Literacy and Technology: Integrating Technology with Small Group, Peer-Led Discussions of Literature

ERIC Educational Resources Information Center

Coffey, Genya

2012-01-01

This review examines research of computer-mediated small group discussion of literature. The goal of this review is to explore several instructional formats for integrating print-based and new literacies skills. First, the theoretical foundations for the shift from teacher-led to student led discussion are outlined. Research exploring ways in…

A Life of Its Own. Adult Literacy Work in a Small Group.

ERIC Educational Resources Information Center

Ennis, Rex; Davison, Deborah

This publication provides materials on the Small Group Learning Methodology Project in Victoria, Australia. The first chapter concerns the purpose of small groups in adult literacy learning. Chapter 2 deals with types of adult literacy programs, interviews, student needs, student placement, and forming groups. Chapter 3 discusses group processes,…

A Simple Method for Encouraging Active Participation in Small-Group Discussion Sessions

ERIC Educational Resources Information Center

Lee, Adrian

1977-01-01

A format for a small-group teaching session is described that could be modified for any subject in a medical curriculum. The technique discussed uses subgroups and a simple recording chart that have been successful in teaching microbiology to medical students. (LBH)

How Introverts versus Extroverts Approach Small-Group Argumentative Discussions.

ERIC Educational Resources Information Center

Nussbaum, E. Michael

2002-01-01

Explored in two studies disparities between how students with different degrees of extroversion and introversion engaged in small-group discussions requiring construction and critique of arguments. Found that extroverted students exhibited a greater tendency to use conflictual discourse, whereas introverted students worked with one another…

Peer-led small groups: Are we on the right track?

PubMed

Moore, Fraser

2017-10-01

Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments. Student participants and peer tutors identified increased discussion and opportunity for personal reflection as major benefits of the peer tutor-led small group sessions, but students did express uncertainty about gaps in their learning following these sessions. Both methods of subsequent faculty reinforcement were perceived as valuable by student participants and peer tutors. Knowing in advance that the group report would be corrected reduced discussion in some groups, potentially negating one of the major benefits of the peer tutor-led sessions. Faculty reinforcement of peer-tutor led small group content benefits students but close attention should be paid to the method of reinforcement.

Keep It Positive: Using Student Goals and Appraisals to Inform Small Group Work in Science

ERIC Educational Resources Information Center

Woods-McConney, Amanda; Wosnitza, Marold; Donetta, Kevin

2011-01-01

In teaching science, small group work is often recommended and frequently used. In this study, we asked 130 students about their personal goals and views (appraisals) of small group work in science. We found significant relationships between students' personal goals and their views of doing science in small groups. We discuss the practical…

Who Is the Competent Physics Student? A Study of Students' Positions and Social Interaction in Small-Group Discussions

ERIC Educational Resources Information Center

Due, Karin

2014-01-01

This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students.…

Qualitative Differences Between Learning Environments Using Videos in Small Groups and Whole Class Discussions: A Preliminary Study in Physics

NASA Astrophysics Data System (ADS)

Mayo, Ashleigh; Sharma, Manjula D.; Muller, Derek A.

2009-08-01

Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories. The challenge is to understand the interplay between such features in different learning environments. This study focused on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions, three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test, underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research and practice are discussed.

Evaluation of electronic discussion groups as a teaching/learning strategy in an evidence-based medicine course: a pilot study.

PubMed

Kamin, C; Glicken, A; Hall, M; Quarantillo, B; Merenstein, G

2001-01-01

As course directors, we wished to incorporate small group learning into our Evidence-based Medicine course for students to get feedback on the development of a well constructed, researchable clinical question. Scheduling of these groups was problematic. We sought to evaluate computer-mediated communication as an alternative to face-to-face small groups. Students were randomly assigned to either face-to-face small groups or asynchronous, electronic, small groups. Final examination scores were analyzed with an analysis of variance to determine if there were differences in student performance based on group type. Student survey items were analyzed using Fisher's Exact test to determine if there were differences in student attitudes based on group type. There were no significant differences found in overall student performance. Significant differences in student attitudes were found to exist with respect to: (1) participation in discussions, with face-to-face groups reporting greater participation; (2) putting more thought into comments, with electronic groups reporting more thought put into comments; and (3) difficulty relating to other students in the class, with electronic groups reporting more difficulty. We found electronic discussion groups (computer-mediated communication) to be a viable teaching/learning strategy with no adverse effects on student performance or attitudes.

The American Cowboy: Developing Small Group Social Studies Interaction Experiences in the Elementary Classroom.

ERIC Educational Resources Information Center

Holmes, Edward, Jr.

Appropriate for elementary school students, this resource unit on the American cowboy provides four activities for small group work. The unit also lists objectives and discusses the organization and dynamics of small groups. The general objective is for the student to learn how to work within groups and how to resolve group conflict. The…

Using Small-Group Discussions in Science Lectures: A Study of Two Professors.

ERIC Educational Resources Information Center

Windschitl, Mark

1999-01-01

Describes and evaluates a technique used in two science lecture courses (biochemistry and introductory meteorology), in which lectures were interspersed with frequent, brief discussions within spontaneously formed small groups. Some differences were found in the ways the two professors managed the technique, but both felt in-class participation…

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

ERIC Educational Resources Information Center

Flosason, Thorhallur O.; McGee, Heather M.; Diener-Ludwig, Lori

2015-01-01

Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate…

Gestures: Silent Scaffolding within Small Groups

ERIC Educational Resources Information Center

Carter, Glenda; Wiebe, Eric N.; Reid-Griffin, Angela

2006-01-01

This paper describes how gestures are used to enhance scaffolding that occurs in small group settings. Sixth and eighth grade students participated in an elective science course focused on earth science concepts with a substantial spatial visualization component. Gestures that students used in small group discussions were analyzed and four…

Promoting Pre-Service Elementary Students' Understanding of Chemical Equilibrium through Discussions in Small Groups

ERIC Educational Resources Information Center

Bilgin, Ibrahim

2006-01-01

The purpose of this study was to investigate the effectiveness of small group discussion on students' conceptual understanding of chemical equilibrium. Students' understanding of chemical equilibrium concepts was measured using the Misconception Identification Test. The test consisted of 30 items and administered as pre-posttests to a total of 81…

Quantum Talk: How Small-Group Discussions May Enhance Students' Understanding in Quantum Physics

ERIC Educational Resources Information Center

Bungum, Berit; Bøe, Maria Vetleseter; Henriksen, Ellen Karoline

2018-01-01

Quantum physics challenges our views of the physical world and describes phenomena that cannot be directly observed. The use of language is hence essential in the teaching of quantum physics. With a sociocultural view of learning, we investigate characteristics of preuniversity students' small-group discussions and their potential for enhancing…

The Role of Teacher Instructional Discourse in Scaffolding Adolescent Students' Argumentation Strategy Use in Small Group Text-Based Discussions

ERIC Educational Resources Information Center

Anderson, Alyssa T. G.

2017-01-01

The goal of this study is to investigate the role of English Language Arts (ELA) teachers' verbal discourse moves in scaffolding adolescent students' argumentative thinking in small group interpretive discussions about literature. Demands related to argumentation may present particular challenges for adolescent students (Biancarosa & Snow,…

Diverse Learners' Meaning Making of Informational Texts during Small Group, Peer-Led Discussions

ERIC Educational Resources Information Center

Bajor, Lisa

2017-01-01

The purpose of this qualitative case study is to examine small group, peer-led discussion as it connects to meaning-making of informational texts for diverse learners. Since students in the United States are currently struggling to meet informational text requirements outlined by the Common Core State Standards (National Governors Association…

Examination of Students' Small Groups Discussion in Argumentation Process: Scientific and Socio-Scientific Issues

ERIC Educational Resources Information Center

Memis, Esra Kabatas; Cevik, Ebru Ezberci

2017-01-01

The purpose of this study was to examine processes experienced by students of different achievement levels in small group discussions in argumentation applications conducted in scientific and socio-scientific issues. Case study which is a qualitative research design was used for the study. In this line, a success test including mechanical subjects…

Influence of a Teacher's Scaffolding Moves during Child-Led Small-Group Discussions

ERIC Educational Resources Information Center

Jadallah, May; Anderson, Richard C.; Nguyen-Jahiel, Kim; Miller, Brian W.; Kim, Il-Hee; Kuo, Li-Jen; Dong, Ting; Wu, Xiaoying

2011-01-01

The influence of one teacher's scaffolding moves on children's performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30…

Evaluation of Small Student-Led Discussion Groups as an Adjunct to a Course in Abnormal Psychology

ERIC Educational Resources Information Center

White, Geoffry D.

1978-01-01

Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)

Use of Modified SOAP Notes and Peer-Led Small-Group Discussion in a Medical Physiology Course: Addressing the Hidden Curriculum

ERIC Educational Resources Information Center

Kibble, Jonathan; Hansen, Penelope A.; Nelson, Loren

2006-01-01

Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the…

Small-group, computer-mediated argumentation in middle-school classrooms: the effects of gender and different types of online teacher guidance.

PubMed

Asterhan, Christa S C; Schwarz, Baruch B; Gil, Julia

2012-09-01

Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention, especially in secondary school classroom settings. Researchers of computer-supported collaborative learning (CSCL), on the other hand, have traditionally focused on software-embedded features, such as scripts, to support a-synchronous peer dialogue, and less so on human guidance of synchronous group discussions. The main aim of the present in vivo, experimental study is to examine whether online teacher guidance can improve the quality of small-group synchronous discussions, and whether different types of guidance (epistemic or interaction guidance) affect these discussions differently, when compared to an unguided condition. The second goal of this study is to explore potential differences between all-female and all-male discussion groups. Eighty-two 9th graders (three classrooms) and six teachers from a rural high school in Israel. Whereas epistemic guidance only improved aspects of the argumentative quality of the discussion, interaction guidance only improved aspects of collaboration. Discussions of all-girls groups scored higher on aspects of collaboration and argumentative quality, compared to all-boys groups. The findings show that teacher guidance of synchronous, online discussions in classrooms is realizable and reasonably reaches its intended goals. Training should be focused on acquiring various guidance strategies to augment their beneficial effects. Furthermore, future research should pay more attention to potential gender differences in peer-to-peer argumentation. ©2011 The British Psychological Society.

Comparison of Elementary School Children's Interaction in Teacher-Led and Student-Led Small Groups. Abstract.

ERIC Educational Resources Information Center

Wilcox, Mary Anastole

This study examined interaction among members in small groups under different leadership conditions: leadership by teacher, by untrained student, and by trained student. Small groups of low-income fifth- and sixth-grade students were videotaped as they discussed solutions to problem-solving stories. Analysis of the tapes shows that trained…

Examining Teacher Instructional Leadership within the Small Group Dynamics of Collegial Groups.

ERIC Educational Resources Information Center

Keedy, John L.

1999-01-01

Examined the dynamics of teacher leadership, using two teacher collegial groups as a small-group context. After discussing teacher leadership and teacher-mediation effects, describes data collection, which involved observations, interviews, surveys, and document mining. Results indicated that teacher-mediation effects did not counter teacher…

Influence of Group Size on Students' Participation in Online Discussion Forums

ERIC Educational Resources Information Center

Kim, Jungjoo

2013-01-01

This study attempts to examine how students participate and interact in different discussion modules organized with different group size in an online environment. It adopts a case study methodology where full semester online course with two small-group and three class-wide discussion forums was examined. The researcher counted the number of…

Constructing Maps Collaboratively.

ERIC Educational Resources Information Center

Leinhardt, Gaea; Stainton, Catherine; Bausmith, Jennifer Merriman

1998-01-01

Summarizes a study that maintains that students who work together in small groups had a better understanding of map concepts. Discusses why making maps in groups can enhance students' conceptual geographic understanding and offers suggestions for improving geography instructions using small group configurations. Includes statistical and graphic…

Talking Science: The Research Evidence on the Use of Small Group Discussions in Science Teaching

ERIC Educational Resources Information Center

Bennett, Judith; Hogarth, Sylvia; Lubben, Fred; Campbell, Bob; Robinson, Alison

2010-01-01

This paper reports the findings of two systematic reviews of the use and effects of small group discussions in high school science teaching. Ninety-four studies were included in an overview (systematic map) of work in the area, and 24 studies formed the basis of the in-depth reviews. The reviews indicate that there is considerable diversity in the…

Black women, work, stress, and perceived discrimination: the focused support group model as an intervention for stress reduction.

PubMed

Mays, V M

1995-01-01

This exploratory study examined the use of two components (small and large groups) of a community-based intervention, the Focused Support Group (FSG) model, to alleviate employment-related stressors in Black women. Participants were assigned to small groups based on occupational status. Groups met for five weekly 3-hr sessions in didactic or small- and large-group formats. Two evaluations following the didactic session and the small and large group sessions elicited information on satisfaction with each of the formats, self-reported change in stress, awareness of interpersonal and sociopolitical issues affecting Black women in the labor force, assessing support networks, and usefulness of specific discussion topics to stress reduction. Results indicated the usefulness of the small- and large-group formats in reduction of self-reported stress and increases in personal and professional sources of support. Discussions on race and sex discrimination in the workplace were effective in overall stress reduction. The study highlights labor force participation as a potential source of stress for Black women, and supports the development of culture- and gender-appropriate community interventions as viable and cost-effective methods for stress reduction.

Black Women, Work, Stress, and Perceived Discrimination: The Focused Support Group Model as an Intervention for Stress Reduction

PubMed Central

MAYS, VICKIE M.

2013-01-01

This exploratory study examined the use of two components (small and large groups) of a community-based intervention, the Focused Support Group (FSG) model, to alleviate employment-related stressors in Black women. Participants were assigned to small groups based on occupational status. Groups met for five weekly 3-hr sessions in didactic or small- and large-group formats. Two evaluations following the didactic session and the small and large group sessions elicited information on satisfaction with each of the formats, self-reported change in stress, awareness of interpersonal and sociopolitical issues affecting Black women in the labor force, assessing support networks, and usefulness of specific discussion topics to stress reduction. Results indicated the usefulness of the small- and large-group formats in reduction of self-reported stress and increases in personal and professional sources of support. Discussions on race and sex discrimination in the workplace were effective in overall stress reduction. The study highlights labor force participation as a potential source of stress for Black women, and supports the development of culture- and gender-appropriate community interventions as viable and cost-effective methods for stress reduction. PMID:9225548

Student leadership in small group science inquiry

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

2014-09-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry. Sample: Two small student groups investigating the burning of a candle under a jar participated in this study. Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions). Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement. Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.

Suffering in Silence: The Effects of Fear of Talking on Small Group Participation.

ERIC Educational Resources Information Center

Lederman, Linda Costigan

1982-01-01

Examines effects of communication apprehension (fear of talking) on participation in small groups. Reviews literature on communication apprehension, presents information regarding high communication apprehension generated from three in-depth group interviews with identified high apprehensives, and discusses the implications and applications for…

Examining the Effects of Text Genre and Structure on Fourth-and Fifth-Grade Students' High-Level Comprehension as Evidenced in Small-Group Discussions

ERIC Educational Resources Information Center

Li, Mengyi; Murphy, P. Karen; Firetto, Carla M.

2014-01-01

Although there is a rich literature on the role of text genre and structure on students' literal comprehension, more research is needed regarding the role of these text features on students' high-level comprehension as evidenced in their small-group discussions. As such, the present study examined the effects of text genre (i.e., narrative and…

Insurgency in Greater Baluchistan: A CNA Small Group Discussion, March 29, 2013

DTIC Science & Technology

2013-06-01

Insurgency in Greater Baluchistan A CNA Small Group Discussion March 29, 2013 Cleared for public release DCP-2013-U-004988-Final... Baluchistan , one of the most remote and least developed areas of southwest Asia, stretches north from Karachi in Pakistan, along the arid and... Baluchistan and the implications for U.S. interests and regional stability. Bottom line up front  Successive generations of ethnic Baluch living along

Getting Together, Getting Along, Getting to the Business of Teaching and Learning.

ERIC Educational Resources Information Center

Cintorino, Margaret A.

1993-01-01

Examines taped small-group student discussions of "To Kill a Mockingbird" in two tenth grade classes. Explores various discussion skills, including getting started, overcoming tension, deciding who begins, keeping the discussion moving, supporting one another in groups, and dealing with conflict. (MM)

TLC II. Talking, Listening, Communicating II. A Curriculum Guide for Small Groups.

ERIC Educational Resources Information Center

Treat, Carol Lou; Bormaster, Jeff

This workbook provides affective education activities in building human relations skills in elementary and secondary school students in small discussion groups. Goals of the talking-listening-communicating (TLC) groups are: to develop positive regard for individual differences; to build a sense of belonging; to foster horizontal, nonauthoritative…

Assign Roles to Get Literature Circles Rolling

ERIC Educational Resources Information Center

Curriculum Review, 2005

2005-01-01

This article briefly describes a role-playing exercise designed to break the ice in a classroom literature circle from The Ultimate Small-Group Reading How-To Book: Building Comprehension through SmallGroup Instruction, written by Gail Saunders-Smith. The members of a literature circle participate in the group discussion according to the…

Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning.

PubMed

Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young

2017-06-01

Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students' argumentation according to each phase of HDR in PBL. Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students' arguments in PBL, including promoting students' comprehension of the structure of argumentation for HDR processes and questioning.

Exercices de grammaire et travail de groupe (Grammar Exercises and Group Work)

ERIC Educational Resources Information Center

Eluerd, Roland

1977-01-01

A discussion of pedagogical models and modes of communication as these apply to the adaptation of grammar exercises to group work. The model used is the small homogeneous group. Various types of exercises are suggested and the relevance of this procedure to communication is discussed. (Text is in French.) (AMH)

Shaping stereotypical behaviour through the discussion of social stereotypes.

PubMed

Smith, Laura G E; Postmes, Tom

2011-03-01

In two studies, we demonstrate that small group discussions change the extent to which an activated stereotype affects performance in a relevant domain. In Study 1, female participants were asked why men are (or are not) better than them at maths. They generated their answers individually or through group discussion, and their subsequent maths performance was highest when they collectively challenged the stereotype and lowest when they collectively affirmed the stereotype. When participants affirmed the stereotype through discussion, they used more theories which supported the validity of the stereotype, compared to the individual thought condition; and consensus mediated the effect of group discussion on performance (relative to individual rumination). In Study 2, male and female participants affirmed or challenged the stereotype in same-gender discussion groups. After affirming the stereotype, women's performance decreased relative to their baseline scores and men's performance was 'lifted'. In contrast, when they challenged the stereotype, there was no difference between the performance of men and women on the maths test. This pattern of effects was mediated by confidence in mathematical ability. The findings support the idea that topical small group discussions can, in the short term, differentially alter the impact that stereotypes have on performance. ©2010 The British Psychological Society.

Children's Use of Analogy during Collaborative Reasoning

ERIC Educational Resources Information Center

Lin, Tzu-Jung; Anderson, Richard C.; Hummel, John E.; Jadallah, May; Miller, Brian W.; Nguyen-Jahiel, Kim; Morris, Joshua A.; Kuo, Li-Jen; Kim, Il-Hee; Wu, Xiaoying; Dong, Ting

2012-01-01

This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age…

Group Work, Interlanguage Talk,and Second Language Acquisition.

ERIC Educational Resources Information Center

Long, Michael H.; Porter, Patricia A.

1985-01-01

Discusses both the pedagogical arguments and the psycholinguistic rationale for small-group work in the second language classroom. Claims that the negotiation work possible in group actiity makes it an attractive alternative to the teacher-led discussion. Reviews research findings on interlanguage which generally support the claims made for group…

Emergent Leadership in Children's Cooperative Problem Solving Groups

ERIC Educational Resources Information Center

Sun, Jingjng; Anderson, Richard C.; Perry, Michelle; Lin, Tzu-Jung

2017-01-01

Social skills involved in leadership were examined in a problem-solving activity in which 252 Chinese 5th-graders worked in small groups on a spatial-reasoning puzzle. Results showed that students who engaged in peer-managed small-group discussions of stories prior to problem solving produced significantly better solutions and initiated…

A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

PubMed

Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

2011-01-01

Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p<.001. Survey responses suggested that the very small size (8-10 students) of our small groups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

Public Participation Guide: Focus Groups

EPA Pesticide Factsheets

A focus group is a small group discussion with professional leadership. Focus groups are used to find out what issues are of most concern for a community or group when little or no information is available.

Attitudes and Language Use in Group Discussions on Socio-Scientific Issues

ERIC Educational Resources Information Center

Lindahl, Mats Gunnar; Folkesson, Anne-Mari

2016-01-01

The school systems of many countries have been pervaded by student-centred pedagogy making students' small group discussion a common feature of the classroom practice.However, there is a lack of studies focussing different modes of discussion for the purpose of finding out whether some modes are more beneficial than others. Hence, the aim of this…

Jottings: An Approach to Guiding Reading in the Elementary Classroom

ERIC Educational Resources Information Center

Knight, Jennifer A.; Justesen, Hilary A.

2018-01-01

Comprehension is the overall goal of reading. One approach to help students increase their comprehension is to discuss a text in small-group settings. Yet, many students struggle to fully engage in meaningful discussions within these groups. Students' ability to retain and share what they read is one reason for this lack of discussion. Teaching…

Lurking on the Internet: A Small-Group Assignment that Puts a Human Face on Psychopathology

ERIC Educational Resources Information Center

Lowman, Joseph; Judge, Abigail M.; Wiss, Charles

2010-01-01

Lurking on the Internet aims to put a human face on psychopathology for the abnormal psychology course. Student groups are assigned major diagnostic categories and instructed to search the Internet for discussion forums, individual blogs, or YouTube videos where affected individuals discuss their symptoms and lives. After discussing the ethics of…

Summary of small group discussions: Regional themes and next steps

Treesearch

Rick Turner

2013-01-01

At the conclusion of the workshop, a breakout group session discussed common themes that had emerged regarding forest degradation monitoring in the Southeast Asia region. The participants were also asked to list any important issues that may not have been sufficiently addressed during the workshop and that may require further discussion, and recommendations for next...

What Factors Influence Well-being of Students on Performing Small Group Discussion?

NASA Astrophysics Data System (ADS)

Wulanyani, N. M. S.; Vembriati, N.

2018-01-01

Generally, Faculty of Medicine of Udayana University applied Small Group Discussion (SGD) in its learning process. If group problem solving succeeds, each individual of the group will individually succeed. However, the success is also determined by each individual’s level of psychological well-being. When the students are in the high level of wellbeing, they will feel comfortable in small group discussion, and teamwork will be effective. Therefore, it is needed to conduct a research which investigates how psychological factors, such as traits, needs, cognitive, and social intelligence, influence students’ wellbeing in performing SGD. This research is also initiated by several cases of students who prefer individual learning and take SGD merely to fulfill attendance requirement. If the students have good wellbeing, they will take the SGD process optimally. The subject of this research was 100 students of Faculty of Medicine of Udayana University. This survey research used psychological test assessment, Psychological well-being scale, and Social Intelligence scale to gain data analyzed quantitatively. The results showed that all aspects of traits together with aspects ‘need for rules and supervision’ affect social intelligence. Furthermore, social intelligence factor with cognitive factors influence wellbeing of the students in the process of SGD.

What Do We Know about Cognitive and Motivational Effects of Small Group Tutorials in Problem-Based Learning?

ERIC Educational Resources Information Center

Dolmans, Diana H. J. M.; Schmidt, Henk G.

2006-01-01

Students collaborating in small groups is a characteristic of problem-based learning (PBL) that is receiving increased consideration in the literature. In this paper findings from studies in this area are synthesized and discussed. A distinction is made between studies focusing on cognitive effects of group learning and studies focusing on…

Small-Group, Computer-Mediated Argumentation in Middle-School Classrooms: The Effects of Gender and Different Types of Online Teacher Guidance

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Schwarz, Baruch B.; Gil, Julia

2012-01-01

CoBackground: Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received…

Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research.

ERIC Educational Resources Information Center

Lewis, Jennifer R.; Kotur, Mark S.; Butt, Omar; Kulcarni, Sumant; Riley, Alyssa A.; Ferrell, Nick; Sullivan, Kathryn D.; Ferrari, Mauro

2002-01-01

Discusses small-group apprenticeships (SGAs) as a method for introducing cell culture techniques to high school participants. Teaches cell culture practices and introduces advance imaging techniques to solve various biomedical engineering problems. Clarifies and illuminates the value of small-group laboratory apprenticeships. (Author/KHR)

An Interactive Online Approach to Small-Group Student Presentations and Discussions

ERIC Educational Resources Information Center

Thor, Der; Xiao, Nan; Zheng, Meixun; Ma, Ruidan; Yu, Xiao Xi

2017-01-01

Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by…

Dependencies between Questions and Responses during Small-Group Instruction in Two Preschool Programs.

ERIC Educational Resources Information Center

Fowell, Nancy; Lawton, Joseph T.

1992-01-01

Examined the language used by teachers and children during small group discussion in two preschools. Found associations between teachers' questions and children's verbal responses, children's questions to classmates and peers' immediate responses, and teachers' questions about learning processes and children's verbal references to their mental…

Scored Discussions.

ERIC Educational Resources Information Center

Zola, John

1992-01-01

Suggests a classroom strategy to help students learn to analyze and discuss significant issues from history and current policy debates. Describes scored discussions in which small groups of students receive points for participation. Provides an example of a discussion on gold mining. Includes an agenda. Explores uses of scored discussions and…

Higher Order Thinking in Collaborative Video Annotations: Investigating Discourse Modeling and the Staggering of Learner Participation

ERIC Educational Resources Information Center

Howard, Craig Dennis

2012-01-01

"Collaborative video annotation" (CVA) allows multiple users to annotate video and create a discussion asynchronously. This dissertation investigates 14 small-group CVA discussions held on YouTube in a pre-service teacher education course. Fourteen groups of 6-12 pre-service teachers (141 total) participated. Five of these groups (48…

Who is the competent physics student? A study of students' positions and social interaction in small-group discussions

NASA Astrophysics Data System (ADS)

Due, Karin

2014-06-01

This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

Teaching Self Awareness and Group Interaction: A Guide for Driver Education Teachers.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This teaching guide presents materials to help driver education teachers develop classroom discussions designed to raise students' consciousness of themselves, their interactions with others, and the resolution of traffic situations. Small group discussions in the recommended approach. To develop and maintain a conducive classroom atmosphere,…

The Supreme Court and Public Pressure.

ERIC Educational Resources Information Center

Richardson, Scott

1989-01-01

Uses recent freedom of expression cases to explore the effect of public opinion and pressure on U.S. Supreme Court rulings, through a simulation for secondary students. Students are assigned a pressure group to represent, discuss the facts in small groups, and formulate their decisions and arguments for class discussion. (LS)

Why Don't You Ask Comprehension Questions? (When the Principal Asks).

ERIC Educational Resources Information Center

Harp, Bill

1989-01-01

Discusses literature and research concerning comprehension questions, particularly in the context of the Whole Language Movement. Notes that there are other ways for students to demonstrate their text comprehension, such as literature logs, small group discussion, and individual or group projects. Suggests several implications for the classroom.…

The Effect of Extra Small Group Session during PBL Implementation on Student's Achievement

ERIC Educational Resources Information Center

Khalil, Mahmoud Salah; Al Rukban, Mohammad Othman

2010-01-01

Problem based learning (PBL) started to spread in health professions in Saudi Arabia at the beginning of this century. There are several challenges facing its implementation such as defects on interpersonal communications and self-directed learning. These challenges would affect students' performance in small group discussions and their…

Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments

ERIC Educational Resources Information Center

Trespalacios, Jesus

2017-01-01

The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates…

Mobile drama in an instrumented museum: inducing group conversation via coordinated narratives

NASA Astrophysics Data System (ADS)

Callaway, Charles; Stock, Oliviero; Dekoven, Elyon; Noy, Kinneret; Citron, Yael; Dobrin, Yael

2012-03-01

Museum visits can be more enjoyable to small groups if they can be both social and educational experiences. One very rewarding aspect of a visit, especially those involving small groups such as families, is the unmediated group discussion that can ensue during a shared cultural experience. We present a situated, mobile museum system that delivers an hour-long drama to museum visitors. It perceives and analyzes group behavior, uses the result to dynamically deliver coordinated dramatic narrative presentations about the nearby museum exhibit, with the expected result of stimulating group discussion. To accomplish this, our drama-based presentations contain small, complementary differences in the content delivered to each participant, leveraging the narrative tension/release cycle of drama to naturally lead visitors to fill in missing pieces by interacting with friends, thus initiating a conversation. We present two evaluations for these story variations, one in a closed, non-mobile environment, and the other a formative evaluation to gauge how well the methodology used in the non-mobile evaluation performs in evaluating the fully implemented system in a real museum environment.

The Federal Voting Assistance Program and the Road Ahead: Achieving Institutional Change Through Analysis and Collaboration

DTIC Science & Technology

2015-01-01

election officials, representatives of overseas-citizen groups , academics and technologists, and election advocates who shared their perspectives on ...small- group format One to eight FVAP staff members, including leadership Multiple one - and two-hour exchanges, spread over several weeks Office...guidance, small- group format One to three FVAP staff members, including leadership Unable to estimate Discussion of preliminary recommendations and

Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition.

PubMed

Arias, Ana; Scott, Raymond; Peters, Ove A; McClain, Elizabeth; Gluskin, Alan H

2016-04-01

The aim of this prospective quantitative study was to compare the effect of different instructional formats on dental students' skills and knowledge acquisition for access cavity preparation. All first-year dental students were invited to participate in this study conducted during the four consecutive two-week endodontic rotation courses at the University of the Pacific Arthur A. Dugoni School of Dentistry in spring semester 2015. Four alphabetically distributed intact groups of students were randomly allocated to two groups (n=70 each) that participated in either small-group discussion or a traditional lecture on access preparation. The first outcome measure was skill acquisition, measured by the quality of access cavities prepared in extracted teeth at the conclusion of the session. Two blinded raters scored direct observations on a continuous scale. Knowledge, the second outcome measure, was scored with a multiple-choice and open-ended question test at the end of each two-week session. Data were obtained for 134 of the 140 students, for a 96% response rate. The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested (p=8.9 × 10(-7)). However, no significant differences were found in the acquisition of knowledge between the two groups on the written test. Active student participation was significantly related to improved manual skill acquisition, but the format of the session does not seem to have had a direct influence on acquired knowledge.

Scottish pharmacists' perceptions and experiences of a practice-based small group learning pilot: a qualitative study.

PubMed

Cunningham, David E; Zlotos, Leon; Power, Ailsa

2014-05-01

CPD is an important feature of healthcare professions and regulatory bodies consider it mandatory. Studies of CPD activity of pharmacists showed that 10% were undertaking no CPD. Practice-based small group learning (PBSGL) is a well-received and popular learning resource for GPs in Scotland. From 2011, a pharmacy pilot was undertaken: pharmacists were trained as peer-facilitators and existing PBSGL modules were adapted. Four NHS boards took part and this study aimed to explore the perceptions and experiences of pharmacists. A qualitative research approach was adopted using focus groups and in-depth interviews. Interviews were audio-recorded and transcriptions made. Transcripts were coded and themes developed using grounded theory methods. Participants welcomed PBSGL: it was a feasible learning method, acceptable and had educational impact. They appreciated its interactive nature and discussions founded on their experiences in practice. Participants liked the self-reliance of PBSGL in that they were not dependent on specialist practitioners. There were logistical challenges that impacted on the success of group discussion; some pharmacists were less familiar with small group work. Pharmacists felt isolated during work and appreciated peer discussion. There was a tentative welcome to inter-professional learning but group composition and module topics might impact on the success of this. Pharmacists were able to change their learning practice in uni-professional PBSGL groups and were able to learn from each other. There may be further learning opportunities if pharmacists participate in inter-professional groups.

One bad apple: experimental effects of psychological conflict on social resilience

PubMed Central

Pincus, David

2014-01-01

Past research suggests that small groups are self-organizing systems, and that social resilience may be measured as the meta-flexibility of group dynamics: the ability to shift back and forth from flexiblity to rigidity in response to conflict. This study extends these prior results, examining the impact of experimentally induced internal conflict and group-level conflict resolution on group dynamics—whether one bad apple can spoil the bunch. Six experimental groups with four members each participated in a series of four 25 min discussions. The first two discussions served as a baseline condition. Internal conflict was induced to one or more group members prior to discussion three, with the prediction that higher levels of conflict induction would lead to significant drops in group flexibility—creating a press on the group's resilience, whereas conflict resolution in discussion four was expected to allow for a rebound in group flexibility. Consistent with prior research, the turn-taking dynamics of each the 24 groups were distributed as inverse power laws (R2 = 0.86–0.99) providing evidence for self-organization. Furthermore, there were significant study-wise negative correlation between levels of personality conflict and two measures of flexibility: information entropy (r = −0.47, p = 0.019) and fractal dimension (r = −0.42, p = 0.037). Altogether, these results suggest that: (i) small groups are self-organizing systems with structure and flexibility providing social resilience and (ii) individual conflict is able to spread to higher level social dynamics, creating pressure on social resilience. Practical implications for assessment of, and intervention with, psychosocial resilience are discussed. PMID:25285194

When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students' Argumentation in Group Discussions on a Socio-Scientific Issue

ERIC Educational Resources Information Center

Albe, Virginie

2008-01-01

Socio-scientific issues in class have been proposed in an effort to democratise science in society. A micro-ethnographic approach has been used to explore how students elaborate arguments on a socio-scientific controversy in the context of small group discussions. Several processes of group argumentation have been identified. Students' arguments…

Comparing Two Cooperative Small Group Formats Used with Physical Therapy and Medical Students

ERIC Educational Resources Information Center

D'Eon, Marcel; Proctor, Peggy; Reeder, Bruce

2007-01-01

This study compared "Structured Controversy" (a semi-formal debate like small group activity) with a traditional open discussion format for medical and physical therapy students. We found that those students who had participated in Structured Controversy changed their personal opinion on the topic more than those who were in the Open Discussion…

Exploring Young Children's Response to Three Genres of Literature in Small-Peer Groups

ERIC Educational Resources Information Center

Griffin, Jennifer Adams

2010-01-01

This teacher research studied second graders' small-group, peer-led discussions about three genres of literature--realistic fiction, biography picture books, and science information books--across one school year (during three units in the fall, winter, and spring). It set out to explore how this peer talk, in general, mediated children's responses…

Enactment of Teacher Identity in Resolving Student Disagreements in Small Group Peer Interactions

ERIC Educational Resources Information Center

Sharma, Bal Krishna

2013-01-01

This study presents a sequential analysis of the enactment of teacher identity in closing disagreements among students in small group peer interactions in an advanced academic writing class. In doing so, it discusses: (a) the micro-details of how oppositional stances and opinions are constructed, challenged and/or defended; (b) the sequential…

What Do We Want Small Group Activities For? Voices from EFL Teachers in Japan

ERIC Educational Resources Information Center

Kato, Yoshitaka

2016-01-01

This paper discusses the fundamental issue of why small group activities are utilized in the language learning classroom. Although these activities have gained popularity in the field of Teaching English as a Second Language (TESL), supported by a sound theoretical base, few studies have so far examined the reasons why language teachers are…

Modified Use of Team-Based Learning for Effective Delivery of Medical Gross Anatomy and Embryology

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Holland, Bart K.

2008-01-01

Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is…

Perspectives on Positioning, Interaction, and Learning in Small-Group Discussion: Possibilities for Extending the Analytic Lens

ERIC Educational Resources Information Center

Kittleson, Julie M.; Wilson, Rachel E.

2014-01-01

In this forum piece, we respond to Karin Due's study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due's paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to…

24 CFR 904.205 - Training methodology.

Code of Federal Regulations, 2010 CFR

2010-04-01

... DEVELOPMENT LOW RENT HOUSING HOMEOWNERSHIP OPPORTUNITIES Homeownership Counseling and Training § 904.205... training methodology. Because groups vary, there should be adaptability in the communication and learning experience. Methods to be utilized may include group presentations, small discussion groups, special classes...

Effects of Lecture, Teacher Demonstrations, Discussion and Practical Work on 10th Graders' Attitudes to Chemistry and Understanding of Electrolysis.

ERIC Educational Resources Information Center

Thompson, Jerome; Soyibo, Kola

2002-01-01

Investigates whether the use of the combination of lecture, teacher demonstrations, class discussion, and student practical work in small groups significantly improved experimental subjects' attitudes to chemistry and understanding of electrolysis more than their control group counterparts who were not exposed to practical work. Examines whether…

The Role of Argumentation in Hypothetico-Deductive Reasoning during Problem-Based Learning in Medical Education: A Conceptual Framework

ERIC Educational Resources Information Center

Ju, Hyunjung; Choi, Ikseon

2018-01-01

One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students' clinical reasoning--hypothetico-deductive reasoning (HDR) in particular--through small group discussions. However, few studies have focused on explicit strategies for promoting students' HDR during group discussions in PBL. This paper…

An interactive online approach to small-group student presentations and discussions.

PubMed

Thor, Der; Xiao, Nan; Zheng, Meixun; Ma, Ruidan; Yu, Xiao Xi

2017-12-01

Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students' perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom. Copyright © 2017 the American Physiological Society.

Permanent Base Groups in Broadcast Journalism Instruction.

ERIC Educational Resources Information Center

Boldoc, William J.

An instructor increases student performance, participation, and motivation in broadcast journalism and other media courses through the base group cooperative learning model. Base groups are a specific form of cooperative learning which enables students to become actively involved in small-group discussions and learning with a permanent group of…

Overcoming barriers to effective pain management: the use of professionally directed small group discussions.

PubMed

Lewis, C Preston; Corley, Donna J; Lake, Norma; Brockopp, Dorothy; Moe, Krista

2015-04-01

Inadequate assessment and management of pain among critical care patients can lead to ineffective care delivery and an increased length of stay. Nurses' lack of knowledge regarding appropriate assessment and treatment, as well as negative biases toward specific patient populations, can lead to poor pain control. Our aim was to evaluate the effectiveness of professionally directed small group discussions on critical care nurses' knowledge and biases related to pain management. A quasi-experiment was conducted at a 383-bed Magnet(®) redesignated hospital in the southeastern United States. Critical care nurses (N = 32) participated in the study. A modified Brockopp and Warden Pain Knowledge Questionnaire was administered before and after the small group sessions. These sessions were 45 minutes in length, consisted of two to six nurses per group, and focused on effective pain management strategies. Results indicated that mean knowledge scores differed significantly and in a positive direction after intervention [preintervention mean = 18.28, standard deviation = 2.33; postintervention mean = 22.16, standard deviation = 1.70; t(31) = -8.87, p < .001]. Post-bias scores (amount of time and energy nurses would spend attending to patients' pain) were significantly higher for 6 of 15 patient populations. The strongest bias against treating patients' pain was toward unconscious and mechanically ventilated individuals. After the implementation of professionally directed small group discussions with critical care nurses, knowledge levels related to pain management increased and biases toward specific patient populations decreased. Copyright © 2015 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

A Discussion Project on High School Adolescents' Perceptions of the Relationship between Students and Teachers

ERIC Educational Resources Information Center

Fisher, Ronald J.

1976-01-01

Describes a small group discussion project involving students and teachers in two large white suburban high schools. The project's intention was to focus discussion on the social quality of the relationship between students and teachers, and to assess the impact of the discussions on student perceptions. (Author/RK)

Three-phase Discussion Sessions.

ERIC Educational Resources Information Center

Karr, M. C.; And Others

1988-01-01

Describes the procedures, organizational pattern and design of basic soils course used by teaching assistants. Cites studies which support small-group discussion for promoting higher levels of intellectual functioning. Presents tables showing survey evaluation results of this method. (RT)

Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

PubMed Central

King, Andrew M.; Mayer, Chad; Barrie, Michael; Greenberger, Sarah; Way, David P.

2018-01-01

The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points. PMID:29383050

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

NASA Astrophysics Data System (ADS)

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-06-01

We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

Mass Media and the First Amendment

ERIC Educational Resources Information Center

Hanks, William E.

1975-01-01

Discusses five Supreme Court decisions that relate to the First Amendment and freedom of the press. Includes small group decision-making exercises and discussion questions focusing on these interpretations for use in a college speech communication class. (MH)

Quality Talk and Dialogic Teaching--An Examination of a Professional Development Programme on Secondary Teachers' Facilitation of Student Talk

ERIC Educational Resources Information Center

Davies, Maree; Kiemer, Katharina; Meissel, Kane

2017-01-01

This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers' observable behaviours during these discussions, before and after professional…

Elements of Collaborative Discussion and Shared Problem Solving in a Voice-Enhanced Multiplayer Game

ERIC Educational Resources Information Center

Bluemink, Johanna; Jarvela, Sanna

2011-01-01

This study focuses on investigating the nature of small-group collaborative interaction in a voice-enhanced multiplayer game called "eScape". The aim was to analyse the elements of groups' collaborative discussion and to explore the nature of the players' shared problem solving activity during the solution critical moments in the game. The data…

Discussing the Greenhouse Effect: Children's Collaborative Discourse Reasoning and Conceptual Change.

ERIC Educational Resources Information Center

Mason, Lucia; Santi, Marina

1998-01-01

Investigates fifth-grade students' conceptual changes toward the greenhouse effect and global warming due to sociocognitive interaction developed in small and large group discussion in an authentic classroom context during an environmental education unit. Classroom discussions led the children to integrate new scientific knowledge into their…

Information Input and Performance in Small Decision Making Groups.

ERIC Educational Resources Information Center

Ryland, Edwin Holman

It was hypothesized that increases in the amount and specificity of information furnished to a discussion group would facilitate group decision making and improve other aspects of group and individual performance. Procedures in testing these assumptions included varying the amounts of statistics, examples, testimony, and augmented information…

Conceptual development and retention within the learning cycle

NASA Astrophysics Data System (ADS)

McWhirter, Lisa Jo

1998-12-01

This research was designed to achieve two goals: (1) examine concept development and retention within the learning cycle and (2) examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. Forty-eight sixth-grade students and one teacher at an urban middle school participated in the study. The research utilized both quantitative and qualitative analyses. Quantitative assessments included a concept mapping technique as well as teacher generated multiple choice tests. Preliminary quantitative analysis found that students' reading levels had an effect on students' pretest scores in both the concept mapping and the multiple-choice assessment. Therefore, a covariant design was implemented for the quantitative analyses. Quantitative analysis techniques were used to examine concept development and retention, it was discovered that the students' concept knowledge increased significantly from the time of the conclusion of the term introduction phase to the conclusion of the expansion phase. These findings would indicate that all three phases of the learning cycle are necessary for conceptual development. However, quantitative analyses of concept maps indicated that this is not true for all students. Individual students showed evidence of concept development and integration at each phase. Therefore, concept development is individualized and all phases of the learning cycle are not necessary for all students. As a result, individual's assimilation, disequilibration, accommodation and organization may not correlate with the phases of the learning cycle. Quantitative analysis also indicated a significant decrease in the retention of concepts over time. Qualitative analyses were used to examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. It was discovered that there was a correlation between teacher-student interaction and small-group interaction and concept mediation. Therefore, students who had a high level of teacher-student dialogue which utilized teacher led discussions with integrated scaffolding techniques where the same students who mediated the ideas within the small group discussions. Those students whose teacher-student interactions consisted of dialogue with little positive teacher feedback made no contributions within the small group regardless of their level of concept development.

Assessing Student Perceptions of the Benefits of Discussions in Small-Group, Large-Class, and Online Learning Contexts

ERIC Educational Resources Information Center

Hamann, Kerstin; Pollock, Philip H.; Wilson, Bruce M.

2012-01-01

A large literature establishes the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the differential effects of various discussion environments on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level…

Translating learning into practice

PubMed Central

Armson, Heather; Kinzie, Sarah; Hawes, Dawnelle; Roder, Stefanie; Wakefield, Jacqueline; Elmslie, Tom

2007-01-01

PROBLEM ADDRESSED The need for effective and accessible educational approaches by which family physicians can maintain practice competence in the face of an overwhelming amount of medical information. OBJECTIVE OF PROGRAM The practice-based small group (PBSG) learning program encourages practice changes through a process of small-group peer discussion—identifying practice gaps and reviewing clinical approaches in light of evidence. PROGRAM DESCRIPTION The PBSG uses an interactive educational approach to continuing professional development. In small, self-formed groups within their local communities, family physicians discuss clinical topics using prepared modules that provide sample patient cases and accompanying information that distils the best evidence. Participants are guided by peer facilitators to reflect on the discussion and commit to appropriate practice changes. CONCLUSION The PBSG has evolved over the past 15 years in response to feedback from members and reflections of the developers. The success of the program is evidenced in effect on clinical practice, a large and increasing number of members, and the growth of interest internationally. PMID:17872876

Facilitating small groups: how to encourage student learning.

PubMed

Kitchen, Mark

2012-02-01

Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.

Rural Renaissance. Revitalizing Small High Schools.

ERIC Educational Resources Information Center

Ford, Edmund A.

Written in 1961, this document presents the rationales and applications of what were and still are, in most instances, considered innovative practices. Subjects discussed are building designs, teaching machines, educational television, flexible scheduling, multiple classes and small-group techniques, teacher assistants, shared services, and…

Catalytic Properties of Unsupported Palladium Nanoparticle Surfaces Capped with Small Organic Ligands

PubMed Central

Gavia, Diego J.

2015-01-01

This Minireview summarizes a variety of intriguing catalytic studies accomplished by employing unsupported, either solubilized or freely mobilized, and small organic ligand-capped palladium nanoparticles as catalysts. Small organic ligands are gaining more attention as nanoparticle stabilizers and alternates to larger organic supports, such as polymers and dendrimers, owing to their tremendous potential for a well-defined system with spatial control in surrounding environments of reactive surfaces. The nanoparticle catalysts are grouped depending on the type of surface stabilizers with reactive head groups, which include thiolate, phosphine, amine, and alkyl azide. Applications for the reactions such as hydrogenation, alkene isomerization, oxidation, and carbon-carbon cross coupling reactions are extensively discussed. The systems defined as “ligandless” Pd nanoparticle catalysts and solvent (e.g. ionic liquid)-stabilized Pd nanoparticle catalysts are not discussed in this review. PMID:25937846

Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment

ERIC Educational Resources Information Center

Liu, Xiongyi; Li, Lan; Zhang, Zhihong

2018-01-01

The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed…

Sorting Potatoes for Miss Bonner.

ERIC Educational Resources Information Center

Herreid, Clyde Freeman

1998-01-01

Discusses the basis of a classification scheme for types of case studies. Four major classification headings are identified: (1) individual assignment; (2) lecture; (3) discussion; and (4) small group activities. Describes each heading from the point of view of several teaching methods. (DDR)

Classroom Voting Questions to Stimulate Discussions in Precalculus

ERIC Educational Resources Information Center

Cline, Kelly; Zullo, Holly; Huckaby, David A.; Storm, Christopher; Stewart, Ann

2018-01-01

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor…

Teaching evidence-based medicine more effectively.

PubMed

Hatmi, Zinat Nadia; Tahvildari, Sousan; Dabiran, Soheila; Soheili, Suraya; Sabouri Kashani, Ahmad; Raznahan, Maedeh

2010-01-01

Evidence-based Medicine (EBM) is becoming an integral component of graduate medical education competency and a requirement for grad medical education practice-based learning core competency. This study tries to compare the efficacy of conferences utilizing small-group discussions with the traditional conference method in enhancing EBM competency. The participants in this randomized controlled trial (RCT) were 170 members of the medical faculty who were divided into two groups of 86 (intervention) and 84 (control). Following the intervention, EBM competency was assessed by a written examination. statistical analysis made use of chi-square test, independent sample t-test and relative risks for univariate analysis. Mantel-Hanszel was used for bivariate analysis. Cox proportional hazard models were used to evaluate multivariate-adjusted associations between EBM educational intervention and EBM knowledge, attitude and skills. A new indicator of number needed to intervention (NNI) was defined and computed. The results proved conference along with small-group discussion to be a more effective teaching method with P=0.001 on knowledge, P<0.001 for attitude and skills P<0.001 in an EBM exam when compared with medical faculty members who did not participate in EBM educational intervention (n=84). Moreover, they had also increased confidence with critical appraisal skills, and searching EBM resources. Conferences followed by small-group discussions significantly enhance EBM knowledge, attitude, critical appraisal skills and literature review skills.

Why aren't women choosing STEM academic jobs? Observations from a small-group discussion at the 2016 American Society for Microbiology annual meeting.

PubMed

Adamowicz, Elizabeth M

2017-03-01

This commentary summarizes a small-group discussion that recently occurred at the American Society for Microbiology annual general meeting, ASM Microbe, in Boston, Massachusetts, on 16-20 June 2016, on the topic 'why are so few women choosing to become academics?' Specifically, the discussion focused on asking what the actual and perceived barriers to academic STEM careers women face, and possible solutions to address them which would make women more likely to seek out academic careers. The conclusions reached suggest that, despite improvement in recent years, women and minorities still face complex barriers to STEM academic careers, and further research is needed to determine the best solutions to this problem. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Differential impact of student behaviours on group interaction and collaborative learning: medical students' and tutors' perspectives.

PubMed

Iqbal, Maha; Velan, Gary M; O'Sullivan, Anthony J; Balasooriya, Chinthaka

2016-08-22

Collaboration is of increasing importance in medical education and medical practice. Students' and tutors' perceptions about small group learning are valuable to inform the development of strategies to promote group dynamics and collaborative learning. This study investigated medical students' and tutors' views on competencies and behaviours which promote effective learning and interaction in small group settings. This study was conducted at UNSW Australia. Five focus group discussions were conducted with first and second year medical students and eight small group tutors were interviewed. Data were transcribed verbatim and thematic analysis was conducted. Students and tutors identified a range of behaviours that influenced collaborative learning. The main themes that emerged included: respectfulness; dominance, strong opinions and openness; constructiveness of feedback; active listening and contribution; goal orientation; acceptance of roles and responsibilities; engagement and enthusiasm; preparedness; self- awareness and positive personal attributes. An important finding was that some of these student behaviours were found to have a differential impact on group interaction compared with collaborative learning. This information could be used to promote higher quality learning in small groups. This study has identified medical students' and tutors' perceptions regarding interactional behaviours in small groups, as well as behaviours which lead to more effective learning in those settings. This information could be used to promote learning in small groups.

Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques

NASA Astrophysics Data System (ADS)

Tasich, C. M.; Duncan, L. L.; Duncan, B. R.; Burkhardt, B. L.; Benneyworth, L. M.

2015-12-01

Dual-listed courses will persist in higher education because of resource limitations. The pedagogical differences between undergraduate and graduate STEM student groups and the underlying distinction in intellectual development levels between the two student groups complicate the inclusion of undergraduates in these courses. Active learning techniques are a possible remedy to the hardships undergraduate students experience in graduate-level courses. Through an analysis of both undergraduate and graduate student experiences while enrolled in a dual-listed course, we implemented a variety of learning techniques used to complement the learning of both student groups and enhance deep discussion. Here, we provide details concerning the implementation of four active learning techniques - role play, game, debate, and small group - that were used to help undergraduate students critically discuss primary literature. Student perceptions were gauged through an anonymous, end-of-course evaluation that contained basic questions comparing the course to other courses at the university and other salient aspects of the course. These were given as a Likert scale on which students rated a variety of statements (1 = strongly disagree, 3 = no opinion, and 5 = strongly agree). Undergraduates found active learning techniques to be preferable to traditional techniques with small-group discussions being rated the highest in both enjoyment and enhanced learning. The graduate student discussion leaders also found active learning techniques to improve discussion. In hindsight, students of all cultures may be better able to take advantage of such approaches and to critically read and discuss primary literature when written assignments are used to guide their reading. Applications of active learning techniques can not only address the gap between differing levels of students, but also serve as a complement to student engagement in any science course design.

The Arithmetic of Aromaticity.

ERIC Educational Resources Information Center

Glidewell, Christopher; Lloyd, Douglas

1986-01-01

Explores the extent to which, in polycyclic hydrocarbons, the total pi electron population tends to form small (4n plus 2) groups and avoid the formation of 4n groups. Also discusses the relation of this trend to resonance energy stabilizations. (JN)

Group Inquiry Techniques for Teaching Writing.

ERIC Educational Resources Information Center

Hawkins, Thom

The small size of college composition classes encourages exciting and meaningful interaction, especially when students are divided into smaller, autonomous groups for all or part of the hour. This booklet discusses the advantages of combining the inquiry method (sometimes called the discovery method) with a group approach and describes specific…

Developing clinical leadership capability.

PubMed

Pintar, Kristi A; Capuano, Terry A; Rosser, Gwendolyn D

2007-01-01

Nursing facilities must be committed to ongoing leadership development and to developing and retaining their staff in the increasingly competitive healthcare market. In this article, the authors share the processes involved in creating a focused small group approach to developing clinical leaders. Programmatic approaches to development, clarity of needs of those targeted for development, individual development plans, external expertise partnerships, and small group session dynamics are discussed. Applications of the process and lessons learned from the program will benefit others in their efforts to enhance organization succession planning, leadership development, group learning, and program administration.

The Optimal Size for Discussion Groups. Exchange Bibliography No. 378.

ERIC Educational Resources Information Center

Petty, Robert M.

Many variables relate to the successful functioning of groups, but one that is fundamental is the size of the group. Part 1 of this bibliography includes a selection of studies from small-group research in experimental social psychology. Part 2 of this report represents an attempt at a rigorous review of the feelings of clinicians and counselors…

A Project Team Analysis Using Tuckman's Model of Small-Group Development.

PubMed

Natvig, Deborah; Stark, Nancy L

2016-12-01

Concerns about equitable workloads for nursing faculty have been well documented, yet a standardized system for workload management does not exist. A project team was challenged to establish an academic workload management system when two dissimilar universities were consolidated. Tuckman's model of small-group development was used as the framework for the analysis of processes and effectiveness of a workload project team. Agendas, notes, and meeting minutes were used as the primary sources of information. Analysis revealed the challenges the team encountered. Utilization of a team charter was an effective tool in guiding the team to become a highly productive group. Lessons learned from the analysis are discussed. Guiding a diverse group into a highly productive team is complex. The use of Tuckman's model of small-group development provided a systematic mechanism to review and understand group processes and tasks. [J Nurs Educ. 2016;55(12):675-681.]. Copyright 2016, SLACK Incorporated.

The Academic Knowledge Management Model of Small Schools in Thailand

ERIC Educational Resources Information Center

Tumtuma, Chamnan; Chantarasombat, Chalard; Yeamsang, Theerawat

2015-01-01

The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out…

How a Regression Artifact Makes ICFs/MR Look Ineffective.

ERIC Educational Resources Information Center

Crinella, Francis M.; McCleary, Richard; Swanson, James M.

1998-01-01

Criticizes the research design in "The Small ICF/MR program: Dimensions of Quality and Cost" (Conroy), that found small Intermediate Care Facilities (ICF) for individuals with mental retardation are inferior to other community programs. Discusses the problem in selecting a control group on the basis of pretest matching. (CR)

Getting (the most) out of the research business: interventions for youth with T1DM.

PubMed

Harris, Michael A; Freeman, Kurt A; Duke, Danny C

2010-12-01

We review research on psychosocial interventions to improve outcomes for youth with type 1 diabetes mellitus. Specifically, we discuss individual- and small group-focused, family-focused, group-focused, and other interventions. After reviewing extant research in each area, we discuss how the current evidence base may be used to inform clinical practice. Finally, we conclude by discussing variations in effects of interventions on different outcomes (eg, glycemic control, family functioning) and how to consider this evidence when selecting treatments to transport into clinical settings.

The Flipped Journal Club.

PubMed

Bounds, Richard; Boone, Stephen

2018-01-01

Educators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative "flipped journal club" to achieve greater effectiveness in meeting goals and objectives among residents and faculty. Each journal club is focused on a specific clinical question based on a landmark article, a background article, and a podcast or blog post. With the "flipped" model, residents are assigned to prepare an in-depth discussion of one of these works based on their level of training. At journal club, trainees break into small groups and discuss their assigned readings with faculty facilitation. Following the small-group discussions, all participants convene to summarize key points. In redesigning our journal club, we sought to achieve specific educational outcomes, and improve participant engagement and overall impressions. Sixty-one residents at our emergency medicine program participated in the flipped journal club during the 2015-2016 academic year, with supervision by core faculty. Program evaluation for the flipped journal club was performed using an anonymous survey, with response rates of 70% and 56% for residents and faculty, respectively. Overall, 95% of resident respondents and 100% of faculty respondents preferred the flipped format. The "flipped journal club" hinges upon well-selected articles, incorporation of social media, and small-group discussions. This format engages all residents, holds learners accountable, and encourages greater participation among residents and faculty.

Comparison of Two Educational Strategies in Teaching Preventive Cardiology.

ERIC Educational Resources Information Center

Stroup-Benham, Christine A.; And Others

This study assessed the impact of two educational strategies: text only versus text plus small group discussion, among two groups of third-year internal medicine clerkship students in a preventive cardiology course. The course was a required, 12-week Internal Medical clerkship at the University of Texas Medical Branch. The first group reviewed…

Utilizing the Peer Group Method with Case Studies to Teach Pharmacokinetics.

ERIC Educational Resources Information Center

Sims, Pamela J.

1994-01-01

A pharmacy school large-group (110 students) course in pharmacokinetics was designed to incorporate small-group team-based problem solving. The method allows students to learn material through traditional lecture, research the topic further, discuss the information gained, and apply the learning to specific cases in a manner that promotes…

Evaluation of the Effectiveness of the Integration of a LITEE Case Study for a Freshman Level Mechanical Engineering Course at The University of Toledo

ERIC Educational Resources Information Center

Franchetti, Matthew

2011-01-01

The purpose of this paper is to report the findings of the integration of a manufacturing case study to a freshman level mechanical engineering course at The University of Toledo. The approach to integrate this case study into the class was completed via weekly assignments analyzing the case, small group discussion, and weekly group discussion.…

A leadership-management training curriculum for pathology residents.

PubMed

Sims, K L; Darcy, T P

1997-07-01

Leadership and management skills are increasingly critical to the success of pathologists in and outside of academic centers. We describe a leadership and management curriculum in a combined anatomic and clinical pathology residency program. The mentor-based approach incorporates leadership and management skills throughout the residency with a dedicated 2-month rotation during the final year of training. This 2-month rotation is led by a senior faculty pathologist mentor and includes active participation in management activities, small group discussions, reading, and a management process project. The topics for the small group discussions, reading list, mentor-based activities, and completed management process projects are described. Outcomes and evaluations are reported for residents who have completed this curriculum in leadership and management.

Proposal for risk-based scientific approach on full and partial validation for general changes in bioanalytical method.

PubMed

Mochizuki, Ayumi; Ieki, Katsunori; Kamimori, Hiroshi; Nagao, Akemi; Nakai, Keiko; Nakayama, Akira; Nanba, Eitaro

2018-04-01

The guidance and several guidelines on bioanalytical method validation, which were issued by the US FDA, EMA and Ministry of Health, Labour and Welfare, list the 'full' validation parameters; however, none of these provide any details for 'partial' validation. Japan Bioanalysis Forum approved a total of three annual discussion groups from 2012 to 2014. In the discussion groups, members from pharmaceutical companies and contract research organizations discussed the details of partial validation from a risk assessment viewpoint based on surveys focusing on bioanalysis of small molecules using LC-MS/MS in Japan. This manuscript presents perspectives and recommendations for most conceivable changes that can be made to full and partial validations by members of the discussion groups based on their experiences and discussions at the Japan Bioanalysis Forum Symposium.

Proceedings of Small Power Systems Solar Electric Workshop. Volume 2: Invited papers

NASA Technical Reports Server (NTRS)

Ferber, R. (Editor)

1978-01-01

The focus of this work shop was to present the committment to the development of solar thermal power plants for a variety of applications including utility applications. Workshop activities included panel discussions, formal presentations, small group interactive discussions, question and answer periods, and informal gatherings. Discussion on topics include: (1) solar power technology options; (2) solar thermal power programs currently underway at the DOE, JPL, Electric Power Research Institute (EPRI), and Solar Energy Research Institute (SERI); (3) power options competing with solar; (4) institutional issues; (5) environmental and siting issues; (6) financial issues; (7) energy storage; (8) site requirements for experimental solar installations, and (9) utility planning.

From the Shop Floor to the Executive Suite.

ERIC Educational Resources Information Center

Lemons, William L.

1985-01-01

Describes the Productivity Group, created by the Oklahoma State Department of Vocational and Technical Education. The Group boosts small businesses by making available quality management development programs and human resource consulting services. The article discusses program management, costs, and the business community's response. (CT)

Cooperative Learning in Elementary Schools

ERIC Educational Resources Information Center

Slavin, Robert E.

2015-01-01

Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Although cooperative learning methods are used for different age groups, they are particularly popular in elementary (primary) schools. This article discusses methods and theoretical perspectives on cooperative learning for the…

Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures

ERIC Educational Resources Information Center

Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M.

2014-01-01

A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…

Revising Ophelia: Rethinking Questions of Gender and Power in School.

ERIC Educational Resources Information Center

O'Donnell-Allen, Cindy; Smagorinsky, Peter

1999-01-01

Looks at the discussion of a small group of girls (ordinarily reticent or diffident in class) in a senior English class as they interpreted the character of Ophelia in Shakespeare's "Hamlet." Discusses the idea that thinking can develop through dialogic (collaborative) rather than dialectic (conflictive) transactions. Notes classroom…

Teaching the Process of Obtaining Informed Consent to Medical Students.

ERIC Educational Resources Information Center

Johnson, Shirley M.; And Others

1992-01-01

A unit on informed consent for first-year osteopathy students consists of pre- and posttests, a lecture, readings, small-group discussion, a model videotaped interview, and students' videotaped interviews with a simulated patient. Students were most successful in establishing patient rapport and discussion, least successful in conflict resolution…

Collaborative Learning Utilizing Case-Based Problems

ERIC Educational Resources Information Center

Hilvano, Nestor T.; Mathis, Karen M.; Schauer, Daniel P.

2014-01-01

Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life…

Organizational Communication Competence: The Development of an Industrial Simulation to Teach Adaptive Skills.

ERIC Educational Resources Information Center

Goodall, H. Lloyd, Jr.

1982-01-01

Examines the idea of organizational communication competence and describes how behavioral, cognitive, and performance objectives can be developed for a simulation course. Explains how the course works using small groups, organizational problems, and problem-solving discussions. Includes a sample syllabus with evaluation forms, a discussion of…

The Discussion of Biotechnology Controversial Issues--An Exploratory Study about Its Potentialities.

ERIC Educational Resources Information Center

Rocha dos Reis, Pedro

This paper describes a qualitative research that used small group discussion activities centered in biotechnology and genetics controversies as a contribution to the promotion of students' thinking tools. Students' written conclusions and reflections about the activities, teachers' interviews, participant observation of the classes, and their…

Small farmers and deforestation in Amazonia

NASA Astrophysics Data System (ADS)

Brondízio, Eduardo S.; Cak, Anthony; Caldas, Marcellus M.; Mena, Carlos; Bilsborrow, Richard; Futemma, Celia T.; Ludewigs, Thomas; Moran, Emilio F.; Batistella, Mateus

This chapter discusses the relationship between small farmers' land use and deforestation, with particular attention paid to the past 30 years of Amazonian colonization in Brazil and Ecuador. Our analysis calls attention to common features uniting different social groups as small farmers (e.g., social identity, access to land and resources, technology, market, and credit), as well as the variability between small farmers in terms of time in the region (from native populations to recent colonists), contribution to regional deforestation, types of land use systems. At a regional level, small farmers contribute to the majority of deforestation events, but are responsible for only a fraction of the total deforested area in Amazonia. We discuss three misconceptions that have been used to define small farmers and their contribution to the regional economy, development, and deforestation: (1) small farmers have backward land use systems associated with low productivity and extensive deforestation and subsistence production, (2) small farmers contribute to Amazonian deforestation as much as large farmers, and (3) small farmers, particularly colonist farmers, follow an inexorable path of deforestation unless curbed by government action. We conclude the chapter discussing their growing regional importance and the need for more inclusive public policies concerning infrastructure and services and valorization of resources produced in rural areas of Amazonia.

Strategic Reading Groups: Guiding Readers in the Middle Grades

ERIC Educational Resources Information Center

Berne, Jennifer; Degener, Sophie C.

2012-01-01

Strategic grouping can transform reading instruction in the middle grades from a hit-or-miss learning experience to a targeted, responsive one. This book features a practical and field-tested model for small-group differentiated reading instruction in Grades 4-8. Jennifer Berne and Sophie C. Degener offer a clear, detailed discussion of how to…

Networking: Addressing Urban Students' Self-Esteem.

ERIC Educational Resources Information Center

Tobias, Randolf; Turner, Thomas M.

1997-01-01

Describes Network in the Schools (NIS), a project to enhance teens' academic achievement and self-esteem, which uses small group classroom discussions regarding self-affirmation, social concerns, self-improvement, and reflection, and meetings for group sharing and self-expression. Presents findings that the program results in enhanced parent…

Effective Intervention in Primary Schools: Nurture Groups.

ERIC Educational Resources Information Center

Bennathan, Marion; Boxall, Marjorie

This book summarizes the experiences of nurture groups (small special education classes started in 1970 in London schools), where young children from disadvantaged environments are prepared to access the full primary school curriculum. Chapter 1, "Children at Risk of Failure in Primary Schools" (Marion Bennathan), discusses the incidence…

The Physics and Applications of High Brightness Beams: Working Group C Summary on Applications to FELS

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

Nuhn, Heinz-Dieter

2003-03-19

This is the summary of the activities in working group C, ''Application to FELs,'' which was based in the Bithia room at the Joint ICFA Advanced Accelerator and Beam Dynamics Workshop on July 1-6, 2002 in Chia Laguna, Sardinia, Italy. Working group C was small in relation to the other working groups at that workshop. Attendees include Enrica Chiadroni, University of Rome ape with an identical pulse length. ''La Sapienza'', Luca Giannessi, ENEA, Steve Lidia, LBNL, Vladimir Litvinenko, Duke University, Patrick Muggli, UCLA, Alex Murokh, UCLA, Heinz-Dieter Nuhn, SLAC, Sven Reiche, UCLA, Jamie Rosenzweig, UCLA, Claudio Pellegrini, UCLA, Susan Smith,more » Daresbury Laboratory, Matthew Thompson, UCLA, Alexander Varfolomeev, Russian Research Center, plus a small number of occasional visitors. The working group addressed a total of nine topics. Each topic was introduced by a presentation, which initiated a discussion of the topic during and after the presentation. The speaker of the introductory presentation facilitated the discussion. There were six topics that were treated in stand-alone sessions of working group C. In addition, there were two joint sessions, one with working group B, which included one topic, and one with working group C, which included two topics. The presentations that were given in the joint sessions are summarized in the working group summary reports for groups B and D, respectively. This summary will only discuss the topics that were addressed in the stand-alone sessions, including Start-To-End Simulations, SASE Experiment, PERSEO, ''Optics Free'' FEL Oscillators, and VISA II.« less

Disseminating the Results of a Depression Management Study in an Urban Alaska Native Health Care System.

PubMed

Dirks, Lisa G; Avey, Jaedon P; Hiratsuka, Vanessa Y; Dillard, Denise A; Caindec, Karen; Robinson, Renee F

2018-01-01

Increased attention to diagnostic accuracy in depression screening and management within primary care has demonstrated inadequate care when patients prematurely discontinue recommended treatments such as medication and counseling. Decision-support tools can enhance the medical decision-making process. In 2010, the Southcentral Foundation (SCF) Research Department developed a stakeholder-driven decision support tool to aid in depression management. This paper describes feedback from attendees at SCF's 2016 Alaska Native Health Research Forum (Forum) regarding a dissemination product highlighting the aforementioned study. Forum attendees participated in a small group discussion and responded to a brief survey using the audience response system. Thematic analysis was conducted on data from the small group discussion. Overall, Forum attendees responded favorably to the dissemination product. Most agreed the presentation was clear, the amount of information presented was appropriate, and that results were presented in an interesting way. Small group discussion participants provided constructive feedback about why depression-related research results should be shared; how they believed results should be best shared; who results should be shared with; when and where results should be shared; and what level of research results should be shared. The stigma associated with depression treatment may be assuaged if results are shared in a way that normalizes support for depression treatment. Community member involvement in disseminating results has potential to make information more acceptable and meaningful.

A phenomenological research study: Perspectives of student learning through small group work between undergraduate nursing students and educators.

PubMed

Wong, Florence Mei Fung

2018-06-18

Small group work is an effective teaching-learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives. To understand students' learning through small group work from the perspectives of students and educators. A qualitative study with focus group interviews was carried out. Semi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators. Four main themes, "initiative learning", "empowerment of interactive group dynamics", "factors for creating effective learning environment", and "barriers influencing students' learning", were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as "excessive group work", "conflicts", and "passive team members" can reduce students' motivation and enjoyment of learning. Small group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Pluto debate: Influence of emotions on belief, attitude, and knowledge change

NASA Astrophysics Data System (ADS)

Broughton, Suzanne H.

In line with the "warming trend" (Sinatra, 2005), this study examined the influence of emotions during controversial conceptual change. Issues in science may trigger highly emotional responses (e.g., evolutionary theory). However, it is unclear whether these emotions facilitate or inhibit change. I investigated the nature of emotions engendered when learning about a controversial science topic, Pluto's reclassification, including the valence (positive/negative) and activation (activating/deactivating) of emotions (Pekrun et al., 2002). I also investigated whether belief, attitude, and/or conceptual change could be facilitated through rereading a refutation text and/or rereading during small group discussions. Refutation texts directly state a common misconception, refute it, and provide the scientific explanation as a plausible alternative (Hynd, 2001). Participants were randomly assigned to a group (reread text; reread text plus small group discussions). Participants in both groups read the same refutational text regarding the recent change in the definition of planet and Pluto's reclassification. The findings show that students' experienced a range of emotions towards Pluto's reclassification. Students reported experiencing more negative than positive emotions. Both positive and negative emotions were shown to be predictive of student's attitudes and attitude change. Emotions were also predictive of students' knowledge of planets and conceptual change. This suggests that emotions may have promoted deep engagement and critical thinking. Negative emotions may also be linked with resistance to attitude and conceptual change. The refutation text was effective in promoting belief change, attitude change, and conceptual change across both conditions. Students in both conditions reported more constructivist nature of science beliefs after rereading the text. Students also reported a greater level of acceptance about Pluto's reclassification. Conceptual change was promoted through the text as students' initial misconceptions about why scientists rewrote the definition of planet. Students in the reread plus discussion group showed greater conceptual change regarding the reasons for rewriting the definition of planet than those in the reread group. This study supports the "warming trend" (Sinatra, 2005) in conceptual change research because it shows the interplay between emotions and the change process. The findings also suggest that belief, attitude, and conceptual change can be fostered through small group discussions.

Expression of pleiotrophin in small cell lung cancer.

PubMed

Wang, H Q; Wang, J

2015-01-01

Pleiotrophin (PTN) is a kind of heparin binding growth factor closely related to tumor progression. This study aimed to discuss the significance of the expression of PTN in benign and malignant lung cancer tissues, especially small cell lung cancer. Lung cancer samples were collected for study and lung tissue samples with benign lesions were taken as controls. The expression of PTN was detected using tissue chip combined with the immunohistochemical method, and the differences of small cell lung cancer with non-small cell lung cancer and benign lesion tissue were compared. It was found that PTN expression was mainly located in the cytoplasm and membrane of cells; PTN expression in the lung cancer group was higher than that in the control group (p < 0.01), and PTN expression in the small cell cancer group was higher than that in the squamous carcinoma group and glandular cancer group (p < 0.05). In addition, PTN expression quantity in patients with lung cancer were in close correlation with TNM staging, pathological type and tumor differentiation degree (p < 0.05). PTN was found to express abnormally high in lung cancer, especially small cell lung cancer tissue. PTN is most likely to be a new tumor marker for diagnosis and prognosis of lung cancer.

The Flipped Journal Club

PubMed Central

Bounds, Richard; Boone, Stephen

2018-01-01

Introduction Educators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative “flipped journal club” to achieve greater effectiveness in meeting goals and objectives among residents and faculty. Methods Each journal club is focused on a specific clinical question based on a landmark article, a background article, and a podcast or blog post. With the “flipped” model, residents are assigned to prepare an in-depth discussion of one of these works based on their level of training. At journal club, trainees break into small groups and discuss their assigned readings with faculty facilitation. Following the small-group discussions, all participants convene to summarize key points. In redesigning our journal club, we sought to achieve specific educational outcomes, and improve participant engagement and overall impressions. Results Sixty-one residents at our emergency medicine program participated in the flipped journal club during the 2015–2016 academic year, with supervision by core faculty. Program evaluation for the flipped journal club was performed using an anonymous survey, with response rates of 70% and 56% for residents and faculty, respectively. Overall, 95% of resident respondents and 100% of faculty respondents preferred the flipped format. Conclusion The “flipped journal club” hinges upon well-selected articles, incorporation of social media, and small-group discussions. This format engages all residents, holds learners accountable, and encourages greater participation among residents and faculty. PMID:29383052

Current Research on Non-Coding Ribonucleic Acid (RNA).

PubMed

Wang, Jing; Samuels, David C; Zhao, Shilin; Xiang, Yu; Zhao, Ying-Yong; Guo, Yan

2017-12-05

Non-coding ribonucleic acid (RNA) has without a doubt captured the interest of biomedical researchers. The ability to screen the entire human genome with high-throughput sequencing technology has greatly enhanced the identification, annotation and prediction of the functionality of non-coding RNAs. In this review, we discuss the current landscape of non-coding RNA research and quantitative analysis. Non-coding RNA will be categorized into two major groups by size: long non-coding RNAs and small RNAs. In long non-coding RNA, we discuss regular long non-coding RNA, pseudogenes and circular RNA. In small RNA, we discuss miRNA, transfer RNA, piwi-interacting RNA, small nucleolar RNA, small nuclear RNA, Y RNA, single recognition particle RNA, and 7SK RNA. We elaborate on the origin, detection method, and potential association with disease, putative functional mechanisms, and public resources for these non-coding RNAs. We aim to provide readers with a complete overview of non-coding RNAs and incite additional interest in non-coding RNA research.

Fostering Diversity. Reflecting on September 11.

ERIC Educational Resources Information Center

Constitutional Rights Foundation, Los Angeles, CA.

In this lesson, students examine issues surrounding hate crimes. Students read and discuss an article on hate crimes. In small groups, students role play state legislators and supporters and opponents of hate-crime legislation who must discuss and vote on a bill designed to increase sentences for hate crimes. Following an overview, the lesson plan…

Compare Human-Made Objects with Natural Objects. Grades 3-5.

ERIC Educational Resources Information Center

Rushton, Erik; Ryan, Emily; Swift, Charles

In this activity, students experiment and observe the similarities and differences between human-made objects and nature in small groups. Students compare the function and structure of hollow bones with drinking straws, bird beaks and tool pliers, and bat wings and airplane wings. A classroom discussion can be held to discuss similarities and…

Collaborative Reasoning: Language-Rich Discussions for English Learners

ERIC Educational Resources Information Center

Zhang, Jie; Dougherty Stahl, Katherine A.

2012-01-01

Collaborative Reasoning (CR) is a peer-led, small group discussion approach that aims to promote intellectual and personal engagement in elementary school classrooms. In CR, students read a text that raises an unresolved issue with multiple and competing points of view. Students are expected to take positions on a big question, support the…

An Examination of the Questioning Interactions of Prospective Teachers during Mathematical Discussions

ERIC Educational Resources Information Center

Darke, Kelly Marie

2010-01-01

Questioning is an essential and generative studying practice for prospective teachers (PTs) as they develop their mathematical content knowledge needed for teaching. This study examines PTs' questioning interactions by describing the types of questions they ask during small group discussions in a required mathematics content course and how their…

Less Is More: Teachers' Influence during Peer Collaboration

ERIC Educational Resources Information Center

Lin, Tzu-Jung; Jadallah, May; Anderson, Richard C.; Baker, Amanda R.; Nguyen-Jahiel, Kim; Kim, Il-Hee; Kuo, Li-Jen; Miller, Brian W.; Dong, Ting; Wu, Xiaoying

2015-01-01

This study examined the influence of teachers' instructional moves on students' relational thinking during small-group collaborative discussions. One hundred and twenty 4th grade students and 6 teachers participated in a series of 10 discussions, generating a video-recorded corpus containing 32,511 turns for speaking. A microanalysis of a subset…

Improving Student Comfort with Death and Dying Discussions through Facilitated Family Encounters

ERIC Educational Resources Information Center

Schillerstrom, Jason E.; Sanchez-Reilly, Sandra; O'Donnell, Louise

2012-01-01

Objective: The purpose of this study was to explore the educational potential for a collaboration between palliative medicine and psychiatry designed to improve first-year medical students' knowledge and comfort with end-of-life issues through a facilitated small-group discussion with family members of recently-deceased loved ones. Methods: A…

The President's Advisory Council: A Seminar for College CEOs.

ERIC Educational Resources Information Center

Scott, Robert A.

The purpose of the President's Advisory Council at Ramapo College of New Jersey is discussed by the college's president. The Council consists of a small group of experienced executives who discuss with the president strategic issues inherent in managing a sizeable enterprise. The four members of the Council are a marketing expert, a strategic…

Understanding Protein Synthesis: An Interactive Card Game Discussion

ERIC Educational Resources Information Center

Lewis, Alison; Peat, Mary; Franklin, Sue

2005-01-01

Protein synthesis is a complex process and students find it difficult to understand. This article describes an interactive discussion "game" used by first year biology students at the University of Sydney. The students, in small groups, use the game in which the processes of protein synthesis are actioned by the students during a…

Dads, Data and Discourse: Theory, Analysis and Interpretation in Parenting Research.

ERIC Educational Resources Information Center

Holland, Annette

This paper discusses the use of theoretical premises in the design and implementation of a study of men's perceptions of fatherhood. Forty Australian fathers participated in small discussion groups over a 7-week period regarding contemporary fatherhood. Data were collected using questionnaires, including the Perception of Parental Role Scales, the…

75 FR 25861 - Proposed Data Collections Submitted for Public Comment and Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-10

... meeting (``pre-test''), and again after all four discussion groups have been completed (``post-test... disease, and osteoarthritis. Beyond the human costs, economic costs are extreme and are climbing. One... efforts. Two hundred fifty respondents will be recruited to participate in four on-line, small-group...

Multi-Attribute Consensus Building Tool

ERIC Educational Resources Information Center

Shyyan, Vitaliy; Christensen, Laurene; Thurlow, Martha; Lazarus, Sheryl

2013-01-01

The Multi-Attribute Consensus Building (MACB) method is a quantitative approach for determining a group's opinion about the importance of each item (strategy, decision, recommendation, policy, priority, etc.) on a list (Vanderwood, & Erickson, 1994). This process enables a small or large group of participants to generate and discuss a set…

Fabulachia: Urban, Black Female Experiences and Higher Education in Appalachia

ERIC Educational Resources Information Center

Troutman, Stephanie

2017-01-01

This article draws on focus group conversations with black female college students attending a small, liberal arts institution in Kentucky. Based primarily on group interviews and discussions, as well as observations and analysis--a theoretical domain (referred to throughout the article as "Fabulachia") emerged as a site-specific outcome…

Counseling Group Curriculum for Parents on Bullying

ERIC Educational Resources Information Center

Lamanna, John; Shillingford, M. Ann; Parrish, Mary-Frances; Sheffield, Rebecca

2010-01-01

This article discusses the impact of bullying on K-12 students and the importance of collaborative partnerships between home and school in decreasing the dramatic effects of student bullying behaviors. The authors present a six-week, research-based, small group curriculum specifically developed for professional school counselors to support parents…

Small Groups' Ecological Reasoning While Making an Environmental Management Decision.

ERIC Educational Resources Information Center

Hogan, Kathleen

2002-01-01

Explores the ideas and reasoning students use to make a collaborative environmental management decision. Compares students' discussions with scientists' guidelines for making environmental management decisions. Finds that whereas across groups students touched on all of the themes that scientists consider to be important for making environmental…

Comparison of Student Learning about Diffusion and Osmosis in Constructivist and Traditional Classrooms.

ERIC Educational Resources Information Center

Christianson, Roger G.; Fisher, Kathleen M.

1999-01-01

Reports on the effects of constructivist versus traditional teaching approaches on university students' learning about osmosis and diffusion. Students understood diffusion and osmosis more deeply in the constructivist-informed classroom, which used small discussion groups rather than traditional large lecture groups. Suggests ways to improve…

Identifying Collaborative Behaviours Online: Training Teachers in Wikis

ERIC Educational Resources Information Center

Vinagre Laranjeira, Margarita

2016-01-01

In this paper we explore the data gathered from a group of nine in-service teachers who were trained online to become future telecollaborative teachers. Participants from different countries worked in two small groups in a wiki designed specially to facilitate discussion and collaboration. Tasks included reading and reviewing articles on…

Small-Group Interview-Based Discussions about Diffused Shadow.

ERIC Educational Resources Information Center

Eshach, Haim

2003-01-01

Investigates students' changes in conception about diffused shadows during Nussbaum and Novick's suggested sequence of teaching. Reports that (a) students'"entering" ideas were unstable, (b) language and materialistic views of light influenced students' ideas, (c) students' ideas were influenced by group concepts of the nature of light,…

Implementation of small group discussion as a teaching method in earth and space science subject

NASA Astrophysics Data System (ADS)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

A retrospective analysis of the effect of discussion in teleconference and face-to-face scientific peer-review panels.

PubMed

Carpenter, Afton S; Sullivan, Joanne H; Deshmukh, Arati; Glisson, Scott R; Gallo, Stephen A

2015-09-08

With the use of teleconferencing for grant peer-review panels increasing, further studies are necessary to determine the efficacy of the teleconference setting compared to the traditional onsite/face-to-face setting. The objective of this analysis was to examine the effects of discussion, namely changes in application scoring premeeting and postdiscussion, in these settings. We also investigated other parameters, including the magnitude of score shifts and application discussion time in face-to-face and teleconference review settings. The investigation involved a retrospective, quantitative analysis of premeeting and postdiscussion scores and discussion times for teleconference and face-to-face review panels. The analysis included 260 and 212 application score data points and 212 and 171 discussion time data points for the face-to-face and teleconference settings, respectively. The effect of discussion was found to be small, on average, in both settings. However, discussion was found to be important for at least 10% of applications, regardless of setting, with these applications moving over a potential funding line in either direction (fundable to unfundable or vice versa). Small differences were uncovered relating to the effect of discussion between settings, including a decrease in the magnitude of the effect in the teleconference panels as compared to face-to-face. Discussion time (despite teleconferences having shorter discussions) was observed to have little influence on the magnitude of the effect of discussion. Additionally, panel discussion was found to often result in a poorer score (as opposed to an improvement) when compared to reviewer premeeting scores. This was true regardless of setting or assigned reviewer type (primary or secondary reviewer). Subtle differences were observed between settings, potentially due to reduced engagement in teleconferences. Overall, further research is required on the psychology of decision-making, team performance and persuasion to better elucidate the group dynamics of telephonic and virtual ad-hoc peer-review panels. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

An Innovative and Successful Simulation Day.

PubMed

Bowling, Ann M; Eismann, Michelle

This article discusses the development of a creative and innovative plan to incorporate independent activities, including skill reviews and scenarios, into a single eight-hour day, using small student groups to enhance the learning process for pediatric nursing students. The simulation day consists of skills activities and pediatric simulation scenarios using the human patient simulator. Using small student groups in simulation captures the students' attention and enhances motivation to learn. The simulation day is a work in progress; appropriate changes are continually being made to improve the simulation experience for students.

Masking, Mediators and Agency: Bilingual Children and Learning to Read

ERIC Educational Resources Information Center

Walters, Sue

2011-01-01

This paper begins with a discussion of some of the key insights of recent sociocultural research that consider bilingual children and learning to read and culminates in a discussion of Syncretic Literacy Studies (SLS). It then presents data from an ethnographic study that focused on the learning experiences of a small group of Year Three…

Discussing Socio-Scientific Issues in Science Lessons: Pupils' Actions and the Teacher's Role.

ERIC Educational Resources Information Center

Ratcliffe, Mary

This paper reports on a research study that describes the actions of students and teachers when addressing socio-scientific issues and provides some practical advice for handling learning activities. The study involved four classes of 14-year-old students who participated in small group discussions designed to elicit their opinions about the…

Going Blended with a Triple-Entry Activity: Students' Online Discussions of Assigned Readings Using "Marginalia"

ERIC Educational Resources Information Center

Kanevsky, Lannie; Xin, Cindy; Ram, Ilana

2016-01-01

In this paper, we describe and investigate small group discussions of assigned readings in an online version of a "triple-entry activity" in a blended course used an annotation tool, "Marginalia". We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had…

A Novel Format for Teaching Spanish Grammar: Lessons from the Lecture Hall

ERIC Educational Resources Information Center

Zyzik, Eve

2008-01-01

This article describes a third-year Spanish grammar course that is taught in lecture/discussion format. The course, which enrolls over 150 students each semester, provides explicit instruction during a weekly lecture and opportunities for students to engage in meaningful output and interaction during small group discussion sessions. The goal is to…

Minister's Forum on Learning: Learning for Life. What We Heard (Edmonton, Alberta, Canada, November 19-20, 1999).

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

This report provides a chronological overview of activities of the 1999 Minister's Forum. It summarizes the keynote speech, "Transforming Learning in the Knowledge Age" (Donald Norris), the discussion that occurred among the panelists, and the participants' responses to three topics during small group discussions. The report recaps topic…

Creating Discussions with Classroom Voting in Linear Algebra

ERIC Educational Resources Information Center

Cline, Kelly; Zullo, Holly; Duncan, Jonathan; Stewart, Ann; Snipes, Marie

2013-01-01

We present a study of classroom voting in linear algebra, in which the instructors posed multiple-choice questions to the class and then allowed a few minutes for consideration and small-group discussion. After each student in the class voted on the correct answer using a classroom response system, a set of clickers, the instructor then guided a…

Black Women: Double Solos in the Workplace.

ERIC Educational Resources Information Center

Fontaine, Deborah C.; Greenlee, Shelia P.

1993-01-01

Studies 12 black women in solo status positions in academia. Solo status is being the only member, or one of a small number, of a sex or racial group or both, in the workplace. As double solos, these women felt they had to outperform majority group counterparts. Common perceptions of barriers and facilitators are discussed. (SLD)

The Impact of Collaborative and Individualized Student Response System Strategies on Learner Motivation, Metacognition, and Knowledge Transfer

ERIC Educational Resources Information Center

Jones, M. E.; Antonenko, P. D.; Greenwood, C. M.

2012-01-01

This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, discussed their responses in small groups, and…

Preparation for Encounter; Training Peace Corps Volunteers for Community Involvement Through Community Exploration.

ERIC Educational Resources Information Center

Ruopp, Phillips; Wrobel, Paul

A result of two years' experience at the Virgin Islands Training Center, this handbook on Peace Corps volunteer training for community involvement covers types of activities used (one-day community visits, small discussion groups on communities visited, group consultations to develop community exploration methods, field training and its…

Creative Reasoning and Shifts of Knowledge in the Mathematics Classroom

ERIC Educational Resources Information Center

Hershkowitz, Rina; Tabach, Michal; Dreyfus, Tommy

2017-01-01

In the course of the last few years, we have investigated shifts of knowledge among different settings in inquiry-based mathematics classrooms: the individual, the small group and the whole class community. The different theoretical perspectives we used for analysing group work and for analysing whole class discussions, and the empirical data, led…

Profiling of Participants in Chat Conversations Using Creativity-Based Heuristics

ERIC Educational Resources Information Center

Chiru, Costin-Gabriel; Rebedea, Traian

2017-01-01

This article proposes a new fully automated method for identifying creativity that is manifested in a divergent task. The task is represented by chat conversations in small groups, each group having to debate on the same topics, with the purpose of better understanding the discussed concepts. The chat conversations were created by undergraduate…

AN EXPERIMENT IN FLEXIBLE SCHEDULING IN TEAM TEACHING.

ERIC Educational Resources Information Center

BJELKE, JOAN; GEORGIADES, WILLIAM

A FOUR-PERIOD BLOCK PROGRAM CONSISTED OF ENGLISH, ALGEBRA, AND WORLD GEOGRAPHY. THE PROGRAM INCLUDED LARGE GROUP LECTURES, SMALL GROUP DISCUSSIONS, INDEPENDENT STUDY, AND A SUPERVISED STUDY HALL. PUPIL PERFORMANCE IN ENGLISH IN THIS SCHEMA AND PUPIL PERFORMANCE IN ENGLISH IN A REGULAR-SIZED CLASS WAS COMPARED. TEACHER REACTION AND STUDENT REACTION…

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

ERIC Educational Resources Information Center

McCarthy, Brian D.; Dempsey, Jillian L.

2017-01-01

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

Independent Study Workbooks for Proofs in Group Theory

ERIC Educational Resources Information Center

Alcock, Lara; Brown, Gavin; Dunning, Clare

2015-01-01

This paper describes a small-scale research project based on workbooks designed to support independent study of proofs in a first course on abstract algebra. We discuss the lecturers' aims in designing the workbooks, and set these against a background of research on students' learning of group theory and on epistemological beliefs and study habits…

Demand for Agricultural Extension Services among Small-Scale Maize Farmers: Micro-Level Evidence from Kenya

ERIC Educational Resources Information Center

Gido, Eric O.; Sibiko, Kenneth W.; Ayuya, Oscar I.; Mwangi, Joseph K.

2015-01-01

Purpose: The objective of the study was to determine the level and determinants of demand for extension services among small-scale maize farmers in Kenya. Design/methodology/approach: Based on an exploratory research design, primary data were collected from a sample of 352 households through face-to-face interviews. Focus group discussions were…

Coordination of Advanced Solar Observatory (ASO) Science Working Group (SWG) for the study of instrument accommodation and operational requirements on space station

NASA Technical Reports Server (NTRS)

Wu, S. T.

1989-01-01

The objectives are to coordinate the activities of the Science Working Group (SWG) of the Advanced Solar Observatory (ASO) for the study of instruments accommodation and operation requirements on board space station. In order to facilitate the progress of the objective, two conferences were organized, together with two small group discussions.

Testing an empirically derived mental health training model featuring small groups, distributed practice and patient discussion.

PubMed

Murrihy, Rachael C; Byrne, Mitchell K; Gonsalvez, Craig J

2009-02-01

Internationally, family doctors seeking to enhance their skills in evidence-based mental health treatment are attending brief training workshops, despite clear evidence in the literature that short-term, massed formats are not likely to improve skills in this complex area. Reviews of the educational literature suggest that an optimal model of training would incorporate distributed practice techniques; repeated practice over a lengthy time period, small-group interactive learning, mentoring relationships, skills-based training and an ongoing discussion of actual patients. This study investigates the potential role of group-based training incorporating multiple aspects of good pedagogy for training doctors in basic competencies in brief cognitive behaviour therapy (BCBT). Six groups of family doctors (n = 32) completed eight 2-hour sessions of BCBT group training over a 6-month period. A baseline control design was utilised with pre- and post-training measures of doctors' BCBT skills, knowledge and engagement in BCBT treatment. Family doctors' knowledge, skills in and actual use of BCBT with patients improved significantly over the course of training compared with the control period. This research demonstrates preliminary support for the efficacy of an empirically derived group training model for family doctors. Brief CBT group-based training could prove to be an effective and viable model for future doctor training.

RETHINKING THE ROLE OF SMALL-GROUP COLLABORATORS AND ADVERSARIES IN THE LONDON KLEINIAN DEVELOPMENT (1914-1968).

PubMed

Aguayo, Joseph; Regeczkey, Agnes

2016-07-01

The authors historically situate the London Kleinian development in terms of the small-group collaborations and adversaries that arose during the course of Melanie Klein's career. Some collaborations later became personally adversarial (e.g., those Klein had with Glover and Schmideberg); other adversarial relationships forever remained that way (with A. Freud); while still other long-term collaborations became theoretically contentious (such as with Winnicott and Heimann). After the Controversial Discussions in 1944, Klein marginalized one group of supporters (Heimann, Winnicott, and Riviere) in favor of another group (Rosenfeld, Segal, and Bion). After Klein's death in 1960, Bion maintained loyalty to Klein's ideas while quietly distancing his work from the London Klein group, immigrating to the United States in 1968. © 2016 The Psychoanalytic Quarterly, Inc.

Highlights of Self-Employment of Ethnocultural Groups in Canada, Reports 1 to 4 = Les Travailleurs Independants Chez Les Groupes Ethnoculturels Du Canada--Faits Saillants, Rapports 1 a 4.

ERIC Educational Resources Information Center

Department of the Secretary of State, Ottawa (Ontario). Multiculturalism Directorate.

This document consists of both English and French versions of four reports which highlight the self-employment status of various ethnocultural groups in Canada. The first report introduces the publication by discussing the role of the small business sector and self-employment in Canada's economy as a whole. The importance of the ethnic groups to…

Formulation of multiple choice questions as a revision exercise at the end of a teaching module in biochemistry.

PubMed

Bobby, Zachariah; Radhika, M R; Nandeesha, H; Balasubramanian, A; Prerna, Singh; Archana, Nimesh; Thippeswamy, D N

2012-01-01

The graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. Assessment of the effect of MCQ preparation by graduate medical students as a revision exercise on the topic "Mineral metabolism." At the end of regular teaching module on the topic "Mineral metabolism," graduate medical students were asked to prepare the stems of 15 MCQs based on the four discriminators given for each. They were told that one of the discriminators could be the answer for the MCQ and the remaining three could be the distracters. They were further guided in their task by providing few key word(s) in the stem of the expected MCQ. In the first phase of the exercise, the students attempted the MCQ preparation individually without peer consultation. In the second phase, the students participated in small group discussion to formulate the best MCQs of the group. The effects on low, medium, and high achievers were evaluated by pre and post-tests with the same set of MCQs. Both the individual endeavor in Phase 1 and small group discussion in Phase 2 for the formulation of MCQs significantly contributed to the gain from the exercise. The gains from the individual task and from small group discussion were equal among the different categories of students. Both phases of the exercise were equally beneficial for the low, medium, and high achievers. The high and medium achievers retained the gain from the exercise even after 1 week of the exercise whereas the low achievers could not retain the gain completely. Formulation of MCQs is an effective and useful unconventional revision exercise in Biochemistry for graduate medical students. Copyright © 2012 Wiley Periodicals, Inc.

Choice Shift in Opinion Network Dynamics

NASA Astrophysics Data System (ADS)

Gabbay, Michael

Choice shift is a phenomenon associated with small group dynamics whereby group discussion causes group members to shift their opinions in a more extreme direction so that the mean post-discussion opinion exceeds the mean pre-discussion opinion. Also known as group polarization, choice shift is a robust experimental phenomenon and has been well-studied within social psychology. In opinion network models, shifts toward extremism are typically produced by the presence of stubborn agents at the extremes of the opinion axis, whose opinions are much more resistant to change than moderate agents. However, we present a model in which choice shift can arise without the assumption of stubborn agents; the model evolves member opinions and uncertainties using coupled nonlinear differential equations. In addition, we briefly describe the results of a recent experiment conducted involving online group discussion concerning the outcome of National Football League games are described. The model predictions concerning the effects of network structure, disagreement level, and team choice (favorite or underdog) are in accord with the experimental results. This research was funded by the Office of Naval Research and the Defense Threat Reduction Agency.

The Inquiry Acts of Bilingual Children in Literature Discussions

ERIC Educational Resources Information Center

Martinez-Roldan, Carmen M.

2005-01-01

In this article, the author examines the inquiry talk of a small group of bilingual children discussing the text "Oliver Button Is a Sissy". The children raised many questions about the story and about issues of gender. The major focus of this article is on the participants' inquiry talk and the context that mediated their talk. The author uses…

Constructing Complexity: Using Reading Levels to Differentiate Reading Comprehension Activities

ERIC Educational Resources Information Center

FitzPatrick, Declan

2008-01-01

The author remembers a class when he asked his students to discuss in small groups how Edgar Allan Poe suggests a judgment of the main character in "The Cask of Amontillado". During their discussion it became clear to the author that the students couldn't come to consensus because they had no grasp of the narrator's explanations of his motivations…

The Effects of a Success Skills Group on Adolescents' Self-Regulation, Self-Esteem, and Perceived Learning Competence

ERIC Educational Resources Information Center

Ohrt, Jonathan; Webster, Lindsay; De La Garza, Mario

2015-01-01

In this article, the authors discuss how school counselors at two middle schools identified and intervened with eighth-grade students who were at risk for academic failure using the Student Success Skills (SSS) small-group curriculum (Brigman, Campbell, & Webb, 2010). Participants reported significant increases in self-regulation and perceived…

Making Room for Group Work I: Teaching Engineering in a Modern Classroom Setting

ERIC Educational Resources Information Center

Wilkens, Robert J.; Ciric, Amy R.

2005-01-01

This paper describes the results of several teaching experiments in the teaching Studio of The University of Dayton's Learning-Teaching Center. The Studio is a state-of-the-art classroom with a flexible seating arrangements and movable whiteboards and corkboards for small group discussions. The Studio has a communications system with a TV/VCR…

Incorporating Active Learning Techniques into a Genetics Class

ERIC Educational Resources Information Center

Lee, W. Theodore; Jabot, Michael E.

2011-01-01

We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

The Features of Peer Argumentation in Middle School Students' Scientific Inquiry

ERIC Educational Resources Information Center

Kim, Heekyong; Song, Jinwoong

2006-01-01

This study examined the features of peer argumentation in middle school students' scientific inquiry. Participants were two boys and six girls in grade 8 of a middle school in Seoul, Korea. Students engaged in open inquiry activities in small groups. Each group prepared the report for peer review and then, during the peer discussion, presented…

Grouping Students at the Computer To Enhance the Study of British Literature.

ERIC Educational Resources Information Center

Marr, Paula M.

2000-01-01

Describes a three-week project in an English classroom in which students in small, mixed-ability groups used PowerPoint to enhance a unit on British literature. Outlines the lesson itself and discusses its positive results, including peer-teaching and learning, improved student motivation to understand themes in poetry, positive socialization, and…

Introducing Managers to Expert Systems.

ERIC Educational Resources Information Center

Finlay, Paul N.; And Others

1991-01-01

Describes a short course to expose managers to expert systems, consisting of (1) introductory lecture; (2) supervised computer tutorial; (3) lecture and discussion about knowledge structuring and modeling; and (4) small group work on a case study using computers. (SK)

Applying Principles from Complex Systems to Studying the Efficacy of CAM Therapies

PubMed Central

Nahin, Richard L.; Calabrese, Carlo; Folkman, Susan; Kimbrough, Elizabeth; Shoham, Jacob; Haramati, Aviad

2010-01-01

Abstract In October 2007, a National Center for Complementary and Alternative Medicine (NCCAM)–sponsored workshop, entitled “Applying Principles from Complex Systems to Studying the Efficacy of CAM Therapies,” was held at Georgetown University in Washington, DC. Over a 2-day period, the workshop engaged a small group of experts from the fields of complementary and alternative medicine (CAM) research and complexity science to discuss and examine ways in which complexity science can be applied to CAM research. After didactic presentations and small-group discussions, a number of salient themes and ideas emerged. This paper article describes the workshop program and summarizes these emergent ideas, which are divided into five broad categories: (1) introduction to complexity; (2) challenges to CAM research; (3) applications of complexity science to CAM; (4) CAM as a model of complexity applied to medicine; and (5) future directions. This discusses possible benefits and challenges associated with applying complexity science to CAM research. By providing an introductory framework for this collaboration and exchange, it is hoped that this article may stimulate further inquiry into this largely unexplored area of research. PMID:20715978

Upgrading a beginning geophysics course: Taking the “small-is-beautiful approach”

NASA Astrophysics Data System (ADS)

Stein, Seth; DeLaughter, John E.

Considerable attention is now directed toward improving Earth science curricula, as illustrated by both presentations at national scientific meetings and discussions in the literature. Much of the discussion addresses large-scale changes, such as the development of new degree programs [e.g., Stein, 1996]. Such reforms can be very successful but require lengthy interactions with university bureaucracies.A complementary approach is to upgrade individual courses or groups of courses. This approach has the advantage of being doable by individual faculty members, without bureaucracy, and on small (or nonexistent) budgets. We have been taking such a “smallis-beautiful” [Schumacher, 1973] or “faster, camcheaper, better” approach to upgrading our introductory geophysics course. Our discussions with colleagues elsewhere have shown that there is interest in this effort. Therefore we will summarize the effort here in the hope of encouraging discussions of similar experiments.

Cultural perspectives of death, grief, and bereavement.

PubMed

Clements, Paul T; Vigil, Gloria J; Manno, Martin S; Henry, Gloria C; Wilks, Jonathan; Das Sarthak; Kellywood, Rosie; Foster, Wil

2003-07-01

The cultural makeup of the United States continues to change rapidly, and as minority groups continue to grow, these groups' beliefs and customs must be taken into account when examining death, grief, and bereavement. This article discusses the beliefs, customs, and rituals of Latino, African American, Navajo, Jewish, and Hindu groups to raise awareness of the differences health care professionals may encounter among their grieving clients. Discussion of this small sample of minority groups in the United States is not intended to cover all of the degrees of acculturation within each group. Cultural groups are not homogeneous, and individual variation must always be considered in situations of death, grief, and bereavement. However, because the customs, rituals, and beliefs of the groups to which they belong affect individuals' experiences of death, grief, and bereavement, health care professionals need to be open to learning about them to better understand and help.

Expert consensus-building for developing guidelines: lessons learned from a dengue economics workshop.

PubMed

Constenla, Dagna; Lefcourt, Noah; Garcia, Cristina

2013-09-01

A workshop with 20 experts of diverse backgrounds from five countries in the Americas was convened for two-and-a-half days in March 2012 to discuss and develop a standardized methodology for assessing the economic cost of dengue. This article discusses a number of factors that contributed to the workshop's success, including: engaging the experts at various stages of the process; convening a multidisciplinary group to reduce expert bias and provide a more comprehensive and integrated approach; facilitating guided small- and large-group discussions; developing effective cross-cultural collectivism, trust, communication, and empathy across the expert panel; establishing clear lines of responsibilities within each group of experts; breaking down the complex issues into smaller and simpler ideas; providing ample background materials in multiple languages prior to the workshop. Challenges and areas for improvement are also covered.

[Approach to Evidence-based Medicine Exercises Using Flipped Teaching: Introductory Education for Clinical Practice for 4th-Year Pharmacy Students].

PubMed

Onda, Mitsuko; Takagaki, Nobumasa

2018-01-01

　Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.

Seizing Opportunities: Collaborating for Excellence in Teacher Preparation. [Forum (Crystal City, VA, March 20-12, 1996)].

ERIC Educational Resources Information Center

Bell, Jerry A., Ed.; Buccino, Alphonse, Ed.

This report is divided into four main parts. (1) "Overview" summarizes the plenary presentations and discussions that set the agenda for the small group discussions by participants, the focus of which are on the formation of a good teacher--what teachers must know and be able to do, and how collaborative programs based in universities must be…

What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension

ERIC Educational Resources Information Center

Soter, Anna O.; Wilkinson, Ian A.; Murphy, P. Karen; Rudge, Lucila; Reninger, Kristin; Edwards, Margaret

2008-01-01

The purpose of this study was to validate and extend the findings of an exhaustive literature search in Year 1 and a meta-analysis in Year 2 of a 3-year project in which nine (9) small-group discussion approaches were identified. Having identified parameters of discussion that were, to a greater or lesser extent, present in these nine discussion…

Use of Content Based Instruction and Socratic Discussion for ESL Undergraduate Biomedical Science Students to Develop Critical Thinking Skills

ERIC Educational Resources Information Center

Burder, Ronan L.; Tangalaki, Kathy; Hryciw, Deanne H.

2014-01-01

Content based language instruction can assist English as a second language (ESL) students to achieve better learning and teaching outcomes, however, it is primarily used to understand content, and may not help to develop critical analysis skills. Here we describe a pilot study that used a "Socratic" small-group discussion in addition to…

Revision by means of computer-mediated peer discussions

NASA Astrophysics Data System (ADS)

Soong, Benson; Mercer, Neil; Er, Siew Shin

2010-05-01

In this article, we provide a discussion on our revision method (termed prescriptive tutoring) aimed at revealing students' misconceptions and misunderstandings by getting them to solve physics problems with an anonymous partner via the computer. It is currently being implemented and evaluated in a public secondary school in Singapore, and statistical analysis of our initial small-scale study shows that students in the experimental group significantly outperformed students in both the control and alternative intervention groups. In addition, students in the experimental group perceived that they had gained improved understanding of the physics concepts covered during the intervention, and reported that they would like to continue revising physics concepts using the intervention methods.

Leadership Strategies for Managing Conflict.

ERIC Educational Resources Information Center

Kormanski, Chuck

1982-01-01

Discusses the impact of conflict in small group development theory. Views conflict as a positive, normally occurring behavior and presents leadership strategies involving withdrawal, suppression, integration, compromise, and power. Examines situational contingencies and presents a rationale for strategy selection and intervention. (Author)

Sexuality and the Developmentally Handicapped: Health Education Strategies.

ERIC Educational Resources Information Center

Martin, Mary-Lou; Forchuk, Cheryl

1987-01-01

The article describes a sex education program for small groups of developmentally handicapped adolescents and young adults which includes information on and discussion of body parts, acceptable social behavior, assertiveness, birth control, and sexually transmitted diseases. (Author/JW)

Teaching self-control to small groups of dually diagnosed adults.

PubMed

Dixon, M R; Holcomb, S

2000-01-01

The present study examined the use of a progressive delay procedure to teach self-control to two groups of dually diagnosed adults. When given a choice between an immediate smaller reinforcer and a larger delayed reinforcer, both groups chose the smaller reinforcer during baseline. During treatment, progressive increases in work requirements for gaining access to a larger reinforcer resulted in both groups selecting larger delayed reinforcers. The results are discussed with respect to increasing cooperative work behavior and self-control.

Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class

NASA Astrophysics Data System (ADS)

Becker, Nicole M.

Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding. This study examined the social influences that contribute to classroom learning in an inquiry-oriented undergraduate physical chemistry class using the Process Oriented Guided Inquiry Learning (POGIL) approach. A qualitative approach to analyzing classroom discourse derived from Toulmin's (1968) model of argumentation was used to document patterns in classroom reasoning that reflect normative aspects of social interaction. Adapting the constructs of social and sociomathematical norms from the work of Yackel and Cobb (1996), I describe social aspects of the classroom environment by discussing normative aspects of social interaction (social norms) and discipline-specific criteria related to reasoning and justification in chemistry contexts, referred to here as sociochemical norms. This work discusses four social norms and two sociochemical norms that were documented over a five-week period of observation in Dr. Black's POGIL physical chemistry class. In small group activities, the socially established expectations that students explain reasoning, negotiate understandings of terminology and symbolic representations, and arrive at a consensus on critical thinking questions shaped small group interactions and reasoning. In whole class discussion, there was an expectation that students share reasoning with the class, and that the instructor provide feedback on student reasoning in ways that extended student contributions and elaborated relationships between macroscopic, particulate, and symbolic-level ideas. The ways in which the class constructed evidence-based claims about chemistry content reflected the influence of sociochemical norms that were enacted through classroom discourse. Two sociochemical norms were documented in both whole class and small group activities: first, the class used particulate-level evidence to make claims about chemical and physical properties; second, particular ways of using mathematical reasoning to justify claims about thermodynamics content became normative for the class. These similarities and differences between social and sociochemical norms in small group and whole class discussion highlight ways in which instructor facilitation can support productive interactions in classroom activities.

Absolutism in Religion and Global Peace: Boko-Haram Factor in Nigeria and Its Educational Imperatives

ERIC Educational Resources Information Center

Shaaba, Muhammad Mann

2017-01-01

Nigeria, hitherto regarded as a relatively peaceful country at least in terms of terrorism, became a globally notable country with high incidence of religious violence and outright terrorism. This paper discussed Boko-haram as the Nigerian terrorist group that started from a small local group in Borno State of the country and grew into an…

Rules and Agreements--And Becoming a Preschool Community of Learners

ERIC Educational Resources Information Center

Hannikainen, Maritta

2005-01-01

The study presented here discusses rules and agreements in a preschool group from the viewpoint of the development of a community of learners. What kinds of rules and agreements exist in the preschool group, how they are articulated and how they are adopted at the beginning of the preschool year were the questions addressed in this small-scale…

Small Group Teaching in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

ERIC Educational Resources Information Center

Ogborn, Jon, Ed.; And Others

While this book is focused primarily on the tutorials held in the British universities, it offers many insights that can improve the teaching in the discussion sections so common in our large universities. Introductions to analyses of group processes of technical language, and of questions are given. Lesson plans for skill building sessions are…

REECo activities and sample logistics in support of the Nevada Applied Ecology Group

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

Wireman, D.L.; Rosenberry, C.E. Jr.; White, M.G.

Activities and sample logistics of Reynolds Electrical and Engineering Co., Inc. (REECo), in support of the Nevada Applied Ecology Group (NAEG), are discussed in this summary report. Activities include the collection, preparation, and shipment of samples of soils, vegetation, and small animals collected at Pu-contaminated areas of the Nevada Test Site and Tonopah Test Range. (CH)

The pearls of using real-world evidence to discover social groups

NASA Astrophysics Data System (ADS)

Cardillo, Raymond A.; Salerno, John J.

2005-03-01

In previous work, we introduced a new paradigm called Uni-Party Data Community Generation (UDCG) and a new methodology to discover social groups (a.k.a., community models) called Link Discovery based on Correlation Analysis (LDCA). We further advanced this work by experimenting with a corpus of evidence obtained from a Ponzi scheme investigation. That work identified several UDCG algorithms, developed what we called "Importance Measures" to compare the accuracy of the algorithms based on ground truth, and presented a Concept of Operations (CONOPS) that criminal investigators could use to discover social groups. However, that work used a rather small random sample of manually edited documents because the evidence contained far too many OCR and other extraction errors. Deferring the evidence extraction errors allowed us to continue experimenting with UDCG algorithms, but only used a small fraction of the available evidence. In attempt to discover techniques that are more practical in the near-term, our most recent work focuses on being able to use an entire corpus of real-world evidence to discover social groups. This paper discusses the complications of extracting evidence, suggests a method of performing name resolution, presents a new UDCG algorithm, and discusses our future direction in this area.

[The educational reach of discussion in small groups. The role of the professor's differential experience].

PubMed

García-Mangas, José Alberto; Viniegra-Velázquez, Leonardo

2008-01-01

The teachers' formation program at IMSS includes the methodological diplomate in teaching level I (DMDI) and level II (DMDII). This program is based in educational strategies that promote the participation (guide towards knowledge elaboration). The importance of discussion in small groups (subgroups) to increase learning has been showed as part of such strategies. To evaluate the influence in learning of the professors' experience in coordinating the subgroup discussion. Three groups of students were included (professors in teaching formation) that had consecutively studied the DMDI: DMDIa, DMDIb, and DMDIc. There was also included a group of DMDII whose students had participated in DMDI as coordinators of the subgroup discussion of DMDIb and DMDIc (DMDIa did not count with coordinators). Two instruments previously validated were used to evaluate the development of a position about education and scientific work (indicator of both: % of consequence). Evaluations were made at the beginning and end of each DMDI. Position in education: at the beginning DMDIa = 36; DMDIb = 30, DMDIc = 31, without differences among them (p 0.65). After the interventions the increases were: DMDIa from 36 to 75 (p < 0.01), DMDIb from 30 to 91 (p < 0.01), DMDIc from 31 to 90 (p < 0.01). When comparing the groups among themselves, differences were found between DMDIa and DMDIb, DMDIa and DMDIc, and no differences were found between DMDIb and DMDIc. Position about scientific work: at the beginning DMDIa = 20; DMDIb = 14; DMDIc = 15 (p. 0.35). After the interventions the increases were: DMDIa from 20 to 35 (p < 0.05); DMDIb from 14 to 53 (p < 0.02), DMDIc from 15 to 79 (p < 0.001). When comparing the groups among themselves, difference was found between DMDIb and DMDIc (p < 0.02) and from these two and DMDIa. The results support the hypothesis that the professor's experience in the coordination of subgroup discussion has a notorious influence in learning. The DMDIa group that did not have this support showed lower advances with both instruments. The DMDIb group that had coordinating professors with little experience had equivalent advances to DMDIc in position about education, and lower advances in the position about scientific work. The DMDIc group whose coordinating professors had a previous experience with the DMDIb group showed the greatest increases. Features of educational strategy promoting the participation are described as well as the importance of the experience of the professor in coordinating the discussion, to increase learning.

Cutaneous reflexes in small muscles of the hand

PubMed Central

Caccia, M. R.; McComas, A. J.; Upton, A. R. M.; Blogg, T.

1973-01-01

A study has been made of the responses of motoneurones innervating small muscles of the hand to electrical and mechanical stimulation of the skin. Both excitatory and inhibitory effects could be observed in the same muscle after a single stimulus to a given area of skin. The earliest excitatory and inhibitory responses are probably mediated by group III and the smaller group II afferent nerve fibres. A later inhibition results from activity in the larger group II fibres which are connected to cutaneous mechanoreceptors, especially those in the tips of the fingers and thumb. This late inhibitory reflex may operate through the fusimotor system. The possible roles of these reflexes are discussed in relation to previous investigations in man and the cat. PMID:4272546

Redesign of a large lecture course into a small-group learning course.

PubMed

Ferreri, Stefanie P; O'Connor, Shanna K

2013-02-12

Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

Active Learning and Teaching: Improving Postsecondary Library Instruction.

ERIC Educational Resources Information Center

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Neighborhood Jams.

ERIC Educational Resources Information Center

Zingher, Gary

1995-01-01

Examines the role of the neighborhood in books for children and young adults. Discusses community characteristics, historical fiction, "special and scary places," neighborhoods in conflict and harmony, and the neighborhood as a memory base. Presents activities including animated maps, games, murals, small group dramas, and storytelling.…

Applications of High Technology to Communication Instruction.

ERIC Educational Resources Information Center

Behnke, Ralph R.; O'Hair, H. Dan

1984-01-01

Discusses classroom design and uses of interactive media. Covers the design of public speaking/interpersonal/small group communication classrooms, the simulation laboratory, the communication effectiveness trainer (ComET system), audience response systems, speech evaluation using computers, and system design considerations. (PD)

The Art of Creating Enjoyable Career Counseling Classes.

ERIC Educational Resources Information Center

Miller, Mark J.; Soper, Barlow

1982-01-01

Provides counselor educators with some specific suggestions for making career counseling classes enjoyable and educational. Discusses lecture topics, small group activities, creative use of Dictionary of Occupational Titles, evaluation of occupational information, and imaginative ways of interpreting test results. (RC)

"Wherever You Go, You Will Be a Polis": Spatial Practices and Political Education in Computer-Supported Collaborative Learning Discussions

ERIC Educational Resources Information Center

Slakmon, Benzi; Schwarz, Baruch B.

2017-01-01

The aim of this article is to increase understanding of the development of spatial practices in virtual learning environments. The spatial change and development in 38 small-group e-discussions taken from a data set of a yearlong 8th-grade humanities course are described and analyzed. We show that the focus on spatial changes in computer-supported…

Approaches and Activities of Professional Development During Graduate/Postdoctoral Summer Workshops

NASA Astrophysics Data System (ADS)

Gross, N. A.; Wiltberger, M. J.; Hughes, W. J.; Bhattacharjee, A.; Schrijver, K.; Bagenal, F.; Sojka, J. J.; Munoz-Jaramillo, A.

2017-12-01

NSF and NASA each fund a space physics summer school - the Space Weather Summer School (https://www2.hao.ucar.edu/CISM-Summer-School) and the Heliophysics Summer School (https://cpaess.ucar.edu/heliophysics/summer-school) - each of which provide a comprehensive introduction to their fields at the conceptual and quantitative level for graduate and postdoctoral researchers. Along with specific content goals, each summer school also recognizes professional development goals for the students. Each school intentionally develops community among the summer school students to promote professional networking between the students and between students and instructors. Community is promoted both as part of the formal program and through informal gatherings and outings. Social media is intentionally used for this purpose as well. The summer schools also promote practice with discussing science concepts in small groups through peer instruction, practice presenting in small groups, and discussing results with minimal preparation. Short formal student presentations and poster sessions are organized as part of the formal schedule of one of the summer schools. Much of the professional development work is informed by improvisational theater approaches. Group improv training focuses on the development of the group or the community rather than the individual. Group improv activities are used to build the group and encourage full participation. This talk will outline the professional development activities in each school and how they are informed by improv.

Addressing Racism in Medical Education An Interactive Training Module.

PubMed

White-Davis, Tanya; Edgoose, Jennifer; Brown Speights, Joedrecka S; Fraser, Kathryn; Ring, Jeffrey M; Guh, Jessica; Saba, George W

2018-05-01

Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them. Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.

Brain and Nerves of the Human Body: A Programmed Text and Plate Booklet for Physical Therapy Aides.

ERIC Educational Resources Information Center

Kristy, Jean; McDaniel, Lucy V.

Designed by physical therapists on the basis of results of job analysis and tested with several individual and two small groups, this programed text and plate booklet are intended for either individual or group use in a hospital or junior college program. It is suggested that some discussion, demonstration, and application sessions be arranged in…

Interpersonal, Nonverbal, and Small Group Communication: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with a variety of topics, including the following: (1) ways of conceptualizing and evaluating group discussion; (2) participant observations of communication themes in families facing death; (3) perceptions of…

GENDER DIFFERENCES IN QUALITY OF LIFE AMONG LONG-TERM COLORECTAL CANCER SURVIVORS WITH OSTOMIES

PubMed Central

Grant, Marcia; McMullen, Carmit K.; Altschuler, Andrea; Mohler, M. Jane; Hornbrook, Mark C.; Herrinton, Lisa J.; Wendel, Christopher S.; Baldwin, Carol M.; Krouse, Robert S.

2011-01-01

Objective To describe how gender shapes the concerns and adaptations of long-term (> 5 years) colorectal cancer (CRC) survivors with ostomies. Design Qualitative study using content analysis of focus group content. Setting Member of Kaiser Permanente, residing in either Oregon, Southwest Washington State, or Northern California. Sample Four female and four male focus groups selected from quantitative survey participants with health-related quality of life (HRQOL) scores in the highest or lowest quartile. Methods Eight focus groups, discussed challenges of living with an ostomy. Content was recorded, transcribed, and analyzed using directive and summative content analysis. Main Research Variables HRQOL domains of physical, psychological, social and spiritual well being. Findings All groups reported avoiding foods that cause gas or rapid transit, and discussed how limiting the amount of food eaten controlled the output. All groups discussed physical activities, getting support from friends and family, and the importance of being resilient. Both genders identified challenges with sexuality/intimacy. Coping and adjustment difficulties were discussed by women with men only discussing these issues to a small extent. Difficulties with sleep were primarily identified by Low HRQOL women. Problems with body image and depression were discussed only by Low HRQOL women. Conclusions Common issues included diet management, physical activity, social support and sexuality. Women with low HRQOL discussed problems with depression, body image, and sleep. Implications for Nursing Application of these gender-based differences can inform educational interventions for CRC survivors with ostomies. PMID:21875846

Warm dark matter

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

Horiuchi, Shunsaku, E-mail: horiuchi@vt.edu

2016-06-21

The cold dark matter paradigm has been extremely successful in explaining the large-scale structure of the Universe. However, it continues to face issues when confronted by observations on sub-Galactic scales. A major caveat, now being addressed, has been the incomplete treatment of baryon physics. We first summarize the small-scale issues surrounding cold dark matter and discuss the solutions explored by modern state-of-the-art numerical simulations including treatment of baryonic physics. We identify the too big to fail in field galaxies as among the best targets to study modifications to dark matter, and discuss the particular connection with sterile neutrino warm darkmore » matter. We also discuss how the recently detected anomalous 3.55 keV X-ray lines, when interpreted as sterile neutrino dark matter decay, provide a very good description of small-scale observations of the Local Group.« less

Communication Competence among Teachers: The Ohio Solution.

ERIC Educational Resources Information Center

DeWine, Sue; Pearson, Judy C.

1989-01-01

Describes a summer instructional program for elementary and secondary teachers involving a set of workshops on basic communication concepts, nonverbal communication, organizational communication, listening, and small group communication. Discusses issues of marketing the program, defending its academic validity, and decreasing the gap between the…

Impact of a Human Sexuality Program on Sex Related Knowledge, Attitudes, Behavior and Guilt of College Students

ERIC Educational Resources Information Center

Bernard, Harold S.; Schwartz, Allan J.

1977-01-01

This study attempts to assess whether a human sexuality course, which combines lecture and small group discussion formats, results in changes in sex related knowledge, attitudes, behavior, and three dimensions of guilt. (Author)

Scaffolded Reading Instruction of Content-Area Texts

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2014-01-01

In this column, we focus on increasing text complexity during scaffolded, small group instruction. We begin with a discussion about the need to adjust expectations for leveled texts for older readers and then focus on the ways in which teachers can accomplish this.

A Problem-Based Course in Dental Implantology.

ERIC Educational Resources Information Center

Bell, Fred A.; Hendricson, William D.

1993-01-01

A problem-based predoctoral dental implantology course at the University of Texas had small tutorial groups solve specific patient problems through discussion, individual research, clinical experience, and subsequent sharing of knowledge. Student reactions were enthusiastically positive and their performance exceeded faculty expectations.…

House Plans and Communication Flow

ERIC Educational Resources Information Center

Clasen, Patricia

2008-01-01

This article presents an activity in which students will demonstrate the relationship between the nonverbal concept of space and the flow of verbal communication. Most courses in interpersonal, intercultural, small group, and family communication discuss types of nonverbal communication, including kinesics, haptics, paralanguage, proxemics, and…

Software engineering risk factors in the implementation of a small electronic medical record system: the problem of scalability.

PubMed

Chiang, Michael F; Starren, Justin B

2002-01-01

The successful implementation of clinical information systems is difficult. In examining the reasons and potential solutions for this problem, the medical informatics community may benefit from the lessons of a rich body of software engineering and management literature about the failure of software projects. Based on previous studies, we present a conceptual framework for understanding the risk factors associated with large-scale projects. However, the vast majority of existing literature is based on large, enterprise-wide systems, and it unclear whether those results may be scaled down and applied to smaller projects such as departmental medical information systems. To examine this issue, we discuss the case study of a delayed electronic medical record implementation project in a small specialty practice at Columbia-Presbyterian Medical Center. While the factors contributing to the delay of this small project share some attributes with those found in larger organizations, there are important differences. The significance of these differences for groups implementing small medical information systems is discussed.

Did the Crab Pulsar Undergo a Small Glitch in 2006 Late March/Early April?

NASA Astrophysics Data System (ADS)

Vivekanand, M.

2016-08-01

On 2006 August 23 the Crab Pulsar underwent a glitch, which was reported by the Jodrell Bank and the Xinjiang radio observatories. Neither data are available to the public. However, the Jodrell group publishes monthly arrival times of the Crab Pulsar pulse (their actual observations are done daily), and using these, it is shown that about 5 months earlier the Crab Pulsar probably underwent a small glitch, which has not been reported before. Neither observatory discusses the detailed analysis of data from 2006 March to August; either they may not have detected this small glitch, or they may have attributed it to timing noise in the Crab Pulsar. The above result is verified using X-ray data from RXTE. If this is indeed true, this is probably the smallest glitch observed in the Crab Pulsar so far, whose implications are discussed. This work addresses the confusion possible between small-magnitude glitches and timing noise in pulsars.

Two conceptions of conscience and the problem of conscientious objection.

PubMed

Symons, Xavier

2017-04-01

Schuklenk and Smalling argue that it is practically impossible for civic institutions to meet the conditions necessary to ensure that conscientious objection does not conflict with the core principles of liberal democracies. In this response, I propose an alternative definition of conscience to that offered by Schuklenk and Smalling. I discuss what I call the 'traditional' notion of conscience, and contrast this with the existentialist conception of conscience (which I take to be a close cousin of the view targeted by Schuklenk and Smalling). I argue that the traditional notion, grounded in an objective moral order, avoids the criticisms advanced by Schuklenk and Smalling; the existentialist conception, in contrast, does not. I conclude by discussing the benefits and risks of a 'restricted view' of respect for conscience. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

DID THE CRAB PULSAR UNDERGO A SMALL GLITCH IN 2006 LATE MARCH/EARLY APRIL?

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

Vivekanand, M., E-mail: viv.maddali@gmail.com

2016-08-01

On 2006 August 23 the Crab Pulsar underwent a glitch, which was reported by the Jodrell Bank and the Xinjiang radio observatories. Neither data are available to the public. However, the Jodrell group publishes monthly arrival times of the Crab Pulsar pulse (their actual observations are done daily), and using these, it is shown that about 5 months earlier the Crab Pulsar probably underwent a small glitch, which has not been reported before. Neither observatory discusses the detailed analysis of data from 2006 March to August; either they may not have detected this small glitch, or they may have attributedmore » it to timing noise in the Crab Pulsar. The above result is verified using X-ray data from RXTE . If this is indeed true, this is probably the smallest glitch observed in the Crab Pulsar so far, whose implications are discussed. This work addresses the confusion possible between small-magnitude glitches and timing noise in pulsars.« less

Interactive instruction in otolaryngology resident education.

PubMed

Schweinfurth, John M

2007-12-01

Today's academic faculty was typically trained under an education system based entirely on didactic lectures. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.

Gauged U(1) clockwork theory

NASA Astrophysics Data System (ADS)

Lee, Hyun Min

2018-03-01

We consider the gauged U (1) clockwork theory with a product of multiple gauge groups and discuss the continuum limit of the theory to a massless gauged U (1) with linear dilaton background in five dimensions. The localization of the lightest state of gauge fields on a site in the theory space naturally leads to exponentially small effective couplings of external matter fields localized away from the site. We discuss the implications of our general discussion with some examples, such as mediators of dark matter interactions, flavor-changing B-meson decays as well as D-term SUSY breaking.

Benefits in Cash or in Kind? A Community Consultation on Types of Benefits in Health Research on the Kenyan Coast

PubMed Central

Njue, Maureen; Molyneux, Sassy; Kombe, Francis; Mwalukore, Salim; Kamuya, Dorcas; Marsh, Vicki

2015-01-01

Background Providing benefits and payments to participants in health research, either in cash or in kind, is a common but ethically controversial practice. While much literature has concentrated on appropriate levels of benefits or payments, this paper focuses on less well explored ethical issues around the nature of study benefits, drawing on views of community members living close to an international health research centre in Kenya. Methods The consultation, including 90 residents purposively chosen to reflect diversity, used a two-stage deliberative process. Five half-day workshops were each followed by between two and four small group discussions, within a two week period (total 16 groups). During workshops and small groups, facilitators used participatory methods to share information, and promote reflection and debate on ethical issues around types of benefits, including cash, goods, medical and community benefits. Data from workshop and field notes, and voice recordings of small group discussions, were managed using Nvivo 10 and analysed using a Framework Analysis approach. Findings and Conclusions The methods generated in-depth discussion with high levels of engagement. Particularly for the most-poor, under-compensation of time in research carries risks of serious harm. Cash payments may best support compensation of costs experienced; while highly valued, goods and medical benefits may be more appropriate as an ‘appreciation’ or incentive for participation. Community benefits were seen as important in supporting but not replacing individual-level benefits, and in building trust in researcher-community relations. Cash payments were seen to have higher risks of undue inducement, commercialising relationships and generating family conflicts than other benefits, particularly where payments are high. Researchers should consider and account for burdens families may experience when children are involved in research. Careful context-specific research planning and skilled and consistent communication about study benefits and payments are important, including in mitigating potential negative effects. PMID:26010783

Benefits in cash or in kind? A community consultation on types of benefits in health research on the Kenyan Coast.

PubMed

Njue, Maureen; Molyneux, Sassy; Kombe, Francis; Mwalukore, Salim; Kamuya, Dorcas; Marsh, Vicki

2015-01-01

Providing benefits and payments to participants in health research, either in cash or in kind, is a common but ethically controversial practice. While much literature has concentrated on appropriate levels of benefits or payments, this paper focuses on less well explored ethical issues around the nature of study benefits, drawing on views of community members living close to an international health research centre in Kenya. The consultation, including 90 residents purposively chosen to reflect diversity, used a two-stage deliberative process. Five half-day workshops were each followed by between two and four small group discussions, within a two week period (total 16 groups). During workshops and small groups, facilitators used participatory methods to share information, and promote reflection and debate on ethical issues around types of benefits, including cash, goods, medical and community benefits. Data from workshop and field notes, and voice recordings of small group discussions, were managed using Nvivo 10 and analysed using a Framework Analysis approach. The methods generated in-depth discussion with high levels of engagement. Particularly for the most-poor, under-compensation of time in research carries risks of serious harm. Cash payments may best support compensation of costs experienced; while highly valued, goods and medical benefits may be more appropriate as an 'appreciation' or incentive for participation. Community benefits were seen as important in supporting but not replacing individual-level benefits, and in building trust in researcher-community relations. Cash payments were seen to have higher risks of undue inducement, commercialising relationships and generating family conflicts than other benefits, particularly where payments are high. Researchers should consider and account for burdens families may experience when children are involved in research. Careful context-specific research planning and skilled and consistent communication about study benefits and payments are important, including in mitigating potential negative effects.

Set. Research Information for Teachers. Number Two 1990.

ERIC Educational Resources Information Center

Jeffery, Peter, Ed.

This set of research materials incorporates information for teachers, principals, students, lecturers, and actively involved parents. Included are leaflets and brief reports designed for private study, staff meetings, inservice courses, or small group discussion. The package contains 15 research studies: "Modified Sports: Kiwi and…

Socioeconomic impact of photovoltaic power at Schuchuli, Arizona

NASA Technical Reports Server (NTRS)

Bahr, D.; Garrett, B. G.; Chrisman, C.

1980-01-01

The social and economic impact of photovoltaic power on a small, remote native American village is studied. Village history, group life, energy use in general, and the use of photovoltaic-powered appliances are discussed. No significant impacts due to the photovoltaic power system were observed.

Science on Wheels

ERIC Educational Resources Information Center

Savitz, Maxine L.

1973-01-01

A science program was developed which is based on a mobile laboratory containing scientific experiments in biology, chemistry, physics, applied science, and mathematics. Discussion and experiments differ from the normal classroom setting as they utilize small groups and center around the relationship of modern science and technology of the urban…

An Innovative Pharmaceutical Care Practical Course

ERIC Educational Resources Information Center

Bulatova, N. R.; Aburuz, S.; Yousef, A. M.

2007-01-01

The innovative practical course was developed to improve the students' ability to acquire pharmaceutical care skills. The primary components of the course were in-school training using small group discussions and hospital experience including identification, analysis, prevention and resolution of drug-therapy problems, patient counseling on their…

Juvenile Delinquency--A Community Perspective.

ERIC Educational Resources Information Center

Sotomayor, Marta

1979-01-01

Discusses two situations dealing with juvenile delinquency: (1) prejudicial attitudes stemming from racism and how they are reflected in the service delivery infrastructure, service accessibility and utilization, and the development of more appropriate intervention strategies; and (2) the elements of small groups and families in a community…

SCIP in Action in Bury.

ERIC Educational Resources Information Center

Dawson, Bob

1986-01-01

Gives an example of a class project dealing with pollution developed by one school involved in the School Curriculum Industry Project. Discusses investigations covering a three-week period in which chemistry students were involved in audiovisual productions, field trips to pollution treatment centers, and small group presentations. (TW)

Workshop: Analytical Methods for Assessing the Environmental Justice Implications of Environmental Regulations (2010)

EPA Pesticide Factsheets

The purpose of this workshop was to gather a small group of economists, regulatory experts, and EJ community leaders to discuss methods for incorporating EJ analyses into EPA’s regulatory process. Sessions addressed multiple EPA programs and EJ methods.

Life History of a Topic in an Online Discussion: A Complex Systems Theory Perspective on How One Message Attracts Class Members to Create Meaning Collaboratively

ERIC Educational Resources Information Center

Vogler, Jane S.; Schallert, Diane L.; Jordan, Michelle E.; Song, Kwangok; Sanders, Anke J. Z.; Te Chiang, Yueh-hui Yan; Lee, Ji-Eun; Park, Jeongbin Hannah; Yu, Li-Tang

2017-01-01

Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community,…

Rehabilitation Medicine Summit: Building Research Capacity

PubMed Central

Frontera, Walter R; Fuhrer, Marcus J; Jette, Alan M; Chan, Leighton; Cooper, Rory A; Duncan, Pamela W; Kemp, John D; Ottenbacher, Kenneth J; Peckham, P Hunter; Roth, Elliot J; Tate, Denise G

2006-01-01

Summary: The general objective of the “Rehabilitation Medicine Summit: Building Research Capacity” was to advance and promote research in medical rehabilitation by making recommendations to expand research capacity. The five elements of research capacity that guided the discussions were: 1) researchers; 2) research culture, environment, and infrastructure; 3) funding; 4) partnerships; and 5) metrics. The 100 participants included representatives of professional organizations, consumer groups, academic departments, researchers, governmental funding agencies, and the private sector. The small group discussions and plenary sessions generated an array of problems, possible solutions, and recommended actions. A post-Summit, multi-organizational initiative is called to pursue the agendas outlined in this report. PMID:16572568

Oral purgative and simethicone before small bowel capsule endoscopy

PubMed Central

Rosa, Bruno Joel Ferreira; Barbosa, Mara; Magalhães, Joana; Rebelo, Ana; Moreira, Maria João; Cotter, José

2013-01-01

AIM: To evaluate small bowel cleansing quality, diagnostic yield and transit time, comparing three cleansing protocols prior to capsule endoscopy. METHODS: Sixty patients were prospectively enrolled and randomized to one of the following cleansing protocols: patients in Group A underwent a 24 h liquid diet and overnight fasting; patients in Group B followed protocol A and subsequently were administered 2 L of polyethylene glycol (PEG) the evening before the procedure; patients in Group C followed protocol B and were additionally administered 100 mg of simethicone 30 min prior to capsule ingestion. Small bowel cleansing was independently assessed by two experienced endoscopists and classified as poor, fair, good or excellent according to the proportion of small bowel mucosa under perfect conditions for visualization. When there was no agreement between the two endoscopists, the images were reviewed and discussed until a consensus was reached. The preparation was considered acceptable if > 50% or adequate if > 75% of the mucosa was in perfect cleansing condition. The amount of bubbles was assessed independently and it was considered significant if it prevented a correct interpretation of the images. Positive endoscopic findings, gastric emptying time (GET) and small bowel transit time (SBTT) were recorded for each examination. RESULTS: There was a trend favoring Group B in achieving an acceptable (including fair, good or excellent) level of cleansing (Group A: 65%; Group B: 83.3%; Group C: 68.4%) [P = not significant (NS)] and favoring Group C in attaining an excellent level of cleansing (Group A: 10%; Group B: 16.7%; Group C: 21.1%) (P = NS). The number of patients with an adequate cleansing of the small bowel, corresponding to an excellent or good classification, was 5 (25%) in Group A, 5 (27.8%) in Group B and 4 (21.1%) in Group C (P = 0.892). Conversely, 7 patients (35%) in Group A, 3 patients (16.7%) in Group B and 6 patients (31.6%) in Group C were considered to have poor small bowel cleansing (P = 0.417), with significant fluid or debris such that the examination was unreliable. The proportion of patients with a significant amount of bubbles was 50% in Group A, 27.8% in Group B and 15.8% in Group C (P = 0.065). This was significantly lower in Group C when compared to Group A (P = 0.026). The mean GET was 27.8 min for Group A, 27.2 min for Group B and 40.7 min for Group C (P = 0.381). The mean SBTT was 256.4 min for Group A, 256.1 min for Group B and 258.1 min for Group C (P = 0.998). Regarding to the rate of complete examinations, the capsule reached the cecum in 20 patients (100%) in Group A, 16 patients (88.9%) in Group B and 17 patients (89.5%) in Group C (P = 0.312). A definite diagnosis based on relevant small bowel endoscopic lesions was established in 60% of the patients in Group A (12 patients), 44.4% in Group B (8 patients) and 57.8% in Group C (11 patients) (P = 0.587). CONCLUSION: Preparation with 2 L of PEG before small bowel capsule endoscopy (SBCE) may improve small bowel cleansing and the quality of visualization. Simethicone may further reduce intraluminal bubbles. No significant differences were found regarding GET, SBTT and the proportion of complete exploration or diagnostic yield among the three different cleansing protocols. PMID:23424190

Oral purgative and simethicone before small bowel capsule endoscopy.

PubMed

Rosa, Bruno Joel Ferreira; Barbosa, Mara; Magalhães, Joana; Rebelo, Ana; Moreira, Maria João; Cotter, José

2013-02-16

To evaluate small bowel cleansing quality, diagnostic yield and transit time, comparing three cleansing protocols prior to capsule endoscopy. Sixty patients were prospectively enrolled and randomized to one of the following cleansing protocols: patients in Group A underwent a 24 h liquid diet and overnight fasting; patients in Group B followed protocol A and subsequently were administered 2 L of polyethylene glycol (PEG) the evening before the procedure; patients in Group C followed protocol B and were additionally administered 100 mg of simethicone 30 min prior to capsule ingestion. Small bowel cleansing was independently assessed by two experienced endoscopists and classified as poor, fair, good or excellent according to the proportion of small bowel mucosa under perfect conditions for visualization. When there was no agreement between the two endoscopists, the images were reviewed and discussed until a consensus was reached. The preparation was considered acceptable if > 50% or adequate if > 75% of the mucosa was in perfect cleansing condition. The amount of bubbles was assessed independently and it was considered significant if it prevented a correct interpretation of the images. Positive endoscopic findings, gastric emptying time (GET) and small bowel transit time (SBTT) were recorded for each examination. There was a trend favoring Group B in achieving an acceptable (including fair, good or excellent) level of cleansing (Group A: 65%; Group B: 83.3%; Group C: 68.4%) [P = not significant (NS)] and favoring Group C in attaining an excellent level of cleansing (Group A: 10%; Group B: 16.7%; Group C: 21.1%) (P = NS). The number of patients with an adequate cleansing of the small bowel, corresponding to an excellent or good classification, was 5 (25%) in Group A, 5 (27.8%) in Group B and 4 (21.1%) in Group C (P = 0.892). Conversely, 7 patients (35%) in Group A, 3 patients (16.7%) in Group B and 6 patients (31.6%) in Group C were considered to have poor small bowel cleansing (P = 0.417), with significant fluid or debris such that the examination was unreliable. The proportion of patients with a significant amount of bubbles was 50% in Group A, 27.8% in Group B and 15.8% in Group C (P = 0.065). This was significantly lower in Group C when compared to Group A (P = 0.026). The mean GET was 27.8 min for Group A, 27.2 min for Group B and 40.7 min for Group C (P = 0.381). The mean SBTT was 256.4 min for Group A, 256.1 min for Group B and 258.1 min for Group C (P = 0.998). Regarding to the rate of complete examinations, the capsule reached the cecum in 20 patients (100%) in Group A, 16 patients (88.9%) in Group B and 17 patients (89.5%) in Group C (P = 0.312). A definite diagnosis based on relevant small bowel endoscopic lesions was established in 60% of the patients in Group A (12 patients), 44.4% in Group B (8 patients) and 57.8% in Group C (11 patients) (P = 0.587). Preparation with 2 L of PEG before small bowel capsule endoscopy (SBCE) may improve small bowel cleansing and the quality of visualization. Simethicone may further reduce intraluminal bubbles. No significant differences were found regarding GET, SBTT and the proportion of complete exploration or diagnostic yield among the three different cleansing protocols.

Prescription Writing in Small Groups as a Clinical Pharmacology Educational Intervention: Perceptions of Preclerkship Medical Students.

PubMed

James, Henry; Tayem, Yasin I Y; Al Khaja, K A J; Veeramuthu, Sindhan; Sequeira, Reginald P

2016-08-01

Medical students do not perform well in writing prescriptions, and the 3 variables-learner, teacher, and instructional method-are held responsible to various degrees. The objective of this clinical pharmacology educational intervention was to improve medical students' perceptions, motivation, and participation in prescription-writing sessions. The study participants were second-year medical students of the College of Medicine and Medical Sciences of the Arabian Gulf University, Bahrain. Two prescription-writing sessions were conducted using clinical case scenarios based on problems the students had studied as part of the problem-based learning curriculum. At the end of the respiratory system subunit, the training was conducted in small groups, each facilitated by a tutor. At the end of the cardiovascular system subunit, the training was conducted in a traditional large-group classroom setting. Data were collected with the help of a questionnaire at the end of each session and a focus group discussion. A majority of the students (95.3% ± 2.4%) perceived the small-group method better for teaching and learning of all aspects of prescription writing: analyzing the clinical case scenario, applying clinical pharmacology knowledge for therapeutic reasoning, using a formulary for searching relevant prescribing information, and in writing a complete prescription. Students also endorsed the small-group method for better interaction among themselves and with the tutor and for the ease of asking questions and clarifying doubts. In view of the principles of adult learning, where motivation and interaction are important, teaching and learning prescription writing in small groups deserve a serious consideration in medical curricula. © 2015, The American College of Clinical Pharmacology.

Focus group interview: an underutilized research technique for improving theory and practice in health education.

PubMed

Basch, C E

1987-01-01

The purpose of this article is to increase awareness about and stimulate interest in using focus group interviews, a qualitative research technique, to advance the state-of-the-art of education and learning about health. After a brief discussion of small group process in health education, features of focus group interviews are presented, and a theoretical framework for planning a focus group study is summarized. Then, literature describing traditional and health-related applications of focus group interviews is reviewed and a synthesis of methodological limitations and advantages of this technique is presented. Implications are discussed regarding: need for more inductive qualitative research in health education; utility of focus group interviews for research and for formative and summative evaluation of health education programs; applicability of marketing research to understanding and influencing consumer behavior, despite notable distinctions between educational initiatives and marketing; and need for professional preparation faculty to consider increasing emphasis on qualitative research methods.

Optimal Distinctiveness Signals Membership Trust.

PubMed

Leonardelli, Geoffrey J; Loyd, Denise Lewin

2016-07-01

According to optimal distinctiveness theory, sufficiently small minority groups are associated with greater membership trust, even among members otherwise unknown, because the groups are seen as optimally distinctive. This article elaborates on the prediction's motivational and cognitive processes and tests whether sufficiently small minorities (defined by relative size; for example, 20%) are associated with greater membership trust relative to mere minorities (45%), and whether such trust is a function of optimal distinctiveness. Two experiments, examining observers' perceptions of minority and majority groups and using minimal groups and (in Experiment 2) a trust game, revealed greater membership trust in minorities than majorities. In Experiment 2, participants also preferred joining minorities over more powerful majorities. Both effects occurred only when minorities were 20% rather than 45%. In both studies, perceptions of optimal distinctiveness mediated effects. Discussion focuses on the value of relative size and optimal distinctiveness, and when membership trust manifests. © 2016 by the Society for Personality and Social Psychology, Inc.

Gender differences in quality of life among long-term colorectal cancer survivors with ostomies.

PubMed

Grant, Marcia; McMullen, Carmit K; Altschuler, Andrea; Mohler, M Jane; Hornbrook, Mark C; Herrinton, Lisa J; Wendel, Christopher S; Baldwin, Carol M; Krouse, Robert S

2011-09-01

To describe how gender shapes the concerns and adaptations of long-term (i.e., more than five years) colorectal cancer survivors with ostomies. Qualitative study using content analysis of focus group content. Oregon, southwestern Washington, and northern California. Four female and four male focus groups (N = 33) selected from 282 quantitative survey participants with health-related quality-of-life (HRQOL) scores in the highest or lowest quartile. Eight focus groups discussed the challenges of living with an ostomy. Content was recorded, transcribed, and analyzed using directive and summative content analysis. HRQOL domains of physical, psychological, social, and spiritual well-being. All groups reported avoiding foods that cause gas or rapid transit and discussed how limiting the amount of food eaten controlled the output. All groups discussed physical activities, getting support from friends and family, and the importance of being resilient. Both genders identified challenges with sexuality and intimacy. Coping and adjustment difficulties mostly were discussed by women, with men only discussing these issues to a small extent. Difficulties with sleep primarily were identified by women with low HRQOL. Problems with body image and depression were discussed only by women with low HRQOL. Common issues included diet management, physical activity, social support, and sexuality. Although both genders identified challenges, women described more specific psychological and social issues than men. Application of these gender-based differences can inform educational interventions for colorectal cancer survivors with ostomies.

Teaching Emotions in Higher Education: An Emotional Rollercoaster

ERIC Educational Resources Information Center

Evans, Thomas Rhys; Steptoe-Warren, Gail

2015-01-01

Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion-specific evidence-based teaching practices. The current study evaluates an innovative new active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third-year psychology…

Learning Generation: Fostering Innovation with Tomorrow's Teachers and Technology

ERIC Educational Resources Information Center

Aust, Ronald; Newberry, Brian; O'Brien, Joseph; Thomas, Jennifer

2005-01-01

We discuss the context, conception, implementation, and research used to refine and evaluate a systemic model for fostering technology integration in teacher education. The Learning Generation model identifies conditions where innovations for using technology emerge in small group dialogues. The model uses a multifaceted implementation with…

ANAMOL: A Creative Experience Using Communications Technology.

ERIC Educational Resources Information Center

Marr, Beth

1999-01-01

The Adult Numeracy and Mathematics On-Line (ANAMOL) project investigated the use of online technology as a medium for professional discussion, networking, and collaboration among a small group of isolated adult numeracy practitioners in Australia. After investigation of several methods of online communication, freeware was selected because, in…

A Case-Based Learning Model in Orthodontics.

ERIC Educational Resources Information Center

Engel, Francoise E.; Hendricson, William D.

1994-01-01

A case-based, student-centered instructional model designed to mimic orthodontic problem solving and decision making in dental general practice is described. Small groups of students analyze case data, then record and discuss their diagnoses and treatments. Students and instructors rated the seminars positively, and students reported improved…

Passport Project.

ERIC Educational Resources Information Center

Worthey, Glen; Bourgoin, Stella, Ed.

This project introduces second-grade students to international studies by having them create a passport. Once the students have their passports, the teacher can then present lessons to small groups, discussing one foreign country per session. The teacher should begin with a traditional lecture giving pertinent facts about a country followed by…

Population Education in Science: Some Sample Lessons.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania.

This science teacher's manual contains nine sample population education lessons adapted from materials produced in several countries in Asia and Oceania. Activities are designed for lower primary through high school students. Included are class discussions, small group activities, and a role-playing situation. Food chains, human dependence upon…

EXTENSION METHODS IDEAS FOR RURAL CIVIL DEFENSE.

ERIC Educational Resources Information Center

Department of Agriculture, Washington, DC.

TECHNIQUES FOR INVOLVING THE RURAL POPULATION IN CIVIL DEFENSE PLANNING IS THE SUBJECT OF THIS DOCUMENT. AN INITIAL STEP INVOLVES DETERMINING THE VARIOUS COMMUNICATION SKILLS TO BE USED. METHODS OF WORKING WITH COMMUNITY ORGANIZATIONS, MASS MEDIA TECHNIQUES, AND CONSTRUCTION OF EXHIBITS ARE DESCRIBED. SMALL GROUP DISCUSSION TECHNIQUES EXPLAINED…

Small Group/Seminar Format for Teaching Behavioral Sciences.

ERIC Educational Resources Information Center

Goethe, John W.; Griffin, Phillip T.

1981-01-01

The design and implementation of the revised format of the freshman behavioral science course at Tulane University School of Medicine is described. The methods of evaluation utilized and the data from the first class of medical students to participate in the new curriculum are discussed. (Author/MLW)

Cross-Cultural Pedagogy: Practical Strategies for a Successful Interprofessional Study Abroad Course

ERIC Educational Resources Information Center

Bai, Jieru; Larimer, Susan; Riner, Mary Beth

2016-01-01

This article discusses some practical strategies for designing and implementing a cross-cultural interprofessional study abroad course, including pre-departure preparation, facilitating small groups with local students, establishing a weekly theme, utilizing role-play and reflective assignments, and implementing meaningful evaluation strategies.…

Set. Research Information for Teachers. Number One 1991.

ERIC Educational Resources Information Center

Jeffery, Peter, Ed.

This set of materials incorporates research information for everyone interested in education: teachers, administrators, students, lecturers, and actively involved parents. Included are leaflets and brief reports designed for a quick read, private study, staff meetings, in-service courses, or small group discussions. This package contains 14…

Investigating interactional competence using video recordings in ESL classrooms to enhance communication

NASA Astrophysics Data System (ADS)

Krishnasamy, Hariharan N.

2016-08-01

Interactional competence, or knowing and using the appropriate skills for interaction in various communication situations within a given speech community and culture is important in the field of business and professional communication [1], [2]. Similar to many developing countries in the world, Malaysia is a growing economy and undergraduates will have to acquire appropriate communication skills. In this study, two aspects of the interactional communicative competence were investigated, that is the linguistic and paralinguistic behaviors in small group communication as well as conflict management in small group communication. Two groups of student participants were given a problem-solving task based on a letter of complaint. The two groups of students were video recorded during class hours for 40 minutes. The videos and transcription of the group discussions were analyzed to examine the use of language and interaction in small groups. The analysis, findings and interpretations were verified with three lecturers in the field of communication. The results showed that students were able to accomplish the given task using verbal and nonverbal communication. However, participation was unevenly distributed with two students talking for less than a minute. Negotiation was based more on alternative views and consensus was easily achieved. In concluding, suggestions are given on ways to improve English language communication.

Standard Modular Hydropower Technology Acceleration Workshop: Summary Report

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

Smith, Brennan T.; DeNeale, Scott T.; Witt, Adam M.

In support of the Department of Energy (DOE) funded Standard Modular Hydropower (SMH) Technology Acceleration project, Oak Ridge National Laboratory (ORNL) staff convened with five small hydropower technology entrepreneurs on June 14 and 15, 2017 to discuss gaps, challenges, and opportunities for small modular hydropower development. The workshop was designed to walk through SMH concepts, discuss the SMH research vision, assess how each participant’s technology aligns with SMH concepts and research, and identify future pathways for mutually beneficial collaboration that leverages ORNL expertise and entrepreneurial industry experience. The goal coming out of the workshop is to advance standardized, scalable, modularmore » hydropower technologies and development approaches with sustained and open dialogue among diverse stakeholder groups.« less

Chemical warfare agents

PubMed Central

Ganesan, K.; Raza, S. K.; Vijayaraghavan, R.

2010-01-01

Among the Weapons of Mass Destruction, chemical warfare (CW) is probably one of the most brutal created by mankind in comparison with biological and nuclear warfare. Chemical weapons are inexpensive and are relatively easy to produce, even by small terrorist groups, to create mass casualties with small quantities. The characteristics of various CW agents, general information relevant to current physical as well as medical protection methods, detection equipment available and decontamination techniques are discussed in this review article. A brief note on Chemical Weapons Convention is also provided. PMID:21829312

Capture of Small Bodies After Tidal Disruption

NASA Astrophysics Data System (ADS)

Ershova, A.; Medvedev, Yu.

2017-09-01

The subject of the current work is the phisical and dynamical evolution of the small comets group formed by tidal disruption of the protocomet while passing near the large body (Sun, Jupiter). The equations of motion were integrated numericaly. In case of the Sun the evolution of the sun-grazing orbits were discussed and the typical lifetime of such comets was estimated. Nongravitational acceleration and the size reduction of fragments due to sublimation were taking into account using the Marsden formula.

The Effects of Exhaustive Military Activities in Man. The Performance of Small Isolated Military Units in Extreme Environmental Conditions

DTIC Science & Technology

2001-03-01

in cooperation Beethoven the Danish Government in Greenland and the U.S. Coast Guard. This earlier patrol consisted of fur-trappers isolated in North...logo of the Danish Government . THE JOB The SIRIUS patrol consist of volunteers that has signed for this service for a period of 2 years. Before their...always sure to bring everybody together. Discussions are a measure of the psychological temperature of a group. This so much more in the small

Evaluating the Training of Chinese-Speaking Community Health Workers to Implement a Small-Group Intervention Promoting Mammography.

PubMed

Gu, Jiayan; Maxwell, Annette E; Ma, Grace X; Qian, Xiaokun; Tan, Yin; Hsieh, Hsing-Chuan; Tu, Shin-Ping; Wang, Judy Huei-Yu

2018-04-14

This study evaluated the training of Chinese American Community Health Workers (CHWs) to implement a small-group mammography video and discussion program as part of a randomized controlled trial that had the goal to increase adherence to mammography screening guidelines among Chinese American women. A total of 26 Chinese American CHWs in the metropolitan Washington DC area, Southern California, and New York City participated in a 4-h training workshop and completed surveys before and after the workshop to assess their knowledge regarding mammography screening guidelines and human subjects protection rules. The results showed significantly increased knowledge of mammography screening guidelines and human subjects protection rules (both p < 0.01) after the training. CHWs were also trained to lead a discussion of the video, including screening benefits and misconceptions. Forty-three audio recordings of discussions led by 13 active CHWs were transcribed and qualitatively analyzed to assess implementation fidelity. Ten out of 13 active CHWs fully addressed about 3 of the 5 benefit items, and 11 out of 13 CHWs fully addressed more than 5 of the 9 misconception items. Chinese CHWs can be trained to implement research-based intervention programs. However, a one-time training resulted in moderate adherence to the discussion protocol. Ongoing or repeat trainings throughout the intervention period may be needed to enhance implementation fidelity.

Prologue: 2011 Group for Research and Assessment of Psoriasis and Psoriatic Arthritis (GRAPPA).

PubMed

Mease, Philip J; Gladman, Dafna D

2012-11-01

The 2011 Annual Meeting of the Group for Research and Assessment of Psoriasis and Psoriatic Arthritis (GRAPPA) was held in July 2011 in Naples, Italy, and attended by rheumatologists, dermatologists, and representatives of biopharmaceutical companies and patient groups from around the world. The meeting began with a trainee symposium, where 25 rheumatology fellows and dermatology residents presented their original research work. Presentations and discussions by GRAPPA members during the remaining 2-day meeting included a 2-part discussion of the status of psoriatic disease biomarker research, summaries of the GRAPPA Composite Exercise and the GRAPPA video projects, a contribution from Italian members on their psoriasis and PsA projects, a lengthy discussion of research and collaborative initiatives from GRAPPA dermatologists, updates on ultrasound imaging in psoriatic disease and on plans to define inflammatory musculoskeletal disease, a presentation of the results of a small study of psoriasis and PsA in aboriginal people of Peru, and a review of global education and partnering opportunities. Introductions to these discussions are included in this prologue.

Children at Risk and Community Response. Notes, Comments... No. 187 = L'action des populations locales face au probleme de l'enfance en danger.

ERIC Educational Resources Information Center

van Oudenhoven, Nico

Begun in 1978 by a small group of Colombians who were affiliated with a private organization and who were interested in children's upbringing, education, and development, the Promesa Project began by organizing discussion groups among about 20 mothers and their children between 3 and 7 years of age in four remote villages on the shores of the…

Mixed Messages: Ambiguous Penalty Information in Modified Restaurant Menu Items

PubMed Central

Lawless, Harry T.; Patel, Anjali A.; Lopez, Nanette V.

2016-01-01

Restaurant menu items from six national or regional brands were modified to reduce fat, saturated fat, sodium and total calories. Twenty-four items were tested with a current recipe, and two modifications (small and moderate reductions) for 72 total products. Approximately 100 consumers tested each product for acceptability as well as for desired levels of tastes/flavor, amounts of key ingredients and texture/consistency using just-about-right (JAR) scales. Penalty analysis was conducted to assess the effects of non-JAR ratings on acceptability scores. Situations arose where JAR ratings and penalty analyses could yield different recommendations, including large groups with low penalties and small groups with high penalties. Opposing groups with moderate to high penalties on opposite sides of the same JAR scale were also seen. Strategies for dealing with these observances are discussed. PMID:27833254

American History Laboratory Project. Final Report.

ERIC Educational Resources Information Center

Taylor, William R.

The results of an experimental project in American history which introduced to students the methods of historical investigation in specific historical areas through small group research rather than through the college survey course are described in this report. Discussed are (1) the course organization, consisting of two semester units in which…

Television Medical Dramas as Case Studies in Biochemistry

ERIC Educational Resources Information Center

Millard, Julie T.

2009-01-01

Several case studies from popular television medical dramas are described for use in an undergraduate biochemistry course. These cases, which illustrate fundamental principles of biochemistry, are used as the basis for problems that can be discussed further in small groups. Medical cases provide an interesting context for biochemistry with video…

Set. Research Information for Teachers. Number Two. 1991.

ERIC Educational Resources Information Center

Richards, Llyn, Ed.; And Others

This packet of educational research information is designed for everyone interested in education and may be utilized for a quick read, private study, staff meetings, inservice courses or small group discussions. The leaflets and brief reports are listed on a contents sheet as follows: "Twin Studies of Spelling"; "Moment-by-moment…

Vygotsky's Zone of Proximal Development as a Theoretical Foundation for Cooperative Learning.

ERIC Educational Resources Information Center

Doolittle, Peter E.

1997-01-01

Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…

Disturbances in Jackson's Hole, Wyoming, 1895.

ERIC Educational Resources Information Center

Underhill, Lonnie E.; Littlefield, Daniel F., Jr.

1979-01-01

In 1895 a small group of Bannock Indians was arrested for hunting in an area in which they had treaty hunting rights. Article describes the historical background of the episode, discusses similar court cases, and cites the need today for clear legal precedents regarding Indian hunting and fishing rights. (DS)

76 FR 67256 - Advisory Group to the Commissioner of Internal Revenue; Renewal of Charter

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-31

... public, the tax professional community, small and large businesses, international, wage and investment... Revenue Service officials and representatives of the public to discuss relevant tax administration issues. As an advisory body designed to focus on broad policy matters, the IRSAC reviews existing tax policy...

What's Wrong with Library Organization? Factors Leading to Restructuring in Research Libraries.

ERIC Educational Resources Information Center

Hewitt, Joe A.

1997-01-01

Discusses the need for organizational change in academic research libraries, based on a study of a small group of libraries that had experienced varying degrees of restructuring and had analyzed factors that energized change. Highlights include organizational flexibility, external or client-centered orientation, staff empowerment, and improving…

The Patients in Recovery (PIR) Perspective: Teaching Physicians about Methamphetamine

ERIC Educational Resources Information Center

Walley, Alexander Y.; Phillips, Karran A.; Gordon, Adam J.

2008-01-01

Methamphetamine dependence is an emerging epidemic confronting physicians. In an effort to improve understanding of its impact, the authors presented an educational workshop at a national meeting for general internists featuring small group discussions with patients in recovery (PIR) from methamphetamine dependence. Participants rated the workshop…

Proposed experimental programs for testing remote sensor applications in the metropolitan Washington area

NASA Technical Reports Server (NTRS)

Mallon, H. J.; Howard, J. Y.

1972-01-01

A group of suggested experiments is described, which are to be conducted with ERTS-A and high altitude aircraft imagery during the 1972 period. Methods of analysis and observation of land use, urban change, transportation, and possible pollution, using small scale, low resolution data, are discussed.

Death and Dying Education in a Medical School Curriculum.

ERIC Educational Resources Information Center

Schachter, Steven C.

1979-01-01

A student-initiated course on death and dying, offered at the Case Western Reserve University School of Medicine, features a small group format, multidisciplinary representation, and student leadership. Course objectives, course content, teaching methods, course design, and student and faculty assessment of the course are discussed. (JMD)

Workforce Education: Issues for the New Century.

ERIC Educational Resources Information Center

Pautler, Albert J., Jr.

This paper is intended to guide small groups of vocational educators in discussions regarding work force education issues for the next century. The following work force issues are suggested: the aging work force; vocational education's role in reforming K-12 education; distance education for technical education programs; the labor shortages…

Enzyme Inquiry

ERIC Educational Resources Information Center

Rushton, Gregory T.; Dias, Michael; McDurmon, Grant

2008-01-01

In this article, the authors describe a two-phase inquiry lesson in which students explore the catalytic activity of amylase on starch (Rungruangsa and Panijpan 1979). In the first phase, students' prior knowledge about the reaction is assessed through a set of directed prompts and small-group discussion, then challenged or reinforced as students…

Teaching about Sexuality and Veiling in Islam

ERIC Educational Resources Information Center

Defibaugh, Amy; Krutzsch, Brett

2017-01-01

This article proposes strategies for teaching about sexuality in Islam through student-centered learning activities, such as self-reflection, multimedia presentations, and small group discussions. We focus on a diversity of perspectives related to veiling in Islam. The approaches we describe help students deconstruct and reevaluate common U.S.…

Bring out the Brilliance: A Counseling Intervention for Underachieving Students

ERIC Educational Resources Information Center

Berger, Carolyn

2014-01-01

This study evaluated the impact of a small group counseling intervention designed for students who underachieve. The results of the study demonstrated significant improvement for ninth- and tenth-grade underachieving students in the areas of organizational skills, time management, and motivation. The author discusses implications and…

Collective Decision Making in Organizations.

ERIC Educational Resources Information Center

Svenning, Lynne L.

Based on the assumption that educators can adopt new patterns of organization and management to improve the quality of decision and change in education, this paper attempts to make decision theory and small group process theory relevant to practical decision situations confronting educational managers. Included are (1) a discussion of the…

Guiding Students to Interpret a Novel.

ERIC Educational Resources Information Center

Au, Kathryn H.; Scheu, Judith A.

1989-01-01

Describes four lessons for "Sadako and the Thousand Paper Cranes" by Eleanor Coerr, developed by teachers in the Kamehameha Elementary Education Program (KEEP), Hawaii. Observes the links between the two basic activities, reading journals and small group discussions, as well as students' growth in thinking about and responding to the…

Effects of a Sexual Enhancement Workshop on Young Adults.

ERIC Educational Resources Information Center

Fyfe, Bill

1979-01-01

Twenty-four undergraduate volunteers participated in a sexual enhancement workshop, designed to explore the emotional aspects of sex through the use of small group discussion and sexually explicit films. Results indicated that participants experienced significant change toward acceptance of masturbation and a lessening of sex-related anxiety. (SJL)

A Systematic Procedure for Helping Students Overcome Ineffective Communication Habits

ERIC Educational Resources Information Center

Tolhuizen, James H.

2008-01-01

This paper discusses a systematic four-step program for eliminating ineffective communication habits and replacing them with more effective new communication behaviors. This program has been used successfully to teach a variety of different communication skills including public speaking skills, small group interaction skills, and interpersonal…

Entrepreneurship Training in Vocational Education.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This guide on entrepreneurship is designed for use as a unit within an existing course. The unit is best used as individualized instruction, although small groups could be used; class discussions should precede individual work. Material is organized into six parts: entrepreneurship as a career, legal considerations of entrepreneurship, selecting a…

Best Practices for Launching a Flipped Classroom

ERIC Educational Resources Information Center

Hall, Ashley A.; DuFrene, Debbie D.

2016-01-01

Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has…

A Three-Level Analysis of Collaborative Learning in Dual-Interaction Spaces

ERIC Educational Resources Information Center

Lonchamp, Jacques

2009-01-01

CSCL systems which follow the dual-interaction spaces paradigm support the synchronous construction and discussion of shared artifacts by distributed or colocated small groups of learners. The most recent generic dual-interaction space environments, either model based or component based, can be deeply customized by teachers for supporting…

When Talking Is Better Than Staying Quiet

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris; Lautman, Michael

2009-11-01

The effectiveness of Peer Instruction is often associated to the importance of in-class discussions between peers. Typically, a greater number of students have correct answers after peer discussions. However, other cognitive and metacognitive processes such as reflection or time-on-task may also explain this increase because students answering conceptual questions reflect more and spend more time thinking about their understanding. An identical sequence of conceptual questions was given to three groups of students. All groups were polled twice on each question. Between polls, students were asked either to discuss their choice with a peer, or to reflect for a minute (no discussion), or were given a distraction task (sequence of cartoons: no discussion and no reflection). Increases in the rates of correct answers between the first and the second poll were found across all conditions. The `Distract' condition had a small but positive increase (3.4%). The `Reflect' condition had a greater increase (9.7%) while the `Discuss' condition had the greatest (21.0%). All conditions showed gains, possibly because of `testing effects', though peer-discussions clearly yield greatest increases. Our findings show that learning gains through peer discussions cannot be explained only by additional time-on-task or self-reflection.

A new species of small-eared shrew in the Cryptotis thomasi species group from Costa Rica (Mammalia: Eulipotyphla: Soricidae)

USGS Publications Warehouse

Woodman, Neal; Timm, Robert M.

2017-01-01

We describe a new species of small-eared shrew, genus Cryptotis Pomel, 1848 (Eulipotyphla: Soricidae), from near the community of Monteverde in the Tilarán highlands of northwestern Costa Rica. The new species is immediately distinguished from all other Costa Rican shrews its large size and long tail. Morphologically, it belongs to the Cryptotis thomasi group of small-eared shrews, a clade that is more typically distributed in the Andes Cordillera and other highland regions of northern South America. The new Costa Rican species and the Panamanian endemic Cryptotis endersi Setzer, 1950 are the only two members of this species group known to occur in Central America. Like most other members of the C. thomasi group for which the postcranial skeleton has been studied, the new species tends be more ambulatory (rather than semi-fossorial) when compared with other members of the genus. Our survey efforts over several decades failed to locate a population of the new species, and we discuss its conservation status in light of its limited potential distribution in the Tilarán highlands and the significant climatic change that has been documented in the Monteverde region during the past four decades.

Health Disparities Around the World: Perspectives From the 2012 Principles and Practice of Cancer Prevention and Control Course at the National Cancer Institute

PubMed Central

Chawla, Neetu; Kepka, Deanna L.; Heckman-Stoddard, Brandy M.; Horne, Hisani N.; Felix, Ashley S.; Luhn, Patricia; Pelser, Colleen; Barkley, Jonathan; Faupel-Badger, Jessica M.

2013-01-01

Introduction: The National Cancer Institute Principles and Practice of Cancer Prevention and Control course is a 4-week course encompassing a variety of cancer prevention and control topics that is open to attendees from medical, academic, government, and related institutions around the world. Themes related to the challenges health disparities present to cancer prevention efforts and potential solutions to these issues emerged from facilitated group discussions among the 2012 course participants. Materials and Methods: Small-group discussion sessions with participants (n = 85 from 33 different countries) and facilitators (n = 9) were held once per week throughout the 4-week course. Facilitators prepared open-ended questions related to course topics. Participants provided responses reflecting their opinions of topics on the basis of experiences in their countries. A thematic analysis was conducted to explore themes emerging from the discussion groups. Results: The varied influences of health disparities on cancer prevention efforts among > 30 countries represented prominent themes across discussion groups. Participants discussed the interplay of individual characteristics, including knowledge and culture, interpersonal relationships such as family structure and gender roles, community and organizational factors such as unequal access to health care and access to treatment, and national-level factors including policy and government structure. Conclusion: The ideas and solutions presented here are from a geographically and professionally diverse group of individuals. The collective discussion highlighted the pervasiveness of health disparities across all areas represented by course participants and suggested that disparities are the largest impediment to achieving cancer prevention goals. PMID:24084887

Health disparities around the world: perspectives from the 2012 Principles and Practice of Cancer Prevention and Control course at the National Cancer Institute.

PubMed

Chawla, Neetu; Kepka, Deanna L; Heckman-Stoddard, Brandy M; Horne, Hisani N; Felix, Ashley S; Luhn, Patricia; Pelser, Colleen; Barkley, Jonathan; Faupel-Badger, Jessica M

2013-11-01

The National Cancer Institute Principles and Practice of Cancer Prevention and Control course is a 4-week course encompassing a variety of cancer prevention and control topics that is open to attendees from medical, academic, government, and related institutions around the world. Themes related to the challenges health disparities present to cancer prevention efforts and potential solutions to these issues emerged from facilitated group discussions among the 2012 course participants. Small-group discussion sessions with participants (n = 85 from 33 different countries) and facilitators (n = 9) were held once per week throughout the 4-week course. Facilitators prepared open-ended questions related to course topics. Participants provided responses reflecting their opinions of topics on the basis of experiences in their countries. A thematic analysis was conducted to explore themes emerging from the discussion groups. The varied influences of health disparities on cancer prevention efforts among > 30 countries represented prominent themes across discussion groups. Participants discussed the interplay of individual characteristics, including knowledge and culture, interpersonal relationships such as family structure and gender roles, community and organizational factors such as unequal access to health care and access to treatment, and national-level factors including policy and government structure. The ideas and solutions presented here are from a geographically and professionally diverse group of individuals. The collective discussion highlighted the pervasiveness of health disparities across all areas represented by course participants and suggested that disparities are the largest impediment to achieving cancer prevention goals.

Permutational distribution of the log-rank statistic under random censorship with applications to carcinogenicity assays.

PubMed

Heimann, G; Neuhaus, G

1998-03-01

In the random censorship model, the log-rank test is often used for comparing a control group with different dose groups. If the number of tumors is small, so-called exact methods are often applied for computing critical values from a permutational distribution. Two of these exact methods are discussed and shown to be incorrect. The correct permutational distribution is derived and studied with respect to its behavior under unequal censoring in the light of recent results proving that the permutational version and the unconditional version of the log-rank test are asymptotically equivalent even under unequal censoring. The log-rank test is studied by simulations of a realistic scenario from a bioassay with small numbers of tumors.

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

Jaech, J.L.

The use of a pooling technique in leak testing Plutonium Recycle Test Reactor fuel elements to reduce the number of tests is discussed. Since the proportion of defectives in this case is small, application of the method would suggest that the group size be large. It was suggested that additional savings might be introduced by subgrouping the originally grouped items in the event of a positive result, rather than testing them individually. An investigation was made to determine optimum subgrouping sizes. (M.C.G.)

Tailored Training in Vehicle Maintenance Courses

DTIC Science & Technology

2014-07-01

The use of the MCT was limited to the 91M test class during this research effort. There were no other limitations imposed by unit leaders on the MCT’s... one group size to another. Since previous discussions with unit training managers indicated about 80% of all training was designed to be executed in... designated small training groups of four to five Soldiers, it was decided that individual observers would be assigned to collect data on only one of

Bioethics and Public Health Collaborate to Reveal Impacts of Climate Change on Caribbean Life

NASA Astrophysics Data System (ADS)

Macpherson, C.; Akpinar-Elci, M.

2011-12-01

Interdisciplinary dialog and collaboration aimed at protecting health against climate change is impeded by the small number of scientists and health professionals skilled in interdisciplinary work, and by the view held by many that "climate change won't affect me personally". These challenges may be surmounted by discussions about the lived experience of climate change and how this threatens things we value. Dialog between bioethics and public health generated an innovative collaboration using the focus group method. The main limitation of focus groups is the small number of participants however the data obtained is generalizable to wider groups and is used regularly in business to enhance marketing strategies. Caribbean academicians from varied disciplines discussed how climate change affects them and life in the Caribbean. Caribbean states are particularly vulnerable to climate change because their large coastal areas are directly exposed to rising sea levels and their development relies heavily on foreign aid. The Caribbean comprises about half of the 39 members of the Association of Small Island States (AOSIS), and small island states comprise about 5% of global population [1]. Participants described socioeconomic and environmental changes in the Caribbean that they attribute to climate change. These include extreme weather, unusual rain and drought, drying rivers, beach erosion, declining fish catches, and others. The session exposed impacts on individuals, businesses, agriculture, and disaster preparedness. This data helps to reframe climate change as a personal reality rather than a vague future concern. It is relevant to the design, implementation, and sustainability of climate policies in the Caribbean and perhaps other small island states. The method and interdisciplinary approach can be used in other settings to elicit dialog about experiences and values across sectors, and to inform policies. Those who have experienced extreme weather are more concerned about climate change than others [2] and no expertise is needed to discuss such experiences or related values. These are accessible concepts in all disciplines and across socioeconomic levels. Research to further identify and describe values challenged by climate change is needed and can be communicated across disciplines and to the public. The resultant dialog will facilitate interdisciplinary collaboration, public and political debate, and possibly generate behavior change. References 1. Alliance of Small Island States (AOSIS). Accessed July 6, 2011. http://aosis.info/members-and-observers/ 2. Spence A., Poortinga W., Butler C., Pidgeon N.F. Perceptions of climate change and willingness to save energy related to flood experience. Nature Climate Change. March 2011. Accessed July 6, 2011. http://www.nature.com/nclimate/journal/vaop/ncurrent/full/nclimate1059.html

Pre-university Chemistry Students in a Mimicked Scholarly Peer Review

NASA Astrophysics Data System (ADS)

van Rens, Lisette; Hermarij, Philip; Pilot, Albert; Beishuizen, Jos; Hofman, Herman; Wal, Marjolein

2014-10-01

Peer review is a significant component in scientific research. Introducing peer review into inquiry processes may be regarded as an aim to develop student understanding regarding quality in inquiries. This study examines student understanding in inquiry peer reviews among pre-university chemistry students, aged 16-17, when they enact a design of a mimicked scholarly peer review. This design is based on a model of a human activity system. Twenty-five different schools in Brazil, Germany, Poland and The Netherlands participated. The students (n = 880) conducted in small groups (n = 428) open inquiries on fermentation. All groups prepared an inquiry report for peer review. These reports were published on a website. Groups were randomly paired in an internet symposium, where they posted review comments to their peers. These responses were qualitatively analyzed on small groups' level of understanding regarding seven categories: inquiry question, hypothesis, management of control variables, accurate measurement, presenting results, reliability of results, discussion and conclusion. The mimicked scholarly review prompted a collective practice. Student understanding was significantly well on presenting results, discussion and conclusion, and significantly less on inquiry question and reliability of results. An enacted design, based on a model of a human activity system, created student understanding of quality in inquiries as well as an insight in a peer-reviewing practice. To what extent this model can be applied in a broader context of design research in science education needs further study.

Analogical-mapping-based comparison tasks as a scaffold for argumentation

NASA Astrophysics Data System (ADS)

Emig, Brandon R.

Given the centrality of the argumentation process to science and consequent importance to science education, inviting science students to engage in argumentation and scaffolding that argumentation in order that it lead to learning and not frustration is important. The present research invites small groups of science content learners (54 preservice elementary teachers at a large research university) to use analogical-mapping-based comparison tasks in service of argumentation to determine which of two possible analogues, in this case simple machines, is most closely related to a third. These activities and associated instruction scaffolded student small-groups' argumentation in four ways: (1) supporting new analogical correspondences on the heels of prior correspondences; (2) discerning definitions and descriptions for simple machine elements; (3) identifying and dealing with ambiguity in potential correspondences; and (4) making reflections on prior analogical correspondences in service of their final arguments. Analogical-mapping-based comparison activities scaffolded student small groups both in their argumentation and in content learning about simple machines. Implications, limitations, and directions for future related research are also discussed.

Translating an effective group-based HIV prevention program to a program delivered primarily by a computer: methods and outcomes.

PubMed

Card, Josefina J; Kuhn, Tamara; Solomon, Julie; Benner, Tabitha A; Wingood, Gina M; DiClemente, Ralph J

2011-04-01

We describe development of SAHARA (SISTAS Accessing HIV/AIDS Resources At-a-click), an innovative HIV prevention program that uses a computer to deliver an updated version of SiSTA, a widely used, effective group-level HIV prevention intervention for African American women ages 18-29. Fidelity to SiSTA's core components was achieved using: (1) video clips featuring group discussions and modeling of appropriate sexual- and contraceptive-related behavior; and (2) interactive Flash modules facilitating cognitive rehearsal, providing learning experiences through games and quizzes, and providing opportunities for simulated role-play. A preliminary outcome study of SAHARA conducted at Planned Parenthood, Atlanta, found that SAHARA, when followed by a brief 20-minute wrap-up group session facilitated by a health educator, was effective in promoting consistent condom use for vaginal sex. We discuss the potential advantages and challenges of an intervention like SAHARA delivered by computer to an individual, versus one like SiSTA delivered by a health educator to a small group.

Metastable structures and size effects in small group dynamics

PubMed Central

Lauro Grotto, Rosapia; Guazzini, Andrea; Bagnoli, Franco

2014-01-01

In his seminal works on group dynamics Bion defined a specific therapeutic setting allowing psychoanalytic observations on group phenomena. In describing the setting he proposed that the group was where his voice arrived. This physical limit was later made operative by assuming that the natural dimension of a therapeutic group is around 12 people. Bion introduced a theory of the group aspects of the mind in which proto-mental individual states spontaneously evolve into shared psychological states that are characterized by a series of features: (1) they emerge as a consequence of the natural tendency of (both conscious and unconscious) emotions to combine into structured group patterns; (2) they have a certain degree of stability in time; (3) they tend to alternate so that the dissolution of one is rapidly followed by the emergence of another; (4) they can be described in qualitative terms according to the nature of the emotional mix that dominates the state, in structural terms by a kind of typical “leadership” pattern, and in “cognitive” terms by a set of implicit expectations that are helpful in explaining the group behavior (i.e., the group behaves “as if” it was assuming that). Here we adopt a formal approach derived from Socio-physics in order to explore some of the structural and dynamic properties of this small group dynamics. We will described data from an analytic DS model simulating small group interactions of agents endowed with a very simplified emotional and cognitive dynamic in order to assess the following main points: (1) are metastable collective states allowed to emerge in the model and if so, under which conditions in the parameter space? (2) can these states be differentiated in structural terms? (3) to what extent are the emergent dynamic features of the systems dependent of the system size? We will finally discuss possible future applications of the quantitative descriptions of the interaction structure in the small group clinical setting. PMID:25071665

Report from the fourth international consensus meeting to harmonize core outcome measures for atopic eczema/dermatitis clinical trials (HOME initiative).

PubMed

Chalmers, J R; Simpson, E; Apfelbacher, C J; Thomas, K S; von Kobyletzki, L; Schmitt, J; Singh, J A; Svensson, Å; Williams, H C; Abuabara, K; Aoki, V; Ardeleanu, M; Awici-Rasmussen, M; Barbarot, S; Berents, T L; Block, J; Bragg, A; Burton, T; Bjerring Clemmensen, K K; Creswell-Melville, A; Dinesen, M; Drucker, A; Eckert, L; Flohr, C; Garg, M; Gerbens, L A A; Graff, A L B; Hanifin, J; Heinl, D; Humphreys, R; Ishii, H A; Kataoka, Y; Leshem, Y A; Marquort, B; Massuel, M-A; Merhand, S; Mizutani, H; Murota, H; Murrell, D F; Nakahara, T; Nasr, I; Nograles, K; Ohya, Y; Osterloh, I; Pander, J; Prinsen, C; Purkins, L; Ridd, M; Sach, T; Schuttelaar, M-L A; Shindo, S; Smirnova, J; Sulzer, A; Synnøve Gjerde, E; Takaoka, R; Vestby Talmo, H; Tauber, M; Torchet, F; Volke, A; Wahlgren, C-F; Weidinger, S; Weisshaar, E; Wollenberg, A; Yamaga, K; Zhao, C Y; Spuls, P I

2016-07-01

This article is a report of the fourth meeting of the Harmonising Outcome Measures for Eczema (HOME) initiative held in Malmö, Sweden on 23-24 April 2015 (HOME IV). The aim of the meeting was to achieve consensus over the preferred outcome instruments for measuring patient-reported symptoms and quality of life for the HOME core outcome set for atopic eczema (AE). Following presentations, which included data from systematic reviews, consensus discussions were held in a mixture of whole group and small group discussions. Small groups were allocated a priori to ensure representation of different stakeholders and countries. Decisions were voted on using electronic keypads. For the patient-reported symptoms, the group agreed by vote that itch, sleep loss, dryness, redness/inflamed skin and irritated skin were all considered essential aspects of AE symptoms. Many instruments for capturing patient-reported symptoms were discussed [including the Patient-Oriented SCOring Atopic Dermatitis index, Patient-Oriented Eczema Measure (POEM), Self-Administered Eczema Area and Severity Index, Itch Severity Scale, Atopic Dermatitis Quickscore and the Nottingham Eczema Severity Score] and, by consensus, POEM was selected as the preferred instrument to measure patient-reported symptoms. Further work is needed to determine the reliability and measurement error of POEM. Further work is also required to establish the importance of pain/soreness and the importance of collecting information regarding the intensity of symptoms in addition to their frequency. Much of the discussion on quality of life concerned the Dermatology Life Quality Index and Quality of Life Index for Atopic Dermatitis; however, consensus on a preferred instrument for measuring this domain could not be reached. In summary, POEM is recommended as the HOME core outcome instrument for measuring AE symptoms. © 2016 The Authors. British Journal of Dermatology published by John Wiley & Sons Ltd on behalf of British Association of Dermatologists.

High Tech/High Touch: A Computer Education Leadership Development Workshop. Second Edition.

ERIC Educational Resources Information Center

Moursund, David

This document contains materials and suggested activities for use in a 5-day workshop on leadership development for instructional computer coordinators, computer education teachers, workshop leaders, teachers of teachers, and other people who play a leadership role in the workshop format in small group discussions, together with sharing and…

Transformative Parents: Facilitating Transformative Experiences and Interest with a Parent Involvement Intervention

ERIC Educational Resources Information Center

Heddy, Benjamin C.; Sinatra, Gale M.

2017-01-01

This study reports the implementation of a parental involvement intervention coupled with small group discussions aimed at facilitating transformative experiences (TEs) in science courses (biology and chemistry) in an all-girls middle and high school. Specifically, the goal was to generate parental involvement, TE, and interest. Analyses showed…

Using Industry Professionals in Undergraduate Teaching: Effects on Student Learning

ERIC Educational Resources Information Center

Gentelli, Liesel

2015-01-01

Tutorials are a common complementary method of achieving student engagement with material covered in lectures, as students achieve deeper understanding by being involved in small group discussions. However, in an attempt to provide students with a taste of everything the industry has to offer, the Centre for Forensic Science at the University of…

Asking to Listen: Towards a Youth Perspective on Sexual Health Education and Needs

ERIC Educational Resources Information Center

MacDonald, Jo-Ann; Gagnon, Anita J.; Mitchell, Claudia; Di Meglio, Giuseppina; Rennick, Janet E.; Cox, Joseph

2011-01-01

In this three-phase exploratory study, we used participatory approaches with youth in a small Canadian province. Through iterative focus groups in school settings, we examined young men and women's perspectives regarding factors important to taking control of their sexual health behaviour. Youth aged 15-17 discussed sexual health through…

The Dialogue of Spoken Word and Written Word.

ERIC Educational Resources Information Center

Skidmore, David W.

This paper presents and analyzes two examples of classroom discourse which belong to the genre of "talk about texts." Both are extracts from discussions between a small group of primary school students and their teacher (in England) on the topic of short texts of narrative fiction which they have just read together during the…

Virtual Seminars and Their Impact on the Role of the Teaching Staff.

ERIC Educational Resources Information Center

Jelfs, Anne; Colbourn, Chris

2002-01-01

Discusses current demands on teaching staff in United Kingdom higher education and the impact these demands have when teaching through electronic resources. Topics include collaborative small-group learning; transferable skills; nontraditional students; the role of the tutor; social theories of education; and a case study of virtual seminars for…

Don't Erase that Whiteboard! Archiving Student Work on a Photo-Sharing Website

ERIC Educational Resources Information Center

Price, Edward; Tsui, Stephen; Hart, Alicia; Saucedo, Lydia

2011-01-01

Students in physics courses often use whiteboards to brainstorm, solve problems, and present results to the rest of the class, particularly in courses involving collaborative small group work and whole class discussions. The whiteboards contain a valuable record of students' collaborative work. Once a whiteboard is erased, however, its contents…

Connections: Developing Skills for the Family of the Young Special Child, 0-5. [and] A Coordinators Guide.

ERIC Educational Resources Information Center

Mendoza, Jeanne; And Others

The program is intended to increase skills in parents of young handicapped children. The coordinator's guide traces the background and development of the parent involvement materials, presents suggestions for workshop planning and actual implementation, and discusses training approaches for developing small group facilitation skills. The companion…

Promoting Reading Comprehension, Content Learning, and English Acquisition through Collaborative Strategic Reading (CSR).

ERIC Educational Resources Information Center

Klingner, Janette K.; Vaughn, Sharon

1999-01-01

Describes procedures for teaching Collaborative Strategic Reading (CSR), in which students of mixed reading and achievement levels work in small, cooperative groups to assist one another in applying reading strategies to facilitate their comprehension of content-area text. Discusses whole-class instruction of CSR strategies, implementing CSR in…

Crossing Cultural and Gender Borders to Change the Way We Use Discourse in the Classroom

ERIC Educational Resources Information Center

Lloyd, Keith

2013-01-01

Though many teachers have adopted collaborative models for teaching writing and literature, much of classroom discussion, in small or large groups, is driven by the assumption that arguing ideas is a competitive exercise. Generally, essays written in this context are "counter-positional" and "agonistic," supporting points by…

LEAD at Lunch: Inquiry, Learning, and Action

ERIC Educational Resources Information Center

Roberts, Cynthia

2012-01-01

This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby…

Evaluation of Gastrointestinal Motility in Awake Rats: A Learning Exercise for Undergraduate Biomedical Students

ERIC Educational Resources Information Center

Souza, M. A. N.; Souza, M. H. L. P.; Palheta, R. C., Jr.; Cruz, P. R. M.; Medeiros, B. A.; Rola, F. H.; Magalhaes, P. J. C.; Troncon, L. E. A.; Santos, A. A.

2009-01-01

Current medical curricula devote scarce time for practical activities on digestive physiology, despite frequent misconceptions about dyspepsia and dysmotility phenomena. Thus, we designed a hands-on activity followed by a small-group discussion on gut motility. Male awake rats were randomly submitted to insulin, control, or hypertonic protocols.…

Promotional Video Production in a Foreign Language Course.

ERIC Educational Resources Information Center

Fukushima, Tatsuya

2002-01-01

Discusses a technology-based project as a requirement for a traditional intermediate Japanese course at the University of Arkansas in which students worked in a small group to produce the university's promotional video in the target language, thus enhancing their Japanese language skills and promoting the program to the public. (Author/VWL)

Team-Based Learning in Anatomy: An Efficient, Effective, and Economical Strategy

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Compton, Scott

2011-01-01

Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion…

"Strengthifying" Data on Assets versus Risks

ERIC Educational Resources Information Center

Kerosky, Michael; Zlatkovski, Ariel

2012-01-01

Most discussions of youth behavior focus on the small group engaged in high-risk activities, ignoring the majority of youth who are developing in prosocial ways. This article provides a rationale for reversing this self-fulfilling prophecy which creates the impression that problem behavior is the norm. It describes the Youth Risk Behavior Survey…

What Meaning-Making Means among Us: The Intercomprehending of Emergent Bilinguals in Small-Group Text Discussions

ERIC Educational Resources Information Center

Aukerman, Maren; Schuldt, Lorien Chambers; Aiello, Liam; Martin, Paolo C.

2017-01-01

In this study, the authors examine how emergent bilingual second graders collaboratively constructed textual understandings, a phenomenon they call "intercomprehending," by building on each other's contributions and positioning their ideas in relation to peer ideas. The study traces the interrelationships of the utterances of emergent…

Collaboration, Race, and the Rhetoric of Evasion.

ERIC Educational Resources Information Center

Leverenz, Carrie Shively

1996-01-01

Shares a participant-observer's close look at small group experiences in a course called "American Experience" taught at an urban university. Considers the issue of how race can be discussed in the classroom when even collaborative approaches with emphasis on student contributions can be undone by the power of the dominant discourse. (TB)

Managing the Work-Life Balancing Act: An Introductory Exercise.

ERIC Educational Resources Information Center

Thompson, Cynthia A.

2002-01-01

In an exercise to raise business students' awareness of work-family/work-life dilemmas, students undertake small-group discussions and role playing of employees' and managers' concerns. The objective is to demonstrate that employees' and organizations' needs are not necessarily opposed and that working together to resolve work-life conflicts can…

REPORT TO SAED OF GESAED-BUHRC TRAINING STUDY.

ERIC Educational Resources Information Center

HARRISON, ROGER; OSHRY, BARRY

A RESEARCH STUDY CONDUCTED BY THE SMALL AIRCRAFT ENGINE DEPARTMENT OF GENERAL ELECTRIC AND BOSTON UNIVERSITY HUMAN RELATIONS CENTER EXPLORED THE PERSONAL CHARACTERISTICS OF 47 T-GROUP PARTICIPANTS. IN PART 1, THE AUTHORS DISCUSS THE PREDICTOR MEASURES THAT WERE FORMED BEFORE TRAINING. AT THE END OF EACH LABORATORY EACH MEMBER AND THE TRAINERS…

Kick-Starting Discussions with the Flipped Classroom

ERIC Educational Resources Information Center

Strayer, Jeremy F.; Hart, James B.; Bleiler-Baxter, Sarah K.

2016-01-01

On a typical day in a university precalculus classroom, as students arrive, they settle into their small groups and begin sharing their ideas and questions from the homework assigned the previous night. It can be quite challenging to create a learning environment in which students engage in mathematical thinking outside class and are prepared to…

Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research

ERIC Educational Resources Information Center

Lewis, Jennifer R.; Kotur, Mark S.; Butt, Omar; Kulcarni, Sumant; Riley, Alyssa A.; Ferrell, Nick; Sullivan, Kathryn D.; Ferrari, Mauro

2002-01-01

The purpose of this article is to discuss "small-group apprenticeships (SGAs)" as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments…

Integration of Guided Discovery in the Teaching of Real Analysis

ERIC Educational Resources Information Center

Dumitrascu, Dorin

2009-01-01

I discuss my experience with teaching an advanced undergraduate Real Analysis class using both lecturing and the small-group guided discovery method. The article is structured as follows. The first section is about the organizational and administrative components of the class. In the second section I give examples of successes and difficulties…

Figure Analysis: An Implementation Dialogue

ERIC Educational Resources Information Center

Wiles, Amy M.

2016-01-01

Figure analysis is a novel active learning teaching technique that reinforces visual literacy. Small groups of students discuss diagrams in class in order to learn content. The instructor then gives a brief introduction and later summarizes the content of the figure. This teaching technique can be used in place of lecture as a mechanism to deliver…

Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

ERIC Educational Resources Information Center

Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

2018-01-01

This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

An Empirical Study of the Learning Taking Place in Two Different Classroom Communication Situations.

ERIC Educational Resources Information Center

Smith, Patricia Geraldine

Students who work in small discussion groups will not significantly surpass those who study under teacher direction in terms of mean learning achievement, cognitive operations such as comprehension and application, or acquired learning. This conclusion resulted from a study of learning in two classroom situations, one utilizing teacher-directed…

Helping Medical Students Understand Postpartum Psychosis through the Prism of "The Yellow Wallpaper" by Charlotte Perkins Gilman

ERIC Educational Resources Information Center

Tucker, Phebe; Crow, Sheila; Cuccio, Anne; Schleifer, Ronald; Vannatta, Jerry B.

2004-01-01

Objective: We assessed the use of literature to illustrate a postpartum depression lecture. Methods: Medical students and faculty facilitators were surveyed after small group discussions. Results: Students' ratings and comments were positive, and faculty comments were neutral to positive. Conclusion: Students valued this teaching method, while…

Italian for Business and Communication: Research Methodology and Creation of a Syllabus.

ERIC Educational Resources Information Center

Iandoli, Louis J.

1993-01-01

The evolution and design of a third-year college course in business Italian are described. Course content includes business correspondence, banking, wholesale and retail transactions. Teaching methods and class activities are also discussed. These include use of realia, small group activities, and letter and report writing. (Author/MSE)

Interdisciplinary Studies as Nexus: Crossing Discipline Borders into the World.

ERIC Educational Resources Information Center

Peterson, Laurel S.

At Norwalk Community College in Norwalk, Connecticut, a small group of faculty created three interdisciplinary courses with the belief that they would assist students in developing more finely honed critical thinking skills. One course is in the hard sciences, another in the social sciences, and another in the humanities. This paper discusses the…

Integrating Literature Circles into a Cotaught Inclusive Classroom

ERIC Educational Resources Information Center

Whittaker, Catharine R.

2012-01-01

Literature circles or book clubs are small, heterogeneous groups of students who have chosen to read and discuss the same book together. The research on literature circles suggests that they hold great promise for increasing students' enjoyment of reading and honing their literacy skills. When evidence-based strategies are embedded into a…

Eighteenth Strategy for Peace Conference Report, October 13-16, 1977.

ERIC Educational Resources Information Center

Stanley Foundation, Muscatine, IA.

The document presents a report of a conference to stimulate study, research, and education in the field of foreign relations. The report contains summaries of small group discussions of peace and security, economic order, development, resource/population balance, the environment, and human rights. It is presented in six sections. Section I…

Small group learning in medical education: a second look at the Springer, Stanne, and Donovan meta-analysis.

PubMed

Colliver, Jerry A; Feltovich, Paul J; Verhulst, Steven J

2003-01-01

All in all, the evidence is not convincing. Only four of the nine randomized studies used the conventional small-group learning paradigm and qualify as studies of small-group learning, which are relevant to medical education. The results of one of the four are impossible to interpret because of the involvement of the investigator in teaching and test construction. The three remaining studies showed no effect, a negative effect, and a positive effect, respectively. The nonrandomized studies failed to establish the comparability of the groups. The evidence does not support the authors' call for "more widespread implementation of small-group learning in undergraduate SMET". Small-group learning has not been shown to support the acquisition of content any better [or worse] than large-group learning. In medical education, small-groups are employed in large part to develop team work skills, communication skills, and peer- and self-assessment skills. But these outcomes are not addressed in this meta-analysis. More seriously, our rereading of these studies raises general concerns about meta-analysis in education, which have important implications for evidence-based medical education. The meta-analysis under discussion at first appeared to be just the kind needed to guide an evidence-based educational enterprise. However, a closer look revealed both what is lacking in the meta-analysis and some of the ways educational research and reporting need to be changed if anything like evidence-based education is ever to become a reality. At the least, study design must be clearly described. In addition, if the design is nonrandomized, the groups should be described in sufficient detail to allow a meaningful interpretation of the role of preexisting differences on the outcome measures. (This is why we limited our discussion here to the randomized studies.) Also, effect-size measures should be reported for all comparisons that bear on the impact of the intervention, including preexisting differences. Reporting significance is not enough. This shows only whether sampling error can be ruled out (with a low probability of error, p < .05) as a possible explanation of the connection between the intervention and the outcome. The effect can still be trivial and the comparisons confounded. In addition, descriptions of the actual educational interventions employed need to be more comprehensive and precise. For the most part, the papers would have been strengthened by providing more information for replicating the studies and for deciding which should be included in a given meta-analysis. Perhaps most seriously, our rereading of these studies makes us wonder about the possibility of meaningfully synthesizing the results of educational studies, given their idiosyncrasies and their many extraneous, uncontrolled factors. The conclusions from most educational studies, then--whether randomized or not--must be highly qualified, with explicit warnings about preexisting differences and other confounding factors that plausibly account for the study results. However, these narrative qualifications do nothing to adjust the effect-size measures, which are typically pooled or synthesized across studies--confounds and all. The idiosyncrasies of the studies seem to preclude a blanket qualification that can be applied conceptually across the collection of studies to arrive at a sound conclusion from the synthesis. In brief, the meta-analysis considered here does not support the application of small-group learning in medical education and it raises questions about meta-analysis in education with implications for evidence-based education.

Attachment theory and group processes: the association between attachment style and group-related representations, goals, memories, and functioning.

PubMed

Rom, Eldad; Mikulincer, Mario

2003-06-01

Four studies examined attachment-style differences in group-related cognitions and behaviors. In Studies 1-2, participants completed scales on group-related cognitions and emotions. In Studies 3-4, participants were divided into small groups, and their performance in group tasks as well as the cohesion of their group were assessed. Both attachment anxiety and avoidance in close relationships were associated with negative group-related cognitions and emotions. Anxiety was also related to the pursuit of closeness goals and impaired instrumental performance in group tasks. Avoidance was related to the pursuit of distance goals and deficits in socioemotional and instrumental performance. Group cohesion significantly moderated the effects of attachment anxiety. The discussion emphasizes the relevance of attachment theory within group contexts.

Concomitant EML4-ALK rearrangement and EGFR mutation in non-small cell lung cancer patients: a literature review of 100 cases.

PubMed

Lo Russo, Giuseppe; Imbimbo, Martina; Corrao, Giulia; Proto, Claudia; Signorelli, Diego; Vitali, Milena; Ganzinelli, Monica; Botta, Laura; Zilembo, Nicoletta; de Braud, Filippo; Garassino, Marina Chiara

2017-08-29

The discovery of EGFR mutations and EML4-ALK gene rearrangements has radically changed the therapeutic scenario for patients with advanced non-small cell lung cancer. ALK and EGFR tyrosine-kinase inhibitors showed better activity and efficacy than standard chemotherapy in the first and second line treatment settings, leading to a clear advantage in overall survival of advanced non-small cell lung cancer patients harboring these genetic alterations. Historically the coexistence of EGFR mutations and EML4-ALK rearrangements in the same tumor has been described as virtually impossible. Nevertheless many recent observations seem to show that it is not true in all cases. In this review we will discuss the available literature data regarding this rare group of patients in order to give some suggestions useful for their clinical management. Furthermore we report here two cases of concomitant presence of both alterations that will help us in the development of discussion.

Enhancing target variance in personality impressions: highlighting the person in person perception.

PubMed

Paulhus, D L; Reynolds, S

1995-12-01

D. A. Kenny (1994) estimated the components of personality rating variance to be 15, 20, and 20% for target, rater, and relationship, respectively. To enhance trait variance and minimize rater variance, we designed a series of studies of personality perception in discussion groups (N = 79, 58, and 59). After completing a Big Five questionnaire, participants met 7 times in small groups. After Meetings 1 and 7, group members rated each other. By applying the Social Relations Model (D. A. Kenny and L. La Voie, 1984) to each Big Five dimension at each point in time, we were able to evaluate 6 rating effects as well as rating validity. Among the findings were that (a) target variance was the largest component (almost 30%), whereas rater variance was small (less than 11%); (b) rating validity improved significantly with acquaintance, although target variance did not; and (c) no reciprocity was found, but projection was significant for Agreeableness.

Identifying and Supporting Productive Collaborative Teacher Talk

NASA Astrophysics Data System (ADS)

Flarend, Alice M.

As improvements and changes in science education are promulgated, science teachers must be educated about these changes. Professional development programs are central to promoting teacher learning. Although the field seems to have agreed upon large-scalepedagogical features of high quality professional development with an emphasis on building a collaborative community of learners, effective implementation of these features is still problematic. The connections between these collaborative features and actual teacher work during the professional development remain unclear. This qualitative discourse study investigated how teachers engaged in small group discussions use discourse to collaborate during a weeklong professional development program that employed these useful pedagogical features. Small group discussions among the forty-two participants, diverse in their demographics and teaching experiences, were video and audio recorded. A collaborative discourse framework is developed and applied to the discussions, successfully categorizing episodes of discourse according to their productive potential for learning. The structure of the PD activities is then investigated to determine characteristics encouraging to these productive learning conversations. The analysis in this study indicated requiring groups to come to a consensus helps groups dig deeper into the content, promoting a more productive negotiation of concepts. Building consensus around an artifact such as a graph strengthened the need for consensus and thereby strengthened the opportunities for productive conversation. In addition, professional development activities that target building and using specific language were also opportunities for productive learning talk, providing opportunities to negotiate the deep meaning of words and concepts rather then leaving them unexamined. When viewed through the lens of Wenger's Community of Practice (1998) these findings are ways of strengthening the community. Consensus strengthens the mutual accountability and the purposeful building of vocabulary strengthens the shared repertoire, as did having the consensus artifact.

Small-Magnitude Effect Sizes in Epigenetic End Points are Important in Children’s Environmental Health Studies: The Children’s Environmental Health and Disease Prevention Research Center’s Epigenetics Working Group

PubMed Central

Breton, Carrie V.; Marsit, Carmen J.; Faustman, Elaine; Nadeau, Kari; Goodrich, Jaclyn M.; Dolinoy, Dana C.; Herbstman, Julie; Holland, Nina; LaSalle, Janine M.; Schmidt, Rebecca; Yousefi, Paul; Perera, Frederica; Joubert, Bonnie R.; Wiemels, Joseph; Taylor, Michele; Yang, Ivana V.; Chen, Rui; Hew, Kinjal M.; Freeland, Deborah M. Hussey; Miller, Rachel; Murphy, Susan K.

2017-01-01

Background: Characterization of the epigenome is a primary interest for children’s environmental health researchers studying the environmental influences on human populations, particularly those studying the role of pregnancy and early-life exposures on later-in-life health outcomes. Objectives: Our objective was to consider the state of the science in environmental epigenetics research and to focus on DNA methylation and the collective observations of many studies being conducted within the Children’s Environmental Health and Disease Prevention Research Centers, as they relate to the Developmental Origins of Health and Disease (DOHaD) hypothesis. Methods: We address the current laboratory and statistical tools available for epigenetic analyses, discuss methods for validation and interpretation of findings, particularly when magnitudes of effect are small, question the functional relevance of findings, and discuss the future for environmental epigenetics research. Discussion: A common finding in environmental epigenetic studies is the small-magnitude epigenetic effect sizes that result from such exposures. Although it is reasonable and necessary that we question the relevance of such small effects, we present examples in which small effects persist and have been replicated across populations and across time. We encourage a critical discourse on the interpretation of such small changes and further research on their functional relevance for children’s health. Conclusion: The dynamic nature of the epigenome will require an emphasis on future longitudinal studies in which the epigenome is profiled over time, over changing environmental exposures, and over generations to better understand the multiple ways in which the epigenome may respond to environmental stimuli. Citation: Breton CV, Marsit CJ, Faustman E, Nadeau K, Goodrich JM, Dolinoy DC, Herbstman J, Holland N, LaSalle JM, Schmidt R, Yousefi P, Perera F, Joubert BR, Wiemels J, Taylor M, Yang IV, Chen R, Hew KM, Freeland DM, Miller R, Murphy SK. 2017. Small-magnitude effect sizes in epigenetic end points are important in children’s environmental health studies: the Children’s Environmental Health and Disease Prevention Research Center’s Epigenetics Working Group. Environ Health Perspect 125:–526; http://dx.doi.org/10.1289/EHP595 PMID:28362264

Structural classification of small, disulfide-rich protein domains.

PubMed

Cheek, Sara; Krishna, S Sri; Grishin, Nick V

2006-05-26

Disulfide-rich domains are small protein domains whose global folds are stabilized primarily by the formation of disulfide bonds and, to a much lesser extent, by secondary structure and hydrophobic interactions. Disulfide-rich domains perform a wide variety of roles functioning as growth factors, toxins, enzyme inhibitors, hormones, pheromones, allergens, etc. These domains are commonly found both as independent (single-domain) proteins and as domains within larger polypeptides. Here, we present a comprehensive structural classification of approximately 3000 small, disulfide-rich protein domains. We find that these domains can be arranged into 41 fold groups on the basis of structural similarity. Our fold groups, which describe broader structural relationships than existing groupings of these domains, bring together representatives with previously unacknowledged similarities; 18 of the 41 fold groups include domains from several SCOP folds. Within the fold groups, the domains are assembled into families of homologs. We define 98 families of disulfide-rich domains, some of which include newly detected homologs, particularly among knottin-like domains. On the basis of this classification, we have examined cases of convergent and divergent evolution of functions performed by disulfide-rich proteins. Disulfide bonding patterns in these domains are also evaluated. Reducible disulfide bonding patterns are much less frequent, while symmetric disulfide bonding patterns are more common than expected from random considerations. Examples of variations in disulfide bonding patterns found within families and fold groups are discussed.

Improving coding accuracy in an academic practice.

PubMed

Nguyen, Dana; O'Mara, Heather; Powell, Robert

2017-01-01

Practice management has become an increasingly important component of graduate medical education. This applies to every practice environment; private, academic, and military. One of the most critical aspects of practice management is documentation and coding for physician services, as they directly affect the financial success of any practice. Our quality improvement project aimed to implement a new and innovative method for teaching billing and coding in a longitudinal fashion in a family medicine residency. We hypothesized that implementation of a new teaching strategy would increase coding accuracy rates among residents and faculty. Design: single group, pretest-posttest. military family medicine residency clinic. Study populations: 7 faculty physicians and 18 resident physicians participated as learners in the project. Educational intervention: monthly structured coding learning sessions in the academic curriculum that involved learner-presented cases, small group case review, and large group discussion. overall coding accuracy (compliance) percentage and coding accuracy per year group for the subjects that were able to participate longitudinally. Statistical tests used: average coding accuracy for population; paired t test to assess improvement between 2 intervention periods, both aggregate and by year group. Overall coding accuracy rates remained stable over the course of time regardless of the modality of the educational intervention. A paired t test was conducted to compare coding accuracy rates at baseline (mean (M)=26.4%, SD=10%) to accuracy rates after all educational interventions were complete (M=26.8%, SD=12%); t24=-0.127, P=.90. Didactic teaching and small group discussion sessions did not improve overall coding accuracy in a residency practice. Future interventions could focus on educating providers at the individual level.

Detecting Deception within Small Groups: A Literature Review

PubMed Central

Vernham, Zarah; Granhag, Pär-Anders; Mac Giolla, Erik

2016-01-01

Investigators often have multiple suspects to interview in order to determine whether they are guilty or innocent of a crime. Nevertheless, co-offending has been significantly neglected within the deception detection literature. The current review is the first of its kind to discuss co-offending and the importance of examining the detection of deception within groups. Groups of suspects can be interviewed separately (individual interviewing) or simultaneously (collective interviewing) and these differing interviewing styles are assessed throughout the review. The review emphasizes the differences between lone individuals and groups. It focuses on the theoretical implications of group deceit and the reasons why groups need to be understood in terms of investigative interviewing and deception detection if all types of crime-related incidents are to be recognized and dealt with appropriately. Group strategies, consistency within- and between-statements, joint memory, and group dynamics are referred to throughout the review and the importance of developing interview protocols specifically for groups is discussed. The review concludes by identifying the gaps in the literature and suggesting ideas for future research, highlighting that more research is required if we are to obtain a true understanding of the deception occurring within groups and how best to detect it. PMID:27445957

Improving community development by linking agriculture, nutrition and education: design of a randomised trial of “home-grown” school feeding in Mali

PubMed Central

2013-01-01

Background Providing food through schools has well documented effects in terms of the education, health and nutrition of school children. However, there is limited evidence in terms of the benefits of providing a reliable market for small-holder farmers through “home-grown” school feeding approaches. This study aims to evaluate the impact of school feeding programmes sourced from small-holder farmers on small-holder food security, as well as on school children’s education, health and nutrition in Mali. In addition, this study will examine the links between social accountability and programme performance. Design This is a field experiment planned around the scale-up of the national school feeding programme, involving 116 primary schools in 58 communities in food insecure areas of Mali. The randomly assigned interventions are: 1) a school feeding programme group, including schools and villages where the standard government programme is implemented; 2) a “home-grown” school feeding and social accountability group, including schools and villages where the programme is implemented in addition to training of community based organisations and local government; and 3) the control group, including schools and household from villages where the intervention will be delayed by at least two years, preferably without informing schools and households. Primary outcomes include small-holder farmer income, school participation and learning, and community involvement in the programme. Other outcomes include nutritional status and diet-diversity. The evaluation will follow a mixed method approach, including household, school and village level surveys as well as focus group discussions with small-holder farmers, school children, parents and community members. The impact evaluation will be incorporated within the national monitoring and evaluation (M&E) system strengthening activities that are currently underway in Mali. Baselines surveys are planned for 2012. A monthly process monitoring visits, spot checks and quarterly reporting will be undertaken as part of the regular programme monitoring activities. Evaluation surveys are planned for 2014. Discussion National governments in sub-Saharan Africa have demonstrated strong leadership in the response to the recent food and financial crises by scaling-up school feeding programmes. “Home-grown” school feeding programmes have the potential to link the increased demand for school feeding goods and services to community-based stakeholders, including small-holder farmers and women’s groups. Alongside assessing the more traditional benefits to school children, this evaluation will be the first to examine the impact of linking school food service provision to small-holder farmer income, as well as the link between community level engagement and programme performance. Trial registration ISRCTN76705891 PMID:23433395

'My body is mine': Qualitatively exploring agency among internally displaced women participants in a small-group intervention in Leogane, Haiti.

PubMed

Logie, Carmen H; Daniel, CarolAnn

2016-01-01

The 2010 earthquake resulted in the breakdown of Haiti's social, economic and health infrastructure. Over one-quarter of a million people remain internally displaced (ID). ID women experience heightened vulnerability to intimate partner violence (IPV) due to increased poverty and reduced community networks. Scant research has examined experiences of IPV among ID women in post-earthquake Haiti. We conducted a qualitative study to explore the impact of participating in Famn an Aksyon Pou Santé Yo (FASY), a small-group HIV prevention intervention, on ID women's agency in Leogane, Haiti. We conducted four focus groups with ID women, FASY participants (n = 40) and in-depth individual interviews with peer health workers (n = 7). Our study was guided by critical ethnography and paid particular attention to power relations. Findings highlighted multiple forms of IPV (e.g., physical, sexual). Participants discussed processes of intrapersonal (confidence), interpersonal (communication), relational (support) and collective (women's rights) agency. Yet structural factors, including patriarchal gender norms and poverty, silenced IPV discussions and constrained women's agency. Findings suggest that agency among ID women is a multi-level, non-linear and incremental process. To effectively address IPV among ID women in Haiti, interventions should address structural contexts of gender inequity and poverty and concurrently facilitate multi-level processes of agency.

Prescribing Data in General Practice Demonstration (PDGPD) project - a cluster randomised controlled trial of a quality improvement intervention to achieve better prescribing for chronic heart failure and hypertension

PubMed Central

2012-01-01

Background Research literature consistently documents that scientifically based therapeutic recommendations are not always followed in the hospital or in the primary care setting. Currently, there is evidence that some general practitioners in Australia are not prescribing appropriately for patients diagnosed with 1) hypertension (HT) and 2) chronic heart failure (CHF). The objectives of this study were to improve general practitioner’s drug treatment management of these patients through feedback on their own prescribing and small group discussions with peers and a trained group facilitator. The impact evaluation includes quantitative assessment of prescribing changes at 6, 9, 12 and 18 months after the intervention. Methods A pragmatic multi site cluster RCT began recruiting practices in October 2009 to evaluate the effects of a multi-faceted quality improvement (QI) intervention on prescribing practice among Australian general practitioners (GP) in relation to patients with CHF and HT. General practices were recruited nationally through General Practice Networks across Australia. Participating practices were randomly allocated to one of three groups: two groups received the QI intervention (the prescribing indicator feedback reports and small group discussion) with each group undertaking the clinical topics (CHF and HT) in reverse order to the other. The third group was waitlisted to receive the intervention 6 months later and acted as a “control” for the other two groups. De-identified data on practice, doctor and patient characteristics and their treatment for CHF and HT are extracted at six-monthly intervals before and after the intervention. Post-test comparisons will be conducted between the intervention and control arms using intention to treat analysis and models that account for clustering of practices in a Network and clustering of patients within practices and GPs. Discussion This paper describes the study protocol for a project that will contribute to the development of acceptable and sustainable methods to promote QI activities within routine general practice, enhance prescribing practices and improve patient outcomes in the context of CHF and HT. Trial registration: Australian New Zealand Clinical Trials Registry (ANZCTR), Trial # 320870. PMID:22913571

Autonomy and interdependence: beliefs of Brazilian mothers from state capitals and small towns.

PubMed

Vieira, Mauro Luis; Seidl-de-Moura, Maria Lucia; Macarini, Samira Mafioletti; Martins, Gabriela Dal Forno; Lordelo, Eulina da Rocha; Tokumaru, Rosana Suemi; Oliva, Angela Donate

2010-11-01

This study aimed to investigate characteristics of Brazilian mothers' beliefs system, in the dimensions of autonomy and interdependence. A group of 600 women, half from state capitals and half from small towns, participated in the study. They were individually interviewed with Scales of Allocentrism, Beliefs about Parental Practices and Socialization Goals. Paired and Independent samples t tests and Multivariate GLM were performed. The results indicate that although mothers from both contexts value autonomy, mothers inhabiting small towns considered the relational dimension as the most important; whereas mothers inhabiting capitals valued equally both dimensions, either in their beliefs about practices or in the socialization goals for their children. Mothers from small towns have a higher mean score for allocentrism than mothers living in capitals. Thus, place of residence proved to be a relevant variable in the modulation of maternal beliefs. Educational level was not a significant factor in the variables considered and with this group of mothers. The study results are discussed in terms of their contribution to the understanding of the complex relationship between dimensions of autonomy and interdependence in mothers' beliefs system.

Case Studies in Science Ethics

NASA Astrophysics Data System (ADS)

Williams, Karen

2010-03-01

Everyone in science should have ethics education training. I have seen graduate students taken advantage of by their mentors. Many of us have seen misconduct...but what should we do about it? Young scientists are often unaware of the rules in science and make mistakes because of their ignorance of the rules in that particular field of study. Then there are an increasing number of cases in the news of overt cases of misrepresentation in science. All are welcome to attend this discussion of case studies. A case study on topics such as: how to treat data properly, how our values in science affect our work, who gets authorship on scientific papers, who is first author on a paper, what you should do if you uncover misconduct or plagiarism in your university, and we will discuss the scientist's role in society. This will be a painless, non-confrontational small group, then large group discussion of each case

NASA Workshop on future directions in surface modeling and grid generation

NASA Technical Reports Server (NTRS)

Vandalsem, W. R.; Smith, R. E.; Choo, Y. K.; Birckelbaw, L. D.; Vogel, A. A.

1992-01-01

Given here is a summary of the paper sessions and panel discussions of the NASA Workshop on Future Directions in Surface Modeling and Grid Generation held a NASA Ames Research Center, Moffett Field, California, December 5-7, 1989. The purpose was to assess U.S. capabilities in surface modeling and grid generation and take steps to improve the focus and pace of these disciplines within NASA. The organization of the workshop centered around overviews from NASA centers and expert presentations from U.S. corporations and universities. Small discussion groups were held and summarized by group leaders. Brief overviews and a panel discussion by representatives from the DoD were held, and a NASA-only session concluded the meeting. In the NASA Program Planning Session summary there are five recommended steps for NASA to take to improve the development and application of surface modeling and grid generation.

2-Aryl-2-nitroacetates as Central Precursors to Aryl Nitromethanes, α-Ketoesters, and α-Amino Acids

PubMed Central

Metz, Alison E.

2013-01-01

Nitroarylacetates are useful small molecular building blocks that act as precursors to α-ketoesters and aryl nitromethanes as well as α-amino acids. Methods were developed that produce each of these compound types in good yields. Two different conditions for decarboxylation are discussed for substrates with neutral and electron-poor aryl groups versus electron-rich aryl groups. For formation of the α-ketoesters, new mild conditions for the Nef disproportionation were identified. PMID:23245626

Small Groups, Big Change: Preliminary Findings from the Sparks for Change Institute

NASA Astrophysics Data System (ADS)

Kirsch, R.; Batchelor, R. L.; Habtes, S. Y.; King, B.; Crockett, J.

2017-12-01

The geoscience professoriate continues to under represent women and minorities, yet the value of diversity, both for science as well as recruiting and retaining diverse students, is well known. While there are growing numbers of early career tenure-track minority faculty, low retention rates pose a challenge for sustained diversity in the professoriate. Part of this challenge is the lack of institutional support and recognition in tenure and promotion pathways for faculty who undertake broadening participation efforts. Sparks for Change is a NSF Geoscience Opportunities for Leadership in Diversity (GOLD)-funded project that aims to change departmental culture to better value and reward inclusion and broadening participation efforts. By encouraging, recognizing, and rewarding diversity, equity, and inclusion (DEI) efforts at the department level, we aim to support and retain underrepresented minority (URM) faculty, who often disproportionately undertake these efforts, and to build more inclusive environments for faculty, staff and students alike. Sparks for Change utilizes a small group theory of change, arguing that the effort of a small group of committed individuals inside the organization is the best way to overcome the institutional inertia of academic departments that makes them resistant to change. For this effort, we propose that the ideal composition of these small groups is a junior faculty URM who is interested in DEI in the geosciences, a senior member of that same department who can lend weight to efforts and is positioned to help enact department policy, and an external broadening participation expert who can share best practices and provide accountability for the group. Eleven of these small groups, representing a range of institutions, will be brought together at the Sparks for Change Institute in Boulder, CO, in September. There they will receive leadership training on adaptive, transformative, and solidarity practices, share DEI experiences and best practices, build a community of "change agents", and develop department-specific action plans for their own institution. In this talk we will discuss our findings from the institute and highlight some of the action plans the small groups developed for changing their department.

Opinion dynamics within a virtual small group: the stubbornness effect

NASA Astrophysics Data System (ADS)

Guazzini, Andrea; Cini, Alessandro; Bagnoli, Franco; Ramasco, José

2015-09-01

The modeling of opinion dynamics is social systems has attracted a good deal of attention in the last decade. Even though based on intuition and observation, the mechanisms behind many of these models need solid empirical grounding. In this work, we investigate the relation among subjective variables (such as the personality), the dynamics of the affinity network dynamics, the communication patterns emerging throughout the social interactions and the opinions dynamics in a series of experiments with five small groups of ten people each. In order to ignite the discussion, the polemic topic of animal experimentation was proposed. The groups essentially polarized in two factions with a set of stubborn individuals (those not changing their opinions in time) playing the role of anchors. Our results suggest that the different layers present in the group dynamics (i.e., individual level, group dynamics and meso-communication) are deeply intermingled, specifically the stubbornness effect appears to be related to the dynamical features of the network topologies, and only in an undirected way to the personality of the participants.

Group I p21-activated kinases: emerging roles in immune function and viral pathogenesis.

PubMed

Pacheco, Almudena; Chernoff, Jonathan

2010-01-01

Group I p21-activated kinases are a highly conserved three-member family of serine/threonine kinases that act as key effectors for the small GTPases Cdc42 and Rac. In man, these enzymes have been implicated in a wide range of biological processes and are beginning to draw the attention of the pharmaceutical industry as potential therapeutic targets in cancer and in inflammatory processes. In this review, we summarize basic properties of group I Paks and discuss recently uncovered roles for these kinases in immune function and in viral infection.

Small Body Exploration Technologies as Precursors for Interstellar Robotics

NASA Astrophysics Data System (ADS)

Noble, R. J.; Sykes, M. V.

The scientific activities undertaken to explore our Solar System will be very similar to those required someday at other stars. The systematic exploration of primitive small bodies throughout our Solar System requires new technologies for autonomous robotic spacecraft. These diverse celestial bodies contain clues to the early stages of the Solar System's evolution, as well as information about the origin and transport of water-rich and organic material, the essential building blocks for life. They will be among the first objects studied at distant star systems. The technologies developed to address small body and outer planet exploration will form much of the technical basis for designing interstellar robotic explorers. The Small Bodies Assessment Group, which reports to NASA, initiated a Technology Forum in 2011 that brought together scientists and technologists to discuss the needs and opportunities for small body robotic exploration in the Solar System. Presentations and discussions occurred in the areas of mission and spacecraft design, electric power, propulsion, avionics, communications, autonomous navigation, remote sensing and surface instruments, sampling, intelligent event recognition, and command and sequencing software. In this paper, the major technology themes from the Technology Forum are reviewed, and suggestions are made for developments that will have the largest impact on realizing autonomous robotic vehicles capable of exploring other star systems.

Small Body Exploration Technologies as Precursors for Interstellar Robotics

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

Noble, Robert; /SLAC; Sykes, Mark V.

The scientific activities undertaken to explore our Solar System will be the same as required someday at other stars. The systematic exploration of primitive small bodies throughout our Solar System requires new technologies for autonomous robotic spacecraft. These diverse celestial bodies contain clues to the early stages of the Solar System's evolution as well as information about the origin and transport of water-rich and organic material, the essential building blocks for life. They will be among the first objects studied at distant star systems. The technologies developed to address small body and outer planet exploration will form much of themore » technical basis for designing interstellar robotic explorers. The Small Bodies Assessment Group, which reports to NASA, initiated a Technology Forum in 2011 that brought together scientists and technologists to discuss the needs and opportunities for small body robotic exploration in the Solar System. Presentations and discussions occurred in the areas of mission and spacecraft design, electric power, propulsion, avionics, communications, autonomous navigation, remote sensing and surface instruments, sampling, intelligent event recognition, and command and sequencing software. In this paper, the major technology themes from the Technology Forum are reviewed, and suggestions are made for developments that will have the largest impact on realizing autonomous robotic vehicles capable of exploring other star systems.« less

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Development of a Graduate Education Program for U.S. Army Interns and Careerists

ERIC Educational Resources Information Center

Schmidt, Steven W.; Mott, Vivian W.

2012-01-01

In the winter of 2007, a small group of faculty and administrators at East Carolina University (ECU) began discussions with personnel at the U.S. Army Training and Doctrine Command (TRADOC) at Fort Monroe, Virginia, regarding the education and continuing professional development of U.S. Army civilian interns and careerists (two types of…

Ear, nose and throat problems in Accident and Emergency.

PubMed

Reynolds, Tanya

Nurses working in A&E departments throughout the UK frequently encounter patients with ear, nose and throat conditions. While the majority of these are straightforward, a small number are serious and even life-threatening. Tanya Reynolds discusses the nursing management of this group of patients and stresses the importance of appropriate assessment, pain management and referral.

Planting the Seeds of a New Agriculture: Living with the Land in Central America.

ERIC Educational Resources Information Center

Adriance, Jim

1995-01-01

Central America's macroeconomics, land tenure patterns, and population growth are forcing small-scale farmers to alternatives based on farmer-to-farmer teaching and farming in concert with the environment. Discusses major schools of thought that have fueled this phenomenon, and how extension services and isolated groups are joining to form a…

The Chugach Conference: Finding Our Way in the Communication Age (3rd, Anchorage, Alaska, October 3-5, 1991).

ERIC Educational Resources Information Center

1992

The Chugach Conferences on the future of communication in Alaska are working conferences in which participants play as important a role as the speakers. The 1991 conference alternated public sessions with small-group discussion of communications issues such as rural circumstances, telephone policy, evolving communication technologies, distance…

Increasing Capacity To Learn in the Learning Organization. Innovative Session 4. [AHRD Conference, 2001].

ERIC Educational Resources Information Center

Chalofsky, Neal E.

A workshop was conducted to give participants an opportunity to explore how to apply a different paradigm for learning in organizations. The workshop agenda was as follows: presentation of the theory and supporting research; experiential activities to apply the paradigm in academic and organizational settings; small group discussion aimed at…

High-Ability Students' Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program

ERIC Educational Resources Information Center

Jen, Enyi; Gentry, Marcia; Moon, Sidney M.

2017-01-01

The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students…

Effects of Communication Strategy Training on EFL Students' Performance in Small-Group Discussions

ERIC Educational Resources Information Center

Benson, Stuart; Fischer, Danielle; Geluso, Joe; Von Joo, Lucius

2013-01-01

In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006). This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the…

Team teaching fire prevention program: evaluation of an education technique

Treesearch

Frank L. Ryan; Frank H. Gladen; William S. Folkman

1978-01-01

The California Department of Forestry's Team Teaching Fire Prevention Program consists of small-group discussions, slides or films, and a visit by Smokey Bear to school classrooms. In a survey, teachers and principals who had experienced the program responded favorably to it. The conduct by team members also received approval. The limited criticisms of the Program...

Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector

ERIC Educational Resources Information Center

De Courcy, Eileen; Loblaw, Tim; Paterson, Jessica; Southam, Theresa; Wilson, Mary M.

2017-01-01

Following collaborative discussion and an initial literature review, a small group of college educators from three Canadian provinces, occupying roles at the micro, meso, and macro levels of their respective institutions, identified the need to develop a tool that considers institutional context in both determining the state of, and preparing for…

Role-Taking in Small Book-Discussion Groups by First-Grade Boys in a Single-Gender School

ERIC Educational Resources Information Center

Das, Sudarshana

2010-01-01

Gender and achievement is controversial. Social and cultural concerns about who boys are and who they should become is tied closely to how both coeducational and single-gender schools function, and how they approach literacy issues. Currently, there is little understanding of social and cultural influences on students' experiences with discourse…

Reading as Mediated and Mediating Action: Composing Meaning for Literature through Multimedia Interpretive Texts.

ERIC Educational Resources Information Center

Smagorinsky, Peter; O'Donnell-Allen, Cindy

1998-01-01

Analyzes the effort of a small group of high school seniors to interpret the character of Laertes in Shakespeare's "Hamlet" through a "body biography," a life-sized human outline they filled with images and words representing their understanding of the character. Examines their discussion as they composed their text. (PA)

Observing and Understanding Arterial and Venous Circulation Differences in a Physiology Laboratory Activity

ERIC Educational Resources Information Center

Altermann, Caroline; Gonçalves, Rithiele; Lara, Marcus Vinícius S.; Neves, Ben-Hur S.; Mello-Carpes, Pâmela B.

2015-01-01

The purpose of the present article is to describe three simple practical experiments that aim to observe and discuss the anatomic and physiological functions and differences between arteries and veins as well as the alterations observed in skin blood flow in different situations. For this activity, students were divided in small groups. In each…

Strategy Development Workshop for Public Education on Weight and Obesity (Bethesda, Maryland, September 24-25, 1992). Summary Report.

ERIC Educational Resources Information Center

National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD.

This report summarizes expert panel presentations and large and small group discussions focused on identifying educational opportunities as part of a public education effort to prevent obesity. Panel 1 reported on the epidemiology of obesity and cardiovascular disease, including obesity in both children and adults. Panel 2 reported on…

Sex Differences in the Tendency to Omit Items on Multiple-Choice Tests: 1980-2000

ERIC Educational Resources Information Center

von Schrader, Sarah; Ansley, Timothy

2006-01-01

Much has been written concerning the potential group differences in responding to multiple-choice achievement test items. This discussion has included references to possible disparities in tendency to omit such test items. When test scores are used for high-stakes decision making, even small differences in scores and rankings that arise from male…

Food Shopping Perceptions, Behaviors, and Ability to Purchase Healthful Food Items in the Lower Mississippi Delta

ERIC Educational Resources Information Center

McGee, Bernestine B.; Johnson, Glenda S.; Yadrick, M. Kathleen; Richardson, Valerie; Simpson, Pippa M.; Gossett, Jeffrey M.; Thornton, Alma; Johnson, Crystal; Bogle, Margaret L.

2011-01-01

Objective: To examine the agreement between perceptions, behaviors, and ability to purchase healthful food in the Lower Mississippi Delta (LMD). Design: A regional food store survey of healthful food options in supermarkets, small/medium stores, and convenience stores. Focus group discussions were conducted on shopping perceptions and behaviors.…

Scratch This! The IF-AT as a Technique for Stimulating Group Discussion and Exposing Misconceptions

ERIC Educational Resources Information Center

Cotner, Sehoya; Baepler, Paul; Kellerman, Anne

2008-01-01

Frequent and immediate feedback is critical for learning and retaining content as well as developing effective learning teams (Michaelson, Knight, and Fink 2004). The Immediate Feedback Assessment Technique (IF-AT) provides a single and efficient way for learners to self-assess their progress in a course and to structure significant small-group…

Looking for Ideas: Observation, Interpretation and Hypothesis-Making by 12-Year-Old Pupils Undertaking Science Investigations.

ERIC Educational Resources Information Center

Tomkins, Stephen P.; Tunnicliffe, Sue Dale

2001-01-01

Studies English comprehensive secondary school students' interpretation and hypothesis-making while 12 year-old students are observing a bottle ecosystem of brine shrimps without any prior instruction and keeping diaries. Studies students through the task of open-ended diary writing and through small group discussions about the scientific…

Adapting a Face-to-Face Role-Playing Simulation for Online Play

ERIC Educational Resources Information Center

Bos, Nathan; Shami, N. Sadat

2006-01-01

The rapid acceleration of online course offerings presents a design challenge for instructors who want to take materials developed for face-to-face settings and adapt them for asynchronous online usage. Broadcast lectures are relatively easy to transfer, but adapting content is harder when classes use small-group discussions, as in role-playing or…

Effects of Reciprocal Teaching on Reading Comprehension of Low-Achieving Adolescents. The Importance of Specific Teacher Skills

ERIC Educational Resources Information Center

Okkinga, Mariska; van Steensel, Roel; van Gelderen, Amos J. S.; Sleegers, Peter J. C.

2018-01-01

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course…

Teaching Girls To Speak Out: The Female Voice in Public Contexts.

ERIC Educational Resources Information Center

Baxter, J. A.

1999-01-01

Discusses why many girls relative to boys experience difficulties when required to speak in formal, public, or unfamiliar contexts. While girls are recognized as good at using collaborative talk in small groups, the public voice is valorized in the world outside school. Reviews current debate in Britain on underachieving boys in light of the…

Addressing Common Student Errors with Classroom Voting in Multivariable Calculus

ERIC Educational Resources Information Center

Cline, Kelly; Parker, Mark; Zullo, Holly; Stewart, Ann

2012-01-01

One technique for identifying and addressing common student errors is the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small group discussion, each student votes on the correct answer, often using a hand-held electronic clicker. If a large number…

75 FR 36393 - Proposed Agency Information Collection Activities; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-25

... the extension for three years, without revision, of the following reports: 1. Report title: Surveys of..., survey: One or two times per year; discussion groups: Two times a year. FR 1373b, small-panel survey: Two times a year; large-panel survey, one time per year. Reporters: FR 1373a: Community-based educators, key...

"Medical Education Online": A Case Study of an Open Access Journal in Health Professional Education

ERIC Educational Resources Information Center

Solomon, David J.

2007-01-01

Introduction: The development of the World Wide Web (WWW) has made it possible of small groups of colleagues or even single individuals to create peer-reviewed scholarly journals. This paper discusses the development of Medical Education Online (MEO) an open access peer-reviewed journal in health professional education. Description: MEO was first…

Lifelong Learning in Ethical Practice: A Challenge for Continuing Medical Education.

ERIC Educational Resources Information Center

Kenny, Nuala; Sargeant, Joan; Allen, Michael

2001-01-01

Questionnaires and small-group discussions with a physician-ethicist revealed that physicians had very little formal ethics training in medical school. They did not feel they needed a very high level of confidence regarding ethical issues in practice, but lacked a systematic approach to identification and analysis of ethical issues. (Contains 24…

The Grammar Crammer: How To Write Perfect Sentences. The Study Smart Series.

ERIC Educational Resources Information Center

Kesselman-Turkel, Judi; Peterson, Franklynn

This grammar handbook emphasizes formal written usage, offering clues to help with comprehension. The seven sections discuss: (1) "Nouns" (e.g., most nouns can follow "the," and possessives can show more than possession); (2) "Pronouns" (e.g., pronouns come in small groups, and some pronouns defy logic); (3) "Verbs" (e.g., some plural subjects…

Peer-Taught Drug Awareness in the Introductory Psychology Course

ERIC Educational Resources Information Center

Goodwin, Kerri A.

2007-01-01

In contrast to "Just Say No" lectures on drug use common in K to 12 drug education programs (e.g., Drug Abuse Resistance Education, or D.A.R.E.), this activity used peer teaching in an Introductory Psychology course to promote active learning and open discussion of controversial issues about drug use. Working in small groups, students researched…

South Carolina Health Occupations Education I & II. [Lessons Planning Guide for] Supplemental Competencies.

ERIC Educational Resources Information Center

Connell, Shirley

This lesson planning guide for supplemental competencies in health education addresses the three domains of learning: psychomotor, cognitive, and affective. It can be used with any teaching method (e.g., lecture/demonstration, discussion, and small group). The guide contains units on: acute care and long-term care; cultural aspects of patient…

Getting Artsy with the Alphabet

ERIC Educational Resources Information Center

Gainer, Ruth Straus

2005-01-01

In this article, the author discusses the combined artistry of third, fourth, and fifth graders as they illuminate a formerly dark corner of their school's entry plaza with a sparkling mosaic mural. The students worked in small groups to form the letters of the alphabet on 12" x 15" (30.5 x 38 cm) panels of cement board decorated with flat-backed…

The Efficacy of Residents as Teachers in an Ophthalmology Module.

PubMed

Ryg, Peter A; Hafler, Janet P; Forster, Susan H

2016-01-01

Resident physicians have reported spending upward of 25% of their time teaching fellow residents and medical students. Until relatively recently, there have not been formal requirements in residency programs to learn teaching skills. The first goal of this study was to develop a novel residents-as-teachers training program to educate Ophthalmology residents on facilitating group learning and emphasizing critical-thinking skills. The second goal was to educate residents on how to teach clinical reasoning skills. We designed a longitudinal residents-as-teachers program that consisted of a 2-hour workshop, voluntary observation of their teaching in the small group, and student feedback on their teaching. The focus of the workshop was to educate the residents on how to facilitate critical thinking and clinical reasoning in a small group format. Voluntary video recording of residents' teaching was offered, and feedback on their teaching was provided. Yale University School of Medicine, Department of Ophthalmology and Visual Science. In total, ten second-year medical student groups consisting of approximately 7 to 11 students in each group were organized in this course and each group had one teacher: 4 senior Ophthalmology residents and 6 community faculty. This study found that the resident teachers who completed the residents-as-teachers program were equally as effective as community faculty teachers in building medical students' comprehension of ophthalmic principles during small group seminars according to the students' evaluation of teaching performance. We also found that all of the medical students' responses were overwhelmingly positive toward having residents as teachers. The medical students particularly noted residents' preparedness and effectiveness in facilitating a discussion during the small group seminars. Our novel program was effective at teaching residents how to teach critical-thinking skills and the resident teachers were well received by medical students in the classroom. Given the requirement that residents learn teaching skills during residency and our preliminary success, we plan to continue inviting residents to teach small group seminars in Ophthalmology, and we will continue to provide them with the residents-as-teachers program. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

PubMed Central

Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

Enhancing a cancer prevention and control curriculum through interactive group discussions.

PubMed

Forsythe, L P; Gadalla, S M; Hamilton, J G; Heckman-Stoddard, B M; Kent, E E; Lai, G Y; Lin, S W; Luhn, P; Faupel-Badger, J M

2012-06-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This 4-week postgraduate course covers the spectrum of cancer prevention and control research (e.g., epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, cancer prevention fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking among the course participants and provide a teaching and leadership opportunity to current cancer prevention fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87 and 8/10, respectively) reported a high satisfaction with the experience for providing both an opportunity to explore course concepts in a greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated that they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses.

Enhancing a Cancer Prevention and Control Curriculum through Interactive Group Discussions

PubMed Central

Forsythe, L.P.; Gadalla, S.M.; Hamilton, J.G.; Heckman-Stoddard, B.M.; Kent, E.E.; Lai, G.Y.; Lin, S.W.; Luhn, P.; Faupel-Badger, J.M.

2012-01-01

The Principles and Practice of Cancer Prevention and Control course (Principles course) is offered annually by the National Cancer Institute Cancer Prevention Fellowship Program. This four-week post-graduate course covers the spectrum of cancer prevention and control research (e.g. epidemiology, laboratory, clinical, social, and behavioral sciences) and is open to attendees from medical, academic, government, and related institutions across the world. In this report, we describe a new addition to the Principles course syllabus, which was exclusively a lecture-based format for over 20 years. In 2011, Cancer Prevention Fellows and staff designed and implemented small group discussion sessions as part of the curriculum. The goals of these sessions were to foster an interactive environment, discuss concepts presented during the Principles course, exchange ideas, and enhance networking amongst the course participants, and provide a teaching and leadership opportunity to current Cancer Prevention Fellows. Overall, both the participants and facilitators who returned the evaluation forms (n=61/87, and 8/10, respectively), reported high satisfaction with the experience for providing both an opportunity to explore course concepts in greater detail and to network with colleagues. Participants (93%) and facilitators (100%) stated they would like to see this component remain a part of the Principles course curriculum, and both groups provided recommendations for the 2012 program. The design, implementation, and evaluation of this initial discussion group component of the Principles course are described herein. The findings in this report will not only inform future discussion group sessions in the Principles course but may also be useful to others planning to incorporate group learning into large primarily lecture-based courses. PMID:22661264

Volunteers in the earthquake hazard reduction program

USGS Publications Warehouse

Ward, P.L.

1978-01-01

With this in mind, I organized a small workshop for approximately 30 people on February 2 and 3, 1978, in Menlo Park, Calif. the purpose of the meeting was to discuss methods of involving volunteers in a meaningful way in earthquake research and in educating the public about earthquake hazards. The emphasis was on earthquake prediction research, but the discussions covered the whole earthquake hazard reduction program. Representatives attended from the earthquake research community, from groups doing socioeconomic research on earthquake matters, and from a wide variety of organizations who might sponsor volunteers. 

Bridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial.

PubMed

Gali, Sivaranjani; Shetty, Vibha; Murthy, N S; Marimuthu, P

2015-01-01

Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

[Development of clinical trial education program for pharmaceutical science students through small group discussion and role-playing using protocol].

PubMed

Imakyure, Osamu; Shuto, Hideki; Nishikawa, Fumi; Hagiwara, Yoshifuka; Inoue, Sachiko; Koyanagi, Taeko; Hirakawa, Masaaki; Kataoka, Yasufumi

2010-08-01

The acquirement of basic knowledge of clinical trials and professional attitude in their practices is a general instructional objective in the Model Core Curriculum for Pharmaceutical Education. Unfortunately, the previous program of clinical trial education was not effective in the acquirement of a professional attitude in their practices. Then, we developed the new clinical trial education program using protocol through small group discussion (SGD) and roll-playing. Our program consists of 7 steps of practical training. In step 1, the students find some problems after presentation of the protocol including case and prescription. In step 2, they analyse the extracted problems and share the information obtained in SGD. In steps 3 and 5, five clinical case scenarios are presented to the students and they discuss which case is suitable for entry to the clinical trial or which case corresponds to the discontinuance criteria in the present designed protocol. In steps 4 and 6, the roll-playing is performed by teachers and students as doctors and clinical research coordinators (CRC) respectively. Further, we conducted a trial practice based on this program for the students. In the student's self-evaluation into five grades, the average score of the skill acquisition level in each step was 3.8-4.7 grade. Our clinical trial education program could be effective in educating the candidates for CRC or clinical pharmacists.

Redshift differences of galaxies in nearby groups

NASA Technical Reports Server (NTRS)

Harrison, E. R.

1975-01-01

It is reported that galaxies in nearby groups exhibit anomalous nonvelocity redshifts. In this discussion, (1) four classes of nearby groups of galacies are analyzed, and no significant nonvelocity redshift effect is found; and (2) it is pointed out that transverse velocities (i.e., velocities transverse to the line of sight of the main galaxy, or center of mass) contribute components to the redshift measurements of companion galaxies. The redshifts of galaxies in nearby groups of appreciable angular size are considerably affected by these velocity projection effects. The transverse velocity contributions average out in rich, isotropic groups, and also in large samples of irregular groups of low membership, as in the four classes referred to in (1), but can introduce apparent discrepancies in small samples (as studied by Arp) of nearby groups of low membership.

Modelling radicalization: how small violent fringe sects develop into large indoctrinated societies

PubMed Central

2017-01-01

We model radicalization in a society consisting of two competing religious, ethnic or political groups. Each of the ‘sects’ is divided into moderate and radical factions, with intra-group transitions occurring either spontaneously or through indoctrination. We also include the possibility of one group violently attacking the other. The intra-group transition rates of one group are modelled to explicitly depend on the actions and characteristics of the other, including violent episodes, effectively coupling the dynamics of the two sects. We use a game theoretic framework and assume that radical factions may tune ‘strategic’ parameters to optimize given utility functions aimed at maximizing their ranks while minimizing the damage inflicted by their rivals. Constraints include limited overall resources that must be optimally allocated between indoctrination and external attacks on the other group. Various scenarios are considered, from symmetric sects whose behaviours mirror each other, to totally asymmetric ones where one sect may have a larger population or a superior resource availability. We discuss under what conditions sects preferentially employ indoctrination or violence, and how allowing sects to readjust their strategies allows for small, violent sects to grow into large, indoctrinated communities. PMID:28879010

Modelling radicalization: how small violent fringe sects develop into large indoctrinated societies

NASA Astrophysics Data System (ADS)

Short, Martin B.; McCalla, Scott G.; D'Orsogna, Maria R.

2017-08-01

We model radicalization in a society consisting of two competing religious, ethnic or political groups. Each of the `sects' is divided into moderate and radical factions, with intra-group transitions occurring either spontaneously or through indoctrination. We also include the possibility of one group violently attacking the other. The intra-group transition rates of one group are modelled to explicitly depend on the actions and characteristics of the other, including violent episodes, effectively coupling the dynamics of the two sects. We use a game theoretic framework and assume that radical factions may tune `strategic' parameters to optimize given utility functions aimed at maximizing their ranks while minimizing the damage inflicted by their rivals. Constraints include limited overall resources that must be optimally allocated between indoctrination and external attacks on the other group. Various scenarios are considered, from symmetric sects whose behaviours mirror each other, to totally asymmetric ones where one sect may have a larger population or a superior resource availability. We discuss under what conditions sects preferentially employ indoctrination or violence, and how allowing sects to readjust their strategies allows for small, violent sects to grow into large, indoctrinated communities.

The Implementation of the Food Safety Modernization Act and the Strength of the Sustainable Agriculture Movement.

PubMed

Wiseman, Samuel R

2015-01-01

In the wake of growing public concerns over salmonella outbreaks and other highly publicized food safety issues, Congress passed the FDA Food Safety Modernization Act in 2011, which placed more stringent standards on food growing and packaging operations. In negotiations preceding the Act's passage, farmers of local, sustainable food argued that these rules would unduly burden local agricultural operations or, at the extreme, drive them out of business by creating overly burdensome rules. These objections culminated in the addition of the Tester-Hagan Amendment to the Food Safety Modernization Act, which created certain exemptions for small farms. Proposed Food and Drug Administration (FDA) rules to implement the Act threatened to weaken this victory for small farm groups, however, prompting a loud response from small farmers and local food proponents. The FDA's second set of proposed rules, issued in September 2014 in response to these and other complaints, were, perhaps surprisingly, responsive to small farmers' concerns. Using comments submitted to the FDA, this article explores the responses of the agriculture industry and public health organizations, as well as small farm groups, consumers of local food, and sustainable agriculture interests (which, for simplicity, I alternately describe as comprising the "sustainable agriculture" or "small farm" movement), to three aspects of the FDA's proposed rules--involving manure application, on-farm packing activities, and exemptions for very small farms--to assess the strength of the sustainable agriculture movement. The rules involving manure application and on-farm packing, it turns out, reveal little about the independent political strength of the local food movement, as large industry groups also objected to these provisions. But for the third issue discussed here--exemptions for very small farms--the interests of sustainable agriculture groups were directly opposed to both industry and public health organizations, and yet prevailed. This suggests that the high salience of locavore and "slow food" issues might have allowed relatively small, dispersed interests to overcome traditional obstacles to political organization, and that the sustainable agriculture movement has indeed become an effective political force.

New Insight into Inter-kingdom Communication: Horizontal Transfer of Mobile Small RNAs.

PubMed

Zhou, Geyu; Zhou, Yu; Chen, Xi

2017-01-01

Small RNAs (sRNAs), including small interfering RNAs (siRNAs) and microRNAs (miRNAs), are conventionally regarded as critical molecular regulators of various intracellular processes. However, recent accumulating evidence indicates that sRNAs can be transferred within cells and tissues and even across species. In plants, nematodes and microbes, these mobile sRNAs can mediate inter-kingdom communication, environmental sensing, gene expression regulation, host-parasite defense and many other biological functions. Strikingly, a recent study by our group suggested that ingested plant miRNAs are transferred to blood, accumulate in tissues and regulate transcripts in consuming animals. While our and other independent groups' subsequent studies further explored the emerging field of sRNA-mediated crosstalk between species, some groups reported negative results and questioned its general applicability. Thus, further studies carefully evaluating the horizontal transfer of exogenous sRNAs and its potential biological functions are urgently required. Here, we review the current state of knowledge in the field of the horizontal transfer of mobile sRNAs, suggest its future directions and key points for examination and discuss its potential mechanisms and application prospects in nutrition, agriculture and medicine.

Scanning for satisfaction or digging for dismay? Comparing findings from a postal survey with those from a focus group-study

PubMed Central

2012-01-01

Background Despite growing support for mixed methods approaches we still have little systematic knowledge about the consequences of combining surveys and focus groups. While the methodological aspects of questionnaire surveys have been researched extensively, the characteristics of focus group methodology are understudied. We suggest and discuss whether the focus group setting, as compared to questionnaire surveys, encourages participants to exaggerate views in a negative direction. Discussion Based on an example from our own research, where we conducted a survey as a follow up of a focus group study, and with reference to theoretical approaches and empirical evidence from the literature concerning survey respondent behaviour and small group dynamics, we discuss the possibility that a discrepancy in findings between the focus groups and the questionnaire reflects characteristics of the two different research methods. In contrast to the survey, the focus group study indicated that doctors were generally negative to clinical guidelines. We were not convinced that this difference in results was due to methodological flaws in either of the studies, and discuss instead how this difference may have been the result of a general methodological phenomenon. Summary Based on studies of how survey questionnaires influence responses, it appears reasonable to claim that surveys are more likely to find exaggerated positive views. Conversely, there are some indications in the literature that focus groups may result in complaints and overly negative attitudes, but this is still an open question. We suggest that while problematic issues tend to be under-communicated in questionnaire surveys, they may be overstated in focus groups. We argue for the importance of increasing our understanding of focus group methodology, for example by reporting interesting discrepancies in mixed methods studies. In addition, more experimental research on focus groups should be conducted to advance the methodology and to test our hypothesis. PMID:22943658

Recent advances in the development of p21-activated kinase inhibitors.

PubMed

Coleman, Natalia; Kissil, Joseph

2012-04-01

The p21-activated kinases (PAKs) are downstream effectors of the small G-proteins of the Rac and cdc42 family and have been implicated as essential for cell proliferation and survival. Recent studies have also demonstrated the promise of PAKs as therapeutic targets in various types of cancers. The PAKs are divided into two major groups (group I and II) based on sequence similarities. Although the different roles the PAK groups might play are not well understood, recent efforts have focused on the identification of kinase inhibitors that can discriminate between the two groups. In this review these efforts and newly identified inhibitors will be described and future directions discussed.

What Is Light?. Students' Reflections on the Wave-Particle Duality of Light and the Nature of Physics

NASA Astrophysics Data System (ADS)

Henriksen, Ellen Karoline; Angell, Carl; Vistnes, Arnt Inge; Bungum, Berit

2018-03-01

Quantum physics describes light as having both particle and wave properties; however, there is no consensus about how to interpret this duality on an ontological level. This article explores how pre-university physics students, while working with learning material focusing on historical-philosophical aspects of quantum physics, interpreted the wave-particle duality of light and which views they expressed on the nature of physics. A thematic analysis was performed on 133 written responses about the nature of light, given in the beginning of the teaching sequence, and 55 audio-recorded small-group discussions addressing the wave-particle duality, given later in the sequence. Most students initially expressed a wave and particle view of light, but some of these gave an "uncritical duality description", accepting without question the two ontologically different descriptions of light. In the small-group discussions, students expressed more nuanced views. Many tried to reconcile the two descriptions using semi-classical reasoning; others entered into philosophical discussions about the status of the current scientific description of light and expected science to come up with a better model. Some found the wave description of light particularly challenging and lacked a conception of "what is waving". Many seemed to implicitly take a realist view on the description of physical phenomena, contrary with the Copenhagen interpretation which is prevalent in textbooks. Results are discussed in light of different interpretations of quantum physics, and we conclude by arguing for a historical-philosophical perspective as an entry point for upper secondary physics students to explore the development and interpretation of quantum physical concepts.

"We Know What We're Talking About, Don't We?" An Examination of Girls' Classroom-Based Learning Allegiances

ERIC Educational Resources Information Center

Davies, Julia

2004-01-01

This paper presents data collected from small discussion groups in English classrooms. The project from which this research is taken examines the processes of pupils' learning through talk-related activities and contributes to debates about boys' relative under-achievement in comparison to girls. Although the project as a whole looked at the…

The Effect of Social Grounding on Collaboration in a Computer-Mediated Small Group Discussion

ERIC Educational Resources Information Center

Ahern, Terence C.; Thomas, Julie A.; Tallent-Runnels, Mary K.; Lan, William Y.; Cooper, Sandra; Lu, Xiaoming; Cyrus, Jacqui

2006-01-01

There is a tremendous amount of pressure on educators to incorporate highly advanced computer-mediated communication (CMC) into the classroom, but the research shows that this is not an easy task. Part of the difficulty learners experience within current network applications is a lack of support from the design of the software for the development…

The (digital) natives are restless: designing and implementing an interactive digital media assignment.

PubMed

Voge, Catherine; Hirvela, Kari; Jarzemsky, Paula

2012-01-01

To create an opportunity for students to connect with the Quality and Safety Education for Nurses competencies and demonstrate learning via knowledge transference, the authors piloted a digital media assignment. Students worked in small groups to create an unfolding patient care scenario with embedded decision points, using presentation software. The authors discuss the assignment and its outcomes.

Higher Education and the Practice of Democratic Politics: A Political Education Reader. Kettering Political Education Series.

ERIC Educational Resources Information Center

Murchland, Bernard, Ed.

This book is a collection of essays on political education for democratic citizenship in higher education developed out of meetings over 5 years of a small group of faculty, administrators and students who gathered to discuss the way academia was educating young people for political responsibility. Following a foreword and an introduction by…

75 FR 55580 - Agency Information Collection Activities: Announcement of Board Approval Under Delegated...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-13

... authority of the extension for three years, without revision, of the following reports: 1. Report title...: FR 1373a survey, one or two times per year; FR 1373a discussion groups, two times a year. FR 1373b small-panel survey, two times a year; FR 1373b large-panel survey, one time per year. Reporters: FR...

Building Bridges: The Use of Reflective Oral Diaries as a Qualitative Research Tool

ERIC Educational Resources Information Center

Hewitt, Elizabeth

2017-01-01

The article is a reflection on the use of an oral diary as a qualitative research tool, the role that it played during fieldwork and the methodological issues that emerged. It draws on a small-scale empirical study into primary school teachers' use of group discussion, during which oral diaries were used to explore and document teacher reflective…

Le "Quadrille": de la lecture des journaux a l'expression orale (The "Quadrille": From Newspaper Reading to Oral Expression).

ERIC Educational Resources Information Center

Levy, Francine

1990-01-01

In an activity for the French classroom, teams of four student pairs read and summarize newspaper and magazine articles, extract a vocabulary list, prepare content questions, and become experts on portions of the text for a small-group discussion game. Changing partners and solo presentation are important features of the exercise. (MSE)

Travelling Hopefully: An Exploration of the Limited Possibilities for Level 1 Students in the English Further Education System

ERIC Educational Resources Information Center

Atkins, Liz

2008-01-01

This paper discusses the findings of a small-scale qualitative study exploring the aspirations and learning identities of three groups of Level 1 students in two English further education (FE) colleges. Emerging identities are explored in the context of classed and gendered dispositions and the educational positioning of the young people.…

Do the Twist: How a Multimedia Table Could Transform Education

ERIC Educational Resources Information Center

Simkins, Michael

2005-01-01

A group of students is gathered around a square table, on each side of which sit four small maps. In the center is a much larger map. The students are engaged in an animated discussion of key topographical features they are observing and the geological processes that may have produced them. Much pointing and tapping on the table punctuates the…

"It's Not about Me, It's about the Community:" Culturally Relevant Health Career Promotion for Indigenous Students in Australia

ERIC Educational Resources Information Center

Kelly, Heather; Robinson, Anske; Drysdale, Marlene; Chesters, Janice; Faulkner, Susan; Ellender, Isabel; Turnbull, Leanne

2009-01-01

The numbers of Indigenous students studying in health career courses at the tertiary level is low. This paper describes a forum conducted as part of a project of national significance which examines the solutions and barriers for Indigenous student entry to medical and other health science education. Small group discussions and observations were…

Preventing and Reporting Resident Abuse in Assisted Living: A Learning Module for Resident Assistants.

ERIC Educational Resources Information Center

McKinnon, Cole Marie

In an effort to conform to the Massachusetts Executive Office of Elder Affairs (EOEA) staff development requirement regarding elder abuse, a learning module was developed. It was designed to be administered to an individual caregiver for the purpose of self-study or to small groups of caregivers using the lecture-discussion format. Following the…

The Equivalence Principle Comes to School--Falling Objects and Other Middle School Investigations

ERIC Educational Resources Information Center

Pendrill, Ann-Marie; Ekström, Peter; Hansson, Lena; Mars, Patrik; Ouattara, Lassana; Ryan, Ulrika

2014-01-01

Comparing two objects falling together is a small-scale version of Galileo's classical experiment, demonstrating the equivalence between gravitational and inertial mass. We present here investigations by a group of ten-year-olds, who used iPads to record the drops. The movie recordings were essential in the follow-up discussions, enabling the…

TH-EF-BRC-04: Quality Management Program

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

Yorke, E.

2016-06-15

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 differentmore » clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.« less

TH-EF-BRC-03: Fault Tree Analysis

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

Thomadsen, B.

2016-06-15

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 differentmore » clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.« less

TH-EF-BRC-00: TG-100 Workshop

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

NONE

2016-06-15

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 differentmore » clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.« less

TH-EF-BRC-02: FMEA

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

Huq, M.

2016-06-15

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 differentmore » clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.« less

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

Dunscombe, P.

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 differentmore » clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.« less

How small business health exchanges can offer value to their future customers--and why they must.

PubMed

Kingsdale, Jon

2012-02-01

The success of the Small Business Health Options Program (SHOP)-health insurance exchanges targeted at the small-group market and opening for business in January 2014-will depend in large part on persuading small employers and qualified health plans to participate. The most important objective will be offering employers lower-cost health plans than they have now. Other critical objectives will be offering small firms administrative efficiencies and access to choices among high-value plans that are not offered elsewhere. This article frames the challenges that exchanges will encounter in meeting these objectives. In particular, it discusses the advisability of small-business exchanges' offering an "employee choice" model (which the article describes in detail); of combining the small-business and individual exchanges to broaden product offerings and gain operational efficiencies; and of encouraging low-cost plans to enter the exchange market, perhaps by enabling Medicaid managed care plans to offer comparable commercial products, and in turn affording health plans access to a uniquely motivated market of small firms and their workers who want affordable coverage.

The use of tools for learning science in small groups

NASA Astrophysics Data System (ADS)

Valdes, Rosa Maria

2000-10-01

"Hands-on" learning through the use of tools or manipulatives representative of science concepts has long been an important component of the middle school science curriculum. However, scarce research exists on the impact of tool use on learning of science concepts, particularly on the processes involved in such learning. This study investigated how the use of tools by students engaged in small group discussion about the concept of electrical resistance and the explanations that accompany such use leads to improved understandings of the concept. Specifically, the main hypothesis of the study was that students who observe explanations by their high-ability peers accompanied by accurate tool use and who are highly engaged in these explanations would show learning gains. Videotaped interactions of students working in small groups to solve tasks on electricity were coded using scales that measured the accuracy of the tool use, the accuracy of the explanations presented, and the level of engagement of target students. The data of 48 students whose knowledge of the concept of resistance was initially low and who also were determined to be low achievers as shown by their scores on a set of pretest, was analyzed. Quantitative and qualitative analyses showed that students who observed their peers give explanations using tools and who were engaged at least moderately made gains in their understandings of resistance. Specifically, the results of regression analyses showed that both the level of accuracy of a high-ability peer's explanation and the target student's level of engagement in the explanation significantly predicted target students' outcome scores. The number of presentations offered by a high-ability peer also significantly predicted outcome scores. Case study analyses of six students found that students who improved their scores the most from pretest to posttest had high-ability peers who tended to be verbal and who gave numerous explanations, whereas students who improved the least had high-ability peers who gave no explanations at all. Important implications of this study for teaching are that (1) teachers should group students heterogeneously and should monitor students' small groups to insure that students are producing content-oriented discussion, and (2) students should be allowed to manipulate tools that allow experimentation as students build understandings and promote communication of abstract ideas.

Diagnostic procedures for non-small-cell lung cancer (NSCLC): recommendations of the European Expert Group

PubMed Central

Dietel, Manfred; Bubendorf, Lukas; Dingemans, Anne-Marie C; Dooms, Christophe; Elmberger, Göran; García, Rosa Calero; Kerr, Keith M; Lim, Eric; López-Ríos, Fernando; Thunnissen, Erik; Van Schil, Paul E; von Laffert, Maximilian

2016-01-01

Background There is currently no Europe-wide consensus on the appropriate preanalytical measures and workflow to optimise procedures for tissue-based molecular testing of non-small-cell lung cancer (NSCLC). To address this, a group of lung cancer experts (see list of authors) convened to discuss and propose standard operating procedures (SOPs) for NSCLC. Methods Based on earlier meetings and scientific expertise on lung cancer, a multidisciplinary group meeting was aligned. The aim was to include all relevant aspects concerning NSCLC diagnosis. After careful consideration, the following topics were selected and each was reviewed by the experts: surgical resection and sampling; biopsy procedures for analysis; preanalytical and other variables affecting quality of tissue; tissue conservation; testing procedures for epidermal growth factor receptor, anaplastic lymphoma kinase and ROS proto-oncogene 1, receptor tyrosine kinase (ROS1) in lung tissue and cytological specimens; as well as standardised reporting and quality control (QC). Finally, an optimal workflow was described. Results Suggested optimal procedures and workflows are discussed in detail. The broad consensus was that the complex workflow presented can only be executed effectively by an interdisciplinary approach using a well-trained team. Conclusions To optimise diagnosis and treatment of patients with NSCLC, it is essential to establish SOPs that are adaptable to the local situation. In addition, a continuous QC system and a local multidisciplinary tumour-type-oriented board are essential. PMID:26530085

Sixth national stakeholder workshop summary report

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

NONE

On June 17--18, 1998, the Department of Energy`s (DOE) Office of Worker and Community Transition convened its sixth National Stakeholder Workshop at the Ramada Plaza Hotel Old Town in Alexandria, Virginia. Approximately 325 stakeholders attended representing DOE headquarters and field offices, contractors, labor organizations, state and local government, education and community interest groups. The meeting addressed the progress made on the issues and challenges identified at the last stakeholder`s meeting in Oakland, California on April 9--11, 1997. Also discussed were the full range of the Department`s work force issues and creative solutions to the inherent challenges of simultaneously implementing themore » Department`s post Cold-War mission, work force restructuring guidance, contract reform objectives, asset disposition, performance-based management requirements, and business process improvement policies. The format of the Workshop included several plenary sessions and a number of small group discussion sessions. The small group sessions focused on topics related to labor issues, work force restructuring, work force planning, community transition, and employee concerns. The sessions provided a wide range of views on worker and community transition issues. The plenary sessions of the Workshop included presentations on the following topics: welcome and introductions; opening remarks; building a better labor-management relationship; keynote speech from Secretary of Energy Federico Pena; meeting tomorrow`s challenges (early site closures); harnessing the contracting process to encourage local growth; and, the British experience in economic conversion.« less

Productive whole-class discussions: A qualitative analysis of peer leader behaviors in general chemistry

NASA Astrophysics Data System (ADS)

Eckart, Teresa Mcclain

The intention of this research was to describe behaviors and characteristics of General Chemistry I peer leaders using a pedagogical reform method referred to as Peer-led Guided Inquiry (PLGI), and to discuss the ways in which these peer leaders created productive whole-class discussions. This reform technique engaged students to work on guided inquiry activities while working cooperatively in small groups, led by undergraduate peer leaders. These sessions were video recorded and transcribed. The data was evaluated using grounded theory methods of analysis. This study examined the dialog between students and peer leaders, paying specific attention to question types and observed patterns of interactions. The research took shape by examining the kinds of questions asked by peer leaders and the purposes these questions served. In addition to looking at questions, different kinds of behaviors displayed by peer leaders during their small group sessions were also observed. A close examination of peer leader questions and behaviors aided in developing an answer to the overall research question regarding what factors are associated with productive whole-class discussions. Five major categories of peer leader behaviors evolved from the data and provided a means to compare and contrast productive whole-class discussions. While no category single-handedly determined if a discussion was good or bad, there was a tendency for peer leaders who exhibited positive traits in at least three of the following categories to have consistently better whole-class discussions: Procedural Practices, Supervisory Qualities, Questioning Techniques, Feedback/Responses, and Interpersonal Skills. Furthermore, each of the major categories is tied directly to Interpersonal, Communication, and Leadership skills and their interactions with each other. This study also addressed applications that each of these categories has on instructional practices and their need in peer leader training. In addition, a scale was developed for rating the relative effectiveness of whole-class discussions in terms of student participation. This study provides a tool for measuring productive whole-class discussions, as well as practical applications for peer leader (or teacher) training.

Improving adherence to physical activity.

PubMed

Bélisle, M; Roskies, E; Lévesque, J M

1987-01-01

Two studies tested the efficacy of Marlatt and Gordon's relapse-prevention approach in increasing attendance during an exercise program (short-term adherence) and continuation of exercise activities for 12 weeks following termination of the formal program (longer term adherence). Participants in both studies were registrants in 10-week exercise groups (jogging, aerobic dance, and pre-ski training) sponsored by the Université de Montréal Sports Centre. The intervention, designed to increase awareness of obstacles to exercise and to develop appropriate techniques for coping with them, was delivered by group leaders within the context of the regular program. Results of both studies indicate a small but consistent superiority of adherence in the experimental condition compared to the control condition. The low cost of this intervention, however, makes even small gains cost effective. Possible methods for strengthening the treatment effect are discussed.

``The sun is sleeping now'': Early learning about light and shadows

NASA Astrophysics Data System (ADS)

Segal, Gilda; Cosgrove, Mark

1993-12-01

To keep intuitive knowledge fluid for an extended time, we wish to encourage young children to examine continuously those intuitive explanations for natural phenomena which later become hard wired, highly resistant to development or change. To assist this we designed a learning package which integrated three extensively researched educational strategies (cooperative learning, informal inquiry and familiar context) for children to explore their notions about the topic light. Children in a kindergarten class were encouraged to share their ideas about shadows and shadow formation with peers, as they took part in explorations of shadow formation inside and outside their classroom. Whole class discussions, small group conversations and final conversations between researcher and small groups provide insights into social and individual construction of knowledge, young children's abilities to be scientific and the social construction of gender.

Structure and evolutionary history of the solar system

NASA Technical Reports Server (NTRS)

Alfven, H.; Arrhenius, G.

1975-01-01

General principles and observational facts concerning the solar system are examined, taking into account the orbits of planets and satellites, the small bodies, the resonance structure, spin and tides, and postaccretional changes in the solar system. A description is given of the accretion of celestial bodies and the plasma phase is considered. Aspects of chemical differentiation and the matrix of the groups of bodies are also discussed, giving attention to chemical compositions in the solar system, meteorites and their precursor states, mass distribution and the critical velocity, and the structure of the groups.

Computational exploration of zinc binding groups for HDAC inhibition.

PubMed

Chen, Kai; Xu, Liping; Wiest, Olaf

2013-05-17

Histone deacetylases (HDACs) have emerged as important drug targets in epigenetics. The most common HDAC inhibitors use hydroxamic acids as zinc binding groups despite unfavorable pharmacokinetic properties. A two-stage protocol of M05-2X calculations of a library of 48 fragments in a small model active site, followed by QM/MM hybrid calculations of the full enzyme with selected binders, is used to prospectively select potential bidentate zinc binders. The energetics and interaction patterns of several zinc binders not previously used for the inhibition of HDACs are discussed.

Online video game addiction: identification of addicted adolescent gamers.

PubMed

Van Rooij, Antonius J; Schoenmakers, Tim M; Vermulst, Ad A; Van den Eijnden, Regina J J M; Van de Mheen, Dike

2011-01-01

To provide empirical data-driven identification of a group of addicted online gamers. Repeated cross-sectional survey study, comprising a longitudinal cohort, conducted in 2008 and 2009. Secondary schools in the Netherlands.   Two large samples of Dutch schoolchildren (aged 13-16 years). Compulsive internet use scale, weekly hours of online gaming and psychosocial variables. This study confirms the existence of a small group of addicted online gamers (3%), representing about 1.5% of all children aged 13-16 years in the Netherlands. Although these gamers report addiction-like problems, relationships with decreased psychosocial health were less evident. The identification of a small group of addicted online gamers supports efforts to develop and validate questionnaire scales aimed at measuring the phenomenon of online video game addiction. The findings contribute to the discussion on the inclusion of non-substance addictions in the proposed unified concept of 'Addiction and Related Disorders' for the DSM-V by providing indirect identification and validation of a group of suspected online video game addicts. © 2010 The Authors, Addiction © 2010 Society for the Study of Addiction.

Development of fluorescent probes based on protection-deprotection of the key functional groups for biological imaging.

PubMed

Tang, Yonghe; Lee, Dayoung; Wang, Jiaoliang; Li, Guanhan; Yu, Jinghua; Lin, Weiying; Yoon, Juyoung

2015-08-07

Recently, the strategy of protection-deprotection of functional groups has been widely employed to design fluorescent probes, as the protection-deprotection of functional groups often induces a marked change in electronic properties. Significant advances have been made in the development of analyte-responsive fluorescent probes based on the protection-deprotection strategy. In this tutorial review, we highlight the representative examples of small-molecule based fluorescent probes for bioimaging, which are operated via the protection-deprotection of key functional groups such as aldehyde, hydroxyl, and amino functional groups reported from 2010 to 2014. The discussion includes the general protection-deprotection methods for aldehyde, hydroxyl, or amino groups, as well as the design strategies, sensing mechanisms, and deprotection modes of the representative fluorescent imaging probes applied to bio-imaging.

More heads choose better than one: Group decision making can eliminate probability matching.

PubMed

Schulze, Christin; Newell, Ben R

2016-06-01

Probability matching is a robust and common failure to adhere to normative predictions in sequential decision making. We show that this choice anomaly is nearly eradicated by gathering individual decision makers into small groups and asking the groups to decide. The group choice advantage emerged both when participants generated responses for an entire sequence of choices without outcome feedback (Exp. 1a) and when participants made trial-by-trial predictions with outcome feedback after each decision (Exp. 1b). We show that the dramatic improvement observed in group settings stands in stark contrast to a complete lack of effective solitary deliberation. These findings suggest a crucial role of group discussion in alleviating the impact of hasty intuitive responses in tasks better suited to careful deliberation.

Storytelling and Science Under the Stars

NASA Astrophysics Data System (ADS)

Haggard, Daryl

2013-01-01

This summer the Aspen Center for Physics and the Aspen Science Center collaborated with a small team of astrophysicists to host a joint stargazing, storytelling, ask an astronomer, and ice cream social event. The team consisted of staff members from the ACP and the ASC, four visting professional astrophysicists, and professional storytellers from the international organization "Spellbinders" (including the two founders). The event kicked off with liquid nitrogen ice cream making, which was a big hit with the more than 150 people in attendance. At dusk we divided into 4 groups and teams of two (a Spellbinder and an astrophysicist) circulated from group to group telling stories about the sky from all over the world, and answering questions about planets, stars, galaxies, and black holes. Three small telescopes focused on Saturn and lines formed after it finally got dark. I'll discuss how we put this event together, why it is important to join science and culture in order to engage the public, and how fantastic the stars are for creating this union.

Ultrastructure of antennal sensilla of the peach aphid Myzus persicae Sulzer, 1776.

PubMed

Ban, Li-Ping; Sun, Yin-Peng; Wang, Ying; Tu, Xiong-Bing; Zhang, Shan-Gan; Zhang, Yun-Ting; Wu, Yun-Sheng; Zhang, Ze-Hua

2015-02-01

The antennal sensilla of alate Myzus persicae were mapped using transmission electron microscopy and the ultrastructure of sensilla trichoidea, coeloconica, and placoidea are described. Trichoid sensilla, located on the tip of the antennae, are innervated by 2-4 neurons, with some outer dendrites reaching the distal end of the hair. Coeloconic sensilla in primary rhinaria are of two morphological types, both equipped with two dendrites. Dendrites of Type II coeloconic sensilla are enveloped in the dendrite sheath, containing the sensillum lymph. In sensilla coeloconica of Type I, instead, dendrites are enclosed by an electron opaque solid cuticle, with no space left for the sensillum lymph. The ultrastructure of big placoid sensillum reveals the presence of three groups of neurons, with 2-3 dendrites in each neuron group, while both small placoid sensilla are equipped with a single group of neurons, consisting of three dendrites. Both large and small placoid sensilla bear multiple pores on the outer cuticle. The function of these sensilla is also discussed. © 2014 Wiley Periodicals, Inc.

Educational network comparative analysis of small groups: Short- and long-term communications

NASA Astrophysics Data System (ADS)

Berg, D. B.; Zvereva, O. M.; Nazarova, Yu. Yu.; Chepurov, E. G.; Kokovin, A. V.; Ranyuk, S. V.

2017-11-01

The present study is devoted to the discussion of small group communication network structures. These communications were observed in student groups, where actors were united with a regular educational activity. The comparative analysis was carried out for networks of short-term (1 hour) and long-term (4 weeks) communications, it was based on seven structural parameters, and consisted of two stages. At the first stage, differences between the network graphs were examined, and the random corresponding Bernoulli graphs were built. At the second stage, revealed differences were compared. Calculations were performed using UCINET software framework. It was found out that networks of long-term and short-term communications are quite different: the structure of a short-term communication network is close to a random one, whereas the most of long-term communication network parameters differ from the corresponding random ones by more than 30%. This difference can be explained by strong "noisiness" of a short-term communication network, and the lack of social in it.

Examining emergency department communication through a staff-based participatory research method: identifying barriers and solutions to meaningful change.

PubMed

Cameron, Kenzie A; Engel, Kirsten G; McCarthy, Danielle M; Buckley, Barbara A; Mercer Kollar, Laura Min; Donlan, Sarah M; Pang, Peter S; Makoul, Gregory; Tanabe, Paula; Gisondi, Michael A; Adams, James G

2010-12-01

We test an initiative with the staff-based participatory research (SBPR) method to elicit communication barriers and engage staff in identifying strategies to improve communication within our emergency department (ED). ED staff at an urban hospital with 85,000 ED visits per year participated in a 3.5-hour multidisciplinary workshop. The workshop was offered 6 times and involved: (1) large group discussion to review the importance of communication within the ED and discuss findings from a recent survey of patient perceptions of ED-team communication; (2) small group discussions eliciting staff perceptions of communication barriers and best practices/strategies to address these challenges; and (3) large group discussions sharing and refining emergent themes and suggested strategies. Three coders analyzed summaries from group discussions by using latent content and constant comparative analysis to identify focal themes. A total of 127 staff members, including attending physicians, residents, nurses, ED assistants, and secretaries, participated in the workshop (overall participation rate 59.6%; range 46.7% to 73.3% by staff type). Coders identified a framework of 4 themes describing barriers and proposed interventions: (1) greeting and initial interaction, (2) setting realistic expectations, (3) team communication and respect, and (4) information provision and delivery. The majority of participants (81.4%) reported that their participation would cause them to make changes in their clinical practice. Involving staff in discussing barriers and facilitators to communication within the ED can result in a meaningful process of empowerment, as well as the identification of feasible strategies and solutions at both the individual and system levels. Copyright © 2010 American College of Emergency Physicians. Published by Mosby, Inc. All rights reserved.

Cultural and communication awareness for general practice registrars who are international medical graduates: a project of CoastCityCountry Training.

PubMed

Duncan, Geraldine F; Gilbey, David

2007-02-01

(1) To generate discussion about Australian culture and language with GP registrars using the medium of poetry; and (2) to introduce discussion about language and communication skills in a role-play format that GP registrars would embrace as part of their clinical training. (1) A variety of Australian poems was selected to reflect six themes: men, women, the Bush, ANZACS, Aboriginal Australia and migrants, which would provide a basis for discussion on a range of cultural issues to aid a medical professional trained overseas in developing further understanding of aspects of Australian culture. (2) A series of role plays was developed to reflect the clinical themes of each Day Release education program. These were enacted in a small group setting by preselected GP registrars with feedback from a medical educator and an English as a Second Language teacher. The Riverina/Murrumbidgee area of New South Wales, one of the three local training groups of CoastCityCountryTraining. GP registrars attached to the Riverina/Murrumbidgee Local Training Group. To show that discussion of poetry and participation in role plays are active language- and cultural-learning environments capable of enhancing understanding of a range of issues about Australia that are relevant to a GP registrar. There was increased participation by GP registrars in accessing the set material prior to each session. It was noted that there was also increased active involvement of all registrars in discussion within the group throughout the year. Discussion allowed clarification of aspects of Australian culture to participants with different international medical backgrounds, as well as providing an opportunity for GP registrars to share their own experiences.

Computational Chemistry in the Pharmaceutical Industry: From Childhood to Adolescence.

PubMed

Hillisch, Alexander; Heinrich, Nikolaus; Wild, Hanno

2015-12-01

Computational chemistry within the pharmaceutical industry has grown into a field that proactively contributes to many aspects of drug design, including target selection and lead identification and optimization. While methodological advancements have been key to this development, organizational developments have been crucial to our success as well. In particular, the interaction between computational and medicinal chemistry and the integration of computational chemistry into the entire drug discovery process have been invaluable. Over the past ten years we have shaped and developed a highly efficient computational chemistry group for small-molecule drug discovery at Bayer HealthCare that has significantly impacted the clinical development pipeline. In this article we describe the setup and tasks of the computational group and discuss external collaborations. We explain what we have found to be the most valuable and productive methods and discuss future directions for computational chemistry method development. We share this information with the hope of igniting interesting discussions around this topic. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Interventions for Primary School Children With Difficulties in Mathematics.

PubMed

Dowker, Ann

2017-01-01

Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Interventions discussed here include those involving peer tuition and group collaboration; those involving board and computer games; and those that involve assessing children's strengths and weaknesses in different components of mathematics; and targeting remedial activities to the assessed weaknesses. Most of the interventions discussed in this chapter specifically involve mathematics (usually mainly arithmetic), but there is also some discussion of attempts to improve mathematics by training children in domain-general skills, including Piagetian operations, metacognition, and executive functions. © 2017 Elsevier Inc. All rights reserved.

Lessons learned in research: an attempt to study the effects of magnetic therapy.

PubMed

Szor, Judy K; Holewinski, Paul

2002-02-01

Difficulties related to chronic wound healing research are frequently discussed, but results of less-than-perfect studies commonly are not published. A 16-week, randomized controlled double-blind study attempted to investigate the effect of static magnetic therapy on the healing of diabetic foot ulcers. Of 56 subjects, 37 completed the study. Because of the small sample size, randomization did not control for differences between the two groups, and the data could not be analyzed in any meaningful way. The challenges of performing magnetic therapy research are discussed and considerations for future studies are noted.

Concept identification for a power take-off shielding campaign.

PubMed

Tinc, P J; Madden, E; Park, S; Weil, R; Sorensen, J A

2015-01-01

ABSTRACT Machinery entanglements, specifically power take-off (PTO) entanglements, are a leading cause of injuries and fatalities on farms. In order to address this life-threatening issue, a social marketing campaign is being developed to reduce barriers and emphasize motivators to shielding. This article discusses the process of designing, testing, and selecting concepts to be used in the campaign. Small-group discussions (triads) were held to test 13 message concepts. Participants were asked to provide feedback and select the two messages that they believed to be most powerful. Upon completion, three message concepts were selected to be finalized.

Computer systems

NASA Technical Reports Server (NTRS)

Olsen, Lola

1992-01-01

In addition to the discussions, Ocean Climate Data Workshop hosts gave participants an opportunity to hear about, see, and test for themselves some of the latest computer tools now available for those studying climate change and the oceans. Six speakers described computer systems and their functions. The introductory talks were followed by demonstrations to small groups of participants and some opportunities for participants to get hands-on experience. After this familiarization period, attendees were invited to return during the course of the Workshop and have one-on-one discussions and further hands-on experience with these systems. Brief summaries or abstracts of introductory presentations are addressed.

Sharing a Personal Trainer: Personal and Social Benefits of Individualized, Small-Group Training.

PubMed

Wayment, Heidi A; McDonald, Rachael L

2017-11-01

Wayment, HA and McDonald, RL. Sharing a personal trainer: personal and social benefits of individualized, small-group training. J Strength Cond Res 31(11): 3137-3145, 2017-We examined a novel personal fitness training program that combines personal training principles in a small-group training environment. In a typical training session, exercisers warm-up together but receive individualized training for 50 minutes with 1-5 other adults who range in age, exercise experience, and goals for participation. Study participants were 98 regularly exercising adult members of a fitness studio in the southwestern United States (64 women and 32 men), aged 19-78 years (mean, 46.52 years; SD = 14.15). Average membership time was 2 years (range, 1-75 months; mean, 23.54 months; SD = 20.10). In collaboration with the program directors, we developed a scale to assess satisfaction with key features of this unique training program. Participants completed an online survey in Fall 2015. Hypotheses were tested with a serial mediator model (model 6) using the SPSS PROCESS module. In support of the basic tenets of self-determination theory, satisfaction with small-group, individualized training supported basic psychological needs, which in turn were associated with greater autonomous exercise motivation and life satisfaction. Satisfaction with this unique training method was also associated with greater exercise self-efficacy. Autonomous exercise motivation was associated with both exercise self-efficacy and greater self-reported health and energy. Discussion focuses on why exercise programs that foster a sense of social belonging (in addition to motivation and efficacy) may be helpful for successful adherence to an exercise program.

Sewing machines and bank loans, farming and family planning.

PubMed

Sai, F A; Nsarkoh, J D

1980-03-01

Half of a $10,000 grant was given by the International Planned Parenthood Federation (IPPF) to finance the rural development project activities of Danfa, a village of about 835 people in Ghana. In this community the women are hard working but doubly disadvantaged. Along with a high illiteracy rate, the women are limited by inadequate income due to underemployment, under productivity, unfavorable farming conditions, and a lack of resources. Large families, frequent pregnancies, poor mother and child health, and high infant mortality all make matters worse for both the rural farm wife and her family. The project began with a nucleus of women that soon grew to between 24-30. Members soon formed small groups according to their occupational interests. The women grasped the self-help idea immediately. Once or twice a month there were demonstrations and the group worked together in such activities as making soap and pomade, preparing meals, and sewing. Meetings generally ended with a general group brainstorming and then members gathered in smaller groups to review their activities and plan for the future. During the 1st year of the project the men in the group rarely attended meetings. The group gave priority attention to their community's urgent need for working capital. 15 women farmers who met the criteria determined by the group received loans in the 1st round; only 8 satisfied the criteria in the 2nd round. At the beginning of the small loans scheme, the group decided to seek bigger loans from the bank if members proved credit worthy. This requirement was satisfied, and the group began negotiations for a loan with the Agricultural Development Bank. The group received the total group loan. The Ghana Home Science Association considers the project to be successful in several respects. Team spirit has developed the group, and the women play important and respected roles. Family planning problems are regularly presented for discussion, but it is difficult to correlate these ideas with practice. The ability of members to discuss these problems comfortably is an indication of their acceptance of family planning as an important topic in their lives.

Using 'How People Learn' as a Blueprint for Developing Teaching Strategies in an Introductory Geology Course

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Kratz, R.; Linneman, S.; Plake, T.; Smith, B.

2008-12-01

A new curriculum for an introductory geology course, Geology and Everyday Thinking (GET), incorporates the key research findings of How People Learn (NAS, 1999), and is based on the pedagogical approach of Physics and Everyday Thinking (PET; http://petproject.sdsu.edu/). These key findings have profound implications for developing teaching strategies that promote student learning. They suggest that for learning to occur: 1) students' preconceptions must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum has been carefully constructed into cycles that apply these key findings while exploring a key geologic concept. Each cycle engages students' 'Initial Ideas' about these concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. The curriculum employs questioning, small group work, and small and large class discussions. Students construct concepts by doing inquiry lab activities, but embedded group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The questioning and discourse occur throughout each module so that students' preconceptions about a particular concept are brought out early on, and are revisited and challenged again as students construct their new understanding. Whiteboarding, or the process of sharing small-group ideas to a larger group, is the primary method of generating discussion. The instructor's role as facilitator and questioner is the cornerstone in this process. The primary audience for this course is future elementary teachers, who are required take a year-long science sequence. The year-long sequence includes physics (PET), geology (GET), and a correlative new curriculum in biology (BET). Class size is limited to 24 students, and the sequence is taught at a 4-year university as well as at four regional feeder community colleges. These courses model an inquiry-based teaching methodology that our pre-service teachers will use to teach science to their future students. Both quantitative and qualitative assessment data collected from our students show impressive gains both in attitudes about science and science content, especially compared to larger lecture-based introductory courses.

Comparative Responses from Students, Faculty, and Administration to the Packaging of the Entry College Course, English 131. Curriculum Development.

ERIC Educational Resources Information Center

Bass, Donald G.

The practicum is the creation of a course orientation module for a new introductory English design. The module explains the course topics, the requirements, and the learning settings. Requirements call for specific skill levels in reading, writing, and discussion. Students will be learning in conference, in the community, in small groups, and in…

Interpersonal, Nonverbal, and Small Group Communication: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles discuss a variety of topics, including the following: (1) caregiver talk to toddlers in dyadic and polyadic care; (2) communication tactics for neutralizing verbal aggression; (3) physical attractiveness and nonverbal…

What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-01-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on…

Involving forest communities in identifying and constructing ecosystems services: millennium assessment and place specificity

Treesearch

Stanley T. Asah; Dale J. Blahna; Clare M. Ryan

2012-01-01

The ecosystem services (ES) approach entails integrating people into public forest management and managing to meet their needs and wants. Managers must find ways to understand what these needs are and how they are met. In this study, we used small group discussions, in a case study of the Deschutes National Forest, to involve community members and forest staff in...

[Scar prophylaxis and treatment].

PubMed

Hammer-Hansen, Niels; Damsgaard, Tine Engberg; Rødgaard, Jes Christian

2015-10-12

Scarring is an expected result of trauma to the skin. Scars are a heterogenic group varying from small white non elevated scars to hypertrophic scars and keloids. Many different algorithms for scar prophylaxis and treatment have been presented in the literature. We discuss different types of scar formation and recently published evidence-based guidelines in regards to prophylaxis and treatment of scars written by 24 experts on scar management.

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem- Based Learning Experience in a Large First Year Undergraduate Class

ERIC Educational Resources Information Center

Fukuzawa, Sherry; Boyd, Cleo

2016-01-01

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in…

The Best Things in Life Are Free: Active and Participatory Learning for Less than $1.

ERIC Educational Resources Information Center

Snow, Kyle; Hakala, Christopher

As a lead-in to small group discussions of teaching, this paper describes some of the teaching techniques that can be used to engage students in the absence of technology. Teaching, whether it includes educational technology or not, is still only as effective as its ability to engage students' intellects. Among the aspects of teaching that help…

Flore et menagerie phonetiques; Collages; Tirez a vous la couverture; A propos d'un quiproquo (Phonetic Flora and Fauna; Collages; Take the Covers; A Propos of a Quid Pro Quo).

ERIC Educational Resources Information Center

Francais dans le Monde, 1987

1987-01-01

Four suggestions for classroom language-learning activities include a series of dot-to-dot phonetics games, small group collage making and presentation, use of magazine covers to stimulate class discussion and introduction of vocabulary, and student-written sketches based on misunderstandings. (MSE)

Talent Development Research, Policy, and Practice in Europe and the United States: Outcomes from a Summit of International Researchers

ERIC Educational Resources Information Center

Subotnik, Rena F.; Stoeger, Heidrun; Olszewski-Kubilius, Paula

2017-01-01

The goal of this article is to convey a summary of research and conversation on talent development on the part of a small group of European and American researchers who participated in the Inaugural American European Research Summit in Washington. In the final hours of the summit, participants discussed the state of research on talent development…

Process factors facilitating and inhibiting medical ethics teaching in small groups.

PubMed

Bentwich, Miriam Ethel; Bokek-Cohen, Ya'arit

2017-11-01

To examine process factors that either facilitate or inhibit learning medical ethics during case-based learning. A qualitative research approach using microanalysis of transcribed videotaped discussions of three consecutive small-group learning (SGL) sessions on medical ethics teaching (MET) for three groups, each with 10 students. This research effort revealed 12 themes of learning strategies, divided into 6 coping and 6 evasive strategies. Cognitive-based strategies were found to relate to Kamin's model of critical thinking in medical education, thereby supporting our distinction between the themes of coping and evasive strategies. The findings also showed that cognitive efforts as well as emotional strategies are involved in discussions of ethical dilemmas. Based on Kamin's model and the constructivist learning theory, an examination of the different themes within the two learning strategies-coping and evasive-revealed that these strategies may be understood as corresponding to process factors either facilitating or inhibiting MET in SGL, respectively. Our classification offers a more nuanced observation, specifically geared to pinpointing the desired and less desired process factors in the learning involved in MET in the SGL environment. Two key advantages of this observation are: (1) it brings to the forefront process factors that may inhibit and not merely facilitate MET in SGL and (2) it acknowledges the existence of emotional and not just cognitive process factors. Further enhancement of MET in SGL may thus be achieved based on these observations. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention.

PubMed

Crespo, Patricia; Jiménez, Juan E; Rodríguez, Cristina; Baker, Doris; Park, Yonghan

2018-03-09

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment.

PubMed

Busari, Jamiu O; Moll, Franka M; Duits, Ashley J

2017-01-01

A critical assessment of current health care practices, as well as the training needs of various health care providers, is crucial for improving patient care. Several approaches have been proposed for defining these needs with attention on communication as a key competency for effective collaboration. Taking our cultural context, resource limitations, and small-scale setting into account, we researched the applicability of a mixed focus group approach for analysis of the communication between doctors and nurses, as well as the measures for improvement. Assessment of nurse-physician communication perception in patient care in a Caribbean setting. Focus group sessions consisting of nurses, interns, and medical specialists were conducted using an ethnographic approach, paying attention to existing communication, risk evaluation, and recommendations for improvement. Data derived from the focus group sessions were analyzed by thematic synthesis method with descriptive themes and development of analytic themes. The initial focus group sessions produced an extensive list of key recommendations which could be clustered into three domains (standardization, sustainment, and collaboration). Further discussion of these domains in focus groups showed nurses' and physicians' domain perspectives and effects on patient care to be broadly similar. Risks related to lack of information, knowledge sharing, and professional respect were clearly described by the participants. The described mixed focus group session approach for effectively determining current interprofessional communication and key improvement areas seems suitable for our small-scale, limited resource setting. The impact of the cultural context should be further evaluated by a similar study in a different cultural context.

Empowering rural women's groups for strengthening economic linkages: some Indian experiments.

PubMed

Rajagopal

1999-05-01

Through organizing informal self-help groups (SHGs), rural women in India are provided credit and extension support for various production-oriented income-generating activities. These activities usually include garment-making, embroidery, food processing, bee-keeping, basketry, gem cutting, weaving, and knitting. SHGs are self-governed, with decisions about production and marketing taken collectively, although the group leader is responsible for identifying potential marketing centers and consumers. These groups represent a new culture in rural development, breaking with traditional bureaucracy and top-down management. Informal groups empower rural women to manage rural industries and make decisions collectively for their common economic interests. Experience with SHGs in Orissa, lessons from nongovernmental organization intervention, and a model for empowering poor people in a small town in Kerala are discussed.

Habitat requirements and burrowing depths of rodents in relation to shallow waste burial sites

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

Gano, K.A.; States, J.B.

1982-05-01

The purpose of this paper is to provide a review of the literature and summarize information on factors affecting habitat selection and maximum recorded burrowing depths for representative small mammals that we consider most likely to inhibit waste burial sites in arid and semi-arid regions of the West. The information is intended for waste management designers who need to know what to expect from small mammals that may be present at a particular site. Waste repositories oculd be designed to exclude the deep burrowing rodents of a region by creating an unattractive habitat over the waste. Summaries are given formore » habitat requirements of each group along with generalized modifications that could be employed to deter habitation. Representatives from the major groups considered to be deep burrowers are discussed. Further, detailed information about a particular species can be obtained from the references cited.« less

NASA technology utilization program: The small business market

NASA Technical Reports Server (NTRS)

Vannoy, J. K.; Garcia-Otero, F.; Johnson, F. D.; Staskin, E.

1980-01-01

Technology transfer programs were studied to determine how they might be more useful to the small business community. The status, needs, and technology use patterns of small firms are reported. Small business problems and failures are considered. Innovation, capitalization, R and D, and market share problems are discussed. Pocket, captive, and new markets are summarized. Small manufacturers and technology acquisition are discussed, covering external and internal sources, and NASA technology. Small business and the technology utilization program are discussed, covering publications and industrial applications centers. Observations and recommendations include small business market development and contracting, and NASA management technology.

Chemometrics and Intelligent Laboratory Systems, Volume 10, Numbers 1-2, February 1991. Proceedings of the Mathematics in Chemistry Conference Held in College Station, Texas on 8-10 November 1989

DTIC Science & Technology

1991-02-01

from a small group of speak- Four quite different subjects were tors, were well described. As these ers. This arrangement meant that discussed: local...ACKNOWLEDGEMENTS 6 M Gerloch and RG Woolley. The functional group m igand-field studies the empircal and theoretical status of It is a pleasure to thank...Al) Babes 26 3 43 add about three or four observable c.,mponents. Learning 26 0 44 0 In this study we applied SIMCA. nearest machine neighbor, Bayes

Chair Talk: Resources to Maximize Administrative Efforts

NASA Astrophysics Data System (ADS)

MacDonald, H.; Chan, M. A.; Bierly, E. W.; Manduca, C. A.; Ormand, C. J.

2009-12-01

Earth science department chairs are generally scientists who have little/no formal administrative training. The common rotation of faculty members in three-six year cycles distributes the heavy leadership responsibilities but involves little preparation beforehand to deal with budgets, fundraising, personnel issues, confrontations, and crises. The amount of information exchange and support upon exit and handoff to the next chair is variable. Resources for chairs include workshops, meetings (ranging from annual meetings of geoscience chairs to monthly meetings of small groups of chairs from various disciplines on a campus), discussions, and online resources. These resources, some of which we designed in the past several years, provide information and support for chairs, help them share best practices, and reduce time spent “reinventing the wheel”. Most of these resources involve groups of chairs in our discipline who meet together. The AGU Board of Heads and Chairs of Earth and Space Science Departments offers annual one-day workshops at the Fall AGU meeting. The specific topics vary from year to year; they have included goals and roles of heads and chairs, fundraising and Advisory Boards, student recruitment, interdisciplinarity, dual-career couples, and undergraduate research. The workshop provides ample opportunities for open discussion. Annual one-two day meetings of groups of geoscience department chairs (e.g., research universities in a particular region) provide an opportunity for chairs to share specific data about their departments (e.g., salaries, graduate student stipends, information about facilities) and discuss strategies. At the College of William and Mary, a small group of chairs meets monthly throughout the year; each session includes time for open discussion as well as a more structured discussion on a particular topic (e.g., merit review, development and fundraising, mentoring early career faculty and the tenure process, leadership styles, dealing with difficult situations, working with alumni). Through the Association for Women Geoscientists, we have offered annual one-hour lunch discussions at AGU and GSA meetings on issues facing women chairs and deans. Focusing on a different topic each year, these discussions include sharing good solutions, problem solving on various case scenarios, and so forth. In addition, the Building Strong Geoscience Departments program has offered workshops on different aspects of building strong geoscience departments, distributed reports, and made a variety of materials that would be useful to geoscience chairs available on their website. These programs and resources should continue and build to provide more continuity within departments and to increase a broader experience base of faculty. One of the greatest resources for chairs is to have personal connections with other chairs (via these programs), who can be called upon for advice, ideas, or general support. The sense of collective community could act in a powerful way to inspire and encourage more innovations and creative solutions to promote stronger departments.

Financial Incentives to Increase Advance Care Planning Among Medicaid Beneficiaries: Lessons Learned From Two Pragmatic Randomized Trials.

PubMed

Barnato, Amber E; Moore, Robert; Moore, Charity G; Kohatsu, Neal D; Sudore, Rebecca L

2017-07-01

Medicaid populations have low rates of advance care planning (ACP). Potential policy interventions include financial incentives. To test the effectiveness of patient plus provider financial incentive compared with provider financial incentive alone for increasing ACP discussions among Medicaid patients. Between April 2014 and July 2015, we conducted two sequential assessor-blinded pragmatic randomized trials in a health plan that pays primary care providers (PCPs) $100 to discuss ACP: 1) a parallel cluster trial (provider-delivered patient incentive) and 2) an individual-level trial (mail-delivered patient incentive). Control and intervention arms included encouragement to complete ACP, instructions for using an online ACP tool, and (in the intervention arm) $50 for completing the online ACP tool and a small probability of $1000 (i.e., lottery) for discussing ACP with their PCP. The primary outcome was provider-reported ACP discussion within three months. In the provider-delivered patient incentive study, 38 PCPs were randomized to the intervention (n = 18) or control (n = 20) and given 10 patient packets each to distribute. Using an intention-to-treat analysis, there were 27 of 180 ACP discussions (15%) in the intervention group and 5 of 200 (2.5%) in the control group (P = .0391). In the mail-delivered patient incentive study, there were 5 of 187 ACP discussions (2.7%) in the intervention group and 5 of 189 (2.6%) in the control group (P = .99). ACP rates were low despite an existing provider financial incentive. Adding a provider-delivered patient financial incentive, but not a mail-delivered patient incentive, modestly increased ACP discussions. PCP encouragement combined with a patient incentive may be more powerful than either encouragement or incentive alone. Copyright © 2017 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Application of Finite Element to Evaluate Material with Small Modulus of Elasticity

DTIC Science & Technology

2013-03-01

14  Figure 8: Cross-sectional diagram of thorax highlighting the various muscle groups in the Hawkmoth and the interaction with Exoskeleton ...44  Figure 26: Partially Dissected Moth highlighting the point of incision of the exoskeleton (wings are removed...applications to the exoskeleton of the hawkmoth are examined. The formulation of these equations is discussed in Chapter 2 and the finite element model is

Student Decision-Making about a Globally Familiar Socioscientific Issue: The Value of Sharing and Comparing Views with International Counterparts

ERIC Educational Resources Information Center

Grace, Marcus; Lee, Yeung Chung; Asshoff, Roman; Wallin, Anita

2015-01-01

This paper focuses on the views of 16-17-year-old science students from England, Germany, Hong Kong and Sweden on whale hunting, and their perceptions of the views of their international counterparts. The students were all provided with the same decision-making task, discussed the issue in small groups and then presented their views on video,…

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate "History of Science" Course

ERIC Educational Resources Information Center

Dass, Pradeep M.

2005-01-01

An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy and can arguably be influenced through an exploration of the history of science. An elective, undergraduate History of Science course was organized in the form of small-group discussion-based inquiries into the history of science…

Summary of the Infectious Diseases and Disaster Response Conference in Abu Dhabi

DTIC Science & Technology

2012-01-01

current global surveillance efforts. The AFHSC-GEIS laboratory surveillance network has been an important player in global biosurveillance of...use in disaster response and is applicable to natural disasters as well as armed confl ict. During the small- group discussion, Dr Hajjar presented a...et al. The 6. global emerging infection surveillance and re- sponse system (GEIS), a U.S. government tool for improved global biosurveillance : a

Decontamination systems information and research programs. Quarterly report, July 1--August 31, 1996

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

NONE

1997-07-01

The US contains numerous hazardous waste sites. Many sites are on private land near operating units of various companies. An effort is being made to determine the conditions under which such sites can be remediated voluntarily. The objective of the project will be to first assess the interest and willingness of industry in the Kanawha River Valley, WV to participate in discussions that would lead toward voluntary cleanup activities. The second will be to implement the activities agreed upon by the interested parties. The project will first involve individual discussions with the industrial, government, and other organized groups in themore » area. These discussions will help determine the feasibility of organizing voluntary efforts. If the discussions indicate that conditions may be favorable for developing individual or group voluntary cleanup projects, a working group will be convened to establish the environmental goals of the project as well as the technical approach for achieving those goals. The projects for the 1996 WVU Cooperative Agreement are categorized into three task focus areas: Task 1.0 Contaminant Plume Containment and Remediation, Task 2.0 Cross Cutting Innovative Technologies, and Task 3.0 Small Business Support Program. Summaries of the accomplishments for the subtasks reporting under these categories during the third quarter, 1 July 96 through 30 September 96, are presented.« less

The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

PubMed

Win, Ni Ni; Nadarajah, Vishna Devi V; Win, Daw Khin

2015-01-01

Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

Social contagion of correct and incorrect information in memory.

PubMed

Rush, Ryan A; Clark, Steven E

2014-01-01

The present study examines how discussion between individuals regarding a shared memory affects their subsequent individual memory reports. In three experiments pairs of participants recalled items from photographs of common household scenes, discussed their recall with each other, and then recalled the items again individually. Results showed that after the discussion. individuals recalled more correct items and more incorrect items, with very small non-significant increases, or no change, in recall accuracy. The information people were exposed to during the discussion was generally accurate, although not as accurate as individuals' initial recall. Individuals incorporated correct exposure items into their subsequent recall at a higher rate than incorrect exposure items. Participants who were initially more accurate became less accurate, and initially less-accurate participants became more accurate as a result of their discussion. Comparisons to no-discussion control groups suggest that the effects were not simply the product of repeated recall opportunities or self-cueing, but rather reflect the transmission of information between individuals.

A Mathematical Framework for the Complex System Approach to Group Dynamics: The Case of Recovery House Social Integration.

PubMed

Light, John M; Jason, Leonard A; Stevens, Edward B; Callahan, Sarah; Stone, Ariel

2016-03-01

The complex system conception of group social dynamics often involves not only changing individual characteristics, but also changing within-group relationships. Recent advances in stochastic dynamic network modeling allow these interdependencies to be modeled from data. This methodology is discussed within a context of other mathematical and statistical approaches that have been or could be applied to study the temporal evolution of relationships and behaviors within small- to medium-sized groups. An example model is presented, based on a pilot study of five Oxford House recovery homes, sober living environments for individuals following release from acute substance abuse treatment. This model demonstrates how dynamic network modeling can be applied to such systems, examines and discusses several options for pooling, and shows how results are interpreted in line with complex system concepts. Results suggest that this approach (a) is a credible modeling framework for studying group dynamics even with limited data, (b) improves upon the most common alternatives, and (c) is especially well-suited to complex system conceptions. Continuing improvements in stochastic models and associated software may finally lead to mainstream use of these techniques for the study of group dynamics, a shift already occurring in related fields of behavioral science.

Building skills of recovering women drug users to reduce heterosexual AIDS transmission.

PubMed Central

Schilling, R F; el-Bassel, N; Schinke, S P; Gordon, K; Nichols, S

1991-01-01

Although most women infected with HIV are intravenous drug users, some contact the virus through sexual contact with IV drug users. To reach at-risk women, public health officials must develop a range of prevention strategies. One approach, skills training, holds promise as a means of altering risk-related sexual behavior. In this study, 91 women methadone patients were pretested and randomly assigned to an information-only control control group or a skills-building intervention group. Skills-building intervention consisted of five sessions of small groups in which participants identified their own high risk sexual behaviors, discussed their negative associations with condoms, and practiced skills which involved asking partners to use condoms. Compared with members of the control group, respondents in the intervention group reported that they initiated discussion of sexual issues with their partners more frequently, felt more comfortable talking with them about safer sex, and reported using and carrying condoms more frequently. The high rates of attendance and program retention by skills-building participants suggest that such groups may be supportive and useful in the design of risk reduction and drug abuse treatment programs. The modest outcomes of this study underscore the difficulty of altering risk behavior but also serve as a basis for future AIDS prevention studies. PMID:1905051

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players.

PubMed

van Maarseveen, Mariëtte J J; Oudejans, Raôul R D; Savelsbergh, Geert J P

2018-02-01

Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, and that learners prefer to receive feedback after supposedly good trials. However, to date all studies conducted on self-controlled learning have used individual tasks and mainly relatively simple skills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills in small-sided soccer games. Highly talented youth soccer players were assigned to a self-control or yoked group and received video feedback on their offensive performance in 3 vs. 2 small-sided games. The results showed that the self-control group requested feedback mostly after good trials, that is, after they scored a goal. In addition, the perceived performance of the self-control group was higher on feedback than on no-feedback trials. Analyses of the conversations around the video feedback revealed that the players and coach discussed good and poor elements of performance and how to improve it. Although the coach had a major role in these conversations, the players of the self-control group spoke more and showed more initiative compared to the yoked group. The results revealed no significant beneficial effect of self-controlled feedback on performance as judged by the coach. Overall, the findings suggest that in such a complex situation as small-sided soccer games, self-controlled feedback is used both to confirm correct performance elements and to determine and correct errors, and that self-controlled learning stimulates the involvement of the learner in the learning process. Copyright © 2017 Elsevier B.V. All rights reserved.

Virtue training in medical schools: the perspective of behavioral science course directors.

PubMed

Olufowote, James Olumide

2015-01-01

Although the multidisciplinary research on physician socialization has focused on areas such as developments in learners' ideological commitments and ethics knowledge and skills, the literature on physician virtues has been anecdotal. To contribute empirical knowledge of virtue development during socialization, I performed constant comparisons on interviews with 20 directors of preclinical behavioral science courses. In discussing their courses, participants revealed foci on virtues involved in making intimate connections with patients (e.g., empathy) and "being professional" with colleagues (e.g., trustworthiness). To cultivate virtues for intimate connections, participants used the strategies of learner engagement with patients' narratives of illness, service in underserved communities, and shadowing and observing role models. To develop virtues for being professional, participants used the strategy of small learner groups, which consisted of discussions, project collaborations, and group evaluations. I conclude with implications for training students of various health sciences and managing health care teams.

Observing and understanding arterial and venous circulation differences in a physiology laboratory activity.

PubMed

Altermann, Caroline; Gonçalves, Rithiele; Lara, Marcus Vinícius S; Neves, Ben-Hur S; Mello-Carpes, Pâmela B

2015-12-01

The purpose of the present article is to describe three simple practical experiments that aim to observe and discuss the anatomic and physiological functions and differences between arteries and veins as well as the alterations observed in skin blood flow in different situations. For this activity, students were divided in small groups. In each group, a volunteer is recruited for each experiment. The experiments only require a sphygmomanometer, rubber bands, and a clock and allow students to develop a hypothesis to explain the different responses to the interruption of arterial and venous blood flow. At the end, students prepare a short report, and the results are discussed. This activity allows students to perceive the presence of physiology in their daily lives and helps them to understand the concepts related to the cardiovascular system and hemodynamics. Copyright © 2015 The American Physiological Society.

An uplifting discussion of T-duality

NASA Astrophysics Data System (ADS)

Harvey, Jeffrey A.; Moore, Gregory W.

2018-05-01

It is well known that string theory has a T-duality symmetry relating circle compactifications of large and small radius. This symmetry plays a foundational role in string theory. We note here that while T-duality is order two acting on the moduli space of compactifications, it is order four in its action on the conformal field theory state space. More generally, involutions in the Weyl group W ( G) which act at points of enhanced G symmetry have canonical lifts to order four elements of G, a phenomenon first investigated by J. Tits in the mathematical literature on Lie groups and generalized here to conformal field theory. This simple fact has a number of interesting consequences. One consequence is a reevaluation of a mod two condition appearing in asymmetric orbifold constructions. We also briefly discuss the implications for the idea that T-duality and its generalizations should be thought of as discrete gauge symmetries in spacetime.

National Working Group Meeting on ALK diagnostics in lung cancer.

PubMed

Cooper, Wendy; Fox, Stephen; O'Toole, Sandra; Morey, Adrienne; Frances, Glenn; Pavlakis, Nick; O'Byrne, Kenneth; Dettrick, Andrew; Leong, Trishe; Rathi, Vivek; Spagnolo, Dominic; Hemmings, Chris; Singh, Mahendra; Moffat, David; Tsao, Ming-Sound; Wilner, Keith; Buller, Richard; Pitman Lowenthal, Susan; Arifeen, Shams; Binko, Justin; Alam, Mahmood

2014-04-01

The global landscape of molecular testing is rapidly changing, with the recent publication of the International Association for the Study of Lung Cancer (IASLC)/College of American Pathologists (CAP) guidelines and the ALK Atlas. The IASLC/CAP guidelines recommend that tumors from patients with non-small cell lung cancer (NSCLC) be tested for ALK rearrangements in addition to epidermal growth factor receptor (EGFR) mutations. The spur for this recommendation is the availability of novel therapies that target these rearrangements. This article is based on coverage of a Pfizer-sponsored National Working Group Meeting on ALK Diagnostics in Lung Cancer, held around the 15th World Lung Cancer Conference, in Sydney on October 31, 2013. It is based on the presentations given by the authors at the meeting and the discussion that ensued. The content for this article was discussed and agreed on by the authors. © 2014 Wiley Publishing Asia Pty Ltd.

Technology Talks: clickers and gender in the classroom

NASA Astrophysics Data System (ADS)

Willoughby, Shannon

2007-05-01

Clickers are gaining popularity around college campuses, but research on clicker use in the classroom has been limited thus far. However, the manner in which clickers are used in the classroom seems to vary widely. Mark James^1 studied use of grading incentive in different sections of astronomy, with students in some sections getting points simply for clicking any answer, and other sections earning more points for clicking the correct answer. In our study, different sections again had different grading schema and groups were recorded periodically during discussions. Two points were given for a correct answer (1 point for incorrect) in section one, and two points for any answer in section two. Similar to James' results, we have found that students in section 1 are more likely overall to choose the correct answer than students in section 2. In section 2, students are more likely to choose the answer they think is correct, possibly because there is not threat of losing points due to choosing incorrectly. Talking amongst group members was encouraged in both sections, and 7 randomly chosen groups were recorded during the semester. There were 3 recording all semester. The recorded data was broken down by gender, in order to measure how gender dynamics affected the dialogue. Preliminary results show that group members were all contributing equally to the discussions, regardless of the overall gender makeup of the group, or the section (and hence the grading scheme). This result seems to be at odds with that found by Adams^2 et al. (2002), which involved classroom observations of student groups. Additional data will be analyzed from this course and further compared to the findings of Adams. *M. James, American Journal of Physics, 74, 689 (2006). *J. P. Adams, G. Brissenden, et al. Astronomy Education Review 1, 25 (2002). To cite this abstract, use the following reference: http://meetings.aps.org/link/BAPS.2007.NWS07.E1.5

Trypanosoma cruzi: effects of azadirachtin and ecdysone on the dynamic development in Rhodnius prolixus larvae.

PubMed

Cortez, M R; Provençano, A; Silva, C E; Mello, C B; Zimmermann, L T; Schaub, G A; Garcia, E S; Azambuja, P; Gonzalez, M S

2012-07-01

The effects of azadirachtin and ecdysone on the Trypanosoma cruzi population in the Rhodnius prolixus gut were investigated. T. cruzi were rarely found in the gut compartments of azadirachtin-treated larvae. High parasite numbers were observed in the stomach of the control and ecdysone groups until 10 days after treatment and in the small intestine and rectum until 25 days after treatment. High percentages of round forms developed in the stomachs of all groups, whereas azadirachtin blocked the development of protozoan intermediate forms. This effect was counteracted by ecdysone therapy. In the small intestine and rectum, epimastigotes predominated for all groups, but more of their intermediates developed in the control and ecdysone groups. Azadirachtin supported the development of round forms and their intermediates into trypomastigotes. In the rectum, trypomastigotes did not develop in the azadirachtin group and developed much later after ecdysone therapy. The parallel between the effects of azadirachtin and ecdysone on the host and parasite development is discussed on the basis of the present results because ecdysone appears to act directly or indirectly in determining the synchronic development of T. cruzi forms from round to epimastigotes, but not metacyclic trypomastigotes, in the invertebrate vector. Copyright © 2012 Elsevier Inc. All rights reserved.

Preserving third year medical students' empathy and enhancing self-reflection using small group "virtual hangout" technology.

PubMed

Duke, Pamela; Grosseman, Suely; Novack, Dennis H; Rosenzweig, Steven

2015-01-01

Medical student professionalism education is challenging in scope, purpose, and delivery, particularly in the clinical years when students in large universities are dispersed across multiple clinical sites. We initiated a faculty-facilitated, peer small group course for our third year students, creating virtual classrooms using social networking and online learning management system technologies. The course emphasized narrative self-reflection, group inquiry, and peer support. We conducted this study to analyze the effects of a professionalism course on third year medical students' empathy and self-reflection (two elements of professionalism) and their perceptions about the course. Students completed the Groningen Reflection Ability Scale (GRAS) and the Jefferson Scale of Empathy (JSE) before and after the course and provided anonymous online feedback. The results of the JSE before and after the course demonstrated preservation of empathy rather than its decline. In addition, there was a statistically significant increase in GRAS scores (p < 0.001), suggesting that the sharing of personal narratives may foster reflective ability and reflective practice among third year students. This study supports previous findings showing that students benefit from peer groups and discussion in a safe environment, which may include the use of a virtual group video platform.

[The hormonal and genetic effects induced by an irradiation in small dozes at Tradescantia (a clone 02)].

PubMed

Khomichenko, A A; Skorobogatova, I V; Karsunkina, N P; Zaĭnullin, V G

2007-01-01

The purpose of the present work was studying the possible interrelation of the hormonal status of plants and size of the genetic effects induced by an irradiation in small dozes. The frequency of somatic mutations in strings Tradescantia (a clone 02) at an irradiation in dozes up to 28 cGy was estimated. Influence radiations in a range from background up to 28 cGy on the maintenance in inflorescences Tradescantia (a clone 02) the basic groups of plant hormones is investigated: abscisic acid, cytokinin, auxin and gibberellin A3. It is shown, that small dozes of an irradiation cause extremely radical changes of hormonal balance in fabrics of inflorescences Tradescantia. Received results are discussed with attraction of the data on influence phytohormones on kinetics a cellular cycle.

The early-type strong emission-line supergiants of the Magellanic Clouds - A spectroscopic zoology

NASA Technical Reports Server (NTRS)

Shore, S. N.; Sanduleak, N.

1984-01-01

The results of a spectroscopic survey of 21 early-type extreme emission line supergiants of the Large and Small Magellanic Clouds using IUE and optical spectra are presented. The combined observations are discussed and the literature on each star in the sample is summarized. The classification procedures and the methods by which effective temperatures, bolometric magnitudes, and reddenings were assigned are discussed. The derived reddening values are given along with some results concerning anomalous reddening among the sample stars. The derived mass, luminosity, and radius for each star are presented, and the ultraviolet emission lines are described. Mass-loss rates are derived and discussed, and the implications of these observations for the evolution of the most massive stars in the Local Group are addressed.

Scanning for satisfaction or digging for dismay? Comparing findings from a postal survey with those from a focus group-study.

PubMed

Carlsen, Benedicte; Glenton, Claire

2012-09-03

Despite growing support for mixed methods approaches we still have little systematic knowledge about the consequences of combining surveys and focus groups. While the methodological aspects of questionnaire surveys have been researched extensively, the characteristics of focus group methodology are understudied. We suggest and discuss whether the focus group setting, as compared to questionnaire surveys, encourages participants to exaggerate views in a negative direction. Based on an example from our own research, where we conducted a survey as a follow up of a focus group study, and with reference to theoretical approaches and empirical evidence from the literature concerning survey respondent behaviour and small group dynamics, we discuss the possibility that a discrepancy in findings between the focus groups and the questionnaire reflects characteristics of the two different research methods. In contrast to the survey, the focus group study indicated that doctors were generally negative to clinical guidelines. We were not convinced that this difference in results was due to methodological flaws in either of the studies, and discuss instead how this difference may have been the result of a general methodological phenomenon. Based on studies of how survey questionnaires influence responses, it appears reasonable to claim that surveys are more likely to find exaggerated positive views. Conversely, there are some indications in the literature that focus groups may result in complaints and overly negative attitudes, but this is still an open question. We suggest that while problematic issues tend to be under-communicated in questionnaire surveys, they may be overstated in focus groups.We argue for the importance of increasing our understanding of focus group methodology, for example by reporting interesting discrepancies in mixed methods studies. In addition, more experimental research on focus groups should be conducted to advance the methodology and to test our hypothesis.

Documenting and Interpreting Ways to Engage Students in `Thinking Like a Physicist'

NASA Astrophysics Data System (ADS)

van Zee, Emily; Manogue, Corinne

2010-10-01

The Paradigms in Physics Program at Oregon State University has adapted a variety of interactive pedagogies to engage students in `thinking like a physicist.' Video recordings of class sessions document what the students and instructor say and do. This paper discusses development of narrative interpretations of such videos. Examples are drawn from two detailed narratives of activities during which the main ideas emerged during the wrap-up discussions rather than during the tasks that the students had been doing in their small groups. The goal of these `compare and contrast' wrap-up discussions was to help the students envision connections among geometric and algebraic representations of the mathematics they would be using during the coming weeks of instruction in quantum mechanics. The purpose of the narratives is to provide examples of wrap-up discussions with commentary about ways in which the instructor was choosing to guide this process.

Crystal Structure, Electric Polarization and Heat Capacity Measurements on Small R-Ion Multiferroic Hexagonal RMnO3

NASA Astrophysics Data System (ADS)

Yu, Tian; Gao, Peng; Wu, Tao; Tyson, Trevor; Lalancette, Roger

2013-03-01

Crystal structure, electric polarization and heat capacity measurements on the hexagonal multiferroic RMnO3 reveal that small R ion (Lu and lower cation size) systems are ferroelectric and possess the same space-group as YMnO3. Combined local and long range structural measurements were conducted by XAFS, PDF and single crystal and powder XRD methods. The influence of the Mn-O and R-O distribution on the electric polarization is discussed. Point charge estimates of the electrical polarization are given for comparison with the YMnO3 system. This work is supported by DOE Grant DE-FG02-07ER46402.

When is bigger better? The effects of group size on the evolution of helping behaviours.

PubMed

Powers, Simon T; Lehmann, Laurent

2017-05-01

Understanding the evolution of sociality in humans and other species requires understanding how selection on social behaviour varies with group size. However, the effects of group size are frequently obscured in the theoretical literature, which often makes assumptions that are at odds with empirical findings. In particular, mechanisms are suggested as supporting large-scale cooperation when they would in fact rapidly become ineffective with increasing group size. Here we review the literature on the evolution of helping behaviours (cooperation and altruism), and frame it using a simple synthetic model that allows us to delineate how the three main components of the selection pressure on helping must vary with increasing group size. The first component is the marginal benefit of helping to group members, which determines both direct fitness benefits to the actor and indirect fitness benefits to recipients. While this is often assumed to be independent of group size, marginal benefits are in practice likely to be maximal at intermediate group sizes for many types of collective action problems, and will eventually become very small in large groups due to the law of decreasing marginal returns. The second component is the response of social partners on the past play of an actor, which underlies conditional behaviour under repeated social interactions. We argue that under realistic conditions on the transmission of information in a population, this response on past play decreases rapidly with increasing group size so that reciprocity alone (whether direct, indirect, or generalised) cannot sustain cooperation in very large groups. The final component is the relatedness between actor and recipient, which, according to the rules of inheritance, again decreases rapidly with increasing group size. These results explain why helping behaviours in very large social groups are limited to cases where the number of reproducing individuals is small, as in social insects, or where there are social institutions that can promote (possibly through sanctioning) large-scale cooperation, as in human societies. Finally, we discuss how individually devised institutions can foster the transition from small-scale to large-scale cooperative groups in human evolution. © 2016 Cambridge Philosophical Society.

Self-contained microfluidic systems: a review.

PubMed

Boyd-Moss, Mitchell; Baratchi, Sara; Di Venere, Martina; Khoshmanesh, Khashayar

2016-08-16

Microfluidic systems enable rapid diagnosis, screening and monitoring of diseases and health conditions using small amounts of biological samples and reagents. Despite these remarkable features, conventional microfluidic systems rely on bulky expensive external equipment, which hinders their utility as powerful analysis tools outside of research laboratories. 'Self-contained' microfluidic systems, which contain all necessary components to facilitate a complete assay, have been developed to address this limitation. In this review, we provide an in-depth overview of self-contained microfluidic systems. We categorise these systems based on their operating mechanisms into three major groups: passive, hand-powered and active. Several examples are provided to discuss the structure, capabilities and shortcomings of each group. In particular, we discuss the self-contained microfluidic systems enabled by active mechanisms, due to their unique capability for running multi-step and highly controllable diagnostic assays. Integration of self-contained microfluidic systems with the image acquisition and processing capabilities of smartphones, especially those equipped with accessory optical components, enables highly sensitive and quantitative assays, which are discussed. Finally, the future trends and possible solutions to expand the versatility of self-contained, stand-alone microfluidic platforms are outlined.

Presentation Stations of the General Atomics Fusion Educational Program

NASA Astrophysics Data System (ADS)

Lee, R. L.; Fusion Group Education Outreach Team

1996-11-01

The General Atomics Fusion Group's Educational Program has been actively promoting fusion science and applications throughout San Diego County's secondary school systems for over three years. The educational program allows many students to learn more about nuclear fusion science, its applications, and what it takes to become an active participant in an important field of study. It also helps educators to better understand how to teach fusion science in their classroom. Tours of the DIII--D facility are a centerpiece of the program. Over 1000 students visited the DIII--D research facility during the 1995--1996 school year for a half-day of presentations, discussions, and hands-on learning. Interactive presentations are provided at six different stations by GA scientists and engineers to small groups of students during the tours. Stations include topics on energy, plasma science, the electromagnetic spectrum, radiation and risk assessment, and data acquisition. Included also is a tour of the DIII--D machine hall and model where students can see and discuss many aspects of the tokamak. Portions of each station will be presented and discussed.

Identification of Risk Factors Associated with Transmission of Plague Disease in Eastern Zambia.

PubMed

Nyirenda, Stanley S; Hang'ombe, Bernard M; Machang'u, Robert; Mwanza, Jackson; Kilonzo, Bukheti S

2017-09-01

Plague is a fatal, primarily rodent-flea-borne zoonotic disease caused by Yersinia pestis . The identification of risk factors of plague was investigated through questionnaire interview and conducting focus group discussion (FGD) in Sinda and Nyimba districts of eastern Zambia. A total of 104 questionnaires were administered to individual respondents and 20 groups consisting of 181 discussants, which comprised FGD team in this study. The study revealed that trapping, transportation, and preparation of rodents for food exposed the community to rodent and their fleas suggesting that plague may have occurred primarily by either flea bites or contact with infected wild rodents. The study also revealed that most people in communities consumed rodents as part of their regular diet; therefore, contact with small wild mammals was a common practice. The mode of transportation of freshly trapped rodents, in particular, carcasses risked human to flea bites. Questionnaire respondents (75%) and FGD discussants (55%) indicated that trappers preferred to carry rodent carcasses in small bags, whereas 55.8% and 20% respectively, reported hunters carrying carcasses in their pockets. Carrying of carcass skewers on trappers' shoulders was reported by 38.4% and 20% of individual respondents and FGD, respectively. All these activities were exposing humans to rodents and their fleas, the natural reservoirs and vectors of plague, respectively. This study also showed that there is a statistically significant (χ 2 = 4.6878, P < 0.05), between digging of rodents from their burrows and the presence of fleas on the hunter's bodies or clothes, which exposes humans to potentially flea bites in an enzootic cycle.

A retrospective analysis of the effect of discussion in teleconference and face-to-face scientific peer-review panels

PubMed Central

Carpenter, Afton S; Sullivan, Joanne H; Deshmukh, Arati; Glisson, Scott R; Gallo, Stephen A

2015-01-01

Objective With the use of teleconferencing for grant peer-review panels increasing, further studies are necessary to determine the efficacy of the teleconference setting compared to the traditional onsite/face-to-face setting. The objective of this analysis was to examine the effects of discussion, namely changes in application scoring premeeting and postdiscussion, in these settings. We also investigated other parameters, including the magnitude of score shifts and application discussion time in face-to-face and teleconference review settings. Design The investigation involved a retrospective, quantitative analysis of premeeting and postdiscussion scores and discussion times for teleconference and face-to-face review panels. The analysis included 260 and 212 application score data points and 212 and 171 discussion time data points for the face-to-face and teleconference settings, respectively. Results The effect of discussion was found to be small, on average, in both settings. However, discussion was found to be important for at least 10% of applications, regardless of setting, with these applications moving over a potential funding line in either direction (fundable to unfundable or vice versa). Small differences were uncovered relating to the effect of discussion between settings, including a decrease in the magnitude of the effect in the teleconference panels as compared to face-to-face. Discussion time (despite teleconferences having shorter discussions) was observed to have little influence on the magnitude of the effect of discussion. Additionally, panel discussion was found to often result in a poorer score (as opposed to an improvement) when compared to reviewer premeeting scores. This was true regardless of setting or assigned reviewer type (primary or secondary reviewer). Conclusions Subtle differences were observed between settings, potentially due to reduced engagement in teleconferences. Overall, further research is required on the psychology of decision-making, team performance and persuasion to better elucidate the group dynamics of telephonic and virtual ad-hoc peer-review panels. PMID:26351194