sessions/coaching strategies (post 2); in post 1 and post 2 moments, the Group Climate Questionnaire (GCQ) was also applied. CG and EG showed an improvement in the LwD from pre to post 1 and post 2 moments. Voice self-evaluation was better for the EG - when pre was compared with post 2 and when post 1 was compared with post 2 - ranging from regular to very good; both groups presented improvement in the communication self-evaluation. The perceptual-auditory evaluation of the vocal quality was better for the EG in the post 1 moment. No difference was found for the GCQ; however, the EG presented lower avoidance scores in post 2. All patients showed improvement in the voice, speech and communication self-evaluation; EG showed lower avoidance scores, creating a more collaborative and propitious environment for speech therapy.

Implementing evidence-based continuous quality improvement strategies in an urban Aboriginal Community Controlled Health Service in South East Queensland: a best practice implementation pilot.

PubMed

Hogg, Sandra; Roe, Yvette; Mills, Richard

2017-01-01

The Institute for Urban Indigenous Health believes that continuous quality improvement (CQI) contributes to the delivery of high-quality care, thereby improving health outcomes for Aboriginal and Torres Strait Islander people. The opening of a new health service in 2015 provided an opportunity to implement best practice CQI strategies and apply them to a regional influenza vaccination campaign. The aim of this project was to implement an evidence-based CQI process within one Aboriginal Community Controlled Health Service in South East Queensland and use staff engagement as a measure of success. A CQI tool was selected from the Joanna Briggs Institute Practical Application of Clinical Evidence System (PACES) to be implemented in the study site. The study site was a newly established Aboriginal and Torres Strait Islander Community Controlled Health Service located in the northern suburbs of Brisbane. This project used the evidence-based information collected in PACES to develop a set of questions related to known variables resulting in proven CQI uptake. A pre implementation clinical audit, education and self-directed learning, using the Plan Do Study Act framework, included a total of seven staff and was conducted in April 2015. A post implementation audit was conducted in July 2015. There were a total of 11 pre- and post-survey respondents which included representation from most of the clinical team and medical administration. The results of the pre implementation audit identified a number of possible areas to improve engagement with the CQI process including staff training and support, understanding CQI and its impacts on individual work areas, understanding clinical data extraction, clinical indicator benchmarking, strong internal leadership and having an external data extractor. There were improvements to all audit criteria in the post-survey, for example, knowledge regarding the importance of CQI activity, attendance at education and training sessions on CQI, active involvement with CQI activity and a multidisciplinary team approach to problem solving within the CQI process. The study found that the implementation of regular, formally organized CQI strategies does have an immediate impact on clinical practice, in this case, by increasing staff awareness regarding the uptake of influenza vaccination against regional targets. The Plan Do Study Act cycle is an efficient tool to record and monitor the change and to guide discussions. For the CQI process to be effective, continued education and training on data interpretation is pivotal to improve staff confidence to engage in regular data discussions, and this should be incorporated into all future CQI sessions.

Development of the Ubiquitous Spaced Retrieval-Based Memory Advancement and Rehabilitation Training Program

PubMed Central

Han, Ji Won; Oh, Kyusoo; Yoo, Sooyoung; Kim, Eunhye; Ahn, Ki-Hwan; Son, Yeon-Joo; Kim, Tae Hui; Chi, Yeon Kyung

2014-01-01

Objective The Ubiquitous Spaced Retrieval-based Memory Advancement and Rehabilitation Training (USMART) program was developed by transforming the spaced retrieval-based memory training which consisted of 24 face-to-face sessions into a self-administered program with an iPAD app. The objective of this study was to evaluate the feasibility and efficacy of USMART in elderly subjects with mild cognitive impairment (MCI). Methods Feasibility was evaluated by checking the satisfaction of the participants with a 5-point Likert scale. The efficacy of the program on cognitive functions was evaluated by the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Neuropsychological Assessment Battery before and after USMART. Results Among the 10 participants, 7 completed both pre- and post-USMART assessments. The overall satisfaction score was 8.0±1.0 out of 10. The mean Word List Memory Test (WLMT) scores significantly increased after USMART training after adjusting for age, educational levels, baseline Mini-Mental Status Examination scores, and the number of training sessions (pre-USMART, 16.0±4.1; post-USMART, 17.9±4.5; p=0.014, RM-ANOVA). The magnitude of the improvements in the WLMT scores significantly correlated with the number of training sessions during 4 weeks (r=0.793; p=0.033). Conclusion USMART was effective in improving memory and was well tolerated by most participants with MCI, suggesting that it may be a convenient and cost-effective alternative for the cognitive rehabilitation of elderly subjects with cognitive impairments. Further studies with large numbers of participants are necessary to examine the relationship between the number of training sessions and the improvements in memory function. PMID:24605124

'Disaster day': global health simulation teaching.

PubMed

Mohamed-Ahmed, Rayan; Daniels, Alex; Goodall, Jack; O'Kelly, Emily; Fisher, James

2016-02-01

As society diversifies and globalisation quickens, the importance of teaching global health to medical undergraduates increases. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods. This article describes an innovative student-led initiative, 'Disaster Day', which used simulation to teach global health to undergraduates. The teaching day began with an introduction outlining the work of Médecins Sans Frontières and the basic principles of resuscitation. Students then undertook four interactive simulation scenarios: Infectious Diseases in a Refugee Camp, Natural Disaster and Crush Injury, Obstetric Emergency in a Low-Income Country, and Warzone Gunshot Wound. Sessions were facilitated by experienced doctors and fourth-year students who had been trained in the delivery of the scenarios. Students completed pre- and post-session evaluation forms that included the self-rating of confidence in eight learning domains (using a five-point Likert scale). Twenty-seven students voluntarily attended the session, and all provided written feedback. Analysis of the pre- and post-session evaluations demonstrated statistically significant improvements in confidence across all but one domains (Wilcoxon signed rank test). Free-text feedback was overwhelmingly positive, with students appreciating the practical aspect of the scenarios. For undergraduates, the majority of exposure to 'hands-on' teaching on global health occurs during optional elective periods Simulation-based teaching can provide students with 'hands-on' exposure to global health in a controlled, reproducible fashion and appears to help develop their confidence in a variety of learning domains. The more widespread use of such teaching methods is encouraged: helping tomorrow's doctors develop insight into global health challenges may produce more rounded clinicians capable of caring for more culturally diverse populations. © 2015 John Wiley & Sons Ltd.

The effect a of community-based social marketing campaign on recruitment and retention of low-income groups into physical activity programmes - a controlled before-and-after study

PubMed Central

2012-01-01

Background The beneficial effect of physical activity for the prevention of a range of chronic diseases is widely acknowledged. These conditions are most prevalent in low-income groups where physical activity levels are consistently lower. Social marketing is the government’s recommended approach to promoting physical activity but evidence of its effectiveness is limited. The purpose of this study was to examine the effect of a social marketing campaign on the monthly recruitment, attendance and retention levels at a community-based physical activity programme in a low income area. Methods A six-month social marketing campaign was designed and delivered in a highly-deprived suburban neighbourhood. Analysis of variance was used to assess effects on recruitment and attendance. χ2 tests of independence were used to compare dropouts and adherers and effectiveness of recruitment mechanisms. Percentages were used to compare adherence rates at intervention, pre-existing sessions in the intervention area and control area sessions. Results Attendance data were collected weekly and presented and analysed monthly to provide a view of changing participation over the six month intervention period, as compared to attendance at pre-existing sessions in the intervention area and in a control area. Recruitment into intervention sessions was significantly greater than into pre-existing and control area sessions in Month 1 (18.13v1.04 p = .007, 18.13v.30 p=.005), Month 5 (3.45v.84 p=.007, 3.45v.30 p<.001) and Month 6 (5.60v.65 p<.001, 5.60v.25 p<.001). Attendance at intervention sessions was significantly greater in all six months than at pre-existing and control area sessions; Month 1 (38.83v7.17 p<.001, 38.83v4.67, p<.001), Month 2 (21.45v6.20 p<.001, 21.45v4.00, p<.001), Month 3 (9.57v6.15 p<.001, 9.57v3.77, p<.001), Month 4 (17.35v7.31 p<.001, 17.35v4.75, p<.001), Month 5 (20.33v8.81 p=.007, 20.33v4.54 p<.001) and Month 6 (28.72v8.28 p<.001, 28.72v.4.00 p<.001). Drop-out rates in the intervention area were similar to the control area (66.2%v69.9%), and considerably lower than in pre-existing sessions (83%). In months one and two, traditional marketing techniques (posters/outdoor banners/flyers) had the greatest influence on recruitment compared to word of mouth communication (84.5%v15.5%). In months five and six word of mouth influenced 57.5% of new recruits. Conclusions Direct comparisons with other programmes were difficult due to a lack of standard definitions of recruitment and adherence and limited reporting of findings. However when compared to pre-existing sessions and sessions delivered in a control area, monthly attendance patterns indicated that a reasonably well funded social marketing campaign increased recruitment into exercise sessions, maintained good levels of attendance and reasonable levels of adherence. Good attendance levels support on-going campaign success by offering evidence of peer and social support for the activity and increasing opportunities for social interaction. They also increase the capacity and reach of the word of mouth communication channels, the most effective form of promotion. Further study into methods of improving exercise adherence is required. PMID:23031359

The effect a of community-based social marketing campaign on recruitment and retention of low-income groups into physical activity programmes - a controlled before-and-after study.

PubMed

Withall, Janet; Jago, Russell; Fox, Kenneth R

2012-10-02

The beneficial effect of physical activity for the prevention of a range of chronic diseases is widely acknowledged. These conditions are most prevalent in low-income groups where physical activity levels are consistently lower. Social marketing is the government's recommended approach to promoting physical activity but evidence of its effectiveness is limited. The purpose of this study was to examine the effect of a social marketing campaign on the monthly recruitment, attendance and retention levels at a community-based physical activity programme in a low income area. A six-month social marketing campaign was designed and delivered in a highly-deprived suburban neighbourhood. Analysis of variance was used to assess effects on recruitment and attendance. χ2 tests of independence were used to compare dropouts and adherers and effectiveness of recruitment mechanisms. Percentages were used to compare adherence rates at intervention, pre-existing sessions in the intervention area and control area sessions. Attendance data were collected weekly and presented and analysed monthly to provide a view of changing participation over the six month intervention period, as compared to attendance at pre-existing sessions in the intervention area and in a control area. Recruitment into intervention sessions was significantly greater than into pre-existing and control area sessions in Month 1 (18.13v1.04 p = .007, 18.13v.30 p=.005), Month 5 (3.45v.84 p=.007, 3.45v.30 p<.001) and Month 6 (5.60v.65 p<.001, 5.60v.25 p<.001). Attendance at intervention sessions was significantly greater in all six months than at pre-existing and control area sessions; Month 1 (38.83v7.17 p<.001, 38.83v4.67, p<.001), Month 2 (21.45v6.20 p<.001, 21.45v4.00, p<.001), Month 3 (9.57v6.15 p<.001, 9.57v3.77, p<.001), Month 4 (17.35v7.31 p<.001, 17.35v4.75, p<.001), Month 5 (20.33v8.81 p=.007, 20.33v4.54 p<.001) and Month 6 (28.72v8.28 p<.001, 28.72v.4.00 p<.001). Drop-out rates in the intervention area were similar to the control area (66.2%v69.9%), and considerably lower than in pre-existing sessions (83%). In months one and two, traditional marketing techniques (posters/outdoor banners/flyers) had the greatest influence on recruitment compared to word of mouth communication (84.5%v15.5%). In months five and six word of mouth influenced 57.5% of new recruits. Direct comparisons with other programmes were difficult due to a lack of standard definitions of recruitment and adherence and limited reporting of findings. However when compared to pre-existing sessions and sessions delivered in a control area, monthly attendance patterns indicated that a reasonably well funded social marketing campaign increased recruitment into exercise sessions, maintained good levels of attendance and reasonable levels of adherence. Good attendance levels support on-going campaign success by offering evidence of peer and social support for the activity and increasing opportunities for social interaction. They also increase the capacity and reach of the word of mouth communication channels, the most effective form of promotion. Further study into methods of improving exercise adherence is required.

The California Alliance for Sustainability: A Collaborative Pilot Project to Build Regional Advocacy and Leadership for Sustainability Education

NASA Astrophysics Data System (ADS)

Metzger, E. P.; Smith, G.; Cordero, E. C.; Santone, S.

2012-12-01

For Education for Sustainability (Efs) to have the presence in the K-12 curriculum that it arguably should, considerable obstacles must be overcome. Barriers include the role of high-stakes testing in marginalizing science and social studies and the lack of environmental and sustainability content in teacher education programs. The California Alliance for Sustainability (CASE), a collaborative 18-month project funded by the Clarence E. Heller Charitable Foundation, unites San José State University (SJSU) and Creative Change Educational Solutions (CCES) (http://www.creativechange.net/) to investigate and address potential barriers to Efs in San Francisco Bay area schools and regional teacher education programs and to document best practices for integrating sustainability into teachers' existing standards-based teaching. The overarching goal of the CASE project is to create a regional infrastructure of K-12 teachers and pre-service teacher educators who use EfS as a context for educational innovation and transformation, thus supplying a focused first step for investigating how Efs can be more broadly implemented in California's classrooms. This presentation will showcase the efforts of a pilot group of classroom teachers and teacher educators to bring EfS to their teaching. In summer 2012, the CASE Project provided 16 in-service teachers and 5 pre-service teacher education faculty from SJSU and California State University East Bay with a three-day professional development workshop. Practicing teachers and teacher educators experienced joint instruction in the content and pedagogy of sustainability though investigation of topics (e.g., Sustainable Communities, Ecological Footprint Analysis, Climate Change, Resource Use, Food Systems and Life Cycle Analysis) that offer broad connections to California standards in science and other disciplines. Sustainability concepts were also discussed as an engaging context for addressing the emerging Common Core and Next Generation Science Standards. Participants then split into breakout groups to work on sustainability-themed instructional unit/college course makeovers that are aligned to California standards and their course learning objectives. Academic year follow-up support includes two Saturday workshops and webinars that will provide additional instruction in sustainability concepts and a forum for sharing successes and challenges experienced during classroom implementation of plans developed during the summer. In this session, we will share teacher-created K-12 lesson plans and descriptions of pre-service course revisions in the context of teacher-identified challenges to EfS integration in order to elucidate common barriers and highlight opportunities for curricular change.

Automatic Tools for Enhancing the Collaborative Experience in Large Projects

NASA Astrophysics Data System (ADS)

Bourilkov, D.; Rodriquez, J. L.

2014-06-01

With the explosion of big data in many fields, the efficient management of knowledge about all aspects of the data analysis gains in importance. A key feature of collaboration in large scale projects is keeping a log of what is being done and how - for private use, reuse, and for sharing selected parts with collaborators and peers, often distributed geographically on an increasingly global scale. Even better if the log is automatically created on the fly while the scientist or software developer is working in a habitual way, without the need for extra efforts. This saves time and enables a team to do more with the same resources. The CODESH - COllaborative DEvelopment SHell - and CAVES - Collaborative Analysis Versioning Environment System projects address this problem in a novel way. They build on the concepts of virtual states and transitions to enhance the collaborative experience by providing automatic persistent virtual logbooks. CAVES is designed for sessions of distributed data analysis using the popular ROOT framework, while CODESH generalizes the approach for any type of work on the command line in typical UNIX shells like bash or tcsh. Repositories of sessions can be configured dynamically to record and make available the knowledge accumulated in the course of a scientific or software endeavor. Access can be controlled to define logbooks of private sessions or sessions shared within or between collaborating groups. A typical use case is building working scalable systems for analysis of Petascale volumes of data as encountered in the LHC experiments. Our approach is general enough to find applications in many fields.

V&V of Fault Management: Challenges and Successes

NASA Technical Reports Server (NTRS)

Fesq, Lorraine M.; Costello, Ken; Ohi, Don; Lu, Tiffany; Newhouse, Marilyn

2013-01-01

This paper describes the results of a special breakout session of the NASA Independent Verification and Validation (IV&V) Workshop held in the fall of 2012 entitled "V&V of Fault Management: Challenges and Successes." The NASA IV&V Program is in a unique position to interact with projects across all of the NASA development domains. Using this unique opportunity, the IV&V program convened a breakout session to enable IV&V teams to share their challenges and successes with respect to the V&V of Fault Management (FM) architectures and software. The presentations and discussions provided practical examples of pitfalls encountered while performing V&V of FM including the lack of consistent designs for implementing faults monitors and the fact that FM information is not centralized but scattered among many diverse project artifacts. The discussions also solidified the need for an early commitment to developing FM in parallel with the spacecraft systems as well as clearly defining FM terminology within a project.

International Project on Technical and Vocational Education (UNEVOC). International Advisory Committee (Third Session, Paris, France, October 2-4, 1995). Final Report = Projet International pour l'Enseignement Technique et Professionnel (UNEVOC). Comite Consultatif International (Troisieme Session, Paris, France, 2-4 octobre 1995). Rapport Final.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

The international advisory committee of the International Project on Technical and Vocational Education (UNEVOC) held its third session in Paris in October 1995. Advisory committee members and observers from the United Nations' specialized, intergovernmental, and nongovernmental organizations reviewed the major UNEVOC project activities undertaken…

International Project on Technical and Vocational Education (UNEVOC). International Advisory Committee (Second Session, Paris, France, December 12-14, 1994). Final Report = Projet International pour l'Enseignement Technique et Professionnel (UNEVOC). Comite Consultatif International (Deuxieme Session, Paris, France, 12-14 decembre 1994). Rapport Final.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

The international advisory committee of the International Project on Technical and Vocational Education (UNEVOC) held its second session in Paris in December 1994. Nine advisory committee members and observers from the United Nations' specialized, intergovernmental, and nongovernmental organizations reviewed the major UNEVOC project activities…

78 FR 78506 - Research and Development; Public Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-26

.... PHMSA-2013-0261; Notice No. 13-21] Research and Development; Public Meeting AGENCY: Pipeline and... the Research and Development Forum to be held January 17, 2014, in Washington, DC. During this meeting, PHMSA will host the session to present the results of recently completed and current research projects...

Using Typical Infant Development to Inform Music Therapy with Children with Disabilities

ERIC Educational Resources Information Center

Wheeler, Barbara L.; Stultz, Sylvia

2008-01-01

This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other work with children with disabilities. The research project that is described examines typical infant development with special attention to musical relatedness and communication. Videotapes of sessions centering on musical…

Controlling motion sickness and spatial disorientation and enhancing vestibular rehabilitation with a user-worn see-through display.

PubMed

Krueger, Wesley W O

2011-01-01

An eyewear mounted visual display ("User-worn see-through display") projecting an artificial horizon aligned with the user's head and body position in space can prevent or lessen motion sickness in susceptible individuals when in a motion provocative environment as well as aid patients undergoing vestibular rehabilitation. In this project, a wearable display device, including software technology and hardware, was developed and a phase I feasibility study and phase II clinical trial for safety and efficacy were performed. Both phase I and phase II were prospective studies funded by the NIH. The phase II study used repeated measures for motion intolerant subjects and a randomized control group (display device/no display device) pre-posttest design for patients in vestibular rehabilitation. Following technology and display device development, 75 patients were evaluated by test and rating scales in the phase II study; 25 subjects with motion intolerance used the technology in the display device in provocative environments and completed subjective rating scales, whereas 50 patients were evaluated before and after vestibular rehabilitation (25 using the display device and 25 in a control group) using established test measures. All patients with motion intolerance rated the technology as helpful for nine symptoms assessed, and 96% rated the display device as simple and easy to use. Duration of symptoms significantly decreased with use of the technology displayed. In patients undergoing vestibular rehabilitation, there were no significant differences in amount of change from pre- to posttherapy on objective balance tests between display device users and controls. However, those using the technology required significantly fewer rehabilitation sessions to achieve those outcomes than the control group. A user-worn see-through display, utilizing a visual fixation target coupled with a stable artificial horizon and aligned with user movement, has demonstrated substantial benefit for individuals susceptible to motion intolerance and spatial disorientation and those undergoing vestibular rehabilitation. The technology developed has applications in any environment where motion sensitivity affects human performance.

End effector monitoring system: An illustrated case of operational prototyping

NASA Technical Reports Server (NTRS)

Malin, Jane T.; Land, Sherry A.; Thronesbery, Carroll

1994-01-01

Operational prototyping is introduced to help developers apply software innovations to real-world problems, to help users articulate requirements, and to help develop more usable software. Operational prototyping has been applied to an expert system development project. The expert system supports fault detection and management during grappling operations of the Space Shuttle payload bay arm. The dynamic exchanges among operational prototyping team members are illustrated in a specific prototyping session. We discuss the requirements for operational prototyping technology, types of projects for which operational prototyping is best suited and when it should be applied to those projects.

An Empirical Investigation of Pre-Project Partnering Activities on Project Performance in the Software Industry

ERIC Educational Resources Information Center

Proffitt, Curtis K.

2012-01-01

Project failure remains a challenge within the software development field especially during the early stages of the IT project development. Despite the herculean efforts by project managers and organizations to identify and offset problems, projects remain plagued with issues. If these challenges are not mitigated, to a successful degree,…

Body composition and physical performance during a National Collegiate Athletic Association Division I men's soccer season.

PubMed

Silvestre, Ricardo; Kraemer, William J; West, Chris; Judelson, Daniel A; Spiering, Barry A; Vingren, Jakob L; Hatfield, Disa L; Anderson, Jeffrey M; Maresh, Carl M

2006-11-01

The purpose of this study was to examine changes in body composition (BC) and physical performance tests (PT) resulting from a competitive season in soccer. Twenty-five male collegiate players (age = 19.9 +/- 1.3 years; height = 177.6 +/- 6.4 cm; body mass = 77.6 +/- 8.6 kg, and percentage body fat = 12.8 +/- 5.2%) were tested before (PRE) and after (POST) the 2003-2004 National Collegiate Athletic Association season. The following tests were performed: BC (anthropometric and dual energy x-ray absorptiometry measurements), vertical jump (VJ), 9.1-m (9 m) and 36.5-m (36 m) sprint, lower-body power (LP), total body power (TP), and cardiorespiratory endurance (VO(2)max). Training was divided into soccer-specific training: field warm-up drills, practices, games, and additional conditioning sessions. A daily, unplanned, nonlinear periodization model was used to assign session volume and intensity for strength sessions (total repetitions < or =96 and workload was > or =80% of 1 repetition maximum). For the entire team, body mass significantly increased by 1.5 +/- 0.4 kg from PRE to POST due to a significant increase in total lean tissue (0.9 +/- 0.2 kg). Regionally, lean tissue mass significantly increased in the legs (0.4 +/- 0.0 kg) and trunk (0.3 +/- 0.1 kg). Physical performance variables were very similar for the entire team at PRE and POST; VJ (cm) = 61.9 +/- 7.1 PRE vs. 63.3 +/- 8.0 POST, 9.1-m (s) = 1.7 +/- 0.1 PRE and POST, 36.5-m (s) = 5.0 +/- 0.2 PRE and POST, predicted VO(2)max (ml.kg.min(-1))= 59.8 +/- 3.3 PRE vs. 60.9 +/- 3.4 POST. The only significant improvements across the season were for TP (17.3%) and for LP (10.7%). In conclusion, soccer athletes who begin a season with a high level of fitness can maintain, and in some cases improve, body composition and physical performance from before to after a competitive season. A correct combination of soccer-specific practices and strength and conditioning programs can maintain and develop physical performance, allowing a soccer athlete to perform optimally throughout pre-, in-, and postseason play.

Taking stress response out of the box: stability, discontinuity, and temperament effects on HPA and SNS across social stressors in mother-infant dyads.

PubMed

Laurent, Heidemarie K; Ablow, Jennifer C; Measelle, Jeffrey

2012-01-01

This study investigated continuity and stability of hypothalamic-pituitary-adrenal (HPA) and sympathetic nervous system (SNS) response measures in mother-infant dyads across 2 different types of social stress sessions. Synchrony of response trajectories across systems (SNS-HPA coordination) and partners (mother-infant attunement) was addressed, as were associations with infant temperament. Primiparous mothers and their 18-month-old infants (n = 86 dyads) completed an attachment stressor--Strange Situation (Ainsworth, Blehar, Waters, & Wall, 1978)--at Session 1 and challenge stressors--cleanup task and emotion task battery--at Session 2. Mother and infant saliva samples collected to index pre-stress, stress, and post-stress response during each session were assayed for cortisol (HPA marker) and salivary alpha-amylase (sAA; SNS marker). Multilevel modeling of cortisol/sAA trajectories across sessions revealed rank-order stability in mother/infant stress measures but discontinuity in absolute levels; cortisol trajectories were higher during attachment stress, and sAA trajectories were higher during challenge stress. Varying degrees of mother-infant attunement were found across sessions/systems. Infant surgency predicted higher stress measures, and negative affect and effortful control predicted lower stress measures, though associations depended on session/system. Findings are discussed in terms of advancing a multisystemic, contextual definition of developing stress responsiveness.

Formative Assessment as a Tool to Benefit the Student/Mentor Relationship in the Northern Ecosystem Research for Undergraduates (NERU) Project

NASA Astrophysics Data System (ADS)

Froburg, E.; Varner, R. K.

2016-12-01

Partners in the Northern Ecosystem Research for Undergraduates (NERU) project, funded by the NSF Research Experience for Undergraduates (REU) program, have developed a multi-instrument formative assessment approach aimed at maintaining a responsive relationship between undergraduate participants and their research mentors. All evaluation is conducted independent of the NERU scientific/mentor team, by the Joan and James Leitzel Center for Mathematics, Science, and Engineering Education. The 10-week summer research experience has 3 components. 1) REU fellows spend the first 3-weeks at the University of New Hampshire, where they acquire background knowledge of Earth System Science and biogeochemistry; 2) students spend the following 4-weeks at the Abisko Scientific Research Station in research co-mentored by UNH-based and ANS-based scientists; and 3) fellows return to UNH to complete any additional analytical work, synthesize their results, and prepare their projects for presentation. There are three primary tools that are used formatively, and the results are integrated over multiple time periods. Application and Pre-program Survey: Although these two instruments are primarily components of participant recruitment and the summative program metrics, they also provide a baseline understanding of student preparation and perspectives. Mentor Pairing Survey: This component was added prior to the fourth year of the program, in response to specific trends in participant feedback. The survey is completed by both participants and mentors, and is designed to match research goals, skills, and personalities. Focus Groups: Two focus group sessions are held during the summer research experience—one midway through the 3rd week, just prior to departure for Sweden, and a second session just prior to completion of the 10-week summer program. These focus groups provide immediate feedback on, and opportunity for response to, student concerns in a range of areas. Participants are also encouraged to approach the evaluator individually. Taken as a whole, formative assessment allows the project team to respond immediately to specific participant concerns, and to also make longer-term programmatic changes reflective of trends in survey and focus group responses.

The Effects of Training on Pre-Service English Teachers' Regulation of Their Study Time

ERIC Educational Resources Information Center

Daloglu, Aysegul; Vural, Seniye

2013-01-01

Based on Zimmerman, Bonner, and Kovach's (1996) academy model, an intervention consisting of seven weekly training sessions to increase students' awareness of and ability to plan and manage their study time was developed. Participant students reflected on the implementation of each phase of the learning model in their weekly journal entries,…

Clinical Problem Solving Exercises for Pre-Clinical Medical Education: A Design, Implementation and Preliminary Evaluation.

ERIC Educational Resources Information Center

Bordage, Georges

Clinical problem solving exercises for preclinical medical education that were developed at Michigan State University School of Osteopathic Medicine are described. Two types of outcomes were set as priorities in the design and implementation of the problem solving sessions: small group peer interactions as instructional and evaluative resources;…

Testing protocol for predicting driven pile behavior within pre-bored soil : research project capsule.

DOT National Transportation Integrated Search

2014-02-01

The objective of this project is to compile the state-of-the-art and best practice : results available on the subject of pre-bored piles and develop a research and : instrumentation testing plan for fi eld data collection and select multiple pile : d...

Oral History Project: Bringing Students Together

ERIC Educational Resources Information Center

Swerdlow, Linda Kantor

2005-01-01

This article describes the Veteran's Oral History Project, a collaboration between students at Isaac Young Middle School and pre-service teachers enrolled in the author's middle school education class at the College of New Rochelle. The pre-service teachers developed and taught an integrated interdisciplinary unit on the Vietnam era, culminating…

78 FR 26758 - Applications for New Awards; School Leadership Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-08

... professional development programs. Invitational priority one encourages applicants to design projects that will... of Intent to Apply: June 7, 2013. Date of Pre-Application Meeting: May 22, 2013. Further information... competition to propose projects that will implement pre- and in-service programs that produce the most highly...

Six teachers' experience with a video-based professional development program: Its implementation and development

NASA Astrophysics Data System (ADS)

Nelson, Marianne T.

Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For example, the classroom clips did focus teachers' discussion on pedagogical issues. Each participant, over the short duration of the study, did implement at least one program idea, and several teachers mentioned continuing conversations they had begun during program sessions.

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Learning with East Aurora Families. Project Evaluation.

ERIC Educational Resources Information Center

Bercovitz, Laura

The Learning with East Aurora Families (LEAF) Project was a 1-year family literacy program developed and implemented by Waubonsee Community College in Sugar Grove, Illinois. It recruited 51 parents and other significant adults of 4- and 5-year-olds enrolled in at-risk programs. Each of the 4-week sessions were divided into 5 components: adult…

Evaluating the Acceptability and Feasibility of Project ACCEPT: An Intervention for Youth Newly Diagnosed with HIV

ERIC Educational Resources Information Center

Hosek, Sybil G.; Lemos, Diana; Harper, Gary W.; Telander, Kyle

2011-01-01

Given the potential for negative psychosocial and medical outcomes following an HIV diagnosis, Project ACCEPT, a 12-session behavioral intervention, was developed and pilot-tested for youth (aged 16-24) newly diagnosed with HIV. Fifty participants recently diagnosed with HIV were enrolled from 4 sites selected through the Adolescent Medicine…

Parent Partnerships Project for Children's Mental Health Training for Professionals. PHP-c87

ERIC Educational Resources Information Center

PACER Center, 2004

2004-01-01

In the fall of 2003, PACER Center's Parent Partnership Project for Children's Mental Health conducted a survey to better understand what parents and families need from the children?s mental health system in Minnesota. The research team developed a survey questionnaire, a telephone interview, and a focus group session directed at learning what was…

Effect of Public Deliberation on Attitudes toward Return of Secondary Results in Genomic Sequencing

PubMed Central

Gornick, Michele C.; Scherer, Aaron M.; Sutton, Erica J.; Ryan, Kerry A.; Exe, Nicole L.; Li, Ming; Uhlmann, Wendy R.; Kim, Scott Y.H.; Roberts, J. Scott; De Vries, Raymond G.

2016-01-01

The increased use of genomic sequencing in clinical diagnostics and therapeutics makes imperative the development of guidelines and policies about how to handle secondary findings. For reasons both practical and ethical, the creation of these guidelines must take into consideration the informed opinions of the lay public. As part of a larger Clinical Sequencing Exploratory Research (CSER) consortium project, we organized a deliberative democracy (DD) session that engaged 66 participants in dialogue about the benefits and risks associated with the return of secondary findings from clinical genomic sequencing. Participants were educated about the scientific and ethical aspects of the disclosure of secondary findings by experts in medical genetics and bioethics, and then engaged in facilitated discussion of policy options for the disclosure of three types of secondary findings: 1) medically actionable results; 2) adult onset disorders found in children; and 3) carrier status. Participants’ opinions were collected via surveys administered one month before, immediately following, and one month after the DD session. Post DD session, participants were significantly more willing to support policies that do not allow access to secondary findings related to adult onset conditions in children (Χ2 (2, N = 62) = 13.300, p = 0.001) or carrier status (Χ2 (2, N = 60) = 11.375, p = 0.003). After one month, the level of support for the policy denying access to secondary findings regarding adult-onset conditions remained significantly higher than the pre-DD level, although less than immediately post-DD (Χ2 (1, N = 60) = 2.465, p = 0.041). Our findings suggest that education and deliberation enhance public appreciation of the scientific and ethical complexities of genome sequencing. PMID:27307100

Effect of Public Deliberation on Attitudes toward Return of Secondary Results in Genomic Sequencing.

PubMed

Gornick, Michele C; Scherer, Aaron M; Sutton, Erica J; Ryan, Kerry A; Exe, Nicole L; Li, Ming; Uhlmann, Wendy R; Kim, Scott Y H; Roberts, J Scott; De Vries, Raymond G

2017-02-01

The increased use of genomic sequencing in clinical diagnostics and therapeutics makes imperative the development of guidelines and policies about how to handle secondary findings. For reasons both practical and ethical, the creation of these guidelines must take into consideration the informed opinions of the lay public. As part of a larger Clinical Sequencing Exploratory Research (CSER) consortium project, we organized a deliberative democracy (DD) session that engaged 66 participants in dialogue about the benefits and risks associated with the return of secondary findings from clinical genomic sequencing. Participants were educated about the scientific and ethical aspects of the disclosure of secondary findings by experts in medical genetics and bioethics, and then engaged in facilitated discussion of policy options for the disclosure of three types of secondary findings: 1) medically actionable results; 2) adult onset disorders found in children; and 3) carrier status. Participants' opinions were collected via surveys administered one month before, immediately following, and one month after the DD session. Post DD session, participants were significantly more willing to support policies that do not allow access to secondary findings related to adult onset conditions in children (Χ 2 (2, N = 62) = 13.300, p = 0.001) or carrier status (Χ 2 (2, N = 60) = 11.375, p = 0.003). After one month, the level of support for the policy denying access to secondary findings regarding adult-onset conditions remained significantly higher than the pre-DD level, although less than immediately post-DD (Χ 2 (1, N = 60) = 2.465, p = 0.041). Our findings suggest that education and deliberation enhance public appreciation of the scientific and ethical complexities of genome sequencing.

Develop and teach graduate course on rail terminal design and operations.

DOT National Transportation Integrated Search

2017-06-02

This project planned and developed the course material for CEE 598 RTD, and taught it as a fullsemester course open to graduate students at UIUC in Fall 2014. Students enrolled in the class participated in lecture-discussion sessions, twice a week fo...

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

NASA Astrophysics Data System (ADS)

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

2016-05-01

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

Energy and environmental policy in a period of transition. Proceedings of the twenty-third annual Illinois energy conference

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

NONE

1995-12-31

The Twenty-Third Annual Illinois Energy Conference entitled, ``Energy and Environmental Policy in a Period of Transition`` was held in Chicago, Illinois on November 20--21, 1995. The conference program explored how federal policy in energy and environment is changing and how these shifts will impact the economy of the Midwest. The conference was divided in four plenary sessions. Session 1 focused on the national policy scene where speakers discussed proposed legislation to change federal energy and environmental policy. Session 2 looked at the future structure of the energy industry, projecting the roles of natural gas, the electric utility industry, and independentmore » power producers in the overall energy system of the 21st century. Session 3 examined current federal policy in research and development as a baseline for discussing the future role of government and industry in supporting research and development. In particular, it looked at the relationship between energy research and development and global competitiveness. Finally, Session 4 attempted to tie these issues together and consider the impact of national policy change on Illinois and the Midwest.« less

Presenting qualitative data through the co-construction of a model.

PubMed

Chenery-Morris, Sam

2014-09-01

Research skills are developed in pre-registration midwifery curricula to enhance student midwives' appreciation and appropriate application of evidence within their midwifery practice. A spontaneous, innovative session was facilitated based on student experiences of non-midwifery placements, which helped demonstrate how qualitative data are analysed and can then be presented. By listening to each other's varied experiences, the students were able to relate their research knowledge to date with their collective 'empirical data' to enhance their understanding of presenting qualitative research. The paper reports on the learning process. It is an evaluation of the session, with student permission for publication gained; it is not research.

Teachers' Reflections on an Education for Sustainable Development Project

ERIC Educational Resources Information Center

Villanen, Heli

2014-01-01

Sustainable development includes controversial values and complex issues such as energy consumption contra natural resources. This paper discusses a school project involving teachers from pre-schools to upper secondary schools in Sweden. The project aimed to support the teaching of energy issues and more generally sustainable development. During…

Healing Touch as a Supportive Intervention for Adult Acute Leukemia Patients: A Pilot Investigation of Effects on Distress and Symptoms

PubMed Central

Danhauer, Suzanne C.; Tooze, Janet A.; Holder, Paige; Miller, Christina; Jesse, Michelle T.

2013-01-01

Background Goals were to determine the feasibility of conducting a study of Healing Touch (HT) for acute leukemia patients and to obtain preliminary data on its effectiveness. Methods Forty hospitalized leukemia patients completed a brief survey of HT knowledge/experience. A prospective cohort (N=12) was invited to participate in an HT intervention (9 30-minute sessions over 3 weeks); they completed measures of distress, symptoms, and sleep (at weeks 1 and 5), and completed single item ratings of fatigue, nausea, distress, and pain immediately pre-post selected HT sessions. The Wilcoxon signed rank test was used to analyze change in pre-post session ratings and distress, symptom, and sleep measures. Results Among survey respondents, 8% had used HT in the past, and 71% were interested in using HT. In the prospective cohort, there were significant pre-post session improvements in fatigue and nausea (but not in distress and pain). There were no significant changes between weeks 1 and 5 in distress, symptoms, or sleep. Ratings and qualitative feedback on HT were positive, focused mainly on feeling relaxed following HT sessions. Conclusions It is feasible to recruit patients hospitalized for acute leukemia to a study of HT. Preliminary data on short-term improvements in symptoms indicate these are promising outcomes for future study. PMID:19087765

A RH promotion project in Laos is further developed.

PubMed

1999-02-01

An induction workshop for LAO/97/P01, a UNFPA project, was held in Vientiane during December 7-8, 1998. The project is part of the Reproductive Health (RH) Sub-Program in the Lao P.D.R. supported by UNFPA. The sub-program includes 3 other projects related to women's rights and gender equality, adolescent health needs, and sexuality education in schools. National directors of the 4 implemented projects participated in the workshop. Areas in which to develop information, education, and communication materials in RH were noted in the opening ceremony, followed by presentations of the directors of each project on the current status and activities of their respective projects. Each presentation was followed by a question and answer session, including questions from the floor.

Effects of a museum-based social prescription intervention on quantitative measures of psychological wellbeing in older adults.

PubMed

Thomson, Linda J; Lockyer, Bridget; Camic, Paul M; Chatterjee, Helen J

2018-01-01

To assess psychological wellbeing in a novel social prescription intervention for older adults called Museums on Prescription and to explore the extent of change over time in six self-rated emotions ('absorbed', 'active', 'cheerful', 'encouraged', 'enlightened' and 'inspired'). Participants ( n = 115) aged 65-94 years were referred to museum-based programmes comprising 10 weekly sessions, by healthcare and third sector organisations using inclusion criteria (e.g. socially isolated, able to give informed consent, not in employment, not regularly attending social or cultural activities) and exclusion criteria (e.g. unable to travel to the museum, unable to function in a group situation, unlikely to be able to attend all sessions, unable to take part in interviews and complete questionnaires). In a within-participants' design, the Museum Wellbeing Measure for Older Adults (MWM-OA) was administered pre-post session at start-, mid- and end-programme. A total of 12 programmes, facilitated by museum staff and volunteers, were conducted in seven museums in central London and across Kent. In addition to the quantitative measures, participants, carers where present, museum staff and researchers kept weekly diaries following guideline questions and took part in end-programme in-depth interviews. Multivariate analyses of variance showed significant participant improvements in all six MWM-OA emotions, pre-post session at start-, mid- and end-programme. Two emotions, 'absorbed' and 'enlightened', increased pre-post session disproportionately to the others; 'cheerful' attained the highest pre-post session scores whereas 'active' was consistently lowest. Museums can be instrumental in offering museum-based programmes for older adults to improve psychological wellbeing over time. Participants in the study experienced a sense of privilege, valued the opportunity to liaise with curators, visit parts of the museum closed to the public and handle objects normally behind glass. Participants appreciated opportunities afforded by creative and co-productive activities to acquire learning and skills, and get to know new people in a different context.

Relaxation training after stroke: potential to reduce anxiety.

PubMed

Kneebone, Ian; Walker-Samuel, Natalie; Swanston, Jennifer; Otto, Elisabeth

2014-01-01

To consider the feasibility of setting up a relaxation group to treat symptoms of post stroke anxiety in an in-patient post-acute setting; and to explore the effectiveness of relaxation training in reducing self-reported tension. A relaxation group protocol was developed in consultation with a multidisciplinary team and a user group. Over a period of 24 months, 55 stroke patients attended group autogenic relaxation training on a rehabilitation ward. Attendance ranged between one and eleven sessions. Self-reported tension was assessed pre and post relaxation training using the Tension Rating Circles (TRCs). The TRCs identified a significant reduction in self-reported tension from pre to post training, irrespective of the number of sessions attended; z = -3.656, p < 0.001, r = -0.67, for those who attended multiple sessions, z = -2.758, p < 0.01, r = -0.6 for those who attended a single session. The routine use of relaxation techniques in treating anxiety in patients undergoing post-stroke rehabilitation shows potential. Self-reported tension decreased after attendance at relaxation training. The TRCs proved acceptable to group members, but should be validated against standard anxiety measures. Further exploration of the application of relaxation techniques in clinical practice is desirable. Implications for Rehabilitation Anxiety is prevalent after stroke and likely affects rehabilitation outcomes. Relaxation training is a well proven treatment for anxiety in the non-stroke population. A significant within session reduction in tension, a hallmark symptom of anxiety, was evidenced via group relaxation training delivered in a post-acute, in-patient stroke unit setting. Relaxation training a shows promise as a treatment for anxiety after stroke.

Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth.

PubMed

Feltham, Christina; Foster, Julie; Davidson, Tom; Ralph, Stewart

2016-06-01

To explore the experiences of midwifery and paramedic students undertaking interprofessional learning. A one day interprofessional learning workshop incorporating peer assisted learning for undergraduate pre-registration midwifery and paramedic students was developed based on collaborative practice theory and simulation based learning. Twenty-five student midwives and thirty-one paramedic students participated in one of two identical workshops conducted over separate days. Videoed focus group sessions were held following the workshop sessions in order to obtain qualitative data around student experience. Qualitative data analysis software (ATLAS.ti) was used to collate the transcriptions from the focus group sessions and the video recordings were scrutinised. Thematic analysis was adopted. Four main themes were identified around the understanding of each other's roles and responsibilities, the value of interprofessional learning, organisation and future learning. Students appeared to benefit from a variety of learning opportunities including interprofessional learning and peer assisted learning through the adoption of both formal and informal teaching methods, including simulation based learning. A positive regard for each other's profession including professional practice, professional governing bodies, professional codes and scope of practice was apparent. Students expressed a desire to undertake similar workshops with other professional students. Interprofessional learning workshops were found to be a positive experience for the students involved. Consideration needs to be given to developing interprofessional learning with other student groups aligned with midwifery at appropriate times in relation to stage of education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Renewable Energy Development in Indian Country: A Handbook for Tribes

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

MacCourt, D. C.

2010-06-01

This handbook is designed to be an accessible reference for those who are new to tribal energy project development or seek a refresher on key development issues as they navigate the project development process. It builds upon the wealth of feedback and experiences shared by tribal and other participants in the National Renewable Energy Laboratory's tribal energy training sessions to provide tribal leaders, tribal economic and energy enterprises, and those supporting them with a general overview of the renewable energy project development process as well as detailed guidance on the following: how to structure a renewable energy project transaction tomore » protect tribal interests, with an emphasis on joint project development efforts undertaken with nontribal parties; key energy development agreements, including power sale agreements, transmission and interconnection agreements, and land leases; and ways tribes can finance renewable energy projects, including the sources of funding or financing that may be available, the types of investors that may be available, and federal tax incentives for renewable energy projects.« less

Can chronic disease management plans including occupational therapy and physiotherapy services contribute to reducing falls risk in older people?

PubMed

Mackenzie, Lynette; Clemson, Lindy

2014-04-01

Exercise and home modifications are effective interventions for preventing falls. Chronic disease management (CDM) items are one way for general practitioners (GPs) to access these interventions. This study aimed to evaluate the outcomes and feasibility of using CDM items for occupational therapy (OT) and physiotherapy (PT) sessions to address falls risk. A pre-post pilot study design was used to evaluate five collaborative sessions shared by a private OT and PT using CDM items and a GP management plan. Pre and post intervention measures were used to evaluate outcomes for eight patients aged ≥75 years from two GP practices. At 2 months post-intervention there were significant improvements in everyday functioning (P = 0.04), physical capacity (P = 0.01) and falls efficacy (P =0.01). Adherence to the intervention was excellent. Falls prevention interventions can be effective in primary care settings and sustainable pathways need to be developed to ensure access for older people at risk.

Sleep-hygiene Education improves Sleep Indices in Elite Female Athletes.

PubMed

O'Donnell, Shannon; Driller, Matthew W

2017-01-01

The importance of sleep in providing psychophysiological recovery in elite athletes is often overlooked. In other populations (eg shift workers and adolescent students), sleep hygiene education may serve to acutely improve sleep indices. However, this is yet to be examined in an elite athlete setting. Therefore, the aim of the current study was to evaluate the effect of a sleep hygiene education session on sleep indices in elite athletes. The study involved 26 elite female netball athletes performing one week of baseline sleep monitoring (PRE), followed by a sleep hygiene education session and a further week of sleep monitoring (POST) in a single group, pre- post design. The sleep hygiene education session focused on providing information on the importance of sleep for athletes and practical tips to improve sleep quality and quantity. Sleep monitoring was performed using wrist actigraphy to assess total sleep time (TST), sleep efficiency (SE%), total time in bed (TTB), sleep latency (SL), wake episodes per night (WE), sleep onset variance (SOV), wake variance (WV) wake episode duration (WED), sleep onset time (SOT), and wake time (WT). There was a significant improvement in TST (mean ± SD; 22.3 ± 39.9 minutes, p=0.01) PRE to POST sleep hygiene education session, the difference associated with a small effect (ES: 0.39). A significant improvement PRE to POST was found for WV (p=0.03), and for WED (p=0.03). There were no significant differences for SE%, SL, TTB, WE, SOV, SOT, WT. The current study reports that a sleep hygiene education session is effective in improving sleep quantity in elite female athletes in an acute setting.

An exploratory analysis of changes in mood, anxiety and craving from pre- to post-single sessions of exercise, over 12 weeks, among patients with alcohol dependence.

PubMed

Brown, Richard A; Prince, Mark A; Minami, Haruka; Abrantes, Ana M

2016-10-01

Aerobic exercise is currently being studied as a relapse prevention strategy for individuals with alcohol use disorders. Negative affect and cravings predict relapse. The acute effects of moderate-intensity exercise have been shown to improve mood and reduce craving. The current study examined the acute effects of exercise on changes in mood, anxiety, and craving from pre- to post-exercise at each week of a 12-week moderate intensity exercise intervention with sedentary alcohol dependent adults. Twenty-six participants in the exercise condition of a larger randomized clinical trial (Brown et al., 2014) exercised in small groups at moderate intensity for 20 to 40 minutes per session. Participants rated mood, anxiety, and cravings in the present moment before and after each exercise session over the course of the 12-week intervention. Data analyses focused on effect size and interval estimation. Joinpoint analysis was used to model longitudinal trends. Increases in mood and decreases in anxiety and craving were apparent at every session. Effect size estimates revealed that average change from pre- to post-exercise was in the small to medium range with some individual sessions reaching the large range. Joinpoint analyses revealed that the pre-post exercise changes in mood increased, anxiety remained stable, and craving diminished across the 12 weeks. This study provides provisional support for a change in mood, anxiety and alcohol cravings for the role of exercise in the early recovery period for alcohol dependence. Acute single bouts of moderate-intensity exercise may help individuals with alcohol dependence manage mood, anxiety, and craving thereby reducing relapse risk, but further research is needed with a more rigorous study design.

Novel Airway Training Tool that Simulates Vomiting: Suction-Assisted Laryngoscopy Assisted Decontamination (SALAD) System.

PubMed

DuCanto, James; Serrano, Karen D; Thompson, Ryan J

2017-01-01

We present a novel airway simulation tool that recreates the dynamic challenges associated with emergency airways. The Suction-Assisted Laryngoscopy Assisted Decontamination (SALAD) simulation system trains providers to use suction to manage emesis and bleeding complicating intubation. We modified a standard difficult-airway mannequin head (Nasco, Ft. Atkinson, WI) with hardware-store equipment to enable simulation of vomiting or hemorrhage during intubation. A pre- and post-survey was used to assess the effectiveness of the SALAD simulator. We used a 1-5 Likert scale to assess confidence in managing the airway of a vomiting patient and comfort with suction techniques before and after the training exercise. Forty learners participated in the simulation, including emergency physicians, anesthesiologists, paramedics, respiratory therapists, and registered nurses. The average Likert score of confidence in managing the airway of a vomiting or hemorrhaging patient pre-session was 3.10±0.49, and post-session 4.13±0.22. The average score of self-perceived skill with suction techniques in the airway scenario pre-session was 3.30±0.43, and post-session 4.03±0.26. The average score for usefulness of the session was 4.68±0.15, and the score for realism of the simulator was 4.65±0.17. A training session with the SALAD simulator improved trainee's confidence in managing the airway of a vomiting or hemorrhaging patient. The SALAD simulation system recreates the dynamic challenges associated with emergency airways and holds promise as an airway training tool.

Transcutaneous electrical neural stimulation for the treatment of urinary urgency or urge-incontinence in children and adolescents: a Phase II clinica.

PubMed

Alcantara, Amanda Carolina Almeida de; Mello, Maria Júlia Gonçalves de; Costa e Silva, Eduardo Just da; Silva, Bárbara Bernardo Rinaldo da; Ribeiro Neto, José Pacheco Martins

2015-01-01

To determine the effectiveness of 20 twice-weekly sessions of parasacral transcutaneous electrical neural stimulation (TENS) for treatment of urinary urgency and urge-incontinence in children and adolescents. A Phase II clinical trial was carried out with patients with urinary urgency or urge-incontinence aged between 5 and 14 years. Twenty TENS sessions were conducted, twice weekly, using a Quark® Dualpex 961 apparatus. The variables analyzed were daily micturition, dynamics ultrasonography of the lower urinary tract pre-and post-treatment and responses to a questionnaire on urinary leakage applied during each session. The mean age of the 25 children participating in the study was 7.80 ± 2.22 years, most were female (92%) and had urge-incontinence (92%). The difference in urinary leakage pre- and post-treatment was statistically significant ( p = 0.04); a decline in the symptom of urinary leakage was reported by all caregivers in children who completed the 20th session; the ultrasound parameters, although not statistically significant, showed a reduction in the percentage of children with detrusor contractions (from 62.5% to 43.5%); and a more adequate pre-micturition bladder volume of 4.2% post-treatment compared with 19.0% prior to treatment. The electro-stimulation carried out during the twice weekly sessions appeared to be effective and urinary incontinence declined in half of the patients from the 12th session onwards. However, there is a need for a study involving a larger number of patients to confirm the results obtained.

Reductions in Sprint Paddling Ability and Countermovement Jump Performance After Surfing Training.

PubMed

Secomb, Josh L; Sheppard, Jeremy M; Dascombe, Ben J

2015-07-01

The present study aimed to determine whether any meaningful change in a surfer's sprint paddling ability and countermovement jump (CMJ) performance developed after a 2-hour surfing training session and also whether any physical demands of the surfing session were related to the resultant changes in the capacities. Fifteen competitive male surfing athletes (age, 22.1 ± 3.9 years; height, 175.4 ± 6.4 cm; body mass, 72.5 ± 7.7 kg) performed a 2-hour surfing training session, with 15-m sprint paddle and CMJ trials performed both before and after the surfing session. Pre- to posttesting measures were analyzed using magnitude-based inferences. Likely declines were observed in the velocity achieved at the 5-, 10-, and 15-m splits of the 15-m sprint paddle, as well as peak velocity. Similarly, likely declines were calculated for CMJ peak force, relative peak force, and jump height. Furthermore, large correlations were calculated between presurfing session peak velocity and the change in 5, 10, 15 m, and peak velocity of the 15-m sprint paddle and total distance covered, wave riding bouts, and success rate. Surfing athletes and coaches may need to consider implementing shorter duration training sessions to reduce the decline in sprint paddling ability and CMJ performance. Furthermore, surfing athletes should possess highly developed sprint paddling ability because this may allow them to undertake a greater workload and catch more waves, which will increase the opportunity for technical refinement of maneuvers and skill acquisition.

Group relationships in early and late sessions and improvement in interpersonal problems.

PubMed

Lo Coco, Gianluca; Gullo, Salvatore; Di Fratello, Carla; Giordano, Cecilia; Kivlighan, Dennis M

2016-07-01

Groups are more effective when positive bonds are established and interpersonal conflicts resolved in early sessions and work is accomplished in later sessions. Previous research has provided mixed support for this group development model. We performed a test of this theoretical perspective using group members' (actors) and aggregated group members' (partners) perceptions of positive bonding, positive working, and negative group relationships measured early and late in interpersonal growth groups. Participants were 325 Italian graduate students randomly (within semester) assigned to 1 of 16 interpersonal growth groups. Groups met for 9 weeks with experienced psychologists using Yalom and Leszcz's (2005) interpersonal process model. Outcome was assessed pre- and posttreatment using the Inventory of Interpersonal Problems, and group relationships were measured at Sessions 3 and 6 using the Group Questionnaire. As hypothesized, early measures of positive bonding and late measures of positive working, for both actors and partners, were positively related to improved interpersonal problems. Also as hypothesized, late measures of positive bonding and early measures of positive working, for both actors and partners, were negatively related to improved interpersonal problems. We also found that early actor and partner positive bonding and negative relationships interacted to predict changes in interpersonal problems. The findings are consistent with group development theory and suggest that group therapists focus on group-as-a-whole positive bonding relationships in early group sessions and on group-as-a-whole positive working relationships in later group sessions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Deciphering groundwater quality for irrigation and domestic purposes - a case study in Suri I and II blocks, Birbhum District, West Bengal, India

NASA Astrophysics Data System (ADS)

Das, Shreya; Nag, S. K.

2015-07-01

Assessment of the hydrochemical characteristics of water and aquifer hydraulic properties is important for groundwater planning and management in the study area. It is not only the basic need for human existence but also a vital input for all development activities. The present hydro-geochemical study of groundwater samples from the Suri I and II blocks of Birbhum district, West Bengal (23.76 ∘-23.99 ∘N; 87.42 ∘-87.64 ∘E) was carried out to assess their suitability for agricultural, domestic and drinking purposes. For this study, samples were collected from 26 locations during the post-monsoon and pre-monsoon sessions spanning over 2012 and 2013. Groundwater samples were analyzed for their physical and chemical properties using standard laboratory methods. Physical and chemical parameters of groundwater such as pH, electrical conductivity, total dissolved solids, Na, K, Ca, Mg, Fe, Cl, HCO3, SO4 and F were determined. Various water quality indices like SAR, SSP, PI, RSC, MAR and KR have been calculated for each water sample to identify the irrigational suitability standard. According to most of these parameters, the groundwater has been found to be well to moderately suitable for irrigation. In the post-monsoon session exceptionally high RSC values for around 80% samples indicate an alkaline hazard to the soil. The ion balance histogram for post-monsoon indicates undesirable ion balance values according to fresh water standards whereas in pre-monsoon, the samples show good ion balance in water. For determination of the drinking suitability standard of groundwater, three parameters have been considered - total hardness (TH), Piper's trilinear diagram and water quality index study. Groundwater of the present study area has been found to be moderately-hard to hard during both sampling sessions and hence poses no health risk which could arise due to excess consumption of calcium or magnesium. Hydrogeochemical facies in the form of Piper's trilinear diagram plot which helps in identification of the water `type' which can render a particular taste or odour to water, indicates that groundwater in the study area is majorly of CaMgHCO 3 and NaHCO 3 type (fresh type) during both post-monsoon and pre-monsoon sessions barring a couple of samples which are of CaMgSO 4/CaMgClSO 4 type in pre-monsoon. Water quality index study reveals that close to 90% of the water samples are suitable for drinking during post-monsoon compared to pre-monsoon during which period only 60% of water samples fall under the suitable drinking water category. Gibbs' diagrams, which help in identification of natural processes controlling hydrogeochemistry of groundwater indicates that for both post-monsoon and pre-monsoon sessions, the overall hydrogeochemistry of the study area is dominated by rock-water interaction processes.

Steps Forward and Back in Adult Numeracy Teacher Professional Development: A Reflection on a Teacher Workshop Experience

ERIC Educational Resources Information Center

Saliga, Linda Marie; Daviso, Al; Stuart, Denise; Pachnowski, Lynne

2015-01-01

In this project, a university team of teacher education and mathematics professors conducted eight professional development sessions for General Educational Development (GED) teachers in the area of mathematics teaching. Topics included concretely modeling mathematics concepts in algebra, number sense, geometry, and differentiating instruction in…

Staff Development Workshops for High School Science Teachers of Limited English Proficient Students 1988-89.

ERIC Educational Resources Information Center

Berney, Tomi D.; Cantalupo, Denise

The staff development workshops for high school science teachers of Limited English Proficient (LEP) Students program are described. The project provided services which involved: creating a resource library, collecting videotaped records of the staff development workshops for future training sessions, disseminating information and materials, and…

Cost and threshold analysis of an HIV/STI/hepatitis prevention intervention for young men leaving prison: Project START.

PubMed

Johnson, A P; Macgowan, R J; Eldridge, G D; Morrow, K M; Sosman, J; Zack, B; Margolis, A

2013-10-01

The objectives of this study were to: (a) estimate the costs of providing a single-session HIV prevention intervention and a multi-session intervention, and (b) estimate the number of HIV transmissions that would need to be prevented for the intervention to be cost-saving or cost-effective (threshold analysis). Project START was evaluated with 522 young men aged 18-29 years released from eight prisons located in California, Mississippi, Rhode Island, and Wisconsin. Cost data were collected prospectively. Costs per participant were $689 for the single-session comparison intervention, and ranged from $1,823 to 1,836 for the Project START multi-session intervention. From the incremental threshold analysis, the multi-session intervention would be cost-effective if it prevented one HIV transmission for every 753 participants compared to the single-session intervention. Costs are comparable with other HIV prevention programs. Program managers can use these data to gauge costs of initiating these HIV prevention programs in correctional facilities.

Session: Development and application of guidelines for siting, constructing, operating and monitoring wind turbines

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

Manville, Albert; Hueckel, Greg

2004-09-01

This session at the Wind Energy and Birds/Bats workshop consisted of two presentations followed by a discussion/question and answer period. The two papers were: 'Development and Application of USFWS Guidance for Site Evaluation, Siting, Construction, Operation and Monitoring of Wind Turbines' by Albert Manville and 'Wind Power in Washington State' by Greg Hueckel. The session provided a comparison of wind project guidelines developed by the U.S. Fish and Wildlife Service (USFWS) in May 2003 and the Washington State Department of Fish and Wildlife in August 2003. Questions addressed included: is there a need or desire for uniform national or statemore » criteria; can other states learn from Washington State's example, or from the USFWS voluntary guidelines; should there be uniform requirements/guidelines/check-lists for the siting, operation, monitoring, and mitigation to prevent or minimize avian, bat, and other wildlife impacts.« less

Ultra-rapid EOP determination with VLBI

NASA Astrophysics Data System (ADS)

Haas, Rüdiger; Kurihara, Shinobu; Nozawa, Kentaro; Hobiger, Thomas; Lovell, Jim; McCallum, Jamie; Quick, Jonathan

2013-04-01

In 2007 the Geospatial information Authority of Japan (GSI) and the Onsala Space Observatory (OSO) started a project aiming at determining the earth rotation angle, usually expressed as dUT1, in near real-time. In the beginning of this project dedicated one hour long one-baseline experiments were observed periodically using the VLBI stations Onsala (Sweden) and Tsukuba (Japan). The strategy is that the observed VLBI-data are sent in real-time via the international optical fibre backbone to the VLBI-correlator at Tsukuba where the data are correlated and analyzed in near-real time, producing ultra-rapid dUT1 results. An offline version of this strategy has been adopted in 2009 for the regular VLBI intensive series INT-2 involving Wettzell (Germany) and Tsukuba. Since March 2010 the INT-2 is using real-time e-transfer, too, and since June 2010 also automated analysis. Starting in 2009 the ultra-rapid approach was applied to regular 24 hour long VLBI-sessions that involve Tsukuba and Onsala, so that ultra-rapid dUT1 results can be produced already during ongoing VLBI-sessions. This strategy was successfully operated during the 15 days long CONT11 campaign. In 2011 the ultra-rapid strategy was extended to involve a network of VLBI-stations, so that not only dUT1 but also the polar motion components can be determined in near real-time. Initially, in November 2011 a dedicated three-station session was observed involving Onsala, Tsukuba and Hobart (Tasmania, Australia). In 2012 several regular 24 hour long IVS-sessions that involved Onsala, Tsukuba and HartRAO (South Africa) were operated with the ultra-rapid strategy, and in several cases also Hobart was added as a fourth station. For this project we use the new analysis software c5++ developed by the National Institute of Information and Communications Technology (NICT). In this presentation we give an overview of the UREOP-project, describe the recent developments, and discuss the obtained results.

Virtual environment architecture for rapid application development

NASA Technical Reports Server (NTRS)

Grinstein, Georges G.; Southard, David A.; Lee, J. P.

1993-01-01

We describe the MITRE Virtual Environment Architecture (VEA), a product of nearly two years of investigations and prototypes of virtual environment technology. This paper discusses the requirements for rapid prototyping, and an architecture we are developing to support virtual environment construction. VEA supports rapid application development by providing a variety of pre-built modules that can be reconfigured for each application session. The modules supply interfaces for several types of interactive I/O devices, in addition to large-screen or head-mounted displays.

Effects of Tai Chi Training on Antioxidant Capacity in Pre- and Postmenopausal Women

PubMed Central

Palasuwan, Attakorn; Suksom, Daroonwan; Margaritis, Irène; Soogarun, Suphan; Rousseau, Anne-Sophie

2011-01-01

The risk of oxidative stress-related metabolic diseases increases with menopause and physical inactivity. We hypothesized that an 8-week Tai Chi (TC) training program (2 sessions in class; 2 sessions at home; 1-1:15/session) would improve antioxidant capacity and reduce cardiovascular risks in both pre- (n = 8) and postmenopausal (n = 7) sedentary women. Selected measures of physical fitness and blood parameters were analyzed before and after the program. Besides the well-known effects of TC on balance, flexibility, and maximum leg extensor strength, TC (1) increased erythrocyte glutathione peroxidase activity—an aerobic training-responsive antioxidant enzyme—and plasma total antioxidant status and (2) decreased plasma total homocysteine, a cardiovascular risk marker. In addition to being a low-velocity, low-impact, and relatively safe, TC is a suitable physical activity design for pre- and postmenopausal women to increase antioxidant defenses. Investigating breathing effects during TC movements would be an interesting area for further research in diseases prevention. PMID:21584229

Effects of tai chi training on antioxidant capacity in pre- and postmenopausal women.

PubMed

Palasuwan, Attakorn; Suksom, Daroonwan; Margaritis, Irène; Soogarun, Suphan; Rousseau, Anne-Sophie

2011-04-11

The risk of oxidative stress-related metabolic diseases increases with menopause and physical inactivity. We hypothesized that an 8-week Tai Chi (TC) training program (2 sessions in class; 2 sessions at home; 1-1:15/session) would improve antioxidant capacity and reduce cardiovascular risks in both pre- (n = 8) and postmenopausal (n = 7) sedentary women. Selected measures of physical fitness and blood parameters were analyzed before and after the program. Besides the well-known effects of TC on balance, flexibility, and maximum leg extensor strength, TC (1) increased erythrocyte glutathione peroxidase activity-an aerobic training-responsive antioxidant enzyme-and plasma total antioxidant status and (2) decreased plasma total homocysteine, a cardiovascular risk marker. In addition to being a low-velocity, low-impact, and relatively safe, TC is a suitable physical activity design for pre- and postmenopausal women to increase antioxidant defenses. Investigating breathing effects during TC movements would be an interesting area for further research in diseases prevention.

Oregon Pre-Engineering Learning Outcomes Study: Final Report

ERIC Educational Resources Information Center

Conley, David T.; Langan, Holly; Veach, Darya; Farkas, Virginia

2007-01-01

The Oregon Pre-engineering Learning Outcomes Project was conducted by the Educational Policy Improvement Center (EPIC) with grant funding from the Engineering and Technology Industry Council (ETIC). The study sought to improve student preparation and success in pre-engineering programs through the development of the Oregon Pre-engineering Learning…

Just-in-Time Training: A Novel Approach to Quality Improvement Education.

PubMed

Knutson, Allison; Park, Nesha D; Smith, Denise; Tracy, Kelly; Reed, Danielle J W; Olsen, Steven L

2015-01-01

Just-in-time training (JITT) is accepted in medical education as a training method for newer concepts or seldom-performed procedures. Providing JITT to a large nursing staff may be an effective method to teach quality improvement (QI) initiatives. We sought to determine if JITT could increase knowledge of a specific nutrition QI initiative. Members of the nutrition QI team interviewed staff using the Frontline Contextual Inquiry to assess knowledge regarding the specific QI project. The inquiry was completed pre- and post-JITT. A JITT educational cart was created, which allowed trainers to bring the educational information to the bedside for a short, small group educational session. The results demonstrated a marked improvement in the knowledge of the frontline staff regarding our Vermont Oxford Network involvement and the specifics of the nutrition QI project. Just-in-time training can be a valuable and effective method to disseminate QI principles to a large audience of staff members.

Pre-deployment Heat Acclimatization Guidelines for Disaster Responders.

PubMed

Brearley, Matt B

2016-02-01

Minimal preparation time is a feature of responding to sudden onset disasters. While equipment and supplies are prepared for deployment at short notice, less is known of the physical preparation of medical responders. With many disaster-prone areas classified as tropical regions, there is potential for responders to endure a combination of high ambient temperatures and relative humidity during deployment. Heat acclimatization, defined as the physiological and perceptual adaptations to frequent elevations of core body temperature (Tc), is a key strategy to improve tolerance of hot conditions by medical responders. Pre-deployment heat acclimatization guidelines were developed based upon the duration of physical training and the subjective rate of perceived exertion (session RPE). An objective of individual training sessions was the perception of body temperature as warm to hot. The guidelines were implemented for Team Bravo (2nd rotation) of the Australian Medical Assistance Team (AusMAT) deployed to Tacloban, Philippines following Typhoon Haiyan in November 2013. The guidelines were distributed electronically five to seven days prior to deployment and were followed by a consultation. A group training session in hot conditions was undertaken prior to departure. The AusMAT responders to utilize the guidelines were based in cool or temperate climates that required extra layers of clothing, training during warmer parts of the days, or warm indoor conditions to achieve session objectives. Responders reported the guidelines were simple to use, applicable to their varied training regimens, and had improved their confidence to work in the heat despite not completing the entire 14 day period. The pre-deployment heat acclimatization guidelines provided AusMAT responders the ability to quantify their physical training and promoted physiological adaptations to maximize health, safety, and performance during deployment. While maintaining year-round heat acclimatization is considered essential for medical responders, these guidelines may facilitate beneficial adaptations once notified of deployment.

Computer-Based Training for Library Staff: A Demonstration Project Using HyperCard. Final Performance Report.

ERIC Educational Resources Information Center

Bayne, Pauline S; Rader, Joe C.

The purpose of this project was to demonstrate that computer-based training (CBT) sessions, produced as HyperCard stacks (files), are an efficient and effective component for staff training in libraries. The purpose was successfully met in the 15-month period of development, evaluation, and implementation, and the University of Tennessee (UT)…

Pacific Circle Consortium: A Regional Project of OECD/CERI. Report of Annual Conference (6th, Hiroshima, Japan, September 27-October 4, 1982).

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

Pacific region countries reported on their 1982 cooperative activities in education, including exchange and curriculum development projects, aimed at improving intercultural understanding. The first part of the report describes what happened at the sessions; the second part contains the appendices. Various countries--Australia, Canada, Japan, New…

Summary of Session Activities: Coordination of Environmental Education Projects

NASA Technical Reports Server (NTRS)

Keeler, Michael; Mahootian, Farzad

1995-01-01

In this session, we address four fundamental questions related to environmental fields with emphasis on education. These are: What are the goals, objectives, and practical opportunities for coordinating our projects? How can we improve awareness of, interest in, access to, and support the products of our work? How can we build relationships between projects for scientific, educational, technical, and programmatic benefit? How can we evaluate the effectiveness of coordination efforts. In this working session, we produced answers to these questions and proposed a structure for future collaboration.

Growth curves of clients' emotional experience and their association with emotion regulation and symptoms.

PubMed

Fisher, Hadar; Atzil-Slonim, Dana; Bar-Kalifa, Eran; Rafaeli, Eshkol; Peri, Tuvia

2017-12-06

Emotional experience during psychotherapy is considered a core mechanism of change. Yet the sheer experience itself may not necessarily be beneficial; instead, the trajectories of emotional experience need to be explored as possible predictors of treatment outcomes. This study investigated whether clients' pre-treatment levels of emotion regulation and symptoms predicted patterns of session-to-session change in emotional experience. We also explored which patterns better predict clients' improvement in emotion regulation and symptoms from pre- to post treatment. One-hundred and seven clients undergoing psychodynamic psychotherapy completed questionnaires on their symptoms and emotion regulation at pre- and post- treatment. They also reported their level of emotional experience at the end of each session. Pre-treatment symptoms and difficulties in emotion regulation predicted greater instability in emotional experience. Higher mean levels of emotional experience during treatment were associated with an improvement in emotion regulation, and greater stability during treatment was associated with improvement in emotion regulation and symptoms. These findings lend weight to the idea that experiencing emotion in the therapeutic environment has significant implications for clients' ability to manage their emotions outside the session. However, emotions experienced in an unstable manner within therapy are associated with poorer outcomes. Clinical and methodological significance of this article: Therapists can benefit from observing the patterns and not only the level of their clients' emotional experiences. The identification of clients' difficulties early in treatment may help therapists guide clients through the delicate process of carefully attending to their emotions.

The 1971 NASA/Goddard-Aerospace Industry Battery Workshop, volume 2

NASA Technical Reports Server (NTRS)

1971-01-01

The proceedings of the final two sessions the conference on nickel-cadmium batteries are reported. The major subject areas covered in these two sessions include: (1) materials and pre-charge, and (2) thermal problems experienced with nickel-cadmium batteries.

76 FR 81962 - Notice of Public Meeting: Joint Session of Northeast California Resource Advisory Council and...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-29

... wild horse and burro management and wind energy development proposals. Agenda items for the joint... for the Northwest California RAC include the Walker Ridge wind energy project, wilderness management...

Striving for Excellence. The International Conference of the Learning Disabilities Association of America (Atlanta, Georgia, March 4-7, 1992). Research Poster Session Abstract. Volume 1.

ERIC Educational Resources Information Center

Russell, Steven C., Comp.

Eleven abstracts of research projects related to individuals with learning disabilities are compiled in this booklet. The research projects were presented in poster sessions at the March 1992 International Conference of the Learning Disabilities Association of America. Titles and authors of poster sessions include: "Perceptual and Verbal Skills of…

A Global Health Elective Course in a PharmD Curriculum

PubMed Central

Dutta, Arjun; Kovera, Craig

2014-01-01

Objective. To describe the design, development, and the first 4 implementations of a Global Health elective course intended to prepare pharmacy students pursue global health careers and to evaluate student perceptions of the instructional techniques used and of skills developed during the course. Design. Following the blended curriculum model used at Touro College of Pharmacy, the Global Health course combined team-based learning (TBL) sessions in class, out-of-class team projects, and online self-directed learning with classroom teaching and discussion sessions. Assessment. Student performance was assessed with TBL sessions, team projects, and class presentations, online quizzes, and final examinations. A precourse and postcourse survey showed improvement in global health knowledge and attitudes, and in the perception of pharmacists’ role and career opportunities in global health. Significant improvement in skills applicable to global health work was reported and students rated highly the instructional techniques, value, and relevance of the course. Conclusion. The Global Health elective course is on track to achieve its intended goal of equipping pharmacy students with the requisite knowledge and applicable skills to pursue global health careers and opportunities. After taking this course, students have gone on to pursue global field experiences. PMID:25657374

Project power: Adapting an evidence-based HIV/STI prevention intervention for incarcerated women.

PubMed

Fasula, Amy M; Fogel, Catherine I; Gelaude, Deborah; Carry, Monique; Gaiter, Juarlyn; Parker, Sharon

2013-06-01

Incarcerated women are a critical population for targeted HIV/STI prevention programming; however, there is a dearth of evidence-based, genderspecific behavioral interventions for this population. Systematically adapting existing evidence-based interventions (EBIs) can help fill this gap. We illustrate the adaptation of the HIV/STI prevention EBI, Project Safe, for use among incarcerated women and delivery in prisons. Project POWER, the final adapted intervention, was developed using formative research with prison staff and administration, incarcerated and previously incarcerated women, and input of community advisory boards. Intervention delivery adaptations included: shorter, more frequent intervention sessions; booster sessions prior to and just after release; facilitator experience in prisons and counseling; and new videos. Intervention content adaptations addressed issues of empowerment, substance use, gender and power inequity in relationships, interpersonal violence, mental health, reentry, and social support. This illustration of the adaption process provides information to inform additional efforts to adapt EBIs for this underserved population.

Development of an internet version of the Lidcombe Program of early stuttering intervention: A trial of Part 1.

PubMed

Van Eerdenbrugh, Sabine; Packman, Ann; Onslow, Mark; O'brian, Sue; Menzies, Ross

2018-04-01

There is evidence that access to treatment for early stuttering is not available for all who need it. An internet version of the Lidcombe Program for early stuttering (Internet-LP) has been developed to deal with this shortfall. The LP is suitable for such development because it is delivered by parents in the child's everyday environment, with training by a speech-language pathologist. A Phase I trial of Internet-LP Part 1, comprising parent training, is reported here. Eight parents of pre-schoolers who stutter were recruited and six completed the trial. Post-trial assessment indicated that the parents scored well for identifying and measuring stuttering and for knowledge about conducting practice sessions, including how to present verbal contingencies during practice sessions. The results prompted minor adjustments to Part 1 and guided the construction of Part 2, which instructs parents during the remainder of the treatment process.

Eisenhower Pre-Service Teacher Education Project, Higher Education Consortium Region III. Final Report.

ERIC Educational Resources Information Center

Wozniak, Jacci

The Eisenhower Pre-Service Teacher Education Project was developed by the University of Central Florida, the five community colleges in Region III of the Higher Education Consortium, and the private college and universities in the same region to design curriculum changes to improve the preparation of elementary and secondary math and science…

Clinical and Translational Research Studios: A Multidisciplinary Internal Support Program

PubMed Central

Byrne, Daniel W.; Biaggioni, Italo; Bernard, Gordon R.; Helmer, Tara T.; Boone, Leslie R.; Pulley, Jill M.; Edwards, Terri; Dittus, Robert S.

2012-01-01

The Vanderbilt Institute for Clinical and Translational Research implemented the “Studio” Program in 2007 to bring together experts to provide free, structured, project-specific feedback for medical researchers. Studios are a series of integrated, dynamic, and interactive roundtable discussions that bring relevant research experts from diverse academic disciplines together to focus on a specific research project at a specific stage. Vanderbilt’s Clinical and Translational Science Award supports the program, which is designed to improve the quality and impact of biomedical research. In this article, the authors describe the program’s design, and they provide an evaluation of its first four years. After an investigator completes a brief online studio application, a studio “manager” reviews the request, assembles a panel of 3 to 6 experts (research faculty from multiple disciplines), and circulates the pre-review materials electronically. Investigators can request one of seven studio formats: hypothesis generation, study design, grant review, implementation, analysis and interpretation, manuscript review, or translation. A studio moderator leads each studio session, managing the time (90 minutes) and discussion to optimize the usefulness of the session for the investigator. Feedback from the 157 studio sessions in the first four years has been overwhelmingly positive. Investigators have indicated that their studios have improved the quality of their science (99%; 121/122 responses), and experts have reported that the studios have been a valuable use of their time (98%; 398/406 responses). To achieve the health goals of the 21st century, researchers from multiple disciplines must bridge their differences and together address the challenging problems that face us. -- The Institute of Medicine, 20011 PMID:22722360

Neurophysiological correlates of eye movement desensitization and reprocessing sessions: preliminary evidence for traumatic memories integration.

PubMed

Farina, Benedetto; Imperatori, Claudio; Quintiliani, Maria I; Castelli Gattinara, Paola; Onofri, Antonio; Lepore, Marta; Brunetti, Riccardo; Losurdo, Anna; Testani, Elisa; Della Marca, Giacomo

2015-11-01

We have investigated the potential role of eye movement desensitization and reprocessing (EMDR) in enhancing the integration of traumatic memories by measuring EEG coherence, power spectra and autonomic variables before (pre-EMDR) and after (post-EMDR) EMDR sessions during the recall of patient's traumatic memory. Thirteen EMDR sessions of six patients with post-traumatic stress disorder were recorded. EEG analyses were conducted by means of the standardized Low Resolution Electric Tomography (sLORETA) software. Power spectra, EEG coherence and heart rate variability (HRV) were compared between pre- and post-EMDR sessions. After EMDR, we observed a significant increase of alpha power in the left inferior temporal gyrus (T = 3.879; P = 0.041) and an increased EEG coherence in beta band between C3 and T5 electrodes (T = 6.358; P < 0.001). Furthermore, a significant increase of HRV in the post-EMDR sessions was also observed (pre-EMDR: 6.38 ± 6.83; post-EMDR: 2.46 ± 2.95; U-Test = 45, P = 0.043). Finally, the values of lagged coherence were negatively associated with subjective units of disturbance (r(24) = -0.44, P < 0.05) and positively associated with parasympathetic activity (r(24) = 0.40, P < 0.05). Our results suggest that EMDR leads to an integration of dissociated aspects of traumatic memories and, consequently, a decrease of hyperarousal symptoms [Correction made here after initial publication]. © 2014 Scandinavian Society of Clinical Physiology and Nuclear Medicine. Published by John Wiley & Sons Ltd.

A dementia communication training intervention based on the VERA framework for pre-registration nurses: Part I developing and testing an implementation strategy.

PubMed

Naughton, Corina; Beard, Chloe; Tzouvara, Vasiliki; Pegram, Anne; Verity, Rebecca; Eley, Rhiannon; Hingley, David

2018-04-01

People living with dementia experience progressive difficulty in expressing physical and emotional needs. Health care staff including student nurses require training to develop compensatory communication strategies. However, there is no standardised foundation level dementia communication training within pre-registration curricula. This article describes the theoretical underpinnings and development of a foundation level dementia communication skills training based on the VERA (Validation, Emotion, Reassurance, Activity) framework. The training strategies drew on behavioural change theory using the COM-B model and Gagné's 9 Events of Instruction. The VERA framework was operationalised using a multicomponent teaching strategy. The intervention was refined based on quality improvement Plan-Do-Study-Act cycles with feedback from people living with dementia, facilitators and student nurses. Data collection used semi-structured questionnaires (n = 51) and four focus group (n = 19) interviews with students. Data analysis involved descriptive statistics and thematic analysis. The intervention was a 2.5-hour face-to-face training session delivered at the start of students' older adult unit placement with follow-up reflection sessions during placement. Training was delivered to 51 students, all students described the training as useful and would recommend it to their peers. Elements of the training that were highly valued were: opportunities to express concerns in caring for people with dementia, applying the VERA framework using role play and outlining realistic expectations of VERA. Students recognised the need for on-going training especially for more complex patients. Combining behaviour change and education theory with stakeholder feedback strengthened the development of VERA as a foundation level dementia communication training for pre-registration nurses. Copyright © 2018 Elsevier Ltd. All rights reserved.

Eight years' experience with a Medical Education Journal Club in Mexico: a quasi-experimental one-group study.

PubMed

Sánchez-Mendiola, Melchor; Morales-Castillo, Daniel; Torruco-García, Uri; Varela-Ruiz, Margarita

2015-12-14

A time-honored strategy for keeping up to date in medicine and improving critical appraisal skills is the Journal Club (JC). There are several reports of its use in medicine and allied health sciences but almost no reports of JC focused on medical education. The purpose of the study is to describe and evaluate an eight years' experience with a medical education Journal Club (MEJC). We started a monthly medical education JC in 2006 at UNAM Faculty of Medicine in Mexico City. Its goal is to provide faculty with continuing professional development in medical education. A discussion guide and a published paper were sent 2 weeks before sessions. We reviewed the themes and publication types of the papers used in the sessions, and in June-July 2014 administered a retrospective post-then-pre evaluation questionnaire to current participants that had been regular attendees to the JC for more than 2 years. The retrospective post-then-pre comparisons were analyzed with Wilcoxon signed-rank test. Effect sizes were calculated for the pre-post comparisons with Cohen's r. There have been 94 MEJC sessions until July 2014. Average attendance is 20 persons, a mix of clinicians, educators, psychologists and a sociologist. The articles were published in 32 different journals, and covered several medical education themes (curriculum, faculty development, educational research methodology, learning methods, assessment, residency education). 22 Attendees answered the evaluation instrument. The MEJC had a positive evaluation from good to excellent, and there was an improvement in self-reported competencies in medical education literature critical appraisal and behaviors related to the use of evidence in educational practice, with a median effect size higher than 0.5. The evaluation instrument had a Cronbach's alpha of 0.96. A periodic Medical Education Journal Club can improve critical appraisal of the literature, and be maintained long-term using evidence-based strategies. This activity is a useful adjunct to the scholarship of teaching.

The DEVELOP National Program's Strategy for Communicating Applied Science Outcomes

NASA Astrophysics Data System (ADS)

Childs-Gleason, L. M.; Ross, K. W.; Crepps, G.; Favors, J.; Kelley, C.; Miller, T. N.; Allsbrook, K. N.; Rogers, L.; Ruiz, M. L.

2016-12-01

NASA's DEVELOP National Program conducts rapid feasibility projects that enable the future workforce and current decision makers to collaborate and build capacity to use Earth science data to enhance environmental management and policy. The program communicates its results and applications to a broad spectrum of audiences through a variety of methods: "virtual poster sessions" that engage the general public through short project videos and interactive dialogue periods, a "Campus Ambassador Corps" that communicates about the program and its projects to academia, scientific and policy conference presentations, community engagement activities and end-of-project presentations, project "hand-offs" providing results and tools to project partners, traditional publications (both gray literature and peer-reviewed), an interactive website project gallery, targeted brochures, and through multiple social media venues and campaigns. This presentation will describe the various methods employed by DEVELOP to communicate the program's scientific outputs, target audiences, general statistics, community response and best practices.

Social Workers as Research Psychotherapists in an Investigation of Cognitive–Behavioral Therapy among Rural Older Adults

PubMed Central

Shah, Avani; Scogin, Forrest; Presnell, Andrew; Morthland, Martin; Kaufman, Allan V.

2013-01-01

This is a report on the treatment fidelity of in-home cognitive–behavioral therapy (CBT) delivered by a sample of clinically trained, master's-level social workers to a group of primarily rural, medically frail older adults as part of the Project to Enhance Aged Rural Living (PEARL) clinical trial. The social workers in this study received brief didactic and experiential CBT training. Audiotaped sessions were randomly selected and evaluated by independent reviewers. Results showed that the social workers adequately delivered CBT as measured by the Cognitive Therapy Scale. Older adult participants also evidenced pre- posttreatment improvements, suggesting that the social workers' delivery of CBT facilitated improvement. PMID:25949093

76 FR 63901 - Pre-Harvest Food Safety for Cattle; Public Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-14

... (APHIS), and the Agricultural Research Service (ARS), are hosting a public meeting to seek input on pre...: Background During the 1990s, research programs conducted by ARS on pre-harvest included projects to evaluate... Meat and Poultry Inspection on pre-harvest issues. FSIS, APHIS, and ARS have developed the following...

Implementation of an Evidence Based Guideline for Assessment and Documentation of the Civil Commitment Process.

PubMed

Perrigo, Tabitha L; Williams, Kimberly A

2016-11-01

The purpose of this quality improvement project was to implement an evidence-based practice guideline for assessment and documentation of the civil commitment process. Participants included six civil commitment examiners who conduct court ordered psychiatric evaluations at two crisis intervention centers in rural area of southeaster state. Data collection was conducted utilizing a chart audit tool both pre and post intervention of 100 civil commitment evaluations. The intervention included the development of an evidenced based form for documentation of civil commitment evaluations and a one on one educational training session was conducted for each participant. Descriptive statistics (t test) was utilized to analyze the data collected. The project demonstrated a significant increase as 25.5 % of evaluations contained the America Psychiatric Association's recommended 11 domains of assessment prior to implementation compared to 65.6 % (p value = 0.018) post implementation. Moreover, participants with family practice training showed an increase in commitment rates from 60 to 77.3 % (p value = 0.066). Whereas, psychiatric trained participants showed a decrease from 83.75 to 77.66 % (p value = 0.38). Demonstrating that court ordered evaluations guided by a standardized form based on evidence affected examiners recommendations for commitments.

Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project

ERIC Educational Resources Information Center

Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo

2006-01-01

An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…

A Cross Sectional Study of the Differences between Generation, Learning Style, Modality and Learning Outcomes within a Faculty Development Program

ERIC Educational Resources Information Center

Weeks, Joseph A., Jr.

2014-01-01

This research project was a descriptive study which measured the differences between generation, learning style, modality of course delivery and learning outcomes of the education sessions for participants in the regional higher education institution's professional development program. This research study focused on the faculty development program…

Session: What can we learn from developed wind resource areas

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

Thelander, Carl; Erickson, Wally

This session at the Wind Energy and Birds/Bats workshop was composed of two parts intended to examine what existing science tells us about wind turbine impacts at existing wind project sites. Part one dealt with the Altamont Wind Resource area, one of the older wind projects in the US, with a paper presented by Carl Thelander titled ''Bird Fatalities in the Altamont Pass Wind Resource Area: A Case Study, Part 1''. Questions addressed by the presenter included: how is avian habitat affected at Altamont and do birds avoid turbine sites; are birds being attracted to turbine strings; what factors contributemore » to direct impacts on birds by wind turbines at Altamont; how do use, behavior, avoidance and other factors affect risk to avian species, and particularly impacts those species listed as threatened, endangered, or of conservation concern, and other state listed species. The second part dealt with direct impacts to birds at new generation wind plants outside of California, examining such is sues as mortality, avoidance, direct habitat impacts from terrestrial wind projects, species and numbers killed per turbine rates/MW generated, impacts to listed threatened and endangered species, to USFWS Birds of Conservation Concern, and to state listed species. This session focused on newer wind project sites with a paper titled ''Bird Fatality and Risk at New Generation Wind Projects'' by Wally Erickson. Each paper was followed by a discussion/question and answer period.« less

No Effects of D-Cycloserine Enhancement in Exposure With Response Prevention Therapy in Panic Disorder With Agoraphobia: A Double-Blind, Randomized Controlled Trial.

PubMed

Hofmeijer-Sevink, Mieke Klein; Duits, Puck; Rijkeboer, Marleen M; Hoogendoorn, Adriaan W; van Megen, Harold J; Vulink, Nienke C; Denys, Damiaan A; van den Hout, Marcel A; van Balkom, Anton J; Cath, Danielle C

2017-10-01

D-cycloserine (DCS) is a partial N-methyl-D-aspartate receptor agonist that potentially augments response to exposure therapy in anxiety disorders by enhancing extinction learning. This randomized, double-blinded, placebo-controlled augmentation trial examined (1) the effectiveness of adding 125 mg of DCS to exposure therapy (before or directly after the first 6 treatment sessions) in patients with panic disorder with agoraphobia and (2) the effectiveness of DCS augmentation preceding exposure relative to DCS augmentation directly postexposure. Fifty-seven patients were allocated to 1 of 3 medication conditions (placebo and pre-exposure and postexposure DCS) as an addition to 6 exposure sessions within a 12-session exposure and response prevention protocol. The primary outcome measure was the mean score on the "alone" subscale of the Mobility Inventory (MI). No differences were found in treatment outcome between DCS and placebo, administered either pre-exposure or postexposure therapy, although at 3-month follow-up, the DCS postexposure group compared with DCS pre-exposure, exhibited greater symptom reduction on the MI-alone subscale. Ancillary analyses in specific subgroups (responders vs nonresponders, early vs late responders, severely vs mildly affected patients) did not reveal any between-group DCS versus placebo differences. Finally, the study did not find an effect of DCS relative to placebo to be specific for successful exposure sessions. This study does not find an effect of augmentation with DCS in patients with severe panic disorder and agoraphobia administered either pretreatment or directly posttreatment sessions. Moreover, no preferential effects are revealed in specific subgroups nor in successful exposure sessions. Yet, a small effect of DCS administration postexposure therapy cannot be ruled out, given the relatively small sample size of this study.

The impact of pharmacist's counseling on pediatric patients' caregiver's knowledge on epilepsy and its treatment in a tertiary hospital.

PubMed

Chen, Chunliang; Lee, Dorothy Sze Huay; Hie, Szu Liang

2013-10-01

Epilepsy is a chronic condition requiring compliance to long treatment regimes. Knowledge on epilepsy can affect compliance to treatment. Pediatric epileptic patients need caregivers for their care; however, prior research showed that caregivers had inadequate knowledge in epilepsy. In view of this, outpatient pharmacist epilepsy service was set up in collaboration with neurologists to bridge knowledge gaps. To determine if caregiver education provided by outpatient pharmacists is associated with improved knowledge in epilepsy and its management. Pediatric outpatient clinic at a pediatric and women's health hospital. A cross-sectional pre- to post-intervention study using scores of caregiver knowledge of epilepsy as the primary outcome was conducted. The intervention was one counseling session by pharmacists. A knowledge questionnaire (A) was administered to the caregiver to obtain baseline information before the session and readministered by telephone (C) 2 weeks post-session. Additionally, a perception questionnaire (B) was administered immediately after the session. Knowledge scores pre and post pharmacist counseling. Twenty-seven completed questionnaire sets (A, B and C) were collected from 55 caregivers who received the intervention (response rate = 49 %) between September 2010 and May 2011. Average post-counseling knowledge scores was significantly higher than pre-counseling scores (14.7 vs. 10.4, p = 0.000) (score range -21 to 21). Caregivers' confidence to administer antiepileptic drugs to the child increased significantly from 3.60 to 3.94 post-counseling (p = 0.002, score range 0-5). Mean total satisfaction score was 36.00 (score range 5-40). A specialized counseling session given by pharmacists increased caregiver's knowledge about epilepsy and medication adherence. The session was well received by caregivers. Pharmacists should continue to be involved in the care of epileptic patients.

76 FR 12121 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-04

... interviewed will also be offered an HIV test and will participate in a pre-test counseling session. No other... health care access and utilization, use of pre-exposure prophylaxis, homophobia, HIV stigma, and...

An Analysis of a Novel, Short-Term Therapeutic Psychoeducational Program for Children and Adolescents with Chronic Neurological Illness and Their Parents; Feasibility and Efficacy.

PubMed

Joo, Bonglim; Lee, Young-Mock; Kim, Heung Dong; Eom, Soyong

2017-01-01

The purpose of this intervention was to develop a therapeutic psycho-educational program that improves quality of life in children and adolescents who are experiencing chronic neurological illness, including epilepsy, and their parents, and to analyze the intervention's feasibility and efficacy and participants' satisfaction. Participants were eight children ( n = 8) and adolescents and their parents; participating children were experiencing chronic neurological illness with psychological comorbidity; children with intellectual impairment were excluded (IQ < 80). The program was carried out weekly for four sessions. In each of the 4 weeks, children's session content addressed self, emotion, coping skills, and finishing up, respectively; and parents' session content targeted family dynamic and emotional intervention, coping skills, childcare and education, and finishing up, respectively. Clinical psychologists administered psychological assessments (viz., Child Behavior Checklist, Pediatric Quality of Life Inventory, Parenting Stress Index, Beck Depression Inventory, Children's Depression Inventory, and Revised Children's Manifest Anxiety Scale) at pre- and post-intervention, and administered satisfaction surveys following the intervention. Participants' opinions about the program's necessity, contents, and process, and participants' overall program satisfaction were analyzed. Parents and children reported high levels of satisfaction with the program. Externalizing behavioral problems, anxiety/depression, and emotional functioning from quality of life showed improvement after the intervention. Although not statistically significant, total child stress trended downward from pre- to post-intervention. A four-session structured therapeutic psycho-educational program for children and adolescents with chronic neurological illness and their parents was successfully implemented, showing good compliance and high satisfaction and efficacy.

Pacific Circle Consortium: A Regional Project of OECD/CERI. Report of Annual Meeting (5th, Portland, Oregon, September 28-October 3, 1981).

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

Efforts, including exchange activities and curriculum development projects, undertaken by Pacific region countries in 1981 to improve intercultural understanding were the main focus of the meeting. The report begins with a very brief description of what transpired during the sessions. Papers and reports presented are contained in the appendices,…

Project LEAP: The Labor Education Achievement Program. A Program To Improve the Literacy Level and Productivity of the Workforce. Final Project Report. April 1, 1991-September 30, 1992.

ERIC Educational Resources Information Center

Metropolitan Baltimore Council of AFL-CIO Unions, MD.

Maryland's Labor Education Achievement Program (LEAP) worked with a wide diversity of union workers in multiple industries and within numerous private companies and public agencies over a dispersed geographic area. Staff development included a workshop for local coordinators and a teacher inservice training session. LEAP provided…

A childhood obesity prevention programme in Barcelona (POIBA Project): Study protocol of the intervention.

PubMed

Sánchez-Martínez, Francesca; Juárez, Olga; Serral, Gemma; Valmayor, Sara; Puigpinós, Rosa; Pasarín, María Isabel; Díez, Élia; Ariza, Carles

2018-02-05

Childhood obesity preventive interventions should promote a healthy diet and physical activity at home and school. This study aims to describe a school-based childhood obesity preventive programme (POIBA Project) targeting 8-to-12- year-olds. Evaluation study of a school-based intervention with a pre-post quasi-experimental design and a comparison group. Schools from disadvantaged neighbourhoods are oversampled. The intervention consists of 9 sessions, including 58 activities of a total duration between 9 and 13 hours, and the booster intervention of 2 sessions with 8 activities lasting 3 or 4 hours. They are multilevel (individual, family and school) and multicomponent (classroom, physical activity and family). Data are collected through anthropometric measurements, physical fitness tests and lifestyle surveys before and after the intervention and the booster intervention. In the intervention group, families complete two questionnaires about their children's eating habits and physical activity. The outcome variable is the cumulative incidence rate of obesity, obtained from body mass index values and body fat assessed by triceps skinfold thickness. The independent variables are socio-demographic, contextual, eating habits, food frequency, intensity of physical activity and use of new technologies. It is essential to implement preventive interventions at early ages and to follow its effects over time. Interventions involving diet and physical activity are the most common, being the most effective setting the school. The POIBA Project intervenes in both the school and family setting and focuses on the most disadvantaged groups, in which obesity is most pronounced and difficult to prevent.

Impact of Oral Health Education on Oral Health Knowledge of Private School Children in Riyadh City, Saudi Arabia

PubMed Central

Al Saffan, Abdulrahman Dahham; Baseer, Mohammad Abdul; Alshammary, Abdul Aziz; Assery, Mansour; Kamel, Ashraf; Rahman, Ghousia

2017-01-01

Aims and Objectives: To assess the early effect of oral health education on oral health knowledge of primary and intermediate school students of private schools by utilizing pre/post questionnaires data from oral health educational projects in Riyadh city, Saudi Arabia. Second, to examine topic-specific knowledge differences between genders, nationalities, and educational levels of the students. Materials and Methods: Cross-sectional oral health educational data of private school students (n = 1279) in primary and intermediate levels were extracted from the King Salman Centre for Children's Health (KSCCH) projects undertaken by Riyadh Colleges of Dentistry and Pharmacy. Student's pre- and post-test data were analyzed for changes in oral health knowledge. Overall knowledge score and topic-specific knowledge scores were calculated and the differences between gender, nationality, and educational level were examined using Mann–Whitney U-test. Pre/post change in the oral health knowledge was evaluated by Wilcoxon's sign rank test. Results: Immediately, after oral health educational session high knowledge score category showed an increase of 25.6%, medium and low knowledge score categories showed −3.2% and −22.3% decrease, and this change was statistically significant (P < 0.001). Comparison of correct responses between pre- and post-test showed statistically significant (P < 0.05) increase in all the questions except for the timing of tooth brushing. Females, non-Saudi nationals and students in primary level of education showed significantly high mean knowledge (P < 0.001) at posttest assessment. Conclusion: Primary and intermediate private school student's overall, and topic-specific oral health knowledge improved immediately after educational intervention provided by KSCCH. High knowledge gain was observed among female non-Saudi primary school students. PMID:29285475

A Department of Motor Vehicle-Based Intervention to Promote Organ Donor Registrations in New York State.

PubMed

Feeley, Thomas Hugh; Anker, Ashley E; Evans, Melanie; Reynolds-Tylus, Tobias

2017-09-01

Examination of efficacy of motor vehicle representative educational training and dissemination of promotional materials as a means to promote organ donation enrollments in New York State. To increase the number of New York State residents who consent to donation through the department of motor vehicle transactions during project period. County-run motor vehicle offices across New York State. Customers who present to New York Department of Motor Vehicle offices and the representative who work at designated bureaus. point-of-decision materials including promotional posters, brochures, website, and the motor vehicle representative training sessions. Reasons for enrollment decision, knowledge/experience with donation, monthly consent rates, enrollment in state organ, and tissue registry. Customers who elected not to register reported no reason or uncertainty surrounding enrollment. The representatives reported experience with donation, discussion with customers, and need for additional education on organ donation. Enrollment cards were mailed to 799 project staff; counties where offices participated in intervention did not indicate significantly higher monthly enrollments when comparing pre- to postenrollment rates. Use of point-of-decision materials and enrollment cards proved inexpensive method to register customers with a 3.6% return rate. Customers report low (27%) enrollment rate and reticence to consent to donation. Educational training sessions with representatives did not yield significant enrollment increases when evaluating data at county-level enrollment.

Evaluation of a targeted cognitive-behavioral program for children with conduct problems--the SNAP Under 12 Outreach Project: service intensity, age and gender effects on short- and long-term outcomes.

PubMed

Koegl, Christopher J; Farrington, David P; Augimeri, Leena K; Day, David M

2008-07-01

This study tested the effectiveness of a multifaceted, cognitive-behavioral therapy (CBT) program for antisocial children--the SNAP Under 12 Outreach Project (ORP)--in relation to age, sex and indices of treatment intensity. Study participants were 80 clinic-referred children (59 boys and 21 girls) aged 6-11 years assigned to one of the following groups: control (CG; n = 14) who did not receive the ORP, matched (MG; n = 50) who received the ORP, and experimental (EG; n = 16) who received an enhanced version of the ORP. Results indicated significant pre-post changes for the EG and MG for Child Behavior Checklist (CBCL)-measured delinquency and aggression, but no improvement for the CG. Positive relationships between the number of individual ORP components (e.g. number of children's CBT sessions) received and CBCL change scores were also found. Statistical associations tended to be larger for girls and older children (i.e. 10-11 years old) who may have been more cognitively advanced. Also, the number of children's CBT sessions predicted later convictions, even after controlling for prior CBCL delinquency scores. Findings from this study support the effectiveness of the ORP, but also highlight the need to take into account client characteristics when offering clinical treatment.

Taking a unified approach to teaching and implementing quality improvements across multiple residency programs: the Atlantic Health experience.

PubMed

Daniel, Donna M; Casey, Donald E; Levine, Jeffrey L; Kaye, Susan T; Dardik, Raquel B; Varkey, Prathibha; Pierce-Boggs, Kimberly

2009-12-01

The Accreditation Council for Graduate Medical Education recently emphasized the importance of systems-based practice and systems-based learning; however, successful models of collaborative quality improvement (QI) initiatives in residency training curricula are not widely available. Atlantic Health successfully conceptualized and implemented a QI collaborative focused on medication safety across eight residency training programs representing 219 residents. During a six-month period, key faculty and resident leaders from 8 (of 10) Atlantic Health residency training programs participated in three half-day collaborative learning sessions focused on improving medication reconciliation. Each session included didactic presentations from a multidisciplinary team of clinical experts as well as the application of principles that identified challenges, barriers, and solutions to QI initiatives. The learning sessions emphasized the fundamental principles of medication reconciliation, its critical importance as a vital part of patient handoff in all health care settings, and the challenges of achieving successful medication reconciliation improvement in light of work hours restrictions and patient loads. Each residency program developed a detailed implementation and measurement plan for individual "action learning" projects, using the Plan-Do-Study-Act method of improvement. Each program then implemented its QI project, and expert faculty (e.g., physicians, nurses, pharmacists, QI staff) provided mentoring between learning sessions. Several projects resulted in permanent changes in medication reconciliation processes, which were then adopted by other programs. The structure, process, and outcomes of this effort are described in detail.

SMILE: Simple, Mental Health, Initiative in Learning and Education.

PubMed

Ward, L J

2011-12-01

SMILE is a Simple, Mental health, Initiative in Learning and Education. SMILE was a pilot project introduced into an undergraduate clinical nursing program, Southern Cross University, Australia 2010. The program aimed to improve the knowledge and skills of third-year nursing students participating in their first clinical placement in mental healthcare. Complementary to the clinical nursing program and the university curriculum, SMILE provided further training and support for student learning in mental healthcare. The SMILE project was a structured 15-day education program that covered the following topics: suicide prevention; psychosis; drugs and alcohol education; mental state exam; families and carers in mental health; and the Mental Health Act. The education sessions were one hour in duration. The educational material and resources were created from current research, literature and health service policy. A problem-based learning approach was used to support this education project. The dynamic factor related to SMILE was that it was based in the field. SMILE enabled the students to bridge a theory-practice gap and expand upon their current knowledge base as well as participate in ward activity. Twenty students attending their first clinical placement in mental healthcare participated in SMILE and were asked to complete a pre- and post- evaluation questionnaire before starting and upon completion of the 15-day project. The students participating in SMILE reported a greater understanding of mental healthcare issues and expressed a developing knowledge base and improved practical skill level. SMILE was a positive initiative that provided valuable feedback and opportunity to improve on clinical education in mental healthcare.

The efficacy of video feedback for learning the golf swing.

PubMed

Guadagnoli, M; Holcomb, W; Davis, M

2002-08-01

This study was designed to examine the efficacy of video instruction relative to that of verbal and self-guided instruction. Before training, 30 golfers were assigned at random to one of three groups: video, verbal or self-guided instruction. Video instruction was defined as a practice session in which the teacher was aided by the use of video. Verbal instruction was defined as practising with the teacher providing verbal feedback. Self-guided practice was defined as practising without the aid of a teacher. The participants had a pre-test, four 90 min practice sessions, an immediate post-test and a 2 week delayed post-test. During the pre-test and post-tests, all participants were required to strike 15 golf balls, with a 7-iron, from an artificial turf mat for distance and accuracy. The results showed that all groups were equal on the pre-test. On the first post-test, the two instruction groups performed worse than the self-guided group. However, on the second post-test, the two instruction groups performed better than the self-guided group, with the video group performing best. We interpret these results to mean that video analysis is an effective means of practice, but that the positive effects may take some time to develop.

IBC’s 23rd Annual Antibody Engineering, 10th Annual Antibody Therapeutics International Conferences and the 2012 Annual Meeting of The Antibody Society

PubMed Central

Klöhn, Peter-Christian; Wuellner, Ulrich; Zizlsperger, Nora; Zhou, Yu; Tavares, Daniel; Berger, Sven; Zettlitz, Kirstin A.; Proetzel, Gabriele; Yong, May; Begent, Richard H.J.; Reichert, Janice M

2013-01-01

The 23rd Annual Antibody Engineering, 10th Annual Antibody Therapeutics international conferences, and the 2012 Annual Meeting of The Antibody Society, organized by IBC Life Sciences with contributions from The Antibody Society and two Scientific Advisory Boards, were held December 3–6, 2012 in San Diego, CA. The meeting drew over 800 participants who attended sessions on a wide variety of topics relevant to antibody research and development. As a prelude to the main events, a pre-conference workshop held on December 2, 2012 focused on intellectual property issues that impact antibody engineering. The Antibody Engineering Conference was composed of six sessions held December 3–5, 2012: (1) From Receptor Biology to Therapy; (2) Antibodies in a Complex Environment; (3) Antibody Targeted CNS Therapy: Beyond the Blood Brain Barrier; (4) Deep Sequencing in B Cell Biology and Antibody Libraries; (5) Systems Medicine in the Development of Antibody Therapies/Systematic Validation of Novel Antibody Targets; and (6) Antibody Activity and Animal Models. The Antibody Therapeutics conference comprised four sessions held December 4–5, 2012: (1) Clinical and Preclinical Updates of Antibody-Drug Conjugates; (2) Multifunctional Antibodies and Antibody Combinations: Clinical Focus; (3) Development Status of Immunomodulatory Therapeutic Antibodies; and (4) Modulating the Half-Life of Antibody Therapeutics. The Antibody Society’s special session on applications for recording and sharing data based on GIATE was held on December 5, 2012, and the conferences concluded with two combined sessions on December 5–6, 2012: (1) Development Status of Early Stage Therapeutic Antibodies; and (2) Immunomodulatory Antibodies for Cancer Therapy. PMID:23575266

IBC's 23rd Annual Antibody Engineering, 10th Annual Antibody Therapeutics international conferences and the 2012 Annual Meeting of The Antibody Society: December 3-6, 2012, San Diego, CA.

PubMed

Klöhn, Peter-Christian; Wuellner, Ulrich; Zizlsperger, Nora; Zhou, Yu; Tavares, Daniel; Berger, Sven; Zettlitz, Kirstin A; Proetzel, Gabriele; Yong, May; Begent, Richard H J; Reichert, Janice M

2013-01-01

The 23rd Annual Antibody Engineering, 10th Annual Antibody Therapeutics international conferences, and the 2012 Annual Meeting of The Antibody Society, organized by IBC Life Sciences with contributions from The Antibody Society and two Scientific Advisory Boards, were held December 3-6, 2012 in San Diego, CA. The meeting drew over 800 participants who attended sessions on a wide variety of topics relevant to antibody research and development. As a prelude to the main events, a pre-conference workshop held on December 2, 2012 focused on intellectual property issues that impact antibody engineering. The Antibody Engineering Conference was composed of six sessions held December 3-5, 2012: (1) From Receptor Biology to Therapy; (2) Antibodies in a Complex Environment; (3) Antibody Targeted CNS Therapy: Beyond the Blood Brain Barrier; (4) Deep Sequencing in B Cell Biology and Antibody Libraries; (5) Systems Medicine in the Development of Antibody Therapies/Systematic Validation of Novel Antibody Targets; and (6) Antibody Activity and Animal Models. The Antibody Therapeutics conference comprised four sessions held December 4-5, 2012: (1) Clinical and Preclinical Updates of Antibody-Drug Conjugates; (2) Multifunctional Antibodies and Antibody Combinations: Clinical Focus; (3) Development Status of Immunomodulatory Therapeutic Antibodies; and (4) Modulating the Half-Life of Antibody Therapeutics. The Antibody Society's special session on applications for recording and sharing data based on GIATE was held on December 5, 2012, and the conferences concluded with two combined sessions on December 5-6, 2012: (1) Development Status of Early Stage Therapeutic Antibodies; and (2) Immunomodulatory Antibodies for Cancer Therapy.

Effectiveness of team-based learning in microbiology: a non-randomized control study.

PubMed

Harakuni, Sheetal U; Nagamoti, Jyoti M; Mallapur, Maheshwar D

2015-01-01

As per the present curriculum in India, pre- and paraclinical subjects are taught away from the clinical setting. Therefore, students fail to connect the subject taught through didactic lectures to the clinical setting. Team-based learning (TBL) can be used in conjunction with lectures to teach applied microbiology. This study aims to evaluate the effectiveness of TBL sessions in conjunction with lectures to enhance learning of applied microbiology, among Indian students. All students enrolled in the study were taught systemic bacteriology through lectures. Of the 88 students, 49 students (study group) attended TBL sessions on the topics of diarrhea, fever of unknown origin, urinary tract infection and 39 students (control group) preferred self-study on the topics without attending the TBL sessions. Students' feedback on their perception on TBL sessions was collected using a questionnaire of 10 items. The performance of both the groups on the pre- and post-test were analyzed using unpaired t-test and analysis of variance (ANOVA). Gender-wise performance within the teams was analyzed by paired t-test using SPSS version 12. The TBL group outperformed the self-study group on the post-test [F 1 = 5.521, P = 0.021]. Female students as a whole performed better than males on the pre-test, scoring higher within both the TBL and self-study groups. Male students in the TBL group performed significantly better on the post-test than female students who participated in TBL sessions (P = 0.013). Students generally enjoyed and appreciated the TBL sessions. TBL sessions can be used judiciously in combination with the lectures to enhance learning of applied microbiology in India. In this study, TBL improved the performance of male students over self-study, but performance for female students following TBL was no better than when they simply studied by themselves.

Development of an automated pre-sampling plan for construction projects : final report.

DOT National Transportation Integrated Search

1983-03-01

The development of an automated pre-sampling plan was undertaken to free the district construction personnel from the cumbersome and time-consuming task of preparing such plans manually. A computer program was written and linked to a data file which ...

Working group reports: Evaluation of the evidence to support practice guidelines for nutritional care of preterm infants-the Pre-B Project

USDA-ARS?s Scientific Manuscript database

The "Evaluation of the Evidence to Support Practice Guidelines for the Nutritional Care of Preterm Infants: The Pre-B Project" is the first phase in a process to present the current state of knowledge and to support the development of evidence-informed guidance for the nutritional care of preterm an...

Exploring Quadrilaterals to Reveal Teachers' Use of Definitions: Results and Implications

ERIC Educational Resources Information Center

Salinas, Tracie McLemore; Lynch-Davis, Kathleen; Mawhinney, Katherine J.; Crocker, Deborah A.

2014-01-01

About 80 middle and secondary school teachers participated in the professional development sequence as a part of a larger professional development project. Sessions provided participants with half-day experiences in an inquiry-oriented classroom taught by a master teacher, in which they experienced examples of inquiry lessons as both student and…

Staff Development Project--Mathematics. Grades K-6. Revision.

ERIC Educational Resources Information Center

Shaw, Jean M.; And Others

This manual was designed for use in conducting staff development sessions for elementary teachers of mathematics in Mississippi in grades K-6. The four topical areas treated in the document are: (1) measurement and geometry; (2) fractions; (3) procedural errors in arithmetic; and (4) problem solving. The number of instructional hours necessary for…

Development of a community sustainability visualization tool through integration of US EPA’s Sustainable and Health Community Research Program tasks

EPA Science Inventory

We propose a 2-day session combining multiple components of an ongoing integrative research program in USEPA’s Office of Research and Development into a functional community sustainability visualization and assessment tool. The working group will include project leads for a US H...

Post-Exercise Hypotension and Its Mechanisms Differ after Morning and Evening Exercise: A Randomized Crossover Study

PubMed Central

da Silva Junior, Natan D.; Tinucci, Tais; Casarini, Dulce E.; Cipolla-Neto, José

2015-01-01

Post-exercise hypotension (PEH), calculated by the difference between post and pre-exercise values, it is greater after exercise performed in the evening than the morning. However, the hypotensive effect of morning exercise may be masked by the morning circadian increase in blood pressure. This study investigated PEH and its hemodynamic and autonomic mechanisms after sessions of aerobic exercise performed in the morning and evening, controlling for responses observed after control sessions performed at the same times of day. Sixteen pre-hypertensive men underwent four sessions (random order): two conducted in the morning (7:30am) and two in the evening (5pm). At each time of day, subjects underwent an exercise (cycling, 45 min, 50%VO2peak) and a control (sitting rest) session. Measurements were taken pre- and post-interventions in all the sessions. The net effects of exercise were calculated for each time of day by [(post-pre exercise)-(post-pre control)] and were compared by paired t-test (P<0.05). Exercise hypotensive net effects (e.g., decreasing systolic, diastolic and mean blood pressure) occurred at both times of day, but systolic blood pressure reductions were greater after morning exercise (-7±3 vs. -3±4 mmHg, P<0.05). Exercise decreased cardiac output only in the morning (-460±771 ml/min, P<0.05), while it decreased stroke volume similarly at both times of day and increased heart rate less in the morning than in the evening (+7±5 vs. +10±5 bpm, P<0.05). Only evening exercise increased sympathovagal balance (+1.5±1.6, P<0.05) and calf blood flow responses to reactive hyperemia (+120±179 vs. -70±188 U, P<0.05). In conclusion, PEH occurs after exercise conducted at both times of day, but the systolic hypotensive effect is greater after morning exercise when circadian variations are considered. This greater effect is accompanied by a reduction of cardiac output due to a smaller increase in heart rate and cardiac sympathovagal balance. PMID:26186444

Regional Resilience: Pre-Service Teacher Preparation to Teach in the Bush

ERIC Educational Resources Information Center

Trinidad, Sue; Broadley, Tania; Terry, Emmy; Boyd, Don; Lock, Graeme; Sharplin, Elaine; Ledger, Sue

2013-01-01

This paper reports on the outcomes of a two year ALTC Competitive Research and Development Project that aimed to "Develop Strategies at the Pre-Service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools". As well as developing a "training framework" and teaching…

Trainee Characteristics and Perceptions of HIV/AIDS Training Quality.

ERIC Educational Resources Information Center

Panter, A. T.; Huba, G. J.; Melchior, Lisa A.; Anderson, Donna; Driscoll, Mary; German, Victor F.; Henderson, Harold; Henderson, Ron; Lalonde, Bernadette; Uldall, Karnina K.; Zalumas, Jacqueline

2000-01-01

Reports findings from 7 HIV/AIDS education and training projects involving more than 600 training sessions. Trainee characteristics were related to their assessments of training quality, using a regression decision-tree analytic approach. Discusses implications for curriculum development. (SLD)

NOSC (Naval Ocean Systems Center) Program Manager’s Handbook.

DTIC Science & Technology

1986-07-01

impact downstream on other obligations-can wreck the best program through loss of performance, credibility, sponsorship, and future opportunity...planning sessions should be alert to external constraints that may impact on the timely completion of the project. Networking, through planning sessions...schedule, will have significant impact on the project. One of the most important functions of project management

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

Repetition Performance And Blood Lactate Responses Adopting Different Recovery Periods Between Training Sessions In Trained Men.

PubMed

Miranda, Humberto; de Freitas Maia, Marianna; Paz, Gabriel Andrade; de Souza, João A A A; Simão, Roberto; de Araújo Farias, Déborah; Willardson, Jeffrey M

2017-02-08

The purpose of this study was to examine the effect of different recovery periods (24h, 48h, and 72h) between repeated resistance training (RT) sessions for the upper body muscles on repetition performance and blood lactate responses in trained men. Sixteen recreationally trained men (age: 26.1 ± 3.1 years; height: 179 ± 4.5 cm; body mass: 82.6 ± 4.0 kg, 4.5 ± 2.2 years of RT experience) participated in this study. Eight-repetition maximum (8-RM) loads were determined for the bench press (BP), 30° incline bench press (BP30), and 45° incline bench press (BP45) exercises. To assess the effects of different recovery periods between repeated training sessions, three protocols were performed in randomized order, including: 24 hours (P24); 48 hours (P48); and 72 hours (P72). Each RT session consisted of performing four repetition maximum sets of BP, BP30, and BP45 with 8-RM loads and 2-minute rest intervals between sets. Blood lactate levels were measured pre-session (PRE), immediately post-session (POST), 3 minutes post-session (P3), and 5 minutes post-session (P5). For the P24 protocol, significant decreases in repetition performance were found between sessions for the BP, BP30, and BP45 exercises, respectively. When considering session 2 only, the total work (repetition x sets) was significantly higher in P48 and P72 versus P24 for the BP30 and BP45 exercises. Blood lactate levels (i.e. POST, P3, and P5) significantly increased for session 2 under the P24 compared to the P48 and P72 protocols, respectively. Therefore, coaches and practitioners who need to accomplish a higher training volume for the upper body muscles should adopt recovery periods longer than 24 hours between sessions that train the same or similar muscle groups.

Implementation of the DP-TRANSFERS project in Catalonia: A translational method to improve diabetes screening and prevention in primary care.

PubMed

Costa-Pinel, Bernardo; Mestre-Miravet, Santiago; Barrio-Torrell, Francisco; Cabré-Vila, Joan-Josep; Cos-Claramunt, Xavier; Aguilar-Sanz, Sofía; Solé-Brichs, Claustre; Castell-Abat, Conxa; Arija-Val, Victoria; Lindström, Jaana

2018-01-01

The DE-PLAN-CAT project (Diabetes in Europe-Prevention using lifestyle, physical activity and nutritional intervention-Catalonia) has shown that an intensive lifestyle intervention is feasible in the primary care setting and substantially reduces the incidence of diabetes among high-risk Mediterranean participants. The DP-TRANSFERS project (Diabetes Prevention-Transferring findings from European research to society) is a large-scale national programme aimed at implementing this intervention in primary care centres whenever feasible. A multidisciplinary committee first evaluated the programme in health professionals and then participants without diabetes aged 45-75 years identified as being at risk of developing diabetes: FINDRISC (Finnish Diabetes Risk Score)>11 and/or pre-diabetes diagnosis. Implementation was supported by a 4-channel transfer approach (institutional relationships, facilitator workshops, collaborative groupware, programme website) and built upon a 3-step (screening, intervention, follow-up) real-life strategy. The 2-year lifestyle intervention included a 9-hour basic module (6 sessions) and a subsequent 15-hour continuity module (10 sessions) delivered by trained primary healthcare professionals. A 3-level (centre, professionals and participants) descriptive analysis was conducted using cluster sampling to assess results and barriers identified one year after implementation. The programme was started in June-2016 and evaluated in July-2017. In all, 103 centres covering all the primary care services for 1.4 million inhabitants (27.9% of all centres in Catalonia) and 506 professionals agreed to develop the programme. At the end of the first year, 83 centres (80.6%) remained active and 305 professionals (60.3%) maintained regular web-based activities. Implementation was not feasible in 20 centres (19.4%), and 5 main barriers were prioritized: lack of healthcare manager commitment; discontinuity of the initial effort; substantial increase in staff workload; shift in professional status and lack of acceptance. Overall, 1819 people were screened and 1458 (80.1%) followed the lifestyle intervention, with 1190 (81.6% or 65.4% of those screened) participating in the basic module and 912 in the continuity module (62.5% or 50.1%, respectively). A large-scale lifestyle intervention in primary care can be properly implemented within a reasonably short time using existing public healthcare resources. Regrettably, one fifth of the centres and more than one third of the professionals showed substantial resistance to performing these additional activities.

Implementation of the DP-TRANSFERS project in Catalonia: A translational method to improve diabetes screening and prevention in primary care

PubMed Central

Barrio-Torrell, Francisco; Cos-Claramunt, Xavier; Aguilar-Sanz, Sofía; Solé-Brichs, Claustre; Castell-Abat, Conxa; Arija-Val, Victoria; Lindström, Jaana

2018-01-01

Background The DE-PLAN-CAT project (Diabetes in Europe–Prevention using lifestyle, physical activity and nutritional intervention–Catalonia) has shown that an intensive lifestyle intervention is feasible in the primary care setting and substantially reduces the incidence of diabetes among high-risk Mediterranean participants. The DP-TRANSFERS project (Diabetes Prevention–Transferring findings from European research to society) is a large-scale national programme aimed at implementing this intervention in primary care centres whenever feasible. Methods A multidisciplinary committee first evaluated the programme in health professionals and then participants without diabetes aged 45–75 years identified as being at risk of developing diabetes: FINDRISC (Finnish Diabetes Risk Score)>11 and/or pre-diabetes diagnosis. Implementation was supported by a 4-channel transfer approach (institutional relationships, facilitator workshops, collaborative groupware, programme website) and built upon a 3-step (screening, intervention, follow-up) real-life strategy. The 2-year lifestyle intervention included a 9-hour basic module (6 sessions) and a subsequent 15-hour continuity module (10 sessions) delivered by trained primary healthcare professionals. A 3-level (centre, professionals and participants) descriptive analysis was conducted using cluster sampling to assess results and barriers identified one year after implementation. Results The programme was started in June-2016 and evaluated in July-2017. In all, 103 centres covering all the primary care services for 1.4 million inhabitants (27.9% of all centres in Catalonia) and 506 professionals agreed to develop the programme. At the end of the first year, 83 centres (80.6%) remained active and 305 professionals (60.3%) maintained regular web-based activities. Implementation was not feasible in 20 centres (19.4%), and 5 main barriers were prioritized: lack of healthcare manager commitment; discontinuity of the initial effort; substantial increase in staff workload; shift in professional status and lack of acceptance. Overall, 1819 people were screened and 1458 (80.1%) followed the lifestyle intervention, with 1190 (81.6% or 65.4% of those screened) participating in the basic module and 912 in the continuity module (62.5% or 50.1%, respectively). Conclusions A large-scale lifestyle intervention in primary care can be properly implemented within a reasonably short time using existing public healthcare resources. Regrettably, one fifth of the centres and more than one third of the professionals showed substantial resistance to performing these additional activities. PMID:29543842

Design of ProjectRun21: a 14-week prospective cohort study of the influence of running experience and running pace on running-related injury in half-marathoners.

PubMed

Damsted, Camma; Parner, Erik Thorlund; Sørensen, Henrik; Malisoux, Laurent; Nielsen, Rasmus Oestergaard

2017-11-06

Participation in half-marathon has been steeply increasing during the past decade. In line, a vast number of half-marathon running schedules has surfaced. Unfortunately, the injury incidence proportion for half-marathoners has been found to exceed 30% during 1-year follow-up. The majority of running-related injuries are suggested to develop as overuse injuries, which leads to injury if the cumulative training load over one or more training sessions exceeds the runners' load capacity for adaptive tissue repair. Owing to an increase of load capacity along with adaptive running training, the runners' running experience and pace abilities can be used as estimates for load capacity. Since no evidence-based knowledge exist of how to plan appropriate half-marathon running schedules considering the level of running experience and running pace, the aim of ProjectRun21 is to investigate the association between running experience or running pace and the risk of running-related injury. Healthy runners using Global Positioning System (GPS) watch between 18 and 65 years will be invited to participate in this 14-week prospective cohort study. Runners will be allowed to self-select one of three half-marathon running schedules developed for the study. Running data will be collected objectively by GPS. Injury will be based on the consensus-based time loss definition by Yamato et al.: "Running-related (training or competition) musculoskeletal pain in the lower limbs that causes a restriction on or stoppage of running (distance, speed, duration, or training) for at least 7 days or 3 consecutive scheduled training sessions, or that requires the runner to consult a physician or other health professional". Running experience and running pace will be included as primary exposures, while the exposure to running is pre-fixed in the running schedules and thereby conditioned by design. Time-to-event models will be used for analytical purposes. ProjectRun21 will examine if particular subgroups of runners with certain running experiences and running paces seem to sustain more running-related injuries compared with other subgroups of runners. This will enable sport coaches, physiotherapists as well as the runners to evaluate their injury risk of taking up a 14-week running schedule for half-marathon.

Overview of the University of Washington's Pre-Major in Astronomy Program

NASA Astrophysics Data System (ADS)

Haggard, Daryl; Pre-Major in Astronomy Program

2015-01-01

The fraction of science PhDs awarded to women, African American, Latino, and other minority students is currently far smaller than the fraction of the general population that these groups constitute (NSF 06-320, NSF 04-317). The future of Physics and Astronomy in the United States depends on recruiting and retaining these students in STEM majors and careers (Norman et al., 2009). The greatest obstacles for persistence in science reported by students are loss of interest, intimidation, poor advising, and lack of acceptance (Seymour & Hewitt, 1997). In 2005, a group of University of Washington graduate students created the Pre-Major in Astronomy Program (Pre-MAP) to connect incoming undergraduate students to authentic research experiences as a means of recruiting and retaining them in STEM. Pre-MAP was one of only 13 initiatives supported by the President's Diversity Appraisal Implementation Fund and has proved to be one of its greatest success stories. At its core is a 10-week seminar in which undergraduates learn astronomical research techniques (e.g., computing, data analysis, documentation, statistics, and literature review) and apply them to projects conducted in small groups, under the supervision of faculty and postdocs. Now in its tenth year, Pre-MAP has engaged more than 100 undergraduates — its ongoing success has made it a model for similar programs at UW and other universities.I will outline the beginnings, funding streams, and structure of this long-running diversity program. The Pre-MAP sessions that follow will highlight our best practices and lessons learned, and feature first-hand accounts from several of our fantastic Pre-MAP alumni.

Coping-Infused Dialogue through Patient-Preferred Live Music: A Medical Music Therapy Protocol and Randomized Pilot Study for Hospitalized Organ Transplant Patients.

PubMed

Hogan, Tyler James; Silverman, Michael J

2015-01-01

Solid organ transplant patients often experience a variety of psychosocial stressors that can lead to distress and may hinder successful recovery. Using coping-infused dialogue (CID) through patient- preferred live music (PPLM) music therapy sessions may improve mood and decrease pain while also imparting psychoeducational knowledge concerning the identification of local and global problems and coping skills. The purpose of this pilot study was to develop a coping-based medical music therapy protocol that combines coping-infused dialogue (CID) with patient-preferred live music (PPLM) and measure the effects of the resulting CID-PPLM protocol on mood (positive and negative affect) and pain in hospitalized transplant patients. Our study used a pre-/posttest single-session wait-list control design. Participants (N=25) were randomly assigned to experimental (CID-PPLM) or control (usual care) conditions. Participants in the CID-PPLM condition received a single 30-minute session that integrated stressor identification and knowledge of coping skills (CID) with patient-preferred live music (PPLM). Results indicated no between-group differences at pretest and significant correlations between pre- and posttest measures. Concerning posttest ANCOVA analyses, there were significant between-group differences in positive affect, negative affect, and pain, with experimental participants having more favorable posttest scores than control participants. Effect sizes were in the medium-to-large range for positive affect (η2=.198), negative affect (η2=.422), and pain (η2=.303). CID through receptive PPLM may be an effective protocol for improving mood and decreasing pain in organ transplant recipients. MT interventions can be an important tool to develop rapport and enhance outcomes with patients. As greater engagement during interventions may have stronger treatment effects, we recommend future research examining patient engagement as a potential mediator of intervention effects, as well as the number of sessions required to maximize clinical outcomes. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Influences of a Church-Based Intervention on Falls Risk Among Seniors.

PubMed

Briggs, Morgan; Morzinski, Jeffrey A; Ellis, Julie

2017-08-01

Prior studies illustrate that community-based programs effectively decrease falls risk in older adults and that faith-based programs improve health behaviors. The literature is unclear whether faith-based initiatives reduce seniors' fall risks. To tackle this gap, a long-term partnership led by 10 urban churches, a nearby nursing school, and a medical school developed a study with 3 objectives: determine baseline health concerns associated with falls (eg, depression, polypharmacy), implement a nurse-led, faith-based health education initiative for community-dwelling African American seniors at-risk of hospitalization, and assess pre- to post -program fall frequency. The 100 Healthy, At-Risk Families study team implemented 8 monthly educational health sessions promoting self-care and social support. Community nurses led the 60- to 90-minute sessions at each of 10 churches. To collect study data, nurses interviewed enrolled seniors pre- and post-intervention. Descriptive and comparison statistics were analyzed in Excel and Statistical Package for Social Sciences. Senior data at baseline found high rates of polypharmacy and physical imbalance, and no significant depression or gaps in social support. There was not a statistically significant change pre- to post-program in fall frequency "in prior year." Study findings reveal insights about African American senior health and fall risks. Church settings may provide a protective, psychosocial buffer for seniors, while polypharmacy and mobility/balance concerns indicate need for continued attention to fall risks. No increase in pre- to post-program falls was encouraging.

Implementing and Assessing Inquiry-Based Learning through the CAREER Award

NASA Astrophysics Data System (ADS)

Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

Effects of mastication on human somatosensory processing: A study using somatosensory-evoked potentials.

PubMed

Nakata, Hiroki; Aoki, Mai; Sakamoto, Kiwako

2017-04-01

The aim of the present study was to investigate the effects of mastication on somatosensory processing using somatosensory-evoked potentials (SEPs). Fourteen healthy subjects received a median nerve stimulation at the right wrist under two conditions: Mastication and Control. SEPs were recorded in five sessions for approximately seven minutes: Pre, Post 1, 2, 3, and 4. Subjects were asked to chew gum for five minutes after one session in Mastication. Control included the same five sessions. The amplitudes and latencies of P14, N20, P25, N35, P45, and N60 components at C3', frontal N30 component at Fz, and P100 and N140 components at Pz were analyzed. The amplitude of P45-N60 was significantly smaller at Post 1, 2, 3, and 4 than at Pre in Control, but not in Mastication. The latency of P25 was significantly longer at Post 2, 3, and 4 than at Pre in Control, but not in Mastication. The latency of P100 was significantly longer at Post 2 than at Pre in Control, but not in Mastication. These results suggest the significant effects of mastication on the neural activity of human somatosensory processing. Copyright © 2016 Elsevier Ireland Ltd and Japan Neuroscience Society. All rights reserved.

The Conversations About Cancer (CAC) project: assessing feasibility and audience impacts from viewing The Cancer Play.

PubMed

Beach, Wayne A; Buller, Mary K; Dozier, David M; Buller, David B; Gutzmer, Kyle

2014-01-01

Basic communication research has identified a major social problem: communicating about cancer from diagnosis through death of a loved one. Over the past decade, an award-winning investigation into how family members talk through cancer on the telephone, based on a corpus of 61 phone calls over a period of 13 months, has been transformed into a theatrical production entitled The Cancer Play. All dialogue in the play is drawn from naturally occurring (transcribed) interactions between family members as they navigate their way through the trials, tribulations, hopes, and triumphs of a cancer journey. This dramatic performance explicitly acknowledges the power of the arts as an exceptional learning tool for extending empirical research, exploring ordinary family life, and exposing the often taken-for-granted conceptions of health and illness. In this study, a Phase I STTR project funded by the National Cancer Institute (NCI), we assess the feasibility of educating and impacting cancer patients, family members, and medical professionals who viewed the play as a live performance and through DVD screenings. Pre- and postperformance questionnaires were administered to solicit audience feedback. Pre-post change scores demonstrate overwhelming and positive impacts for changing opinions about the perceived importance, and attributed significance, of family communication in the midst of cancer. Paired-sample t-tests were conducted on five factor-analyzed indices/indicators-two indices of opinions about cancer and family communication, two indices measuring the importance of key communication activities, and the self-efficacy indicator-and all factors improved significantly (<.001). Informal talkback sessions were also held following the viewings, and selected audience members participated in focus groups. Talkback and focus-group sessions generated equally strong, support responses. Implications of the Phase I study are being applied in Phase II, a currently funded effort to disseminate the play nationally and to more rigorously test its impact on diverse audiences. Future directions for advancing research, education, and training across diverse academic and health care professions are discussed.

The use of mixed-method, part-body pre-cooling procedures for team-sport athletes training in the heat.

PubMed

Duffield, Rob; Steinbacher, Geoff; Fairchild, Timothy J

2009-12-01

The current study investigated the effects of a pre-cooling intervention on physiological and performance responses to team-sport training in the heat. Seven male lacrosse players performed a familiarization session and 2 randomized, counterbalanced sessions consisting of a 30-minute intermittent-sprint conditioning session. Prior to the sessions, players performed a 20-minute mixed-method, part-body cooling intervention (consisting of cooling vests, cold towels to the neck, and ice packs to the quadriceps) or no cooling intervention. Performance was determined from collection of 1 Hz global positioning system (GPS) data and analyzed for distance and speed. Prior to, during, and following the sessions, core temperature, heart rate, rating of perceived exertion (RPE), and thermal sensation scale (TSS) were measured; additionally, a venous blood sample was collected before and after each session for measurement of interleukin-6 (IL-6), insulin-like growth factor (IGF-1) and insulin-like growth factor-binding protein3 (IGF-BP3). Results indicated that a greater distance was covered during the pre-cooling condition (3.35 +/- 0.20 vs. 3.11 +/- 0.13 km; p = 0.05). Further, most of this improvement was evident from a greater distance covered during moderate intensities of 7 to 14 km/h (2.28 +/- 0.18 vs. 2.00 +/- 0.24 km; p = 0.05). Peak speeds and very-high-intensity efforts (20 km/h +/-) were not different between conditions (p > 0.05). The increase in core temperature was blunted following cooling, with a lower core temperature throughout the cooling session (38.8 +/- 0.3 vs. 39.3 +/- 0.4 degrees C; p < 0.05). However, there were no differences in heart rate, RPE, TSS, IL-6, IGF-1, or IGF-BP3 between conditions (p > 0.05). Accordingly, the use of a mixed-method, part-body cooling intervention prior to an intermittent-sprint training session in the heat can assist in reducing thermoregulatory load and improve aspects of training performance for team sports.

Pre to 3: Policy Implications of Child Brain Development. Hearing on Examining the Status of Medical and Scientific Findings into Prenatal and Postnatal Brain Development and Implications That Federal Policies Have on Childhood Development, before the Subcommittee on Children and Families of the Committee on Labor and Human Resources. United States Senate, One Hundred Fifth Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

These hearings transcripts present testimony concerning the status of medical and scientific findings on prenatal and postnatal brain development and the implications of federal policies for childhood development. Testimony was offered by Senators Dan Coats (Indiana) and Christopher Dodd (Connecticut); psychology professor Edward Zigler of Yale…

Evaluation by undergraduate medical students of a role-playing training program on the management of acute states of agitation.

PubMed

Rolland, B; Fovet, T; Poissy, J; Eichholtzer, C; Lesage, M; Thomas, P; Jourdain, M

2018-04-01

Acute states of agitation (ASAs) are frequent in daily medical practice. However, training on real ASAs raises technical and ethical issues, whereas lecture-based teaching hardly addresses some educational objectives, e.g., improving relational skills and team-based coordination. Simulation-based medical education (SBME) is a promising medium to train students on managing ASAs. We have recently implemented a role-playing training module on ASAs. In this scenario, four to five students play the role of the staff, while a trained professional actor plays the agitated patient. A subsequent standardized debriefing is conducted by a senior psychiatrist. A first wave of 219 students participated in a one-session training of this ASA module in June 2015. They completed pre-session and post-session questionnaires aiming to collect "proof-of-concept" data. The pre-session questionnaire investigated: previous experience of ASA among students during their clinical training; previous participation in a role-playing SBME; and perceived knowledge of the good practice rules for managing ASAs. The post-session questionnaire investigated among the students if: they thought having been able to appropriately manage the simulated ASA; they found the SBME medium more fitted for training than real situations; they found that the SBME session faithfully reproduced a real ASA; and the session was found useful for transmitting the skills on correct management of ASA. The average level of stress induced by the training was assessed using a numerical rating scale (0-10). Two hundred and six of the 219 students completed the pre-session questionnaire (63% females; response rate 96.7%). A hundred and thirty four students played the scenario and completed the post-session questionnaire (65.7% females; response rate 100%). 38.3% of the responders reported having previously experienced a situation of ASA in their practice, and 31.1% deemed to know the good practices rules for managing an ASA. In post-session, 29.9% of the participants considered that they appropriately managed the ASA, 79.9% deemed that the role-playing session faithfully reproduced a real ASA, and 97% deemed that this SBME was more fitted and useful than a real clinical situation to improve their medical skills. Bivariate analyses revealed that the post-session responses and level of stress were not influenced by previous experience on ASA, previous participation in a SBME role-playing session, or thinking to know the rules for managing ASAs. SBME role-playing training appears a promising, realistic, and well-accepted method for teaching the management of ASA. Copyright © 2017 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Cost and logistics for implementing the American College of Surgeons objective structured clinical examination.

PubMed

Sudan, Ranjan; Clark, Philip; Henry, Brandon

2015-01-01

The American College of Surgeons has developed a reliable and valid OSCE (objective structured clinical examination) to assess the clinical skills of incoming postgraduate year 1 surgery residents, but the cost and logistics of implementation have not been described. Fixed costs included staff time, medical supplies, facility fee, standardized patient (SP) training time, and one OSCE session. Variable costs were incurred for additional OSCE sessions. Costs per resident were calculated and modeled for increasing the number of test takers. American College of Surgeons OSCE materials and examination facilities were free. Fixed costs included training 11 SPs for 4 hours ($1,540), moulage and simulation material ($469), and administrative effort for 44 hours ($2,200). Variable cost for each session was $1,540 (SP time). Total cost for the first session was $6,649 ($664/resident), decreased to $324/resident for 3 sessions, and projected to further decline to $239/resident for 6 sessions. The cost decreased as the number of residents tested increased. To manage costs, testing more trainees by regional collaboration is recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

The Innovation Hyperlab - Linking Student Innovation at University and Pre-College Levels

NASA Astrophysics Data System (ADS)

Tagg, Randall

2012-02-01

We have created a laboratory environment to support collaboration between university and pre-college students on innovation and entrepreneurship projects. Called the ``Innovation Hyperlab,'' this facility is located in a K-12 complex called VistaPEAK schools in Aurora, Colorado. The lab is supported by four elements: a research-grade technical infrastructure of supplies and equipment for technical prototyping, a developing curriculum of ``learning modules on demand'' for rapid assimilation of technical skills, mentors from universities / medical schools / industry, and innovation projects stimulated by connections with the regional community. A current focus of projects is on medical technology development, linking tenth graders with university undergraduate research students and coordinated with the University of Colorado Denver's medical school. The Innovation Hyperlab is a work in progress and we will describe challenges that arise in connecting such a collaboration with traditional curriculum at both the university and pre-college levels.

Building a Bridge Between Genetics and Outcomes Research: Application in Autism (The AutGO Study).

PubMed

Talebizadeh, Zohreh; Shah, Ayten

2018-03-05

Concerns over the need to improve translational aspects of genetics research studies and engaging community members in the research process have been noted in the literature and raised by patient advocates. In addition to the work done by patient advocacy groups, organizations such as the Patient-Centered Outcomes Research Institute advocate for a change in the culture of research from being researcher-driven to becoming more patient-driven. Our project, Autism Genetics and Outcomes (AutGO), consists of two phases. The goal for phase I was to initiate a general discussion around the main topic (i.e., linking genetics and outcomes research). We used the Patient-Centered Outcomes Research Institute engagement approach to: (aim 1) develop a partnership with a wide range of stakeholders to assess their perspective on developing projects that use both genetics and outcomes research data/principles; (aim 2) identify barriers, facilitators, and needs to promote engagement in patient-centered genetics research; and (aim 3) distill and describe actions that may facilitate utilization of patient/parent perspectives in designing genetics research studies. In phase I, we formed a community advisory board composed of 33 participants, including outcomes and genetics researchers, clinicians, healthcare providers, patients/family members, and community/industry representatives, and convened six sessions over the 12-month period. We structured the sessions as a combination of online PowerPoint presentations, surveys, and in-person group discussions. During the sessions, we discussed topics pertaining to linking genetics and outcomes research and reviewed relevant materials, including patient stories, research projects, and existing resources. Two sets of surveys, project evaluations (k = 2) and session evaluations (k = 6), were distributed among participants. Feedback was analyzed using content analysis strategies to identify the themes and subthemes. Herein, we describe: the established partnership (aim 1), the identified barriers, facilitators, and needs (aim 2), as well as the lessons learned and suggested recommendations for the research community (aim 3). Following phase I participants' recommendation, in phase II, we will focus on a specific disease (i.e., autism); this projected plan is briefly outlined to highlight the overarching goal of the project and its potential significance. We also discuss the study limitations, challenges for conducting this type of multidisciplinary work, as well as potential ways to address them. The AutGO project has created a unique collaborative forum to facilitate the much needed dialogue between genetics and outcomes researchers, which may contribute to finding ways to improve the translational aspects of genetics research studies.

International Project on Technical and Vocational Education (UNEVOC). International Advisory Committee (First Session, Berlin, Germany, September 20-22, 1993). Final Report = Projet International pour l'Enseignement Technique et Professionnel (UNEVOC). Comite Consultatif International (Premiere Session, Berlin, Germany, 20-22 septembre 1993). Rapport Final.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

The international advisory committee of the International Project on Technical and Vocational Education (UNEVOC) held its first session in Berlin in September 1993. The advisory committee's 10 members and observers from the United Nations' specialized, intergovernmental, and nongovernmental organizations discussed educational policy, links between…

Venous vascular malformations of the craniofacial region: pre-operative embolisation with direct percutaneous puncture and N-butyl cyanoacrylate.

PubMed

Cil, B E; Vargel, I; Geyik, S; Peynircioglu, B; Cavusoglu, T

2008-12-01

Craniofacial venous vascular malformations cause severe cosmetic problems and yet these lesions are not candidates for transcatheter embolisation owing to the lack of arterial feeders. The purpose of this study was to evaluate the effectiveness of pre-operative embolisation of these lesions with N-butyl 2-cyanoacrylate (NBCA) via direct puncture. Between September 2003 and April 2006, 13 patients (7 female; age range, 6-64 years; mean, 16.7 years) were embolised with direct puncture and injection of NBCA. All of the patients were referred from plastic surgery with an operational plan. Angiography performed in all patients showed no or little arterial staining. NBCA diluted with iodized oil at a ratio of 1:6 (18%) was injected via a percutaneously placed 21 gauge needle. Complete embolisation was achieved in 8 patients and partial embolisation in the remaining 5. A total of 18 sessions of embolisation were performed on 13 patients. Nine patients underwent only one embolisation session, three patients underwent two sessions and only one patient underwent three sessions. The mean volume of NBCA used per session was 5.8 ml, ranging from 1-12 ml. All patients underwent a successful surgical resection to improve cosmetic disfigurement within 10-15 days after the embolisation procedure. Mean follow-up time was 22 months. One patient experienced skin necrosis on her nose after embolisation. No other complications related to the procedure were observed. In conclusion, pre-operative NBCA embolisation with direct puncture is a safe and easy procedure. It can increase the success of the surgical treatment of these lesions.

The impact of music therapy versus music medicine on psychological outcomes and pain in cancer patients: a mixed methods study.

PubMed

Bradt, Joke; Potvin, Noah; Kesslick, Amy; Shim, Minjung; Radl, Donna; Schriver, Emily; Gracely, Edward J; Komarnicky-Kocher, Lydia T

2015-05-01

The purpose of this study was to compare the impact of music therapy (MT) versus music medicine (MM) interventions on psychological outcomes and pain in cancer patients and to enhance understanding of patients' experiences of these two types of music interventions. This study employed a mixed methods intervention design in which qualitative data were embedded within a randomized cross-over trial. Thirty-one adult cancer patients participated in two sessions that involved interactive music making with a music therapist (MT) and two sessions in which they listened to pre-recorded music without the presence of a therapist (MM). Before and after each session, participants reported on their mood, anxiety, relaxation, and pain by means of visual analogue and numeric rating scales. Thirty participants completed an exit interview. The quantitative data suggest that both interventions were equally effective in enhancing target outcomes. However, 77.4 % of participants expressed a preference for MT sessions. The qualitative data indicate that music improves symptom management, embodies hope for survival, and helps connect to a pre-illness self, but may also access memories of loss and trauma. MT sessions helped participants tap into inner resources such as playfulness and creativity. Interactive music making also allowed for emotional expression. Some participants preferred the familiarity and predictability of listening to pre-recorded music. The findings of this study advocate for the use of music in cancer care. Treatment benefits may depend on patient characteristics such as outlook on life and readiness to explore emotions related to the cancer experience.

Integrative Reiki for cancer patients: a program evaluation.

PubMed

Fleisher, Kimberly A; Mackenzie, Elizabeth R; Frankel, Eitan S; Seluzicki, Christina; Casarett, David; Mao, Jun J

2014-01-01

This mixed methods study sought to evaluate the outcomes of an integrative Reiki volunteer program in an academic medical oncology center setting. We used de-identified program evaluation data to perform both quantitative and qualitative analyses of participants' experiences of Reiki sessions. The quantitative data were collected pre- and postsession using a modified version of the distress thermometer. The pre- and postsession data from the distress assessment were analyzed using a paired Student's : test. The qualitative data were derived from written responses to open-ended questions asked after each Reiki session and were analyzed for key words and recurring themes. Of the 213 pre-post surveys of first-time sessions in the evaluation period, we observed a more than 50% decrease in self-reported distress (from 3.80 to 1.55), anxiety (from 4.05 to 1.44), depression (from 2.54 to 1.10), pain (from 2.58 to 1.21), and fatigue (from 4.80 to 2.30) with P < .001 for all. Using conservative estimates that treat missing data as not endorsing Reiki, we found 176 (82.6%) of participants liked the Reiki session, 176 (82.6%) found the Reiki session helpful, 157 (73.7%) plan to continue using Reiki, and 175 (82.2%) would recommend Reiki to others. Qualitative analyses found that individuals reported that Reiki induced relaxation and enhanced spiritual well-being. An integrative Reiki volunteer program shows promise as a component of supportive care for cancer patients. More research is needed to evaluate and understand the impact that Reiki may have for patients, caregivers, and staff whose lives have been affected by cancer.

"I know exactly what I'm going into": recommendations for pre-nursing experience from an evaluation of a pre-nursing scholarship in rural Scotland.

PubMed

Smith, Annetta; Beattie, Michelle; Kyle, Richard G

2015-11-01

To develop a model of pre-nursing experience from evaluation of a pre-nursing scholarship for school pupils in Scotland. Action research study. School pupils ( n  = 42) completed questionnaire surveys and participated in anecdote circles. Student nurses acting as pupil 'buddies' ( n  = 33) participated in focus groups. Descriptive quantitative data and thematic analyses of qualitative data were integrated across cohorts and campuses. Ten recommended components of a model of pre-nursing experience were identified: educational experience of: (1) face-to-face on-campus teaching; (2) hands-on clinical skills sessions; and (3) andragogy, practice exposure to (4) nursing language; (5) nurses' emotional labour; (6) patients' stories; (7) pupils socializing with buddies; (8) buddies planning placement activities; and (9) supporting pupils during placements. Academic attainment was not a central component of the model due to pupils' need to (10) prioritize examined work for further/higher education entry.

Spatial Thinking and Visualisation of Real-World Concepts using GeoMapApp

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.

2015-12-01

Commonly, geoscience data is presented to students in the lab and classroom in the form of data tables, maps and graphs. Successful data interpretation requires learners to become proficient with spatial thinking skills, allowing them to gain insight and understanding of the underlying real-world 3-D processes and concepts. Yet, educators at both the school and university level often witness students having difficulty in performing that translation. As a result, tools and resources that help to bridge that spatial capability gap can have useful application in the educational realm. A free, map-based data discovery and visualisation tool developed with NSF funding at Lamont-Doherty Earth Observatory caters to students and teachers alike by providing a variety of data display and manipulation techniques that enhance geospatial awareness. Called GeoMapApp (http://www.geomapapp.org), the tool provides access to hundreds of built-in authentic geoscience data sets. Examples include earthquake and volcano data, geological maps, lithospheric plate boundary information, geochemical, oceanographic, and environmental data. Barriers to entry are lowered through easy installation, seamless integration of research-grade data sets, intuitive menus, and project-saving continuity. The default base map is a cutting-edge elevation model covering the oceans and land. Dynamic contouring, artificial illumination, 3-D visualisations, data point manipulations, cross-sectional profiles, and other display techniques help students grasp the content and geospatial context of data. Data sets can also be layered for easier comparison. Students may import their own data sets in Excel, ASCII, shapefile, and gridded format, and they can gain a sense of ownership by being able to tailor their data explorations and save their own projects. GeoMapApp is adaptable to a range of learning environments from lab sessions, group projects, and homework assignments to in-class pop-ups. A new Save Session function allows educators to preserve a pre-loaded state of GeoMapApp. When shared with a class, the saved file allows every student to open GeoMapApp at exactly the same starting point from which to begin their data explorations. A wide range of enquiry-driven education modules for GeoMapApp is already available at SERC.

Peer-support writing group in a community family medicine teaching unit

PubMed Central

Al-Imari, Lina; Yang, Jaisy; Pimlott, Nicholas

2016-01-01

Abstract Problem addressed Aspiring physician writers need an environment that promotes self-reflection and can help them improve their skills and confidence in writing. Objective of program To create a peer-support writing group for physicians in the Markham-Stouffville community in Ontario to promote professional development by encouraging self-reflection and fostering the concept of physician as writer. Program description The program, designed based on a literature review and a needs assessment, was conducted in 3 sessions over 6 months. Participants included an emergency physician, 4 family physicians, and 3 residents. Four to 8 participants per session shared their projects with guest physician authors. Eight pieces of written work were brought to the sessions, 3 of which were edited. A mixed quantitative and qualitative evaluation model was used with preprogram and postprogram questionnaires and a focus group. Conclusion This program promoted professional development by increasing participants’ frequency of self-reflection and improving their proficiency in writing. Successful elements of this program include creating a supportive group environment and having a physician-writer expert facilitate the peer-feedback sessions. Similar programs can be useful in postgraduate education or continuing professional development. PMID:27965348

Digital education and dynamic assessment of tongue diagnosis based on Mashup technique.

PubMed

Tsai, Chin-Chuan; Lo, Yen-Cheng; Chiang, John Y; Sainbuyan, Natsagdorj

2017-01-24

To assess the digital education and dynamic assessment of tongue diagnosis based on Mashup technique (DEDATD) according to specifific user's answering pattern, and provide pertinent information tailored to user's specifific needs supplemented by the teaching materials constantly updated through the Mashup technique. Fifty-four undergraduate students were tested with DEDATD developed. The effificacy of the DEDATD was evaluated based on the pre- and post-test performance, with interleaving training sessions targeting on the weakness of the student under test. The t-test demonstrated that signifificant difference was reached in scores gained during pre- and post-test sessions, and positive correlation between scores gained and length of time spent on learning, while no signifificant differences between the gender and post-test score, and the years of students in school and the progress in score gained. DEDATD, coupled with Mashup technique, could provide updated materials fifiltered through diverse sources located across the network. The dynamic assessment could tailor each individual learner's needs to offer custom-made learning materials. DEDATD poses as a great improvement over the traditional teaching methods.

Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

ERIC Educational Resources Information Center

Marshman, Margaret; Porter, Glorianne

2013-01-01

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

Tai chi/yoga effects on anxiety, heartrate, EEG and math computations.

PubMed

Field, Tiffany; Diego, Miguel; Hernandez-Reif, Maria

2010-11-01

To determine the immediate effects of a combined form of Tai chi/yoga. 38 adults participated in a 20-min Tai chi/yoga class. The session was comprised of standing Tai chi movements, balancing poses and a short Tai chi form and 10 min of standing, sitting and lying down yoga poses. The pre- and post- Tai chi/yoga effects were assessed using the State Anxiety Inventory (STAI), EKG, EEG and math computations. Heartrate increased during the session, as would be expected for this moderate-intensity exercise. Changes from pre to post-session assessments suggested increased relaxation including decreased anxiety and a trend for increased EEG theta activity. The increased relaxation may have contributed to the increased speed and accuracy noted on math computations following the Tai chi/yoga class. Copyright © 2010 Elsevier Ltd. All rights reserved.

Tai Chi/ Yoga Effects on Anxiety, Heartrate, EEG and Math Computations

PubMed Central

Field, Tiffany; Diego, Miguel; Hernandez-Reif, Maria

2010-01-01

Objective To determine the immediate effects of a combined form of tai chi/yoga. Design 38 adults participated in a 20-minute tai chi/yoga class. The session was comprised of standing tai chi movements, balancing poses and a short tai chi form and 10 minutes of standing, sitting and lying down yoga poses. Main outcome measures The pre- and post- tai chi/ yoga effects were assessed using the State Anxiety Inventory (STAI), EKG, EEG and math computations. Results Heartrate increased during the session, as would be expected for this moderate intensity exercise. Changes from pre to post session assessments suggested increased relaxation including decreased anxiety and a trend for increased EEG theta activity. Conclusions The increased relaxation may have contributed to the increased speed and accuracy noted on math computations following the tai chi/yoga class. PMID:20920810

Facilitation of extinction of operant behaviour in C57Bl/6 mice by chlordiazepoxide and D-cycloserine.

PubMed

Leslie, Julian C; Norwood, Kelly; Kennedy, Paul J; Begley, Michael; Shaw, David

2012-09-01

Effects on the extinction of GABAergic drug, chlordiazepoxide (CDP), and glutamatergic drug, D: -cycloserine (DCS), in C57BL/6 mice were compared. Following a palatability test (Experiment 1), Experiments 2-6 involved food-reinforced lever press training followed by extinction sessions at 1- or 4-day intervals. The effects of drugs were examined. Experiment 7 involved a two-lever task. CDP did not affect food palatability (Experiment 1), but facilitated extinction when administered prior to extinction sessions via intracerebral (Experiment 2) or peripheral administration at 1-day (Experiments 3-7) or 4-day intervals (Experiment 6). Reducing the amount of training prior to extinction reduced the delay in the effect of CDP typically seen, and CDP had a larger effect in early sessions on mice that had received less training (Experiment 3). There was some evidence that CDP could be blocked by flumazenil (Experiment 4), and CDP withdrawal reversed extinction facilitation (Experiments 5 and 7). With 4-day intervals, DCS administered immediately following extinction sessions, or pre-session CDP, facilitated extinction with 48-trial sessions (experiment 6B). With six-trial sessions, the co-administration of post-session DCS enhanced facilitation produced by pre-session CDP (experiment 6A). Finally, CDP facilitated extinction in a dose-related fashion following training on a two-lever food-reinforced task (Experiment 7). The findings are consistent with the hypotheses that two neurotransmitter systems have different roles in operant extinction and that glutamatergic systems are involved in extinction learning and GABAergic systems involved in the expression of that learning. This parallels findings with extinction following Pavlovian conditioning, which has been more extensively investigated.

Identifying Perceptions That Contribute to the Development of Successful Project Lead the Way Pre-Engineering Programs in Utah

ERIC Educational Resources Information Center

McMullin, Keith

2013-01-01

Many secondary schools in Utah have adopted the Project Lead the Way (PLTW) pre-engineering program. Little research has been conducted in Utah to show how successful these programs are or what factors are perceived to contribute to that success. This research is about defining PLTW program success and identifying factors perceived to improve…

Pre-contract project scoping processes : synthesis of practices.

DOT National Transportation Integrated Search

2016-02-01

Scoping is the process of developing a projects objectives, need, preliminary cost estimate, and preliminary schedule based on a : recognized need that the project is intended to address. This study (INDOT/JTRP SPR-3944) was launched by the Indian...

Improving Voluntary Engagement for PTSD Treatment among Soldiers

DTIC Science & Technology

2017-12-01

project? The purpose of this study is to (1) develop a marketing campaign to reach and elicit voluntary enrollment in a PTSD Check-Up of untreated...Develop marketing campaign and PTSD Check-Up Intervention 2.1. Conduct 3 focus groups with key constituencies to inform materials development (May...2017) 2.2. Develop marketing /recruitment campaign (October 2017) 2.3. Develop 3-session MET intervention (November 2017) 3. Conduct RCT comparing

Supporting study product use and accuracy in self-report in the iPrEx study: next step counseling and neutral assessment.

PubMed

R Amico, K; McMahan, Vanessa; Goicochea, Pedro; Vargas, Lorena; Marcus, Julia L; Grant, Robert M; Liu, Albert

2012-07-01

The recent successes of biomedical HIV prevention approaches have sparked considerable debate over the scalability, feasibility, and acceptability of pre-exposure prophylaxis (PrEP) as a widespread prevention strategy for men who have sex with men and trans-gender. Anticipated difficulties with PrEP adherence and concerns about resources required to best support it have tempered enthusiasm of PrEP demonstration projects and roll-out. While no evidence-based approach for supporting PrEP use is presently available, a number of approaches have been developed in the context of double-blind, randomized, placebo-controlled trials of PrEP that can provide guidance in moving forward with real world support of open label PrEP use. We present the development, implementation and evaluation of feasibility and acceptability of next-step counseling (NSC) and neutral assessment (NA), the adherence support and promotion of accurate reporting approaches used in the late phases of the iPrEx study. Evaluation of the approach from the perspective of implementers of over 15,000 NSC sessions in seven different countries with almost 2,000 iPrEx participants provided support for NSC, its brevity (averaging ~14 min per follow-up session) and overall acceptability and feasibility. NA also was generally well supported, with a majority of study staff believing this approach was feasible and acceptable; however, lower acceptability for certain aspects of NA was noted amongst staff reporting NA was different from their previous interview approach. Quantitative and qualitative data gathered from implementers were used to make modifications for supporting PrEP use in the open-label extension of iPrEx.

Hydration Status and Fluid Balance of Elite European Youth Soccer Players during Consecutive Training Sessions.

PubMed

Phillips, Saun M; Sykes, Dave; Gibson, Neil

2014-12-01

The objective of the study was to investigate the hydration status and fluid balance of elite European youth soccer players during three consecutive training sessions. Fourteen males (age 16.9 ± 0.8 years, height 1.79 ± 0.06 m, body mass (BM) 70.6 ± 5.0 kg) had their hydration status assessed from first morning urine samples (baseline) and pre- and post-training using urine specific gravity (USG) measures, and their fluid balance calculated from pre- to post-training BM change, corrected for fluid intake and urine output. Most participants were hypohydrated upon waking (USG >1.020; 77% on days 1 and 3, and 62% on day 2). There was no significant difference between first morning and pre-training USG (p = 0.11) and no influence of training session (p = 0.34) or time (pre- vs. post-training; p = 0.16) on USG. Significant BM loss occurred in sessions 1-3 (0.69 ± 0.22, 0.42 ± 0.25, and 0.38 ± 0.30 kg respectively, p < 0.05). Mean fluid intake in sessions 1-3 was 425 ± 185, 355 ± 161, and 247 ± 157 ml, respectively (p < 0.05). Participants replaced on average 71.3 ± 64.1% (range 0-363.6%) of fluid losses across the three sessions. Body mass loss, fluid intake, and USG measures showed large inter-individual variation. Elite young European soccer players likely wake and present for training hypohydrated, when a USG threshold of 1.020 is applied. When training in a cool environment with ad libitum access to fluid, replacing ~71% of sweat losses results in minimal hypohydration (<1% BM). Consumption of fluid ad libitum throughout training appears to prevent excessive (≥2% BM) dehydration, as advised by current fluid intake guidelines. Current fluid intake guidelines appear applicable for elite European youth soccer players training in a cool environment. Key PointsThe paper demonstrates a notable inter-participant variation in first morning, pre- and post-training hydration status and fluid balance of elite young European soccer players.On average, elite young European soccer players are hypohydrated upon waking and remain hypohydrated before and after training.Elite young European soccer players display varied fluid intake volumes during training, but on average do not consume sufficient fluid to offset fluid losses.Consecutive training sessions do not significantly impair hydration status, suggesting that elite young European soccer players consume sufficient fluid between training to maintain a stable hydration status and prevent excessive (≥2% body mass) dehydrationCurrent fluid intake guidelines appear applicable to this population when training in a cool environment.

Hydration Status and Fluid Balance of Elite European Youth Soccer Players during Consecutive Training Sessions

PubMed Central

Phillips, Saun M.; Sykes, Dave; Gibson, Neil

2014-01-01

The objective of the study was to investigate the hydration status and fluid balance of elite European youth soccer players during three consecutive training sessions. Fourteen males (age 16.9 ± 0.8 years, height 1.79 ± 0.06 m, body mass (BM) 70.6 ± 5.0 kg) had their hydration status assessed from first morning urine samples (baseline) and pre- and post-training using urine specific gravity (USG) measures, and their fluid balance calculated from pre- to post-training BM change, corrected for fluid intake and urine output. Most participants were hypohydrated upon waking (USG >1.020; 77% on days 1 and 3, and 62% on day 2). There was no significant difference between first morning and pre-training USG (p = 0.11) and no influence of training session (p = 0.34) or time (pre- vs. post-training; p = 0.16) on USG. Significant BM loss occurred in sessions 1-3 (0.69 ± 0.22, 0.42 ± 0.25, and 0.38 ± 0.30 kg respectively, p < 0.05). Mean fluid intake in sessions 1-3 was 425 ± 185, 355 ± 161, and 247 ± 157 ml, respectively (p < 0.05). Participants replaced on average 71.3 ± 64.1% (range 0-363.6%) of fluid losses across the three sessions. Body mass loss, fluid intake, and USG measures showed large inter-individual variation. Elite young European soccer players likely wake and present for training hypohydrated, when a USG threshold of 1.020 is applied. When training in a cool environment with ad libitum access to fluid, replacing ~71% of sweat losses results in minimal hypohydration (<1% BM). Consumption of fluid ad libitum throughout training appears to prevent excessive (≥2% BM) dehydration, as advised by current fluid intake guidelines. Current fluid intake guidelines appear applicable for elite European youth soccer players training in a cool environment. Key Points The paper demonstrates a notable inter-participant variation in first morning, pre- and post-training hydration status and fluid balance of elite young European soccer players. On average, elite young European soccer players are hypohydrated upon waking and remain hypohydrated before and after training. Elite young European soccer players display varied fluid intake volumes during training, but on average do not consume sufficient fluid to offset fluid losses. Consecutive training sessions do not significantly impair hydration status, suggesting that elite young European soccer players consume sufficient fluid between training to maintain a stable hydration status and prevent excessive (≥2% body mass) dehydration Current fluid intake guidelines appear applicable to this population when training in a cool environment PMID:25435774

Integration of Simulation into Pre-Laboratory Chemical Course: Computer Cluster versus WebCT

ERIC Educational Resources Information Center

Limniou, Maria; Papadopoulos, Nikos; Whitehead, Christopher

2009-01-01

Pre-laboratory activities have been known to improve students' preparation before their practical work as they assist students to make available more working memory capacity for actual learning during the laboratory. The aim of this investigation was to compare two different teaching approaches which supported a pre-laboratory session by using the…

Physics Curriculum Development Project. Aims, Organisation, Activities of PLON: A Physics Curriculum Development Project for General Secondary Education in the Netherlands. Outline.

ERIC Educational Resources Information Center

Utrecht State Univ., (Netherlands).

This document highlights the aims and activities of a project designed to modernize and update physics teaching and physics curriculum in the Netherlands by developing materials for use with students aged 12-18 at intermediate general, higher general, and pre-university schools. Following general information (including a brief description of the…

Working group reports: evaluation of the evidence to support practice guidelines for nutritional care of preterm infants-the Pre-B Project.

PubMed

Raiten, Daniel J; Steiber, Alison L; Carlson, Susan E; Griffin, Ian; Anderson, Diane; Hay, William W; Robins, Sandra; Neu, Josef; Georgieff, Michael K; Groh-Wargo, Sharon; Fenton, Tanis R

2016-02-01

The "Evaluation of the Evidence to Support Practice Guidelines for the Nutritional Care of Preterm Infants: The Pre-B Project" is the first phase in a process to present the current state of knowledge and to support the development of evidence-informed guidance for the nutritional care of preterm and high-risk newborn infants. The future systematic reviews that will ultimately provide the underpinning for guideline development will be conducted by the Academy of Nutrition and Dietetics' Evidence Analysis Library (EAL). To accomplish the objectives of this first phase, the Pre-B Project organizers established 4 working groups (WGs) to address the following themes: 1) nutrient specifications for preterm infants, 2) clinical and practical issues in enteral feeding of preterm infants, 3) gastrointestinal and surgical issues, and 4) current standards of infant feeding. Each WG was asked to 1) develop a series of topics relevant to their respective themes, 2) identify questions for which there is sufficient evidence to support a systematic review process conducted by the EAL, and 3) develop a research agenda to address priority gaps in our understanding of the role of nutrition in health and development of preterm/neonatal intensive care unit infants. This article is a summary of the reports from the 4 Pre-B WGs. © 2016 American Society for Nutrition.

A Social Attitude Approach to Sex Education for the Educable Mentally Retarded. In-Service Training Materials for Teachers of the Educable Mentally Retarded, Session III.

ERIC Educational Resources Information Center

Meyen, Edward L.; Carr, Donald L.

Designed for educable mentally handicapped children, these lessons on social attitudes stress sex education and also present broader coverage of information relevant to the development of social skills. The pre-primary unit, for ages 4 to 7, includes lessons on healthy body image, proper toilet habits, male and female roles, sequence of growth,…

Reflective practice as a tool to teach digital professionalism.

PubMed

Kung, Justin W; Eisenberg, Ronald L; Slanetz, Priscilla J

2012-11-01

Digital professionalism is increasingly being integrated into postgraduate medical education. We developed a small-group, reflective practice-based session incorporating radiology-specific cases to heighten residents' awareness about digital professionalism. Case-based, radiology-specific scenarios were created for a small-group, reflective practice-based session on digital professionalism. Anonymous pre- and postsession surveys evaluating residents' use of social media and their thoughts about the session were administered to the radiology residents. Twenty-five of 38 (66%) residents responded to the presession survey with 40% (10/25) reporting daily social media use; 50% (12/24) witnessing an unprofessional posting on Facebook; and 8% (2/25) posting something unprofessional themselves. Of the 21 residents who attended the session, 13 (62%) responded to the postsession survey. Residents reported that the session added to their understanding of professionalism 3.92, 95% CI (3.57-4.27). As a result of the session, residents stated that they were more aware of protecting patient privacy and confidentiality on social media sites 3.92, 95% CI (3.47-4.37), and would take a more active role in ensuring professional use of social media as it relates to patient care 4.00, 95% CI (3.66-4.34). Residents favorably viewed the reflective case-based session on digital professionalism as a means to be more aware of ways to avoid unprofessional interactions on the internet. Our results suggest that such reflective sessions are an effective method to educate residents on key concepts regarding digital professionalism. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

Kinesio Taping effects on knee extension force among soccer players

PubMed Central

Serra, Maysa V. G. B.; Vieira, Edgar R.; Brunt, Denis; Goethel, Márcio F.; Gonçalves, Mauro; Quemelo, Paulo R. V.

2015-01-01

Background: Kinesio Taping (KT) is widely used, however the effects of KT on muscle activation and force are contradictory. Objective: To evaluate the effects of KT on knee extension force in soccer players. Method: This is a clinical trial study design. Thirty-four subjects performed two maximal isometric voluntary contractions of the lower limbs pre, immediately post, and 24 hours after tape application on the lower limbs. Both lower limbs were taped, using K-Tape and 3M Micropore tape randomly on the right and left thighs of the participants. Isometric knee extension force was measured for dominant side using a strain gauge. The following variables were assessed: peak force, time to peak force, rate of force development until peak force, time to peak rate of force development, and 200 ms pulse. Results: There were no statistically significant differences in the variables assessed between KT and Micropore conditions (F=0.645, p=0.666) or among testing sessions (pre, post, and 24h after) (F=0.528, p=0.868), and there was no statistical significance (F=0.271, p=0.986) for interaction between tape conditions and testing session. Conclusion: KT did not affect the force-related measures assessed immediately and 24 hours after the KT application compared with Micropore application, during maximal isometric voluntary knee extension. PMID:25789557

Kinesio Taping effects on knee extension force among soccer players.

PubMed

Serra, Maysa V G B; Vieira, Edgar R; Brunt, Denis; Goethel, Márcio F; Gonçalves, Mauro; Quemelo, Paulo R V

2015-01-01

Kinesio Taping (KT) is widely used, however the effects of KT on muscle activation and force are contradictory. To evaluate the effects of KT on knee extension force in soccer players. This is a clinical trial study design. Thirty-four subjects performed two maximal isometric voluntary contractions of the lower limbs pre, immediately post, and 24 hours after tape application on the lower limbs. Both lower limbs were taped, using K-Tape and 3M Micropore tape randomly on the right and left thighs of the participants. Isometric knee extension force was measured for dominant side using a strain gauge. The following variables were assessed: peak force, time to peak force, rate of force development until peak force, time to peak rate of force development, and 200 ms pulse. There were no statistically significant differences in the variables assessed between KT and Micropore conditions (F=0.645, p=0.666) or among testing sessions (pre, post, and 24h after) (F=0.528, p=0.868), and there was no statistical significance (F=0.271, p=0.986) for interaction between tape conditions and testing session. KT did not affect the force-related measures assessed immediately and 24 hours after the KT application compared with Micropore application, during maximal isometric voluntary knee extension.

Measuring the Transition Temperature of a Superconductor in a Pre-University Laboratory

ERIC Educational Resources Information Center

Ireson, Gren

2006-01-01

This article presents the methodology and results for a simple approach to the measurement of the transition temperature of a superconducting material, in a pre-university laboratory session, using readily available apparatus (and some liquid nitrogen).

76 FR 42122 - Ocean Renewable Power Company, LLC; Notice Concluding Pre-Filing Process and Approving Process...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-18

... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Project No. 12711-003] Ocean Renewable.... e. Name of Project: Cobscook Bay Tidal Energy Project. f. Location: In Cobscook Bay, in Washington... a two-phased development approach for the Cobscook Bay Tidal Energy Project. The project would...

Effects of coaching on educators' vocabulary-teaching strategies during shared reading.

PubMed

Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

ANXIETY REDUCTION AMONG BREAST-CANCER SURVIVORS RECEIVING HYPNOTIC RELAXATION THERAPY FOR HOT FLASHES

PubMed Central

Johnson, Alisa J.; Marcus, Joel; Hickman, Kimberly; Barton, Debra; Elkins, Gary

2017-01-01

Anxiety is common among breast-cancer survivors. This analysis examined the effect of a hypnotic relaxation therapy, developed to reduce hot flashes, on anxiety levels of female breast-cancer survivors. Anxiety was assessed using a numeric analog scale and the Hospital Anxiety and Depression Scale-Anxiety subscale. Significant reductions in anxiety were found from pre- to postintervention for each weekly session and were predictive of overall reductions in anxiety from baseline to after the last intervention. In this analysis, hypnotizability did not significantly predict for anxiety reductions measured before and after each session or from baseline to exit. These data provide initial support for the use of hypnotic relaxation therapy to reduce anxiety among breast-cancer survivors. PMID:27585723

Anxiety Reduction Among Breast-Cancer Survivors Receiving Hypnotic Relaxation Therapy for Hot Flashes.

PubMed

Johnson, Alisa J; Marcus, Joel; Hickman, Kimberly; Barton, Debra; Elkins, Gary

2016-01-01

Anxiety is common among breast-cancer survivors. This analysis examined the effect of a hypnotic relaxation therapy, developed to reduce hot flashes, on anxiety levels of female breast-cancer survivors. Anxiety was assessed using a numeric analog scale and the Hospital Anxiety and Depression Scale-Anxiety subscale. Significant reductions in anxiety were found from pre- to postintervention for each weekly session and were predictive of overall reductions in anxiety from baseline to after the last intervention. In this analysis, hypnotizability did not significantly predict for anxiety reductions measured before and after each session or from baseline to exit. These data provide initial support for the use of hypnotic relaxation therapy to reduce anxiety among breast-cancer survivors.

[The film as a teaching resource (Part II). How to prepare a session].

PubMed

Icart Isern, María Teresa; Martínez Barellas, María Rosa; Icart Isern, María Carmen

2012-12-01

The article is about the use of the commercial cinema in teaching students and professionals for nursing and allied professions. In the first part ran the film Extraordinary measures (T. Vaughan, 2010) as a useful resource for the study of Pompe disease. The second part is explain the next steps for the preparation and implementation of a class or meeting with the above-mentioned film, identifying activities pre and post viewing that help the acquisition of knowledge, skills and attitudes. The main objective is to take the love of cinema as a resource to acquire and analyze information from a health perspective. In addition intends that the film constitutes an opportunity to develop the argumentative capacity of participants in a teaching session.

Evaluating Didactic Methods for Training Medical Students in the Use of Bedside Ultrasound for Clinical Practice at a Faculty of Medicine in Romania.

PubMed

Florescu, Cosmin C; Mullen, Jeffrey A; Nguyen, Vivian My; Sanders, Brooke E; Vu, Priscilla Quynh-Phuon

2015-10-01

Medical students' time is limited, so efficiency in medical education is valued. This research project aimed to determine the most effective means to teach bedside ultrasound to medical students in a 1-week training course. We hypothesized that the best method would include a combination of podcasts and hands-on teaching; therefore, there would be a statistically significant difference among the various methods of teaching. Medical students were randomly assigned to 3 groups. All groups attended a 50-minute hands-on bedside ultrasound training session. Students in the first group attended a 50-minute live lecture before the hands-on session, whereas students in the second group watched a podcast that covered the same material as the live lecture. Students in the third group served as the control and only attended the hands-on sessions. Five topics were covered during the course: (1) introduction to ultrasound, (2) pulmonary ultrasound, (3) cardiac ultrasound, (4) hepatobiliary ultrasound, and (5) focused assessment with sonography for trauma. Students completed a 20-question pre- and post-training quiz that covered basic ultrasound principles. Students also conducted a focused assessment with sonography for trauma examination for the practical portion of their evaluation. Students' pre- to post-training quiz scores increased from 33.6% to 72.6% correct in the lecture group (n = 21; P < .0001), from 40.7% to 75.5% correct in the podcast group (n = 20; P< .0001), and from 37.8% to 70.0% correct in the control group (n = 23; P< .0001). Data analysis of written and practical examination scores showed no significant differences among the groups [F(2,61) = 0.885; P = .418; F(2,60) = 1.739; P = .184, respectively]. These results suggest that all 3 methods are equally effective in teaching novice medical students basic ultrasound knowledge and skills. © 2015 by the American Institute of Ultrasound in Medicine.

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

Regmi, Rajesh; Lovelock, D. Michael; Zhang, Pengpeng

Purpose: To investigate constancy, within a treatment session, of the time lag relationship between implanted markers in abdominal tumors and an external motion surrogate. Methods: Six gastroesophageal junction and three pancreatic cancer patients (IRB-approved protocol) received two cone-beam CTs (CBCT), one before and one after treatment. Time between scans was less than 30 min. Each patient had at least one implanted fiducial marker near the tumor. In all scans, abdominal displacement (Varian RPM) was recorded as the external motion signal. Purpose-built software tracked fiducials, representing internal signal, in CBCT projection images. Time lag between superior–inferior (SI) internal and anterior–posterior externalmore » signals was found by maximizing the correlation coefficient in each breathing cycle and averaging over all cycles. Time-lag-induced discrepancy between internal SI position and that predicted from the external signal (external prediction error) was also calculated. Results: Mean ± standard deviation time lag, over all scans and patients, was 0.10 ± 0.07 s (range 0.01–0.36 s). External signal lagged the internal in 17/18 scans. Change in time lag between pre- and post-treatment CBCT was 0.06 ± 0.07 s (range 0.01–0.22 s), corresponding to 3.1% ± 3.7% (range 0.6%–10.8%) of gate width (range 1.6–3.1 s). In only one patient, change in time lag exceeded 10% of the gate width. External prediction error over all scans of all patients varied from 0.1 ± 0.1 to 1.6 ± 0.4 mm. Conclusions: Time lag between internal motion along SI and external signals is small compared to the treatment gate width of abdominal patients examined in this study. Change in time lag within a treatment session, inferred from pre- to post-treatment measurements is also small, suggesting that a single measurement of time lag at the session start is adequate. These findings require confirmation in a larger number of patients.« less

GMLC Hawaii Regional Partnership: Distributed Inverter-Based Grid Frequency Support

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

Nelson, Austin; Hoke, Andy

This presentation is part of a panel session at the IEEE ISGT conference on Grid Modernization Initiative projects. This segment of the panel session provides a brief overview of a Hawaii Regional Partnership project focusing grid frequency support from distributed resources on the fastest time scales.

IMPACT: An Early Intervention Demonstration Project. Abbreviated Version.

ERIC Educational Resources Information Center

Ungerleider, Steven; Caudill, Barry D.

Project IMPACT is based on an innovative prevention/community intervention model designed to stem the use of drugs and alcohol in an Oregon school district. A total of 74 teachers, administrators, and community leaders participated in a training session which included didactic and experiential sessions informing participants about the nature and…

Recreational music-making: a cost-effective group interdisciplinary strategy for reducing burnout and improving mood states in long-term care workers.

PubMed

Bittman, Barry; Bruhn, Karl T; Stevens, Christine; Westengard, James; Umbach, Paul O

2003-01-01

This controlled, prospective, randomized study examined the clinical and potential economic impact of a 6-session Recreational Music-making (RMM) protocol on burnout and mood dimensions, as well as on Total Mood Disturbance (TMD) in an interdisciplinary group of long-term care workers. A total of 112 employees participated in a 6-session RMM protocol focusing on building support, communication, and interdisciplinary respect utilizing group drumming and keyboard accompaniment. Changes in burnout and mood dimensions were assessed with the Maslach Burnout Inventory and the Profile of Mood States respectively. Cost savings were projected by an independent consulting firm, which developed an economic impact model. Statistically-significant reductions of multiple burnout and mood dimensions, as well as TMD scores, were noted. Economic-impact analysis projected cost savings of $89,100 for a single typical 100-bed facility, with total annual potential savings to the long-term care industry of $1.46 billion. A cost-effective, 6-session RMM protocol reduces burnout and mood dimensions, as well as TMD, in long-term care workers.

Using Recreational Drones to Promote STEM Learning

NASA Astrophysics Data System (ADS)

Olds, S. E.; Dahlman, L. E.; Mooney, M. E.; Russell, R. M.

2017-12-01

The popularity of unmanned aerial vehicles (UAVs or drones) as a fun, inexpensive (<$100), and easy to fly "toy" continues to grow yearly. Flying drones can also serve as a great entry point to stimulate curiosity and encourage students to engage in science, technology, engineering, and math (STEM) investigations. Leveraging the popularity of recreational drones, the Education Committee at the Earth System Information Partners (ESIP) has worked with educators, researchers, and data scientists to develop a Drones for STEM initiative to inspire learners to use drones as a platform to collect and analyze local-scale data using lightweight cameras and/or sensors. In 2016, the initiative developed learning activity outlines and piloted the materials at an ESIP-sponsored teacher workshop and National Science Teacher Association sessions. After incorporating feedback from those sessions, ESIP collaborated with the UCAR Center for Science Education to publish finalized activities. Available on the UCAR SciEd website (SciEd.ucar.edu/engineering-activities), the activities encompass skills to measure drone payload, flight height, and velocity. Investigations also encourage the use of repeat photography, comparing images from drones and satellites, and creating 3D structure from motion (SfM) models from overlapping photographs. The site also offers general guidance to develop science projects or science fair investigations using Next Generation Science Standards science and engineering practices. To encourage the use of drones in STEM, UNAVCO and NOAA staff, sponsored by ESIP, led two hands-on workshops this summer; a three half-day workshop at the Earth Educator Rendezvous (EER) and a half-day session during the ESIP Educator Workshop. Participants practiced UAV flying skills, experimented with lightweight sensors, and learned about current drone-enhanced research projects. In small groups, they tested existing activities and designed student-focused investigations. Examples of projects include measuring aeromagnetics, developing 3D topographic models, creating vertical profiles over various land-surfaces at different temporal intervals, and developing a multi-semester drone-focused curriculum. This presentation will elaborate upon the workshops, learning materials, and insights.

24 CFR 290.11 - Notification requirements.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., HUD acquires a project. (c) Methods of notification—(1) To tenants. Pre-disposition notification will... URBAN DEVELOPMENT HUD-OWNED PROPERTIES DISPOSITION OF MULTIFAMILY PROJECTS AND SALE OF HUD-HELD MULTIFAMILY MORTGAGES Disposition of Multifamily Projects § 290.11 Notification requirements. (a) In general...

Knowledge of allergies and performance in epinephrine auto-injector use: a controlled intervention in preschool teachers.

PubMed

Dumeier, Henriette Karoline; Richter, Luca Anne; Neininger, Martina Patrizia; Prenzel, Freerk; Kiess, Wieland; Bertsche, Astrid; Bertsche, Thilo

2018-04-01

Epinephrine auto-injectors are used for first aid in anaphylactic emergencies by non-healthcare professionals, e.g., (pre-)school teachers. We developed an education session for preschool teachers addressing allergies, anaphylactic emergencies, and administering auto-injectors. We assessed their attitudes and knowledge in allergies and anaphylactic emergency by a questionnaire and monitored their practical performance in administering auto-injectors before the education session, directly after, and 4-12 weeks after the session. From 75 teachers giving their consent to participate, 81% had children with allergies under their supervision and 3% had already administered medication from an available rescue kit. The knowledge of triggers of allergies increased from 9 to 55% directly and to 33% 4-12 weeks after the session (both p < 0.001, compared to baseline). Directly after the session, the number of teachers who felt well-prepared for an anaphylactic emergency rose from 11 to 88%, which decreased to 79% 4-12 weeks thereafter (each p < 0.001). The number of auto-injector administrations without any drug-related problems increased from 3 to 35% directly after the session and shrunk to 16% 4-12 weeks afterwards (both p < 0.025). A single education session substantially improved preschool teachers' attitudes and knowledge in allergies and anaphylactic emergencies. Additionally, their practical performance in auto-injector administration increased. What is Known: • Food allergies are increasing among children. • The knowledge about allergies and anaphylactic emergencies is poor. What is New: • The proportion of teachers who felt well-prepared for an anaphylactic emergency increased after a single education session. • The proportion of auto-injector administrations without any drug-related problems additionally increased due to an education session.

Improved Maximum Strength, Vertical Jump and Sprint Performance after 8 Weeks of Jump Squat Training with Individualized Loads

PubMed Central

Marián, Vanderka; Katarína, Longová; Dávid, Olasz; Matúš, Krčmár; Simon, Walker

2016-01-01

The purpose of the study was to determine the effects of 8 weeks of jump squat training on isometric half squat maximal force production (Fmax) and rate of force development over 100ms (RFD100), countermovement jump (CMJ) and squat jump (SJ) height, and 50 m sprint time in moderately trained men. Sixty eight subjects (~21 years, ~180 cm, ~75 kg) were divided into experimental (EXP; n = 36) and control (CON, n = 32) groups. Tests were completed pre-, mid- and post-training. EXP performed jump squat training 3 times per week using loads that allowed all repetitions to be performed with ≥90% of maximum average power output (13 sessions with 4 sets of 8 repetitions and 13 sessions with 8 sets of 4 repetitions). Subjects were given real-time feedback for every repetition during the training sessions. Significant improvements in Fmax from pre- to mid- (Δ ~14%, p<0.001), and from mid- to post-training (Δ ~4%, p < 0.001) in EXP were observed. In CON significantly enhanced Fmax from pre- to mid-training (Δ ~3.5%, p < 0.05) was recorded, but no other significant changes were observed in any other test. In RFD100 significant improvements from pre- to mid-training (Δ ~27%, p < 0.001), as well as from mid- to post-training (Δ ~17%, p < 0.01) were observed. CMJ and SJ height were significantly enhanced from pre- to mid-training (Δ ~10%, ~15%, respectively, p < 0.001) but no further changes occurred from mid- to post-training. Significant improvements in 50 m sprint time from pre- to mid-training (Δ -1%, p < 0.05), and from mid- to post-training (Δ -1.9%, p < 0.001) in EXP were observed. Furthermore, percent changes in EXP were greater than changes in CON during training. It appears that using jump squats with loads that allow repetitions to be performed ≥90% of maximum average power output can simultaneously improve several different athletic performance tasks in the short-term. Key points Jump squat exercise is one of many exercises to develop explosive strength that has been the focus of several researches, while the load used during the training seem to be an important factor that affects training outcomes. Experimental group improved performance in all assessed parameters, such as Fmax, RFD100, CMJ, SJ and 50 m sprint time. However, improvements in CMJ and SJ were recorded after the entire power training period and thereafter plateau occurred. The portable FitroDyne could serve as a valuable device to individualize the load that maximizes mean power output and visual feedback can be provided to athletes during the training. PMID:27803628

An assessment of student satisfaction with peer teaching of clinical communication skills.

PubMed

Mills, Jonathan K A; Dalleywater, William J; Tischler, Victoria

2014-10-13

Peer teaching is now used in medical education with its value increasingly being recognised. It is not yet established whether students differ in their satisfaction with teaching by peer-teachers compared to those taught by academic or clinical staff. This study aimed to establish satisfaction with communication skills teaching between these three teaching groups. Students participated in a role-play practical facilitated either by clinicians, peer-teachers or non-clinical staff. A questionnaire was administered to first-year medical students after participating in a communication skills role-play session asking students to evaluate their satisfaction with the session. Data were analysed in SPSS 20. One hundred and ninety eight students out of 239 (83%) responded. Students were highly satisfied with the teaching session with no difference in satisfaction scores found between those sessions taught by peers, clinical and non-clinical staff members. 158 (80%) considered the session useful and 139 (69%) strongly agreed tutors facilitated their development. There was no significant difference in satisfaction scores based on tutor background. Satisfaction is as high when tutored by peer-teachers compared to clinicians or non-clinical staff. Constructive feedback is welcomed from a range of personnel. Final-year students could play an increasing role in the teaching of pre-clinical medical students.

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

Robichaud, Robi

Robi Robichaud made this presentation as part of an Energy Technology session at the Energy Exchange event, which is sponsored by the U.S. Department of Energy. The presentation discusses a wind energy industry update, technology trends, financing options at federal facilities, and creative approaches for developing wind projects at federal facilities.

Preserving anonymity in e-voting system using voter non-repudiation oriented scheme

NASA Astrophysics Data System (ADS)

Hamid, Isredza Rahmi A.; Radzi, Siti Nafishah Md; Rahman, Nurul Hidayah Ab; Wen, Chuah Chai; Abdullah, Nurul Azma

2017-10-01

The voting system has been developed from traditional paper ballot to electronic voting (e-voting). The e-voting system has high potential to be widely used in election event. However, the e-voting system still does not meet the most important security properties which are voter's authenticity and non-repudiation. This is because voters can simply vote again by entering other people's identification number. In this project, an electronic voting using voter non-repudiation oriented scheme will be developed. This system contains ten modules which are log in, vote session, voter, candidate, open session, voting results, user account, initial score, logs and reset vote count. In order to ensure there would be no non-repudiation issue, a voter non-repudiation oriented scheme concept will be adapted and implemented in the system. This system will be built using Microsoft Visual Studio 2013 which only can be accessed using personal computers at the voting center. This project will be beneficial for future use in order to overcome non-repudiation issue.

Improvements in Unmarried African American Parents' Rapport, Communication, and Problem-Solving Following a Prenatal Coparenting Intervention.

PubMed

McHale, James P; Salman-Engin, Selin; Coovert, Michael D

2015-12-01

This report examines effects of a coparenting intervention designed for and delivered to expectant unmarried African American mothers and fathers on observed interaction dynamics known to predict relationship adjustment. Twenty families took part in the six-session "Figuring It Out for the Child" (FIOC) dyadic intervention offered in a faith-based human services agency during the third trimester of the mother's pregnancy, and completed a postpartum booster session 1 month after the baby's arrival. Parent referrals for the FIOC program were received from a county Health Department and from OBGYNs and Pregnancy Centers in the targeted community. All intervention sessions were delivered by a trained male-female paraprofessional team whose fidelity to the FIOC manualized curriculum was independently evaluated by a team of trained analysts. At both the point of intake ("PRE") and again at an exit evaluation completed 3 months postpartum ("POST"), the mothers and fathers were videotaped as they completed two standardized "revealed differences" conflict discussions. Blinded videotapes of these sessions were evaluated using the System for Coding Interactions in Dyads. Analyses documented statistically significant improvements on 8 of 12 variables examined, with effect sizes ranging from moderate to large. Overall, 14 families demonstrated beneficial outcomes, 3 did not improve, and 3 showed some signs of decline from the point of intake. For most interaction processes, PRE to POST improvements were unrelated to degree of adherence the paraprofessional interventionists showed to the curriculum. However, better interventionist competence was related to decreases in partners' Coerciveness and Negativity and Conflict, and to smaller increases in partner Withdrawal. Implications of the work for development and delivery of community-based coparenting interventions for unmarried parents are discussed. © 2015 Family Process Institute.

The effect of short-term coenzyme Q10 supplementation and pre-cooling strategy on cardiac damage markers in elite swimmers.

PubMed

Emami, Ali; Tofighi, Asghar; Asri-Rezaei, Siamak; Bazargani-Gilani, Behnaz

2018-02-01

Strenuous physical exercise and hyperthermia may paradoxically induce oxidative stress and adverse effects on myocardial function. The purpose of this study was to investigate the effect of 14-d coenzyme Q10 (CoQ10) supplementation and pre-cooling on serum creatine kinase-MB (CK-MB), cardiac Troponin I (cTnI), myoglobin (Mb), lactate dehydrogenase (LD), total antioxidant capacity (TAC), lipid peroxidation (LPO) and CoQ10 concentration in elite swimmers. In total, thirty-six healthy males (mean age 17 (sd 1) years) were randomly selected and divided into four groups of supplementation, supplementation with pre-cooling, pre-cooling and control. During an eighteen-session protocol in the morning and evening, subjects attended speed and endurance swimming training sessions for 5 km in each session. Blood sampling was done before (two stages) and after (two stages) administration of CoQ10 and pre-cooling. ANCOVA and repeated measurement tests with Bonferroni post hoc test were used for the statistical analysis of the data. There was no significant statistical difference among groups for the levels of CK-MB, cTnI, Mb, LD, TAC, LPO and CoQ10 at the presampling (stages 1 and 2) (P>0·05). However, pre-cooling and control groups show a significant increase in the levels of CK-MB, cTnI, Mb, LD and LPO compared with the supplementation and supplementation with pre-cooling groups in the post-sampling (stages 1 and 2) (P<0·05), except for the TAC and CoQ10. Consequently, CoQ10 supplementation prevents adverse changes of myocardial damage and oxidative stress during swimming competition phase. Meanwhile, the pre-cooling strategy individually has no desired effect on the levels of CK-MB, cTnI, Mb, LD, LPO, TAC and CoQ10.

Obstetric ultrasound education for the developing world: A learning partnership with the World Federation for Ultrasound in Medicine and Biology

PubMed Central

Dubbins, P; Evans, JA

2015-01-01

The ultrasound techniques in pregnancy e-learning project is an online resource commissioned and supported by the Education Committee of the World Federation for Ultrasound in Medicine and Biology (WFUMB). This currently consists of 10 e-learning sessions aimed at midwives and other health workers in developing countries where WFUMB has Educational Centres of Excellence, and in particular at those based mainly in rural communities at considerable distance from urban training centres. The project covers all of the basics of obstetric ultrasound such as fetal and maternal anatomy, ultrasound techniques, assessment in both early and late pregnancy, prediction of pregnancy complications and identification of common abnormalities that might interfere with delivery. The e-learning project complements a wider training programme which covers operator skills and machine controls, in order to minimise the time that the professional has to leave their rural, often poorly staffed, workplace to attend classroom-based courses in the city. Each session outlines often complex concepts using simple diagrams, interactive exercises and cine clips. Tips, tricks and best practice guidelines are provided in simple terms. PMID:27433236

Women and Men of the Manhattan Project

NASA Astrophysics Data System (ADS)

Marshall, Jill; Herzenberg, Caroline; Howes, Ruth; Weaver, Ellen; Gans, Dorothy

2010-04-01

In the early 1990s Ruth Howes, a nuclear physicist on the faculty at Ball State University, and Caroline Herzenberg, a nuclear physicist at Argonne National Laboratory, were asked to write a chapter on the Manhattan Project for a volume on women working on weapons development for the military. Realizing that they knew very little about the women who had been involved in that effort, they embarked on a mission to find out more. Howes and Herzenberg were able to document the wartime contributions of more than 1000 women in Their Day in the Sun,2 preserving this legacy for generations to come. At the 2009 AAPT Winter Meeting in Chicago, the AAPT Committee on Women in Physics celebrated the accomplishments of these women and the men who worked beside them in a session co-sponsored with the History and Philosophy of Physics and the Concerns of Senior Physicists committees. Howes presented an overview of the contributions of women to the development of the first nuclear weapon, and the session was honored with the presence of Manhattan Project veterans Ellen Cleminshaw Weaver, who worked at Oak Ridge, and Dorothy Marcus Gans, who worked as a technician in the Metallurgical Laboratory in Chicago.

Controlling Motion Sickness and Spatial Disorientation and Enhancing Vestibular Rehabilitation with a User-Worn See-Through Display

PubMed Central

Krueger, Wesley W.O.

2010-01-01

Objectives/Hypotheses An eyewear mounted visual display (“User-worn see-through display”) projecting an artificial horizon aligned with the user's head and body position in space can prevent or lessen motion sickness in susceptible individuals when in a motion provocative environment as well as aid patients undergoing vestibular rehabilitation. In this project, a wearable display device, including software technology and hardware, was developed and a phase I feasibility study and phase II clinical trial for safety and efficacy were performed. Study Design Both phase I and phase II were prospective studies funded by the NIH. The phase II study used repeated measures for motion intolerant subjects and a randomized control group (display device/no display device) pre-post test design for patients in vestibular rehabilitation. Methods Following technology and display device development, 75 patients were evaluated by test and rating scales in the phase II study; 25 subjects with motion intolerance used the technology in the display device in provocative environments and completed subjective rating scales while 50 patients were evaluated before and after vestibular rehabilitation (25 using the display device and 25 in a control group) using established test measures. Results All patients with motion intolerance rated the technology as helpful for nine symptoms assessed, and 96% rated the display device as simple and easy to use. Duration of symptoms significantly decreased with use of the technology displayed. In patients undergoing vestibular rehabilitation, there were no significant differences in amount of change from pre- to post-therapy on objective balance tests between display device users and controls. However, those using the technology required significantly fewer rehabilitation sessions to achieve those outcomes than the control group. Conclusions A user-worn see-through display, utilizing a visual fixation target coupled with a stable artificial horizon and aligned with user movement, has demonstrated substantial benefit for individuals susceptible to motion intolerance and spatial disorientation and those undergoing vestibular rehabilitation. The technology developed has applications in any environment where motion sensitivity affects human performance. PMID:21181963

Preparing the nursing student for internship in a pre-registration nursing program: developing a problem based approach with the use of high fidelity simulation equipment.

PubMed

Nevin, M; Neill, F; Mulkerrins, J

2014-03-01

This paper aims to explore the development and evaluation results of a simulated skills package designed using a problem based learning approach with general nursing students. Internationally, the use of high fidelity simulated learning environments has escalated. This has occurred as a result of growing concerns relating to patient safety, patient litigation, lack of clinical opportunities for student nurses to gain experience and integration of new teaching methods into nursing curricula. There are however both proponents and opponents to the value of simulation and high fidelity simulation within nursing education. This study was conducted in an Irish school of nursing. A simulated learning support package was developed by nurse educators and piloted with 134 third year nursing students. This was evaluated using a questionnaire in which 87 students responded. Students generally found the simulation sessions realistic and useful in developing clinical skills, knowledge and confidence for clinical practice. However student issues regarding support with preparation for the session were highlighted. Also, the need for a more formalised structure for debriefing following the simulation sessions were identified. It is hoped that this paper will provide nurse educators with some guidance to aid future development of innovative and interactive teaching and learning strategies. Copyright © 2013 Elsevier Ltd. All rights reserved.

NASA's F-15B testbed aircraft undergoes pre-flight checks before performing the first flight of the Quiet Spike project

NASA Image and Video Library

2006-08-10

NASA's F-15B testbed aircraft undergoes pre-flight checks before performing the first flight of the Quiet Spike project. The first flight was performed for evaluation purposes, and the spike was not extended. The Quiet Spike was developed as a means of controlling and reducing the sonic boom caused by an aircraft 'breaking' the sound barrier.

30 CFR 203.78 - Do I keep relief approved by MMS under §§ 203.60-203.77 for my lease, unit or project if prices...

Code of Federal Regulations, 2011 CFR

2011-07-01

... Relief for Pre-Act Deep Water Leases and for Development and Expansion Projects § 203.78 Do I keep relief... the same development project or expansion project approved for royalty relief may have different price... your base gas price threshold set under paragraph (a) is $3.50 per million British thermal units (Btu...

Rural Workplace Literacy Demonstration Project. Welding Curriculum. Dorsey Trailers, Inc.

ERIC Educational Resources Information Center

Enterprise State Junior Coll., AL.

This curriculum guide contains workplace-specific instructional materials developed for use in a rural workplace literacy demonstration project, specifically with welders. Contents include a student assessment form, instructional objectives, pre- and posttests, learning activities (some locally developed and some selected from commercially…

Rate of Imagery in Mental Practice: An Experimental Investigation.

ERIC Educational Resources Information Center

Andre, John C.; Means, John R.

This study examined the effects of mental practice (MP), slow motion mental practice (SMMP), and attention placebo control (APC) on the performance of the putting throw in Frisbee disc golf. Subjects were randomly assigned to the three groups and participated in a pre-treatment performance session, a five session treatment phase, and a…

Collaborative Work and Language Learners' Identities When Editing Academic Texts

ERIC Educational Resources Information Center

Caviedes, Lorena; Meza, Angélica; Rodriguez, Ingrid

2016-01-01

This paper presents a qualitative case study that involved three groups of English as a foreign language pre-service teachers at a Colombian private university. Each group attended tutoring sessions during an academic semester. Along these sessions, students were asked to work collaboratively in the editing process of some chapters of their thesis…

The Paradigmatic Hearts of Subjects Which Their "English" Flows Through

ERIC Educational Resources Information Center

Pilcher, Nick; Richards, Kendall

2016-01-01

Much research into the use of corpora and discourse to support higher education students on pre-sessional and in-sessional courses champions subject specificity. Drawing on the work of writers such as Bakhtin [(1981). "The dialogic imagination: Four essays by MM Bakhtin" (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin:…

Improvements in symptoms following neuronavigated repetitive transcranial magnetic stimulation (rTMS) in severe and enduring anorexia nervosa: findings from two case studies.

PubMed

McClelland, Jessica; Bozhilova, Natali; Nestler, Steffen; Campbell, Iain C; Jacob, Shirabdi; Johnson-Sabine, Eric; Schmidt, Ulrike

2013-11-01

Advances in the treatment of anorexia nervosa (AN) are most likely to arise from targeted, brain-directed treatments, such as repetitive transcranial magnetic stimulation (rTMS). We describe findings from two individuals with treatment-resistant AN who received 19-20 sessions of neuronavigated, high frequency rTMS, applied to the left dorsolateral prefrontal cortex. Within-session measures assessed changes pre-rTMS, post-rTMS in subjective eating disorder (ED) experiences. Weight, ED symptoms and mood were assessed pre-treatment, post-treatment and at 1 month follow-up. In both cases, there was improvement in ED symptomatology and mood after 19-20 sessions of neuronavigated rTMS, and these changes persisted or continued to improve at follow-up. Within sessions, Patient A demonstrated a consistent reduction in subjective ED experiences, and Patient B a reduction in some ED related experiences. These findings suggest that rTMS has potential as an adjunct to the treatment of AN and deserves further study. Copyright © 2013 John Wiley & Sons, Ltd and Eating Disorders Association.

KSC-02pd0629

NASA Image and Video Library

2002-04-30

KENNEDY SPACE CENTER, FLA. -- At the 2002 Space Congress, Cape Canaveral, Fla., Frank Ceppolina, project manager, Hubble Space Telescope Development Project, gives a presentation on "Hubble Discoveries." The Space Congress is held annually to highlight military and space initiatives, new technologies, and Florida's role in programs and research. This year's theme is Beginning a New Era - Initiatives in Space. NASA presented several paper sessions, including Advancements in Technology. Space Congress is sponsored by the Canaveral Council of Technical Societies

Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

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

Kwan, Jennifer Y.Y.; Nyhof-Young, Joyce; Catton, Pamela

Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database.more » Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health needs. Defining minimum curricular content, emphasizing content based on population needs, and ensuring educational delivery with the support and expertise of oncologists and non-oncologists will be essential next steps.« less

Supporting Pre-Service Teachers' Technology-Enabled Learning Design Thinking through Whole of Programme Transformation

ERIC Educational Resources Information Center

Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee

2013-01-01

This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics'…

The Delivery, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training.

ERIC Educational Resources Information Center

Neville, Katherine S.; Robinson, Casey J.

In December 2003, The Finance Project staff published and disseminated a paper that synthesizes the delivery and financing of professional development in education and gives an objective summary of the various debates in the field. This paper outlines the current status of both pre-service and in-service professional development for teachers,…

78 FR 43214 - Proposed Collection; 60-day Comment Request Evaluation of a Kidney Disease Education and...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-19

... deliver education to the client and administer the client pre-test/post-test surveys. The pilot study will... pre-test/post-test surveys to assess: (a) Knowledge gains about kidney disease, (b) awareness of NKDEP... training pre- test, post- test, and qualitative in- depth interview post client session (Attachment 1 and 2...

Slowly but Surely: How Indiana Is Building a Pre-K Program

ERIC Educational Resources Information Center

Lieberman, Abbie; Loewenberg, Aaron

2016-01-01

Until recently, Indiana was one of only a few states in the nation without a state-funded pre-K program. Recently, however, The Hoosier State has slowly begun to build pre-K offerings by investing in pilot programs in a handful of counties throughout the state. Now, Indiana lawmakers are looking ahead to a 2017 legislative session in which…

Asking the Next Generation: The Implementation of Pre-University Students' Ideas about Physics Laboratory Preparation Exercises

ERIC Educational Resources Information Center

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory…

Evaluation of a multi-component approach to cognitive-behavioral therapy (CBT) using guided visualizations, cranial electrotherapy stimulation, and vibroacoustic sound.

PubMed

Rogers, Donna R B; Ei, Sue; Rogers, Kim R; Cross, Chad L

2007-05-01

This pilot study examines the use of guided visualizations that incorporate both cognitive and behavioral techniques with vibroacoustic therapy and cranial electrotherapy stimulation to form a multi-component therapeutic approach. This multi-component approach to cognitive-behavioral therapy (CBT) was used to treat patients presenting with a range of symptoms including anxiety, depression, and relationship difficulties. Clients completed a pre- and post-session symptom severity scale and CBT skills practice survey. The program consisted of 16 guided visualizations incorporating CBT techniques that were accompanied by vibroacoustic therapy and cranial electrotherapy stimulation. Significant reduction in symptom severity was observed in pre- and post-session scores for anxiety symptoms, relationship difficulties, and depressive symptoms. The majority of the clients (88%) reported use of CBT techniques learned in the guided visualizations at least once per week outside of the sessions.

Optimizing care in osteoporosis: The Canadian quality circle project

PubMed Central

Ioannidis, George; Thabane, Lehana; Gafni, Amiram; Hodsman, Anthony; Kvern, Brent; Johnstone, Dan; Plumley, Nathalie; Salach, Lena; Jiwa, Famida; Adachi, Jonathan D; Papaioannou, Alexandra

2008-01-01

Background While the Osteoporosis Canada 2002 Canadian guidelines provided evidence based strategies in preventing, diagnosing, and managing this condition, publication and distribution of guidelines have not, in and of themselves, been shown to alter physicians clinical approaches. We hypothesize that primary care physicians enrolled in the Quality Circle project would change their patient management of osteoporosis in terms of awareness of osteoporosis risk factors and bone mineral density testing in accordance with the guidelines. Methods The project consisted of five Quality Circle phases that included: 1) Training & Baseline Data Collection, 2) First Educational Intervention & First Follow-Up Data Collection 3) First Strategy Implementation Session, 4) Final Educational Intervention & Final Follow-up Data Collection, and 5) Final Strategy Implementation Session. A total of 340 circle members formed 34 quality circles and participated in the study. The generalized estimating equations approach was used to model physician awareness of risk factors for osteoporosis and appropriate utilization of bone mineral density testing pre and post educational intervention (first year of the study). Odds ratios (OR) and 95% confidence intervals (95% CI) were calculated. Results After the 1st year of the study, physicians' certainty of their patients' risk factor status increased. Certainty varied from an OR of 1.4 (95% CI: 1.1, 1.8) for prior vertebral fracture status to 6.3 (95% CI: 2.3, 17.9) for prior hip fracture status. Furthermore, bone mineral density testing increased in high risk as compared with low risk patients (OR: 1.4; 95% CI: 1.2, 1.7). Conclusion Quality Circle methodology was successful in increasing both physicians' awareness of osteoporosis risk factors and appropriate bone mineral density testing in accordance with the 2002 Canadian guidelines. PMID:18828906

Leadership Succession Management in a University Health Faculty

ERIC Educational Resources Information Center

McMurray, Anne M.; Henly, Debra; Chaboyer, Wendy; Clapton, Jayne; Lizzio, Alf; Teml, Martin

2012-01-01

We report on a succession planning pilot project in an Australian university health faculty. The programme aimed to enhance organisational stability and develop leadership capacity in middle level academics. Six monthly sessions addressed university and general leadership topics, communication, decision-making, working with change, self-management…

Math "Rules" Prompt Reflection on Teachers' Identity

ERIC Educational Resources Information Center

Yagi, Seanyelle; Venenciano, Linda

2017-01-01

In their ongoing professional development project, the authors had an opportunity to work with a group of teachers who were particularly insightful. These teachers shared written reflections about their thinking, prior experiences, and changing self-awareness of their mathematics practice. In one session, teachers were provided the…

Bidirectional Modulation of Substantia Nigra Activity by Motivational State

PubMed Central

Rossi, Mark A.; Fan, David; Barter, Joseph W.; Yin, Henry H.

2013-01-01

A major output nucleus of the basal ganglia is the substantia nigra pars reticulata, which sends GABAergic projections to brainstem and thalamic nuclei. The GABAergic (GABA) neurons are reciprocally connected with nearby dopaminergic neurons, which project mainly to the basal ganglia, a set of subcortical nuclei critical for goal-directed behaviors. Here we examined the impact of motivational states on the activity of GABA neurons in the substantia nigra pars reticulata and the neighboring dopaminergic (DA) neurons in the pars compacta. Both types of neurons show short-latency bursts to a cue predicting a food reward. As mice became sated by repeated consumption of food pellets, one class of neurons reduced cue-elicited firing, whereas another class of neurons progressively increased firing. Extinction or pre-feeding just before the test session dramatically reduced the phasic responses and their motivational modulation. These results suggest that signals related to the current motivational state bidirectionally modulate behavior and the magnitude of phasic response of both DA and GABA neurons in the substantia nigra. PMID:23936522

Cognitive behavioral therapy for public-speaking anxiety using virtual reality for exposure.

PubMed

Anderson, Page L; Zimand, Elana; Hodges, Larry F; Rothbaum, Barbara O

2005-01-01

This study used an open clinical trial to test a cognitive-behavioral treatment for public-speaking anxiety that utilized virtual reality as a tool for exposure therapy. Treatment was completed by participants (n = 10) meeting the Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV criteria for social phobia, or panic disorder with agoraphobia in which public speaking was the predominantly feared stimulus. Treatment was conducted by a licensed psychologist in an outpatient clinic. Treatment consisted of eight individual therapy sessions, including four sessions of anxiety management training and four sessions of exposure therapy using a virtual audience, according to a standardized treatment manual. Participants completed standardized self-report questionnaires assessing public-speaking anxiety at pre-treatment, post-treatment, and 3-month follow-up. Participants were asked to give a speech to an actual audience at pre- and post-treatment. Results showed decreases on all self-report measures of public-speaking anxiety from pre- to post-treatment, which were maintained at follow-up (n = 8; all P = 05). Participants were no more likely to complete a speech post-treatment than at pre-treatment. This study provides preliminary evidence that a cognitive-behavioral treatment using virtual reality for exposure to public speaking may reduce public-speaking anxiety and suggests that further research with a controlled design is needed. Copyright 2005 Wiley-Liss, Inc.

Theta/beta neurofeedback in children with ADHD: Feasibility of a short-term setting and plasticity effects.

PubMed

Van Doren, Jessica; Heinrich, Hartmut; Bezold, Mareile; Reuter, Nina; Kratz, Oliver; Horndasch, Stefanie; Berking, Matthias; Ros, Tomas; Gevensleben, Holger; Moll, Gunther H; Studer, Petra

2017-02-01

Neurofeedback (NF) is increasingly used as a therapy for attention-deficit/hyperactivity disorder (ADHD), however behavioral improvements require 20 plus training sessions. More economic evaluation strategies are needed to test methodological optimizations and mechanisms of action. In healthy adults, neuroplastic effects have been demonstrated directly after a single session of NF training. The aim of our study was to test the feasibility of short-term theta/beta NF in children with ADHD and to learn more about the mechanisms underlying this protocol. Children with ADHD conducted two theta/beta NF sessions. In the first half of the sessions, three NF trials (puzzles as feedback animations) were run with pre- and post-reading and picture search tasks. A significant decrease of the theta/beta ratio (TBR), driven by a decrease of theta activity, was found in the NF trials of the second session demonstrating rapid and successful neuroregulation by children with ADHD. For pre-post comparisons, children were split into good vs. poor regulator groups based on the slope of their TBR over the NF trials. For the reading task, significant EEG changes were seen for the theta band from pre- to post-NF depending on individual neuroregulation ability. This neuroplastic effect was not restricted to the feedback electrode Cz, but appeared as a generalized pattern, maximal over midline and right-hemisphere electrodes. Our findings indicate that short-term NF may be a valuable and economical tool to study the neuroplastic mechanisms of targeted NF protocols in clinical disorders, such as theta/beta training in children with ADHD. Copyright © 2016 Elsevier B.V. All rights reserved.

Environmental Management Science Program Workshop

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

None

1998-07-01

This program summary book is a compendium of project summaries submitted by principal investigators in the Environmental Management Science Program and Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program). These summaries provide information about the most recent project activities and accomplishments. All projects will be represented at the workshop poster sessions, so you will have an opportunity to meet with the researchers. The projects will be presented in the same order at the poster session as they are presented in this summary book. Detailed questions about an individual project may be directed to the investigators involved.

Impact of Exercise and Education in Adults of Lubbock, Texas: Implications for Better Lifestyle.

PubMed

Boles, Annette N; Khan, Hafiz; Lenzmeier, Taylor A; Molinar-Lopez, Veronica A; Ament, James C; TeBrink, Kate L; Stonum, Kathleen; Gonzales, Ruben M; Reddy, P Hemachandra

2016-01-01

The objective of our study was to evaluate the exercise and educational intervention in the city of Lubbock via GET FiT Lubbock (GFL) program. The GFL program was designed to increase exercise and educational opportunities, which positively impact health risk factors in Lubbock residents. The GFL program design included the recruitment of subjects to participate on a team that consisted of four individuals, each subject tracked their exercise minutes, and their educational session attendance. The tracking of exercise and educational sessions was done on the GFL website. Biometric testing was conducted pre- and post- intervention. The program was located within the Lubbock community in places that were close to their place of residence. The intervention included walking and educational sessions, including goal setting lectures, nutrition information, and exercise demonstrations. Study participants, included male and female adults who tracked their exercise time and educational sessions. Exercise minutes and educational session attendance were self-reported. Our data analysis revealed that significant difference was found between pre- and post- intervention measures, including weight, body mass index (BMI), high-density lipoprotein (HDL). Significant difference was found for weight, BMI, and HDL in females. Based on these findings, we conclude that the intervention showed positive effects on exercise and lifestyle.

Streamline Your Project: A Lifecycle Model.

ERIC Educational Resources Information Center

Viren, John

2000-01-01

Discusses one approach to project organization providing a baseline lifecycle model for multimedia/CBT development. This variation of the standard four-phase model of Analysis, Design, Development, and Implementation includes a Pre-Analysis phase, called Definition, and a Post-Implementation phase, known as Maintenance. Each phase is described.…

Effects of self-hypnosis training and EMG biofeedback relaxation training on chronic pain in persons with spinal-cord injury.

PubMed

Jensen, Mark P; Barber, Joseph; Romano, Joan M; Hanley, Marisol A; Raichle, Katherine A; Molton, Ivan R; Engel, Joyce M; Osborne, Travis L; Stoelb, Brenda L; Cardenas, Diana D; Patterson, David R

2009-07-01

Thirty-seven adults with spinal-cord injury and chronic pain were randomly assigned to receive 10 sessions of self-hypnosis (HYP) or EMG biofeedback relaxation (BIO) training for pain management. Participants in both treatment conditions reported substantial, but similar, decreases in pain intensity from before to after the treatment sessions. However, participants in the HYP condition, but not the BIO condition, reported statistically significant decreases in daily average pain pre- to posttreatment. These pre- to posttreatment decreases in pain reported by the HYP participants were maintained at 3-month follow-up. Participants in the HYP condition, but not the BIO condition, also reported significant pre- to posttreatment increases in perceived control over pain, but this change was not maintained at the 3-month follow-up.

Hands-On Professional Development: Middle School Teachers' Experiences with a Curriculum Intervention Research Project

ERIC Educational Resources Information Center

Green, Jennifer D.; Gonzalez, Eileen M.; López-Velásquez, Angela M.; Howard, Elizabeth R.

2013-01-01

The importance of professional development (PD) is clearly understood; however, little is known about how the most effective PD influences teachers' learning and how teachers perceive PD that goes beyond the typical two-hour session on an aspect of instruction. In this article, the authors present the response of a group of middle school teachers…

Burns education for non-burn specialist clinicians in Western Australia.

PubMed

McWilliams, Tania; Hendricks, Joyce; Twigg, Di; Wood, Fiona

2015-03-01

Burn patients often receive their initial care by non-burn specialist clinicians, with increasingly collaborative burn models of care. The provision of relevant and accessible education for these clinicians is therefore vital for optimal patient care. A two phase design was used. A state-wide survey of multidisciplinary non-burn specialist clinicians throughout Western Australia identified learning needs related to paediatric burn care. A targeted education programme was developed and delivered live via videoconference. Pre-post-test analysis evaluated changes in knowledge as a result of attendance at each education session. Non-burn specialist clinicians identified numerous areas of burn care relevant to their practice. Statistically significant differences between perceived relevance of care and confidence in care provision were reported for aspects of acute burn care. Following attendance at the education sessions, statistically significant increases in knowledge were noted for most areas of acute burn care. Identification of learning needs facilitated the development of a targeted education programme for non-burn specialist clinicians. Increased non-burn specialist clinician knowledge following attendance at most education sessions supports the use of videoconferencing as an acceptable and effective method of delivering burns education in Western Australia. Copyright © 2014 Elsevier Ltd and ISBI. All rights reserved.

Pilot study to train dentists to communicate about oral cancer: the impact on dentists' self-reported behaviour, confidence and beliefs.

PubMed

Awojobi, O; Newton, J T; Scott, S E

2016-01-22

To evaluate the effect of a brief, focused training session on the use of an oral cancer communication guide on dentists' intentions, self-efficacy and beliefs with regards to communicating about oral cancer with patients. Pre-post intervention study. The training session took place in a lecture theatre at King's College London. Dentists working in various settings were trained on the use of the oral cancer communication guide via a structured session that included an update on oral cancer, modelling the use of the guide in practice, and role playing. Dentists (n = 39) completed questionnaires pre-training, immediately post-training (n = 31) and after 2 weeks (n = 23). Questionnaires assessed current practice, self-efficacy and barriers to discussing oral cancer. A significantly higher proportion of dentists reported that they informed patients that they were being screened for oral cancer post-training (44%) than pre-training (16%). Significantly fewer perceived barriers and higher self-efficacy to discuss oral cancer were also reported. Training dentists in the use of the guide showed positive impact by reducing perceived barriers and increasing self-efficacy.

The use of videoconferencing to enhance interprofessional clinical education for allied health students.

PubMed

Britt, Kerry Lee; Hewish, Sara; Rodda, Jill; Eldridge, Bev

2012-07-01

The Health-e-Learning project investigated the use of videoconferencing to deliver interprofessional clinical education to allied health students. Via a broadband link, students observed DVD footage of a clinical session then participated in discussion with the clinicians at the Royal Children's Hospital (RCH), Melbourne. The videoconference sessions were evaluated with respect to session content, the effectiveness of videoconferencing in providing interprofessional education (IPE) and the satisfaction with this as a supplement to facility-based placements. During the two semesters of the project, 28 videoconference sessions were conducted and 724 participants were surveyed. Student responses were positive with 84% indicating that these videoconferences increased their understanding of interprofessional practice (IPP) and 95% agreeing that the sessions were an effective learning tool. The results of this study support the use of videoconferencing to provide interprofessional clinical education.

Intimacy-Enhancing Psychological Intervention for Men Diagnosed with Prostate Cancer and Their Partners: A Pilot Study

PubMed Central

Manne, S. L.; Kissane, D. W.; Nelson, C. J.; Mulhall, J. P.; Winkel, G.; Zaider, T.

2011-01-01

Introduction Few couple-focused interventions have been developed to improve distress and relationship outcomes among men diagnosed with localized prostate cancer and their partners. Aims We examined the effects of a five session Intimacy-Enhancing Therapy (IET) versus Usual Care (UC) on the psychological and relationship functioning of men diagnosed with localized prostate cancer and their partners. Pre-intervention levels of psychological and relationship functioning were evaluated as moderators of intervention effects. Methods Seventy one survivors and their partners completed a baseline survey and were subsequently randomly assigned to receive five sessions of IET or Usual Care (no treatment). Eight weeks after the baseline assessment, a follow-up survey was administered to survivor and partner. Main outcome measures Distress, well-being, relationship satisfaction, relationship intimacy, and communication were investigated as the main outcomes.. Results IET effects were largely moderated by pre-intervention psychosocial and relationship factors. Those survivors who had higher levels of cancer concerns at pre-treatment had significantly reduced concerns following IET. Similar moderating effects for pre-intervention levels were reported for the effects of IET on self-disclosure, perceived partner disclosure, and perceived partner responsiveness. Among partners beginning the intervention with higher cancer-specific distress, lower marital satisfaction, lower intimacy, and poorer communication, IET improved these outcomes. Conclusions IET had a marginally significant main effect upon survivor well-being but was effective among couples with fewer personal and relationship resources. Subsequent research is needed to replicate these findings with a larger sample and a longer follow-up. PMID:21210958

Electrophysiology of Intuition: Pre-stimulus Responses in Group and Individual Participants Using a Roulette Paradigm

PubMed Central

Atkinson, Mike

2014-01-01

This study used electrophysiological measures of pre-stimulus effects that can occur prior to an unknown future event as an indicator of nonlocal intuition. Intuition in this context is considered as a process by which information normally outside the range of conscious awareness is detected at the cellular level by the heart, the brain, and the autonomic nervous system. This study extends the findings of previous experiments demonstrating that aspects of our physiology can respond to an emotionally engaging stimulus before it is actually experienced. The study evaluated a revised version of a roulette protocol, which included two pre-stimulus segments and included an analysis of the individual participant's data over eight separate trials in addition to a group-level analysis. We also assessed the potential effects of the moon phase on the pre-stimulus response outcomes and participant winning and amount won ratios. Data were collected under controlled laboratory conditions from 13 participants in 8 separate sessions using a modified version of a gambling paradigm protocol based on roulette. Half of the experimental sessions were conducted during the full moon phase and half during the new moon phase. Within each trial a total of three segments of physiological data were assessed. There were two separate pre-stimulus periods, pre-bet (4 sec) and postbet (12 sec), and a post-result period (6 sec). Participants were told that they were participating in a gambling experiment and were given an initial starting kitty and told they could keep any winnings over the course of 26 trials for each of the eight sessions. The physiological measures included the electrocardiogram (ECG), from which cardiac inter-beat-intervals (heart rate variability, HRV) were derived, and skin conductance. Before the participants participated in the first session, they completed the Cognitive Styles Index questionnaire, which assesses analytical vs intuitive styles. Overall, the results indicate that the revised protocol provides an effective objective measure for detecting a pre-stimulus response, which reflects a type of nonlocal intuition. We found significant differences between the win and loss responses in the aggregated physiological waveform data during both pre-stimulus segments, which provides important information about nonlocal intuition. On average, we detected a significant pre-stimulus response starting around 18 seconds prior to participants knowing the future outcome. Interestingly, there was not a strong overall relationship between the pre-stimulus responses and the amount of money the participants won or lost. We also found a significant difference in both pre-stimulus periods during the full moon phase but not in the new moon phase. The results suggest that the protocol is a reliable means of prompting physiological detection of pre-stimulus effects and can be used in future studies investigating aspects of nonlocal intuition. The findings also suggest that if participants had been able to become more attuned to their internal physiological responses, they would have performed much better on the betting choices they made. PMID:24808978

Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

PubMed Central

Jensen, Murray; Mattheis, Allison; Johnson, Brady

2012-01-01

Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

Using student learning and development outcomes to evaluate a first-year undergraduate group video project.

PubMed

Jensen, Murray; Mattheis, Allison; Johnson, Brady

2012-01-01

Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.

[Mentoring newly appointed department heads--a new project review and initial findings].

PubMed

Fishbain, Dana; Bartor, Orit; Aviram, Lilach; Golik, Ahuva; Ashkenazi, Shai; Eidelman, Leonid

2015-01-01

In Israel, the training of a department head is based mostly on clinical and professional aspects and often does not include any training in other facets of management he or she will encounter. The newly appointed department head is expected from the start to deal with many diverse tasks, and is exposed to great physical and emotional stress. The Israeli Medical Association, taking note of this situation, initiated a mentoring program for newly appointed heads of medical departments, clinics and units. This article seeks to present a preliminary description of our experience with this mentoring project, in which senior managers mentor novices in the position. An announcement of the new project was sent to both senior and beginning managers, detailing the project's goal. The project's content and structure were determined together with the participants, mentors and mentees. The values attending the project were delineated as full and genuine partnership, attention to needs, and personal choice of the mentee. Basic guidelines, adaptive to modification according to personal preferences, were developed based on these values. Though not readily assumed, our decision to allow mentees to choose their mentors was found to be suitable for this project. All participants, mentors and mentees, were asked to complete feedback forms in preparation for the final gathering of the group. The first session of the project included 8 mentor and mentee couples. Feedback indicated a high suitability rate between mentor and mentee, which resulted in high levels of satisfaction among the mentees. Responses to feedback questionnaires depicted that the relationships between the mentors and mentees included trust, openness and a non-judgmental approach, which allowed mentees to share personal difficulties and develop plans to overcome them. Most mentees described the mentorship as providing leverage to personal growth. Mentors expressed satisfaction for the opportunity to contribute of their experience. The success of the first session and the satisfaction expressed by its participants serve as an indication that the project met an existing need of beginning managers. The successful cooperation between mentors and mentees, closely accompanied by the professional staff, proved that beginning managers are more than willing to work alongside senior managers and learn from their vast experience. The writers believe there is a true need for mentorship for managers in our health system. The method depicted in this project was found to be efficient at this point. The next sessions of the project will allow us to identify more ways to match and oversee the mentor-mentee couples.

Partnering for science: proceedings of the USGS Workshop on Citizen Science

USGS Publications Warehouse

Hines, Megan; Benson, Abigail; Govoni, David; Masaki, Derek; Poore, Barbara; Simpson, Annie; Tessler, Steven

2013-01-01

What U.S. Geological Survey (USGS) programs use citizen science? How can projects be best designed while meeting policy requirements? What are the most effective volunteer recruitment methods? What data should be collected to ensure validation and how should data be stored? What standard protocols are most easily used by volunteers? Can data from multiple projects be integrated to support new research or existing science questions? To help answer these and other questions, the USGS Community of Data Integration (CDI) supported the development of the Citizen Science Working Group (CSWG) in August 2011 and funded the working group’s proposal to hold a USGS Citizen Science Workshop in fiscal year 2012. The stated goals for our workshop were: raise awareness of programs and projects in the USGS that incorporate citizen science, create a community of practice for the sharing of knowledge and experiences, provide a forum to discuss the challenges of—and opportunities for—incorporating citizen science into USGS projects, and educate and support scientists and managers whose projects may benefit from public participation in science.To meet these goals, the workshop brought together 50 attendees (see appendix A for participant details) representing the USGS, partners, and external citizen science practitioners from diverse backgrounds (including scientists, managers, project coordinators, and technical developers, for example) to discuss these topics at the Denver Federal Center in Colorado on September 11–12, 2012. Over two and a half days, attendees participated in four major plenary sessions (Citizen Science Policy and Challenges, Engaging the Public in Scientific Research, Data Collection and Management, and Technology and Tools) comprised of 25 invited presentations and followed by structured discussions for each session designed to address both prepared and ad hoc "big questions." A number of important community support and infrastructure needs were identified from the sessions and discussions, and a subteam was formed to draft a strategic vision statement to guide and prioritize future USGS efforts to support the citizen science community. Attendees also brainstormed proposal ideas for the fiscal year 2013 CDI request for proposals: one possible venue to support the execution of the vision.

The introduction of mentorship to Project 2000 in Wales.

PubMed

Neary, M; Phillips, R; Davies, B

1996-03-13

This study focused upon the introduction of mentors in the Common Foundation Programme (CFP) of Project 2000 (UKCC 1986) in Wales. It was commissioned by the Department of Health Research and Development Division on behalf of the Welsh Office Nursing Division. The study was policy oriented and its purpose was to inform future policy decision making through an analysis of the implementation of current policies for pre-registration education. The full title of our research project, 'The practitioner teacher: a study in the introduction of mentors in the pre-registration nurse education programme', implied that a clinically-based nurse practitioner with a designated teaching remit, fulfills a particular role (that of mentor) in the pre-registration nurse education programme. It was the nature, scope and impact of this mentor role during the initial implementation period of the CFP of Project 2000 in Wales to which this study addressed itself.

Stress does not affect ghrelin secretion in obese and normal weight women.

PubMed

Kiessl, Gundula R R; Laessle, Reinhold G

2017-03-01

Stress has been supposed to increase appetite. The biological basis of this phenomenon may be a stress-induced alteration of the secretion of GUT peptides such as ghrelin. Stress-induced changes in ghrelin secretion could be a biological basis of overeating and a factor contributing to the development of obesity. Aim of the study was to analyze the effect of acute psychosocial stress on ghrelin secretion in obese and normal weight women. We compared pre- and postprandial plasma ghrelin secretion of 42 obese and 43 normal weight women in a randomized crossover design. Ghrelin and cortisol concentrations were measured and ratings of stress were also recorded in response to a psychological stressor (Trier Social Stress Test, TSST). Ghrelin samples were collected in the fasting state one time before participating in the TSST and one time before a control session. After the TSST, respectively, control session participants had a standardized ad libitum meal. 30 and 60 min after the TSST, respectively, control session preprandial ghrelin was measured again. Obese women showed lower pre- and postprandial release of ghrelin than normal weight controls. Moreover, obese women showed inhibited postprandial decrease of ghrelin secretion. Stress did not affect postprandial ghrelin secretion, but inhibited food intake in all subjects. The present data provide further evidence of altered ghrelin release in obesity. Acute stress did not affect postprandial ghrelin secretion, but inhibited food intake in all subjects. Results are discussed with regard to biological and psychological regulation of hunger and satiety in obesity.

Development with Women: Mainstreamed or Marginal? Hearing before the Select Committee on Hunger. House of Representatives, One Hundredth Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Select Committee on Hunger.

The status of efforts to integrate women into the development assistance projects and programs funded by the U.S. government was the subject of this hearing. Representative Elizabeth J. Patterson, Democrat from South Carolina, pointed out that women in developing nations must work 17 hours per day for the survival of their families. Testimony was…

Institute for Molecular Medicine Research Program

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

Phelps, Michael E

2012-12-14

The objectives of the project are the development of new Positron Emission Tomography (PET) imaging instrumentation, chemistry technology platforms and new molecular imaging probes to examine the transformations from normal cellular and biological processes to those of disease in pre-clinical animal models. These technology platforms and imaging probes provide the means to: 1. Study the biology of disease using pre-clinical mouse models and cells. 2. Develop molecular imaging probes for imaging assays of proteins in pre-clinical models. 3. Develop imaging assays in pre-clinical models to provide to other scientists the means to guide and improve the processes for discovering newmore » drugs. 4. Develop imaging assays in pre-clinical models for others to use in judging the impact of drugs on the biology of disease.« less

Agua Caliente Solar Feasibility and Pre-Development Study Final Report

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

Carolyn T. Stewart, Managing Partner; Red Mountain Energy Partners

2011-04-26

Evaluation of facility- and commercial-scale solar energy projects on the Agua Caliente Band of Cahuilla Indians Reservation in Palm Springs, CA. The Agua Caliente Band of Cahuilla Indians (ACBCI) conducted a feasibility and pre-development study of potential solar projects on its lands in southern California. As described below, this study as a logical and necessary next step for ACBCI. Support for solar project development in California, provided through the statewide California Solar Initiative (CSI), its Renewable Portfolio Standard and Feed-in Tariff Program, and recently announced Reverse Auction Mechanism, provide unprecedented support and incentives that can be utilized by customers ofmore » California's investor-owned utilities. Department of Energy (DOE) Tribal Energy Program funding allowed ACBCI to complete its next logical step to implement its Strategic Energy Plan, consistent with its energy and sustainability goals.« less

Mindful2Work: Effects of Combined Physical Exercise, Yoga, and Mindfulness Meditations for Stress Relieve in Employees. A Proof of Concept Study.

PubMed

de Bruin, Esther I; Formsma, Anne R; Frijstein, Gerard; Bögels, Susan M

2017-01-01

Work-related stress and associated illness and burnout is rising in western society, with now as much as almost a quarter of European and half of USA's employees estimated to be at the point of burnout. Mindfulness meditation, yoga, and physical exercise have all shown beneficial effects for work-related stress and illness. This proof of concept study assessed the feasibility, acceptability, and preliminary effects of the newly developed Mindful2Work training, a combination of physical exercise, restorative yoga, and mindfulness meditations, delivered in six weekly group sessions plus a follow-up session. Participants ( n  = 26, four males), referred by company doctors with (work-related) stress and burnout complaints, completed measurements pre and post the intervention, as well as at 6-week (FU1) and 6-month (FU2) follow-up. Results showed very high feasibility and acceptability of the Mindful2Work training. The training and trainers were rated with an 8.1 and 8.4 on a 1-10 scale, respectively, and training dropout rate was zero. Significant improvements with (very) large effect sizes were demonstrated for the primary outcome measures of physical and mental workability, and for anxiety, depression, stress, sleep quality, positive and negative affect, which remained (very) large and mostly increased further over time. Risk for long-term dropout from work (checklist individual strength [CIS]) was 92 % at pre-test, reduced to 67 % at post-test, to 44 % at FU1, and 35 % at FU2, whereas employees worked (RTWI) 65 % of their contract hours per week at pre-test, which increased to 73 % at post-test, 81 % at FU1 and 93 % at FU2. Intensity of home practice or number of attended sessions were not related to training effects. To conclude, the newly developed Mindful2Work training seems very feasible, and acceptable, and although no control group was included, the large effects of Mindful2Work are highly promising.

One-Session Exposure Treatment for Social Anxiety with Specific Fear of Public Speaking

ERIC Educational Resources Information Center

Hindo, Cindy S.; Gonzalez-Prendes, A. Antonio

2011-01-01

Objectives: This pilot study evaluated the effectiveness of one-session, exposure-based therapy, to treat social anxiety disorder (SAD) with specific fear of public speaking. Methods: A quasi-experimental pre-posttest design with repeated measures-within-subject Analysis of Variance and paired sample t-tests was used to compare pretest, posttest…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

National Educational Technology. Standards for Students.

ERIC Educational Resources Information Center

International Society for Technology in Education, Eugene, OR.

The primary goals of the National Educational Technology Standards (NETS) project is to enable stakeholders in PreK-12 education to develop national standards for the educational uses of technology that will facilitate school improvement in the United States. The NETS Project will develop standards to guide educational leaders in recognizing and…

Wellness in Sickness and Health (The W.I.S.H. Project): Advance Care Planning Preferences and Experiences Among Elderly Latino Patients.

PubMed

Maldonado, Lauren Y; Goodson, Ruth B; Mulroy, Matthew C; Johnson, Emily M; Reilly, Jo M; Homeier, Diana C

2017-10-25

To assess advance care planning (ACP) preferences, experiences, and comfort in discussing end-of-life (EOL) care among elderly Latinos. Patients aged 60 and older from the Los Angeles County and University of Southern California (LAC+USC) Medical Center Geriatrics Clinic (n = 41) participated in this intervention. Trained staff conducted ACP counseling with participants in their preferred language, which included: (a) pre-counseling survey about demographics and EOL care attitudes, (b) discussion of ACP and optional completion of an advance directive (AD), and (c) post-session survey. Patients were primarily Spanish speaking with an average of 2.7 chronic medical conditions. Most had not previously documented (95%) or discussed (76%) EOL wishes. Most were unaware they had control over their EOL treatment (61%), but valued learning about EOL options (83%). Post-counseling, 85% reported comfort discussing EOL goals compared to 66% pre-session, and 88% elected to complete an AD. Nearly half of patients reported a desire to discuss EOL wishes sooner. Elderly Latino patients are interested in ACP, given individualized, culturally competent counseling in their preferred language. Patients should be offered the opportunity to discuss and document EOL wishes at all primary care appointments, regardless of health status. Counseling should be completed in the patient's preferred language, using culturally competent materials, and with family members present if this is the patient's preference. Cultural-competency training for providers could enhance the impact of EOL discussions and improve ACP completion rates for Latino patients.

Making the Most of Your Tutorial Session.

ERIC Educational Resources Information Center

Barboza, Vicki Carter

This document reports on a materials development project created for volunteer tutors in the English-In-Action (EIA) program of the Bechtel International Center at Stanford University. EIA provides foreign students, visiting scholars, and their spouses with the opportunity to improve their English language skills in an informal, conversational…

Promoting Reading Motivation by Reading Together

ERIC Educational Resources Information Center

Monteiro, Vera

2013-01-01

In the present project we tested the hypothesis that tutorial situations with peers would benefit children's reading motivation. Participants were from elementary school--80 fourth-graders and 80 second-graders. We used a questionnaire to assess reading motivation. In the tutorial sessions we developed a Paired Reading Program. The children who…

SEAGULL: A Project for Releasing the Potential of the Gifted.

ERIC Educational Resources Information Center

Robinson, Michael L.

1980-01-01

Describes a program to heighten self-esteem, interest in school, and creativity of gifted/talented children. Identity, inquiry, and interaction are presented as primary motivations to learning. The curriculum includes group sessions to foster self-image development, a media center to stimulate inquiry and eliminate boredom, and activities to…

Don't Take Marketing for "Grant"ed: Building Marketing Efforts into Library Grant Initiatives

ERIC Educational Resources Information Center

Germain, Carol Anne

2009-01-01

Libraries frequently apply for grants to help fund special projects and resources, such as purchases for library collections, innovative instructional technologies, and research subscription databases. Grants provide support for cultural events, professional development sessions, new construction, and building renovations. Like other library…

Fostering the Teenager. Instructor's Manual.

ERIC Educational Resources Information Center

Loppnow, Donald M.

One of a series of manuals for the Foster Parent Training Project, this workbook has been developed at Eastern Michigan University to assist instructors in presenting to foster parent trainees information concerning problems of living with adolescent foster children. In 10 sessions foster parents are encouraged to (1) increase their understanding…

The Legal Aspects of Foster Care. Instructor's Manual.

ERIC Educational Resources Information Center

Findling, Joseph

One of a series of manuals for the Foster Parent Training Project, this workbook has been developed at Eastern Michigan University to assist instructors in presenting to foster parent trainees information concerning foster parents involvement with courts, legal proceedings, and public and private agencies. In eight sessions foster parents are…

Assessing a Collaborative Online Environment for Music Composition

ERIC Educational Resources Information Center

Biasutti, Michele

2015-01-01

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual…

The invisible hand in San Francisco.

PubMed

Adams, J; Bouvier, L; Davis, C; Gardner, B; Haupt, A; Kent, M; Molajo, D; Merrick, T; Scully, J; Van Der Tak, J

1986-05-01

Over 1000 population enthusiasts found their way to San Francisco for the 1986 meetings of the Population Association of America (PAA) April 3-5. 2 pre-meetings included: 1) the Association for Population/Family Planning Libraries and Information Centers-International (APLIC), and 2) the psychosocial workshop. Sexual activity was a major topic of the session on "Fertility: Early and Late." Further investigation of the effects of marriage and fertility on behavior was reviewed in a session entitled "Trends in Household Composition and Living Arrangements." The session "Demography of Crime and Justice" gave the demographic answer to such questions as: Is the crime rate really falling? Opinions in a panel on the future of US international population policy were sharply divided; Agency for International Development representative Alison Rosenberg outlined the re-examination of the Agency's population program that had taken place since the population conference in Mexico City in 1984. The Presidential Address was preceded by the annual awards ceremony. PAA President Paul Demeny focused on an issue that has been at the core of the debate about whether population has good, bad, indifferent, or indeterminate effects on economic development: the extent to which society can entrust the solution of population problems to market forces. This year's PAA meeting echoed growing concern in the population field about low fertility in the more developed world as well as increasing skepticism over the negative consequences of rapid developing country population growth.

KSC-02pd0626

NASA Image and Video Library

2002-04-30

KENNEDY SPACE CENTER, FLA. -- At the 2002 Space Congress, Cape Canaveral, Fla., attendees listen to a presentation on "Hubble Discoveries" by Frank Ceppolina, project manager, Hubble Space Telescope Development Project. The Space Congress is held annually to highlight military and space initiatives, new technologies, and Florida's role in programs and research. This year's theme is Beginning a New Era - Initiatives in Space. NASA presented several paper sessions, including Advancements in Technology. Space Congress is sponsored by the Canaveral Council of Technical Societies

Development of an Internet-Based Parent Training Intervention for Children with ASD

DTIC Science & Technology

2013-10-01

daily routines and activities. In the second phase of the project (Years 2 and 3), the focus is on pilot testing two delivery methods for the online...evidence-based curriculum that uses a blend of developmental and behavioral intervention strategies during daily routines and activities. In the first...post-treatment during a 10-minute parent-child play session and a snack using the Project ImPACT intervention Fidelity Checklist (n=11). Parents are

Development of a Laboratory Project to Determine Human ABO Genotypes--Limitations Lead to Further Student Explorations

ERIC Educational Resources Information Center

Salerno, Theresa A.

2009-01-01

A multiplex allele-specific PCR analysis was developed to identify six "common" genotypes: AA, AO, BB, BO, OO, and AB. This project included a pre-laboratory exercise that provided active learning experiences and developed critical thinking skills. This laboratory resulted in many successful analyses, which were verified by student knowledge of…

Promoting Student Engagement through Scholarship in a Teacher Preparation Program

ERIC Educational Resources Information Center

Sanchez, Claudia; Olson-Pacheco, Ali; Grosso, Liliana; Hanley, Elizabeth

2008-01-01

A project entitled "Academic Presentations and Publications by Leaders in Education" (Project APPLE) was developed to offer pre-service teachers opportunities to grow professionally outside traditional coursework requirements. Project APPLE seeks to engage students in teacher education programs in two types of scholarly activities: professional…

Development and implementation of a mobile device-based pediatric electronic decision support tool as part of a national practice standardization project.

PubMed

McCulloh, Russell J; Fouquet, Sarah D; Herigon, Joshua; Biondi, Eric A; Kennedy, Brandan; Kerns, Ellen; DePorre, Adrienne; Markham, Jessica L; Chan, Y Raymond; Nelson, Krista; Newland, Jason G

2018-06-07

Implementing evidence-based practices requires a multi-faceted approach. Electronic clinical decision support (ECDS) tools may encourage evidence-based practice adoption. However, data regarding the role of mobile ECDS tools in pediatrics is scant. Our objective is to describe the development, distribution, and usage patterns of a smartphone-based ECDS tool within a national practice standardization project. We developed a smartphone-based ECDS tool for use in the American Academy of Pediatrics, Value in Inpatient Pediatrics Network project entitled "Reducing Excessive Variation in the Infant Sepsis Evaluation (REVISE)." The mobile application (app), PedsGuide, was developed using evidence-based recommendations created by an interdisciplinary panel. App workflow and content were aligned with clinical benchmarks; app interface was adjusted after usability heuristic review. Usage patterns were measured using Google Analytics. Overall, 3805 users across the United States downloaded PedsGuide from December 1, 2016, to July 31, 2017, leading to 14 256 use sessions (average 3.75 sessions per user). Users engaged in 60 442 screen views, including 37 424 (61.8%) screen views that displayed content related to the REVISE clinical practice benchmarks, including hospital admission appropriateness (26.8%), length of hospitalization (14.6%), and diagnostic testing recommendations (17.0%). Median user touch depth was 5 [IQR 5]. We observed rapid dissemination and in-depth engagement with PedsGuide, demonstrating feasibility for using smartphone-based ECDS tools within national practice improvement projects. ECDS tools may prove valuable in future national practice standardization initiatives. Work should next focus on developing robust analytics to determine ECDS tools' impact on medical decision making, clinical practice, and health outcomes.

A comparison of two group-delivered social skills programs for young children with autism.

PubMed

Kroeger, K A; Schultz, Janet R; Newsom, Crighton

2007-05-01

A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

Improving the completion of Quality Improvement projects amongst psychiatry core trainees.

PubMed

Ewins, Liz

2015-01-01

Quality Improvement (QI) projects are seen increasingly as more valuable and effective in developing services than traditional audit. However, the development of this methodology has been slower in the mental health field and QI projects are new to most psychiatrists. This project describes a way of engaging trainees across Avon and Wiltshire Mental Health Partnership (AWP) Trust and the Severn School of Psychiatry in QI projects, using QI methodology itself. Through the implementation and development of training sessions and simple, low cost and sustainable interventions over a 10 month period, two thirds of core trainees and over a half of the advanced psychiatry trainees in the School are now participating in 28 individual QI projects and QI project methodology is to become embedded in the core psychiatry training course. As an additional positive outcome, specialty doctors, consultants, foundation doctors, GP trainees, medical students, as well as the wider multidisciplinary team, have all become engaged in QI projects alongside trainees, working with service users and their families to identify problems to tackle and ideas to test.

Treatment processes and demographic variables as predictors of dropout from trauma-focused cognitive behavioral therapy (TF-CBT) for youth.

PubMed

Yasinski, Carly; Hayes, Adele M; Alpert, Elizabeth; McCauley, Thomas; Ready, C Beth; Webb, Charles; Deblinger, Esther

2018-05-22

Premature dropout is a significant concern in trauma-focused psychotherapy for youth. Previous studies have primarily examined pre-treatment demographic and symptom-related predictors of dropout, but few consistent findings have been reported. The current study examined demographic, symptom, and in-session process variables as predictors of dropout from Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth. Participants were a diverse sample of Medicaid-eligible youth (ages 7-17; n = 108) and their nonoffending caregivers (n = 86), who received TF-CBT through an effectiveness study in a community setting. In-session process variables were coded from audio-recorded sessions, and these and pre-treatment demographic variables and symptom levels were examined as predictors of dropout prior to receiving an adequate dose of TF-CBT (<7 sessions). Twenty-nine children were classified as dropouts and 79 as completers. Binary logistic regression analyses revealed that higher levels of child and caregiver avoidance expressed during early sessions, as well as greater relationship difficulties between the child and therapist, predicted dropout. Those children who were in foster care during treatment were less likely to drop out than children living with parents or relatives. No other demographic or symptom-related factors predicted dropout. These findings highlight the importance of addressing avoidance and therapeutic relationship difficulties in early sessions of TF-CBT to help reduce dropout, and they have implications for improving efforts to disseminate evidence-based trauma-focused treatments. Copyright © 2018 Elsevier Ltd. All rights reserved.

A randomized, controlled trial of in situ pediatric advanced life support recertification ("pediatric advanced life support reconstructed") compared with standard pediatric advanced life support recertification for ICU frontline providers*.

PubMed

Kurosawa, Hiroshi; Ikeyama, Takanari; Achuff, Patricia; Perkel, Madeline; Watson, Christine; Monachino, Annemarie; Remy, Daphne; Deutsch, Ellen; Buchanan, Newton; Anderson, Jodee; Berg, Robert A; Nadkarni, Vinay M; Nishisaki, Akira

2014-03-01

Recent evidence shows poor retention of Pediatric Advanced Life Support provider skills. Frequent refresher training and in situ simulation are promising interventions. We developed a "Pediatric Advanced Life Support-reconstructed" recertification course by deconstructing the training into six 30-minute in situ simulation scenario sessions delivered over 6 months. We hypothesized that in situ Pediatric Advanced Life Support-reconstructed implementation is feasible and as effective as standard Pediatric Advanced Life Support recertification. A prospective randomized, single-blinded trial. Single-center, large, tertiary PICU in a university-affiliated children's hospital. Nurses and respiratory therapists in PICU. Simulation-based modular Pediatric Advanced Life Support recertification training. Simulation-based pre- and postassessment sessions were conducted to evaluate participants' performance. Video-recorded sessions were rated by trained raters blinded to allocation. The primary outcome was skill performance measured by a validated Clinical Performance Tool, and secondary outcome was behavioral performance measured by a Behavioral Assessment Tool. A mixed-effect model was used to account for baseline differences. Forty participants were prospectively randomized to Pediatric Advanced Life Support reconstructed versus standard Pediatric Advanced Life Support with no significant difference in demographics. Clinical Performance Tool score was similar at baseline in both groups and improved after Pediatric Advanced Life Support reconstructed (pre, 16.3 ± 4.1 vs post, 22.4 ± 3.9; p < 0.001), but not after standard Pediatric Advanced Life Support (pre, 14.3 ± 4.7 vs post, 14.9 ± 4.4; p =0.59). Improvement of Clinical Performance Tool was significantly higher in Pediatric Advanced Life Support reconstructed compared with standard Pediatric Advanced Life Support (p = 0.006). Behavioral Assessment Tool improved in both groups: Pediatric Advanced Life Support reconstructed (pre, 33.3 ± 4.5 vs post, 35.9 ± 5.0; p = 0.008) and standard Pediatric Advanced Life Support (pre, 30.5 ± 4.7 vs post, 33.6 ± 4.9; p = 0.02), with no significant difference of improvement between both groups (p = 0.49). For PICU-based nurses and respiratory therapists, simulation-based "Pediatric Advanced Life Support-reconstructed" in situ training is feasible and more effective than standard Pediatric Advanced Life Support recertification training for skill performance. Both Pediatric Advanced Life Support recertification training courses improved behavioral performance.

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development).

PubMed

Dickersin, K; Braun, L; Mead, M; Millikan, R; Wu, A M; Pietenpol, J; Troyan, S; Anderson, B; Visco, F

2001-12-01

To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. The Project LEAD curriculum has developed over 5 years to include lectures, problem-based study groups, case studies, interactive critical appraisal sessions, a seminar by an 'expert' scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course.

STS-46 MS Hoffman and MS Chang-Diaz wear masks during pre-breathe on OV-104

NASA Technical Reports Server (NTRS)

1992-01-01

STS-46 Mission Specialist (MS) and Payload Commander (PLC) Jeffrey A. Hoffman and MS Franklin R. Chang-Diaz, wearing breathing apparatus masks, pose on the forward flight deck of Atlantis, Orbiter Vehicle (OV) 104, during pre-breathe session. With the possibility of an extravehicular activity (EVA) being added to the STS-46 agenda, the astronauts reported to this station and began the 'pre-breathe' process when problems developed during the extension of the Tethered Satellite System 1 (TSS-1). When the human body is exposed to a sudden decrease in atmospheric pressure (for instance, from the 10.2 ppsi in the crew cabin to the 4.5 ppsi of the extravehicular mobility unit (EMU)), nitrogen traces in the bloodstream will expand. This expansion can create tiny bubbles and potential for the 'bends'. In order to lessen the effect, an astronaut must 'pre-breathe' pure oxygen (the same pure oxygen he will breathe in the suit) to help 'purge' nitrogen from his bloodstream before exerting himself

Asking the next generation: the implementation of pre-university students’ ideas about physics laboratory preparation exercises

NASA Astrophysics Data System (ADS)

Dunnett, K.; Bartlett, P. A.

2018-01-01

It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory activity based on experiments that they had been undertaking. This informed the structure, content and aims of the activities introduced to a first year physics undergraduate laboratory course, with the particular focus on practising the data handling. An implementation study showed how students could try to optimise high grades, rather than gain efficiency-enhancing experience if careful controls were not put in place by assessors. However, the work demonstrated that pre-university and first-year physics students can take an active role in developing scaffolding activities that can help to improve the performance of those that follow their footsteps.

Inhibition of projections from the basolateral amygdala to the entorhinal cortex disrupts the acquisition of contextual fear

PubMed Central

Sparta, Dennis R.; Smithuis, Jim; Stamatakis, Alice M.; Jennings, Joshua H.; Kantak, Pranish A.; Ung, Randall L.; Stuber, Garret D.

2014-01-01

The development of excessive fear and/or stress responses to environmental cues such as contexts associated with a traumatic event is a hallmark of post-traumatic stress disorder (PTSD). The basolateral amygdala (BLA) has been implicated as a key structure mediating contextual fear conditioning. In addition, the hippocampus has an integral role in the encoding and processing of contexts associated with strong, salient stimuli such as fear. Given that both the BLA and hippocampus play an important role in the regulation of contextual fear conditioning, examining the functional connectivity between these two structures may elucidate a role for this pathway in the development of PTSD. Here, we used optogenetic strategies to demonstrate that the BLA sends a strong glutamatergic projection to the hippocampal formation through the entorhinal cortex (EC). Next, we photoinhibited glutamatergic fibers from the BLA terminating in the EC during the acquisition or expression of contextual fear conditioning. In mice that received optical inhibition of the BLA-to-EC pathway during the acquisition session, we observed a significant decrease in freezing behavior in a context re-exposure session. In contrast, we observed no differences in freezing behavior in mice that were only photoinhibited during the context re-exposure session. These data demonstrate an important role for the BLA-to-EC glutamatergic pathway in the acquisition of contextual fear conditioning. PMID:24834031

Expert training with standardized operative technique helps establish a successful penile prosthetics program for urologic resident education.

PubMed

King, Ashley B; Klausner, Adam P; Johnson, Corey M; Moore, Blake W; Wilson, Steven K; Grob, B Mayer

2011-10-01

The challenge of resident education in urologic surgery programs is to overcome disparity imparted by diverse patient populations, limited training times, and inequalities in the availability of expert surgical educators. Specifically, in the area of prosthetic urology, only a small proportion of programs have full-time faculty available to train residents in this discipline. To examine whether a new model using yearly training sessions from a recognized expert can establish a successful penile prosthetics program and result in better outcomes, higher case volumes, and willingness to perform more complex surgeries. A recognized expert conducted one to two operative training sessions yearly to teach standardized technique for penile prosthetics to residents. Each session consisted of three to four operative cases performed under the direct supervision of the expert. Retrospective data were collected from all penile prosthetic operations before (February, 2000 to June, 2004: N = 44) and after (July, 2004 to October, 2007: N = 79) implementation of these sessions. Outcomes reviewed included patient age, race, medical comorbidities, operative time, estimated blood loss, type of prosthesis, operative approach, drain usage, length of stay, and complications including revision/explantation rates. Statistical analysis was performed using Student's t-tests, Fisher's tests, and survival curves using the Kaplan-Meier technique (P value ≤ 0.05 to define statistical significance). Patient characteristics were not significantly different pre- vs. post-training. Operative time and estimated blood loss significantly decreased. Inflatable implants increased from 19/44 (43.2%, pre-training) to 69/79 (87.3%, post-training) (P < 0.01). Operations per year increased from 9.96 (pre-training) to 24 (post-training) (P < 0.01). Revision/explantation occurred in 11/44 patients (25%, pre-training) vs. 7/79 (8.9%, post-training) (P < 0.05). These data demonstrate that yearly sessions with a recognized expert can improve surgical outcomes, type, and volume of implants and can reduce explantation/revision rates. This represents an excellent model for improved training of urologic residents in penile prosthetics surgery. © 2011 International Society for Sexual Medicine.

NASA Planetary Science Summer School: Preparing the Next Generation of Planetary Mission Leaders

NASA Astrophysics Data System (ADS)

Lowes, L. L.; Budney, C. J.; Sohus, A.; Wheeler, T.; Urban, A.; NASA Planetary Science Summer School Team

2011-12-01

Sponsored by NASA's Planetary Science Division, and managed by the Jet Propulsion Laboratory, the Planetary Science Summer School prepares the next generation of engineers and scientists to participate in future solar system exploration missions. Participants learn the mission life cycle, roles of scientists and engineers in a mission environment, mission design interconnectedness and trade-offs, and the importance of teamwork. For this professional development opportunity, applicants are sought who have a strong interest and experience in careers in planetary exploration, and who are science and engineering post-docs, recent PhDs, and doctoral students, and faculty teaching such students. Disciplines include planetary science, geoscience, geophysics, environmental science, aerospace engineering, mechanical engineering, and materials science. Participants are selected through a competitive review process, with selections based on the strength of the application and advisor's recommendation letter. Under the mentorship of a lead engineer (Dr. Charles Budney), students select, design, and develop a mission concept in response to the NASA New Frontiers Announcement of Opportunity. They develop their mission in the JPL Advanced Projects Design Team (Team X) environment, which is a cross-functional multidisciplinary team of professional engineers that utilizes concurrent engineering methodologies to complete rapid design, analysis and evaluation of mission concept designs. About 36 students participate each year, divided into two summer sessions. In advance of an intensive week-long session in the Project Design Center at JPL, students select the mission and science goals during a series of six weekly WebEx/telecons, and develop a preliminary suite of instrumentation and a science traceability matrix. Students assume both a science team and a mission development role with JPL Team X mentors. Once at JPL, students participate in a series of Team X project design sessions, during which their mentors aid them in finalizing their mission design and instrument suite, and in making the necessary trade-offs to stay within the cost cap. Tours of JPL facilities highlight the end-to-end life cycle of a mission. At week's end, students present their Concept Study to a "proposal review board" of JPL scientists and engineers and NASA Headquarters executives, who feed back the strengths and weaknesses of their proposal and mission design. A survey of Planetary Science Summer School alumni administered in summer of 2011 provides information on the program's impact on students' career choices and leadership roles as they pursue their employment in planetary science and related fields. Preliminary results will be discussed during the session. Almost a third of the approximately 450 Planetary Science Summer School alumni from the last 10 years of the program are currently employed by NASA or JPL. The Planetary Science Summer School is implemented by the JPL Education Office in partnership with JPL's Team X Project Design Center.

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

PubMed

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

2016-01-01

In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

Alterations in the brain's connectome during recovery from severe traumatic brain injury: protocol for a longitudinal prospective study.

PubMed

Conde, Virginia; Andreasen, Sara Hesby; Petersen, Tue Hvass; Larsen, Karen Busted; Madsen, Karine; Andersen, Kasper Winther; Akopian, Irina; Madsen, Kristoffer Hougaard; Hansen, Christian Pilebæk; Poulsen, Ingrid; Kammersgaard, Lars Peter; Siebner, Hartwig Roman

2017-06-14

Traumatic brain injury (TBI) is considered one of the most pervasive causes of disability in people under the age of 45. TBI often results in disorders of consciousness, and clinical assessment of the state of consciousness in these patients is challenging due to the lack of behavioural responsiveness. Functional neuroimaging offers a means to assess these patients without the need for behavioural signs, indicating that brain connectivity plays a major role in consciousness emergence and maintenance. However, little is known regarding how changes in connectivity during recovery from TBI accompany changes in the level of consciousness. Here, we aim to combine cutting-edge neuroimaging techniques to follow changes in brain connectivity in patients recovering from severe TBI. A multimodal, longitudinal assessment of 30 patients in the subacute stage after severe TBI will be made comprising an MRI session combined with electroencephalography (EEG), a positron emission tomography session and a transcranial magnetic stimulation (TMS) combined with EEG (TMS/EEG) session. A group of 20 healthy participants will be included for comparison. Four sessions for patients and two sessions for healthy participants will be planned. Data analysis techniques will focus on whole-brain, both data-driven and hypothesis-driven, connectivity measures that will be specific to the imaging modality. The project has received ethical approval by the local ethics committee of the Capital Region of Denmark and by the Danish Data Protection. Results will be published as original research articles in peer-reviewed journals and disseminated in international conferences. None of the measurements will have any direct clinical impact on the patients included in the study but may benefit future patients through a better understanding of the mechanisms underlying the recovery process after TBI. TRIAL REGISTRATION NUMBER NCT02424656; PRE-RESULTS. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Facilitating the Transition to Postgraduate Attainment: The Experience of One Postgraduate, Pre-Registration Physiotherapy Programme

ERIC Educational Resources Information Center

Spearing, Rachel

2014-01-01

Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis…

Emotional Intelligence: Pedagogical Considerations for Skills-Based Learning in Business Communication Courses

ERIC Educational Resources Information Center

Sigmar, Lucia; Hynes, Geraldine E.; Cooper, Tab

2010-01-01

This study investigates the effect of Emotional Intelligence (EQ) training on student satisfaction with the collaborative writing process and product. Business communication students at an AACSB-accredited state university worked collaboratively on writing assignments in pre-and post-EQ-training sessions. Pre-and post-training surveys measured…

Evolution of Pre-Main Sequence Accretion Disks

NASA Technical Reports Server (NTRS)

Hartmann, Lee W.

2000-01-01

The aim of this project was to develop a comprehensive global picture of the physical conditions in, and evolutionary timescales of, pre-main sequence accretion disks. The results of this work will help constrain the initial conditions for planet formation. To this end we: (1) Developed detailed calculations of disk structure to study physical conditions and investigate the observational effects of grain growth in T Tauri disks; (2) Studied the dusty emission and accretion rates in older disk systems, with ages closer to the expected epoch of (giant) planet formation at 3-10 Myr, and (3) Began a project to develop much larger samples of 3-10 Myr-old stars to provide better empirical constraints on protoplanetary disk evolution.

Temporal data mining for the quality assessment of hemodialysis services.

PubMed

Bellazzi, Riccardo; Larizza, Cristiana; Magni, Paolo; Bellazzi, Roberto

2005-05-01

This paper describes the temporal data mining aspects of a research project that deals with the definition of methods and tools for the assessment of the clinical performance of hemodialysis (HD) services, on the basis of the time series automatically collected during hemodialysis sessions. Intelligent data analysis and temporal data mining techniques are applied to gain insight and to discover knowledge on the causes of unsatisfactory clinical results. In particular, two new methods for association rule discovery and temporal rule discovery are applied to the time series. Such methods exploit several pre-processing techniques, comprising data reduction, multi-scale filtering and temporal abstractions. We have analyzed the data of more than 5800 dialysis sessions coming from 43 different patients monitored for 19 months. The qualitative rules associating the outcome parameters and the measured variables were examined by the domain experts, which were able to distinguish between rules confirming available background knowledge and unexpected but plausible rules. The new methods proposed in the paper are suitable tools for knowledge discovery in clinical time series. Their use in the context of an auditing system for dialysis management helped clinicians to improve their understanding of the patients' behavior.

Proceedings of the Polar Processes on Mars Workshop

NASA Technical Reports Server (NTRS)

Haberle, Robert M.

1988-01-01

Included in this publication is a collection of abstracts from the NASA-sponsored workshop, Polar Processes on Mars, which was held at the Sunnyvale Hilton Hotel, Sunnyvale, California, on 12 to 13 May 1988. Support for the workshop came from NASA's Planetary Geology and Geophysics program managed by Dr. Jospeh Boyce. The workshop is one of a series identified by MECA (an acronym for Mars: Evolution of its Climate and Atmosphere) as being worthy of focused research, but one for which it was not possible to hold during the project's lifetime. Consequently, it was held after the project ended. The MECA project was part of the Mars Data Analysis program. The workshop consisted of four sessions: The Polar Caps, Dynamics/Atmospheric Processes, Polar Geology, and Future Measurements. To put things into perspective, each of the first three sessions began with a review. All sessions were scheduled to allow ample time for discussion. A brief review of each session is provided.

Modeling Changes in Bed Surface Texture and Aquatic Habitat Caused by Run-of-River Hydropower Development

NASA Astrophysics Data System (ADS)

Fuller, T. K.; Venditti, J. G.; Nelson, P. A.; Popescu, V.; Palen, W.

2014-12-01

Run-of-river (RoR) hydropower has emerged as an important alternative to large reservoir-based dams in the renewable energy portfolios of China, India, Canada, and other areas around the globe. RoR projects generate electricity by diverting a portion of the channel discharge through a large pipe for several kilometers downhill where it is used to drive turbines before being returned to the channel. Individual RoR projects are thought to be less disruptive to local ecosystems than large hydropower because they involve minimal water storage, more closely match the natural hydrograph downstream of the project, and are capable of bypassing trapped sediment. However, there is concern that temporary sediment supply disruption may degrade the productivity of salmon spawning habitat downstream of the dam by causing changes in the grain size distribution of bed surface sediment. We hypothesize that salmon populations will be most susceptible to disruptions in sediment supply in channels where; 1) sediment supply is high relative to transport capacity prior to RoR development, and 2) project design creates substantial sediment storage volume. Determining the geomorphic effect of RoR development on aquatic habitat requires many years of field data collection, and even then it can be difficult to link geomorphic change to RoR development alone. As an alternative, we used a one-dimensional morphodynamic model to test our hypothesis across a range of pre-development sediment supply conditions and sediment storage volumes. Our results confirm that coarsening of the median surface grain-size is greatest in cases where pre-development sediment supply was highest and sediment storage volumes were large enough to disrupt supply over the course of the annual hydrograph or longer. In cases where the pre-development sediment supply is low, coarsening of the median surface grain-size is less than 2 mm over a multiple-year disruption period. When sediment supply is restored, our results show that the time required for a channel to re-establish its pre-development median surface grain-size is inversely correlated to the pre-development sediment supply conditions. These results demonstrate that morphodynamic models can be a valuable tool in assessing the risk to aquatic habitat from RoR development.

Implementing Project Based Learning in Computer Classroom

ERIC Educational Resources Information Center

Asan, Askin; Haliloglu, Zeynep

2005-01-01

Project-based learning offers the opportunity to apply theoretical and practical knowledge, and to develop the student's group working, and collaboration skills. In this paper we presented a design of effective computer class that implements the well-known and highly accepted project-based learning paradigm. A pre-test/post-test control group…

The sydney playground project: popping the bubblewrap - unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills

PubMed Central

2011-01-01

Background In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. Methods/Design This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. Discussion These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Trial registration Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932. PMID:21884603

The Sydney playground project: popping the bubblewrap--unleashing the power of play: a cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills.

PubMed

Bundy, Anita C; Naughton, Geraldine; Tranter, Paul; Wyver, Shirley; Baur, Louise; Schiller, Wendy; Bauman, Adrian; Engelen, Lina; Ragen, Jo; Luckett, Tim; Niehues, Anita; Stewart, Gabrielle; Jessup, Glenda; Brentnall, Jennie

2011-09-01

In the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase children's physical activity and social skills. This study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment. These simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health. Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932.

The development of resident "report cards" in the context of managed care education.

PubMed

Farquhar, L; Keefe, C; Priester, F; Colenda, C; Wadland, W

2001-11-01

This article describes the development of residents' report cards as one component of a curriculum on physician profiling for primary care residents. Thirty-two first-year residents matriculating into family practice, internal medicine, pediatrics, and obstetrics-gynecology residency programs in 1998 were profiled. The patient information in the report cards was limited to data on a panel of Medicaid patients initially seen in the resident ambulatory care clinics. All subsequent patient care for that population was also included. The method was multi-step and complex, involving hospital billing personnel and cooperation with a managed care partner. A three-session educational program was developed to introduce the concept of physician profiling. The first session consisted of a panel discussion on managed care. The second session was devoted to a discussion of hypothetical physician profiles with inappropriate length of stays, days/1,000, low numbers of office visits combined with high urgent-care use, and high outpatient services utilization. Small groups of residents participated in a problem-identification process as if they were members of a group practice. Residents identified problems in the reports and made suggestions for behavioral changes. A final session presented residents with their own personal report cards. Residents were surveyed both at the beginning of their first year and before and after the educational intervention on profiling. Resident attitudes, which were negative toward managed care at the outset, became generally more positive. Comparisons of pre-test and post-test means on the five-point Likert scale, using a paired-samples t-test, revealed significant changes in the residents' attitudes overall.

Teaching school teachers to recognize respiratory distress in asthmatic children.

PubMed

Sapien, Robert E; Fullerton-Gleason, L; Allen, N

2004-10-01

To demonstrate that school teachers can be taught to recognize respiratory distress in asthmatic children. Forty-five school teachers received a one-hour educational session on childhood asthma. Each education session consisted of two portions, video footage of asthmatic children exhibiting respiratory distress and didactic. Pre- and posttests on general asthma knowledge, signs of respiratory distress on video footage and comfort level with asthma knowledge and medications were administered. General asthma knowledge median scores increased significantly, pre = 60% correct, post = 70% (p < 0.0001). The ability to visually recognize respiratory distress also significantly improved (pre-median = 66.7% correct, post = 88.9% [p < 0.0001]). Teachers' comfort level with asthma knowledge and medications improved. Using video footage, school teachers can be taught to visually recognize respiratory distress in asthmatic children. Improvement in visual recognition of respiratory distress was greater than improvement in didactic asthma information.

America's Energy Potential: A Summary and Explanation; Committee on Interior and Insular Affairs, U.S. House of Representatives, Ninety-Third Congress, First Session. [Committee Print].

ERIC Educational Resources Information Center

Udall, Morris K.

This report reviews America's current energy position. The energy sources studied include oil and gas, coal, nuclear energy, solar energy, and geothermal energy. Each source is analyzed in terms of current use, technology for extracting and developing the energy, research and development funding, and projections for future consumption and…

eHealth for Remote Regions: Findings from Central Asia Health Systems Strengthening Project.

PubMed

Sajwani, Afroz; Qureshi, Kiran; Shaikh, Tehniat; Sayani, Saleem

2015-01-01

Isolated communities in remote regions of Afghanistan, Kyrgyz Republic, Pakistan and Tajikistan lack access to high-quality, low-cost health care services, forcing them to travel to distant parts of the country, bearing an unnecessary financial burden. The eHealth Programme under Central Asia Health Systems Strengthening (CAHSS) Project, a joint initiative between the Aga Khan Foundation, Canada and the Government of Canada, was initiated in 2013 with the aim to utilize Information and Communication Technologies to link health care institutions and providers with rural communities to provide comprehensive and coordinated care, helping minimize the barriers of distance and time. Under the CAHSS Project, access to low-cost, quality health care is provided through a regional hub and spoke teleconsultation network of government and non-government health facilities. In addition, capacity building initiatives are offered to health professionals. By 2017, the network is expected to connect seven Tier 1 tertiary care facilities with 14 Tier 2 secondary care facilities for teleconsultation and eLearning. From April 2013 to September 2014, 6140 teleconsultations have been provided across the project sites. Additionally, 52 new eLearning sessions have been developed and 2020 staff members have benefitted from eLearning sessions. Ethics and patient rights are respected during project implementation.

Training model for control of an internal carotid artery injury during transsphenoidal surgery.

PubMed

Muto, Jun; Carrau, Ricardo L; Oyama, Kenichi; Otto, Brad A; Prevedello, Daniel M

2017-01-01

As the adoption of endoscopic endonasal approaches (EEA) continues to proliferate, increasing numbers of internal carotid artery (ICA) injuries are reported. The objective of this study was to develop a synthetic ICA injury-training model that could mimic this clinical scenario and be portable, repeatable, reproducible, and without risk of biological contamination. Based on computed tomography of a human head, we constructed a synthetic model using selective laser sintering with polyamide nylon and glass beads. Subsequently, the model was connected to a pulsatile pump using 6-mm silicon tubing. The pump maintains a pulsatile flow of an artificial blood-like fluid at a variable pressure to simulate heart beats. Volunteer surgeons with different levels of training and experience were provided simulation training sessions with the models. Pre- and posttraining questionnaires were completed by each of the participants. Pre- and posttraining questionnaires suggest that repeated simulation sessions improve the surgical skills and self-confidence of trainees. This ICA injury model is portable; reproducible; and avoids ethical, biohazard, religious, and legal problems associated with cadaveric models. A synthetic ICA injury model for EEA allows recurring training that may improve the surgeon's ability to maintain endoscopic visualization, control catastrophic bleeding, decrease psychomotor stress, and develop effective team strategies to achieve hemostasis. NA Laryngoscope, 127:38-43, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

An Analysis of Collaborative Problem-Solving Mechanisms in Sponsored Projects: Applying the 5-Day Sprint Model

ERIC Educational Resources Information Center

Raubenolt, Amy

2016-01-01

In May 2016, the office of Finance and Sponsored Projects at The Research Institute at Nationwide Children's Hospital conducted a 5-day design sprint session to re-evaluate and redesign a flawed final reporting process within the department. The department sprint was modeled after the design sprint sessions that occur routinely in software…

Assessment in the One-Shot Session: Using Pre- and Post-Tests to Measure Innovative Instructional Strategies among First-Year Students

ERIC Educational Resources Information Center

Bryan, Jacalyn E.; Karshmer, Elana

2013-01-01

Many studies focus on the use of different assessment tools within information literacy instruction; however, there are very few that discuss how pre- and post-tests can be used to gauge student learning, and even fewer of those published deal with pre- and post-test assessment within the one-shot paradigm. This study explores the effectiveness of…

DOTD support for UTC project : development of an optimal ramp metering control strategy for I-12, [research project capsule].

DOT National Transportation Integrated Search

2013-10-01

From June to November of 2010, the Louisiana Department of Transportation and : Development (DOTD) deployed ramp metering control, using a simple pre-timed operation : with a xed cycle length (2 seconds of green/2 seconds of red), along a 15-mile ...

Effects of a Preschool Mathematics Curriculum: Summative Research on the "Building Blocks" Project

ERIC Educational Resources Information Center

Clements, Douglas H.; Sarama, Julie

2007-01-01

This study evaluated the efficacy of a preschool mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K…

The Development of Science Activities via On-Line Peer Assessment: The Role of Scientific Epistemological Views

ERIC Educational Resources Information Center

Tsai, Chin-Chung; Liang, Jyh-Chong

2009-01-01

This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the…

The human genome: Some assembly required. Final report

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

NONE

1994-12-31

The Human Genome Project promises to be one of the most rewarding endeavors in modern biology. The cost and the ethical and social implications, however, have made this project the source of considerable debate both in the scientific community and in the public at large. The 1994 Graduate Student Symposium addresses the scientific merits of the project, the technical issues involved in accomplishing the task, as well as the medical and social issues which stem from the wealth of knowledge which the Human Genome Project will help create. To this end, speakers were brought together who represent the diverse areasmore » of expertise characteristic of this multidisciplinary project. The keynote speaker addresses the project`s motivations and goals in the larger context of biological and medical sciences. The first two sessions address relevant technical issues, data collection with a focus on high-throughput sequencing methods and data analysis with an emphasis on identification of coding sequences. The third session explores recent advances in the understanding of genetic diseases and possible routes to treatment. Finally, the last session addresses some of the ethical, social and legal issues which will undoubtedly arise from having a detailed knowledge of the human genome.« less

Teaching Medical Students About "The Conversation": An Interactive Value-Based Advance Care Planning Session.

PubMed

Lum, Hillary D; Dukes, Joanna; Church, Skotti; Abbott, Jean; Youngwerth, Jean M

2018-02-01

Advance care planning (ACP) promotes care consistent with patient wishes. Medical education should teach how to initiate value-based ACP conversations. To develop and evaluate an ACP educational session to teach medical students a value-based ACP process and to encourage students to take personal ACP action steps. Groups of third-year medical students participated in a 75-minute session using personal reflection and discussion framed by The Conversation Starter Kit. The Conversation Project is a free resource designed to help individuals and families express their wishes for end-of-life care. One hundred twenty-seven US third-year medical students participated in the session. Student evaluations immediately after the session and 1 month later via electronic survey. More than 90% of students positively evaluated the educational value of the session, including rating highly the opportunities to reflect on their own ACP and to use The Conversation Starter Kit. Many students (65%) reported prior ACP conversations. After the session, 73% reported plans to discuss ACP, 91% had thought about preferences for future medical care, and 39% had chosen a medical decision maker. Only a minority had completed an advance directive (14%) or talked with their health-care provider (1%). One month later, there was no evidence that the session increased students' actions regarding these same ACP action steps. A value-based ACP educational session using The Conversation Starter Kit successfully engaged medical students in learning about ACP conversations, both professionally and personally. This session may help students initiate conversations for themselves and their patients.

Projects without a purpose: Why a top down strategy to resilience matters

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

Kingery, Kristine M.; Fowler, Kimberly M.; Harrove

Energy resilience is a key focus of the current administration and Department of Defense (DoD) leaders, and is in the title of every energy conference session. Most case studies and success stories focus on resilience projects hardening systems or microgriding critical infrastructure. Some case studies focus on unique financing approaches to bring private sector innovation and increased investment to military installations. Many times, what initially look like innovative resilience projects, end as isolated systems or stranded infrastructure. This article will explore how the DoD can make greater strides advancing resilience objectives and ultimately developing projects that support installation mission readinessmore » by first focusing on top down strategies. The Army established energy and water security/resilience requirements, developed a comprehensive measurement framework, is evolving integrated planning approaches in collaboration with local communities, and is supporting project development activities across third-party and appropriated programs. The Army’s multi-year strategic energy and water security planning activities can provide helpful guidance to both the lifecycle of programs or individual projects, and ensure resilience projects both have and achieve a purpose.« less

Predictors of anticipatory cortisol reactivity to subsequent stressors.

PubMed

Turan, Bulent

2015-10-01

Understanding the nature, predictors, and consequences of anticipatory biological stress responses are important in understanding long-term effects of repeated stressors. We examined anticipatory cortisol responses after an individual has actually experienced and reacted to a stressor once and is anticipating a second similar stressor. We hypothesized that how an individual reacts to the first stressor may predict that individual's anticipatory responses to further stressors. In Session 1, 77 male participants delivered speeches and performed arithmetic tasks in front of two evaluators. In Session 2 one week later, participants were told that they would do the same tasks again in front of evaluators. Stress cortisol reactivity in Session 1 (increase in cortisol from pre-stressor to post-stressor) predicted anticipatory cortisol reactivity in Session 2 (increase in cortisol from baseline to immediately pre-stressor). In addition, trait measures of low self-esteem and a "Submissive and Disconnected" interpersonal orientation predicted stronger anticipatory cortisol reactivity in Session 2. If the cortisol response to an initial stressor does in fact shape consequent anticipatory cortisol responses, this self-perpetuating nature of the initial cortisol response may contribute to negative long-term effects of repeated stressors on health. One factor that may be able to counteract this effect is a dominant and confident interpersonal orientation, which may lead to lower anticipatory cortisol reactions regardless of the response to the initial stressor. Copyright © 2015 Elsevier Inc. All rights reserved.

Harvest health: translation of the chronic disease self-management program for older African Americans in a senior setting.

PubMed

Gitlin, Laura N; Chernett, Nancy L; Harris, Lynn Fields; Palmer, Delores; Hopkins, Paul; Dennis, Marie P

2008-10-01

We describe the translation of K. R. Lorig and colleagues' Chronic Disease Self-Management Program (CDSMP) for delivery in a senior center and evaluate pre-post benefits for African American participants. Modifications to the CDSMP included a name change; an additional introductory session; and course augmentations involving culturally relevant foods, stress reduction techniques, and communicating with racially/ethnically diverse physicians. We recruited participants from senior center members, area churches, and word of mouth. We conducted baseline and 4-month post-interviews. A total of 569 African American elders attended an introductory session, with 519 (91%) enrolling in the 6-session program. Of the 519, 444 (86%) completed >/=4 sessions and 414 (79%) completed pre-post interviews. We found small but statistically significant improvements for exercise (p =.001), use of cognitive management strategies (p =.001), energy/fatigue (p =.001), self-efficacy (p =.001), health distress (p =.001), and illness intrusiveness in different life domains (probabilities from.001-.021). We found no changes for health utilization. Outcomes did not differ by gender, number of sessions attended, number and type of chronic conditions, facilitator, leader, or recruitment site. The CDSMP can be translated for delivery by trained senior center personnel to African American elders. Participant benefits compare favorably to original trial outcomes. The translated program is replicable and may help to address health disparities.

An intercept study to measure the extent to which New Zealand university students pre-game.

PubMed

Riordan, Benjamin C; Conner, Tamlin S; Flett, Jayde A M; Droste, Nic; Cody, Louise; Brookie, Kate L; Riordan, Jessica K; Scarf, Damian

2018-02-01

We aimed to quantify the degree to which students pre-gamed in New Zealand, using self-report and breathalysers. A total of 569 New Zealand undergraduate students were interviewed (men = 45.2%; first year = 81.4%) entering three university-run concerts. We asked participants to report how many drinks they had consumed, their self-reported intoxication and the duration of their pre-gaming session. We then recorded participants' Breath Alcohol Concentration (BrAC; µg/L) and the time they arrived at the event. The number of participants who reported consuming alcohol before the event was 504 (88.6%) and the number of standard drinks consumed was high (M=6.9; median=6.0). A total of 237 (41.7%) participants could not have their BrAC recorded due to having consumed alcohol ≤10 minutes before the interview. The remaining 332 participants (57.3%) recorded a mean BrAC of 288.8µg/L (median=280.0 µg/L). Gender, off-campus accommodation, length of pre-gaming drinking session, and time of arrival at the event were all associated with increased pre-gaming. Conclusion and implications for public health: Pre-gaming was the norm for students. Universities must take pre-gaming into account; policy implications include earlier start times of events and limiting students' access to alcohol prior to events. © 2017 The Authors.

Elevated removal of middle molecules without significant albumin loss with mixed-dilution hemodiafiltration for patients unable to provide sufficient blood flow rates.

PubMed

Potier, Jacky; Le Roy, Frank; Faucon, Jean Paul; Besselièvre, Thibault; Renaudineau, Eric; Farquet, Christian; Soihan, Pascale; Touzard, Dominique; Djema, Asia; Ilinca, Toma

2013-01-01

We examined the hypothesis that mixed-dilution online hemodiafiltration (MIXED) rather than predilution online hemodiafiltration (PRE) could enable patients with low blood flow rate (Qb) to benefit from advantages of convective therapies. Thirty-eight patients were included in a prospective, randomized, crossover and multicenter study conducted with a view to comparing the equilibrated Kt/V, reduction ratio (RR) of phosphates, β2-microglobulin (β2-M) and myoglobin (myo) between PRE and MIXED, each at two Qb values of 250 and 300 ml/min during 4 h sessions with a FX1000HDF dialyzer. Albumin losses (Alb) were also measured in 12 patients. MIXED was always found to be more efficient compared to PRE notably for middle molecules (MM). RRβ2-M: MIX250: 81.3 ± 3.6 vs. PRE250: 75.2 ± 5.9; MIX300: 82.7 ± 3.6 vs. PRE300: 78.1 ± 5.4; RRmyo: MIX250: 70.2 ± 3.6 vs. PRE250: 42.6 ± 2.6; MIX300: 70.6 ± 3.6 vs. PRE300: 45.7 ± 3.6 and with Alb <3.0 g/session. MIXED allows patients unable to provide sufficiently high Qb to achieve high levels of MM removal. © 2013 S. Karger AG, Basel.

The Teratology Society 2007 strategic planning session: a desire to inspire.

PubMed

2008-05-01

On April 18-20, 2007, the Teratology Society held its third strategic planning session (SPS) in San Diego, CA. The purpose of this session was to build on the successful work generated by the previous strategic plans [Nashville, TN 2002 and Cincinnati, OH 1997] and importantly, to provide a path forward to inspire the Society, create deeper connections with members that speak to their individual passion for the science of teratology and to increase the Society's visibility within the larger scientific community. The following summary report provides an overview of the session's pre-work, objective, and discussions. A total of 24 attendees were present at the session. The group included representation from Council, various committees and different members constituencies. This plan and the activities subsequent to the session will provide a path forward for our Society for the next five years.

'What I want to do is get half a dozen of them and go and see Simon Cowell': Reflecting on participation and outcomes for people with dementia taking part in a creative musical project.

PubMed

McCabe, Louise; Greasley-Adams, Corinne; Goodson, Katy

2015-11-01

This paper presents the findings from an evaluation of a creative musical project led by Scottish Opera. The project included people with dementia and their carers in the development, writing, design and performance of a musical production about their experiences of love. The project involved professional singers, artists and choreographers from the opera company. Activities involved practice sessions and performances. People with dementia and their carers reflected on positive outcomes from the project including improved confidence; being part of a group; improved physical strength and people seeing them in a new way. Within the evaluation framework they also reported on how the project had been run and gave ideas for future development. Key elements in the success of this project were the involvement of professionals, the kudos of working with a national organisation and the performances that, while daunting, provided unique and rewarding experiences. © The Author(s) 2013.

The effect of participation in an extended inquiry project on general chemistry student laboratory interactions, confidence, and process skills

NASA Astrophysics Data System (ADS)

Krystyniak, Rebecca A.

2001-12-01

This study explored the effect of participation by second-semester general chemistry students in an extended open-inquiry laboratory investigation on their use of science process skills and confidence in performing specific aspects of laboratory investigations. In addition, verbal interactions of a student lab team among team members and with their instructor over three open-inquiry laboratory sessions and two non-inquiry sessions were investigated. Instruments included the Test of Integrated Skills (TIPS), a 36-item multiple-choice instrument, and the Chemistry Laboratory Survey (CLS), a researcher co-designed 20-item 8-point instrument. Instruments were administered at the beginning and close of the semester to 157 second-semester general chemistry students at the two universities; students at only one university participated in open-inquiry activity. A MANCOVA was performed to investigate relationships among control and experimental students, TIPS, and CLS post-test scores. Covariates were TIPS and CLS pre-test scores and prior high school and college science experience. No significant relationships were found. Wilcoxen analyses indicated both groups showed increase in confidence; experimental-group students with below-average TIPS pre-test scores showed a significant increase in science process skills. Transcribed audio tapes of all laboratory-based verbal interactions were analyzed. Coding categories, developed using the constant comparison method, led to an inter-rater reliability of .96. During open-inquiry activities, the lab team interacted less often, sought less guidance from their instructor, and talked less about chemistry concepts than during non-inquiry activities. Evidence confirmed that students used science process skills and engaged in higher-order thinking during both types of activities. A four-student focus shared their experiences with open-inquiry activities, indicating that they enjoyed the experience, viewed it as worthwhile, and believed it helped them gain understanding of the nature of chemistry research. Research results indicate that participation in open-inquiry laboratory increases student confidence and, for some students, the ability to use science process skills. Evidence documents differences in student laboratory interactions and behavior that are attributable to the type of laboratory experience. Further research into aspects of open-inquiry laboratory experiences is recommended.

The near-peer tutoring programme: embracing the ‘doctors-to-teach’ philosophy – a comparison of the effects of participation between the senior and junior near-peer tutors

PubMed Central

Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

2015-01-01

Background While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors’ perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. Results The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students’ evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Conclusions Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path. PMID:26356229

The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy - a comparison of the effects of participation between the senior and junior near-peer tutors.

PubMed

Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

2015-01-01

Background While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. Results The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Conclusions Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy--a comparison of the effects of participation between the senior and junior near-peer tutors.

PubMed

Liew, Siaw-Cheok; Sow, Chew-Fei; Sidhu, Jagmohni; Nadarajah, Vishna Devi

2015-01-01

While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Pre- and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p=0.03). As a whole, the near-peer tutors were more motivated (Pre 5.32±0.46; Post 5.47±0.50; p=0.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.63±1.07; Post 4.54±0.98; p=0.701). The senior near-peer tutors were evaluated significantly higher by the students (p=0.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p=0.003). Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.

Workplace injury management: using new technology to deliver and evaluate physician continuing medical education.

PubMed

Karlinsky, Harry; Dunn, Celina; Clifford, Bill; Atkins, Jim; Pachev, George; Cunningham, Ken; Fenrich, Peter; Bayani, Yassaman

2006-12-01

Physicians typically receive little continuing medical education (CME) about their role in workplace injury management as well as on workplace injuries and disease. Although new technologies may help educate physicians in these areas, careful evaluation is required, given the understudied nature of these interventions. The objective of this study is to evaluate two promising new technologies to deliver CME (online learning and videoconferencing) and to compare the effectiveness of these delivery methods to traditional CME interventions (large urban traditional conference lectures and small group local face-to-face outreach) in their impact on physician knowledge related to workplace injury management. This study utilized a prospective, controlled evaluation of two educational programs for BC physicians: 1) The Diagnosis and Management of Lateral Epicondylitis; and 2) Is Return-to-Work Good Medicine? Each educational module was delivered in each of four ways (Outreach Visit, Videoconference Session, Conference Lecture, Online) and physicians self-selected their participation--both in terms of topic and delivery method. Questionnaires related to knowledge as well as learner attitude and satisfaction were administered prior (pre-test) and following (post-test) all educational sessions. 581 physician encounters occurred as a result of the educational interventions and a significant percentage of the physicians participated in the research per se (i.e. there were 358 completed sets of pre-test and post-test 'Knowledge' questionnaires). Overall the results showed that the developed training programs increased physicians' knowledge of both Lateral Epicondylitis and the physician's role in Return-To-Work planning as reflected in improved post-test performance when compared to pre-test scores. Furthermore, videoconferencing and online training were at least as effective as conference lectures and instructor-led small group outreach sessions in their impact on physician knowledge. Use of effective videoconferencing and online learning activities will increase physician access to quality CME related to workplace injury management and will overcome access barriers intrinsic to types of CME interventions based on instructor-student face-to-face interactions.

Making sense of it: a brief programme to improve reading comprehension in adolescents with language impairments in main stream school.

PubMed

Wright, Aileen; Mitchell, Siobhán; O'Donoghue, Anne; Cowhey, Suzanne; Kearney, Mairead

2015-01-01

Children with language impairment show academic outcomes that are consistently poorer than those of their typically developing peers. A contributor to this is difficulty with reading comprehension. Although these difficulties are reported to continue well into adolescence, this population is generally underserved with regard to therapy. The efficacy of interventions for reading comprehension is well established in the research literature, but whether the same effects are achievable within a reasonable time reflecting available resources in real-life circumstances is less clear. Efficacy trials may significantly overestimate how strong an effect will be when the treatment is used under more natural conditions and within local constraints. The aim was to discover whether a short classroom intervention would be effective in improving reading comprehension in adolescents with the heterogeneous profiles of general or specific learning disabilities, additional diagnoses and behavioural and socio-emotional problems found in mainstream schools today. Twenty-eight adolescents with heterogeneous language and reading profiles were recruited from a mainstream school. The intervention programme comprised eight sessions of instruction in multiple reading comprehension strategies, held over 4 weeks. Experiment 1 had 10 participants. Experiment 2 had 18 participants who underwent the same programme, plus the addition of a session dedicated to decoding skills. Efficacy was evaluated within a pre- and post-study design, with baseline and post-therapy measures taken using the York Assessment of Reading for Comprehension (YARC). Both experiments showed a significant group difference pre/post-intervention, with similar large effect sizes. Experiment 2 also showed a significant group difference in decoding ability pre and post the single intervention session. This short intervention programme proved effective in a population with heterogeneous profiles, and fitted well with delivery in a mainstream school setting. It showed significant gains can be attained for this client group with relatively few resources. © 2015 Royal College of Speech and Language Therapists.

Avatar-Based Therapy within Prison Settings: Pilot Evaluation

ERIC Educational Resources Information Center

van Rijn, Biljana; Cooper, Mick; Jackson, Andrew; Wild, Ciara

2017-01-01

The paper presents an introduction of a newly developed, avatar-based virtual reality therapy, as an addition to the therapeutic programme, within a therapeutic community prison in the UK. The participants had six group sessions facilitated by a counsellor. The aim of the project was to investigate whether this approach would improve mental health…

75 FR 33766 - Manufacturing Extension Partnership (MEP) Availability of Funds for Projects To Develop Client...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-15

... authority of the governing or managing organization to conduct the proposed activities; qualifications of... integration and how the approach can expand service capability and capacity of the MEP system. The five MEP... MEP will hold an information session for organizations considering applying to this opportunity. The...

Students in Transition Using Planning. Teacher's Manual.

ERIC Educational Resources Information Center

PACER Center, Inc., Minneapolis, MN.

The manual was the outcome of a 3-year project to develop a training program on self-advocacy for special education students. The student training is a 3-4 hour program aimed at increased student awareness of their rights and responsibilities as they begin the transition process. Training materials include outlines for each session, student…

Increasing Job Satisfaction. Symposium 22. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

ERIC Educational Resources Information Center

2000

This document contains three papers from a symposium on increasing job satisfaction that was conducted as part of a conference on human resource development (HRD). "A Systematic Model of Job Design by Examining the Organizational Factors Affecting Satisfaction" (Zhichao Cheng, Danyang Yang, Fenglou Liu) reports on a project in which…

Teaching with Soap: Examples of Project-Based Units for Students and Future Educators

ERIC Educational Resources Information Center

Farrell, Ivan; Hamed, Kastro M.

2016-01-01

This article describes the use of project-based instruction in activities and labs intended to develop higher-order thinking skills with high school students and pre-service teachers through the use of soap making.

The development of a clinical outcomes survey research application: Assessment Center.

PubMed

Gershon, Richard; Rothrock, Nan E; Hanrahan, Rachel T; Jansky, Liz J; Harniss, Mark; Riley, William

2010-06-01

The National Institutes of Health sponsored Patient-Reported Outcome Measurement Information System (PROMIS) aimed to create item banks and computerized adaptive tests (CATs) across multiple domains for individuals with a range of chronic diseases. Web-based software was created to enable a researcher to create study-specific Websites that could administer PROMIS CATs and other instruments to research participants or clinical samples. This paper outlines the process used to develop a user-friendly, free, Web-based resource (Assessment Center) for storage, retrieval, organization, sharing, and administration of patient-reported outcomes (PRO) instruments. Joint Application Design (JAD) sessions were conducted with representatives from numerous institutions in order to supply a general wish list of features. Use Cases were then written to ensure that end user expectations matched programmer specifications. Program development included daily programmer "scrum" sessions, weekly Usability Acceptability Testing (UAT) and continuous Quality Assurance (QA) activities pre- and post-release. Assessment Center includes features that promote instrument development including item histories, data management, and storage of statistical analysis results. This case study of software development highlights the collection and incorporation of user input throughout the development process. Potential future applications of Assessment Center in clinical research are discussed.

Cinemeducation: A pilot student project using movies to help students learn medical professionalism.

PubMed

Lumlertgul, Nuttha; Kijpaisalratana, Naruchorn; Pityaratstian, Nuttorn; Wangsaturaka, Danai

2009-07-01

Using movies has been accepted worldwide as a tool to help students learn medical professionalism. In the second year, a group of medical students conducted the "Cinemeducation" project to promote professionalism in the "Medical Ethics and Critical Thinking" course. Five movies with professionalism issues were screened with 20-30 students attending each session. After the show, participants then were asked to reflect on what they had learned in terms of professionalism. Two students led group discussion emphasizing questioning and argumentation for 60 min. Additional learning issues emerging from each session were also explored in more depth and arranged into a report. In the Cinemeducation Project, medical students have learned five main ethical issues in each film, which were the doctor-patient relationship, informed consent and clinical trials in patients, management of genetic disorders, patient management, and brain death and organ transplantation. In addition to issues of professionalism, they also developed critical thinking and moral reasoning skills. Using a case-based scenario in movies has proven to be an effective and entertaining method of facilitating students with learning on professionalism.

VGOS Observing Plan

NASA Astrophysics Data System (ADS)

Petrachenko, Bill; Behrend, Dirk; Gipson, John; Hase, Hayo; Ma, Chopo; MacMillan, Dan; Niell, Arthur; Nothnagel, Axel; Zhang, Xiuzhong

2014-12-01

Over the past several years, the VGOS broadband system has been under development; it is currently undergoing advanced testing. At the same time, commitments were made for a number of antenna projects with as many as 30 stations expected for VGOS observing by 2019. In order to focus activities into the future, a proposal was made by the VPEG for an observing plan with the long term goal of guiding the transition from S/X operations to VGOS operations. The plan anticipates that by the end of 2014 as many as eight antennas will be capable of broadband observing. These antennas will participate in a series of test campaigns during 2015 followed by a VGOS pilot project throughout 2016. Full operations with as many as 16 stations are expected to begin in 2017. The observing plan places a priority on early improvement in the quality of daily products. As a result, the pilot project involves a single weekly 24-hour session with reduced duty cycle sessions on each of the remaining days of the week. Correlator and data transmission requirements for the plan are currently being assessed.

Project-based teaching in health informatics: a course on health care quality improvement.

PubMed

Moehr, J R; Berenji, G R; Green, C J; Kagolovsky, Y

2001-01-01

Teaching the skills and knowledge required in health informatics [1] is a challenge because the skill of applying knowledge in real life requires practice. We relate the experience with introducing a practice component to a course in "Health Care Quality Improvement". Working health care professionals were invited to bring an actual quality problem from their place of work and to work alongside students in running the problem through a quality improvement project lifecycle. Multiple technological and process oriented teaching innovations were employed including project sessions in observation rooms, video recording of these sessions, generation of demonstration examples and distance education components. Both students and their collaborators from the work place developed proficiency in applying quality improvement methods as well as in experiencing the realities of group processes, information gaps and organizational constraints. The principles used to achieve high involvement of the whole class, the employed resources and technical support are described. The resulting academic and practical achievements are discussed in relation to the alternative instructional modalities, and with respect to didactic implications for similar endeavors and beyond to other fields such as systems engineering.

Fostering Students’ and Teachers’ Understanding of the Nature of Science: Where We Need the Broadest of Broader Impacts

NASA Astrophysics Data System (ADS)

Laursen, S. L.; Dauber, R.; Molnar, P. H.; Smith, L. K.

2009-12-01

Making wise decisions about daunting societal and environmental problems requires understanding of both scientific concepts and the limits of scientific knowledge. While K-12 school standards now include topics on scientific inquiry and the nature of science, few science teachers have personal knowledge of these ideas through conducting science research first-hand. In their own education, most have experienced primarily fact-packed lecture courses rather than deep engagement with gathering, interpreting and communicating about scientific evidence. Teachers are thus at a disadvantage in teaching about the nature of science. Moreover, few curriculum materials directly address these ideas. Instead, instructors at all levels tend to rely on students gleaning ideas from their lab work, without ever making them explicit. The result is a poor understanding of the nature of science among many students and citizens. Thus the nature of science is an important and fruitful area for “broader impacts” efforts by NSF-funded projects across the entire spectrum of science. To address this gap, we have created a 20-minute educational documentary film focused on the nature and processes of science. The film is a broader impacts effort for a large, NSF-funded, multidisciplinary, collaborative research project to study the uplift of the Tibetan plateau and its impact on atmospheric and climate processes. The film, Upward and Outward: Scientific Inquiry on the Tibetan Plateau, focuses on the process of science, as seen through the lens of a specific project. Viewers follow an international team of scientists as they work in the laboratory and in the field, build new instruments and computer models, travel to exotic locales, argue about their findings, and enjoy collaboration and conversation. By gaining an insider’s glimpse into both the intellectual process of scientific inquiry and the everyday social and professional activities of science, students learn how science is a human process for building knowledge, not just a body of fact. While originally targeted to students in grades 8-12, the film has also proven effective with undergraduates in introductory science courses, and with teachers in professional development courses. The 20-minute length ensures that the film can be readily screened and discussed within a single class session, and teachers are supported with suggested pre/post writing prompts, discussion questions, teaching tips, and background materials on the film's scientific content. The presentation will describe the making of the film, its relationship to the scientific project, its use with students and teachers, and some data on their responses. We will show a short clip and make copies of the DVD available to educators and professional developers who attend the session. More information about the film, a short clip, and supporting information for educators can be found at our web site.

A childhood obesity prevention programme in Barcelona (POIBA Project): Study protocol of the intervention

PubMed Central

Sánchez-Martínez, Francesca; Juárez, Olga; Serral, Gemma; Valmayor, Sara; Puigpinós, Rosa; Pasarín, María Isabel; Díez, Élia; Ariza, Carles

2018-01-01

Background Childhood obesity preventive interventions should promote a healthy diet and physical activity at home and school. This study aims to describe a school-based childhood obesity preventive programme (POIBA Project) targeting 8-to-12- year-olds. Design and methods Evaluation study of a school-based intervention with a pre-post quasi-experimental design and a comparison group. Schools from disadvantaged neighbourhoods are oversampled. The intervention consists of 9 sessions, including 58 activities of a total duration between 9 and 13 hours, and the booster intervention of 2 sessions with 8 activities lasting 3 or 4 hours. They are multilevel (individual, family and school) and multicomponent (classroom, physical activity and family). Data are collected through anthropometric measurements, physical fitness tests and lifestyle surveys before and after the intervention and the booster intervention. In the intervention group, families complete two questionnaires about their children’s eating habits and physical activity. The outcome variable is the cumulative incidence rate of obesity, obtained from body mass index values and body fat assessed by triceps skinfold thickness. The independent variables are socio-demographic, contextual, eating habits, food frequency, intensity of physical activity and use of new technologies. Expected impact for public health It is essential to implement preventive interventions at early ages and to follow its effects over time. Interventions involving diet and physical activity are the most common, being the most effective setting the school. The POIBA Project intervenes in both the school and family setting and focuses on the most disadvantaged groups, in which obesity is most pronounced and difficult to prevent. Significance for public health Overweight and obesity are a major public health concern that predispose affected individuals to the development of chronic diseases. Of importance, obesity is more common among disadvantaged neighbourhoods and it is precisely these environments that have the lowest involvement in preventive interventions. Consequently, it is very important to target these populations when designing an intervention. This study will provide an evaluated childhood obesity intervention which includes the perspective of gender and social inequalities. In addition, a sustainability plan has been developed for the intervention. It is planned that, in the near future, the intervention and its reinforcement are part of the set of health educational programmes offered by the Agència de Salut Pública de Barcelona (Spain) to schools, with funding both the cost of the training and the materials borne by the Agència. PMID:29780761

Short-term Beneficial Effects of 12 Sessions of Neurofeedback on Avoidant Personality Accentuation in the Treatment of Alcohol Use Disorder.

PubMed

Dalkner, Nina; Unterrainer, Human F; Wood, Guilherme; Skliris, Dimitris; Holasek, Sandra J; Gruzelier, John H; Neuper, Christa

2017-01-01

This study evaluated the effects of alpha/theta neurofeedback on Clinical Personality Accentuations in individuals with alcohol use disorder. Twenty-five males were investigated using a pre-test/post-test design with a waiting-list control group. Participants were randomly assigned either to an experimental group ( n = 13) receiving 12 sessions of neurofeedback twice a week as a treatment adjunct over a period of 6 weeks, or to a control group ( n = 12) receiving treatment as usual. The Inventory of Clinical Personality Accentuations and the NEO-Five-Factor Inventory were applied at pre- and post-test. The neurofeedback protocol focused on enhancement of the EEG alpha (8-12 Hz) and theta (4-7 Hz) and used a visual feedback paradigm. Analyses of covariance showed improvements in Avoidant Personality Accentuation within the experimental group. Our data suggest that 12 sessions of this neurofeedback intervention might be effective in reducing avoidant and stress-related personality traits in patients with alcohol use disorder.

Early response in cognitive-behavior therapy for syndromes of medically unexplained symptoms.

PubMed

Kleinstäuber, Maria; Lambert, Michael J; Hiller, Wolfgang

2017-05-25

Early dramatic treatment response suggests a subset of patients who respond to treatment before most of it has been offered. These early responders tend to be over represented among those who are well at termination and at follow-up. Early response patterns in psychotherapy have been investigated only for a few of mental disorders so far. The main aim of the current study was to examine early response after five therapy-preparing sessions of a cognitive behavior therapy (CBT) for syndromes of medically unexplained symptoms (MUS). In the context of a randomized, waiting-list controlled trial 48 patients who suffered from ≥3 MUS over ≥6 months received 5 therapy-preparing sessions and 20 sessions of CBT for somatoform disorders. They completed self-report scales of somatic symptom severity (SOMS-7 T), depression (BDI-II), anxiety (BSI), illness anxiety and behavior (IAS) at pre-treatment, after 5 therapy-preparing sessions (FU-5P) and at therapy termination (FU-20 T). The current analyses are based on data from the treatment arm only. Repeated measure ANOVAs revealed a significant decrease of depression (d = 0.34), anxiety (d = 0.60), illness anxiety (d = 0.38) and illness behavior (d = 0.42), but no change of somatic symptom severity (d = -0.03) between pre-treatment and FU-5P. Hierarchical linear multiple regression analyses showed that symptom improvements between pre-treatment and FU-5P predict a better outcome at therapy termination for depression and illness anxiety, after controlling for pre-treatment scores. Mixed-effect ANOVAs revealed significant group*time interaction effects indicating differences in the course of symptom improvement over the therapy between patients who fulfilled a reliable change (i.e., early response) during the 5 therapy-preparing sessions and patients who did not reach an early reliable change. Demographic or clinical variables at pre-treatment were not significantly correlated with differential scores between pre-treatment and FU-5P (-.23 ≤ r ≤ .23). Due to several limitations (e.g., small sample size, lack of a control group) the results of this study have to be interpreted cautiously. Our findings show that reliable changes in regard to affective-cognitive and behavioral variables can take place very early in CBT of patients with distressing MUS. These early changes seem to be predictive of the outcome at therapy termination. Future studies are needed in order to replicate our results, and to identify mechanisms of these early response patterns in somatoform patients. ISRCTN. ISRCTN17188363 . Registered retrospectively on 29 March 2007.

Assessing the Financial Value of Patient Engagement: A Quantitative Approach from CTTI's Patient Groups and Clinical Trials Project.

PubMed

Levitan, Bennett; Getz, Kenneth; Eisenstein, Eric L; Goldberg, Michelle; Harker, Matthew; Hesterlee, Sharon; Patrick-Lake, Bray; Roberts, Jamie N; DiMasi, Joseph

2018-03-01

While patient groups, regulators, and sponsors are increasingly considering engaging with patients in the design and conduct of clinical development programs, sponsors are often reluctant to go beyond pilot programs because of uncertainty in the return on investment. We developed an approach to estimate the financial value of patient engagement. Expected net present value (ENPV) is a common technique that integrates the key business drivers of cost, time, revenue, and risk into a summary metric for project strategy and portfolio decisions. We assessed the impact of patient engagement on ENPV for a typical oncology development program entering phase 2 or phase 3. For a pre-phase 2 project, the cumulative impact of a patient engagement activity that avoids one protocol amendment and improves enrollment, adherence, and retention is an increase in net present value (NPV) of $62MM ($65MM for pre-phase 3) and an increase in ENPV of $35MM ($75MM for pre-phase 3). Compared with an investment of $100,000 in patient engagement, the NPV and ENPV increases can exceed 500-fold the investment. This ENPV increase is the equivalent of accelerating a pre-phase 2 product launch by 2½ years (1½ years for pre-phase 3). Risk-adjusted financial models can assess the impact of patient engagement. A combination of empirical data and subjective parameter estimates shows that engagement activities with the potential to avoid protocol amendments and/or improve enrollment, adherence, and retention may add considerable financial value. This approach can help sponsors assess patient engagement investment decisions.

Does yohimbine hydrochloride facilitate fear extinction in virtual reality treatment of fear of flying? A randomized placebo-controlled trial.

PubMed

Meyerbroeker, Katharina; Powers, Mark B; van Stegeren, Anda; Emmelkamp, Paul M G

2012-01-01

Research suggests that yohimbine hydrochloride (YOH), a noradrenaline agonist, can facilitate fear extinction. It is thought that the mechanism of enhanced emotional memory is stimulated through elevated noradrenaline levels. This randomized placebo-controlled trial examined the potential exposure-enhancing effects of YOH in a clinical sample of participants meeting DSM-IV criteria for a specific phobia (fear of flying). Sixty-seven participants with fear of flying were randomized to 4 sessions of virtual reality exposure therapy (VRET) combined with YOH (10 mg), or 4 sessions of VRET combined with a placebo. Treatment consisted of 4 weekly 1-hour exposure sessions consisting of two 25-minute virtual flights. At pre- and post- treatment, fear of flying was assessed. The YOH or placebo capsules were administered 1 h prior to exposures. The manipulation of the noradrenaline activity was confirmed by salivary α-amylase (sAA) samples taken pre-, during and post-exposure. Forty-eight participants completed treatment. Manipulation of noradrenaline levels with YOH was successful, with significantly higher levels of sAA in the YOH group when entering exposure. Results showed that both groups improved significantly from pre- to post-treatment with respect to anxiety reduction. However, although the manipulation of noradrenaline activity was successful, there was no evidence that YOH enhanced outcome. Participants improved significantly on anxiety measures independently of drug condition, after 4 sessions of VRET. These data do not support the initial findings of exposure-enhancing effects of YOH in this dosage in clinical populations. Copyright © 2011 S. Karger AG, Basel.

Pre-Semester Workshops and Student Nurse Retention

ERIC Educational Resources Information Center

Jacobs, Steven

2016-01-01

The purpose of this study is to determine if student confidence levels change when attending a series of five pre-semester orientation success workshops. This research was conducted at a Canadian Community College whose attrition rates for the Practical Nursing program within the host college average 36%. The workshop sessions occur prior to the…

Learning Pre-Played Solos: Self-Regulated Learning Strategies in Jazz/Improvised Music

ERIC Educational Resources Information Center

Nielsen, Siw G.

2015-01-01

This article reports on the self-regulated learning strategies of two advanced students in jazz/improvised music education when learning pre-played solos over well-known jazz tunes. The students were enrolled in a well-established performance degree programme in a music conservatoire, and videotaped their own individual practice sessions. In…

The comparative effectiveness and efficiency of cognitive behaviour therapy and generic counselling in the treatment of depression: evidence from the 2nd UK National Audit of psychological therapies.

PubMed

Pybis, Jo; Saxon, David; Hill, Andy; Barkham, Michael

2017-06-09

Cognitive Behaviour Therapy (CBT) is the front-line psychological intervention for step 3 within UK psychological therapy services. Counselling is recommended only when other interventions have failed and its effectiveness has been questioned. A secondary data analysis was conducted of data collected from 33,243 patients across 103 Improving Access to Psychological Therapies (IAPT) services as part of the second round of the National Audit of Psychological Therapies (NAPT). Initial analysis considered levels of pre-post therapy effect sizes (ESs) and reliable improvement (RI) and reliable and clinically significant improvement (RCSI). Multilevel modelling was used to model predictors of outcome, namely patient pre-post change on PHQ-9 scores at last therapy session. Counselling received more referrals from patients experiencing moderate to severe depression than CBT. For patients scoring above the clinical cut-off on the PHQ-9 at intake, the pre-post ES (95% CI) for CBT was 1.59 (1.58, 1.62) with 46.6% making RCSI criteria and for counselling the pre-post ES was 1.55 (1.52, 1.59) with 44.3% of patients meeting RCSI criteria. Multilevel modelling revealed a significant site effect of 1.8%, while therapy type was not a predictor of outcome. A significant interaction was found between the number of sessions attended and therapy type, with patients attending fewer sessions on average for counselling [M = 7.5 (5.54) sessions and a median (IQR) of 6 (3-10)] than CBT [M = 8.9 (6.34) sessions and a median (IQR) of 7 (4-12)]. Only where patients had 18 or 20 sessions was CBT significantly more effective than counselling, with recovery rates (95% CIs) of 62.2% (57.1, 66.9) and 62.4% (56.5, 68.0) respectively, compared with 44.4% (32.7, 56.6) and 42.6% (30.0, 55.9) for counselling. Counselling was significantly more effective at two sessions with a recovery rate of 34.9% (31.9, 37.9) compared with 22.2% (20.5, 24.0) for CBT. Outcomes for counselling and CBT in the treatment of depression were comparable. Research efforts should focus on factors other than therapy type that may influence outcomes, namely the inherent variability between services, and adopt multilevel modelling as the given analytic approach in order to capture the naturally nested nature of the implementation and delivery of psychological therapies. It is of concern that half of all patients, regardless of type of intervention, did not show reliable improvement.

National Institute Of Education Project for Pre-Doctoral Fellows at the University of Tennessee, Knoxville.

ERIC Educational Resources Information Center

Banta, Trudy W.; And Others

A formative evaluation of a University of Tennessee, Knoxville, predoctoral project was conducted. The program, which was funded by the federal Minorities and Women's Program, was designed to increase the participation of minorities and women in educational research and development. The project, "Experimental Program for Opportunities in…

What is FirstSchool? Issues in PreK-3rd Education. Number One

ERIC Educational Resources Information Center

Ritchie, Sharon; Maxwell, Kelly; Clifford, Richard

2009-01-01

FirstSchool is part of a national PreK-3rd movement of schools, districts, educators and universities seeking to improve how children from ages 3 to 8 learn and develop in schools. While these different projects use a variety of names, all are working to connect high-quality PreK programs with high-quality elementary schools. FirstSchool is…

Coexisting with dependence and well-being: the results of a pilot study intervention on 75-99-year-old individuals.

PubMed

Rodríguez-Díaz, M Teresa; Pérez-Marfil, M Nieves; Cruz-Quintana, Francisco

2016-12-01

The objective of this study is to design and implement an intervention program centered on preventing functional dependence. A pre/post quasi-experimental (typical case) design study with a control group was conducted on a group of 75-90-year-old individuals with functional dependence (n = 59) at three nursing homes in Madrid (Spain). The intervention program consists of two types of activities developed simultaneously. Some focused on emotional well-being (nine 90-minute sessions, once per week), whereas others focused on improving participants' physical condition (two 30-minute sessions, twice per week). The simple randomized participants included 59 elderly individuals (Intervention Group = 30, Control Group = 29) (mean age 86.80) [SD, 5. 19]. Fifty-nine participants were analyzed. The results indicate that the program is effective in improving mood, lowering anxiety levels (d = 0.81), and increasing both self-esteem (d = 0.65) and the perception of self-efficacy (d = 1.04). There are improvements in systolic pressure and functional dependence levels are maintained. Linear simple regression (independent variable pre-Barthel) shows that the pre-intervention dependence level can predict self-esteem after the intervention. We have demonstrated that the program is innovative with regard to bio-psychosocial care in elderly individuals, is based on actual practice, and is effective in increasing both self-esteem and self-efficacy. These variables positively affect functional capabilities and delay functional dependence.

Intimacy-enhancing psychological intervention for men diagnosed with prostate cancer and their partners: a pilot study.

PubMed

Manne, Sharon L; Kissane, David W; Nelson, Christian J; Mulhall, John P; Winkel, Gary; Zaider, Talia

2011-04-01

Few couple-focused interventions have been developed to improve distress and relationship outcomes among men diagnosed with localized prostate cancer and their partners. We examined the effects of a five-session Intimacy-Enhancing Therapy (IET) vs. Usual Care (UC) on the psychological and relationship functioning of men diagnosed with localized prostate cancer and their partners. Pre-intervention levels of psychological and relationship functioning were evaluated as moderators of intervention effects. Seventy-one survivors and their partners completed a baseline survey and were subsequently randomly assigned to receive five sessions of IET or UC (no treatment). Eight weeks after the baseline assessment, a follow-up survey was administered to survivor and partner. Distress, well-being, relationship satisfaction, relationship intimacy, and communication were investigated as the main outcomes. IET effects were largely moderated by pre-intervention psychosocial and relationship factors. Those survivors who had higher levels of cancer concerns at pretreatment had significantly reduced concerns following IET. Similar moderating effects for pre-intervention levels were reported for the effects of IET on self-disclosure, perceived partner disclosure, and perceived partner responsiveness. Among partners beginning the intervention with higher cancer-specific distress, lower marital satisfaction, lower intimacy, and poorer communication, IET improved these outcomes. IET had a marginally significant main effect upon survivor well-being but was effective among couples with fewer personal and relationship resources. Subsequent research is needed to replicate these findings with a larger sample and a longer follow-up. © 2010 International Society for Sexual Medicine.

Case-based discussion supporting learning and practice in optometry.

PubMed

Bullock, Alison; Barnes, Emma; Ryan, Barbara; Sheen, Nik

2014-09-01

To enhance continuing professional development and address the risk that professional isolation poses, the UK General Optical Council introduced a requirement for all optometrists to engage in at least one case-based discussion per 3 year cycle of continuing education. In this paper, we explore participants' impression of the acceptability, effectiveness and long-term impact-on-practice of case-based discussion as a mode of continuing education. Case-based discussion participants attended an evening session comprising a lecture and a group discussion. They completed three questionnaires: prior to the session, immediately post-session and 3-4 months post-session. We coded the questionnaires to allow matching. Seventy-five case-based discussion groups were held with 379 participants; 377 completed both pre- and post-questionnaires and 331 (88%) returned a follow-up questionnaire. Case-based discussions were an acceptable method of learning, with many preferring it to distance-learning. Prior to the event, women, employees and part-time workers were more likely to have concerns about participating. In terms of learning, gaps in knowledge were more likely to be revealed in those who work in isolation. The respondents highlighted social aspects, reassurance of practice as well as new learning. Participants significantly improved self-confidence ratings in all key learning areas. At three months post-session, the majority (75%) self-reported that they had implemented their intended changes to practice. The evaluation showed that participants felt that case-based discussion developed their knowledge, notably for sole practitioners, and influenced later workplace practice. The peer interaction of this mode of continuing education can combat professional isolation. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

A method for assessing fidelity of delivery of telephone behavioral support for smoking cessation.

PubMed

Lorencatto, Fabiana; West, Robert; Bruguera, Carla; Michie, Susan

2014-06-01

Behavioral support for smoking cessation is delivered through different modalities, often guided by treatment manuals. Recently developed methods for assessing fidelity of delivery have shown that face-to-face behavioral support is often not delivered as specified in the service treatment manual. This study aimed to extend this method to evaluate fidelity of telephone-delivered behavioral support. A treatment manual and transcripts of 75 audio-recorded behavioral support sessions were obtained from the United Kingdom's national Quitline service and coded into component behavior change techniques (BCTs) using a taxonomy of 45 smoking cessation BCTs. Interrater reliability was assessed using percentage agreement. Fidelity was assessed by comparing the number of BCTs identified in the manual with those delivered in telephone sessions by 4 counselors. Fidelity was assessed according to session type, duration, counselor, and BCT. Differences between self-reported and actual BCT use were examined. Average coding reliability was high (81%). On average, 41.8% of manual-specified BCTs were delivered per session (SD = 16.2), with fidelity varying by counselor from 32% to 49%. Fidelity was highest in pre-quit sessions (46%) and for BCT "give options for additional support" (95%). Fidelity was lowest for quit-day sessions (35%) and BCT "set graded tasks" (0%). Session duration was positively correlated with fidelity (r = .585; p < .01). Significantly fewer BCTs were used than were reported as being used, t(15) = -5.52, p < .001. The content of telephone-delivered behavioral support can be reliably coded in terms of BCTs. This can be used to assess fidelity to treatment manuals and to in turn identify training needs. The observed low fidelity underlines the need to establish routine procedures for monitoring delivery of behavioral support. PsycINFO Database Record (c) 2014 APA, all rights reserved.

An abbreviated therapeutic neuroscience education session improves pain knowledge in first-year physical therapy students but does not change attitudes or beliefs

PubMed Central

Cox, Terry; Louw, Adriaan; Puentedura, Emilio J.

2017-01-01

Objective To determine if a 3-hour therapeutic neuroscience education session alters physical therapy student’s knowledge of pain and effects their attitudes and beliefs regarding treating chronic pain. Methods Seventy-seven entry-level doctoral physical therapy students participated in the study. Following consent, demographic data were obtained and then the subjects completed the Neuroscience of Pain Questionnaire, the Health Care Provider’s Pain and Impairment Relationship Scale and an additional questionnaire designed by the researchers. The subjects then received a 3-hour educational session developed by the researchers, focusing on the neurobiology and physiology of pain. The questionnaires were re-administered immediately after the educational session and at 6 months post-education. Results Seventy-seven subjects (mean age = 24.7 years, 57.1% female and 81.8% white) completed the questionnaires pre- and post-educational session with 75 completing the questionnaires at 6 months. To assess the effect of the education on the scores of the questionnaires, a repeated measures ANOVA was conducted. Students demonstrated significantly higher scores on the neuroscience of pain questionnaire (p < 0.001) with no significant effect found on the attitudes and beliefs questionnaire at any of the time points. There were significant differences found on some of the individual questions that were part of the additional questionnaire. Discussion An educational session on the neuroscience of pain is beneficial for educating entry-level doctoral physical therapy students immediately post-education and at 6 months. This educational session had no effect on the student’s attitudes and beliefs regarding treating the chronic pain population. There were additional significant findings regarding individual questions posed to the subjects.

The effect of length, duration, and intensity of psychological therapy on CORE global distress scores.

PubMed

Evans, Lauren Jayne; Beck, Alison; Burdett, Mark

2017-09-01

This study explores whether improvements, as measured by the CORE-OM/10, as a result of psychological therapy were related to length of treatment in weeks, number of treatment sessions, or treatment intensity, as well as any effect of diagnostic group. Pre- and post-therapy CORE-OM/10 scores were extracted from the clinical records of all secondary care adult psychological therapy team patients who undertook psychological therapy between 2010 and 2013 in one mental health trust. Of the 4,877 patients identified, 925 had complete records. Length of therapy was divided by the number of sessions to create 'treatment intensity' (sessions per week). Nonparametric analyses were used, initial score was controlled for, and diagnostic group was explored. No relationship was found between change in score and the number of sessions, therapy length, or treatment intensity; however, change in score was positively correlated with first-session score. Patients with higher initial scores had longer therapies; however, treatment intensity was similar for patients with lower pre-therapy distress. There were differences in treatment length (weeks) between diagnostic groups. Demographic differences were found between patients with and without complete records, prompting caution in terms of generalizability. These findings are consistent with the responsive regulation model (Barkham et al., 1996) which proposes that patients vary in their response to treatment, resulting in no associations between session numbers or treatment intensity and therapeutic gain with aggregated scores. Patients with higher CORE scores at the outset of psychological therapy had longer not more intensive therapy. There was variation in treatment intensity between diagnostic clusters. Number of sessions, length of therapy (in weeks), and treatment intensity (the number of sessions per week between the first and last therapy sessions) were not related to therapeutic gains. These results fit with a responsive regulation model of therapy duration, suggesting an individualized approach to therapy cessation as opposed to therapy session limits as the number of sessions a patient experienced was not generally associated with outcome. We found that clients with a diagnosis of a behavioural syndrome (F50-59) had less 'intensive' therapy; they experienced the same number of sessions over a longer time frame. Despite this, there were no associations between diagnosis category and change in score. © 2017 The British Psychological Society.

A comparison of hemisphere-specific training pattern in Inter-limb Learning Transfer (ILT) for stroke patients with hemiparesis.

PubMed

Yoo, In-gyu; Jung, Min-ye; Yoo, Eun-young; Park, Ji-hyuk; Kang, Dae-hyuk; Lee, Jin

2014-01-01

Stroke patients have major problems with impaired upper-extremity function. Unfortunately, many patients do not experience a full recovery from movement deficits in the upper extremities. The purpose of this study was to compare the effectiveness of inter-limb learning transfer (ILT) to the contralateral upper limb after both hemisphere-specific and -unspecific ipsilateral upper limb training for stroke patients with hemiparesis. Twenty-four stroke patients with hemiparesis participated. The hemisphere-specific training group performed reaching movements in a customized training setting in which non-dominant limb training participants began from a single starting location and proceeded to one of three target locations (1S3T condition); the dominant limb training participants started from one of three starting locations and proceeded to a single target location (3S1T condition). The hemisphere-unspecific training group performed these movements starting under reverse-start and target conditions. The non-dominant to dominant limb transfer, the hemisphere-specific training group performance time decreased significantly as compared with the pre-training session (p < 0.05). Also, the isolation contraction ratio was decreased significantly from that of the pre-training session in the biceps brachii muscles and increased significantly in the upper trapezius muscles (p < 0.05). And, dominant to non-dominant limb transfer in the hemisphere-specific training group significantly increased RMS amplitudes from the pre-training session in the biceps brachii and triceps muscles (p < 0.05). Also, the isolation contraction ratio was increased significantly from that of the pre-training session in the biceps brachii muscles and decreased significantly in the upper trapezius muscles (p < 0.05). However, the hemisphere-unspecific training group showed no significant differences in inter-limb learning transfer (ILT). The transfer of hemisphere-specific training from one arm to the other had a more positive influence on functional recovery than did hemisphere-unspecific training for patients with stroke and hemiparesis.

PRE-QUALITY ASSURANCE PROJECT PLAN (QAPP) AGREEMENT (PQA) (HANDOUT)

EPA Science Inventory

The Land Remediation and Pollution Control Division (LRPCD) QA Manager strives to assist LRPCD researchers in developing functional planning documents for their research projects. As part of the planning process, several pieces of information are needed, including information re...