Teaching cross-cultural communication skills online: a multi-method evaluation.

PubMed

Lee, Amy L; Mader, Emily M; Morley, Christopher P

2015-04-01

Cultural competency education is an important and required part of undergraduate medical education. The objective of this study was to evaluate whether an online cross-cultural communication module could increase student use of cross-cultural communication questions that assess the patient's definition of the problem, the way the problem affects their life, their concerns about the problem, and what the treatment should be (PACT). We used multi-method assessment of students assigned to family medicine clerkship blocks that were randomized to receive online cultural competency and PACT training added to their standard curriculum or to a control group receiving the standard curriculum only. Outcomes included comparison, via analysis of variance, of number of PACT questions used during an observed Standardized Patient Exercise, end-of-year OSCE scores, and qualitative analysis of student narratives. Students (n=119) who participated in the online module (n=60) demonstrated increased use of cross-cultural communication PACT questions compared to the control group (n=59) and generally had positive themes emerge from their reflective writing. The module had the biggest impact on students who later went on to match in high communication specialties. Online teaching of cross-cultural communication skills can be effective at changing medical student behavior.

Developing workshop module of realistic mathematics education: Follow-up workshop

NASA Astrophysics Data System (ADS)

Palupi, E. L. W.; Khabibah, S.

2018-01-01

Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.

Design of environmental education module towards the needs of aboriginal community learning

NASA Astrophysics Data System (ADS)

Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

The use of multimedia as an adjunct to the informed consent process for Morton's neuroma resection surgery.

PubMed

Wang, Calvin; Ammon, Peter; Beischer, Andrew D

2014-10-01

The purpose of this study was to assess if a computer-based multimedia education module (MEM) improved patients' comprehension when used as an adjunct to the standard verbal consent process for Morton's neuroma resection surgery. Nineteen patients (15 females and 4 males) considered candidates for Morton's neuroma resection surgery were prospectively recruited. A standardized verbal discussion was had with each patient regarding risks and benefits of surgery, alternative treatments, and the usual postoperative course. Patient understanding was then assessed with a questionnaire. Each patient subsequently viewed the MEM and the questionnaire was repeated. Patients also rated ease of understanding and satisfaction with both methods of patient education. Patients answered a significantly greater proportion of correct answers after viewing the MEM module (85%), compared to verbal discussion alone (61%) (P = .002). Patients rated both the ease of understanding of the module and amount of information provided by the module as a mean of 9.3 cm on a 10 cm Visual Analog Scale (VAS). The majority of patients (76%) rated the multimedia tool as having answered their questions about surgery as well or better than the treating surgeon. An interactive multimedia educational tool was a useful adjunct to the informed consent process for patients considering Morton's neuroma resection surgery. Level II, prospective cohort study. © The Author(s) 2014.

Leadership Lessons from North Korea: An Analogy to the ISLLC Standards

ERIC Educational Resources Information Center

Lindahl, Ronald A.

2013-01-01

This module draws parallels between conditions in North Korea and the work of school leaders, as defined in the 2008 ISLLC Standards. It is intended to demonstrate to educational leadership preparation programs how seemingly unrelated contexts may be utilized to capture students' attention, hopefully with the result of enhancing their…

Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

PubMed

Kopp, Sandra L; Smith, Hugh M

2011-01-01

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.

Application of NX Siemens PLM software in educational process in preparing students of engineering branch

NASA Astrophysics Data System (ADS)

Sadchikova, G. M.

2017-01-01

This article discusses the results of the introduction of computer-aided design NX by Siemens Plm Software to the classes of a higher education institution. The necessity of application of modern information technologies in teaching students of engineering profile and selection of a software product is substantiated. The author describes stages of the software module study in relation to some specific courses, considers the features of NX software, which require the creation of standard and unified product databases. The article also gives examples of research carried out by the students with the various software modules.

Bringing the Science of Climate Change to Elementary Students with new Classroom Activities from Elementary GLOBE

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Hatheway, B.; Taylor, J.; Chambers, L. H.; Stanitski, D.

2016-12-01

To address the dearth of climate education resources at the elementary level, we have developed a new module of Elementary GLOBE to showcase the science of climate change for young learners. Elementary GLOBE builds K-4 student understanding of the science concepts and the practices of science research. At the heart of each Elementary GLOBE module is a fiction storybook, describing how three kids investigate a science question. Accompanying classroom activities allow students to explore the science concepts in the book in more depth and in a context appropriate for young learners. The book for the Elementary GLOBE climate module, "What in the World Is Happening to Our Climate?," is the account of an adventure to explore climate change, how it is affecting melting glacial ice and sea level rise, and how climate change is a problem that can be solved. Three hands-on activities, which will be presented at this session, allow students to explore the topics in greater depth including differences between weather and climate, how sea level rise affects coastal areas, and how they can shrink their carbon footprint to help address recent climate change. Each activity includes instructions for teachers, background information, and activity sheets for students, and is aligned to the Next Generation Science Standards and Common Core Math and Language Arts Standards. The storybook and activities were field tested in classrooms and reviewed by climate and Earth system scientists as well as elementary education and climate education specialists and educators to ensure scientific accuracy and clear explanations, and that the resources are age appropriate and reflect the needs of the climate education community. Other Elementary GLOBE modules include the science of seasonal change, water, soil, clouds, aerosols, and Earth as a system. All Elementary GLOBE educational resources are freely available online (www.globe.gov/elementaryglobe).

A PREA-Based Educational Module to Improve and Enhance BSN Student Forensic Environment Orientation and Preparedness

ERIC Educational Resources Information Center

Priano, Staci J.

2017-01-01

With the largest incarcerated population in the world, the United States has an urgent but unmet need for a correctional nurse workforce that is prepared with effective, evidence-based (EBP) care-strategies especially focused towards violence and sexual abuse mitigation. Standardized, proactive orientation and education processes within the world…

Protein Structure and Function: An Interdisciplinary Multimedia-Based Guided-Inquiry Education Module for the High School Science Classroom

ERIC Educational Resources Information Center

Bethel, Casey M.; Lieberman, Raquel L.

2014-01-01

Here we present a multidisciplinary educational unit intended for general, advanced placement, or international baccalaureate-level high school science, focused on the three-dimensional structure of proteins and their connection to function and disease. The lessons are designed within the framework of the Next Generation Science Standards to make…

Piquing Student Interest with Pharmacology: An Interdisciplinary Program Helps High School Students Learn Biology and Chemistry Principles

ERIC Educational Resources Information Center

Halpin, Myra J.; Hoeffler, Leanne; Schwartz-Bloom, Rochelle D.

2005-01-01

To help students learn science concepts, Pharmacology Education Partnership (PEP)--a science education program that incorporates relevant topics related to drugs and drug abuse into standard biology and chemistry curricula was developed. The interdisciplinary PEP curriculum provides six modules to teach biology and chemistry principles within the…

Effective Learning Systems through Blended Teaching Modules in Adult Secondary Education Systems in Developing Nations: Need for Partnership

ERIC Educational Resources Information Center

Ike, Eucharia; Okechukwu, Ibeh Bartholomew

2015-01-01

We investigated methodological lessons in randomly selected adult secondary schools to construct a case for international partnership while examining education development in Nigeria. Standard database and web-based searches were conducted for publications between 1985 and 2012 on learning systems. This paper presents its absence and finds a heavy…

Project VISION (Very Intensive Scientific Intercurricular On-Site Education

NASA Technical Reports Server (NTRS)

Roig, Gustavo A.

1999-01-01

Project VISION (Very Intensive Scientific Intercurricular On-Site Education) is a joint effort among NASA/John F. Kennedy Space Center, Florida International University, Universidad del Turabo, Miami-Dade County Public Schools and the Caguas/Gurabo Public Schools in Puerto Rico. The project's main mission is to institutionalize change among the elementary and middle school science and math teachers at participating schools so that their students receive continuously enriched instruction in the principles of science and math through the use of hands-on and minds-on experiments called learning modules. These leaming modules incorporate the national science and math education standards provided by the National Committee on Science Education Standards and Assessments and the National Council of Teachers of Mathematics, respectively. The use of learning modules that require hands-on and minds-on activities in a classroom setting garners great enthusiasm and motivation on the part of the target students for the understanding of the lesson's underlying math and science principles. With this enthusiasm and motivation, comes acceptance, attention, participation, discipline, acquiescence, and collaboration. Additionally, the use of hands-on activities may also require learning through a gamut of senses. Not only can the student use his/her eyes and ears during these activities, but most times, they can also use their senses of touch, smell, and taste, as well as intuition. Learning is, therefore, achieved using most or all the human senses. The combination of motivation/enthusiasm and the use of multiple senses creates an ideal environment conducive to leaming at a profound level.

Improving the Clinical Skills Performance of Graduating Medical Students Using “WISE OnCall,” a Multimedia Educational Module

PubMed Central

Szyld, Demian; Uquillas, Kristen; Green, Brad R.; Yavner, Steven D.; Song, Hyuksoon; Nick, Michael W.; Ng, Grace M.; Pusic, Martin V.; Riles, Thomas S.; Kalet, Adina

2017-01-01

Introduction “Transitions to residency” programs are designed to maximize quality and safety of patient care, as medical students become residents. However, best instructional or readiness assessment practices are not yet established. We sought to study the impact of a screen-based interactive curriculum designed to prepare interns to address common clinical coverage issues (WISE OnCall) on the clinical skills demonstrated in simulation and hypothesize that performance would improve after completing the module. Methods Senior medical students were recruited to participate in this single group prestudy/poststudy. Students responded to a call from a standardized nurse (SN) and assessed a standardized patient (SP) with low urine output, interacted with a 45-minute WISE OnCall module on the assessment and management of oliguria, and then evaluated a different SP with low urine output of a different underlying cause. Standardized patients assessed clinical skills with a 37-item, behaviorally anchored checklist measuring clinical skills (intraclass correlation coefficient [ICC], 0.55–0.81). Standardized nurses rated care quality and safety and collaboration and interprofessional communication using a 33-item literature-based, anchored checklist (ICC, 0.47–0.52). Standardized patient and SN ratings of the same student performance were correlated (r, 0.37–0.62; P < 0.01). Physicians assessed clinical reasoning quality based on the students’ patient encounter note (ICC, 0.55–0.68), ratings that did not correlate with SP and SN ratings. We compared pre-post clinical skills performance and clinical reasoning. Fifty-two medical students (31%) completed this institutional review board –approved study. Results Performance as measured by the SPs, SNs, and the postencounter note all showed improvement with mostly moderate to large effect sizes (range of Cohen’s d, 0.30–1.88; P < 0.05) after completion of the online module. Unexpectedly, professionalism as rated by the SP was poorer after the module (Cohen’s d, −0.93; P = 0.000). Discussion A brief computer-based educational intervention significantly improved graduating medical students' clinical skills needed to be ready for residency. PMID:29076970

The effect of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses about safety standards with cytotoxic drugs in Shiraz University of Medical Sciences.

PubMed

Abbasi, Khadijeh; Hazrati, Maryam; Mohamadi, Nasrin Pourali; Rajaeefard, Abdolreza

2013-11-01

Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

The Impact of the PARSEL Way to Teach Science in Germany on Interest, Scientific Literacy, and German National Standards

ERIC Educational Resources Information Center

Graeber, Wolfgang; Lindner, Martin

2008-01-01

This paper shows how PARSEL modules help to realize the German standards in practice. After analyzing the disappointing results of the TIMSS- and PISA-studies, which caused a kind of "PISA-shock" in Germany, and looking at school systems of winning nations, several changes have been initiated in the German educational system. The most…

Economics from a Different Point of View--Good Practice in Teacher Training: How to Handle, Use and Judge External Standardized Tests in Schools

ERIC Educational Resources Information Center

Prieß-Buchheit, Julia

2015-01-01

The Economic Actions in Education training module (EAE) teaches how to handle, use and judge external standardized tests in schools. The EAE programme was implemented in teacher training at the University of Kiel, because teachers are increasingly under external scrutiny and are being held accountable for student and school achievements. The EAE…

IFNA approved Chinese Anaesthesia Nurse Education Program: A Delphi method.

PubMed

Hu, Jiale; Fallacaro, Michael D; Jiang, Lili; Wu, Junyan; Jiang, Hong; Shi, Zhen; Ruan, Hong

2017-09-01

Numerous nurses work in operating rooms and recovery rooms or participate in the performance of anaesthesia in China. However, the scope of practice and the education for Chinese Anaesthesia Nurses is not standardized, varying from one geographic location to another. Furthermore, most nurses are not trained sufficiently to provide anaesthesia care. This study aimed to develop the first Anaesthesia Nurse Education Program in Mainland China based on the Educational Standards of the International Federation of Nurse Anaesthetists. The Delphi technique was applied to develop the scope of practice, competencies for Chinese Anaesthesia Nurses and education program. In 2014 the Anaesthesia Nurse Education Program established by the hospital applied for recognition by the International Federation of Nurse Anaesthetists. The Program's curriculum was evaluated against the IFNA Standards and recognition was awarded in 2015. The four-category, 50-item practice scope, and the three-domain, 45-item competency list were identified for Chinese Anaesthesia Nurses. The education program, which was established based on the International Federation of Nurse Anaesthetists educational standards and Chinese context, included nine curriculum modules. In March 2015, 13 candidates received and passed the 21-month education program. The Anaesthesia Nurse Education Program became the first program approved by the International Federation of Nurse Anaesthetists in China. Policy makers and hospital leaders can be confident that anaesthesia nurses graduating from this Chinese program will be prepared to demonstrate high level patient care as reflected in the recognition by IFNA of their adoption of international nurse anaesthesia education standards. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

The Science Camp Model based on maker movement and tinkering activity for developing concept of electricity in middle school students to meet standard evaluation of ordinary national educational test (O-NET)

NASA Astrophysics Data System (ADS)

Chamrat, Suthida

2018-01-01

The standard evaluation of Thai education relies excessively on the Ordinary National Educational Test, widely known as O-NET. However, a focus on O-Net results can lead to unsatisfactory teaching practices, especially in science subjects. Among the negative consequences, is that schools frequently engage in "cramming" practices in order to elevate their O-NET scores. Higher education, which is committed to generating and applying knowledge by socially engaged scholars, needs to take account of this situation. This research article portrays the collaboration between the faculty of education at Chiang Mai University and an educational service area to develop the model of science camp. The activities designed for the Science Camp Model were based on the Tinkering and Maker Movement. Specifically, the Science Camp Model was designed to enhance the conceptualization of electricity for Middle School Students in order to meet the standard evaluation of the Ordinary National Educational Test. The hands-on activities consisted of 5 modules which were simple electrical circuits, paper circuits, electrical measurement roleplay motor art robots and Force from Motor. The data were collected by 11 items of Electricity Socratic-based Test adapted from cumulative published O-NET tests focused on the concept of electricity concept. The qualitative data were also collected virtually via Flinga.com. The results indicated that students after participating in 5modules of science camp based on the Maker Movement and tinkering activity developed average percentage of test scores from 33.64 to 65.45. Gain score analysis using dependent t-test compared pretest and posttest mean scores. The p value was found to be statistically significant (less than 0.001). The posttest had a considerably higher mean score compared with the pretest. Qualitative data also indicated that students could explain the main concepts of electrical circuits, and the transformation of electrical energy to mechanical energy. The schools were satisfied, and expressed greater confidence in the Science Camp Model as an alternative way to improve Standard Evaluation of Ordinary National Educational Test.

How Am I Using My Own Understanding and Development of Gifts and Talents to Promote the Learning of Children?

ERIC Educational Resources Information Center

Clayton, Nina

2016-01-01

My enquiry, which formed the subject of my Master's module on gifts and talents in education in 2008, was part of my journey as a classroom teacher during a pressured year when the Office for Standards in Education (UK) gave our school "notice to improve." I specifically write "our school" as this is what the children called it…

The Hands-On Optics Project: a demonstration of module 3-magnificent magnifications

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.

2014-07-01

The Hands-On Optics project offers an example of a set of instructional modules that foster active prolonged engagement. Developed by SPIE, OSA, and NOAO through funding from the U.S. National Science Foundation, the modules were originally designed for afterschool settings and museums. However, because they were based on national standards in mathematics, science, and technology, they were easily adapted for use in classrooms. The philosophy and implementation strategies of the six modules will be described as well as lessons learned in training educators. The modules were implementing with the help of optics industry professionals who served as expert volunteers to assist educators. A key element of the modules was that they were developed around an understanding of optics misconceptions and used culminating activities in each module as a form of authentic assessment. Thus student achievement could be measured by evaluating the actual product created by each student in applying key concepts, tools, and applications together at the end of each module. The program used a progression of disciplinary core concepts to build an integrated sequence and crosscutting ideas and practices to infuse the principles of the modern electro-optical field into the modules. Whenever possible, students were encouraged to experiment and to create, and to pursue inquiry-based approaches. The result was a program that had high appeal to regular as well as gifted students.

Measuring motivational characteristics of courses: applying Keller's instructional materials motivation survey to a web-based course.

PubMed

Cook, David A; Beckman, Thomas J; Thomas, Kris G; Thompson, Warren G

2009-11-01

The Instructional Materials Motivation Survey (IMMS) purports to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The IMMS has received little use or study in medical education. The authors sought to evaluate the validity of IMMS scores and compare scores between standard and adaptive Web-based learning modules. During the 2005-2006 academic year, 124 internal medicine residents at the Mayo School of Graduate Medical Education (Rochester, Minnesota) were asked to complete the IMMS for two Web-based learning modules. Participants were randomly assigned to use one module that adapted to their prior knowledge of the topic, and one module using a nonadaptive design. IMMS internal structure was evaluated using Cronbach alpha and interdimension score correlations. Relations to other variables were explored through correlation with global module satisfaction and regression with knowledge scores. Of the 124 eligible participants, 79 (64%) completed the IMMS at least once. Cronbach alpha was >or=0.75 for scores from all IMMS dimensions. Interdimension score correlations ranged 0.40 to 0.80, whereas correlations between IMMS scores and global satisfaction ratings ranged 0.40 to 0.63 (P<.001). Knowledge scores were associated with Attention and Relevance subscores (P=.033 and .01, respectively) but not with other IMMS dimensions (P>or=.07). IMMS scores were similar between module designs (on a five-point scale, differences ranged from 0.0 to 0.15, P>or=.33). These limited data generally support the validity of IMMS scores. Adaptive and standard Web-based instructional designs were similarly motivating. Cautious use and further study of the IMMS are warranted.

Online learning in a dermatology clerkship: piloting the new American Academy of Dermatology Medical Student Core Curriculum.

PubMed

Cipriano, Sarah D; Dybbro, Eric; Boscardin, Christy K; Shinkai, Kanade; Berger, Timothy G

2013-08-01

Multiple studies have shown that both current and future primary care providers have insufficient education and training in dermatology. To address the limitations and wide variability in medical student dermatology instruction, the American Academy of Dermatology (AAD) created a standardized, online curriculum for both dermatology learners and educators. We sought to determine the impact of the integration of the AAD online curriculum into a 2-week introductory dermatology clerkship for fourth-year medical students. In addition to their clinical duties, we assigned 18 online modules at a rate of 1 to 3 per day. We evaluated knowledge acquisition using a 50-item, multiple-choice pretest and posttest. Postmodule and end-of-course questionnaires contained both closed and open-ended items soliciting students' perceptions about usability and satisfaction. All 51 participants significantly improved in their dermatology knowledge (P < .001). The majority of students found the modules easy to navigate (95%) and worth their time (93%). All respondents supported the continuation of the modules as part of the dermatology clerkship. Without a control group who did not experience the online curriculum, we are unable to isolate the specific impact of the online modules on students' learning. This study demonstrates the successful integration of this educational resource into a 2-week, university-based dermatology clerkship. Students' perceptions regarding usability and satisfaction were overwhelmingly positive, suggesting that the online curriculum is highly acceptable to learners. Widespread use of this curriculum may be a significant advancement in standardized dermatology learning for medical students. Copyright © 2013 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

PubMed

Chang, Todd P; Pham, Phung K; Sobolewski, Brad; Doughty, Cara B; Jamal, Nazreen; Kwan, Karen Y; Little, Kim; Brenkert, Timothy E; Mathison, David J

2014-08-01

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning. © 2014 by the Society for Academic Emergency Medicine.

Transforming Clinical Imaging Data for Virtual Reality Learning Objects

ERIC Educational Resources Information Center

Trelease, Robert B.; Rosset, Antoine

2008-01-01

Advances in anatomical informatics, three-dimensional (3D) modeling, and virtual reality (VR) methods have made computer-based structural visualization a practical tool for education. In this article, the authors describe streamlined methods for producing VR "learning objects," standardized interactive software modules for anatomical sciences…

EarthLabs: A National Model for Earth Science Lab Courses

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Dahlman, L.; Barstow, D.

2008-12-01

As a response to the need for more rigorous, inquiry-based high school Earth science courses, a coalition of scientists, educators, and five states have created EarthLabs, a set of pilot modules that can serve as a national model for lab-based science courses. The content of EarthLabs chapters focuses on Earth system science and environmental literacy and conforms to the National Science Education Standards as well as the states' curriculum frameworks. The effort is funded by NOAA's Environmental Literacy program. The pilot modules present activities on Corals, Drought, Fisheries, and Hurricanes. The Fisheries and Hurricanes units were reviewed and field-tested by educators in Texas and Arizona. The feedback from this evaluation led to revisions of these units and guided development of the Corals and Drought chapters. Each module consists of activities that use online data sets, satellite imagery, web-based readings, and hands-on laboratory experiments. The project comprises two separate websites, one for the instructor and one for students. The instructor's site contains the pedagogical underpinnings for each lab including teaching materials, assessment strategies, and the alignment of activities with state and national science standards. The student site provides access to all materials that students need to complete the activities or, in the case of the hands-on labs, where they access additional information to help extend their learning. There are also formative and summative questions embedded in the student webpages to help scaffold learning through the activities.

General Atomics Sciences Education Foundation Outreach Programs

NASA Astrophysics Data System (ADS)

Winter, Patricia S.

1997-11-01

Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

VERT, a virtual clinical environment, enhances understanding of radiation therapy planning concepts.

PubMed

Leong, Aidan; Herst, Patries; Kane, Paul

2018-06-01

The ability to understand treatment plan dosimetry and apply this understanding clinically is fundamental to the role of the radiation therapist. This study evaluates whether or not the Virtual Environment for Radiotherapy Training (VERT) contributes to teaching treatment planning concepts to a cohort of first-year radiation therapy students. We directly compared a custom-developed VERT teaching module with a standard teaching module with respect to the understanding of treatment planning concepts using a cross-over design. Students self-reported their understanding of specific concepts before and after delivery of the VERT and standard teaching modules and evaluated aspects of VERT as a learning experience. In addition, teaching staff participated in a semi-structured interview discussing the modules from an educational perspective. Both the standard teaching module and VERT teaching module enhanced conceptual understanding and level of confidence in the student cohort after both teaching periods. The proportion of students reporting a perceived increase in knowledge/confidence was similar for the VERT teaching module for all but two scenarios. We propose that an integrated approach, providing a strong theoretical conceptual framework, followed by VERT to situate this framework in the (simulated) clinical environment combines the best of both teaching approaches. This study has established for the first time a clear role for a tailored VERT teaching module in teaching RT planning concepts because of its ability to visualise conceptual information within a simulated clinical environment. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

E-learning in orthopedic surgery training: A systematic review.

PubMed

Tarpada, Sandip P; Morris, Matthew T; Burton, Denver A

2016-12-01

E-learning is the use of internet-based resources in education. In the field of surgical education, this definition includes the use of virtual patient cases, digital modeling, online tutorials, as well as video recordings of surgical procedures and lectures. In recent years, e-learning has increasingly been considered a viable alternative to traditional teaching within a number of surgical fields. Here we present (1) a systematic review of literature assessing the efficacy of e-learning modules for orthopedic education and (2) a discussion of their relevance. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). The search yielded a total of 255 non-duplicate citations that were screened using predetermined inclusion/exclusion criteria. A total of 9 full text articles met inclusion criteria, which included the use of an objective outcome measure to evaluate an orthopedic e-learning module. Six studies assessed knowledge using a multiple-choice test and 4 assessed skills using a clinical exam. All studies showed positive score improvement pre- to post-intervention, and a majority showed greater score improvement than standard teaching methods in both knowledge (4/6 studies) and clinical skills (3/4 studies). E-learning represents an effective supplement or even alternative to standard teaching techniques within orthopedic education for both medical students and residents. Future work should focus on validating specific e-learning programs using standardized outcome measures and assessing long-term knowledge retention using e-learning platforms.

Problems and Methods of Teaching and Assessment of Students on Day Release in Higher Education.

ERIC Educational Resources Information Center

Trotman-Dickenson, Danusia

1980-01-01

Part-time students' characteristics and teaching and testing preferences were correlated with performance on a standardized economics exam. Learning modules are described. Methods of pinpointing student weaknesses and predicting students' final results are discussed as they relate to other subjects. (MSE)

Teleradiology as a foundation for an enterprise-wide health care delivery system.

PubMed

Dionisio, J D; Taira, R K; Sinha, U; Johnson, D B; Dai, B Y; Tashima, G H; Blythe, S; Johnson, R; Kangarloo, H

2000-01-01

An effective, integrated telemedicine system has been developed that allows (a) teleconsultation between local primary health care providers (primary care physicians and general radiologists) and remote imaging subspecialists and (b) active patient participation related to his or her medical condition and patient education. The initial stage of system development was a traditional teleradiology consultation service between general radiologists and specialists; this established system was expanded to include primary care physicians and patients. The system was developed by using a well-defined process model, resulting in three integrated modules: a patient module, a primary health care provider module, and a specialist module. A middle agent layer enables tailoring and customization of the modules for each specific user type. Implementation by using Java and the Common Object Request Broker Architecture standard facilitates platform independence and interoperability. The system supports (a) teleconsultation between a local primary health care provider and an imaging subspecialist regardless of geographic location and (b) patient education and online scheduling. The developed system can potentially form a foundation for an enterprise-wide health care delivery system. In such a system, the role of radiologist specialists is enhanced from that of a diagnostician to the management of a patient's process of care.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

PubMed Central

Brien, Sarah; Parry, Marcus

2017-01-01

Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. PMID:28954718

Reasoning About Nature: Graduate students and teachers integrating historic and modern science in high school math and science classes

NASA Astrophysics Data System (ADS)

Davis, J. B.; Rigsby, C. A.; Muston, C.; Robinson, Z.; Morehead, A.; Stellwag, E. J.; Shinpaugh, J.; Thompson, A.; Teller, J.

2010-12-01

Graduate students and faculty at East Carolina University are working with area high schools to address the common science and mathematics deficiencies of many high school students. Project RaN (Reasoning about Nature), an interdisciplinary science/math/education research project, addresses these deficiencies by focusing on the history of science and the relationship between that history and modern scientific thought and practice. The geological sciences portion of project RaN has three specific goals: (1) to elucidate the relationships among the history of scientific discovery, the geological sciences, and modern scientific thought; (2) to develop, and utilize in the classroom, instructional modules that are relevant to the modern geological sciences curriculum and that relate fundamental scientific discoveries and principles to multiple disciplines and to modern societal issues; and (3) to use these activity-based modules to heighten students’ interest in science disciplines and to generate enthusiasm for doing science in both students and instructors. The educational modules that result from this linkage of modern and historical scientific thought are activity-based, directly related to the National Science Standards for the high school sciences curriculum, and adaptable to fit each state’s standard course of study for the sciences and math. They integrate historic sciences and mathematics with modern science, contain relevant background information on both the concept(s) and scientist(s) involved, present questions that compel students to think more deeply (both qualitatively and quantitatively) about the subject matter, and include threads that branch off to related topics. Modules on topics ranging from the density to cladistics to Kepler’s laws of planetary motion have been developed and tested. Pre- and post-module data suggest that both students and teachers benefit from these interdisciplinary historically based classroom experiences.

Use of standardized patients to teach medical students about living organ donation.

PubMed

Bramstedt, Katrina A; Moolla, Ariff; Rehfield, Patricia L

2012-03-01

Educators routinely use standardized patients to teach medical students a variety of clinical concepts. Standardized patients have also been used to teach students about medical ethics and deceased organ donation. Not reported before, however, is the use of standardized patients to educate medical students about the ethical issues in living organ donation. It seems important to fill this gap because in the United States, roughly 45% of organ donors are living donors, and these patients will visit physicians throughout their lifespan, not just with the occurrence of donation. This article reports an experience teaching concepts in living donation and transplant ethics to second-year osteopathic medicine students using a standardized patient and supplementary instructional materials (eg, film, panel discussion, reading list). Specifically, a transplant ethics module was created that included an actor portraying a living donor candidate who had a number of case variables pertaining to medical and psychosocial matters. Instructional themes included informed consent, altruism, patient selection criteria, organ vending, and post-donation support systems.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

PubMed

Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

2017-09-27

For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. ©Selma Omer, Sunhea Choi, Sarah Brien, Marcus Parry. Originally published in JMIR Medical Education (http://mededu.jmir.org), 27.09.2017.

College-Mentored Polymer/Materials Science Modules for Middle and High School Students

ERIC Educational Resources Information Center

Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

2011-01-01

Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

Preservice Teachers Experience with Online Modules about TPACK

ERIC Educational Resources Information Center

White, Bruce; Geer, Ruth

2013-01-01

Despite the fact that Information and Communication Technology (ICT) is valued as a tool for learning, the modelling for preservice teachers of ICT integration in the curriculum areas is often limited. In the recently approved AITSL standards for Initial Teacher Education Programs, knowledge of ICTs is explicitly mentioned in three of the…

75 FR 70057 - Self-Regulatory Organizations; EDGA Exchange, Inc.; Notice of Filing and Immediate Effectiveness...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-16

..., and deals with U.S. securities laws, regulations, sales practices and special products drawn from the standard Series 7 examination. The Series 37 version is for Canadian registrants who have successfully completed the basic core module of the CSI Global Education (``CSI'', formerly the Canadian Securities...

75 FR 70052 - Self-Regulatory Organizations; EDGX Exchange, Inc.; Notice of Filing and Immediate Effectiveness...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-16

..., and deals with U.S. securities laws, regulations, sales practices and special products drawn from the standard Series 7 examination. The Series 37 version is for Canadian registrants who have successfully completed the basic core module of the CSI Global Education (``CSI'', formerly the Canadian Securities...

Business Systems Specialist. Curriculum Guide. Invest in Success.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

Under the Idaho state system for curriculum development in vocational education, Technical Committees made up solely of industry personnel are responsible for drawing up task lists for each program. This curriculum guide contains a series of 27 modules that comprise the Idaho Program Standards for Business Systems Specialist. It begins with a…

A Graduate-Level Survey of Futures Studies: A Curriculum Development Project. Final Report.

ERIC Educational Resources Information Center

Miller, David C.; Hunt, Ronald L.

An introductory graduate level course curriculum for Futures Studies was conceived, designed, and tested within the Cybernetic Systems Program and the Instructional Technology Department, School of Education, California State University, San Jose. The curriculum consists of a series of 15 learning modules including 2 devoted to a standard study…

A Comprehensive Electronic Health Record Based Patient Navigation Module Including Technology Driven Colorectal Cancer Outreach and Education.

PubMed

Ajeesh, Sunny; Luis, Rustveld

2018-06-01

The purpose of this concept paper is to propose an innovative multifaceted patient navigation module embedded in the Electronic Health Record (EHR) to address barriers to efficient and effective colorectal cancer (CRC) care. The EHR-based CRC patient navigation module will include several patient navigation features: (1) CRC screening registry; (2) patient navigation data, including CRC screening data, outcomes of patient navigation including navigation status (CRC screening referrals, fecal occult blood test (FOBT) completed, colonoscopy scheduled and completed, cancelations, reschedules, and no-shows); (3) CRC counseling aid; and 4) Web-based CRC education application including interactive features such as a standardized colonoscopy preparation guide, modifiable CRC risk factors, and links to existing resources. An essential component of health informatics is the use of EHR systems to not only provide a system for storing and retrieval of patient health data but can also be used to enhance patient decision-making both from a provider and patient perspective.

SENSE IT: Student Enabled Network of Sensors for the Environment using Innovative Technology

NASA Astrophysics Data System (ADS)

Hotaling, L. A.; Stolkin, R.; Kirkey, W.; Bonner, J. S.; Lowes, S.; Lin, P.; Ojo, T.

2010-12-01

SENSE IT is a project funded by the National Science Foundation (NSF) which strives to enrich science, technology, engineering and mathematics (STEM) education by providing teacher professional development and classroom projects in which high school students build from first principles, program, test and deploy sensors for water quality monitoring. Sensor development is a broad and interdisciplinary area, providing motivating scenarios in which to teach a multitude of STEM subjects, from mathematics and physics to biology and environmental science, while engaging students with hands on problems that reinforce conventional classroom learning by re-presenting theory as practical tools for building real-life working devices. The SENSE IT program is currently developing and implementing a set of high school educational modules which teach environmental science and basic engineering through the lens of fundamental STEM principles, at the same time introducing students to a new set of technologies that are increasingly important in the world of environmental research. Specifically, the project provides students with the opportunity to learn the engineering design process through the design, construction, programming and testing of a student-implemented water monitoring network in the Hudson and St. Lawrence Rivers in New York. These educational modules are aligned to state and national technology and science content standards and are designed to be compatible with standard classroom curricula to support a variety of core science, technology and mathematics classroom material. For example, while designing, programming and calibrating the sensors, the students are led through a series of tasks in which they must use core mathematics and physics theory to solve the real problems of making their sensors work. In later modules, students can explore environmental science and environmental engineering curricula while deploying and monitoring their sensors in local rivers. This presentation will provide an overview of the educational modules. A variety of sensors will be described, which are suitably simple for design and construction from first principles by high school students while being accurate enough for students to make meaningful environmental measurements. The presentation will also describe how the sensor building activities can be tied to core curricula classroom theory, enabling the modules to be utilized in regular classes by mathematics, science and computing teachers without disrupting their semester’s teaching goals. Furthermore, the presentation will address of the first two years of the SENSE IT project, during which 39 teachers have been equipped, trained on these materials, and have implemented the modules with around approximately 2,000 high school students.

Evaluation: Test Construction and Use. An Instructional Model for Undergraduate Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module developed by the Research Applications for Teaching (RAFT) project assists the preservice teacher in constructing test items to better measure the outcomes of instructional objectives. Student teachers are also assisted in the interpretation of results of a student's performance on a standardized test. Students also…

Place-based Learning About Climate with Elementary GLOBE

NASA Astrophysics Data System (ADS)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

47 CFR 95.637 - Modulation standards.

Code of Federal Regulations, 2010 CFR

2010-10-01

... amplitude modulation and frequency or phase modulation of a transmitter are not permitted. (d) When emission... 47 Telecommunication 5 2010-10-01 2010-10-01 false Modulation standards. 95.637 Section 95.637... SERVICES Technical Regulations Technical Standards § 95.637 Modulation standards. (a) A GMRS transmitter...

Knowledge Engineering as a Component of the Curriculum for Medical Cybernetists.

PubMed

Karas, Sergey; Konev, Arthur

2017-01-01

According to a new state educational standard, students who have chosen medical cybernetics as their major must develop a knowledge engineering competency. Previously, in the course "Clinical cybernetics" while practicing project-based learning students were designing automated workstations for medical personnel using client-server technology. The purpose of the article is to give insight into the project of a new educational module "Knowledge engineering". Students will acquire expert knowledge by holding interviews and conducting surveys, and then they will formalize it. After that, students will form declarative expert knowledge in a network model and analyze the knowledge graph. Expert decision making methods will be applied in software on the basis of a production model of knowledge. Project implementation will result not only in the development of analytical competencies among students, but also creation of a practically useful expert system based on student models to support medical decisions. Nowadays, this module is being tested in the educational process.

An e-learning platform for aerospace medicine.

PubMed

Bamidis, P D; Konstantinidis, S; Papadelis, C L; Perantoni, E; Styliadis, C; Kourtidou-Papadeli, C; Kourtidou-Papadeli, C; Pappas, C

2008-08-01

The appeal of online education and distance learning as an educational alternative is ever increasing. To support and accommodate the over-specialized knowledge available by different experts, information technology can be employed to develop virtual distributed pools of autonomous specialized educational modules and provide the mechanisms for retrieving and sharing them. New educational standards such as SCORM and Healthcare LOM enhance this process of sharing by offering qualities like interoperability, accessibility, and reusability, so that learning material remains credible, up-to-date and tracks changes and developments of medical techniques and standards through time. Given that only a few e-learning courses exist in aerospace medicine the material of which may be exchanged among teachers, the aim of this paper is to illustrate the procedure of creating a SCORM compliant course that incorporates notions of recent advances in social web technologies. The course is in accordance with main educational and technological details and is specific to pulmonary disorders in aerospace medicine. As new educational trends place much emphasis in continuing medical education, the expansion of a general practitioner's knowledge in topics such as aviation and aerospace pulmonary disorders for crew and passengers becomes a societal requirement.

An e-learning platform for Aerospace Medicine

PubMed Central

Bamidis, P D; Konstantinidis, S; Papadelis, C L; Perantoni, E; Styliadis, C; Kourtidou-Papadeli, C; Kourtidou-Papadeli, C; Pappas, C

2008-01-01

The appeal of online education and distance learning as an educational alternative is ever increasing. To support and accommodate the over-specialized knowledge available by different experts, information technology can be employed to develop virtual distributed pools of autonomous specialized educational modules and provide the mechanisms for retrieving and sharing them. New educational standards such as SCORM and Healthcare LOM enhance this process of sharing by offering qualities like interoperability, accessibility, and reusability, so that learning material remains credible, up-to-date and tracks changes and developments of medical techniques and standards through time. Given that only a few e-learning courses exist in aerospace medicine the material of which may be exchanged among teachers, the aim of this paper is to illustrate the procedure of creating a SCORM compliant course that incorporates notions of recent advances in social web technologies. The course is in accordance with main educational and technological details and is specific to pulmonary disorders in aerospace medicine. As new educational trends place much emphasis in continuing medical education, the expansion of a general practitioner's knowledge in topics such as aviation and aerospace pulmonary disorders for crew and passengers becomes a societal requirement. PMID:19048088

Validating the UNICEF/Washington Group Child Functioning Module for Fijian schools to identify seeing, hearing and walking difficulties.

PubMed

Sprunt, Beth; Hoq, Monsurul; Sharma, Umesh; Marella, Manjula

2017-09-20

This study investigated the seeing, hearing and walking questions of the UNICEF/Washington Group Child Functioning Module and the inter-rater reliability between teachers and parents as proxy respondents. Cross-sectional diagnostic accuracy study, two-gate design with representative sampling, comparing Module responses to reference standard assessments for 472 primary aged students in Fiji. Receiver operating characteristic curves were constructed to determine the area under the curve and optimal cut-off points. Areas under the curves ranged from 0.823 to 0.889 indicating "good" diagnostic accuracy. Inter-rater reliability between parent and teacher responses was "good" to "excellent". The optimal cut-off determined by the Youden Index was "some difficulty" however a wide spread of impairment levels were found in this category with most children either having none or substantial impairments. The diagnostic accuracy of the Module seeing, hearing and walking questions appears acceptable with either parents or teachers as proxy respondents. For education systems, use of the cut-off "some difficulty" with accompanying clinical assessment may be important to capture children who require services and learning supports and avoid potentially misleading categorization. Given the high proportion of the sample from special schools research is required to further test the Module in mainstream schools. Implications for rehabilitation Identification of children who are at risk of disability in Fiji is important to enable planning, monitoring and evaluating access to quality inclusive education. The UNICEF/Washington Group Child Functioning Module appears to be a practical and effective tool that can be used by teachers to identify children at risk of disability. Children identified on the UNICEF/Washington Group Child Functioning Module as having "some difficulty" or higher levels of difficulty in relation to vision, hearing or walking should be referred for further assessment and services. Rehabilitation services in Fiji need to prepare for greater numbers of referrals as the Ministry of Education increasingly rolls out the inclusive education policy, which includes identification by schools of children at risk of disability.

Adding silver to the rainbow: the development of the nurses' health education about LGBT elders (HEALE) cultural competency curriculum.

PubMed

Hardacker, Cecilia T; Rubinstein, Betsy; Hotton, Anna; Houlberg, Magda

2014-03-01

In 2009, the Howard Brown Health Center received funding from the US Department of Health and Human Services, and Health Resources and Services Administration to develop and disseminate a peer-reviewed, six-module curriculum entitled, Health Education about LGBT (lesbian, gay, bisexual and transgender) Elders (HEALE). The HEALE curriculum targets nurses and health-care staff and is focused on the treatment of LGBT elders, a population that is largely misunderstood and discriminated against in health-care settings. The HEALE curriculum was presented in hospital academic centres, community-based clinics and nursing homes over a three-year period, and training staff provided education to over 500 nurses and health-care providers. A pre-test and post-test was administered to participants, and all data were collected and archived to measure knowledge gained. Participants also completed an evaluation at the conclusion of the training to report change in personal attitude and individual response to the curriculum. From March 2011 to June 2012, 848 individuals attended HEALE curriculum sessions at 23 locations in Chicago and surrounding areas. Participants were 40% white, 25% black, 9% Hispanic/Latino and 25% Asian race/ethnicity. The majority of participants were female and approximately 25% were under the age of 30 years. There were statistically significant gains in knowledge in each of the six modules both in nursing home/home health-care settings and in hospital/educational settings, although participants in nursing home/home health care settings had lower pre-test scores and smaller knowledge gains in each of the six modules than those in hospital/educational settings. Mean increases ranged from 6.4 points (an 8.7% increase) in module 1-14.6 points (a 26.2% increase) in Module 6 (P < 0.01). The HEALE curriculum sets a standard for best practices in nursing management and for LGBT cultural competency in geriatric education. As such, implementation of this cultural competency training will go a long way to establish fundamental concepts regarding LGBT elder care and provide long-term strategies for providing culturally sensitive patient care. © 2013 John Wiley & Sons Ltd.

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

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

2005-12-01

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

Teaching Sustainability and Resource Management Using NOAA's Voices Of The Bay Community Fisheries Education Curriculum

NASA Astrophysics Data System (ADS)

Hams, J. E.; Uttal, L.; Hunter-Thomson, K.; Nachbar, S.

2010-12-01

This presentation highlights the implementation of the NOAA VOICES OF THE BAY education curriculum at a two-year college. The VOICES OF THE BAY curriculum provides students with an understanding of the marine ecology, economy, and culture of fisheries through three interdisciplinary modules that use hands-on activities while meeting a wide range of science, math, social science, and communications standards. In the BALANCE IN THE BAY module, students use critical-thinking skills and apply principles of ecosystem-based management to analyze data, debate and discuss their findings, and make decisions that recognize the complex dynamics associated with maintaining a balance in fisheries. Through role-playing, teamwork, and a little fate, the FROM OCEAN TO TABLE module provides students with an opportunity to get an insider’s view of what it takes to be an active stakeholder in a commercial fishery. In the CAPTURING THE VOICES OF THE BAY module, students research, plan, and conduct personal interviews with citizens of the local fishing community and explore the multiple dimensions of fisheries and how they inter-connect through the lives of those who live and work in the region. The VOICES OF THE BAY modules were introduced into the curriculum at Los Angeles Valley College during the Fall 2009 semester and are currently being used in the introductory Oceanography lecture, introductory Oceanography laboratory, and Environmental Science laboratory courses. Examples of curriculum materials being used (power point presentations, module worksheets and simulated fishing activities) will be presented. In addition, samples of completed student worksheets for the three interdisciplinary modules are provided. Students commented that their overall awareness and knowledge of the issues involved in sustainable fishing and managing fishery resources increased following completion of the VOICES OF THE BAY education curriculum. Students enrolled in the laboratory sections commented that the lab was more enjoyable than the typical lab exercises and the hands-on nature of the activity made the concept of sustainable fishing more real to them. The Office of National Marine Sanctuaries and the Monterey Bay National Marine Sanctuary sponsor professional development workshops to selected faculty to introduce the VOICES OF THE BAY fisheries education curriculum and assist with implementation in the classroom. Classroom materials are also available on the website http://sanctuaries.noaa.gov/education/voicesofthebay.html or by contacting voicesofthebay@noaa.gov.

Managing Vocational Education Programs. Vocational Education Curriculum Specialist, Module 14.

ERIC Educational Resources Information Center

Appleby, Judith A.

One of five modules in the administrative series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised…

Priorities in Vocational Education. Vocational Education Curriculum Specialist, Module 5.

ERIC Educational Resources Information Center

Wheeler, Jeanette D.

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised…

The Scope of Vocational Education. Vocational Education Curriculum Specialist, Module 2.

ERIC Educational Resources Information Center

Wheeler, Jeanette D.

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised…

Using Funds of Knowledge in an Ethnically Concentrated Classroom Environment to Teach Nutrition

ERIC Educational Resources Information Center

Fraser-Abder, Pamela; Doria, John A.; Yang, Ji-Sup; De Jesus, Angela

2010-01-01

The concept of funds of knowledge, as applied to an ethnically popular fruit, is the focus of this module. Teachers can use this concept to create contextually meaningful experiments that can contribute to a culturally relevant and more fully developed educational unit focusing on the science of nutrition and reflecting content Standards A and C.…

Choice, Contol and Change: Using Scientific Evidence to Promote Healthful Food and Activity Choices

ERIC Educational Resources Information Center

Koch, Pamela; Barton, Angela Calabrese; Whitaker, Rabi; Contento, Isobel

2007-01-01

Childhood obesity and its long-term health implications should be of major concern to science educators. In an effort to support teachers and youth about this growing problem, a five-unit, 19-lesson module entitled Choice, Control, and Change (C3) was developed at Teachers College Columbia University. C3 is a standards-driven and inquiry-based…

Medical education and human trafficking: using simulation

PubMed Central

Stoklosa, Hanni; Lyman, Michelle; Bohnert, Carrie; Mittel, Olivia

2017-01-01

ABSTRACT Healthcare providers have the potential to play a crucial role in human trafficking prevention, identification, and intervention. However, trafficked patients are often unidentified due to lack of education and preparation available to healthcare professionals at all levels of training and practice. To increase victim identification in healthcare settings, providers need to be educated about the issue of trafficking and its clinical presentations in an interactive format that maximizes learning and ultimately patient-centered outcomes. In 2014, University of Louisville School of Medicine created a simulation-based medical education (SBME) curriculum to prepare students to recognize victims and intervene on their behalf. The authors share the factors that influenced the session’s development and incorporation into an already full third year medical curriculum and outline the development process. The process included a needs assessment for the education intervention, development of objectives and corresponding assessment, implementation of the curriculum, and finally the next steps of the module as it develops further. Additional alternatives are provided for other medical educators seeking to implement similar modules at their home institution. It is our hope that the description of this process will help others to create similar interactive educational programs and ultimately help trafficking survivors receive the care they need. Abbreviations: HCP: Healthcare professional; M-SIGHT: Medical student instruction in global human trafficking; SBME: Simulation-based medical education; SP: Standardized patient; TIC: Trauma-informed care PMID:29228882

Medical education and human trafficking: using simulation.

PubMed

Stoklosa, Hanni; Lyman, Michelle; Bohnert, Carrie; Mittel, Olivia

2017-01-01

Healthcare providers have the potential to play a crucial role in human trafficking prevention, identification, and intervention. However, trafficked patients are often unidentified due to lack of education and preparation available to healthcare professionals at all levels of training and practice. To increase victim identification in healthcare settings, providers need to be educated about the issue of trafficking and its clinical presentations in an interactive format that maximizes learning and ultimately patient-centered outcomes. In 2014, University of Louisville School of Medicine created a simulation-based medical education (SBME) curriculum to prepare students to recognize victims and intervene on their behalf. The authors share the factors that influenced the session's development and incorporation into an already full third year medical curriculum and outline the development process. The process included a needs assessment for the education intervention, development of objectives and corresponding assessment, implementation of the curriculum, and finally the next steps of the module as it develops further. Additional alternatives are provided for other medical educators seeking to implement similar modules at their home institution. It is our hope that the description of this process will help others to create similar interactive educational programs and ultimately help trafficking survivors receive the care they need. HCP: Healthcare professional; M-SIGHT: Medical student instruction in global human trafficking; SBME: Simulation-based medical education; SP: Standardized patient; TIC: Trauma-informed care.

E-learning module on chronic low back pain in older adults: evidence of effect on medical student objective structured clinical examination performance.

PubMed

Weiner, Debra K; Morone, Natalia E; Spallek, Heiko; Karp, Jordan F; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P; Hennon, John G; Elnicki, D Michael

2014-06-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health-designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass-fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

E-Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

PubMed Central

Weiner, Debra K.; Morone, Natalia E.; Spallek, Heiko; Karp, Jordan F.; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P.; Hennon, John G.; Elnicki, D. Michael

2015-01-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health–designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass–fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. PMID:24833496

Secondary Education, 314-340, Modules 8-16.

ERIC Educational Resources Information Center

Toledo Univ., OH. Coll. of Education.

Thirteen learning modules are included in this competency-based secondary education course syllabus, which was adapted from an elementary education course syllabus developed at the College of Education of the University of Toledo for the U.S. Office of Education. Each of the modules contains its title/topic, prerequisite modules, rationale for the…

Does the Concept of the "Flipped Classroom" Extend to the Emergency Medicine Clinical Clerkship?

PubMed

Heitz, Corey; Prusakowski, Melanie; Willis, George; Franck, Christopher

2015-11-01

Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM) clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a "flipped classroom" model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Students at two institutions were randomized to complete two of four selected EM clerkship topics in a "flipped fashion," and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students' discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494.) A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5). Almost one third (31.1%) of students stated that they were unable to adhere to the protocol. Preparation for a clinical shift with pre-assigned, web-based learning modules followed by an attempt at chief-complaint-focused learning during a shift did not result in improvements in performance on a multiple-choice assessment of knowledge; however, one third of participants did not adhere strictly to the protocol. Future investigations should ensure performance of pre-assigned learning as well as clinical experiences, and consider alternate measures of knowledge.

New Horizons: Bridge to the Beginning - to Pluto and Beyond

NASA Astrophysics Data System (ADS)

Weir, H. M.; Hallau, K. G.; Seaton, P.; Beisser, K.; New Horizons Education; Public Outreach Team

2010-12-01

Launched on Jan. 19, 2006, NASA’s New Horizons mission to Pluto and the Kuiper Belt will help us understand worlds at the edge of our solar system by making the first reconnaissance of Pluto and Charon - a "double planet" and the last planet in our solar system to be visited by spacecraft. However, New Horizons’ closest approach to Pluto will not occur until July 14, 2015, and the majority of the craft's time over the next 5 years will be spent in "hibernation." The Education and Public Outreach (EPO) team, however, will not be hibernating as we wait for New Horizons to reach its destination. With three distinct tools-- Educator Fellows, online learning modules and a planetarium program--the team seeks to excite and engage teachers, students and the public with information about the journey to Pluto and beyond. In the past year, the specially selected educators who participate as New Horizons Educator Fellows have trained more than 1,000 teachers across the U.S. on the New Horizons mission and the science behind it. Thousands more students, parents, educators, and citizens have learned about New Horizons from the mission's scientists, engineers and outreach professionals. New Horizons Fellows also distribute another EPO tool: online learning modules. These classroom-ready learning modules consist of educator guides, student handouts, detailed activities, and potential adaptations for students with special needs or disabilities. Some also offer online interactives to convey complex and dynamic concepts. The modules are web-accessible for both students and teachers, and are aligned with relevant national standards. The third tool is a highly visual way to engage the general public and supplement educational programs: a planetarium program that highlights the New Horizons mission from launch to destination Pluto. This program focuses on the engineering design of the spacecraft, with a focus on the concept of the electromagnetic spectrum. In the unique environment of the planetarium, users identify and view celestial objects at multiple wavelengths of light and discover how the instruments collect such data, which will help answer questions about Pluto, its moons, and the Kuiper Belt. The program is designed for educators and students at the middle school level and above.

Transferring ART research into education in Brazil.

PubMed

Navarro, Maria Fidela de Lima; Modena, Karin Cristina da Silva; Freitas, Maria Cristina Carvalho de Almendra; Fagundes, Ticiane Cestari

2009-01-01

The aim of this study was to evaluate the teaching of the Atraumatic Restorative Treatment (ART) approach in Brazilian dental schools. A questionnaire on this subject was sent to Pediatric Dentistry, Operative Dentistry and Public Health Dentistry professors. The questions approached the following subjects: the method used to teach ART, the time spent on its teaching, under which discipline it is taught, for how many years ART has been taught and its effect on the DMFT index. A total of 70 out of 202 dental schools returned the questionnaire. The ART approach is taught in the majority of the Brazilian dental schools (96.3%), and in most of these schools it is taught both in theory and in clinical practice (62.9%). The majority (35.3%) of professors teach ART for 8 hours, and most often as part of the Pediatric Dentistry discipline (67.6%). It has been taught for the last 7 to 10 years in 34.3% of dental schools. Most professors did not observe a change in the DMFT index with this approach. There is a diversity in the teaching of ART in Brazil in terms of the number of hours spent, the teaching method (theory and practice), and the disciplines involved in its teaching. It is necessary to address the training of professors in the ART approach for the whole country. An educational model is proposed whereby a standard ART module features as part of other preventive and restorative caries care educational modules. This will facilitate and standardize the introduction and adoption of the ART approach in undergraduate education in Brazil.

Project S.P.I.C.E.: Special Partnership in Career Education. Career/Educational Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The career/educational awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the activities and…

Earth System Science Education Alliance (ESSEA) IPY Modules

NASA Astrophysics Data System (ADS)

Blaney, L. S.; Myers, R. J.; Schwerin, T.

2008-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. With additional support from NASA, the ESSEA program is being enhanced to reflect emphasis on the International Polar Year. From 1999-2005 the ESSEA program was based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. With NASA support, the K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. Additional modules examining the changes in black carbon, ice sheets and permafrost have been added for middle and high school levels. The new modules incorporate geoscience data and analysis tools into classroom instruction. By exploring IPY related topics and data, participating teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The ESSEA IPY modules will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the ESSEA courses and modules contributes to the achievement of that goal.

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

PubMed Central

Quan, Stuart F.; Anderson, Janis L.; Hodge, Gordon K.

2013-01-01

Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Results: Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. Conclusion: Use of a supplementary internet-based sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course. Citation: Quan SF; Anderson JL; Hodge GK. Use of a supplementary internet based education program improves sleep literacy in college psychology students. J Clin Sleep Med 2013;9(2):155-160. PMID:23372469

Curriculum Modules in Support of Tabletop Cybersecurity Games

DTIC Science & Technology

2013-09-01

this standard. Another standard that was useful for us to map to was one asking students to use technology to produce and publish writing and to...CCSS.ELA­Literacy.CCRA.W.6 Use  technology , including the Internet, to produce and publish writing  and to interact and collaborate with others. CCSS.ELA­Literacy.CCRA.W.7...evidence that traces this shortage in the United States back to high school education, where computer science is the only one of the Science, Technology

Mini-O, simple Omega receiver hardware for user education

NASA Technical Reports Server (NTRS)

Burhans, R. W.

1976-01-01

A problem with the Omega system is a lack of suitable low cost hardware for the small user community. A collection of do it yourself circuit modules are under development intended for use by educational institutions, small boat owners, aviation enthusiasts, and others who have some skills in fabricating their own electronic equipment. Applications of the hardware to time frequency standards measurements, signal propagation monitoring, and navigation experiments are presented. A family of Mini-O systems have been constructed varying from the simplest RF preamplifiers and narrowband filters front-ends, to sophisticated microcomputer interface adapters.

Accessibility assessment of assistive technology for the hearing impaired.

PubMed

Áfio, Aline Cruz Esmeraldo; Carvalho, Aline Tomaz de; Caravalho, Luciana Vieira de; Silva, Andréa Soares Rocha da; Pagliuca, Lorita Marlena Freitag

2016-01-01

to assess the automatic accessibility of assistive technology in online courses for the hearing impaired. evaluation study guided by the Assessment and Maintenance step proposed in the Model of Development of Digital Educational Material. The software Assessor and Simulator for the Accessibility of Sites (ASES) was used to analyze the online course "Education on Sexual and Reproductive Health: the use of condoms" according to the accessibility standards of national and international websites. an error report generated by the program identified, in each didactic module, one error and two warnings related to two international principles and six warnings involved with six national recommendations. The warnings relevant to hearing-impaired people were corrected, and the course was considered accessible by automatic assessment. we concluded that the pages of the course were considered, by the software used, appropriate to the standards of web accessibility.

Efficacy of a Procedure-Specific Education Module on Informed Consent in Plastic Surgery.

PubMed

Brandel, Michael G; Reid, Christopher M; Parmeshwar, Nisha; Dobke, Marek K; Gosman, Amanda A

2017-05-01

Truly informed consent is an elusive goal, seldom attained in medical or surgical practice. Patients often do not fully understand procedures and therapies they undergo or the associated sequelae. Historically, informed consent and patient education have been limited to physician discussions, sometimes with the addition of simple visual aids. More recently, there is a growing body of decision aids available, including interactive multimedia patient educational modules that review preoperative through postoperative care, risks, benefits, alternatives, different surgical options, as well as commonly asked questions. We hypothesized that the addition of a Web-based educational tool would positively impact attainment of informed consent and satisfaction in plastic surgery patients. We performed a prospective randomized controlled study comparing patients who presented in consultation for breast reconstruction, breast reduction, and abdominoplasty. Patients received standard patient education along with a procedure-specific (study) or general patient safety (control) Web-based educational module. Informed consent was measured using a surgical-focused, modified version of the Shared Decision-making 25 index tool. Patient demographic information as well as surrogate markers of familiarity with technology were recorded preoperatively and postoperatively. Comparisons were made between study and control groups, procedure subgroups, and preoperative and postoperative time points. Demographic factors and consent variables were compared among experimental and procedure groups. Data were collected from 65 patients preoperatively and 48 patients postoperatively. Thirty patients competed both surveys. Overall, no differences in patient characteristics or familiarity with technology were observed between experimental groups. Demographic characteristics were also similar between groups. No meaningful differences were identified in comparisons between experimental groups on either cross-sectional or longitudinal analyses. Nearly all patient responses were consistent with being well informed and satisfied with the educational process. Overall, patients undergoing plastic surgery procedures are adequately informed and have a high degree of satisfaction regarding their patient education. The addition of a Web-based informed consent tool did not make a demonstrable difference in informed consent.

Adaptive Physical Education: Instructional Module for Special Education Minors.

ERIC Educational Resources Information Center

Smyser, Sheryl; And Others

This module is designed to familiarize students preparing to be special education teachers with the physical needs of the exceptional student. Information is given on how to structure an adaptive physical education program designed to meet those needs, including development of an individualized education program (IEP). The module covers such…

Approaches to Assessing Preservice Teachers' Learning in Authentic and Rigorous Ways: The Case of an Inclusive Education Module

ERIC Educational Resources Information Center

Walton, Elizabeth; Rusznyak, Lee

2016-01-01

Initial teacher education programmes offer inclusive education modules that seek to prepare teachers for teaching diverse learners. While there is growing research on the content and pedagogy of inclusive education modules, relatively less attention has been given to the assessment of these modules. This paper focuses on the challenges of…

Hands-on lessons in ergonomics for youth

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

Bennett, C; Alexandre, M; Jacobs, K

Ergonomics risk factors apply to everybody. Numerous adults have experienced disabling injuries related to use of computers and other forms of technology. Now children are using technology even more than adults. Increasingly ergonomics risk factors are being recognized as present in the world of children. Outreach to schools and the surrounding community by employers may help protect the future work force. A growing body of researchers believe that children can benefit from the early introduction of ergonomics awareness and preventative measures. While individual representatives of the educational system may embrace the concept of introducing ergonomics into the classroom, a numbermore » of barriers can prevent implementation of integrated programs. Some of the barriers to introducing ergonomics in schools have been absence of a tie to educational standards, the existing demands on teaching hours, and the absence of easily executable lesson plans. Ergonomics is rarely included in teacher training and professional ergonomics expertise is needed for the development of a class-based program. As part of Strategic Vision plan for 2025, a National Laboratory identified community outreach and the future workforces as key areas for initiatives. A series of hands-on interactive modules have been developed by professional ergonomics specialists. They are being tested with elementary, middle and high school students. Where possible, the content has been tied to the educational standards in the State of California in the USA. Currently the modules include grip strength, effective breathing, optimal keyboard and mouse positions, optimizing chairs, posture and movement, backpack safety and safe lifting. Each module takes the students through a related activity or experience. An individual worksheet asks them questions about the experience and guides them to consider implications in their activities of daily living. A module on hearing is under development. The goal is to have a toolkit that teachers can use in classrooms with minimal training. The kit will come with lesson plans, including background material, key points, questions and answers, possible homework assignments and references. It will include instructions and worksheets for students as well as the materials needed for each module. A pre- and posttest will be administered to test the awareness and understanding of the principles introduced in through the modules. This interactive session will offer the opportunity to for attendees to participate in some of the modules that have been developed to provide experiential demonstration of ergonomics principles. Attendees will experience ergonomics in action and be able to evaluate the applicability of the process in their own area in the world of ergonomics. The session will consist of 20 minutes introduction, 40 minutes working with the toolkit, finally another 30 minutes for questions or discussion for a total time of 90 minutes.« less

Adolescence Education: Physical Aspect, Module One; Social Aspects, Module Two; Sex Roles, Module Three; Sexually Transmitted Diseases, Module Four.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

Adolescence Education is a family life education training program designed to assist young people in their physical, social, emotional, and moral development as they prepare for adulthood, marriage, parenthood, aging, and social relationships in the context of family and society. This package consists of four individually bound modules: (1)…

Vocational Education in the Whole School Curriculum. Module.

ERIC Educational Resources Information Center

Custer, Rodney L.

This module on vocational education in the whole school curriculum is 1 in a series of 10 modules written for vocational education teacher education programs. It is designed to help vocational teachers examine the role of vocational education in the whole school. Introductory materials include the following: a listing of competencies/tasks to be…

Transferring ART research into education in Brazil

PubMed Central

NAVARRO, Maria Fidela de Lima; MODENA, Karin Cristina da Silva; FREITAS, Maria Cristina Carvalho de Almendra; FAGUNDES, Ticiane Cestari

2009-01-01

ABSTRACT The aim of this study was to evaluate the teaching of the Atraumatic Restorative Treatment (ART) approach in Brazilian dental schools. Materials and Methods: A questionnaire on this subject was sent to Pediatric Dentistry, Operative Dentistry and Public Health Dentistry professors. The questions approached the followig subjects: the method used to teach ART, the time spent on its teaching, under which discipline it is taught, for how many years ART has been taught and its effect on the DMFT index. Results: A total of 70 out of 202 dental schools returned the questionnaire. The ART approach is taught in the majority of the Brazilian dental schools (96.3%), and in most of these schools it is taught both in theory and in clinical practice (62.9%). The majority (35.3%) of professors teach ART for 8 hours, and most often as part of the Pediatric Dentistry discipline (67.6%). It has been taught for the last 7 to 10 years in 34.3% of dental schools. Most professors did not observe a change in the DMFT index with this approach. There is a diversity in the teaching of ART in Brazil in terms of the number of hours spent, the teaching method (theory and practice), and the disciplines involved in its teaching. Conclusions: It is necessary to address the training of professors in the ART approach for the whole country. An educational model is proposed whereby a standard ART module features as part of other preventive and restorative caries care educational modules. This will facilitate and standardize the introduction and adoption of the ART approach in undergraduate education in Brazil. PMID:21499663

A portal for the ocean biogeographic information system

USGS Publications Warehouse

Zhang, Yunqing; Grassle, J. F.

2002-01-01

Since its inception in 1999 the Ocean Biogeographic Information System (OBIS) has developed into an international science program as well as a globally distributed network of biogeographic databases. An OBIS portal at Rutgers University provides the links and functional interoperability among member database systems. Protocols and standards have been established to support effective communication between the portal and these functional units. The portal provides distributed data searching, a taxonomy name service, a GIS with access to relevant environmental data, biological modeling, and education modules for mariners, students, environmental managers, and scientists. The portal will integrate Census of Marine Life field projects, national data archives, and other functional modules, and provides for network-wide analyses and modeling tools.

Brewing for Students: An Inquiry-Based Microbiology Lab †

PubMed Central

Sato, Brian K.; Alam, Usman; Dacanay, Samantha J.; Lee, Amanda K.; Shaffer, Justin F.

2015-01-01

In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. Journal of Microbiology & Biology Education PMID:26753030

Brewing for Students: An Inquiry-Based Microbiology Lab.

PubMed

Sato, Brian K; Alam, Usman; Dacanay, Samantha J; Lee, Amanda K; Shaffer, Justin F

2015-12-01

In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. Journal of Microbiology & Biology Education.

Integrating a Nurse-Midwife-Led Oral Health Intervention Into CenteringPregnancy Prenatal Care: Results of a Pilot Study.

PubMed

Adams, Sally H; Gregorich, Steven E; Rising, Sharon S; Hutchison, Margaret; Chung, Lisa H

2017-07-01

National and professional organizations recommend oral health promotion in prenatal care to improve women's oral health. However, few prenatal programs include education about oral health promotion. The objective of this study was to determine if women receiving a brief, low-cost, and sustainable educational intervention entitled CenteringPregnancy Oral Health Promotion had clinically improved oral health compared to women receiving standard CenteringPregnancy care. Women attending CenteringPregnancy, a group prenatal care model, at 4 health centers in the San Francisco Bay Area, participated in this nonrandomized controlled pilot study in 2010 to 2011. The intervention arm received the CenteringPregnancy Oral Health Promotion intervention consisting of two 15-minute skills-based educational modules addressing maternal and infant oral health, each module presented in a separate CenteringPregnancy prenatal care session. The present analysis focused on the maternal module that included facilitated discussions and skills-building activities including proper tooth brushing. The control arm received standard CenteringPregnancy prenatal care. Dental examinations and questionnaires were administered prior to and approximately 9 weeks postintervention. Primary outcomes included the Plaque Index, percent bleeding on probing, and percent of gingival pocket depths 4 mm or greater. Secondary outcomes were self-reported oral health knowledge, attitudes (importance and self-efficacy), and behaviors (tooth brushing and flossing). Regression models tested whether pre to post changes in outcomes differed between the intervention versus the control arms. One hundred and one women participated in the study; 49 were in the intervention arm, and 52 were in the control arm. The control and intervention arms did not vary significantly at baseline. Significant pre to post differences were noted between the arms with significant improvements in the intervention arm for the Plaque Index, bleeding on probing, and pocket depths 4 mm or greater. Providing brief oral health education and skills-building activities within prenatal care may be effective in improving women's oral health during pregnancy. These findings provide support for developing a full-scale randomized clinical trial of the CenteringPregnancy Oral Health Promotion intervention. © 2017 by the American College of Nurse-Midwives.

Earth System Science Education Modules

NASA Astrophysics Data System (ADS)

Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

2009-12-01

The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific information into words that are understandable and useful for policy makers and other stakeholders. The inability of scientists to effectively communicate with the public has been highlighted as a major reason for the anti-science attitude of a large segment of the public. This module, unlike other ESSEA modules, addresses this problem by first, investigating a global change environmental problem using Earth System Science methodologies, then developing several solutions to that problem, and finally writing a position paper for the policy makers to use. These three hands-on, real-world modules that engage students in authentic research share similar goals: 1) to use global change data sets to examine controversial environmental problems; 2) to use an earth system science approach to understand the complexity of global problems; and 3) to help students understand the political complexity of environmental problems where there is a clash between economic and ecological problems. The curriculum will meet National Standards in science, geography, math, etc.

Implementing the Next Generation Science Standards: Impacts on Geoscience Education

NASA Astrophysics Data System (ADS)

Wysession, M. E.

2014-12-01

This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Management. Module I-F-3: Environmental Issues and the Consumer.

ERIC Educational Resources Information Center

Movey, Jan

This competency-based preservice home economics teacher education module on environmental issues and the consumer is the third in a set of seven modules on consumer education related to management. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see CE…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Human Development. Module I-E-4: Individuals and Families in Crisis.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on individuals and families in crisis is the fourth in a set of five modules on consumer education related to human development. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Housing. Module I-B-6: Maintenance Procedures for Surfaces and Appliances.

ERIC Educational Resources Information Center

Hennings, Patricia

This competency-based preservice home economics teacher education module on maintenance procedures for surfaces and appliances is the sixth in a set of six modules on consumer education related to housing. (This set is part of a larger set of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see…

Environmental Education: Module for Pre-Service Training of Teachers and Supervisors for Primary Schools. Environmental Educational Series 5.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Paris (France). Div. of Science, Technical and Vocational Education.

A series of experimental modules for teachers has been developed under the direction of the International Environmental Education Programme (IEEP) of UNESCO. This particular module focuses on the pre-service training of elementary school teachers and supervisors in environmental education. Section 1, Content for Environmental Education, traces the…

Hands-On Optics: An Informal Education Program for Exploring Light and Color

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Walker, C. E.; Peruta, C. C.; Kinder, B. A.; Aceituno, J. C.; Pena, M. A.

2005-05-01

Hands-On Optics (HOO) is a collaborative four-year program to create and sustain a unique, national, informal science education program to excite students about science by actively engaging them in optics activities. It will reach underrepresented middle school students in after-school programs and at hands-on science centers nationwide. Project partners with NOAO are SPIE-The International Society for Optical Engineering, the Optical Society of America (OSA), and the Mathematics, Engineering, Science Achievement Program (MESA) of California. This program builds on the 2001 National Science Foundation planning grant (number ESI-0136024), Optics Education - A Blueprint for the 21st Century, undertaken to address the disconnect between the ubiquity of optics in everyday life and the noticeable absence of optics education in K-12 curricula and in informal science education. NOAO - with expertise in teaching optics, developing optics kits, and in science-educator partnerships is designing the HOO instructional materials by adapting well-tested formal education activities on light, color, and optical technology for the informal setting. These hands-on, high-interest, standards-connected activities and materials serve as the basis for 6, three-hour-long optics activity modules that will be used in informal education programs at 23 HOO host sites. NOAO also will train the educators, parents, and optics professionals who will work in teams to lead the HOO activities. A key component of the project will be the optics professionals from the two optical societies who currently are engaged in outreach activities and programs. Optics professionals will serve as resource agents teamed with science center and MESA educators, a model very successfully used by the Astronomical Society of the Pacific's Project ASTRO. The six modules and associated challenges and contests address reflection from one or many mirrors, image formation, colors and polarization, ultraviolet and infrared phenomena, and communication over a beam of light. Challenges and contests have also been created to augment the six modules. The Hands On Optics Project is funded by the National Science Foundation ISE program. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.

Vocational Needs Assessment and Curriculum Development. Vocational Education Curriculum Specialist, Module 7.

ERIC Educational Resources Information Center

Appleby, Judith A.

One of five modules in the curriculum development series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of…

BASIC RADIATION PROTECTION EDUCATION AND TRAINING FOR MEDICAL PROFESSIONALS; GEORGIAN EXPERIENCE AND FUTURE PERSPECTIVE.

PubMed

Todua, F; Nadareishvili, D; Ormotsadze, G; Sanikidze, T

2016-06-01

The level of knowledge provided by the Tbilisi State Medical University (TSMU) standard curriculum modules in 'Medical physics' and 'Radiation risk estimates' was assessed as was the learning outcome of modern standards elective course in 'Radiation protection'. Two groups of medical students were examined: Group 1: 5 y students, participants in elective course 'Radiobiology and radiogenic health risk' and Group 2: 1-2 y students, participants in winter and summer schools. Students were tested before and after training courses with the same tests questionnaire. The results of the tests showed the necessity for improvement of the educational curriculum. The changes needed are the inclusion of a basic radiobiological course in the curricula of the faculty of medicine and expansion of the medical physics course through a more detailed presentation of medical imaging methods. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Intensity-modulated radiotherapy in the standard management of head and neck cancer: promises and pitfalls.

PubMed

Mendenhall, William M; Amdur, Robert J; Palta, Jatinder R

2006-06-10

The purpose of this article is to review the role of intensity-modulated radiotherapy (IMRT) in the standard management of patients with head and neck cancer through a critical review of the pertinent literature. IMRT may result in a dose distribution that is more conformal than that achieved with three-dimensional conformal radiotherapy (3D CRT), allowing dose reduction to normal structures and thus decreasing toxicity and possibly enhancing locoregional control through dose escalation. Disadvantages associated with IMRT include increased risk of a marginal miss, decreased dose homogeneity, increased total body dose, and increased labor and expense. Outcomes data after IMRT are limited, and follow-up is relatively short. Locoregional control rates appear to be comparable to those achieved with 3D CRT and, depending on the location and extent of the tumor, late toxicity may be lower. Despite limited data on clinical outcomes, IMRT has been widely adopted as a standard technique in routine practice and clinical trials. The use of IMRT involves a learning curve for the practitioner and will continue to evolve, requiring continuing education and monitoring of outcomes from routine practice. Additional standards pertaining to a variety of issues, including target definitions and dose specification, need to be developed. Phase III trials will better define the role of IMRT in coming years.

Does the Concept of the “Flipped Classroom” Extend to the Emergency Medicine Clinical Clerkship?

PubMed Central

Heitz, Corey; Prusakowski, Melanie; Willis, George; Franck, Christopher

2015-01-01

Introduction Linking educational objectives and clinical learning during clerkships can be difficult. Clinical shifts during emergency medicine (EM) clerkships provide a wide variety of experiences, some of which may not be relevant to recommended educational objectives. Students can be directed to standardize their clinical experiences, and this improves performance on examinations. We hypothesized that applying a “flipped classroom” model to the clinical clerkship would improve performance on multiple-choice testing when compared to standard learning. Methods Students at two institutions were randomized to complete two of four selected EM clerkship topics in a “flipped fashion,” and two others in a standard fashion. For flipped topics, students were directed to complete chief complaint-based asynchronous modules prior to a shift, during which they were directed to focus on the chief complaint. For the other two topics, modules were to be performed at the students’ discretion, and shifts would not have a theme. At the end of the four-week clerkship, a 40-question multiple-choice examination was administered with 10 questions per topic. We compared performance on flipped topics with those performed in standard fashion. Students were surveyed on perceived effectiveness, ability to follow the protocol, and willingness of preceptors to allow a chief-complaint focus. Results Sixty-nine students participated; examination scores for 56 were available for analysis. For the primary outcome, no difference was seen between the flipped method and standard (p=0.494.) A mixed model approach showed no effect of flipped status, protocol adherence, or site of rotation on the primary outcome of exam scores. Students rated the concept of the flipped clerkship highly (3.48/5). Almost one third (31.1%) of students stated that they were unable to adhere to the protocol. Conclusion Preparation for a clinical shift with pre-assigned, web-based learning modules followed by an attempt at chief-complaint-focused learning during a shift did not result in improvements in performance on a multiple-choice assessment of knowledge; however, one third of participants did not adhere strictly to the protocol. Future investigations should ensure performance of pre-assigned learning as well as clinical experiences, and consider alternate measures of knowledge. PMID:26594277

Project S.P.I.C.E. Special Partnership in Career Education. Career/Educational Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This third in a series of six teaching modules on career/educational awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major…

Teleeducation and telepathology for open and distance education.

PubMed

Szymas, J

2000-01-01

Our experience in creating and using telepathology system and multimedia database for education is described. This program packet currently works in the Department of Pathology of University Medical School in Poznan. It is used for self-education, tests, services and for the examinations in pathology, i.e., for dental students and for medical students in terms of self-education and individual examination services. The system is implemented on microcomputers compatible with IBM PC and works in the network system Netware 5.1. Some modules are available through the Internet. The program packet described here accomplishes the TELEMIC system for telepathology, ASSISTANT, which is the administrator for the databases, and EXAMINATOR, which is the executive program. The realization of multi-user module allows students to work on several working areas, on random be chosen different sets of problems contemporary. The possibility to work in the exercise mode will image files and questions is an attractive way for self-education. The standard format of the notation files enables to elaborate the results by commercial statistic packets in order to estimate the scale of answers and to find correlation between the obtained results. The method of multi-criterion grading excludes unlimited mutual compensation of the criteria, differentiates the importance of particular courses and introduces the quality criteria. The packet is part of the integrated management information system of the department of pathology. Applications for other telepathological systems are presented.

Simple Gifts: The Education of the Gifted, Talented, and Creative. Learning Modules for Directed Study Sequences.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Univ. Extension.

Twelve modules are presented for the education of gifted and talented students. Modules include a brief introduction; list of objectives; overview of the content; and suggestions for core, application, and quest (further study) activities. The modules focus on the following topics: definitions of giftedness; history of their educational treatment;…

Use of a supplementary internet based education program improves sleep literacy in college psychology students.

PubMed

Quan, Stuart F; Anderson, Janis L; Hodge, Gordon K

2013-02-01

Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. Use of a supplementary internet-based sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course.

Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

NASA Astrophysics Data System (ADS)

Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

2018-04-01

Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

Working with Our Publics. In-Service Education for Cooperative Extension. Module 6. Education for Public Decisions.

ERIC Educational Resources Information Center

House, Verne W.; Young, Ardis Armstrong

This module is the sixth in an inservice education series for extension professionals that consists of seven independent training modules. It provides inservice education in analyzing public problems, anticipating the consequences of extension's involvement in issues, and working effectively in areas of controversy. The following five units…

Bilingual Metric Education Modules for Postsecondary and Adult Vocational Education. Final Report.

ERIC Educational Resources Information Center

Ellis Associates, Inc., College Park, MD.

A project was conducted to develop three metric education modules for use with bilingual (Spanish and English) students in postsecondary and adult vocational education programs. Developed for the first section of each module, five instructional units cover basic metric concepts: (1) measuring length and finding area, (2) measuring volume, (3)…

Perspective: the revolution is upon us.

PubMed

Sierles, Frederick S

2010-05-01

Profound socioeconomic pressures on medical student education have been catalogued extensively. These pressures include teaching patient shortages, teacher shortages, conflicting systems, and financial problems. Many of these problems have been caused by an unregulated free market affecting medicine overall, with market values sometimes overshadowing the academic values of education, research, and patient care. This has caused profound changes in the conduct of medical student education. Particularly important has been a reduction in the "gold standard" of teaching: direct student-teacher and supervised student-patient interaction, replaced by a potpourri of online and simulated modules. The aggregate of these changes constitutes a revolution that challenges whether medical schools, school buildings, classes, and dedicated faculty are even necessary. The author posits several recommendations in response to this revolution: (1) recognize the revolution as such, and carefully guide or abort it, lest its outcome be inadequate, inauthentic, or corrupt, (2) prioritize academic rather than business values, (3) ensure that funds allotted for education are used for education, (4) insist that medical schools, not industry, teach students, (5) value authentic education more than simulation, (6) adopt learner-centered teaching without misusing it, (7) maintain acceptable class attendance without requiring it, (8) provide, from the first school day, authentic, patient-centered medical education characterized by vertical integration, humanism, early patient exposure, biopsychosocial orientation, and physician role modeling, (9) ensure that third- and fourth-year students have rich patient-care responsibility, and 10) keep tenure. These actions would permit the preservation of an educational gold standard that justifies medical education's cost.

Impact of self-assessment questions and learning styles in Web-based learning: a randomized, controlled, crossover trial.

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R; Pankratz, V Shane

2006-03-01

To determine the effect of self-assessment questions on learners' knowledge and format preference in a Web-based course, and investigate associations between learning styles and outcomes. The authors conducted a randomized, controlled, crossover trial in the continuity clinics of the Mayo-Rochester internal medicine residency program during the 2003-04 academic year. Case-based self-assessment questions were added to Web-based modules covering topics in ambulatory internal medicine. Participants completed two modules with questions and two modules without questions, with sequence randomly assigned. Outcomes included knowledge assessed after each module, format preference, and learning style assessed using the Index of Learning Styles. A total of 121 of 146 residents (83%) consented. Residents had higher test scores when using the question format (mean +/- standard error, 78.9% +/- 1.0) than when using the standard format (76.2% +/- 1.0, p = .006). Residents preferring the question format scored higher (79.7% +/- 1.1) than those preferring standard (69.5% +/- 2.3, p < .001). Learning styles did not affect scores except that visual-verbal "intermediate" learners (80.6% +/- 1.4) and visual learners (77.5% +/- 1.3) did better than verbal learners (70.9% +/- 3.0, p = .003 and p = .033, respectively). Sixty-five of 78 residents (83.3%, 95% CI 73.2-90.8%) preferred the question format. Learning styles were not associated with preference (p > .384). Although the question format took longer than the standard format (60.4 +/- 3.6 versus 44.3 +/- 3.3 minutes, p < .001), 55 of 77 residents (71.4%, 60.0-81.2%) reported that it was more efficient. Instructional methods that actively engage learners improve learning outcomes. These findings hold implications for both Web-based learning and "traditional" educational activities. Future research, in both Web-based learning and other teaching modalities, should focus on further defining the effectiveness of selected instructional methods in specific learning contexts.

Teaching Resources and Instructor Professional Development for Integrating Laser Scanning, Structure from Motion, and GPS Surveying into Undergraduate Field Courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B.; Charlevoix, D. J.; Douglas, B. J.; Crosby, B. T.; Crosby, C. J.; Lauer, I. H.; Shervais, K.

2017-12-01

Field experiences have long been considered an integral part of geoscience learning. However, as data acquisition technologies evolve, undergraduate field courses need to keep pace so students gain exposure to new technologies relevant to the modern workforce. Maintaining expertise on new technologies is also challenging to established field education programs. Professional development and vetted curriculum present an opportunity to advance student exposure to new geoscience data acquisition technology. The GEodesy Tools for Societal Issues (GETSI) Field Collection, funded by NSF's Improving Undergraduate STEM Education program, addresses these needs in geodesy field education. Geodesy is the science of accurately measuring Earth's size, shape, orientation, mass distribution and the variations of these with time. Modern field geodesy methods include terrestrial laser scanning (TLS), kinematic and static GPS/GNSS surveying (global positioning system/global navigation satellite system), and structure from motion (SfM) photogrammetry. The GETSI Field Collection is a collaborative project between UNAVCO, Indiana University, and Idaho State University. The project is provides curriculum modules and instructor training (in the form of short courses) to facilitate the inclusion of SfM, TLS, and GPS surveying into geoscience courses with field components. The first module - Analyzing High Resolution Topography with TLS and SfM - is available via SERC; (serc.carleton.edu/getsi/teaching_materials/high-rez-topo) the second module - "High Precision Positioning with Static and Kinematic GPS/GNSS" - will be published in 2018. The module development and assessment follows the standards of the InTeGrate Project (an NSF STEP Center)previously tested on geodesy content in the GETSI classroom collection (serc.carleton.edu/getsi). This model emphasizes use of best practices in STEM education, including situating learning in the context of societal importance. Analysis of student work during development and testing shows a high level of achievement of module learning goals. Two four-day short courses have been run to train instructors on best practices for integration of these topics into field courses. Overall participant satisfaction with the short courses has been 9 out of 10.

Relaunch of the Interactive Plasma Physics Educational Experience (IPPEX)

NASA Astrophysics Data System (ADS)

Dominguez, A.; Rusaitis, L.; Zwicker, A.; Stotler, D. P.

2015-11-01

In the late 1990's PPPL's Science Education Department developed an innovative online site called the Interactive Plasma Physics Educational Experience (IPPEX). It featured (among other modules) two Java based applications which simulated tokamak physics: A steady state tokamak (SST) and a time dependent tokamak (TDT). The physics underlying the SST and the TDT are based on the ASPECT code which is a global power balance code developed to evaluate the performance of fusion reactor designs. We have relaunched the IPPEX site with updated modules and functionalities: The site itself is now dynamic on all platforms. The graphic design of the site has been modified to current standards. The virtual tokamak programming has been redone in Javascript, taking advantage of the speed and compactness of the code. The GUI of the tokamak has been completely redesigned, including more intuitive representations of changes in the plasma, e.g., particles moving along magnetic field lines. The use of GPU accelerated computation provides accurate and smooth visual representations of the plasma. We will present the current version of IPPEX as well near term plans of incorporating real time NSTX-U data into the simulation.

Project S.P.I.C.E.: Special Partnership in Career Education. Economic Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The economic awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in…

Project S.P.I.C.E.: Special Partnership in Career Education. Self-Awareness Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The self awareness teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in each…

Project S.P.I.C.E.: Special Partnership in Career Education. Rights and Responsibility Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The rights and responsibility teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the activities, and…

Project S.P.I.C.E.: Special Partnership in Career Education. Decision Making Teaching Module.

ERIC Educational Resources Information Center

Emerson, Debby H.; And Others

The decision making teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities in…

Multimedia in the informed consent process for endoscopic sinus surgery: A randomized control trial.

PubMed

Siu, Jennifer M; Rotenberg, Brian W; Franklin, Jason H; Sowerby, Leigh J

2016-06-01

To determine patient recall of specific risks associated with endoscopic sinus surgery and whether an adjunct multimedia education module is an effective patient tool in enhancing the standard informed consent process. Prospective, randomized, controlled trial. Fifty consecutive adult patients scheduled for endoscopic sinus surgery at a rhinology clinic of a tertiary care hospital were recruited for this study. Informed consent was studied by comparing the number of risks recalled when patients had a verbal discussion in conjunction with a 6-minute interactive module or the verbal discussion alone. Early recall was measured immediately following the informed consent process, and delayed recall was measured 3 to 4 weeks after patient preference details were also collected. Early risk recall in the multimedia group was significantly higher than the control group (P = .0036); however, there was no difference between the groups in delayed risk recall. Seventy-six percent of participants expressed interest in viewing the multimedia module if available online between the preoperative and procedural day. Sixty-eight percent of patients preferred having the multimedia module as an adjunct to the informed consent process as opposed to the multimedia consent process alone. There is an early improvement in overall risk recall in patients who complete an interactive multimedia module, with a clear patient preference for this method. Here we emphasize the well-known challenges of patient education and demonstrate the effectiveness of integrating technology into clinical practice in order to enhance the informed consent process. 1b Laryngoscope, 126:1273-1278, 2016. © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

An Initiative to Standardize the Identification of and Acute Response to Postoperative Lower-Extremity Neurological Deficits: Effects on Provider Knowledge, Confidence, and Communication Skills.

PubMed

Derman, Peter B; Iyer, Sravisht; Garner, Matthew; Orr, Steven; Felix, Karla J; Goldberg, Allison; Ologhobo, Titilayo; Wu, Minlun; Robbins, Laura; Cornell, Charles

2016-12-07

Although relatively uncommon, neurological deficits following hip and knee arthroplasty can have permanent and debilitating consequences. This study was conducted to quantify the effectiveness of an educational curriculum aimed at standardizing the identification of and acute response to postoperative neurological deficits in the inpatient setting, specifically with respect to improvements in clinician knowledge, confidence levels, and communication skills. A multidisciplinary committee at a single, high-volume academic institution created an algorithm delineating the appropriate clinical actions and escalation procedures in the setting of a postoperative neurological deficit for each clinical practitioner involved in care for patients who undergo arthroplasty. An educational curriculum composed of online learning modules and an in-person "boot camp" featuring simulations with standardized patients was developed, along with assessments of clinician knowledge, confidence levels, and communication skills. Nurses, physical therapists, physician assistants, residents, fellows, and attending surgeons were encouraged to participate. The intervention spanned a 5-month period in 2015 with a mean time of 18.4 weeks between baseline assessments and the time of the latest follow-up. Online modules were completed by 322 individuals, boot camp was completed by 70 individuals, and latest assessments were completed by 38 individuals. The percentage correct on the knowledge assessment increased from 74.5% before the learning modules to 89.5% immediately after (p < 0.001) but degraded over time such that there was no significant difference between baseline and the latest follow-up scores (p = 0.11). Over the course of the boot camp, physician assistants and residents successfully performed approximately 91% of the indicated actions on the scoring rubric; physical therapists and nurses successfully performed 78%. Scores on the communication skills assessment showed a significant mean increase (p = 0.02) over the course of the intervention from 30.32 to 32.50, and the mean self-assessed confidence survey scores increased by 16.7%, from 7.2 to 8.4 (p < 0.001). A multimodality educational curriculum aimed at quality improvement can produce significant knowledge improvements, but these gains may not be maintained over time without further instruction. Gains in confidence and communication skills appear to be more long-lasting.

Planning Educational Activities and Teaching Strategies on Constructing a Conservation Educational Module

ERIC Educational Resources Information Center

Dimopoulos, Dimitrios I.; Paraskevopoulos, Stefanos; Pantis, John D.

2009-01-01

This paper describes the design of an educational module which aims to raise awareness and change the attitudes of elementary school students about focal endangered species in protected areas. The proposed design builds on, and extends the General Teaching Model. The educational module which was developed through this approach was pilot-tested in…

Working with Our Publics. In-Service Education for Cooperative Extension. Module 2. The Extension Education Process.

ERIC Educational Resources Information Center

Mustian, R. David; And Others

This module is the second in an inservice education series for extension professionals that consists of seven independent training modules. It is an introduction to, and guided practice in, the premises, concepts, and processes of nonformal extension education--planning, designing and implementing, and evaluating and accounting for extension…

Overview of Special Education. Teacher Training Module #3. Correctional/Special Education Training Project.

ERIC Educational Resources Information Center

Dwiggins, Donna; And Others

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the terminology and issues/concepts of special education. Addressed in the individual sections of the module are the following topics: the distinction between normality…

Using Modules in an Environmental Health Training Program. Module 20. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, is on using modules in an environmental health training program. This informational document describes the prospective student, content and objectives of the modules, and how to select modules for use in an environmental health training…

Designing high-quality interactive multimedia learning modules.

PubMed

Huang, Camillan

2005-01-01

Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and human factors principles; (4) user testing; (5) evaluate and improve design.

Instructional Modules for Training Special Education Teachers: A Final Report on the Development and Field Testing of the CUNY-CBTEP Special Education Modules. Case 30-76. Toward Competence Instructional Materials for Teacher Education.

ERIC Educational Resources Information Center

City Univ. of New York, NY. Center for Advanced Study in Education.

The City University of New York Competency Based Teacher Education Project (CUNY-CBTEP) in Special Education studied Modularization, focusing on the variables in the instructional setting that facilitate learning from modular materials for a wide range of students. Four of the five modules for the training of special education teachers developed…

The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students.

PubMed

Young, Nicki; Randall, Jayne

2014-01-01

Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day. Copyright © 2013 Elsevier Ltd. All rights reserved.

Medical Terminology: Suffixes. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (suffixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and three learning experiences. The first two learning…

[Virtual educational proposal in cardiopulmonary resuscitation for the neonate care].

PubMed

Gonçalves, Gilciane Ribeiro; Peres, Heloisa Helena Ciqueto; Rodrigues, Rita de Cássia; Tronchin, Daisy Maria Rizatto; Pereira, Irene Mari

2010-06-01

The purpose of this study was to develop an educational proposal using virtual multimedia resources, to innovate, stimulate and diversify areas of communication and interaction, facilitating nurses' autonomous and reflexive process of teaching and learning. This is an applied research, following the cyclical and interactive phases of designing, planning, developing and implementing. The educational proposal was developed on the TelEduc platform, using specific tools for content organization and communication between students and administrator. The teaching modules were on the following themes: Module 1--Fundamentals of the heart anatomy and physiology in newborns; Module 2--Risk factors for the occurrence of cardiorespiratory arrest in newborns; Module 3--Planning nursing care; Module 4--Medications used in cardiopulmonary arrests in newborns; and Module 5--Cardiorespiratory arrest care in newborns. This study may contribute to innovating teaching in nursing from a virtual educational proposal on the important issue of newborn cardiopulmonary resuscitation care.

Sonication standard laboratory module

DOEpatents

Beugelsdijk, Tony; Hollen, Robert M.; Erkkila, Tracy H.; Bronisz, Lawrence E.; Roybal, Jeffrey E.; Clark, Michael Leon

1999-01-01

A standard laboratory module for automatically producing a solution of cominants from a soil sample. A sonication tip agitates a solution containing the soil sample in a beaker while a stepper motor rotates the sample. An aspirator tube, connected to a vacuum, draws the upper layer of solution from the beaker through a filter and into another beaker. This beaker can thereafter be removed for analysis of the solution. The standard laboratory module encloses an embedded controller providing process control, status feedback information and maintenance procedures for the equipment and operations within the standard laboratory module.

Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education

ERIC Educational Resources Information Center

Burmeister, Mareike; Eilks, Ingo

2013-01-01

This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research.…

Healthy Lifestyles of University Students in China and Influential Factors

PubMed Central

Xing, Xiao-Hui; Wu, Xian-Bo

2013-01-01

This study was conducted to analyze to what extent university students exhibit healthy lifestyles and which sociodemographic variables influence healthy lifestyles. 4809 university students randomly selected were measured by use of the Healthy Lifestyle Scale for University Students questionnaire. When controlling for the other variables, the total healthy lifestyles score was predicted by gender, grade, father's level of education, and type of institution; exercise behaviour was partially predicted by gender, grade, type of institution, and family monthly income; regular behaviour was modulated by gender, grade, type of institution, family monthly income, and father's educational level; nutrition behaviour was partially affected by type of institution, family monthly income, and father's educational level; health risk behaviour was modulated by gender, mother's level of education, and family monthly income; health responsibility was modulated by gender, grade, type of institution, and father's educational level; social support was modulated by gender, grade, and father's educational level; stress management was modulated by gender, grade, type of institution, and mother's education level; life appreciation was modulated by grade, type of institution, and mother's educational level. These influences should be taken into account in designing interventions for specific socio-demographic profiles that might be at higher risk for certain behaviours. PMID:23935418

Welding. Module 8 of the Vocational Education Readiness Test (VERT).

ERIC Educational Resources Information Center

Thomas, Edward L., Comp.

Focusing on welding, this module is one of eight included in the Vocational Education Readiness Tests (VERT). The module begins by listing the objectives of the module and describing tools and equipment needed. The remainder of the module contains sections on manipulative skills, trade vocabulary, tool identification, trade computational skills,…

Basic Wiring. Module 2 of the Vocational Education Readiness Test (VERT).

ERIC Educational Resources Information Center

Thomas, Edward L., Comp.

Focusing on basic welding, this module is one of eight included in the Vocational Education Readiness Test (VERT). The module begins by listing the objectives of the module and describing tools and equipment needed. The remainder of the module contains sections on manipulative skills, trade vocabulary, tool identification, trade computation…

Health Occupations Education II. Instructor's Manual.

ERIC Educational Resources Information Center

Day, Nancy; And Others

This instructor's manual accompanies the 46 modules in Health Occupations Education II, the second course of a two-year course of study. Contents include a list of the modules and the performance skills covered in each module, a listing of tools and supplies required for learning activities in the modules cited by module title, an instructional…

Masonry. Module 5 of the Vocational Education Readiness Test (VERT).

ERIC Educational Resources Information Center

Thomas, Edward L., Comp.

Focusing on masonry, this module is one of eight included in the Vocational Education Readiness Tests (VERT). The module begins by listing the objectives of the module and describing tools and equipment needed. The remainder of the module contains sections on manipulative skills, trade vocabulary, tool identification, trade computational skills,…

The Microscope: I--Structure. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on the structure of the microscope is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and two learning experiences. Each learning experience contains…

Medical Terminology: Root Words. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (root words) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to root words, a list of resources needed, procedures for using the module, a list of terminology used in the…

Mobile learning module improves knowledge of medical shock for forward surgical team members.

PubMed

Schulman, Carl I; Garcia, George D; Wyckoff, Mary M; Duncan, Robert C; Withum, Kelly F; Graygo, Jill

2012-11-01

Acute trauma care is characterized by dynamic situations that require adequate preparation to ensure success for military health professionals. The use of mobile learning in this environment can provide a solution that standardizes education and replaces traditional didactic lectures. A comparative evaluation with a pre-post test design regarding medical shock was delivered via either a didactic lecture or a mobile learning video module to U.S. Army Forward Surgical Team (FST) members. Participants completed a pretest, were randomly assigned to treatment group by FST, and then completed the post-test and scenario assessment. One-hundred and thirteen FST members participated with 53 in the mobile learning group and 60 in the lecture group (control). The percent mean score for the mobile learning group increased from 43.6 to 70 from pretest to post-test, with a scenario mean score of M = 56.2. The percent mean score for the control group increased from 41.5 to 72.5, with a scenario mean score of M = 59.7. The two-way analysis of variance mean score difference was 26.4 for the mobile learning group and 31.0 for the control, F = 2.18, (p = 0.14). Mobile learning modules, coupled with a structured assessment, have the potential to improve educational experiences in civilian and military settings.

Does hearing the patient perspective improve consultation skills in examinations? An exploratory randomized controlled trial in medical undergraduate education.

PubMed

Snow, Rosamund; Crocker, Joanna; Talbot, Katherine; Moore, Jane; Salisbury, Helen

2016-12-01

Medical education increasingly includes patient perspectives, but few studies look at the impact on students' proficiency in standard examinations. We explored students' exam performance after viewing video of patients' experiences. Eighty-eight medical students were randomized to one of two e-learning modules. The experimental group saw video clips of patients describing their colposcopy, while the control group viewed a clinician describing the procedure. Students then completed a Multiple Choice Questionnaire (MCQ) and were assessed by a blinded clinical examiner in an Objective Structured Clinical Examination (OSCE) with a blinded simulated patient (SP). The SP scored students using the Doctors' Interpersonal Skills Questionnaire (DISQ). Students rated the module's effect on their skills and confidence. Regression analyses were used to compare the effect of the two modules on these outcomes, adjusting for gender and graduate entry. The experimental group performed better in the OSCE than the control group (odds ratio 2.7 [95%CI 1.2-6.1]; p = 0.016). They also reported significantly more confidence in key areas, including comfort with patients' emotions (odds ratio 6.4 [95%CI 2.7-14.9]; p < 0.0005). There were no other significant differences. Teaching that included recorded elements of real patient experience significantly improved students' examination performance and confidence.

K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Blaney, L.; Myers, R. J.

2011-12-01

This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Core. Module I-A-4: Incorporating the Consumer Approach in Homemaking Classes.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on incorporating the consumer approach in homemaking classes is the fourth in a set of four core curriculum modules on consumer approach to homemaking education. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Occupational Strand: Textiles and Clothing. Module II-D-2: Assembly Line Garment Construction.

ERIC Educational Resources Information Center

Henry, Nina

This competency-based preservice home economics teacher education module on assembly line garment construction is the second in a set of three modules on occupational aspects of textiles and clothing. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see…

The Modular Market. Studies in Further Education.

ERIC Educational Resources Information Center

Theodossin, Ernest

Origins of modular courses and the module in British postcompulsory education are considered, along with characteristics of modules, credit transfer, five case studies, and marketing in further and higher education. A module is a measured part (or course) of an extended learning experience that leads to specified qualifications. A designated…

NASA's Global Climate Change Education (GCCE) Program: New modules

NASA Astrophysics Data System (ADS)

Witiw, M. R.; Myers, R. J.; Schwerin, T. G.

2010-12-01

In existence for over 10 years, the Earth System Science Educational Alliance (ESSEA) through the Institute of Global Environmental Strategies (IGES) has developed a series of modules on Earth system science topics. To date, over 80 educational modules have been developed. The primary purpose of these modules is to provide graduate courses for teacher education. A typical course designed for teachers typically consists of from three to five content modules and a primer on problem-based learning. Each module is designed to take three weeks in a normal university semester. Course delivery methods vary. Some courses are completed totally online. Others are presented in the classroom. Still others are delivered using a hybrid method which combines classroom meetings with online delivery of content. Although originally designed for teachers and education students, recent changes, provide a format for general education students to use these module. In 2009, under NASA’s Global Climate Change Education (GCCE) initiative, IGES was tasked to develop 16 new modules addressing the topic of climate change. Two of the modules recently developed under this program address the topics of sunspots and thermal islands. Sunspots is a problem-based learning module where students are provided resources and sample investigations related to sunspots. The history of sunspot observations, the structure of sunspots and the possible role sunspots may have in Earth’s climate are explored. Students are then asked to determine what effects a continued minimum in sunspot activity may have on the climate system. In Thermal Islands, the topic of urban heat islands is addressed. How heat islands are produced and the role of urban heat islands in exacerbating heat waves are two of the topics covered in the resources. In this problem-based learning module, students are asked to think of mitigating strategies for these thermal islands as Earth’s urban population grows over the next 50 years. These modules were successfully piloted with undergraduate students at Seattle Pacific University.

Medical Terminology: Using Some Common Prefixes, Suffixes, and Roots. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (using common prefixes, suffixes, and root words) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and three learning…

Medical Terminology: Latin Words/Abbreviations; Special Signs and Symbols. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (using Latin words/abbreviations; special signs and symbols) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and three…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Textiles and Clothing. Module I-D-1: Consumer Approach to Textiles and Clothing.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on consumer approach to textiles and clothing is the first in a set of four modules on consumer education related to textiles and clothing. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Occupational Strand: Foods and Nutrition. Module II-C-2: Operations and Activities of a Food Service Operation.

ERIC Educational Resources Information Center

Waskey, Frank

This competency-based preservice home economics teacher education module on operations and activities of a food service operation is the second in a set of three modules on occupational education relating to foods and nutrition. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Foods and Nutrition. Module I-C-1: Technological, Sociological, Ecological, and Environmental Factors Related to Food.

ERIC Educational Resources Information Center

Newsome, Ratana

This competency-based preservice home economics teacher education module on technological, sociological, ecological, and environmental factors related to food is the first in a set of five modules on consumer education related to foods and nutrition. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching…

Budgeting in Higher Education (Teaching Module).

ERIC Educational Resources Information Center

Emery, Rebecca A.

A teaching module or student-oriented learning outline on budgeting in higher education is presented. The module is designed for either group or individual student use and is specifically for the study of higher education. Objectives of the unit are as follows: define "budget," list and describe several types of budgets, cite the three phases of…

The Impact of Interactive, Computerized Educational Modules on Preclinical Medical Education

ERIC Educational Resources Information Center

Bryner, Benjamin S.; Saddawi-Konefka, Daniel; Gest, Thomas R.

2008-01-01

Interactive computerized modules have been linked to improved retention of material in clinical medicine. This study examined the effects of a new series of interactive learning modules for preclinical medical education, specifically in the areas of quiz performance, perceived difficulty of concepts, study time, and perceived stress level. We…

Safety and Survival Education: Individualized Health Incentive Program Modules for Physically Disabled Students for Grades Kindergarten Through Twelve.

ERIC Educational Resources Information Center

Reggio, Kathryn D.; And Others

The first in a series of health education modules for physically handicapped students (grades K-12) presents curricula for safety and survival education. An introductory section reviews descriptions and safety considerations for specific disabilities and discusses procedures for developing individualized health incentive modules in safety…

USAWC (United States Army War College) Military Studies Program. Training, Motivation and Intrinsic Task Value. Essential Elements of Excellence (Readiness).

DTIC Science & Technology

1984-06-04

which this process is tied to and coordinated with the benefits individuals derive from continued employment with the organization. Whether the program...education benefits and job skills useful in civilian life following discharge as the primary Army attractions for category I and II enlistees.3 7 . Young...Goals/Standards (IM-31) - Film Setting. Shipping and receiving section of plant This module emphasizes the benefits of establishing which manufactures

DMHRSwhy? The Value of the Defense Medical Human Resource System-Internet (DMHRSi) to the Military Health System (MHS)

DTIC Science & Technology

2015-02-01

designed to be a “one-stop shop ” for decision-makers to assess the competency and Figure 1. DMHRSi Data Types (Adapted from TRICARE Management...standardization across the medical departments. First, the LCA module eliminated three “ antiquated , stand-alone, stove-piped systems,” thereby reducing costly...a “one-stop shop ” for medical education and training, but the DMHRSi capability is largely unused. At the MTF level, leaders should evaluate local

Simulation verification techniques study. Task report 4: Simulation module performance parameters and performance standards

NASA Technical Reports Server (NTRS)

1974-01-01

Shuttle simulation software modules in the environment, crew station, vehicle configuration and vehicle dynamics categories are discussed. For each software module covered, a description of the module functions and operational modes, its interfaces with other modules, its stored data, inputs, performance parameters and critical performance parameters is given. Reference data sources which provide standards of performance are identified for each module. Performance verification methods are also discussed briefly.

A New Approach to Developing Interactive Software Modules Through Graduate Education

NASA Astrophysics Data System (ADS)

Sanders, Nathan E.; Faesi, Chris; Goodman, Alyssa A.

2014-06-01

Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX.

Backward Planning a Craniomaxillofacial Trauma Curriculum for the Surgical Workforce in Low-Resource Settings.

PubMed

Shaye, David A; Tollefson, Travis; Shah, Irfan; Krishnan, Gopal; Matic, Damir; Figari, Marcelo; Lim, Thiam Chye; Aniruth, Sunil; Schubert, Warren

2018-06-06

Trauma is a significant contributor to global disease, and low-income countries disproportionately shoulder this burden. Education and training are critical components in the effort to address the surgical workforce shortage. Educators can tailor training to a diverse background of health professionals in low-resource settings using competency-based curricula. We present a process for the development of a competency-based curriculum for low-resource settings in the context of craniomaxillofacial (CMF) trauma education. CMF trauma surgeons representing 7 low-, middle-, and high-income countries conducted a standardized educational curriculum development program. Patient problems related to facial injuries were identified and ranked from highest to lowest morbidity. Higher morbidity problems were categorized into 4 modules with agreed upon competencies. Methods of delivery (lectures, case discussions, and practical exercises) were selected to optimize learning of each competency. A facial injuries educational curriculum (1.5 days event) was tailored to health professionals with diverse training backgrounds who care for CMF trauma patients in low-resource settings. A backward planned, competency-based curriculum was organized into four modules titled: acute (emergent), eye (periorbital injuries and sight preserving measures), mouth (dental injuries and fracture care), and soft tissue injury treatments. Four courses have been completed with pre- and post-course assessments completed. Surgeons and educators from a diverse geographic background found the backward planning curriculum development method effective in creating a competency-based facial injuries (trauma) course for health professionals in low-resource settings, where contextual aspects of shortages of surgical capacity, equipment, and emergency transportation must be considered.

Avoiding Consumer Frauds and Misrepresentations. A Learning Module.

ERIC Educational Resources Information Center

Garman, E. Thomas; Monroe, Sarah D.

Focusing on avoiding consumer frauds and misrepresentations, this document is one in a series of three consumer education modules developed to educate individual adult consumers in important areas of consumer affairs. An introductory section provides an overview of the module contents, suggested approaches for using the module, and suggestions for…

Medical Terminology: Prefixes. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (prefixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to prefixes, a list of resources needed, and three learning experiences. Each learning experience contains an…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Textiles and Clothing. Module I-D-4: Applications and Implications of New Technology in Textiles and Clothing.

ERIC Educational Resources Information Center

Joseph, Marjory

This competency-based preservice home economics teacher education module on applications and implications of new technology in textiles and clothing is the fourth in a set of four modules on consumer education related to textiles and clothing. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching…

Economic Education in the Social Studies Methods Course. A 12-Hour Instructional Module for Secondary Methods Professors.

ERIC Educational Resources Information Center

Williams, Elmer; Dalton, Don

This 12-hour module of instruction is designed to help undergraduates in social studies methods courses integrate economics education into the secondary school social studies curriculum. The major purposes of the module are to (1) reinforce or extend teacher education students' understanding of selected basic economic concepts, (2) develop an…

Exercising Your Rights: Eliminating Sex Bias in Physical Education.

ERIC Educational Resources Information Center

Campbell, Patricia B.; Katrin, Susan E.

A module on sex stereotyping and its effect on physical education is described. This unit is a part of a series of instructional modules on sex-role stereotyping in education. Designed to be used independently or to supplement an existing instructional unit, the module is composed of a 25-minute tape, five transparency masters, three handouts, and…

Effect of Career Education Module on Career Development of Community College Students

ERIC Educational Resources Information Center

Talib, Jasmi A.; Salleh, Amla; Amat, Salleh; Ghavifekr, Simin; Ariff, Azlinda M.

2015-01-01

Using a pre-post and control group design, we examined the effect of a career education module on career development among a group of 122 community college students in Malaysia. The effect of gender and the interaction effect of gender and career education module on career development were also investigated. MANOVA analyses showed significant…

The Astrobiology in Secondary Classrooms (ASC) curriculum: focusing upon diverse students and teachers.

PubMed

Arino de la Rubia, Leigh S

2012-09-01

The Minority Institution Astrobiology Collaborative (MIAC) began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms (ASC) modules emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Field-testing of the Astrobiology in Secondary Classrooms materials occurred over three years in eight U.S. locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics. Analysis of the educational research upon the high school students participating in the ASC project showed statistically significant increases in students' perceived knowledge and science reasoning. The curriculum is in its final stages, preparing for review to become a NASA educational product.

Assessment of a Pharmaceutical Advertisement Analysis Module in a Drug Literature Evaluation Course.

PubMed

Amin, Mohamed Ezzat Khamis; Fattouh, Youssef

2017-08-01

Objective. To evaluate the impact of an educational module on students' self-efficacy when analyzing the content of promotional drug brochures (PDBs) and to assess the students' value of PDBs' as an educational tool. Methods. Third-year bachelor of pharmacy students participated in a one-hour lecture and a two-hour laboratory. Students completed a survey before and after participating in the module. Results. The module elicited a statistically significant change in students' self-efficacy beliefs regarding evaluating promotional drug brochures, while the average perceived value of promotional drug brochures did not change significantly after the module. Conclusion. A brief educational module can increase students' self-efficacy in evaluating the content of PDBs.

Online video in clinical skills education of oral medication administration for undergraduate student nurses: a mixed methods, prospective cohort study.

PubMed

Holland, Agi; Smith, Fiona; McCrossan, Gill; Adamson, Elizabeth; Watt, Susan; Penny, Kay

2013-06-01

Improvements in the safety of the prescribing, dispensing and administration of medicines are identified as a priority across international healthcare systems. It is therefore essential that higher education institutions play their part in helping to meet this patient safety objective. New developments in clinical skills education which are aligned to emerging educational theory are available, but evaluations and supportive evidence are limited. To evaluate the use of an online best practice exemplar as an adjunct to the clinical skills teaching of oral medication administration to undergraduate student nurses. Mixed-methods prospective cohort design. Two intakes of undergraduate nursing students (n=168, n=154) undertaking a first year clinical skills based module at a British university. The Control group received standard teaching using lectures and skills classes facilitated by experienced clinical skills lecturers. The Intervention group received the standard teaching and unlimited access to an online video clip of medication administration. Performance and satisfaction were measured using module assessment results and a satisfaction questionnaire. Qualitative data were gathered using focus groups (n=16, n=20). The Intervention group was significantly (p=0.021) more likely to pass the assessment and rate their satisfaction with the teaching significantly higher (p<0.05) on more than half of the items from the Student Satisfaction Survey. Two Categories were identified from focus group data; Classroom Learning and Transfer to Practice. Classroom Learning included four themes of Peers, Self, Teaching and Time and when Classroom Learning was positive, the Transfer to Practice of the clinical skill was enhanced. An online video of a best practice exemplar as an adjunct to taught clinical skills sessions improves student assessment results and satisfaction ratings. The video was also reported to positively influence all themes identified in Classroom Learning and was perceived to promote the Transfer to Practice of teaching input. Copyright © 2012 Elsevier Ltd. All rights reserved.

If You're House Is Still Available, Send Me an Email: Personality Influences Reactions to Written Errors in Email Messages.

PubMed

Boland, Julie E; Queen, Robin

2016-01-01

The increasing prevalence of social media means that we often encounter written language characterized by both stylistic variation and outright errors. How does the personality of the reader modulate reactions to non-standard text? Experimental participants read 'email responses' to an ad for a housemate that either contained no errors or had been altered to include either typos (e.g., teh) or homophonous grammar errors (grammos, e.g., to/too, it's/its). Participants completed a 10-item evaluation scale for each message, which measured their impressions of the writer. In addition participants completed a Big Five personality assessment and answered demographic and language attitude questions. Both typos and grammos had a negative impact on the evaluation scale. This negative impact was not modulated by age, education, electronic communication frequency, or pleasure reading time. In contrast, personality traits did modulate assessments, and did so in distinct ways for grammos and typos.

If You’re House Is Still Available, Send Me an Email: Personality Influences Reactions to Written Errors in Email Messages

PubMed Central

2016-01-01

The increasing prevalence of social media means that we often encounter written language characterized by both stylistic variation and outright errors. How does the personality of the reader modulate reactions to non-standard text? Experimental participants read ‘email responses’ to an ad for a housemate that either contained no errors or had been altered to include either typos (e.g., teh) or homophonous grammar errors (grammos, e.g., to/too, it’s/its). Participants completed a 10-item evaluation scale for each message, which measured their impressions of the writer. In addition participants completed a Big Five personality assessment and answered demographic and language attitude questions. Both typos and grammos had a negative impact on the evaluation scale. This negative impact was not modulated by age, education, electronic communication frequency, or pleasure reading time. In contrast, personality traits did modulate assessments, and did so in distinct ways for grammos and typos. PMID:26959823

Frequency modulation detection in cochlear implant subjects

NASA Astrophysics Data System (ADS)

Chen, Hongbin; Zeng, Fan-Gang

2004-10-01

Frequency modulation (FM) detection was investigated in acoustic and electric hearing to characterize cochlear-implant subjects' ability to detect dynamic frequency changes and to assess the relative contributions of temporal and spectral cues to frequency processing. Difference limens were measured for frequency upward sweeps, downward sweeps, and sinusoidal FM as a function of standard frequency and modulation rate. In electric hearing, factors including electrode position and stimulation level were also studied. Electric hearing data showed that the difference limen increased monotonically as a function of standard frequency regardless of the modulation type, the modulation rate, the electrode position, and the stimulation level. In contrast, acoustic hearing data showed that the difference limen was nearly a constant as a function of standard frequency. This difference was interpreted to mean that temporal cues are used only at low standard frequencies and at low modulation rates. At higher standard frequencies and modulation rates, the reliance on the place cue is increased, accounting for the better performance in acoustic hearing than for electric hearing with single-electrode stimulation. The present data suggest a speech processing strategy that encodes slow frequency changes using lower stimulation rates than those typically employed by contemporary cochlear-implant speech processors. .

Interprofessional education workshops in the workplace for pre-registration learners: Aligning to National Standards.

PubMed

Kent, Fiona; Courtney, Jade; Thorpe, Jo

2018-03-01

The inclusion of formal interprofessional education activities within clinical placements aligns with the national agenda in Australia to increase the focus on collaborative practice. However, the challenge remains for health services to determine how to achieve this goal. The education team at one health service elected to align new interprofessional education initiatives to the National Standards for Quality in Healthcare, to increase student focus on the complex domains of practice that require collaborative practice. An interprofessional falls prevention workshop was created for students on clinical placement. In the pilot phase, the 2h workshops ran four times across three months. Simultaneously, a second group of students were invited to complete an online falls prevention module. Knowledge gains from the two interventions were compared using a Mann Whitney test and qualitative data was thematically coded. There was no significant difference in fall prevention knowledge between the two interventions. Thematic analysis illustrated workshops promoted an increased understanding of others roles, person-centred care, interprofessional communication and collaboration. This pilot study has demonstrated that 2h interprofessional educational workshops are a feasible, replicable and useful addition to profession-specific clinical placements. The interprofessional workshop offered the opportunity for students of different professions to come together, practice interprofessional communication, explore the roles and responsibilities of others and collaborate in the theoretical management of a clinical case. Copyright © 2017 Elsevier Ltd. All rights reserved.

Title IX. Physical Educators for Equity. Module 4.

ERIC Educational Resources Information Center

Uhlir, Ann

This module presents information on the provisions of Public Law 92 318 (Title IX) that affect the teaching of secondary school physical education. Title IX ensures equal educational opportunities for both sexes in any federally assisted educational program. It is designed to enable teachers to identify educational practices inconsistent with the…

Teaching Earth System Science Using Climate Educational Modules Based on NASA and NOAA Resources

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; LaDochy, S.; Patzert, W. C.; Willis, J. K.

2011-12-01

The Earth System Science Education Alliance (ESSEA) recently developed a set of climate related educational modules to be used by K-12 teachers. These modules incorporate recent NASA and NOAA resources in Earth Science education. In the summer of 2011, these modules were tested by in-service teachers in courses held at several college campuses. At California State University, Los Angeles, we reviewed two climate modules: The Great Ocean Conveyer Belt and Abrupt Climate Change (http://essea.strategies.org/module.php?module_id=148) and Sulfur Dioxide: Its Role in Climate Change (http://essea.strategies.org/module.php?module_id=168). For each module, 4-6 teachers formed a cohort to complete assignments and unit assessments and to evaluate the effectiveness of the module for use in their classroom. Each module presented the teachers with a task that enabled them to research and better understand the science behind the climate related topic. For The Great Ocean Conveyer Belt, teachers are tasked with evaluating the impacts of the slowing or stopping of the thermohaline circulation on climate. In the same module teachers are charged with determining the possibilities of an abrupt climate shift during this century such as happened in the past. For the Sulfur Dioxide module teachers investigated the climate implications of the occurrence of several major volcanic eruptions within a short time period, as well as the feasibility of using sulfates to geoengineer climate change. In completing module assignments, teachers must list what they already know about the topic as well as formulate questions that still need to be addressed. Teachers then model the related interactions between spheres comprising the earth system (atmosphere-lithosphere, for example) to evaluate possible environmental impacts. Finally, teachers applied their research results to create lesson plans for their students. At a time when climate change and global warming are important topics in science education, these climate modules provide valuable learning experiences and resources for K-12 teachers.

Project T.E.A.M. (Technical Education Advancement Modules). Fundementals of Workplace Integration.

ERIC Educational Resources Information Center

Kraeling, Vicki

This module is one of a series of instructional guides developed by Project TEAM (Technical Education Advancement Modules), a cooperative demonstration program for high technology training for unemployed, underemployed, and existing industrial employees whose basic technical skills are in need of upgrading. The module is a 27-hour overview course…

Occupational Home Economics Education Series. Securing Employment. Competency Based Teaching Module.

ERIC Educational Resources Information Center

Lowe, Phyllis; And Others

This module, one of ten competency based modules developed for vocational teachers, focuses on securing employment in home economics. It is designed for a variety of levels of learners (secondary, postsecondary, adult) in both school and nonschool educational settings. Five competencies to be developed with this module deal with the meaning of…

Land Application of Wastes: An Educational Program - Introduction and Script.

ERIC Educational Resources Information Center

Clarkson, W. W.; And Others

This is the introductory module to the Land Application of Wastes educational program. The module contains information on the content, structure, and dynamics of the program. Also included with the module is a script to accompany a slide presentation. The Land Application of Wastes program consists of twenty-five modules and audio-visual…

The use of multimedia as an adjunct to the informed consent process for ankle ligament reconstruction surgery.

PubMed

Batuyong, Eldridge; Birks, Christopher; Beischer, Andrew D

2012-06-01

Obtaining "informed consent" is an integral aspect of surgery that can be fraught with difficulty. This study assessed the efficacy of a multimedia education tool in improving patients' understanding when used as an adjunct to the traditional verbal consent process regarding ankle lateral ligament reconstruction surgery. A total of 56 patients (28 males and 28 females) were recruited with a mean age of 36 years. A standardized verbal discussion regarding surgical treatment was provided to each patient. Understanding was then assessed using a knowledge questionnaire. Subsequently, each patient observed a multimedia educational program following which the knowledge questionnaire was repeated. Additional supplementary questions were then given regarding the ease of understanding and satisfaction with the 2 methods of education delivery. The patients answered 75% of the questions correctly before the multimedia module compared with 88% after it (P < .001). Patients rated the ease of understanding and the amount of information provided by the module highly (9.5 cm and 9.0 cm on a 10-cm Visual Analogue Scale scale, respectively), and 61% of patients considered that the multimedia tool performed as well as the treating surgeon. Multimedia tools used in sequence after a verbal consent resulted in improved patient understanding of pertinent information regarding ankle lateral ligament reconstruction surgery. Therapeutic Level II.

Standard Chinese: A Modular Approach. Student Workbook. Module 3: Money; Module 4: Directions.

ERIC Educational Resources Information Center

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials and to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations. The overall course is organized into 10 situational modules, student workbooks, and resource modules. This workbook covers the money and…

Standard Chinese: A Modular Approach. Student Text. Module 3: Money; Module 4: Directions.

ERIC Educational Resources Information Center

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in practical situations, and the texts summarize and supplement tapes. The overall course is organized into 10 situational modules, student workbooks, and resource modules. This text…

Standard Chinese: A Modular Approach. Student Text. Module 1: Orientation; Module 2: Biographic Information.

ERIC Educational Resources Information Center

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations, and the texts summarize and supplement tapes. The overall course is organized into 10 situational modules, student workbooks, and resource modules.…

Standard Chinese: A Modular Approach. Student Workbook. Module 1: Orientation; Module 2: Biographic Information.

ERIC Educational Resources Information Center

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations. The overall course is organized into 10 modules, student workbooks, and resource modules. This workbook covers the orientation and biographic…

The Autism Diagnostic Observation Schedule, Module 4: Revised Algorithm and Standardized Severity Scores

ERIC Educational Resources Information Center

Hus, Vanessa; Lord, Catherine

2014-01-01

The recently published Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) includes revised diagnostic algorithms and standardized severity scores for modules used to assess younger children. A revised algorithm and severity scores are not yet available for Module 4, used with verbally fluent adults. The current study revises the Module 4…

The Autism Diagnostic Observation Schedule, Toddler Module: Standardized Severity Scores

ERIC Educational Resources Information Center

Esler, Amy N.; Bal, Vanessa Hus; Guthrie, Whitney; Wetherby, Amy; Weismer, Susan Ellis; Lord, Catherine

2015-01-01

Standardized calibrated severity scores (CSS) have been created for Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) Modules 1-4 as a metric of the relative severity of autism-specific behaviors. Total and domain CSS were created for the Toddler Module to facilitate comparison to other modules. Analyses included 388 children with ASD…

Project S.P.I.C.E. Special Partnership in Career Education. Decision Making/Beginning Competency. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This fourth in a series of six teaching modules on decision making/beginning competency is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two…

Project S.P.I.C.E. Special Partnership in Career Education. Attitudes and Appreciations. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This second in a series of six teaching modules on attitudes and appreciations is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major…

Project S.P.I.C.E. Special Partnership in Career Education. Self-Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This first in a series of six teaching modules on self-awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections:…

Project S.P.I.C.E. Special Partnership in Career Education. Economic Awareness. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This fifth in a series of six modules on economic awareness is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections: overview and…

Project S.P.I.C.E. Special Partnership in Career Education. Employability Skills. A Teaching Module.

ERIC Educational Resources Information Center

Volusia County Schools, Daytona Beach, FL.

This sixth in a series of six teaching modules on employability skills is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two major sections:…

An Evaluation of Training Modules for Part-Time Workers in Community Education. SCRE Project Report No. 19.

ERIC Educational Resources Information Center

Castelino, Celine; Munn, Pamela

This project evaluated three modules, which were developed to meet key basic training requirements common to part-time workers in different branches of community education (adult education, community development, and youth work). Draft modules were sent to about 40 individuals or organizations in the field for comment on their structure and…

The Effect of Specific Training And Intervention Upon The Performance Of Classroom Teacher Collaboration Activity In Teacher Education.

ERIC Educational Resources Information Center

Smith, Howard W., Jr.

This report evaluates the effectiveness of a module for classroom teachers. The development of this module was an attempt to assist teachers in functioning more effectively in the education decision making process. This module focused on teacher participation and roles in teacher education programs and gave special attention to competency based…

Correctional Education/The Criminal Justice System. Teacher Training Module #1. Correctional/Special Education Training Project.

ERIC Educational Resources Information Center

Leone, Peter; And Others

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the U.S. criminal justice system. Addressed in the individual sections of the module are the following topics: the major functions of the criminal justice system,…

IEEE 1451.2 based Smart sensor system using ADuc847

NASA Astrophysics Data System (ADS)

Sreejithlal, A.; Ajith, Jose

IEEE 1451 standard defines a standard interface for connecting transducers to microprocessor based data acquisition systems, instrumentation systems, control and field networks. Smart transducer interface module (STIM) acts as a unit which provides signal conditioning, digitization and data packet generation functions to the transducers connected to it. This paper describes the implementation of a microcontroller based smart transducer interface module based on IEEE 1451.2 standard. The module, implemented using ADuc847 microcontroller has 2 transducer channels and is programmed using Embedded C language. The Sensor system consists of a Network Controlled Application Processor (NCAP) module which controls the Smart transducer interface module (STIM) over an IEEE1451.2-RS232 bus. The NCAP module is implemented as a software module in C# language. The hardware details, control principles involved and the software implementation for the STIM are described in detail.

A Conceptual Framework for Consumers' Education: Teacher Education Module 2.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The document is the second in a series of four competency-based inservice teacher education modules in consumer education. The main objective of the program is to assist curriculum developers and elementary and secondary classroom teachers as they plan, develop, implement, and evaluate a multidisciplinary consumer education program. The present…

Anatomy and Physiology. Module No. IV. Health Occupations Education II.

ERIC Educational Resources Information Center

Day, Nancy; And Others

This package of 31 modules on anatomy and physiology is one of six such packages containing a total of 46 modules that comprise Health Occupations Education II, the second course of a two-year course of study. Each module may contain some or all of the following components: introduction, directions, objectives, a list of learning activities,…

A Prospective Cohort Study Using e-Learning Modules as a Supplemental Teaching Resource for Obstetrics and Gynaecology Clerkship Students.

PubMed

Kim, Jason; Coolen, Jillian

2015-09-01

Increasing enrolment in medical schools in Canada has necessitated the development of distributed clinical learning sites to provide appropriate clinical experience. The Faculty of Medicine at Dalhousie University has clinical clerkship sites distributed across Nova Scotia, New Brunswick, and Prince Edward Island, with diverse educational exposures. This study was designed to examine the influence of online learning modules, developed to standardize learning across education sites during the clinical clerkship, on the acquisition of knowledge by medical students during their obstetrics and gynaecology clerkship rotation. The third year medical school class was divided into two natural cohorts for the purposes of this study. Group 1 had their obstetrics and gynaecology rotation from September 2012 to March 2013 (n = 54), and Group 2 had their rotation from April to September 2013 (n = 60). All students were given the opportunity to complete an online formative examination before their summative multiple choice examination; only Group 2 students had access to six obstetrics and gynaecology e-learning modules, upon which the formative examination was based. Forty-seven students in Group 1 (87%) and 45 students in Group 2 (75%) completed the formative examination, with an overall participation rate of 81%. There was no difference in median scores between Group 1 (score 9, IQR 8 to 10) and Group 2 (score 9, IQR 8 to 11, P = 0.08). Having access to six e-learning modules did not improve the third year medical students' scores on a formative examination completed before their summative multiple choice examination.

On-line ethics education for occupational therapy clinician-educators: a single-group pre-/post-test study.

PubMed

VanderKaay, Sandra; Letts, Lori; Jung, Bonny; Moll, Sandra E

2018-05-20

Ethics education is a critical component of training rehabilitation practitioners. There is a need for capacity-building among ethics educators regarding facilitating ethical decision-making among students. The purpose of this study was to evaluate the utility of an on-line ethics education module for occupational therapy clinician-educators (problem-based learning tutors/clinical placement preceptors/evidence-based practice facilitators). The Knowledge-to-Action Process informed development and evaluation of the module. Clinician-educators (n = 33) viewed the module and reported on its impact on knowledge and facilitation practices via pre, post, and follow-up questionnaires. Pre- and post-test data indicated improvement in self-reported ethics knowledge (t = 8.275, p < 0.01). Follow-up data indicated knowledge did not decrease over time (t = -1.483, p = 0.075). There was improvement in self-reported intent to change practice (t = 4.93, p < 0.01); however, actual practice change was not indicated (t = -1.499, p = 0.072). This study provides preliminary data regarding an on-line ethics education module for clinician-educators. Future recommendations include broader consideration of context, adding supplemental knowledge translation components, and further research exploring outcomes with larger samples, longer follow-up and randomized trial methodology. Implications for Rehabilitation The on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators. Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators' teaching practices. More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators. Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Standard Chinese: A Modular Approach. Resource Modules: Pronunciation and Romanization, Numbers, Classroom Expressions, Time and Dates.

ERIC Educational Resources Information Center

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations. The overall course is organized into 10 situational modules, student workbooks for each module, and resource modules. This text contains resource…

Working Respectfully with Families: A Practical Guide for Educators and Human Service Workers. Training Module I: The Child, the Family, and the Community.

ERIC Educational Resources Information Center

Connard, Christie; And Others

Educators and service providers often have little opportunity to work cooperatively with families to enhance outcomes for children. This document is the first in a four-part training module that was developed by Northwest Regional Educational Laboratory's Child, Family, and Community Program. The modules are based on an ecological, family-centered…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Core. Module I-A-3: Consumer Rights and Responsibilities.

ERIC Educational Resources Information Center

Smith, Sharman

This competency-based preservice home economics teacher education module on consumer rights and responsibilities is the third in a set of four core curriculum modules on consumer approach to homemaking education. (This set is part of a larger series of sixty-seven on the Management Approach to Teaching Consumer and Homemaking Education…

Assessment of Delirium in Intensive Care Unit Patients: Educational Strategies.

PubMed

Smith, Judith M; Van Aman, M Nancy; Schneiderhahn, Mary Elizabeth; Edelman, Robin; Ercole, Patrick M

2017-05-01

Delirium is an acute brain dysfunction associated with poor outcomes in intensive care unit (ICU) patients. Critical care nurses play an important role in the prevention, detection, and management of delirium, but they must be able to accurately assess for it. The Confusion Assessment Method for the Intensive Care Unit (CAM-ICU) instrument is a reliable and valid method to assess for delirium, but research reveals most nurses need practice to use it proficiently. A pretest-posttest design was used to evaluate the success of a multimodal educational strategy (i.e., online learning module coupled with standardized patient simulation experience) on critical care nurses' knowledge and confidence to assess and manage delirium using the CAM-ICU. Participants (N = 34) showed a significant increase (p < .001) in confidence in their ability to assess and manage delirium following the multimodal education. No statistical change in knowledge of delirium existed following the education. A multimodal educational strategy, which included simulation, significantly added confidence in critical care nurses' performance using the CAM-ICU. J Contin Nurs Educ. 2017;48(5):239-244. Copyright 2017, SLACK Incorporated.

A Self-Paced Online Module for Teachers Using Climate Change as a Context for Bringing Sustainability Education to the Classroom

NASA Astrophysics Data System (ADS)

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

2013-12-01

Sustainability education is an approach to learning that builds knowledge, skills, and values needed to create lasting economic prosperity, environmental health, and social justice. In collaboration with Creative Change Educational Solutions (http://www.creativechange.net/) and with funding from the Clarence E. Heller Charitable Foundation and NASA, scientists and science educators at San José State University (SJSU) are developing an online 'Introduction for Sustainability' course for middle and high school educators. The module will introduce sustainability as a context for learning, highlight connections to climate change science and solutions, and provide strategies for linking the environmental, economic and social dimensions of climate destabilization to fundamental sustainability concepts. This self-paced course will be piloted during the 2013-2014 academic year. Upon completion, participants will receive inexpensive university credit ( $50/unit) from SJSU. Course goals are to demonstrate the applicability of sustainability themes across disciplines; increase learners' knowledge about the causes and impacts of climate change and related sustainability challenges; and support learners in integrating course content and methods into their classroom teaching. Course activities combine: 1) reading selections and questions; 2) online discussion; 3) digital media (short videos and tutorials); and 4) journal entries and other written assignments, including consideration of how course content aligns with the Common Core and Next Generation Science Standards. The module is divided into five sections: 1) Defining What Matters - What Do We All Need for a Fulfilling Life?; 2) The Commons and Ecosystem Services; 3) Causes and Impacts of Climate Change; 4) Individual and Collective Actions to Mitigate Its Effects; and 5) Integrating Sustainability into the Curriculum. Initial recruitment for the course will take place among participants in workshops offered by the Bay Area Earth Science Institute (BAESI), SJSU's long-standing teacher professional development program. The course will be refined based on teacher feedback and course assessments, and then will be made available to any teacher anywhere via links from the BAESI and Creative Change Educational Solutions web sites, and SJSU's Green Ninja Project (www.greenninja.org).

Repurposing traditional instructor-led lectures for continuing education: rewarding instructors as authors and maximizing return on investment.

PubMed

Rushinek, Avi; Rushinek, Sara; Lippincott, Christine; Ambrosia, Todd

2014-04-01

The aim of this article is to describe the repurposing of classroom video surveillance and on-screen archives (RCVSOSA) model, which is an innovative, technology-enabled approach to continuing education in nursing. The RCVSOSA model leverages network Internet-protocol, high-definition surveillance cameras to record videos of classroom lectures that can be automatically uploaded to the Internet or converted to DVD, either in their entirety or as content-specific modules, with the production work embedded in the technology. The proposed model supports health care continuing education through the use of online assessments for focused education modules, access to archived online recordings and DVD training courses, voice-to-text transcripts, and possibly continuing education modules that may be translated into multiple languages. Potential benefits of this model include increased access to educational modules for students, instant authorship, and financial compensation for instructors and their respective organizations.

A Whooping Cough Education Module for WIC Clients in Utah.

PubMed

Luthy, Karlen E; Anderson, Alicia; Macintosh, Janelle; Beckstrand, Renea L; Eden, Lacey M; Amy, Ryan; Macintosh, Christopher I

Clients in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) are required to complete education modules quarterly to maintain eligibility. The purposes of this project were to: (1) create a whooping cough vaccination education module for WIC clients; (2) evaluate baseline perceptions of WIC clients on the whooping cough vaccine and disease; and (3) evaluate whooping cough knowledge following completion of the module. A decline in vaccination rates among infants and children using WIC services was reported by a local WIC program director who requested whooping cough vaccination education materials. This quality improvement project included development of a whooping cough education module and evaluation of learning. Learning was evaluated using a pre- and posttest design. Client feedback was solicited via open-ended questions. Quantitative analysis was performed on visual analog-type questions with paired t-tests and a Cohen's d. Content analysis was conducted on open-ended items. The module was designed by a team of vaccination experts and included general definitions, signs and symptoms during the three stages of disease, recommendations to prevent whooping cough, and vaccination recommendations. Learning of users of the module was then evaluated. After using the module, clients indicated they were significantly more likely to vaccinate themselves and their child against whooping cough, and to recommend the vaccination to their family members. The greatest concern of participants about whooping cough was how it affected infants. Participants reported they learned new information on disease seriousness, recognition of symptoms, and treatment options but still requested additional information on the whooping cough disease and vaccine. A whooping cough education module is an effective strategy to improve whooping cough knowledge and promote the whooping cough vaccine.

COMPRES Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.

2012-12-01

The Consortium for Materials Properties Research in Earth Sciences (COMPRES) is a community-based consortium whose goal is to advance and facilitate experimental high pressure research in the Earth Sciences. An important aspect of this goal is sharing our knowledge with the next generation of researchers. To facilitate this, we have created a group of web-based educational modules on mineral physics topics. The modules reside in the On Cutting Edge, Teaching Mineralogy collection on the Science Education Resource Center (SERC) website. Although the modules are designed to function as part of a full semester course, each module can also stand alone. Potential users of the modules include mineral physics faculty teaching "bricks and mortar" classes at their own institutions, or in distance education setting, mineralogy teachers interested in including supplementary material in their mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other sub-disciplines who wish to brush up on a mineral physics topic. We used the modules to teach an on-line course entitled "Introduction to Mineral Physics" during the spring 2012 semester. More than 20 students and postdocs as well as 15 faculty and senior scientists participated in the course which met twice weekly as a webinar. Recordings of faculty lectures and student-led discussions of journal articles are now available upon request and edited versions of the lectures will be incorporated into the educational modules. Our experience in creating the modules and the course indicates that the use of 1) community-generated internet-based resources and 2) webinars to enable shared teaching between faculty at different universities, has the potential to both enrich graduate education and create efficiencies for university faculty.;

Needs assessment for simulation training in neuroendoscopy: a Canadian national survey.

PubMed

Haji, Faizal A; Dubrowski, Adam; Drake, James; de Ribaupierre, Sandrine

2013-02-01

In recent years, dramatic changes in surgical education have increased interest in simulation-based training for complex surgical skills. This is particularly true for endoscopic third ventriculostomy (ETV), given the potential for serious intraoperative errors arising from surgical inexperience. However, prior to simulator development, a thorough assessment of training needs is essential to ensure development of educationally relevant platforms. The purpose of this study was to conduct a national needs assessment addressing specific goals of instruction, to guide development of simulation platforms, training curricula, and assessment metrics for ETV. Canadian neurosurgeons performing ETV were invited to participate in a structured online questionnaire regarding the procedural steps for ETV, the frequency and significance of intraoperative errors committed while learning the technique, and simulation training modules of greatest potential educational benefit. Descriptive data analysis was completed for both quantitative and qualitative responses. Thirty-two (55.2%) of 58 surgeons completed the survey. All believed that virtual reality simulation training for ETV would be a valuable addition to clinical training. Selection of ventriculostomy site, navigation within the ventricles, and performance of the ventriculostomy ranked as the most important steps to simulate. Technically inadequate ventriculostomy and inappropriate fenestration site selection were ranked as the most frequent/significant errors. A standard ETV module was thought to be most beneficial for resident training. To inform the development of a simulation-based training program for ETV, the authors have conducted a national needs assessment. The results provide valuable insight to inform key design elements necessary to construct an educationally relevant device and educational program.

Develop Student Performance Objectives. Second Edition. Module B-2 of Category B--Instructional Planning. Professional Teacher Education Module Series.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This module is one of a series of 127 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational teachers. The competencies upon which these modules are based were identified and verified through research as being important to successful vocational teaching at both the secondary and…

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

Repins, Ingrid; Jordan, Dirk; Bosco, Nick

The proposed new IEC standard will address the test temperature requirements in IEC 61215 (module design), IEC 61730 (module safety), IEC 62790 (junction box safety) and IEC 62852 (connectors), and will provide guidelines to modify temperature limits in four existing standards to better describe module performance in hotter climates. This workshop includes four presentations: Special Testing for Modules Deployed in Hot Use Environments - Are We Doing This in a Low-Cost Way?, Experimental Evidence, Why the highest temperatures are the most stressful to PV modules during thermal cycling, and Safety Aspects for Modules Deployed in Hot Use Environments.

Development of Ethnoscience Approach in The Module Theme Substance Additives to Improve the Cognitive Learning Outcome and Student’s entrepreneurship

NASA Astrophysics Data System (ADS)

Sudarmin; Febu, R.; Nuswowati, M.; Sumarni, W.

2017-04-01

Ethnoscience approach is an interesting research today. The purpose of this research is to develop approaches ethnoscience and modules ethnoscience theme additives based ethnoscience; as well as assess the feasibility and effectiveness of module theme additives based ethnoscience to improve learning outcomes and the entrepreneurial character of students. This type of research is the Research and Development (R & D). In this research consist of four stages, namely define, design, development and implementation. The subjects of this study were students of the School of MTs Maarif NU Brebes. Data were analyzed by descriptive qualitative and quantitative. The results showed that ethnoscience approach and the module theme substance additives used declared worthy of National Education Standards Agency (BNSP) with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting respectively for 94.3%, 86 % and 92% and a very decent entry criteria. The effect of the application modules substance additive based ethnoscience can improve on the cognitive learning classical amounted to 90.63%, and increased learning outcomes category was based on the scores of N-gain. Influence ethnoscience approach application and module theme substances additives based ethnoscience able to improve the entrepreneurial character of students. Based on the results of this study concluded that the ethnoscience approach and module theme substance additives based ethnoscience effective to improve learning outcomes and students’ entrepreneurship.

A new module in caring for older adults: problem-based learning and practice portfolios.

PubMed

Matthews-Smith, G; Oberski, I; Gray, M; Carter, D; Smith, L

2001-02-01

It is not often that educators have the chance to design a new educational program on the basis of up-to-date and locally relevant research findings. We describe the process by which we designed a new module, aimed at registered nurses who care for older adults in the community. The content of the new module was derived from an analysis of educational needs of the potential student population. The mode of delivery was strongly student-centered, using problem-based learning. Assessment was through the building up by students of a practice portfolio. This paper focuses on a description of the new module and how it relates to the findings of the educational needs analysis. The National Board for Nursing, Midwifery and Health Visiting for Scotland put out a tender in 1995 for a community research project on "Educational Provision for Evolving Roles in Community Health Care" (Nursing Times, June, 9, 1995) with the aim of piloting and evaluating an "innovative program which meets changing needs in community health care." A joint bid by Napier University and the University of Glasgow not only proposed to pilot and evaluate the educational program, but also first to develop the content of the program itself through an educational needs analysis. In this paper, we will first provide an outline of the research that underpinned the educational program. Then, we will describe how the results of the needs analysis were implemented into an innovative educational module. Finally, we will give a brief summary of the new module.

Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules.

PubMed

MacRae, Rhoda; Rooney, Kevin D; Taylor, Alan; Ritters, Katrina; Sansoni, Julita; Lillo Crespo, Manuel; Skela-Savič, Brigita; O'Donnell, Barbara

2016-07-01

Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare. Copyright © 2016 Elsevier Ltd. All rights reserved.

Incorporating the International Polar Year Into Introductory Geology Laboratories at Ohio State University

NASA Astrophysics Data System (ADS)

Judge, S. A.; Wilson, T. J.

2005-12-01

The International Polar Year (IPY) provides an excellent opportunity for highlighting polar research in education. The ultimate goal of our outreach and education program is to develop a series of modules that are focused on societally-relevant topics being investigated in Antarctic earth science, while teaching basic geologic concepts that are standard elements of school curricula. For example, we envision a university-level, undergraduate, introductory earth science class with the entire semester/quarter laboratory program focused on polar earth science research during the period of the International Polar Year. To attain this goal, a series of modules will be developed, including inquiry-based exercises founded on imagery (video, digital photos, digital core scans), GIS data layers, maps, and data sets available from OSU research groups. Modules that highlight polar research are also suitable for the K-12 audience. Scaleable/grade appropriate modules that use some of the same data sets as the undergraduate modules can be outlined for elementary through high school earth science classes. An initial module is being developed that focuses on paleoclimate data. The module provides a hands-on investigation of the climate history archived in both ice cores and sedimentary rock cores in order to understand time scales, drivers, and processes of global climate change. The paleoclimate module also demonstrates the types of polar research that are ongoing at OSU, allowing students to observe what research the faculty are undertaking in their respective fields. This will link faculty research with student education in the classroom, enhancing learning outcomes. Finally, this module will provide a direct link to U.S. Antarctic Program research related to the International Polar Year, when new ice and sedimentary rock cores will be obtained and analyzed. As a result of this laboratory exercise, the students will be able to: (1) Define an ice core and a sedimentary rock core. (Knowledge) (2) Identify climate indicators in each type of core by using digital core images. These include layers of particulate material (such as volcanic tephra) in ice cores and layers of larger grains (such as ice-rafted debris) in sedimentary rock cores. (Knowledge) (3) Describe how cores are taken in extreme environments, such as Antarctica. (Comprehension) (4) Use actual data from proxies in the ice and sedimentary records to graph changes through time in the cores. (Application) (5) Recognize variances in data sets that might illustrate periods of climate change. (Analysis) (6) Integrate data results from several proxies in order to construct a climate record for both ice cores and sedimentary rock cores. (Synthesis) (7) Interpret both the ice core and sedimentary rock core records to ascertain the effectiveness of both of these tools in archiving climate records. (Evaluation)

Development and evaluation of online evidence based guideline bank system.

PubMed

Park, Myonghwa

2006-01-01

The purpose of this study was to develop and evaluate the online evidence-based nursing practice guideline bank system to support the best evidence-based decision in the clinical and community practice settings. The main homepage consisted of seven modules for introduction of site, EBN, guideline bank, guideline development, guideline review, related sites, and community. The major contents in the guidelines were purpose, developer, intended audience, method of development, target population, testing, knowledge components, and evaluation. Electronic versions of the guidelines were displayed by XML, PDF, and PDA versions. The system usability were evaluated by general users, guideline developers, and guideline reviewers on the web and the results showed high scores of satisfaction. This online evidence-based guideline bank system could support nurses' best and cost-effective clinical decision using the sharable standardized guidelines with education module of evidence based nursing.

Standard Hardware Acquisition and Reliability Program's (SHARP's) efforts in incorporating fiber optic interconnects into standard electronic module (SEM) connectors

NASA Astrophysics Data System (ADS)

Riggs, William R.

1994-05-01

SHARP is a Navy wide logistics technology development effort aimed at reducing the acquisition costs, support costs, and risks of military electronic weapon systems while increasing the performance capability, reliability, maintainability, and readiness of these systems. Lower life cycle costs for electronic hardware are achieved through technology transition, standardization, and reliability enhancement to improve system affordability and availability as well as enhancing fleet modernization. Advanced technology is transferred into the fleet through hardware specifications for weapon system building blocks of standard electronic modules, standard power systems, and standard electronic systems. The product lines are all defined with respect to their size, weight, I/O, environmental performance, and operational performance. This method of defining the standard is very conducive to inserting new technologies into systems using the standard hardware. This is the approach taken thus far in inserting photonic technologies into SHARP hardware. All of the efforts have been related to module packaging; i.e. interconnects, component packaging, and module developments. Fiber optic interconnects are discussed in this paper.

Standard deviation index for stimulated Brillouin scattering suppression with different homogeneities.

PubMed

Ran, Yang; Su, Rongtao; Ma, Pengfei; Wang, Xiaolin; Zhou, Pu; Si, Lei

2016-05-10

We present a new quantitative index of standard deviation to measure the homogeneity of spectral lines in a fiber amplifier system so as to find the relation between the stimulated Brillouin scattering (SBS) threshold and the homogeneity of the corresponding spectral lines. A theoretical model is built and a simulation framework has been established to estimate the SBS threshold when input spectra with different homogeneities are set. In our experiment, by setting the phase modulation voltage to a constant value and the modulation frequency to different values, spectral lines with different homogeneities can be obtained. The experimental results show that the SBS threshold increases negatively with the standard deviation of the modulated spectrum, which is in good agreement with the theoretical results. When the phase modulation voltage is confined to 10 V and the modulation frequency is set to 80 MHz, the standard deviation of the modulated spectrum equals 0.0051, which is the lowest value in our experiment. Thus, at this time, the highest SBS threshold has been achieved. This standard deviation can be a good quantitative index in evaluating the power scaling potential in a fiber amplifier system, which is also a design guideline in suppressing the SBS to a better degree.

Chattanooga Math Trail: Community Mathematics Modules, Volume 1.

ERIC Educational Resources Information Center

McAllister, Deborah A.; Mealer, Adrian; Moyer, Peggy S.; McDonald, Shirley A.; Peoples, John B.

This collection of community mathematics modules, or "math trail", is appropriate for middle grades and high school students (grades 5-12). Collectively, the modules pay attention to all 10 of the National Council of Teachers of Mathematics (NCTM) standards which include five content standards (Number and Operations, Algebra, Geometry,…

Popular Science Recognizes Innovative Solar Technologies

Science.gov Websites

photovoltaic (solar electric) modules to produce standard household current are listed among the magazine's photovoltaic module that produces standard household, or alternating current (AC). Ascension Technology's SunSineTM 300 AC photovoltaic module has a built-in microinverter that eliminates the need for direct

The Use of Simulation to Teach Suicide Risk Assessment to Health Profession Trainees-Rationale, Methodology, and a Proof of Concept Demonstration with a Virtual Patient.

PubMed

Foster, Adriana; Chaudhary, Neelam; Murphy, James; Lok, Benjamin; Waller, Jennifer; Buckley, Peter F

2015-12-01

There is increasing use of educational technologies in medical and surgical specialties. Described herein is the development and application of an interactive virtual patient (VP) to teach suicide risk assessment to health profession trainees. We studied the effect of the following: (1) an interaction with a bipolar VP who attempts suicide or (2) completion of a video-teaching module on interviewing a bipolar patient, on medical students' proficiency in assessing suicide risk in standardized patients. We hypothesized that students who interact with a bipolar VP will be at least as likely to assess suicide risk, as their peers who completed a video module. In a randomized, controlled study, we compared the frequency with which second-year students at the Medical College of Georgia asked suicide risk and bipolar symptoms questions by VP/video group. We recruited 67 students. The VP group inquired more frequently than the video group in 4 of 5 suicide risk areas and 11 of 14 other bipolar symptomatology areas. There were minimal to small effect sizes in favor of the VP technology. The students preferred the video over the VP as an educational tool (p = 0.007). Our study provides proof of concept that both VP and video module approaches are feasible for teaching students to assess suicide risk, and we present evidence about the role of active learning to improve communication skills. Depending on the learning context, interviewing a VP or observation of a videotaped interview can enhance the students' suicide risk assessment proficiency in an interview with a standardized patient. An interactive VP is a plausible modality to deliver basic concepts of suicide risk assessment to medical students, can facilitate individual preferences by providing easy access and portability, and has potential generalizability to other aspects of psychiatric training.

Recruit LEP Students for Vocational Programs. One of Four Performance-Based Modules To Prepare Vocational Educators To Serve LEP Students.

ERIC Educational Resources Information Center

Friedenberg, Joan E.; And Others

This module is one in a series of four performance-based modules developed to prepare vocational educators to serve limited English proficient (LEP) students. It is designed to help new and experienced vocational recruiters target their recruiting efforts for LEP persons. The module is made up of a series of five learning experiences, some…

Plan for Your Professional Development. Module LT-E-3 of Category E--Professional and Staff Development. Competency-Based Vocational Education Administrator Module Series.

ERIC Educational Resources Information Center

Puleo, Nancy F.; And Others

This module, one in a series of competency-based administrator instructional packages, focuses on a specific competency that vocational education administrators need to be successful in the area of professional and staff development. The purpose of the module is to help administrators to analyze their professional needs and to devise and implement…

Educational Modules in Tissue Engineering Based on the "How People Learn" Framework

ERIC Educational Resources Information Center

Birol, Gulnur; Liu, Shu Q.; Smith, H. David; Hirsch, Penny

2006-01-01

This paper describes an educational package for use in tertiary level tissue engineering education. Current learning science principles and theory were employed in the design process of these educational tools. Each module started with a challenge statement designed to motivate students and consisted of laboratory exercises centered on the "How…

Sustainability in Journalism Education: Assessment of a Trial Module in New Zealand

ERIC Educational Resources Information Center

Kolandai-Matchett, Komathi; Spellerberg, Ian; Buchan, Graeme D.; Early, Nick

2009-01-01

News media reporting on sustainability and environmental (S&E) issues is seen as a form of informal environmental education. For journalists to play such an educative role, prior education on these topics appears necessary. By assessing a trial introductory-level journalism module on sustainability, this case study strengthens the argument for…

Promoting Evidence-Based Practices: New Teaching Module for Early Childhood Teacher Educators

ERIC Educational Resources Information Center

Young Children, 2009

2009-01-01

Linda Halgunseth, head of NAEYC's Office of Applied Research (OAR), tells readers about Child Care and Early Education Research Connections, a Web site (www.researchconnections.org/teaching_modules) to help teacher educators integrate knowledge about evidence-based practices into teacher education programs. In addition, the article touts the…

Career Education. Administrators and Counselors Implementation Model. Module III--Teacher Information and Orientation for Administrators. (3.1) Identify Change Strategy.

ERIC Educational Resources Information Center

Thompson, John A.; Chock, Mona K.O.

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this section of module 3 is designed to identify change strategies to help the principal motivate teachers to accept the concept of career education. (Module 3 is one of six…

Evaluation and Field Assessment of Bifacial Photovoltaic Module Power Rating Methodologies

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

Deline, Chris; MacAlpine, Sara; Marion, Bill

2016-11-21

1-sun power ratings for bifacial modules are currently undefined. This is partly because there is no standard definition of rear irradiance given 1000 Wm-2 on the front. Using field measurements and simulations, we evaluate multiple deployment scenarios for bifacial modules and provide details on the amount of irradiance that could be expected. A simplified case that represents a single module deployed under conditions consistent with existing 1-sun irradiance standards leads to a bifacial reference condition of 1000 Wm-2 Gfront and 130-140 Wm-2 Grear. For fielded systems of bifacial modules, Grear magnitude and spatial uniformity will be affected by self-shade frommore » adjacent modules, varied ground cover, and ground-clearance height. A standard measurement procedure for bifacial modules is also currently undefined. A proposed international standard is under development, which provides the motivation for this work. Here, we compare outdoor field measurements of bifacial modules with irradiance on both sides with proposed indoor test methods where irradiance is only applied to one side at a time. The indoor method has multiple advantages, including controlled and repeatable irradiance and thermal environment, along with allowing the use of conventional single-sided flash test equipment. The comparison results are promising, showing that the indoor and outdoor methods agree within 1%-2% for multiple rear-irradiance conditions and bifacial module types.« less

Evaluation and Field Assessment of Bifacial Photovoltaic Module Power Rating Methodologies: Preprint

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

Deline, Chris; MacAlpine, Sara; Marion, Bill

2016-06-16

1-sun power ratings for bifacial modules are currently undefined. This is partly because there is no standard definition of rear irradiance given 1000 Wm-2 on the front. Using field measurements and simulations, we evaluate multiple deployment scenarios for bifacial modules and provide details on the amount of irradiance that could be expected. A simplified case that represents a single module deployed under conditions consistent with existing 1-sun irradiance standards leads to a bifacial reference condition of 1000 Wm-2 Gfront and 130-140 Wm-2 Grear. For fielded systems of bifacial modules, Grear magnitude and spatial uniformity will be affected by self-shade frommore » adjacent modules, varied ground cover, and ground-clearance height. A standard measurement procedure for bifacial modules is also currently undefined. A proposed international standard is under development, which provides the motivation for this work. Here, we compare outdoor field measurements of bifacial modules with irradiance on both sides with proposed indoor test methods where irradiance is only applied to one side at a time. The indoor method has multiple advantages, including controlled and repeatable irradiance and thermal environment, along with allowing the use of conventional single-sided flash test equipment. The comparison results are promising, showing that the indoor and outdoor methods agree within 1%-2% for multiple rear-irradiance conditions and bifacial module types.« less

NewB for newbies: a randomized control trial training housestaff to perform neonatal intubation with direct and videolaryngoscopy.

PubMed

Koele-Schmidt, Lindsey; Vasquez, Margarita M

2016-04-01

Competency rates in neonatal intubation among pediatric residents are low and currently not meeting ACGME/AAP standards. The aim of this study was to compare standard bedside teaching of neonatal endotracheal intubation to a computer module, as well as introduce residents to the emerging technology of videolaryngoscopy. The study population consisted of The University of Texas Health Science Center at San Antonio Pediatric interns/residents and PGY-1 Anesthesia interns rotating through the NICU. Prior to participating in the study, the residents completed a survey addressing past experiences with intubation, comfort level, and prior use of direct and videolaryngoscopy. Participants then performed timed trials of both direct and videolaryngoscopy on the SimNewB(®). They had up to three attempts to successfully intubate, with up to 30 s on each attempt. After randomization, participants received one of the following teaching interventions: standard, computer module, or both. This was followed by a second intubation trial and survey completion. Thirty residents were enrolled in the study. There was significant improvement in time to successful intubation in both methods after any teaching intervention (direct 22.0 ± 13.4 s vs 14.7 ± 5.9 s, P = 0.002 and videolaryngoscopy 42.2 ± 29.3 s vs 26.8 ± 18.6 s, P = 0.003). No differences were found between the types of teaching. Residents were faster at intubating with direct laryngoscopy compared to videolaryngoscopy before and after teaching. By the end of the study, only 33% of residents preferred using videolaryngoscopy over direct laryngoscopy, but 76% felt videolaryngoscopy was better to teach intubation. Both standard teaching and computer module teaching of neonatal intubation on a mannequin model results in improved time to successful intubation and overall improved resident confidence with intubation equipment and technique. Although intubation times were lower with direct laryngoscopy compared to videolaryngoscopy, the participating residents felt that videolaryngoscopy is an important educational tool. © 2015 John Wiley & Sons Ltd.

Career Education for Adults: Consumer Economics Module.

ERIC Educational Resources Information Center

Auburn Univ., AL. Dept. of Vocational and Adult Education.

An outgrowth of State-sponsored institutes conducted by Auburn University, Alabama, to produce career education teaching modules for adults, the consumer economics module is one of five field-tested curriculum guides adopted from findings of the nationally oriented Adult Performance Level Study conducted at the University of Texas. The primary…

A Continuing Education Program on Attention Deficit/Hyperactivity Disorder.

ERIC Educational Resources Information Center

Kallas, Anmarie; Reeve, Ron E.; Welch, Ann B.; Wright, James V.

1997-01-01

Describes the four modules of a project for enhancing the knowledge and skills of educators to better serve children with attention deficits, and the inservice personnel-preparation program based on these modules. Modules focus on characteristics and identification, model school programs, effective classroom interventions, and policy and…

Principles of Teaching. Module.

ERIC Educational Resources Information Center

Rhoades, Joseph W.

This module on principles of teaching is 1 in a series of 10 modules written for vocational education teacher education programs. It is designed to enable the teacher to do the following: (1) identify subject matter and integrate that subject matter with thought-provoking questions; (2) organize and demonstrate good questioning techniques; and (3)…

Career Education for Adults: Occupational Information Module.

ERIC Educational Resources Information Center

Auburn Univ., AL. Dept. of Vocational and Adult Education.

An outgrowth of State-sponsored institutes conducted by Auburn University, Alabama, to produce career education teaching modules for adults, the occupational knowledge module is one of five field-tested curriculum guides adopted from findings of the nationally oriented Adult Performance Level Study conducted at the University of Texas. (Basic to…

Career Education for Adults: Community Resources Module.

ERIC Educational Resources Information Center

Auburn Univ., AL. Dept. of Vocational and Adult Education.

An outgrowth of State-sponsored institutes conducted by Auburn University, Alabama, to produce career education teaching modules for adults, the community resources module is one of five field-tested curriculum guides adopted from findings of the nationally oriented Adult Performance Level Study conducted at the University of Texas. (Basic to the…

Career Education for Adults: Health Module.

ERIC Educational Resources Information Center

Auburn Univ., AL. Dept. of Vocational and Adult Education.

An outgrowth of State-sponsored institutes conducted by Auburn University, Alabama, to produce career education teaching modules for adults, the health module is one of five field-tested curriculum guides adopted from findings of the nationally oriented Adult Performance Level Study conducted at the University of Texas. (Basic to the Texas study…

Nutrition Education Module Appeals to Students at Georgia State

ERIC Educational Resources Information Center

Kicklighter, Jana; Jonnalagadda, Satya S.; McClendon, Jamie; Hopkins, Barbara L.

2005-01-01

This article describes the development and evaluation of a nutrition education module, "Nutrition Survival Skills," for freshmen students at a large urban university. Students' perceptions of the module, presented by five nutrition graduate students as part of Freshmen Learning Communities (FLCs) and Georgia State University (GSU) 1010,…

Pennsylvania's Energy Curriculum for the Secondary Grades: Informational Module.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

Pennsylvania's Department of Education provides eight energy education modules that cover different secondary school disciplines. This introductory publication is designed to accompany each of the eight subject-area modules. It contains background information for teachers on topics ranging from energy's definition and past uses to nuclear waste…

[Bilingual Metric Education Module for Postsecondary and Adult Vocational Education.] Applying the Metric System (SI) in Trade and Industrial Education.

ERIC Educational Resources Information Center

Ellis Associates, Inc., College Park, MD.

This set of six instructional units on applying the metric system in trade and industrial education is one of three metric education modules designed for use with bilingual (Spanish and English) students in postsecondary and adult vocational programs. (Both the Spanish and English versions of this set are provided in the document.) Each unit…

Nuclear Technology. Course 27: Metrology. Module 27-5, Tolerancing.

ERIC Educational Resources Information Center

Selleck, Ben; Espy, John

This fifth in a series of eight modules for a course titled Metrology describes the application of the American National Standard (ANSI Y14.5-1973) for dimensioning and tolerancing and gives guidance on interpreting form and location controls consistent with the national standard. The module follows a typical format that includes the following…

Magnet measurement interfacing to the G-64 Euro standard bus and testing G-64 modules

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

Hogrefe, R.L.

1995-07-01

The Magnet Measurement system utilizes various modules with a G-64 Euro (Gespac) Standard Interface. All modules are designed to be software controlled, normally under the constraints of the OS-9 operating system with all data transfers to a host computer accomplished by a serial link.

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Occupational Strand: Textiles and Clothing. Module II-D-3: Merchandising Textiles and Ready-to-Wear.

ERIC Educational Resources Information Center

Gylling, Margaret

This competency-based preservice home economics teacher education module on merchandising textiles and ready-to-wear is the third in a set of three modules on occupational aspects of textiles and clothing. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education…

The Musculoskeletal System [and] Instructor's Guide: The Musculoskeletal System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

This module on the musculoskeletal system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Economically Depressed Areas Strand: Human Development: Module III-E-3: Resources for the Economically Depressed Family.

ERIC Educational Resources Information Center

Boogaert, John

This competency-based preservice home economics teacher education module on resources for the economically depressed area family is the third in a set of three modules on human development in economically depressed areas. (This set is part of a larger set of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking…

Teaching Pain Management in Interprofessional Medical Education: A Review of Three Portal of Geriatric Online Education Modules.

PubMed

Madaus, Stacy M; Lim, Lionel S

2016-10-01

Chronic pain is an international healthcare crisis that affects an estimated 1.5 billion individuals worldwide, but pain management is not emphasized in the medical school curriculum, and thus supplemental education is essential. The Portal of Geriatric Online Education (POGOe) is a free repository of teaching modules for use by geriatric educators and learners. This article highlights three teaching modules available on this site: It's My Old Back Again: An Approach to Diagnosing and Managing Back Pain in the Older Adult (POGOe ID: 21670), Computer Based Learning Workbook, Third Edition module on Pain Management (POGOe ID: 21036), and Aging Q3 Curriculum on Pain Management of Older Adult Patients (POGOe ID: 21187). These modules were chosen based on their ability to address the major topics that the International Association for the Study of Pain proposes should be included in medical school curricula: mulitdimensional nature of pain, pain assessment and measurement, management of pain, and clinical conditions resulting in pain in older adults. They were also selected for their ability to be adapted for interprofessional education and how well they integrate basic science and clinical principles. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

The Diabetes Literacy and Numeracy Education Toolkit (DLNET)

PubMed Central

Wolff, Kathleen; Cavanaugh, Kerri; Malone, Robb; Hawk, Victoria; Gregory, Becky Pratt; Davis, Dianne; Wallston, Kenneth; Rothman, Russell L.

2009-01-01

Diabetes education to improve patient self-management is an important component of comprehensive diabetes care. Patients with low health literacy and numeracy may have difficulty translating information from traditional diabetes educational programs and materials into effective self-care. To address this potential barrier to successful diabetes teaching and counseling, we describe the development of the Diabetes Literacy and Numeracy Education Toolkit (DLNET) and opportunities for its use in clinical practice. The DLNET is composed of 24 interactive modules covering standard diabetes care topics that can be customized to individual patient needs and utilized by all members of the multidisciplinary diabetes care team. The material’s content and formatting aims to improve the ease of use for diabetes patients with low literacy and numeracy by adhering to a lower text reading level, using illustrations for key concepts, and color-coding and other accommodations to guide patients through instructions for self-care. Individual sections of the DLNET may be provided to patients for initial teaching, as well as for reinforcement. While designed for lower literacy and numeracy skills, the DLNET provides unique materials to facilitate diabetes education for all patients. PMID:19240246

Promoting Educational Equity through School Libraries. Module 5: Educational Equity in the Library.

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Tyler, Karen Beyard

Suggestions offered in the fifth module of a continuing education program for inservice school media specialists are designed to aid in identifying sexism and sex-role stereotyping in instructional materials, and help trainees foster educational equity in their own institutions. The first part is concerned with the promotion of such equity through…

Interprofessional Obstetric Ultrasound Education: Successful Development of Online Learning Modules; Case-Based Seminars; and Skills Labs for Registered and Advanced Practice Nurses, Midwives, Physicians, and Trainees.

PubMed

Shaw-Battista, Jenna; Young-Lin, Nichole; Bearman, Sage; Dau, Kim; Vargas, Juan

2015-01-01

Ultrasound is an important aid in the clinical diagnosis and management of normal and complicated pregnancy and childbirth. The technology is widely applied to maternity care in the United States, where comprehensive standard ultrasound examinations are routine. Targeted scans are common and used for an increasing number of clinical indications due to emerging research and a greater availability of equipment with better image resolution at lower cost. These factors contribute to an increased demand for obstetric ultrasound education among students and providers of maternity care, despite a paucity of data to inform education program design and evaluation. To meet this demand, from 2012 to 2015 the University of California, San Francisco nurse-midwifery education program developed and implemented an interprofessional obstetric ultrasound course focused on clinical applications commonly managed by maternity care providers from different professions and disciplines. The course included matriculating students in nursing and medicine, as well as licensed practitioners such as registered and advanced practice nurses, midwives, and physicians and residents in obstetrics and gynecology and family medicine. After completing 10 online modules with a pre- and posttest of knowledge and interprofessional competencies related to teamwork and communication, trainees attended a case-based seminar and hands-on skills practicum with pregnant volunteers. The course aimed to establish a foundation for further supervised clinical training prior to independent practice of obstetric ultrasound. Course development was informed by professional guidelines and clinical and education research literature. This article describes the foundations, with a review of the challenges and solutions encountered in obstetric ultrasound education development and implementation. Our experience will inform educators who wish to facilitate obstetric ultrasound competency development among new and experienced maternity care providers in academic and clinical settings. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Theory in Teacher Education: Students' Views

ERIC Educational Resources Information Center

Higgs, Leonie G.

2012-01-01

This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and…

Considerations for a Standardized Test for Potential-Induced Degradation of Crystalline Silicon PV Modules (Presentation)

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

Hacke, P.

2012-03-01

Over the past decade, there have been observations of module degradation and power loss because of the stress that system voltage bias exerts. This results in part from qualification tests and standards note adequately evaluating for the durability of modules to the long-term effects of high voltage bias that they experience in fielded arrays. This talk deals with factors for consideration, progress, and information still needed for a standardized test for degradation due to system voltage stress.

Development, Evaluation, and Dissemination of an Astrobiology Curriculum for Secondary Students: Establishing a Successful Model for Increasing the Use of Scientific Data by Underrepresented Students.

NASA Astrophysics Data System (ADS)

Arino de La Rubia, L.; Butler, J.; Gary, T.; Stockman, S.; Mumma, M.; Pfiffner, S.; Davis, K.; Edmonds, J.

2009-12-01

The Minority Institution Astrobiology Collaborative began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms modules are being developed to emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Since this time, more NASA Astrobiology Institute Teams have joined this education and public outreach (EPO)effort. Field-testing of the Astrobiology in Secondary Classrooms materials began in 2007 in five US locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics.

A triple-mode hexa-standard reconfigurable TI cross-coupled ΣΔ modulator

NASA Astrophysics Data System (ADS)

Prakash A. V, Jos; Jose, Babita R.; Mathew, Jimson; Jose, Bijoy A.

2017-07-01

Hardware reconfigurability is an attractive solution for modern multi-standard wireless systems. This paper analyses the performance and implementation of an efficient triple-mode hexa-standard reconfigurable sigma-delta (∑Δ) modulator designed for six different wireless communication standards. Enhanced noise-shaping characteristics and increased digitisation rate, obtained by time-interleaved cross-coupling of ∑Δ paths, have been utilised for the modulator design. Power/hardware efficiency and the capability to acclimate the requirements of wide hexa-standard specifications are achieved by introducing an advanced noise-shaping structure, the dual-extended architecture. Simulation results of the proposed architecture using Hspice shows that the proposed modulator obtains a peak signal-to-noise ratio of 83.4/80.2/67.8/61.5/60.8/51.03 dB for hexa-standards, i.e. GSM/Bluetooth/GPS/WCDMA/WLAN/WiMAX standards with significantly less hardware and low operating frequency. The proposed architecture is implemented in 45 nm CMOS process using a 1 V supply and 0.7 V input range with a power consumption of 1.93 mW. Both architectural- and transistor-level simulation results prove the effectiveness and feasibility of this architecture to accomplish multi-standard cellular communication characteristics.

Integrated tests of a high speed VXS switch card and 250 MSPS flash ADCs

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

H. Dong, C. Cuevas, D. Curry, E. Jastrzembski, F. Barbosa, J. Wilson, M. Taylor, B. Raydo

2008-01-01

High trigger rate nuclear physics experiments proposed for the 12 GeV upgrade at the Thomas Jefferson National Accelerator Facility create a need for new high speed digital systems for energy summing. Signals from electronic detectors will be captured with the Jefferson Lab FADC module, which collects and processes data from 16 charged particle sensors with 10 or 12 bit resolution at 250 MHz sample rate. Up to sixteen FADC modules transfer energy information to a central energy summing module for each readout crate. The sums from the crates are combined to form a global energy sum that is used tomore » trigger data readout for all modules. The Energy Sum module and FADC modules have been designed using the VITA-41 VME64 switched serial (VXS) standard. The VITA- 41 standard defines payload and switch slot module functions, and offers an elegant engineered solution for Multi-Gigabit serial transmission on a standard VITA-41 backplane. The Jefferson Lab Energy Sum module receives data serially at a rate of up to 6 Giga-bits per second from the FADC modules. Both FADC and Energy Sum modules have been designed and assembled and this paper describes the integrated tests using both high speed modules in unison« less

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

ERIC Educational Resources Information Center

Reetz, Linda J.; Hoover, John H.

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

An NCME Instructional Module on Data Mining Methods for Classification and Regression

ERIC Educational Resources Information Center

Sinharay, Sandip

2016-01-01

Data mining methods for classification and regression are becoming increasingly popular in various scientific fields. However, these methods have not been explored much in educational measurement. This module first provides a review, which should be accessible to a wide audience in education measurement, of some of these methods. The module then…

EdVentures in Population Education. Teacher's Guide.

ERIC Educational Resources Information Center

Zero Population Growth, Inc., Washington, DC.

This kit contains 16 comprehensive activity modules that elementary and secondary teachers can use to introduce students to a wide range of population trends. The modules may also be used to introduce these trends to citizens in the community. Each module includes: (1) recommended educational level; (2) curriculum area (science, social studies,…

Technology Education. Introduction to Technology. Grades 7 & 8.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Div. of Occupational Education Programs.

This syllabus contains 10 modules that satisfy the one-unit requirement for technology education to be completed by the end of Grade 8 in New York. An introduction provides information on its use. Suggested content outlines of the modules follow. Module components include suggested teaching time; overview; enabling vocabulary; major concepts;…

Evaluation of Modules on Sex Role Stereotyping Integrated into Preservice Elementary Teacher Education.

ERIC Educational Resources Information Center

Smith, Walter S.

Twelve instructional modules for Project BECOMING were administered to an undergraduate class of elementary education majors as part of their social studies methods course, in order to promote sex blindness, prevent sex-role stereotyping, and develop teachers who were supportive of students trying out new roles. The modules included: Values…

Transdisciplinary Teaming. Module 5. Bilingual/ESOL Special Education Collaboration and Reform Project.

ERIC Educational Resources Information Center

Fradd, Sandra H.

This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed…

Field Testing Vocational Education Metric Modules. Final Report.

ERIC Educational Resources Information Center

Oldsen, Carl F.

A project was conducted for the following purposes: (1) to develop a workshop training package to prepare vocational education teachers to use vocational subject-specific modules; (2) to train those teachers to use the workshop package; (3) to conduct field tests of the metric modules with experimental and control groups; (4) to analyze, describe,…

Business as Usual: Sex Stereotyping in Business Education.

ERIC Educational Resources Information Center

Project on Sex Stereotyping in Education, Red Bank, NJ.

The module described in this document is part of a series of instructional modules on sex-role stereotyping in education. This document (including all but the cassette tape) is the module that explores the myths and stereotypes that have limited women in the world of work. The material provides suggestions for helping students expand occupational…

Travel and the Consumer 1974.

ERIC Educational Resources Information Center

Idleman, Hillis K.

The State Education Department of New York has prepared a series of modules--Expanded Programs in Consumer Education. "Travel and the Consumer" is the most recently produced module. It can be used as a discrete unit or with others in the series. The module stresses the importance of making travel creative, getting the most for one's…

The job competency of radiological technologists in Korea based on specialists opinion and questionnaire survey.

PubMed

Lim, Chang-Seon; Lee, Yang-Sub; Lee, Yong-Dae; Kim, Hyun-Soo; Jin, Gye-Hwan; Choi, Seong-Youl; Hur, Yera

2017-01-01

Although there are over 40,000 licensed radiological technologists (RTs) in Korea, job competency standards have yet to be defined. This study aims to clarify the job competency of Korean RTs. A task force team of 11 professional RTs were recruited in order to analyze the job competency of domestic and international RTs. A draft for the job competency of Korean RTs was prepared. A survey was then conducted sampling RTs and the attitudes of their competencies were recorded from May 21 to July 30, 2016. We identified five modules of professionalism, patient management, health and safety, operation of equipment, and procedure management and 131 detailed job competencies for RTs in Korea. "Health and safety" had the highest average score and "professionalism" had the lowest average score for both job performance and importance. The content validity ratios for the 131 subcompetencies were mostly valid. Establishment of standard guidelines for RT job competency for multidisciplinary healthcare at medical institutions may be possible based on our results, which will help educators of RT training institutions to clarify their training and education.

Demonstration, Developmental and Research Project for Programs, Materials, Facilities and Educational Technology for Undereducated Adults: Alabama State Module. Adult Basic Education Materials Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Wilson, E. C.

This catalog contains a listing of the audio-visual aids used in the Alabama State Module of the Appalachian Adult Basic Education Program. Aids listed include filmstrips utilized by the following organizations: Columbia, South Carolina State Department of Education; Raleigh, North Carolina State Department of Education; Alden Films of Brooklyn,…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Economically Depressed Areas Strand: Management. Module III-F-3: Marketing Practices in Relation to Low Income Clientele.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on marketing practices in relation to low income clientele is the third in a set of three modules on management in economically depressed areas (EDAs). (This set is part of a larger set of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking…

The Genitourinary System [and] Instructor's Guide: The Genitourinary System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

This module on the genitourinary system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use…

The Nervous System [and] Instructor's Guide: The Nervous System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

This module on the nervous system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use the…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Economically Depressed Areas Strand: Foods and Nutrition. Module III-C-1: Food Availability in Economically Depressed Areas.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on food availability in economically depressed areas (EDA) is the first in a set of three modules on foods and nutrition in economically depressed areas. (This set is part of a larger set of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking…

The Endocrine System [and] Instructor's Guide: The Endocrine System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

This module on the endocrine system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use the…

The Circulatory System [and] Instructor's Guide: The Circulatory System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

This module on the circulatory system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit subset on anatomy and physiology within the set of 17 modules. Following a preface which explains to the student how to use the…

The Respiratory System [and] Instructor's Guide: The Respiratory System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

ERIC Educational Resources Information Center

National Evaluation Systems, Inc., Amherst, MA.

This module on the respiratory system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use…

ADEpedia: a scalable and standardized knowledge base of Adverse Drug Events using semantic web technology.

PubMed

Jiang, Guoqian; Solbrig, Harold R; Chute, Christopher G

2011-01-01

A source of semantically coded Adverse Drug Event (ADE) data can be useful for identifying common phenotypes related to ADEs. We proposed a comprehensive framework for building a standardized ADE knowledge base (called ADEpedia) through combining ontology-based approach with semantic web technology. The framework comprises four primary modules: 1) an XML2RDF transformation module; 2) a data normalization module based on NCBO Open Biomedical Annotator; 3) a RDF store based persistence module; and 4) a front-end module based on a Semantic Wiki for the review and curation. A prototype is successfully implemented to demonstrate the capability of the system to integrate multiple drug data and ontology resources and open web services for the ADE data standardization. A preliminary evaluation is performed to demonstrate the usefulness of the system, including the performance of the NCBO annotator. In conclusion, the semantic web technology provides a highly scalable framework for ADE data source integration and standard query service.

Outcomes and perception of lung surgery with implementation of a patient video education module: a prospective cohort study.

PubMed

Crabtree, Traves D; Puri, Varun; Bell, Jennifer M; Bontumasi, Nicholas; Patterson, G Alexander; Kreisel, Daniel; Krupnick, Alexander Sasha; Meyers, Bryan F

2012-05-01

Although surgeons are constantly making efforts to improve efficiency of care, it is important to also optimize the patients' understanding and satisfaction with their surgical experience. We investigated the effect of a preoperative educational video on patient outcomes and perception of surgery. An educational video was developed outlining preoperative, operative, and postoperative expectations for patients undergoing pulmonary resection. A prospective study was conducted with 150 patients undergoing surgery with routine preoperative discussion (control group, January 2008 to June 2009) and 150 patients who were provided a supplemental video module (video or study group, September 2009 to October 2010) in addition to routine discussion. Demographics and outcomes data were recorded. Patients completed a pain survey (McGill Questionnaire) and a standardized patient satisfaction survey at discharge and within 1 month of operation. The groups were similar in sex, age, comorbidities, and forced expiratory volume, 1 second, % predicted. Length of hospital stay (5.19 ± 7.4 days vs 4.31 ± 4.3 days; p = 0.2) and hospital readmission rates (12 of 134 [9%] vs 5 of 103 [4.9%]; p = 0.3) were similar for the 2 groups. At discharge, patients in the study group reported less pain at rest (0.98 ± 0.09) vs controls (1.39 ± 0.11) (p = 0.01) with no difference in pain with lifting or coughing. Patients in the study group reported better overall satisfaction with their operation (2.14 ± 0.07 vs 1.85 ± 0.07; p = 0.02), believed they were better prepared (2.01 ± 0.07 vs 1.70 ± 0.06; p = 0.006), and reported less anxiety about the surgical experience (2.79 ± 0.10 vs 2.24 ± 0.09; p = 0.0001). Implementation of a pulmonary resection education module improves patient preparedness, relieves anxiety, and improves pain perception. Additional development and dissemination of a comprehensive education program can improve patients' experience with lung surgery and impact outcomes. Copyright © 2012 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Development of Health Education Learning Module in Bac.TSE-LDPE Programme in TTI: Needs Analysis Study

ERIC Educational Resources Information Center

Ujang, Alijah; Alias, Norlidah; Siraj, Saedah

2015-01-01

This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by…

Undertaking HRD Research in Higher Education: A Longitudinal Approach to Evaluating Undergraduate "Enterprise Education" Modules

ERIC Educational Resources Information Center

Harte, Victoria; Stewart, Jim

2010-01-01

Purpose: Educational programmes that are concerned with the learning and teaching of enterprise education, such as enterprise focused degrees and/or modules, could be argued to be of particular interest to human resource development (HRD) research since they commonly have an overt focus on influencing and shaping the career choices of students.…

Using multimedia to enhance the consent process for bunion correction surgery.

PubMed

Batuyong, Eldridge D; Jowett, Andrew J L; Wickramasinghe, Nilmini; Beischer, Andrew D

2014-04-01

Obtaining informed consent from patients considering bunion surgery can be challenging. This study assessed the efficacy of a multimedia technology as an adjunct to the informed consent process. A prospective, cohort study was conducted involving 55 patients (7 males, 48 females) who underwent a standardized verbal discussion regarding bunion correction surgery followed by completion of a knowledge questionnaire. A multimedia educational program was then administered and the knowledge questionnaire repeated. Additional supplementary questions were then given regarding satisfaction with the multimedia program. Patients answered 74% questions correctly before the multimedia module compared with 94% after it (P < 0.0001). Patients rated the ease of understanding and the amount of information provided by the module highly. Eighty-four percent of patients considered that the multimedia tool performed as well as the treating surgeon. Multimedia technology is useful in enhancing patient knowledge regarding bunion surgery for the purposes of obtaining informed consent.

Project T.E.A.M. (Technical Education Advancement Modules). Final Report.

ERIC Educational Resources Information Center

Greenville Technical Coll., SC.

Project TEAM (Technical Education Advancement Modules), a cooperative demonstration program for high technology training, created an introductory technical training program and a consumer education package emphasizing the benefits of technical training. The curriculum and training focus of the project began with an assessment of employee needs in…

Program Evaluation of Western Illinois University's English Language Learner Online Module

ERIC Educational Resources Information Center

Beard, Marisa

2014-01-01

An issue faced by educators throughout the United States is how to successfully educate preservice teachers on various laws, cultural differences, attitudes, and current teaching strategies affecting English Language Learners (ELL) and their educators. Western Illinois University (WIU) implemented an online ELL Module in 2009 that all preservice…

Sharing Planetary Exploration: The Education and Public Outreach Program for the NASA MESSENGER Mission to Orbit Mercury

NASA Astrophysics Data System (ADS)

Solomon, S. C.; Stockman, S.; Chapman, C. R.; Leary, J. C.; McNutt, R. L.

2003-12-01

The Education and Public Outreach (EPO) Program of the MESSENGER mission to the planet Mercury, supported by the NASA Discovery Program, is a full partnership between the project's science and engineering teams and a team of professionals from the EPO community. The Challenger Center for Space Science Education (CCSSE) and the Carnegie Academy for Science Education (CASE) are developing sets of MESSENGER Education Modules targeting grade-specific education levels across K-12. These modules are being disseminated through a MESSENGER EPO Website developed at Montana State University, an Educator Fellowship Program managed by CCSSE to train Fellows to conduct educator workshops, additional workshops planned for NASA educators and members of the Minority University - SPace Interdisciplinary Network (MU-SPIN), and existing inner-city science education programs (e.g., the CASE Summer Science Institute in Washington, D.C.). All lessons are mapped to national standards and benchmarks by MESSENGER EPO team members trained by the American Association for the Advancement of Science (AAAS) Project 2061, all involve user input and feedback and quality control by the EPO team, and all are thoroughly screened by members of the project science and engineering teams. At the college level, internships in science and engineering are provided to students at minority institutions through a program managed by MU-SPIN, and additional opportunities for student participation across the country are planned as the mission proceeds. Outreach efforts include radio spots (AAAS), museum displays (National Air and Space Museum), posters and traveling exhibits (CASE), general language books (AAAS), programs targeting underserved communities (AAAS, CCSSE, and MU-SPIN), and a documentary highlighting the scientific and technical challenges involved in exploring Mercury and how the MESSENGER team has been meeting these challenges. As with the educational elements, science and engineering team members are active partners in each of the public outreach efforts. MESSENGER fully leverages other NASA EPO programs, including the Solar System Exploration EPO Forum and the Solar System Ambassadors. The overarching goal of the MESSENGER EPO program is to convey the excitement of planetary exploration to students and the lay public throughout the nation.

Design of a 0.13-μm CMOS cascade expandable ΣΔ modulator for multi-standard RF telecom systems

NASA Astrophysics Data System (ADS)

Morgado, Alonso; del Río, Rocío; de la Rosa, José M.

2007-05-01

This paper reports a 130-nm CMOS programmable cascade ΣΔ modulator for multi-standard wireless terminals, capable of operating on three standards: GSM, Bluetooth and UMTS. The modulator is reconfigured at both architecture- and circuit- level in order to adapt its performance to the different standards specifications with optimized power consumption. The design of the building blocks is based upon a top-down CAD methodology that combines simulation and statistical optimization at different levels of the system hierarchy. Transistor-level simulations show correct operation for all standards, featuring 13-bit, 11.3-bit and 9-bit effective resolution within 200-kHz, 1-MHz and 4-MHz bandwidth, respectively.

Getting Your Driver's License. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on getting one's driver's license is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. The module is comprised of 4 parts and 10 lessons: The…

Provide for Student Safety. Second Edition. Module E-5 of Category E--Instructional Management. Professional Teacher Education Module Series

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One in a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, this learning module deals with providing for student safety. It consists of four learning experiences. Covered in the individual learning experiences are the following topics: providing for student…

Occupational Home Economics Education Series. Catering Services. Competency Based Teaching Module.

ERIC Educational Resources Information Center

Lowe, Phyllis; And Others

This module, one of ten competency based modules developed for vocational home economics teachers, is based on a job cluster in the catering industry. It is designed for use with a variety of levels of learners (secondary, postsecondary, adult) in both school and non-school educational settings. Focusing on two levels of employment, food caterer…

The Student Experience of a Collaborative E-Learning University Module

ERIC Educational Resources Information Center

Biasutti, Michele

2011-01-01

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

Employ Simulation Techniques. Second Edition. Module C-5 of Category C--Instructional Execution. Professional Teacher Education Module Series.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One of a series of performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers, this learning module deals with employing simulation techniques. It consists of an introduction and four learning experiences. Covered in the first learning experience are various types of simulation…

Performance Based Traffic Safety Education Course. Two-Phase Program.

ERIC Educational Resources Information Center

Washington State Board of Education, Olympia.

This course for high school highway traffic safety education is intended to help students learn to make good driving decisions. It consists of twenty-one modules--ten sequenced, two not in specific sequence but intended to be completed in the earlier part of the course, and nine non-sequenced modules. Each module begins with an outline providing…

The Use of Uas for Rapid 3d Mapping in Geomatics Education

NASA Astrophysics Data System (ADS)

Teo, Tee-Ann; Tian-Yuan Shih, Peter; Yu, Sz-Cheng; Tsai, Fuan

2016-06-01

With the development of technology, UAS is an advance technology to support rapid mapping for disaster response. The aim of this study is to develop educational modules for UAS data processing in rapid 3D mapping. The designed modules for this study are focused on UAV data processing from available freeware or trial software for education purpose. The key modules include orientation modelling, 3D point clouds generation, image georeferencing and visualization. The orientation modelling modules adopts VisualSFM to determine the projection matrix for each image station. Besides, the approximate ground control points are measured from OpenStreetMap for absolute orientation. The second module uses SURE and the orientation files from previous module for 3D point clouds generation. Then, the ground point selection and digital terrain model generation can be archived by LAStools. The third module stitches individual rectified images into a mosaic image using Microsoft ICE (Image Composite Editor). The last module visualizes and measures the generated dense point clouds in CloudCompare. These comprehensive UAS processing modules allow the students to gain the skills to process and deliver UAS photogrammetric products in rapid 3D mapping. Moreover, they can also apply the photogrammetric products for analysis in practice.

Capacity building of skilled birth attendants: a review of pre-service education curricula.

PubMed

Adegoke, Adetoro A; Mani, Safiyanu; Abubakar, Aisha; van den Broek, Nynke

2013-07-01

to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria. we adapted and used the ICM global standards for Midwifery Education and Essential competencies for midwifery practice to design a framework of criteria against which we assessed curricula for pre-service training. We reviewed the pre-service curricula for Nurses, Midwives, Community Health Extension Workers (CHEW) and Junior Community Health Extension Workers (JCHEW) in three states. Criteria against which the curricula were evaluated include: minimum entry requirement, the length of the programme, theory: practice ratio, curriculum model, minimum number of births conducted during training, clinical experience, competencies, maximum number of students allowable and proportion of Maternal, Newborn and Child Health components (MNCH) as part of the total curriculum. four pre-service education programmes were reviewed; the 3 year basic midwifery, 3 year basic nursing, 3 year Community Health Extension Worker (CHEW) and 2 year Junior Community Health Extension Worker (JCHEW) programme. Findings showed that, none of these four training curricula met all the standards. The basic midwifery curriculum most closely met the standards and competencies set out. The nursing curriculum showed a strong focus on foundations of nursing practice, theories of nursing, public health and maternal newborn and child health. This includes well-defined modules on family health which are undertaken from the first year to the third year of the programme. The CHEW and JCHEW curricula are currently inadequate with regard to training health-care workers to be skilled birth attendants. although the midwifery curriculum most closely reflects the ICM global standards for Midwifery Education and Essential competencies for midwifery practice, a revision of the competencies and content is required especially as it relates to the first year of training. There is an urgent need to modify the JCHEW and CHEW curricula by increasing the content and clinical hands-on experience of MNCH components of the curricula. Without effecting these changes, it is doubtful that graduates of the CHEW and JCHEW programmes have the requisite competencies needed to function adequately as skilled birth attendants in Health Centres, PHCs and MCHs, without direct supervision of a midwife or medical doctor with midwifery skills. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Autism Diagnostic Observation Schedule, Module 4: Revised Algorithm and Standardized Severity Scores

PubMed Central

Hus, Vanessa; Lord, Catherine

2014-01-01

The Autism Diagnostic Observation Schedule, 2nd Edition includes revised diagnostic algorithms and standardized severity scores for modules used to assess children and adolescents of varying language abilities. Comparable revisions have not yet been applied to the Module 4, used with verbally fluent adults. The current study revises the Module 4 algorithm and calibrates raw overall and domain totals to provide metrics of ASD symptom severity. Sensitivity and specificity of the revised Module 4 algorithm exceeded 80% in the overall sample. Module 4 calibrated severity scores provide quantitative estimates of ASD symptom severity that are relatively independent of participant characteristics. These efforts increase comparability of ADOS scores across modules and should facilitate efforts to increase understanding of adults with ASD. PMID:24590409

Informed decision-making with and for people with dementia - efficacy of the PRODECIDE education program for legal representatives: protocol of a randomized controlled trial (PRODECIDE-RCT).

PubMed

Lühnen, Julia; Haastert, Burkhard; Mühlhauser, Ingrid; Richter, Tanja

2017-09-15

In Germany, the guardianship system provides adults who are no longer able to handle their own affairs a court-appointed legal representative, for support without restriction of legal capacity. Although these representatives only rarely are qualified in healthcare, they nevertheless play decisive roles in the decision-making processes for people with dementia. Previously, we developed an education program (PRODECIDE) to address this shortcoming and tested it for feasibility. Typical, autonomy-restricting decisions in the care of people with dementia-namely, using percutaneous endoscopic gastrostomy (PEG) or physical restrains (PR), or the prescription of antipsychotic drugs (AP)-were the subject areas trained. The training course aims to enhance the competency of legal representatives in informed decision-making. In this study, we will evaluate the efficacy of the PRODECIDE education program. A randomized controlled trial with a six-month follow-up will be conducted to compare the PRODECIDE education program with standard care, enrolling legal representatives (N = 216). The education program lasts 10 h and comprises four modules: A, decision-making processes and methods; and B, C and D, evidence-based knowledge about PEG, PR and AP, respectively. The primary outcome measure is knowledge, which is operationalized as the understanding of decision-making processes in healthcare affairs and in setting realistic expectations about benefits and harms of PEG, PR and AP in people with dementia. Secondary outcomes are sufficient and sustainable knowledge and percentage of persons concerned affected by PEG, FEM or AP. A qualitative process evaluation will be performed. Additionally, to support implementation, a concept for translating the educational contents into e-learning modules will be developed. The study results will show whether the efficacy of the education program could justify its implementation into the regular training curricula for legal representatives. Additionally, it will determine whether an e-learning course provides a valuable backup or even alternative learning strategy. TRN: ISRCTN17960111 , Date: 01/06/2017.

Common Core Curriculum for Vocational Education. Category G: Evaluation and Research. G-3: Introduction to Research Procedures in Vocational Education.

ERIC Educational Resources Information Center

Moshier, Kenneth

This module providing an introduction to research procedures is one of a set of five on evaluation and research and is part of a larger series of thirty-four modules constituting a core curriculum for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial education.…

Student-generated e-learning for clinical education.

PubMed

Isaacs, Alex N; Nisly, Sarah; Walton, Alison

2017-04-01

Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module.

PubMed

Kalet, A L; Song, H S; Sarpel, U; Schwartz, R; Brenner, J; Ark, T K; Plass, J

2012-01-01

Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity. As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students' prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings. Data from 143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group. A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners' cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.

Auditory sensitivity to spectral modulation phase reversal as a function of modulation depth

PubMed Central

Grose, John

2018-01-01

The present study evaluated auditory sensitivity to spectral modulation by determining the modulation depth required to detect modulation phase reversal. This approach may be preferable to spectral modulation detection with a spectrally flat standard, since listeners appear unable to perform the task based on the detection of temporal modulation. While phase reversal thresholds are often evaluated by holding modulation depth constant and adjusting modulation rate, holding rate constant and adjusting modulation depth supports rate-specific assessment of modulation processing. Stimuli were pink noise samples, filtered into seven octave-wide bands (0.125–8 kHz) and spectrally modulated in dB. Experiment 1 measured performance as a function of modulation depth to determine appropriate units for adaptive threshold estimation. Experiment 2 compared thresholds in dB for modulation detection with a flat standard and modulation phase reversal; results supported the idea that temporal cues were available at high rates for the former but not the latter. Experiment 3 evaluated spectral modulation phase reversal thresholds for modulation that was restricted to either one or two neighboring bands. Flanking bands of unmodulated noise had a larger detrimental effect on one-band than two-band targets. Thresholds for high-rate modulation improved with increasing carrier frequency up to 2 kHz, whereas low-rate modulation appeared more consistent across frequency, particularly in the two-band condition. Experiment 4 measured spectral weights for spectral modulation phase reversal detection and found higher weights for bands in the spectral center of the stimulus than for the lowest (0.125 kHz) or highest (8 kHz) band. Experiment 5 compared performance for highly practiced and relatively naïve listeners, and found weak evidence of a larger practice effect at high than low spectral modulation rates. These results provide preliminary data for a task that may provide a better estimate of sensitivity to spectral modulation than spectral modulation detection with a flat standard. PMID:29621338

Educational Module on Environmental Problems in Cities. Environmental Educational Series 4.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Paris (France). Div. of Science, Technical and Vocational Education.

The International Environmental Education Programme (IEEP) of UNESCO has determined that the enhancement of the quality of the built environment is a basic priority for future environmental action, particularly in Europe and North America. This experimental teaching module applies specifically to those two continents, and is intended for use by…

Computer Assisted Instruction in Teacher Education: A Full Length Course.

ERIC Educational Resources Information Center

Cartwright, G. Phillip

Pennsylvania State University has developed, evaluated, and implemented a series of modules and an entire three-credit teacher education course which is offered completely by microcomputer. The course is entitled "Educating Special Learners." The modules use the Apple II series and the IBM PC series. Evaluation of the course, based on…

Mainstreaming the Handicapped in Vocational Education. Serving the Orthopedically Handicapped.

ERIC Educational Resources Information Center

Weisgerber, Robert

One of a series of seven modules developed to improve the knowledge and skills of vocational educators who are or who will be serving the handicapped in regular vocational education settings, this module, concerned with the orthopedically handicapped student and with the health impaired student, is designed to (1) explain what orthopedically…

Space Experiment Module: A new low-cost capability for education payloads

NASA Technical Reports Server (NTRS)

Goldsmith, Theodore C.; Lewis, Ruthan

1995-01-01

The Space Experiment Module (SEM) concept is one of a number of education initiatives being pursued by the NASA Shuttle Small Payloads Project (SSPP) in an effort to increase educational access to space by means of Space Shuttle Small Payloads and associated activities. In the SEM concept, NASA will provide small containers ('modules') which can accommodate small zero-gravity experiments designed and constructed by students. A number, (nominally ten), of the modules will then be flown in an existing Get Away Special (GAS) carrier on the Shuttle for a flight of 5 to 10 days. In addition to the module container, the NASA carrier system will provide small amounts of electrical power and a computer system for controlling the operation of the experiments and recording experiment data. This paper describes the proposed SEM carrier system and program approach.

TXESS Revolution: Utilizing TERC's EarthLabs Cryosphere Module to Support Professional Development of Texas Teachers

NASA Astrophysics Data System (ADS)

Odell, M.; Ellins, K. K.; Polito, E. J.; Castillo Comer, C. A.; Stocks, E.; Manganella, K.; Ledley, T. S.

2010-12-01

TERC’s EarthLabs project provides rigorous and engaging Earth and environmental science labs. Four existing modules illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. A fifth module, developed with NSF, comprises a series of linked inquiry based activities focused on the cryosphere to help students understand concepts around change over time on multiple and embedded time scales. Teachers recruited from the NSF-OEDG-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program conducted a pedagogical review of the Cryosphere EarthLabs module and provided feedback on how well the materials matched high school needs in Texas and were aligned with state and national standards. Five TXESS Revolution teachers field tested the materials in their classrooms and then trained other TXESS Revolution teachers on their implementation during spring and summer 2010. Here we report on the results of PD delivery during the summer 2010 TXESS Revolution summer institute as determined by (1) a set of evaluation instruments that included a pre-post concept map activity to assess changes in workshop teachers’ understanding of the concepts presented, a pre-post test content knowledge test, and a pre-post survey of teachers’ comfort in teaching the Texas Earth and Space Science standards addressed by the module; (2) teacher reflections; and (3) focus group responses. The findings reveal that the teachers liked the module activities and felt they could use them to teach Environmental and Earth Science. They appreciated that the sequence of activities contributed to a deeper understanding and observed that the variety of methods used to present the information accommodates different learning styles. Information about the cryosphere was new to all the teachers. The content knowledge tests reveal that although teachers made appreciable gains, their understanding of cryosphere, how it changes over time, and it’s role in Earth’s climate system remains weak. Our results clearly reflect the challenges of addressing the complexity of climate science and critical need for climate literacy education.

Health Occupations Education I. Module No. X-A to X-D.

ERIC Educational Resources Information Center

Dunmeyer, Kathryn; And Others

This set of 4 modules on first aid is 1 of 11 sets in the Health Occupations Education I instructional package for the first year of a 2-year course of study. The materials are designed to prepare students through individualized instruction for entry-level job opportunities on health care teams in a variety of practice settings. Each module may…

Economic Education in the Social Studies Methods Course. A 12-Hour Instructional Module for Elementary Methods Professors.

ERIC Educational Resources Information Center

Williams, Elmer; Dalton, Don

This 12-hour module of instruction is designed to help undergraduates in social studies methods courses integrate economics education into the elementary school social studies curriculum. The major purposes of the module are to (1) demonstrate how economics concepts can be integrated into social studies instruction, (2) reinforce or extend teacher…

Project T.E.A.M. (Technical Education Advancement Modules). Introduction to Statistical Process Control.

ERIC Educational Resources Information Center

Billings, Paul H.

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 6-hour introductory module on statistical process control (SPC), designed to develop competencies in the following skill areas: (1) identification of the three classes of SPC use; (2) understanding a process and how it works; (3)…

School-to-Work and Inclusion in General Education Teacher Preparation Programs: Instructional Modules for Middle Childhood Subject Area Methods Courses.

ERIC Educational Resources Information Center

Hamill, Lee B.; Geer, Cindy H.

Six instructional modules for middle childhood subject area methods courses are designed to target students in preservice middle childhood general education programs. The modules have been developed for each of the content area methods courses to ensure all preservice teachers have ample exposure to the school-to-work (STW) philosophy and…

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

Assessment of bifacial photovoltaic module power rating methodologies–inside and out

DOE PAGES

Deline, Chris; MacAlpine, Sara; Marion, Bill; ...

2017-01-26

One-sun power ratings for bifacial modules are currently undefined. This is partly because there is no standard definition of rear irradiance given 1000 W·m -2 on the front. Using field measurements and simulations, we evaluate multiple deployment scenarios for bifacial modules and provide details on the amount of irradiance that could be expected. A simplified case that represents a single module deployed under conditions consistent with existing one-sun irradiance standards lead to a bifacial reference condition of 1000 W·m -2 G front and 130-140 W·m -2 G rear. For fielded systems of bifacial modules, Grear magnitude and spatial uniformity willmore » be affected by self-shade from adjacent modules, varied ground cover, and ground-clearance height. A standard measurement procedure for bifacial modules is also currently undefined. A proposed international standard is under development, which provides the motivation for this paper. Here, we compare field measurements of bifacial modules under natural illumination with proposed indoor test methods, where irradiance is only applied to one side at a time. The indoor method has multiple advantages, including controlled and repeatable irradiance and thermal environment, along with allowing the use of conventional single-sided flash test equipment. The comparison results are promising, showing that indoor and outdoor methods agree within 1%-2% for multiple rear-irradiance conditions and bifacial module construction. Furthermore, a comparison with single-diode theory also shows good agreement to indoor measurements, within 1%-2% for power and other current-voltage curve parameters.« less

Explore Transplant at Home: a randomized control trial of an educational intervention to increase transplant knowledge for Black and White socioeconomically disadvantaged dialysis patients.

PubMed

Waterman, Amy D; McSorley, Anna-Michelle M; Peipert, John D; Goalby, Christina J; Peace, Leanne J; Lutz, Patricia A; Thein, Jessica L

2015-08-28

Compared to others, dialysis patients who are socioeconomically disadvantaged or Black are less likely to receive education about deceased donor kidney transplant (DDKT) and living donor kidney transplant (LDKT) before they reach transplant centers, often due to limited availability of transplant education within dialysis centers. Since these patients are often less knowledgeable or ready to pursue transplant, educational content must be simplified, made culturally sensitive, and presented gradually across multiple sessions to increase learning and honor where they are in their decision-making about transplant. The Explore Transplant at Home (ETH) program was developed to help patients learn more about DDKT and LDKT at home, with and without telephone conversations with an educator. In this randomized controlled trial (RCT), 540 low-income Black and White dialysis patients with household incomes at or below 250 % of the federal poverty line, some of whom receive financial assistance from the Missouri Kidney Program, will be randomly assigned to one of three education conditions: (1) standard-of-care transplant education provided by the dialysis center, (2) patient-guided ETH (ETH-PG), and (3) health educator-guided ETH (ETH-EG). Patients in the standard-of-care condition will only receive education provided in their dialysis centers. Those in the two ETH conditions will receive four video and print modules delivered over an 8 month period by mail, with the option of receiving supplementary text messages weekly. In addition, patients in the ETH-EG condition will participate in multiple telephonic educational sessions with a health educator. Changes in transplant knowledge, decisional balance, self-efficacy, and informed decision making will be captured with surveys administered before and after the ETH education. At the conclusion of this RCT, we will have determined whether an education program administered to socioeconomically disadvantaged dialysis patients, over several months directly in their homes, can help more individuals learn about the options of DDKT and LDKT. We also will be able to examine the efficacy of different educational delivery approaches to further understand whether the addition of a telephone educator is necessary for increasing transplant knowledge. ClinicalTrials.gov, NCT02268682.

Continuing Medical Education for Air Medical Providers: The Successes and Challenges.

PubMed

Miller, Jenna O; Thammasitboon, Satid; Hsu, Deborah C; Shah, Manish I; Minard, Charles G; Graf, Jeanine M

2016-02-01

Research has shown that patients transported by nonpediatric teams have higher rates of morbidity and mortality. There is currently a paucity of pediatric standardized ongoing medical education for emergency medical service providers, thus we aimed to develop a model curriculum to increase their knowledge regarding pediatric respiratory distress and failure. The curriculum was based on the Kolb Learning Cycle to optimize learning. Target learners were flight nurses (registered nurse) and emergency medical technicians of a private helicopter emergency transport team. The topics included were pediatric stridor, wheezing, and respiratory failure. Online modules were developed for continued spaced education. Knowledge gained from the interventions was measured by precurricular and postcurricular testing and compared with paired t tests. A linear mixed regression model was used to investigate covariates of interest. Sixty-two learners attended the workshop. Fifty-nine learners completed both precurricular and postcurricular testing. The mean increase between pretest and posttest scores was 12.1% (95% confidence interval, 9.4, 14.8; P < 0.001). Type of licensure (private emergency medical technician vs registered nurse) and number of years experience had no association with the level of knowledge gained. Learners who had greater than 1 year of pediatric transport experience scored higher on their pretests. There was no significant retention shown by those who participated in spaced education. The curriculum was associated with a short term increased knowledge regarding pediatric respiratory distress and failure for emergency helicopter transport providers and could be used as an alternative model to develop standardized ongoing medical education in pediatrics. Further work is needed to achieve knowledge retention in this learner population.

Common Core Curriculum for Vocational Education. Category G: Evaluation and Research. G-5: Development of a Research Proposal in Vocational Education.

ERIC Educational Resources Information Center

Moshier, Kenneth

This module on the development of a research proposal in vocational education is one of a set of five on evaluation and research and is part of a larger series of thirty-four modules constituting a core curriculum for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial…

WISE-MD usage among millennial medical students.

PubMed

Phitayakorn, Roy; Nick, Michael W; Alseidi, Adnan; Lind, David Scott; Sudan, Ranjan; Isenberg, Gerald; Capella, Jeannette; Hopkins, Mary A; Petrusa, Emil R

2015-01-01

E-learning is increasingly common in undergraduate medical education. Internet-based multimedia materials should be designed with millennial learner utilization preferences in mind for maximal impact. Medical students used all 20 Web Initiative for Surgical Education of Medical Doctors modules from July 1, 2013 to October 1, 2013. Data were analyzed for topic frequency, time and week day, and access to questions. Three thousand five hundred eighty-seven students completed 35,848 modules. Students accessed modules for average of 51 minutes. Most frequent use occurred on Sunday (23.1%), Saturday (15.4%), and Monday (14.3%). Friday had the least use (8.2%). A predominance of students accessed the modules between 7 and 10 PM (34.4%). About 80.4% of students accessed questions for at least one module. They completed an average of 40 ± 30 of the questions. Only 827 students (2.3%) repeated the questions. Web Initiative for Surgical Education of Medical Doctors has peak usage during the weekend and evenings. Most frequently used modules reflect core surgical problems. Multiple factors influence the manner module questions are accessed. Copyright © 2015 Elsevier Inc. All rights reserved.

COMET Multimedia modules and objects in the digital library system

NASA Astrophysics Data System (ADS)

Spangler, T. C.; Lamos, J. P.

2003-12-01

Over the past ten years of developing Web- and CD-ROM-based training materials, the Cooperative Program for Operational Meteorology, Education and Training (COMET) has created a unique archive of almost 10,000 multimedia objects and some 50 web based interactive multimedia modules on various aspects of weather and weather forecasting. These objects and modules, containing illustrations, photographs, animations,video sequences, audio files, are potentially a valuable resource for university faculty and students, forecasters, emergency managers, public school educators, and other individuals and groups needing such materials for educational use. The COMET Modules are available on the COMET educational web site http://www.meted.ucar.edu, and the COMET Multimedia Database (MMDB) makes a collection of the multimedia objects available in a searchable online database for viewing and download over the Internet. Some 3200 objects are already available at the MMDB Website: http://archive.comet.ucar.edu/moria/

The autism diagnostic observation schedule, module 4: revised algorithm and standardized severity scores.

PubMed

Hus, Vanessa; Lord, Catherine

2014-08-01

The recently published Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) includes revised diagnostic algorithms and standardized severity scores for modules used to assess younger children. A revised algorithm and severity scores are not yet available for Module 4, used with verbally fluent adults. The current study revises the Module 4 algorithm and calibrates raw overall and domain totals to provide metrics of autism spectrum disorder (ASD) symptom severity. Sensitivity and specificity of the revised Module 4 algorithm exceeded 80 % in the overall sample. Module 4 calibrated severity scores provide quantitative estimates of ASD symptom severity that are relatively independent of participant characteristics. These efforts increase comparability of ADOS scores across modules and should facilitate efforts to examine symptom trajectories from toddler to adulthood.

Developing an Education and Public Outreach (EPO) program for Caltech's Tectonics Observatory

NASA Astrophysics Data System (ADS)

Kovalenko, L.; Jain, K.; Maloney, J.

2012-12-01

The Caltech Tectonics Observatory (TO) is an interdisciplinary center, focused on geological processes occurring at the boundaries of Earth's tectonic plates (http://www.tectonics.caltech.edu). Over the past four years, the TO has made a major effort to develop an Education and Public Outreach (EPO) program. Our goals are to (1) inspire students to learn Earth Sciences, particularly tectonic processes, (2) inform and educate the general public about science in the context of TO discoveries, and (3) provide opportunities for graduate students, postdocs, and faculty to do outreach in the local K-12 schools and community colleges. Our work toward these goals includes hosting local high school teachers and students each summer for six weeks of research experience (as part of Caltech's "Summer Research Connection"); organizing and hosting an NAGT conference aimed at Geoscience teachers at community colleges; participating in teacher training workshops (organized by the local school district); hosting tours for K-12 students from local schools as well as from China; and bringing hands-on activities into local elementary, middle, and high school classrooms. We also lead local school students and teachers on geology field trips through nearby canyons; develop education modules for undergraduate classes (as part of MARGINS program); write educational web articles on TO research (http://www.tectonics.caltech.edu/outreach/highlights/), and regularly give presentations to the general public. This year, we started providing content expertise for the development of video games to teach Earth Science, being created by GameDesk Institute. And we have just formed a scientist/educator partnership with a 6th grade teacher, to help in the school district's pilot program to incorporate new national science standards (NSTA's Next Generation Science Standards, current draft), as well as use Project-Based Learning. This presentation gives an overview of these activities.

Meteorological Instrumentation and Measurements Open Resource Training Modules for Undergraduate and Graduate Education

NASA Astrophysics Data System (ADS)

Rockwell, A.; Clark, R. D.; Stevermer, A.

2017-12-01

The National Center for Atmospheric Research Earth Observing Laboratory, Millersville University and The COMET Program are collaborating to produce a series of nine online modules on the the topic of meteorological instrumentation and measurements. These interactive, multimedia educational modules can be integrated into undergraduate and graduate meteorology courses on instrumentation, measurement science, and observing systems to supplement traditional pedagogies and enhance blended instruction. These freely available and open-source training tools are designed to supplement traditional pedagogies and enhance blended instruction. Three of the modules are now available and address the theory and application of Instrument Performance Characteristics, Meteorological Temperature Instrumentation and Measurements, and Meteorological Pressure Instrumentation and Measurements. The content of these modules is of the highest caliber as it has been developed by scientists and engineers who are at the forefront of the field of observational science. Communicating the availability of these unique and influential educational resources with the community is of high priority. These modules will have a profound effect on the atmospheric observational sciences community by fulfilling a need for contemporary, interactive, multimedia guided education and training modules integrating the latest instructional design and assessment tools in observational science. Thousands of undergraduate and graduate students will benefit, while course instructors will value a set of high quality modules to use as supplements to their courses. The modules can serve as an alternative to observational research training and fill the void between field projects or assist those schools that lack the resources to stage a field- or laboratory-based instrumentation experience.

The vital role of manufacturing quality in the reliability of PV modules

NASA Astrophysics Data System (ADS)

Rusch, Peter

2014-10-01

The influence of manufacturing quality on the reliability of PV modules coming out of today's factories has been, and is still, under estimated among investors and buyers. The main reason is perception. Contrary to popular belief, PV modules are not a commodity. Module quality does differ among module brands. Certification alone does not guarantee the quality or reliability of a module. Cost reductions in manufacturing have unequivocally affected module quality. And the use of new, cheaper materials has had a measureable impact on module reliability. The need for meaningful manufacturing quality standards has been understood by the leading technical institutions and important industry players. The fact that most leading PV panel manufacturers have been certified according to ISO 9001 has led to some level of improvement and higher effectiveness. The new ISO 9001 PV QMS standards will be a major step in providing a tool to assess PV manufacturers' quality management systems. The current lack of sufficient standards has still got a negative influence on the quality of modules being installed today. Today every manufacturer builds their modules in their own way with little standardization or adherence to quality processes and methods, which are commonplace in other manufacturing industries. Although photovoltaic technology is to a great extent mature, the way modules are being produced has changed significantly over the past few years and it continues to change at a rapid pace. Investors, financiers and lenders stand the most to gain from PV systems over the long-term, but also the most to lose. Investors, developers, EPC, O&M and solar asset management companies must all manage manufacturing quality more proactively or they will face unexpected risks and failures down the road. Manufacturing quality deserves more transparency and attention, as it is a major driver of module performance and reliability. This paper will explain the benefits of good manufacturing quality and the dangers in poor manufacturing quality. The paper also explains why buyers and long-term investors need to pay close attention to the day-to-day manufacturing quality of module manufacturers. We demonstrate how these quality risks can be assessed and mitigated by independent diligence, professional contracting and smart quality assurance processes that can be easily built into any module procurement process. We highlight the steps to ensure that every module used in a PV system is built to quality standards that support the long-term reliability of a PV system.

Enhancing of Self-Efficacy in Teacher Education Students

ERIC Educational Resources Information Center

Malinauskas, Romualdas K.

2017-01-01

In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = 0.57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on…

Teacher Preparation for Movement Education: Increasing Pre-Service Teachers' Competence for Working with Young Children

ERIC Educational Resources Information Center

Sevimli-Celik, Serap; Johnson, James E.

2016-01-01

This study explores pre-service teachers' perceptions of movement education, the benefits they perceive from participating in a 12-week movement education module in a course on play, and the module's effects on their confidence and competence in regard to incorporating movement into a curriculum. Findings suggest that the pre-service teachers…

Promoting Educational Equity through School Libraries. Module 4: Sex-Fair Resources for School Libraries.

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Tyler, Karen Beyard

The school librarian or media specialist who wishes to promote educational equity through the selection of sex-fair materials is offered guidance in determining the suitability of reference sources in this fourth learning module of a continuing education program. The inadequacies of traditional resources are examined in three categories--omissions…

Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing.

PubMed

Goh, Yong-Shian; Selvarajan, Sunil; Chng, Mui-Lee; Tan, Chee-Shiong; Yobas, Piyanee

2016-10-01

Conducting mental status examination and suicide risk assessment is an important skill required of nurses when they are in the clinical setting. With nursing students often expressing the anxiety and lack of confidence in doing so, the use of standardized patients provide an excellent opportunity to practice and become proficient with this skill in a simulated environment. To explore the learning experience of undergraduate nursing students using standardized patients while practising their mental status examination and suicide risk assessment skills in mental health nursing module. A pre- and post-test, single group quasi experimental design was used in this study. A standard didactic tutorial session and a standardized patient session was conducted to evaluate the learning experience of undergraduate nursing students learning mental status examination and suicide risk assessment. Outcome measures for this study include Student Satisfaction and Self-Confidence in learning scale. Qualitative comments in the form of open-ended questions were also collected in this study. A University offering nursing program from undergraduate to postgraduate level. A convenience sample of Year 2 undergraduate nursing students undertaking the mental health nursing module was included in this study. The use of standardized patient session had significantly increased students' satisfaction and confidence level before they are posted to a mental health setting for their clinical attachment. There was a significant difference on students' self-confidence level for those who have taken care of a patient with mental illness after adjusting for pre-test on score in learning. Qualitative feedback obtained from students showed a positive outlook towards the use of standardized patient as an effective tool in augmenting didactic learning into practical skills. Using standardized patient in mental health nursing education enhanced the integration of didactic content into clinical setting allowing students to practice their assessment skills learned in classroom and transfer it to the clinical area. The benefits of using standardized patient include allowing students to practice their communication skills and improving their confidence level in conducting mental status examination and suicide risk assessment by reducing anxiety as compared with traditional classroom and textbook-based pedagogy. Copyright © 2016 Elsevier Ltd. All rights reserved.

Online continuing education course enhances nutrition and health professionals' knowledge of food safety issues of high-risk populations.

PubMed

Wallner, Stephanie; Kendall, Patricia; Hillers, Virginia; Bradshaw, Eva; Medeiros, Lydia C

2007-08-01

To develop and evaluate the efficacy of an online continuing education course for professionals who provide food safety information to high-risk populations. A 2-credit graduate-level class was converted into six web-based modules (overview of foodborne illness, immunology, pregnancy, human immunodeficiency virus, cancer and transplants, and lifecycle) and offered to nutrition and health professionals. Participants had 8 weeks to complete the modules, pre and post questionnaires, and course evaluation. Those who successfully completed the protocol received six continuing education units from one of three professional associations. Change in knowledge was measured using pre and post questionnaires. Course efficacy was evaluated using a post-course questionnaire. A convenience sample of 140 registered dietitians/dietetic technicians registered, nurses, and extension educators were recruited through professional conferences and electronic mailing lists to take the course. Analysis of variance was used to evaluate differences in knowledge scores for all groups across five main effects (attempt, module, profession, age, and education). Course evaluation responses were used to assess course effectiveness. For each module, knowledge scores increased significantly (P<0.001) from pre to post questionnaire. Overall, knowledge scores increased from 67.3% before the modules to 91.9% afterwards. Course evaluation responses were favorable, and participants indicated that course objectives were met. Online continuing education courses, such as "Food Safety Issues for High Risk Populations," seem to be a convenient, effective option for dietetics professionals, nurses, and extension educators seeking knowledge about food safety issues of high-risk populations. Online learning is a promising delivery approach for the continuing education of health professionals.

Adaptive eLearning modules for cytopathology education: A review and approach.

PubMed

Samulski, T Danielle; La, Teresa; Wu, Roseann I

2016-11-01

Clinical training imposes time and resource constraints on educators and learners, making it difficult to provide and absorb meaningful instruction. Additionally, innovative and personalized education has become an expectation of adult learners. Fortunately, the development of web-based educational tools provides a possible solution to these challenges. Within this review, we introduce the utility of adaptive eLearning platforms in pathology education. In addition to a review of the current literature, we provide the reader with a suggested approach for module creation, as well as a critical assessment of an available platform, based on our experience in creating adaptive eLearning modules for teaching basic concepts in gynecologic cytopathology. Diagn. Cytopathol. 2016;44:944-951. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

The Teacher Aide is Special. Workbook for Why Not Competence? A Guide for Training Special Education Aides. Trainees Manual.

ERIC Educational Resources Information Center

Semrau, Barbara L.; And Others

Designed for special education teacher aides, the workbook is the basic text for a five module, competency based, inservice training program. The first module focuses on the role of the teacher and the teacher aide as a team in serving handicapped children. The second module stresses the characteristics of normal child development and the…

Design and practice of a comprehensively functional integrated management information system for major construction

NASA Astrophysics Data System (ADS)

Liu, Yuling; Wang, Xiaoping; Zhu, Yuhui; Fei, Lanlan

2017-08-01

This paper introduces a Comprehensively Functional Integrated Management Information System designed for the Optical Engineering Major by the College of Optical Science and Engineering, Zhejiang University, which combines the functions of teaching, students learning, educational assessment and management. The system consists of 5 modules, major overview, online curriculum, experiment teaching management, graduation project management and teaching quality feedback. The major overview module introduces the development history, training program, curriculums and experiment syllabus and teaching achievements of optical engineering major in Zhejiang University. The Management Information System is convenient for students to learn in a mobile and personalized way. The online curriculum module makes it very easy for teachers to setup a website for new curriculums. On the website, teachers can help students on their problems about the curriculums in time and collect their homework online. The experiment teaching management module and the graduation project management module enables the students to fulfill their experiment process and graduation thesis under the help of their supervisors. Before students take an experiment in the lab, they must pass the pre-experiment quiz on the corresponding module. After the experiment, students need to submit the experiment report to the web server. Moreover, the module contains experiment process video recordings, which are very helpful to improve the effect of the experiment education. The management of the entire process of a student's graduation program, including the project selection, mid-term inspection, progress report of every two weeks, final thesis, et al, is completed by the graduation project management module. The teaching quality feedback module is not only helpful for teachers to know whether the education effect of curriculum is good or not, but also helpful for the administrators of the college to know whether the design of syllabus is reasonable or not. The Management Information System changes the management object from the education results to the entire education processes. And it improves the efficiency of the management. It provides an effective method to promote curriculum construction management by supervision and evaluation, which improves students' learning outcomes and the quality of curriculums. As a result, it promotes the quality system of education obviously.

Automatic Identification System modular receiver for academic purposes

NASA Astrophysics Data System (ADS)

Cabrera, F.; Molina, N.; Tichavska, M.; Araña, V.

2016-07-01

The Automatic Identification System (AIS) standard is encompassed within the Global Maritime Distress and Safety System (GMDSS), in force since 1999. The GMDSS is a set of procedures, equipment, and communication protocols designed with the aim of increasing the safety of sea crossings, facilitating navigation, and the rescue of vessels in danger. The use of this system not only is increasingly attractive to security issues but also potentially creates intelligence products throughout the added-value information that this network can transmit from ships on real time (identification, position, course, speed, dimensions, flag, among others). Within the marine electronics market, commercial receivers implement this standard and allow users to access vessel-broadcasted information if in the range of coverage. In addition to satellite services, users may request actionable information from private or public AIS terrestrial networks where real-time feed or historical data can be accessed from its nodes. This paper describes the configuration of an AIS receiver based on a modular design. This modular design facilitates the evaluation of specific modules and also a better understanding of the standard and the possibility of changing hardware modules to improve the performance of the prototype. Thus, the aim of this paper is to describe the system's specifications, its main hardware components, and to present educational didactics on the setup and use of a modular and terrestrial AIS receiver. The latter is for academic purposes and in undergraduate studies such as electrical engineering, telecommunications, and maritime studies.

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

SmartImport.py is a Python source-code file that implements a replacement for the standard Python module importer. The code is derived from knee.py, a file in the standard Python diestribution , and adds functionality to improve the performance of Python module imports in massively parallel contexts.

GoldenBraid: An Iterative Cloning System for Standardized Assembly of Reusable Genetic Modules

PubMed Central

Sarrion-Perdigones, Alejandro; Falconi, Erica Elvira; Zandalinas, Sara I.; Juárez, Paloma; Fernández-del-Carmen, Asun; Granell, Antonio; Orzaez, Diego

2011-01-01

Synthetic Biology requires efficient and versatile DNA assembly systems to facilitate the building of new genetic modules/pathways from basic DNA parts in a standardized way. Here we present GoldenBraid (GB), a standardized assembly system based on type IIS restriction enzymes that allows the indefinite growth of reusable gene modules made of standardized DNA pieces. The GB system consists of a set of four destination plasmids (pDGBs) designed to incorporate multipartite assemblies made of standard DNA parts and to combine them binarily to build increasingly complex multigene constructs. The relative position of type IIS restriction sites inside pDGB vectors introduces a double loop (“braid”) topology in the cloning strategy that allows the indefinite growth of composite parts through the succession of iterative assembling steps, while the overall simplicity of the system is maintained. We propose the use of GoldenBraid as an assembly standard for Plant Synthetic Biology. For this purpose we have GB-adapted a set of binary plasmids for A. tumefaciens-mediated plant transformation. Fast GB-engineering of several multigene T-DNAs, including two alternative modules made of five reusable devices each, and comprising a total of 19 basic parts are also described. PMID:21750718

GoldenBraid: an iterative cloning system for standardized assembly of reusable genetic modules.

PubMed

Sarrion-Perdigones, Alejandro; Falconi, Erica Elvira; Zandalinas, Sara I; Juárez, Paloma; Fernández-del-Carmen, Asun; Granell, Antonio; Orzaez, Diego

2011-01-01

Synthetic Biology requires efficient and versatile DNA assembly systems to facilitate the building of new genetic modules/pathways from basic DNA parts in a standardized way. Here we present GoldenBraid (GB), a standardized assembly system based on type IIS restriction enzymes that allows the indefinite growth of reusable gene modules made of standardized DNA pieces. The GB system consists of a set of four destination plasmids (pDGBs) designed to incorporate multipartite assemblies made of standard DNA parts and to combine them binarily to build increasingly complex multigene constructs. The relative position of type IIS restriction sites inside pDGB vectors introduces a double loop ("braid") topology in the cloning strategy that allows the indefinite growth of composite parts through the succession of iterative assembling steps, while the overall simplicity of the system is maintained. We propose the use of GoldenBraid as an assembly standard for Plant Synthetic Biology. For this purpose we have GB-adapted a set of binary plasmids for A. tumefaciens-mediated plant transformation. Fast GB-engineering of several multigene T-DNAs, including two alternative modules made of five reusable devices each, and comprising a total of 19 basic parts are also described.

A Cluster Randomized Controlled Trial of the MyFamilyPlan Online Preconception Health Education Tool.

PubMed

Batra, Priya; Mangione, Carol M; Cheng, Eric; Steers, W Neil; Nguyen, Tina A; Bell, Douglas; Kuo, Alice A; Gregory, Kimberly D

2018-05-01

To evaluate whether exposure to MyFamilyPlan-a web-based preconception health education module-changes the proportion of women discussing reproductive health with providers at well-woman visits. Cluster randomized controlled trial. One hundred thirty participants per arm distributed among 34 clusters (physicians) required to detect a 20% change in the primary outcome. Urban academic medical center (California). Eligible women were 18 to 45 years old, were English speaking, were nonpregnant, were able to access the Internet, and had an upcoming well-woman visit. E-mail and phone recruitment between September 2015 and May 2016; 292 enrollees randomized. Intervention participants completed the MyFamilyPlan module online 7 to 10 days before a scheduled well-woman visit; control participants reviewed standard online preconception health education materials. The primary outcome was self-reported discussion of reproductive health with the physician at the well-woman visit. Self-reported secondary outcomes were folic acid use, contraceptive method initiation/change, and self-efficacy score. Multilevel multivariate logistic regression. After adjusting for covariates and cluster, exposure to MyFamilyPlan was the only variable significantly associated with an increase in the proportion of women discussing reproductive health with providers (odds ratio: 1.97, 95% confidence interval: 1.22-3.19). Prespecified secondary outcomes were unaffected. MyFamilyPlan exposure was associated with a significant increase in the proportion of women who reported discussing reproductive health with providers and may promote preconception health awareness; more work is needed to affect associated behaviors.

Development of cognitive-behavioral therapy intervention for patients with Dhat syndrome

PubMed Central

Salam, K. P. Abdul; Sharma, Mahendra P.; Prakash, Om

2012-01-01

Dhat syndrome is a culture-bound syndrome prevalent in the natives of the Indian subcontinent characterized by excessive concern about harmful consequences of loss of semen (ICD-10). Treatment offered to the patients suffering from it continues to be esoteric, unstructured and without standardization. The present study aimed to develop and examine the feasibility of Cognitive – Behavior Therapy module for patients with Dhat syndrome. A draft module was developed based on existing theoretical knowledge and suggestions from five mental health professionals. This module was then applied on five patients with Dhat syndrome to assess and judge the suitability of the module. The pre and post-assessments were carried out using Sexual Knowledge and Attitude Questionnaire - II, Hamilton Depression Rating Scale, The Cognitive-Somatic Anxiety Scale, Screener for Somatoform Disorder, International Index for Erectile Function, Clinical Global Impressions, The World Health Organization Quality of Life Assessment - BREF. Experiences and insights gained from each patient were used to refine the module before applying on the next patient. The final module consisted of the following components was developed: Basic sex education, cognitive restructuring, relaxation training, imaginal desensitization, masturbatory training as homework and Kegel's exercises and ‘start-stop technique’ and ‘squeeze technique’ for sexual dysfunctions. Results of the study reveal that it is feasible to carry out the CBT module in clinical settings. Number of sessions ranged from 11 to 16 sessions. The duration of the session was 45 minutes on the average. Findings of the present study revealed improvement in sexual knowledge, anxiety, depressive and somatic symptoms. Implications and limitations of the study are highlighted and suggestions for future research offered. PMID:23372242

Environmental testing of block 3 solar cell modules. Part 1: Qualification testing of standard production modules

NASA Technical Reports Server (NTRS)

Griffith, J. S.

1979-01-01

Qualification tests of solar cell modules are described. These modules continue to show improvement over earlier type modules tested. Cell cracking and delamination are less prevalent, and interconnect problems and electrical degradation from environmental testing are now rare.

The need for a comprehensive medication safety module in medical education.

PubMed

Chandy, Sujith John

2016-10-01

A rising number of medicines and minimal emphasis on rational prescribing in the medical curriculum may compromise medication safety. There is no focused module in the curriculum dealing with factors affecting safety such as quality, medicines management, rational use, and approach to adverse effects. Creating awareness of these issues would hopefully plant a seed of safe prescribing and encourage pharmacovigilance. A study was therefore done to determine the need for such a module. A quasi-experimental pre-post module study. Medical students ( n = 88) completing pharmacology term were recruited after informed consent. A questionnaire containing 20 questions on various themes was administered and scored. Subsequently a module was developed and relevant safety themes taught to the students. After one month, the questionnaire was re-administered. The pre module score was 9.52/20. Knowledge about the various themes, adverse effects, medication management, quality issues and rational use were similar though poor knowledge was evident in specific areas such as clinical trials, look alike-sound alike medicines (LASA) and medicine storage. The post module score was 12.24/20. The improvement of score was statistically significant suggesting the effectiveness of the module. The relatively poor knowledge and improvement with a specific educational module emphasizes the need of such a module within the medical curriculum to encourage safe use of medicines by Indian Medical Graduates (IMG). It is hoped that the policy makers in medical education will introduce such a module within the medical curriculum.

Common Core Curriculum for Vocational Education. Category C: Vocational Students. C-2: Assessing Students' Personal Characteristics.

ERIC Educational Resources Information Center

Sobolik, Gayle

This module on assessing students' personal characteristics is one of a set of seven on vocational students and is part of a larger series of thirty-four modules constituting a core curriculum intended for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial education.…

Movement Education: Preservice Teachers' Perceptions of Its Benefits and Their Competence in Integrating It across the Curriculum

ERIC Educational Resources Information Center

Sevimli Celik, Serap

2014-01-01

The purpose of this study was to examine the pre-service teachers' (PT) perceptions about movement education, perceived benefits from participating in a 12-week movement education module, and confidence and competency to incorporate movement into curriculum after experiencing the module. The data were generated through pre and post open-ended…

Teacher Education and Curriculum for Development. Report of a Regional Planning Workshop (Quezon City, Philippines, May 19-31, 1975).

ERIC Educational Resources Information Center

Philippines Univ., Quezon City. Asian Inst. for Teacher Educators.

The Regional Planning Workshop on Teacher Education and Curriculum for Development had as its aim the preparation of guidelines for: 1) the development of modules for curriculum designers with reference to curriculum for development; 2) the development of modules for selected elements of the core curriculum of teacher education; and 3)…

School Climate: Applied to Integration and Access of Special Education Children in Full Learning Environments. A Ho'okoho Module.

ERIC Educational Resources Information Center

Levy, Irena; Yoneshige, Dora

The module is intended to help educators understand the components of school climate and its influence on the integration of students with handicaps. Three competencies are addressed: (1) to develop an understanding of the concept of school climate, identify its components and analyze its relationship to educational goals; (2) to develop an…

Creating Open Education Resources for Teaching and Community Development through Action Research: The Milk Production and Hygiene Module

ERIC Educational Resources Information Center

Ssajjakambwe, Paul; Setumba, Christopher; Kisaka, Stevens; Bahizi, Gloria; Vudriko, Patrick; Kabasa, John D.; Kaneene, John B.

2013-01-01

One of the cornerstones of the AgShare program is the application of an information loop of action research in the training of graduate students to generate new and practical educational materials and interventions for creating open education research (OER) modules for teaching at universities, and for designing interventions and training…

Filling the Frame. Adult Education and Vocational Training Institute Guidelines for the Implementation of Integrated Curricula within the Certificates of General Education for Adults Framework.

ERIC Educational Resources Information Center

New South Wales Dept. of Corrective Services, Sydney (Australia).

This document contains learning modules for adult basic education courses in Australia, along with teacher information for integrating curricula, using integrated themes, and planning curricula. The learning modules contain learning activities in the following areas: job search skills; occupational health and safety; life skills; ceramics;…

Residential photovoltaic module and array requirements study

NASA Technical Reports Server (NTRS)

Nearhoof, S. L.; Oster, J. R.

1979-01-01

Design requirements for photovoltaic modules and arrays used in residential applications were identified. Building codes and referenced standards were reviewed for their applicability to residential photovoltaic array installations. Four installation types were identified - integral (replaces roofing), direct (mounted on top of roofing), stand-off (mounted away from roofing), and rack (for flat or low slope roofs, or ground mounted). Installation costs were developed for these mounting types as a function of panel/module size. Studies were performed to identify optimum module shapes and sizes and operating voltage cost drivers. It is concluded that there are no perceived major obstacles to the use of photovoltaic modules in residential arrays. However, there is no applicable building code category for residential photovoltaic modules and arrays and additional work with standards writing organizations is needed to develop residential module and array requirements.

Impact of Asynchronous Training on Radiology Learning Curve among Emergency Medicine Residents and Clerkship Students

PubMed Central

Pourmand, Ali; Woodward, Christina; Shokoohi, Hamid; King, Jordan B; Taheri, M Reza; King, Jackson; Lawrence, Christopher

2018-01-01

Context Web-based learning (WBL) modules are effectively used to improve medical education curriculum; however, they have not been evaluated to improve head computed tomography (CT) scan interpretation in an emergency medicine (EM) setting. Objective To evaluate the effectiveness of a WBL module to aid identification of cranial structures on CT and to improve ability to distinguish between normal and abnormal findings. Design Prospective, before-and-after trial in the Emergency Department of an academic center. Baseline head CT knowledge was assessed via a standardized test containing ten head CT scans, including normal scans and those showing hemorrhagic stroke, trauma, and infection (abscess). All trainees then participated in a WBL intervention. Three weeks later, they were given the same ten CT scans to evaluate in a standardized posttest. Main Outcome Measures Improvement in test scores. Results A total of 131 EM clerkship students and 32 EM residents were enrolled. Pretest scores correlated with stage of training, with students and first-year residents demonstrating the lowest scores. Overall, there was a significant improvement in percentage of correctly classified CT images after the training intervention from a mean pretest score of 32% ± 12% to posttest score of 67% ± 13% (mean improvement = 35% ± 13%, p < 0.001). Among subsets by training level, all subgroups except first-year residents demonstrated a statistically significant increase in scores after the training. Conclusion Incorporating asynchronous WBL modules into EM clerkship and residency curriculum provides early radiographic exposure in their clinical training and can enhance diagnostic head CT scan interpretation. PMID:29272248

Impact of distance education on academic performance in a pharmaceutical care course

PubMed Central

Bem, Tamires; Carneiro, Mára Lucia Fernandes; de Castro, Mauro Silveira

2017-01-01

The objective of this study was to compare the performance of pharmacy students from a Pharmaceutical Care course, taught in both distance education (DE) and campus-based formats using active methodologies. For two semesters, students (n = 82) taking the course studied half the subject in the distance education format and half in person. Questionnaires were applied at the beginning of the semester aimed to outline the demographic profile of the students. Their grade in the course was evaluated to determine their performance. The Module 1 (Information on Medication) average on the campus-based was 7.1225 and on DE was 7.5519, (p = 0.117). The Module 2 (Pharmaceutical Services) average on the campus-based was 7.1595 and on distance education was 7.7025, (p = 0.027*). There was a difference in learning outcomes in the Pharmaceutical Care Course between face-to-face and distant education. Therefore, the student performance was better in the distance education module, indicating distance education can be satisfactorily used in Pharmacy Programs. PMID:28384362

Radiation safety and medical education: development and integration of a dedicated educational module into a radiology clerkship, outcomes assessment, and survey of medical students' perceptions.

PubMed

Koontz, Nicholas A; Gunderman, Richard B

2012-04-01

This study assesses the effect on medical student understanding of a new radiobiology and radiation safety module in a fourth-year radiology clerkship. A dedicated radiobiology and radiation safety module was incorporated into the fourth-year medical school radiology clerkship at our institution. Student understanding of the material was assessed via pretest and posttest. Statistical analysis was performed to assess significance of changes in student performance. In addition, we surveyed student perceptions of the importance of this material in medical education and practice. Monthly pretest mean scores ranged from 47.8% to 55.6%, with an average monthly pretest score of 50.3%. Monthly posttest mean scores ranged from 77.3% to 91.2%, with an average monthly posttest score of 83.9%. The improvement in exam scores after the educational intervention was statistically significant (all P < .01). The introduction of a new educational module can significantly improve medical student understanding of radiobiology and radiation safety. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

Terrestrial Laser Scanning and Structure from Motion teaching resources for undergraduate field education courses

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Shervais, K.; Crosby, C. J.; Douglas, B. J.; Niemi, N. A.; Wang, G.; Charlevoix, D. J.

2015-12-01

Fieldwork is an integral part of the geosciences and there is a longstanding tradition of teaching field methods as part of the undergraduate curriculum. As new technology changes the ways in which we scientifically examine the Earth, and as workforce development demands evolve, there is growing interest in introducing these new technologies into field education courses. In collaboration with field education instructors, UNAVCO, the National Science Foundation's geodetic facility, has developed a module of teaching resources to integrate terrestrial lidar scanning into field courses. An NSF facility is well positioned to develop scalable resources that can then be distributed or adapted for broader implementation. The modules can also be accomplished using Structure from Motion methods in place of lidar scanning. Modules goals are for students to be able to: (A) design and conduct a complex TLS survey to address a geologic research question and (B) articulate the societal impetus for answering these research questions and identify why TLS is the appropriate method in some circumstances. The module is comprised of five units: (1) Introduction to survey design, (2) Stratigraphic section analysis, (3) Fault scarp analysis, (4) Geomorphic change detection, (5) Student-led survey design summative assessment. The modules, apart from the Introduction, are independent, thus select modules can be employed in a given field setting. Prototype module materials were developed from the last five years of UNAVCO support of undergraduate field courses. The current versions of the modules were tested in summer 2015 at the Indiana University and University of Michigan field camps. Results show that the majority of students are able to achieve the intended learning goals. Module materials are available on the UNAVCO Education and Community Engagement website.

Encouraging the pursuit of advanced degrees in science and engineering: Top-down and bottom-up methodologies

NASA Technical Reports Server (NTRS)

Maddox, Anthony B.; Smith-Maddox, Renee P.; Penick, Benson E.

1989-01-01

The MassPEP/NASA Graduate Research Development Program (GRDP) whose objective is to encourage Black Americans, Mexican Americans, American Indians, Puerto Ricans, and Pacific Islanders to pursue graduate degrees in science and engineering is described. The GRDP employs a top-down or goal driven methodology through five modules which focus on research, graduate school climate, technical writing, standardized examinations, and electronic networking. These modules are designed to develop and reinforce some of the skills necessary to seriously consider the goal of completing a graduate education. The GRDP is a community-based program which seeks to recruit twenty participants from a pool of Boston-area undergraduates enrolled in engineering and science curriculums and recent graduates with engineering and science degrees. The program emphasizes that with sufficient information, its participants can overcome most of the barriers perceived as preventing them from obtaining graduate science and engineering degrees. Experience has shown that the top-down modules may be complemented by a more bottom-up or event-driven methodology. This approach considers events in the academic and professional experiences of participants in order to develop the personal and leadership skills necessary for graduate school and similar endeavors.

Integrating pharmacology topics in high school biology and chemistry classes improves performance

NASA Astrophysics Data System (ADS)

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

2003-11-01

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.

Influence of modulation frequency in rubidium cell frequency standards

NASA Technical Reports Server (NTRS)

Audoin, C.; Viennet, J.; Cyr, N.; Vanier, J.

1983-01-01

The error signal which is used to control the frequency of the quartz crystal oscillator of a passive rubidium cell frequency standard is considered. The value of the slope of this signal, for an interrogation frequency close to the atomic transition frequency is calculated and measured for various phase (or frequency) modulation waveforms, and for several values of the modulation frequency. A theoretical analysis is made using a model which applies to a system in which the optical pumping rate, the relaxation rates and the RF field are homogeneous. Results are given for sine-wave phase modulation, square-wave frequency modulation and square-wave phase modulation. The influence of the modulation frequency on the slope of the error signal is specified. It is shown that the modulation frequency can be chosen as large as twice the non-saturated full-width at half-maximum without a drastic loss of the sensitivity to an offset of the interrogation frequency from center line, provided that the power saturation factor and the amplitude of modulation are properly adjusted.

AIDA: An Integrated Authoring Environment for Educational Software.

ERIC Educational Resources Information Center

Mendes, Antonio Jose; Mendes, Teresa

1996-01-01

Describes an integrated authoring environment, AIDA ("Ambiente Integrado de Desenvolvimento de Aplicacoes educacionais"), that was developed at the University of Coimbra (Portugal) for educational software. Highlights include the design module, a prototyping tool that allows for multimedia, simulations, and modularity; execution module;…

Culturally-Relevant Online Cancer Education Modules Empower Alaska's Community Health Aides/Practitioners to Disseminate Cancer Information and Reduce Cancer Risk.

PubMed

Cueva, Katie; Revels, Laura; Cueva, Melany; Lanier, Anne P; Dignan, Mark; Viswanath, K; Fung, Teresa T; Geller, Alan C

2017-04-12

To address a desire for timely, medically accurate cancer education in rural Alaska, ten culturally relevant online learning modules were developed with, and for, Alaska's Community Health Aides/Practitioners (CHA/Ps). The project was guided by the framework of Community-Based Participatory Action Research, honored Indigenous Ways of Knowing, and was informed by Empowerment Theory. A total of 428 end-of-module evaluation surveys were completed by 89 unique Alaska CHA/Ps between January and December 2016. CHA/Ps shared that as a result of completing the modules, they were empowered to share cancer information with their patients, families, friends, and communities, as well as engage in cancer risk reduction behaviors such as eating healthier, getting cancer screenings, exercising more, and quitting tobacco. CHA/Ps also reported the modules were informative and respectful of their diverse cultures. These results from end-of-module evaluation surveys suggest that the collaboratively developed, culturally relevant, online cancer education modules have empowered CHA/Ps to reduce cancer risk and disseminate cancer information. "brought me to tears couple of times, and I think it will help in destroying the silence that surrounds cancer".

Predictors of adherence among community users of a cognitive behavior therapy website

PubMed Central

Batterham, Philip J; Neil, Alison L; Bennett, Kylie; Griffiths, Kathleen M; Christensen, Helen

2008-01-01

Objective To investigate the predictors of early and late dropout among community users of the MoodGYM website, a five module online intervention for reducing the symptoms of depression. Method Approximately 82,000 users accessed the site in 2006, of which 27% completed one module and 10% completed two or more modules. Adherence was modeled as a trichotomous variable representing non-starters (0 modules), early dropouts (1 module) and late dropouts (2–5 modules). Predictor variables included age, gender, education, location, referral source, depression severity, anxiety severity, dysfunctional thinking, and change in symptom count. Results Better adherence was predicted by higher depression severity, higher anxiety severity, a greater level of dysfunctional thinking, younger age, higher education, being female, and being referred to the site by a mental health professional. In addition, users whose depression severity had improved or remained stable after the first intervention module had higher odds of completing subsequent modules. Conclusions While the effect of age and the null effect of location were in accordance with prior adherence research, the significant effects of gender, education and depression severity were not, and may reflect user characteristics, the content of the intervention and unique aspects of online interventions. Further research directions are suggested to investigate the elements of open access online interventions that facilitate adherence. PMID:19920949

The effectiveness of e-learning in pediatric medical student education.

PubMed

Khasawneh, Rima; Simonsen, Kari; Snowden, Jessica; Higgins, Joy; Beck, Gary

2016-01-01

Electronic learning allows individualized education and may improve student performance. This study assessed the impact of e-modules about infection control and congenital infections on medical knowledge. A descriptive study was conducted involving third-year medical students on pediatric clerkship. e-Module content in three different formats was developed: a text monograph, a PowerPoint presentation, and a narrated PowerPoint lecture. Students' use of the e-modules was tracked, as was participation in the infectious disease rotation and the order of pediatric rotation. Pre- and posttests specific to the e-module content and National Board of Medical Examiners (NBME) pediatric exam scores were recorded. Among 67 participants, 63% of them visited at least one e-module. Neither accessing any e-modules, timing of pediatric clerkship, nor assignment to ID rotation resulted in improved posttest nor NBME scores. Seventy percent of students rated the e-modules as satisfactory and reported usage improved their confidence with the congenital infections topic. e-Modules did not improve student performance on NBME or posttest; however, they were perceived as satisfactory and to have improved confidence among those who used them. This study underscores the importance of formally evaluating electronic and other innovative curricula when implemented within existing medical education frameworks.

The job competency of radiological technologists in Korea based on specialists opinion and questionnaire survey

PubMed Central

2017-01-01

Purpose Although there are over 40,000 licensed radiological technologists (RTs) in Korea, job competency standards have yet to be defined. This study aims to clarify the job competency of Korean RTs. Methods A task force team of 11 professional RTs were recruited in order to analyze the job competency of domestic and international RTs. A draft for the job competency of Korean RTs was prepared. A survey was then conducted sampling RTs and the attitudes of their competencies were recorded from May 21 to July 30, 2016. Results We identified five modules of professionalism, patient management, health and safety, operation of equipment, and procedure management and 131 detailed job competencies for RTs in Korea. “Health and safety” had the highest average score and “professionalism” had the lowest average score for both job performance and importance. The content validity ratios for the 131 subcompetencies were mostly valid. Conclusion Establishment of standard guidelines for RT job competency for multidisciplinary healthcare at medical institutions may be possible based on our results, which will help educators of RT training institutions to clarify their training and education. PMID:28502973

A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2016-10-01

How pre-service teachers (PST) develop pedagogical content knowledge (PCK) during science teacher education is an open research question. Our teacher education module, theoretically based on PCK, specifically combines biology PSTs' education with high school students' biology education and includes an innovative role change approach. Altogether, 41 PSTs each participated in three subsequent module days with students ( N = 823) from 50 classes. The module's content dealt with the syllabus topic Genetic Fingerprinting. During participation, the PSTs changed their role by assuming a student's role on the first day, a tutor's role on the second day, and a teacher's role on the third day. By quasi-experimentally administering pre- and delayed posttests, we qualitatively monitored, then content-analytically categorized, and finally quantitatively analyzed three specific PCK components. In contrast to a control group (which did not participate in the module), our treatment preferentially changed the PSTs' orientations toward teaching biology to a more student-centered orientation (both intra- and inter-group differences with medium effect sizes). Additionally, the PSTs who participated in the three modules days differed before and after module participation in how they addressed potential student learning difficulties and identified potential instructional strategies for avoiding these difficulties. The changes in these PCK components point to a step-by-step development of the PSTs' PCK. In this process, our participating PSTs assessed the importance of their three roles on the 3 days quite differently; most notably, we found one relationship between the teacher role and the PSTs' student-centeredness. We specifically discuss the potential and importance of our role change approach within science teacher education.

The Autism Diagnostic Observation Schedule, Toddler Module: Standardized Severity Scores

PubMed Central

Esler, Amy N.; Bal, Vanessa Hus; Guthrie, Whitney; Wetherby, Amy; Weismer, Susan Ellis; Lord, Catherine

2016-01-01

Standardized calibrated severity scores (CSS) have been created for Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) Modules 1–4 as a metric of the relative severity of autism-specific behaviors. Total and domain CSS were created for the Toddler Module to facilitate comparison to other modules. Analyses included 388 children with ASD age 12 to 30 months and were replicated on 435 repeated assessments from 127 children with ASD. Compared to raw scores, associations between total and domain CSS and participant characteristics were reduced in the original sample. Verbal IQ effects on Social Affect-CSS were not reduced in the replication sample. Toddler Module CSS increases comparability of ADOS-2 scores across modules and allows studies of symptom trajectories to extend to earlier ages. PMID:25832801

Creation a Geo Big Data Outreach and Training Collaboratory for Wildfire Community

NASA Astrophysics Data System (ADS)

Altintas, I.; Sale, J.; Block, J.; Cowart, C.; Crawl, D.

2015-12-01

A major challenge for the geoscience community is the training and education of current and next generation big data geoscientists. In wildfire research, there are an increasing number of tools, middleware and techniques to use for data science related to wildfires. The necessary computing infrastructures are often within reach and most of the software tools for big data are freely available. But what has been lacking is a transparent platform and training program to produce data science experts who can use these integrated tools effectively. Scientists well versed to take advantage of big data technologies in geoscience applications is of critical importance to the future of research and knowledge advancement. To address this critical need, we are developing learning modules to teach process-based thinking to capture the value of end-to-end systems of reusable blocks of knowledge and integrate the tools and technologies used in big data analysis in an intuitive manner. WIFIRE is an end-to-end cyberinfrastructure for dynamic data-driven simulation, prediction and visualization of wildfire behavior.To this end, we are openly extending an environment we have built for "big data training" (biobigdata.ucsd.edu) to similar MOOC-based approaches to the wildfire community. We are building an environment that includes training modules for distributed platforms and systems, Big Data concepts, and scalable workflow tools, along with other basics of data science including data management, reproducibility and sharing of results. We also plan to provide teaching modules with analytical and dynamic data-driven wildfire behavior modeling case studies which address the needs not only of standards-based K-12 science education but also the needs of a well-educated and informed citizenry.Another part our outreach mission is to educate our community on all aspects of wildfire research. One of the most successful ways of accomplishing this is through high school and undergraduate student internships. Students have worked closely with WIFIRE researchers on various projects including the development of statistical models of wildfire ignition probabilities for southern California, and the development of a smartphone app for crowd-sourced wildfire reporting through social networks such as Twitter and Facebook.

Health Occupations Module. The Skeletal System--I.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on the skeletal system is one of eight modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module contains an introduction to the module topic, three objectives (e.g., define the skeletal system and list its functions), and three learning…

Common Core Curriculum for Vocational Education. Category F: Stages and Structure of Curriculum Development. F-4: Safety.

ERIC Educational Resources Information Center

Winegar, Gary

This module on safety is one of a set of four on stages and structure of curriculum development and is part of a larger series of thirty-four modules comprising a core curriculum intended for use in the professional preparation of vocational educators in the areas of agricultural, business, home economics, and industrial education. Following the…

Reflexive Pedagogy for Reading across the Curriculum: The University of KwaZulu-Natal Faculty of Education Experience

ERIC Educational Resources Information Center

Mgqwashu, Emmanuel Mfanafuthi

2011-01-01

This article is a qualitative evaluation of the role of reflexive pedagogy; a pedagogic approach used in a first year, academic literacy compulsory module for all first year Bachelor of Education (B. Ed) students offered by the School of Language, Literacies, Media and Drama Education at the University of KwaZulu-Natal. The module is called…

Supplemental Driver Safety Program Development Volume II--Pilot and Field Test Module Materials. Final Report.

ERIC Educational Resources Information Center

McPherson, Kenard; Weidman, James R.

This volume contains materials to supplement existing driver education programming offered by high schools to youthful (16- to 18-year old) drivers. Section I contains three drinking/driving modules: an information-only module, a self-image module, and a three-unit peer intervention module. An instructor's guide provided for each module includes…

10 CFR 431.226 - Energy conservation standards and their effective dates.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 3 2014-01-01 2014-01-01 false Energy conservation standards and their effective dates. 431.226 Section 431.226 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR CERTAIN COMMERCIAL AND INDUSTRIAL EQUIPMENT Traffic Signal Modules and Pedestrian Modules Energy...

10 CFR 431.226 - Energy conservation standards and their effective dates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 3 2011-01-01 2011-01-01 false Energy conservation standards and their effective dates. 431.226 Section 431.226 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR CERTAIN COMMERCIAL AND INDUSTRIAL EQUIPMENT Traffic Signal Modules and Pedestrian Modules Energy...

10 CFR 431.226 - Energy conservation standards and their effective dates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false Energy conservation standards and their effective dates. 431.226 Section 431.226 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR CERTAIN COMMERCIAL AND INDUSTRIAL EQUIPMENT Traffic Signal Modules and Pedestrian Modules Energy...

10 CFR 431.226 - Energy conservation standards and their effective dates.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 3 2012-01-01 2012-01-01 false Energy conservation standards and their effective dates. 431.226 Section 431.226 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR CERTAIN COMMERCIAL AND INDUSTRIAL EQUIPMENT Traffic Signal Modules and Pedestrian Modules Energy...

10 CFR 431.226 - Energy conservation standards and their effective dates.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 3 2013-01-01 2013-01-01 false Energy conservation standards and their effective dates. 431.226 Section 431.226 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR CERTAIN COMMERCIAL AND INDUSTRIAL EQUIPMENT Traffic Signal Modules and Pedestrian Modules Energy...

Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

ERIC Educational Resources Information Center

Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

2013-01-01

This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

Shuttle user analysis (study 2.2). Volume 4: Standardized subsystem modules analysis

NASA Technical Reports Server (NTRS)

1974-01-01

The capability to analyze payloads constructed of standardized modules was provided for the planning of future mission models. An inventory of standardized module designs previously obtained was used as a starting point. Some of the conclusions and recommendations are: (1) the two growth factor synthesis methods provide logical configurations for satellite type selection; (2) the recommended method is the one that determines the growth factor as a function of the baseline subsystem weight, since it provides a larger growth factor for small subsystem weights and results in a greater overkill due to standardization; (3) the method that is not recommended is the one that depends upon a subsystem similarity selection, since care must be used in the subsystem similarity selection; (4) it is recommended that the application of standardized subsystem factors be limited to satellites with baseline dry weights between about 700 and 6,500 lbs; and (5) the standardized satellite design approach applies to satellites maintainable in orbit or retrieved for ground maintenance.

Accessible Genetics Research Ethics Education (AGREE): A Web-Based Program for IRBs and Investigators

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

Sugarman, Jeremy; Lee, Linda

The primary objective of this project was to design and evaluate a series of web-based educational modules on genetics research ethics for members of Institutional Review Boards and investigators to facilitate the development and oversight of important research that is sensitive to the relevant ethical, legal and social issues. After a needs assessment was completed in March of 2003, five online educational modules on the ethics of research in genetics were developed, tested, and made available through a host website for AGREE: http://agree.mc.duke.edu/index.html. The 5 modules are: (1) Ethics and Genetics Research in Populations; (2) Ethics in Behavioral Genetics Research;more » (3) Ethical Issues in Research on Gene-Environment Interactions; (4) Ethical Issues in Reproductive Genetics Research; and (5) Ethical Issues in Diagnostic and Therapeutic Research. The development process adopted a tested approach used at Duke University School of Medicine in providing education for researchers and IRB members, supplementing it with expert input and a rigorous evaluation. The host website also included a description of the AGREE; short bios on the AGREE Investigators and Expert Advisory Panel; streaming media of selected presentations from a conference, Working at the Frontiers of Law and Science: Applications of the Human Genome held October 2-3, 2003, at the University of North Carolina at Chapel Hill; and links to online resources in genomics, research ethics, ethics in genomics research, and related organizations. The web site was active beginning with the posting of the first module and was maintained throughout the project period. We have also secured agreement to keep the site active an additional year beyond the project period. AGREE met its primary objective of creating web-based educational modules related to the ethical issues in genetics research. The modules have been disseminated widely. While it is clearly easier to judge the quality of the educational experience than to evaluate the impact of an educational program on research, the AGREE modules have been met with very positive feedback on the part of users.« less

Brief Report: Relationship Between ADOS-2, Module 4 Calibrated Severity Scores (CSS) and Social and Non-Social Standardized Assessment Measures in Adult Males with Autism Spectrum Disorder (ASD)

ERIC Educational Resources Information Center

Morrier, Michael J.; Ousley, Opal Y.; Caceres-Gamundi, Gabriella A.; Segall, Matthew J.; Cubells, Joseph F.; Young, Larry J.; Andari, Elissar

2017-01-01

The ADOS-2 Modules 1-3 now include a standardized calibrated severity score (CSS) from 1 to 10 based on the overall total raw score. Subsequent research published CSS for Module 4 (Hus, Lord, "Journal of Autism and Developmental Disorders" 44(8):1996-2012, 2014); however more research is needed to examine the psychometric properties of…

Bringing Geoscientific Practices to Schools Through Guided Inquiry and the NSF-MSP-funded RITES Project

NASA Astrophysics Data System (ADS)

Cardace, D.; Schifman, L. A.; Kortz, K. M.; Saul, K.; Veeger, A. I.; Murray, D. P.

2012-12-01

The Rhode Island Technology Enhanced Science (RITES) Project is in its fifth of five years of funding from the NSF Math Science Partnership Program. At this stage, RITES has exceptional engagement of school districts across Rhode Island and growing momentum with partners in schools (covering the demographic spectrum present in Rhode Island) to enhance science education state-wide. One RITES product that will endure is the wide use by teachers of a Rock Cycle focused guided inquiry module, of constructivist design, that corresponds well to both the Rhode Island Grade Span Expectations (GSE) and the Next Generation Science Standards (with probable nationwide implementation) released in May 2012. The Rock Cycle teaching module has been piloted and edited following use in middle and high school classrooms. In this presentation, we evaluate the implementation fidelity of this curricular module, integrating commentary by the design team (Kortz and Saul) with data from teacher interviews, teacher reports on class use, and focus groups during which teachers discuss successes and challenges pertinent to the Rock Cycle from classroom experiences. In this presentation, we pay particular attention to the skills developed through the Rock Cycle module that resonate with research-supported approaches, such as observation, evidence-based hypothesis resolution, diverse science communication strategies, etc., all of which are also necessary scientific research skills.

Nutrition in Head Start: A Comprehensive Plan for Quality Improvement. Module One--Staff Development: Training To Meet the Nutritional Needs of Children and Families. Module Two--Community Awareness: Educating Local Businesses on the Mission of Head Start Nutrition. Module Three--Children and Families: Nutrition Education for Health and Employment.

ERIC Educational Resources Information Center

Riedel-Lester, Priscilla

Three modules address the objectives and services of the nutrition part of the health services component of the Head Start program. The planning of the nutrition services involves the following issues: (1) identifying the nutritional needs and problems of the children and the families; (2) meeting the daily nutritional needs of the children; (3)…

E-learning in newborn health - a paradigm shift for continuing professional development for doctors and nurses.

PubMed

Chandrasekaran, Aparna; Thukral, Anu; Deorari, Ashok K

2014-12-01

Neonatal mortality can be largely prevented by wide-scale coverage of components of essential newborn care and management of sick neonates in district-level healthcare facilities. A vital step in this direction is imparting the requisite knowledge and skill among healthcare providers. Medical education programs with their static curricula seldom adapt to the changing needs of neonatal healthcare providers in patient-centered, collaborative and remote delivery contexts. E-learning is emerging as the cutting edge tool towards refinement of knowledge, attitude and practices of physicians. Module-based e-learning courses can be blended with a skill learning contact period in partnering institutions thus saving resources and rapidly covering a wide geographical region with uniform standardized education. In this review, the authors discuss their experience with e-learning aimed at introducing and refining the understanding of sick newborn care among pre-service and in-service doctors who manage neonates.

Catatonia Education: Needs Assessment and Brief Online Intervention.

PubMed

Cooper, Joseph J; Roig Llesuy, Joan

2017-06-01

There are no studies investigating physicians' knowledge of catatonia. The authors aimed to assess and increase physicians' awareness of catatonia. A survey with clinical questions about catatonia was administered, followed by a brief online teaching module about catatonia and a post-education survey. Twenty-one psychiatry residents (response rate, 70%) and 36 internal medicine residents (response rate, 34%) participated in the pre-education survey. Psychiatry residents identified 75% of the correct answers about catatonia, compared to 32% correct by internal medicine residents (p < 0.001). Twenty participants (response rate, 35%) completed the online education module and second survey, which resulted in a significant improvement in correct response rates from 60 to 83% in all the participants (p < 0.001). Residents' baseline knowledge of catatonia is low, particularly among internal medicine residents. A brief online module improved resident physicians' knowledge of catatonia. Educational strategies to improve recognition of catatonia should be implemented.

RCRA, superfund and EPCRA hotline training module. Introduction to: Air emission standards (40 cfr parts 264/265, subparts aa, bb, and cc) updated July 1996

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

NONE

1996-07-01

The module provides a regulatory overview of the RCRA air emission standards as they apply to hazardous waste facilities. It outlines the history of RCRA air emission standards as well as the air emission controls required by the standards. It explains the difference in the parts 264/265 and subparts AA, BB and CC, air emission standards. It summarizes the requirements of each of these subparts and identifies the types of units subject to these requirements as well as specific exemptions.

Improvements in Undergraduate Science Education Using Web-Based Instructional Modules: The Natural Science Pages.

ERIC Educational Resources Information Center

Carpi, Anthony

2001-01-01

Explains the advantages of using the World Wide Web as an educational tool and describes the Natural Science Pages project which is a teaching module involving Internet access and Web use and aiming to improve student achievement. (Contains 13 references.) (YDS)

Trade Electricity. Lighting--Level 2. Standardized Curriculum.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Occupational and Career Education.

This curriculum guide consists of nine modules on lighting, one of the three divisions of the standardized trade electricity curriculum in high schools in New York City. The nine modules cover the following subjects: armored cable, rigid conduit, electrical metallic tubing, services and meters, fluorescent lighting, metal molding, wiremold, Romex,…

Trade Electricity. Signal Wiring--Level 1. Standardized Curriculum.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Occupational and Career Education.

This curriculum guide consists of nine modules on signal wiring, one of the three divisions of the standardized trade electricity curriculum in high schools in New York City. The modules cover the following subjects: bells, double contact pushbuttons, annunciator circuits, open circuit burglar alarms, closed circuit burglar alarms, fire alarms,…

Hypertension module: an interactive learning tool in physiology.

PubMed

Işman, C A; Gülpinar, M A; Kurtel, H; Alican, I; Yeğen, B C

2003-12-01

The aim of the present study was to evaluate the strong or weak aspects of an interactive study module introduced during the "Cardiovascular and Respiratory Systems Subject Committee" in the second year of the medical program. Five study groups consisting of 25 students attended two-hour module sessions for six weeks with the same tutor. According to the module assessment questionnaire, the majority of the students assessed the module as excellent or good. The students reported that they had gained not only in knowledge but also in skills development. The general opinion of the students was that both the organization and the implementation of the module met their expectations. Nearly one-half of the students reported that their expectations with regard to the educational environment and the participation of students were fully met. The major weakness in this new educational trial appears to be assessment of the module.

Teaching dental students about patient communication following an adverse event: a pilot educational module.

PubMed

Raja, Sheela; Rajagopalan, Chelsea F; Patel, Janki; Van Kanegan, Kevin

2014-05-01

Adverse events are an important but understudied area in dentistry. Most dentists will face the issue of an adverse event several times in their clinical careers. The authors implemented a six-hour pilot educational module at one dental school to improve fourth-year dental students' knowledge and confidence in communicating with patients about adverse events. Based on results from the twenty-nine students who completed both the pre- and posttests, the module significantly increased the students' knowledge of the key concepts involved in adverse events. However, the module did not improve the students' confidence that they would be able to implement these communication skills in clinical situations. Based on these results, this article discusses how future educational efforts can be modified to better prepare students for the communication challenges associated with adverse events.

Health Occupations Module. The Skeletal System--II.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on the skeletal system is one of eight modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module contains an introduction to the module topic, two objectives (e.g., list the types of joints and movements, and give examples), and two learning…

Mental Health and Family Life Education. Individualized Health Incentive Program Modules for Physically Disabled Students for Grades Kindergarten Through Twelve. Teacher's Edition.

ERIC Educational Resources Information Center

Reggio, Kathryn D.

Presented is a module in mental health and family life education adapted from the New York State Health Education curriculum to meet the needs of physically disabled students in grades K-12. It is explained that physically disabled students need to understand regular health habits in addition to special health concerns relating to their…

Block 5 documentation and solar modules

NASA Technical Reports Server (NTRS)

1985-01-01

Design and fabrication of Spire Corporation's Block 5 photovoltaic flat plate module is reviewed. These modules exhibited power of about 70 watts under standard test conditions. Results of performance and environmental testing are provided.

PV industry growth and module reliability in Thailand

NASA Astrophysics Data System (ADS)

Chenvidhya, Dhirayut; Seapan, Manit; Sangpongsanont, Yaowanee; Chenvidhya, Tanokkorn; Limsakul, Chamnan; Songprakorp, Roongrojana

2015-09-01

The PV applications in Thailand are now installed more than 1.2 GWp cumulatively. It is due to the National Renewable Energy Program and its targets. In the latest Alternative Energy Development Plan (AEDP), the PV electricity production target has increased from 2 GWp to 3 GWp. With this rapid growth, customers and manufacturers seek for module standard testing. So far over one thousands of PV modules per annum have been tested since 2012. The normal tests include type approval test according to TIS standard, acceptance test and testing for local standard development. For type test, the most module failure was found during damp heat test. For annual evaluation test, the power degradation and delamination of power was found between 0 to 6 percent from its nameplate after deployment of 0 to 5 years in the field. For thin-film module, the degradation and delamination was found in range of 0 to 13 percent (about 5 percent on average) from its nameplate for the modules in operation with less than 5 years. However, for the PV modules at the reference site on campus operated for 12 years, the power degradation was ranging from 10 to 15 percent. Therefore, a long term performance assessment needs to be considered to ensure the system reliability.

Current pain education within undergraduate medical studies across Europe: Advancing the Provision of Pain Education and Learning (APPEAL) study.

PubMed

Briggs, Emma V; Battelli, Daniele; Gordon, David; Kopf, Andreas; Ribeiro, Sofia; Puig, Margarita M; Kress, Hans G

2015-08-10

Unrelieved pain is a substantial public health concern necessitating improvements in medical education. The Advancing the Provision of Pain Education and Learning (APPEAL) study aimed to determine current levels and methods of undergraduate pain medicine education in Europe. Using a cross-sectional design, publicly available curriculum information was sought from all medical schools in 15 representative European countries in 2012-2013. Descriptive analyses were performed on: the provision of pain teaching in dedicated pain modules, other modules or within the broader curriculum; whether pain teaching was compulsory or elective; the number of hours/credits spent teaching pain; pain topics; and teaching and assessment methods. Curriculum elements were publicly available from 242 of 249 identified schools (97%). In 55% (133/242) of schools, pain was taught only within compulsory non-pain-specific modules. The next most common approaches were for pain teaching to be provided wholly or in part via a dedicated pain module (74/242; 31%) or via a vertical or integrated approach to teaching through the broader curriculum, rather than within any specific module (17/242; 7%). The curricula of 17/242 schools (7%) showed no evidence of any pain teaching. Dedicated pain modules were most common in France (27/31 schools; 87%). Excluding France, only 22% (47/211 schools) provided a dedicated pain module and in only 9% (18/211) was this compulsory. Overall, the median number of hours spent teaching pain was 12.0 (range 4-56.0 h; IQR: 12.0) for compulsory dedicated pain modules and 9.0 (range 1.0-60.0 h; IQR: 10.5) for other compulsory (non-pain specific) modules. Pain medicine was principally taught in classrooms and assessed by conventional examinations. There was substantial international variation throughout. Documented pain teaching in many European medical schools falls far short of what might be expected given the prevalence and public health burden of pain. 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.

A Word of Caution on Individualized Instruction in Teacher Education.

ERIC Educational Resources Information Center

Pearson, Robert P.

This paper expresses the fear that competency-based teacher education, with its use of individualized instructional modules, may neglect the central skill of teaching--the communicative process. Communicative experience cannot be packaged. Subjects peripheral to the act of teaching are best suited to modules for individual learning. Teachers,…

Female Adolescents' Educational Choices about Reproductive Health Modules

ERIC Educational Resources Information Center

Gold, Melanie A.; Chiappetta, Laurel; Young, Amanda J.; Zuckoff, Allan; DiClemente, Carlo C.

2008-01-01

Purpose: To assess girls' reproductive educational choices, satisfaction with choice, and relationship between demographics, module choice, and satisfaction. Methods: We recruited 286 girls, aged 13 to 21 years, from a hospital-based adolescent clinic, from advertisements, and by word of mouth. At enrollment, participants completed a 60-minute…

Assessing the Value of the Enviroscape Watershed Learning Module

ERIC Educational Resources Information Center

Edwards, Warren Patrick

2013-01-01

Scope and Method of Study: The researcher's evaluation of the West Atlanta Watershed Alliance's (WAWA) programs highlighted that few if any of the offered educational programs included a program evaluation, especially the most promising, the Enviroscape® Watershed learning module. The education programs that were customized and developed by the…

Career Education for Adults: Government and Law.

ERIC Educational Resources Information Center

Auburn Univ., AL. Dept. of Vocational and Adult Education.

An outgrowth of State-sponsored institutes conducted by Auburn University, Alabama, to produce career education teaching modules for adults, the government and law module is one of five field-tested curriculum guides adopted from findings of the nationally oriented Adult Performance Level Study conducted at the University of Texas. (Basic to the…

Improving FCS Accountability: Increasing STEM Awareness with Interior Design Modules

ERIC Educational Resources Information Center

Etheredge, Jessica; Moody, Dana; Cooper, Ashley

2014-01-01

This paper demonstrates ways in which family and consumer sciences (FCS) educators can explore more opportunities to integrate Science, Technology, Engineering, and Math (STEM) principles into secondary education curriculum. Interior design is used as a case study for creating learning modules that incorporate STEM principles in a creative and…

Crossing Boundaries in Undergraduate Biology Education

ERIC Educational Resources Information Center

Vanderklein, Dirk; Munakata, Mika; McManus, Jason

2016-01-01

In an effort to make mathematics relevant to biology students, the authors developed two modules that sought to integrate mathematics and ecology instruction to differing degrees. The modules were developed by a team of biology and mathematics educators and were implemented in an ecology course using three different instructional methods for three…

Promoting Educational Equity through School Libraries. Module 3: Sex-Fair Instructional Materials.

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Tyler, Karen Beyard

The sex-fair characteristics which school librarians and media specialists should look for in the content, language, and illustrations when selecting instructional materials are described in this third learning module of an inservice continuing education program. Recommended criteria for selection include the portrayal of approximately equal…

Perceived outcomes of web-based modules designed to enhance athletic trainers' knowledge of evidence-based practice.

PubMed

Welch, Cailee E; Van Lunen, Bonnie L; Hankemeier, Dorice A; Wyant, Aimee L; Mutchler, Jessica M; Pitney, William A; Hays, Danica G

2014-01-01

The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Qualitative study. Individual telephone interviews. A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

PubMed Central

Welch, Cailee E.; Van Lunen, Bonnie L.; Hankemeier, Dorice A.; Wyant, Aimee L.; Mutchler, Jessica M.; Pitney, William A.; Hays, Danica G.

2014-01-01

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice. PMID:24576306

Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation.

PubMed

Langenau, Erik E; Lee, Robert; Fults, Marci

2017-04-01

Traditional medical education is shifting to incorporate learning technologies and online educational activities with traditional face-to-face clinical instruction to engage students, especially at remote clinical training sites. To describe and evaluate the effectiveness of the blended learning format (combining online and face-to-face instruction) for third-year osteopathic medical students during their pediatric rotation. Third-year medical students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year were divided into a standard learning group and a blended learning group with online activities (discussion boards, blogs, virtual patient encounters, narrated video presentations, and online training modules). Comprehensive Osteopathic Medical Achievement Test scores and final course grades were compared between the standard learning and blended learning groups. Students in the blended learning group completed a postsurvey regarding their experiences. Of 264 third-year students who completed the 4-week clerkship in pediatrics during the 2014-2015 academic year, 78 (29.5%) participated in the blended learning supplement with online activities. Of 53 students who completed the postsurvey in the blended learning group, 44 (83.0%) agreed or strongly agreed that "The integration of e-learning and face-to-face learning helped me learn pediatrics." Open-ended comments supported this overall satisfaction with the course format; however, 26 of 100 comments reflected a desire to increase the amount of clinical exposure and face-to-face time with patients. No statistical differences were seen between the standard learning (n=186) and blended learning (n=78) groups with regard to Comprehensive Osteopathic Medical Achievement Test scores (P=.321). Compared with the standard learning group, more students in the blended learning group received a final course grade of honors (P=.015). Results of this study support the use of blended learning in a clinical training environment. As more medical educators use blended learning, it is important to investigate the best balance between learning with technology and learning in a face-to-face setting. Online activities may enhance but should never fully replace face-to-face learning with real patients.

Cost reduction for communication satellites in the 1800 to 2600 kg (GEO) class by a standardized propulsion module (OPM)

NASA Astrophysics Data System (ADS)

Koelle, D. E.; Mueller, W.; Schweig, H.

1985-10-01

The standardized propulsion module for future spacecraft in the 1800-2700 kg class is described. The definition of the propulsion system and its thrust level are addressed, and the design of the orbital propulsion module (OPM) is shown and described. The masses of various components are given. The OPM application and size optimization for the Ariane 4 launchers are examined, and the cost-saving aspects of OPM and its space applications are discussed.

New Educational Modules Using a Cyber-Distribution System Testbed

DOE PAGES

Xie, Jing; Bedoya, Juan Carlos; Liu, Chen-Ching; ...

2018-03-30

At Washington State University (WSU), a modern cyber-physical system testbed has been implemented based on an industry grade distribution management system (DMS) that is integrated with remote terminal units (RTUs), smart meters, and a solar photovoltaic (PV). In addition, the real model from the Avista Utilities distribution system in Pullman, WA, is modeled in DMS. The proposed testbed environment allows students and instructors to utilize these facilities for innovations in learning and teaching. For power engineering education, this testbed helps students understand the interaction between a cyber system and a physical distribution system through industrial level visualization. The testbed providesmore » a distribution system monitoring and control environment for students. Compared with a simulation based approach, the testbed brings the students' learning environment a step closer to the real world. The educational modules allow students to learn the concepts of a cyber-physical system and an electricity market through an integrated testbed. Furthermore, the testbed provides a platform in the study mode for students to practice working on a real distribution system model. Here, this paper describes the new educational modules based on the testbed environment. Three modules are described together with the underlying educational principles and associated projects.« less

New Educational Modules Using a Cyber-Distribution System Testbed

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

Xie, Jing; Bedoya, Juan Carlos; Liu, Chen-Ching

At Washington State University (WSU), a modern cyber-physical system testbed has been implemented based on an industry grade distribution management system (DMS) that is integrated with remote terminal units (RTUs), smart meters, and a solar photovoltaic (PV). In addition, the real model from the Avista Utilities distribution system in Pullman, WA, is modeled in DMS. The proposed testbed environment allows students and instructors to utilize these facilities for innovations in learning and teaching. For power engineering education, this testbed helps students understand the interaction between a cyber system and a physical distribution system through industrial level visualization. The testbed providesmore » a distribution system monitoring and control environment for students. Compared with a simulation based approach, the testbed brings the students' learning environment a step closer to the real world. The educational modules allow students to learn the concepts of a cyber-physical system and an electricity market through an integrated testbed. Furthermore, the testbed provides a platform in the study mode for students to practice working on a real distribution system model. Here, this paper describes the new educational modules based on the testbed environment. Three modules are described together with the underlying educational principles and associated projects.« less

A longitudinal simulation-based ethical-legal curriculum for otolaryngology residents.

PubMed

Fanous, Amanda; Rappaport, Jamie; Young, Meredith; Park, Yoon Soo; Manoukian, John; Nguyen, Lily H P

2017-11-01

To develop, implement, and evaluate a longitudinal, simulation-based ethics and legal curriculum designed specifically for otolaryngology residents. Otolaryngology residents were recruited to participate in a yearly half-day ethical-legal module, the curriculum of which spanned 4 years. Each module included: three simulated scenarios, small-group multisource feedback, and large-group debriefings. Scenarios involved encounters with standardized patients. Residents' ethical-legal knowledge was assessed pre- and postmodule with multiple-choice questions, and ethical reasoning was assessed by a variety of evaluators during the simulated scenario using a locally developed assessment tool. Participants completed an exit survey at the end of each module. Eighteen residents completed four modules from the academic years of 2008 to 2009 to 2011 to 2012. The first year was considered a pilot module, and data were collected for the following 3 years. Knowledge of legal issues improved significantly among residents (mean at pre = 3.40 and post = 4.60, P < 0.05). Residents' ethical reasoning skills also improved across years (mean 3.60/5 in 2009-2010, 3.76/5 in 2010-2011, and 4.33 in 2011-2012, P < 0.05). Survey results revealed a statistically significant self-perceived improvement in ethics reasoning skills (mean pre = 3.62, post = 4.86, P < 0.05). Participants reported that the curriculum was relevant to their practice (85%), that the debriefings were of high quality (83%), and that they would recommend this module to others (88%). To our knowledge, this is the first study exploring a longitudinal simulation-based ethical-legal curriculum tailored to otolaryngology-head and neck surgery residents. This educational program resulted in a both objective and subjective improvement in legal and ethics knowledge and skills. NA. Laryngoscope, 127:2501-2509, 2017. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

Cross-Referencing National Standards in Personal Finance for Business Education with National Standards in Personal Finance Education

ERIC Educational Resources Information Center

Gayton, Jorge

2005-01-01

The purpose of this study was to determine the extent to which National Standards in Personal Finance for Business Education correlate with National Standards in Personal Finance Education. A content analysis revealed that the National Standards in Personal Finance for Business Education, established by the National Business Education Association…

Nads FSK Modem, LEA 74-2248

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

Johnson, K.R.

1976-01-12

The Nads FSK Modem is a compact unit designed to operate in conjunction with EIA standard interfacing and the data terminal equipment of the 1200 Baud digital communications network of the Nevada Automated Diagnostics System (NADS). The modem is constructed in a Nuclear Instrumentation Module System (NIMS) module for compatability with the NADS system. The modulator section of the modem accepts serial, digital signals at 1200 Baud which may be either standard TTL levels or bipolar signals meeting either the EIA RS-232C or RS-232B standards. The output of the modulator is a Frequency-Shift Keyed (FSK) signal having frequencies of 2.2more » kHz for Mark and 1.2 kHz for Space. The demodulator section accepts the above FSK signal as input, and outputs serial, digital signals at 1200 Baud at either TTL or EIA RS-232C levels. Specifications and operation and calibration instructions are given. (WHK)« less

Online Module for Carrier Screening in Ashkenazi Jewish Individuals Compared with In-Person Genetics Education: A Randomized Controlled Trial.

PubMed

Fan, Chia Wei; Castonguay, Lysanne; Rummell, Sonja; Lévesque, Sébastien; Mitchell, John J; Sillon, Guillaume

2018-04-01

To increase accessibility to genetics services for low-urgency patients seeking Ashkenazi Jewish (AJ) carrier screening, we designed an interactive computer (IC) module that provides pre-test genetics education and allows genetics professionals to order the test without meeting the patients beforehand. We compared this module with in-person genetic counseling (GC) using a randomized trial. AJ individuals were randomized to undergo genetics education via the IC module (n = 26) or GC (n = 28). We compared post-interventional genetics knowledge, perceived genetic risk, and anxiety between the two groups, after accounting for pre-interventional scores, using ANCOVA. Wilcoxon Rank-Sum test was used to compare post-interventional satisfaction. Post-interventional genetics knowledge, risk perception, or anxiety were not significantly different between the two groups after accounting for baseline scores (p = 0.50-0.54), although the data are inconclusive regarding the module's non-inferiority at a 5% margin. Post-intervention satisfaction scores were generally higher in the GC group than the IC module group. Our IC module has the potential to improve access to clinical genetics services for patients and staff, but it is not suitable for all AJ patients and cannot completely replace the benefits of in-person consultations.

Trade Electricity. Motors & Controls--Level 3. Standardized Curriculum.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Occupational and Career Education.

This curriculum guide consists of seven modules on motors and controls, one of the three divisions of the standardized trade electricity curriculum in high schools in New York City. The seven modules cover the following subjects: energy conservation wiring, direct current (DC) motor repair and rewinding, DC motor controls, alternating current (AC)…

RCRA, superfund and EPCRA hotline training module. Introduction to: Containment buildings (40 cfr parts 264/265, subpart dd) updated July 1996

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

NONE

1996-07-01

The module outlines the regulatory history and purpose of containment buildings. It disucsses the relationship between LDR and containment buildings. It summarizes the design and operating standard applicable to containment buildings and describes the relationship between generator accumulation standards and containment buildings.

Locating Health Resources. Teenage Health Teaching Modules.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. This module offers information on how young people may avail themselves of community…

Competency Based Business Education: Business Math/Related Rules.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Wisconsin Vocational Studies Center.

Modules on fractions, decimals, percentages, discounts, interest, the adding machine, and the calculation of a depreciation are included. Each module contains objectives, learning activities, pre-practice exercises, practice exercises, and post-practice exercises. At the beginning of each module, the importance of the module is explained. (MK)

Promoting Health in Families. Teenage Health Teaching Modules.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. This module is designed to help the classroom teacher introduce health-promoting…

Handling Stress. Teenage Health Teaching Modules.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. This module attempts to help adolescents understand the meaning of stress in their…

Simulation-Based e-Learning Tools for Science,Engineering, and Technology Education(SimBeLT)

NASA Astrophysics Data System (ADS)

Davis, Doyle V.; Cherner, Y.

2006-12-01

The focus of Project SimBeLT is the research, development, testing, and dissemination of a new type of simulation-based integrated e-learning set of modules for two-year college technical and engineering curricula in the areas of thermodynamics, fluid physics, and fiber optics that can also be used in secondary schools and four-year colleges. A collection of sophisticated virtual labs is the core component of the SimBeLT modules. These labs will be designed to enhance the understanding of technical concepts and underlying fundamental principles of these topics, as well as to master certain performance based skills online. SimBeLT software will help educators to meet the National Science Education Standard that "learning science and technology is something that students do, not something that is done to them". A major component of Project SimBeLT is the development of multi-layered technology-oriented virtual labs that realistically mimic workplace-like environments. Dynamic data exchange between simulations will be implemented and links with instant instructional messages and data handling tools will be realized. A second important goal of Project SimBeLT labs is to bridge technical skills and scientific knowledge by enhancing the teaching and learning of specific scientific or engineering subjects. SimBeLT builds upon research and outcomes of interactive teaching strategies and tools developed through prior NSF funding (http://webphysics.nhctc.edu/compact/index.html) (Project SimBeLT is partially supported by a grant from the National Science Foundation DUE-0603277)

Simulation and virtual reality in medical education and therapy: a protocol.

PubMed

Roy, Michael J; Sticha, Deborah L; Kraus, Patricia L; Olsen, Dale E

2006-04-01

Continuing medical education has historically been provided primarily by didactic lectures, though adult learners prefer experiential or self-directed learning. Young physicians have extensive experience with computer-based or "video" games, priming them for medical education--and treating their patients--via new technologies. We report our use of standardized patients (SPs) to educate physicians on the diagnosis and treatment of biological and chemical warfare agent exposure. We trained professional actors to serve as SPs representing exposure to biological agents such as anthrax and smallpox. We rotated workshop participants through teaching stations to interview, examine, diagnose and treat SPs. We also trained SPs to simulate a chemical mass casualty (MASCAL) incident. Workshop participants worked together to treat MASCAL victims, followed by discussion of key teaching points. More recently, we developed computer-based simulation (CBS) modules of patients exposed to biological agents. We compare the strengths and weaknesses of CBS vs. live SPs. Finally, we detail plans for a randomized controlled trial to assess the efficacy of virtual reality (VR) exposure therapy compared to pharmacotherapy for post-traumatic stress disorder (PTSD). PTSD is associated with significant disability and healthcare costs, which may be ameliorated by the identification of more effective therapy.

Instructional and Learning Modes in Math. Module CMM:006:02.

ERIC Educational Resources Information Center

Rexroat, Melvin E.

This is the second module in a series on mathematics methods and materials for preservice elementary teachers. This module focuses on three instructional and learning modes: expository, guided discovery, and inquiry (pure discovery). Objectives for the module are listed, the prerequisites are stated, pre- and post-assessment standards are…

Using simulation pedagogy to teach clinical education skills: A randomized trial.

PubMed

Holdsworth, Clare; Skinner, Elizabeth H; Delany, Clare M

2016-05-01

Supervision of students is a key role of senior physiotherapy clinicians in teaching hospitals. The objective of this study was to test the effect of simulated learning environments (SLE) on educators' self-efficacy in student supervision skills. A pilot prospective randomized controlled trial with concealed allocation was conducted. Clinical educators were randomized to intervention (SLE) or control groups. SLE participants completed two 3-hour workshops, which included simulated clinical teaching scenarios, and facilitated debrief. Standard Education (StEd) participants completed two online learning modules. Change in educator clinical supervision self-efficacy (SE) and student perceptions of supervisor skill were calculated. Between-group comparisons of SE change scores were analyzed with independent t-tests to account for potential baseline differences in education experience. Eighteen educators (n = 18) were recruited (SLE [n = 10], StEd [n = 8]). Significant improvements in SE change scores were seen in SLE participants compared to control participants in three domains of self-efficacy: (1) talking to students about supervision and learning styles (p = 0.01); (2) adapting teaching styles for students' individual needs (p = 0.02); and (3) identifying strategies for future practice while supervising students (p = 0.02). This is the first study investigating SLE for teaching skills of clinical education. SLE improved educators' self-efficacy in three domains of clinical education. Sample size limited the interpretation of student ratings of educator supervision skills. Future studies using SLE would benefit from future large multicenter trials evaluating its effect on educators' teaching skills, student learning outcomes, and subsequent effects on patient care and health outcomes.

Osteonecrosis of the jaw (ONJ) in patients who receive Bone Targeting Agents (BTAs): the power of e-learning.

PubMed

Nicolatou-Galitis, Ourania; Migliorati, Cesar

2018-01-01

The definition, pathobiology and risk factors of ONJ in cancer patients who receive BTAs are discussed in the recent ecancer module for osteonecrosis of the jaw (http://ecancer.org/education/module/276-osteonecrosis-of-the-jaw.php). ONJ prevention, early diagnosis and management are presented. The critical question of the performance of dental extraction, during BTA therapy, as indicated with the recent studies, is supported. The importance of the collaboration between dental and oncology professionals and the patients is highlighted and can be achieved through appropriate education. The ecancer modules are valuable tools for successful e-learning in medical oncology education, including ONJ.

Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

NASA Astrophysics Data System (ADS)

Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

2013-12-01

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE modules should be included in the Alabama secondary curriculum. Eventually, the NICE program has the potential to reach over 200,000 students when the modules are fully implemented in every school in the state of Alabama. The project can give these students access to expertise and equipment, thereby strengthening the connections between the universities, state education administrators, and the community.

Research into experiential learning in nurse education.

PubMed

Hill, Barry

2017-09-07

This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

Shrink-film microfluidic education modules: Complete devices within minutes

PubMed Central

Nguyen, Diep; McLane, Jolie; Lew, Valerie; Pegan, Jonathan; Khine, Michelle

2011-01-01

As advances in microfluidics continue to make contributions to diagnostics and life sciences, broader awareness of this expanding field becomes necessary. By leveraging low-cost microfabrication techniques that require no capital equipment or infrastructure, simple, accessible, and effective educational modules can be made available for a broad range of educational needs from middle school demonstrations to college laboratory classes. These modules demonstrate key microfluidic concepts such as diffusion and separation as well as “laboratory on-chip” applications including chemical reactions and biological assays. These modules are intended to provide an interdisciplinary hands-on experience, including chip design, fabrication of functional devices, and experiments at the microscale. Consequently, students will be able to conceptualize physics at small scales, gain experience in computer-aided design and microfabrication, and perform experiments—all in the context of addressing real-world challenges by making their own lab-on-chip devices. PMID:21799715

Shrink-film microfluidic education modules: Complete devices within minutes.

PubMed

Nguyen, Diep; McLane, Jolie; Lew, Valerie; Pegan, Jonathan; Khine, Michelle

2011-06-01

As advances in microfluidics continue to make contributions to diagnostics and life sciences, broader awareness of this expanding field becomes necessary. By leveraging low-cost microfabrication techniques that require no capital equipment or infrastructure, simple, accessible, and effective educational modules can be made available for a broad range of educational needs from middle school demonstrations to college laboratory classes. These modules demonstrate key microfluidic concepts such as diffusion and separation as well as "laboratory on-chip" applications including chemical reactions and biological assays. These modules are intended to provide an interdisciplinary hands-on experience, including chip design, fabrication of functional devices, and experiments at the microscale. Consequently, students will be able to conceptualize physics at small scales, gain experience in computer-aided design and microfabrication, and perform experiments-all in the context of addressing real-world challenges by making their own lab-on-chip devices.

77 FR 65767 - Petition for Exemption From the Federal Motor Vehicle Theft Prevention Standard; Chrysler

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-30

... (RFHM), Ignition Node Module (IGNM), Engine Control Module, Body Controller Module, Sentry Key... disable engine operation and immobilize the vehicle after two seconds of running. This process is also...

Space Telecommunications Radio Systems (STRS) Hardware Architecture Standard: Release 1.0 Hardware Section

NASA Technical Reports Server (NTRS)

Reinhart, Richard C.; Kacpura, Thomas J.; Smith, Carl R.; Liebetreu, John; Hill, Gary; Mortensen, Dale J.; Andro, Monty; Scardelletti, Maximilian C.; Farrington, Allen

2008-01-01

This report defines a hardware architecture approach for software-defined radios to enable commonality among NASA space missions. The architecture accommodates a range of reconfigurable processing technologies including general-purpose processors, digital signal processors, field programmable gate arrays, and application-specific integrated circuits (ASICs) in addition to flexible and tunable radiofrequency front ends to satisfy varying mission requirements. The hardware architecture consists of modules, radio functions, and interfaces. The modules are a logical division of common radio functions that compose a typical communication radio. This report describes the architecture details, the module definitions, the typical functions on each module, and the module interfaces. Tradeoffs between component-based, custom architecture and a functional-based, open architecture are described. The architecture does not specify a physical implementation internally on each module, nor does the architecture mandate the standards or ratings of the hardware used to construct the radios.

The National Transport Code Collaboration Module Library

NASA Astrophysics Data System (ADS)

Kritz, A. H.; Bateman, G.; Kinsey, J.; Pankin, A.; Onjun, T.; Redd, A.; McCune, D.; Ludescher, C.; Pletzer, A.; Andre, R.; Zakharov, L.; Lodestro, L.; Pearlstein, L. D.; Jong, R.; Houlberg, W.; Strand, P.; Wiley, J.; Valanju, P.; John, H. St.; Waltz, R.; Mandrekas, J.; Mau, T. K.; Carlsson, J.; Braams, B.

2004-12-01

This paper reports on the progress in developing a library of code modules under the auspices of the National Transport Code Collaboration (NTCC). Code modules are high quality, fully documented software packages with a clearly defined interface. The modules provide a variety of functions, such as implementing numerical physics models; performing ancillary functions such as I/O or graphics; or providing tools for dealing with common issues in scientific programming such as portability of Fortran codes. Researchers in the plasma community submit code modules, and a review procedure is followed to insure adherence to programming and documentation standards. The review process is designed to provide added confidence with regard to the use of the modules and to allow users and independent reviews to validate the claims of the modules' authors. All modules include source code; clear instructions for compilation of binaries on a variety of target architectures; and test cases with well-documented input and output. All the NTCC modules and ancillary information, such as current standards and documentation, are available from the NTCC Module Library Website http://w3.pppl.gov/NTCC. The goal of the project is to develop a resource of value to builders of integrated modeling codes and to plasma physics researchers generally. Currently, there are more than 40 modules in the module library.

A computerized education module improves patient knowledge and attitudes about appropriate antibiotic use for acute respiratory tract infections.

PubMed

Price, Erika Leemann; Mackenzie, Thomas D; Metlay, Joshua P; Camargo, Carlos A; Gonzales, Ralph

2011-12-01

Over-use of antibiotics for acute respiratory infections (ARIs) increases antimicrobial resistance, treatment costs, and side effects. Patient desire for antibiotics contributes to over-use. To explore whether a point-of-care interactive computerized education module increases patient knowledge and decreases desire for antibiotics. Bilingual (English/Spanish) interactive kiosks were available in 8 emergency departments as part of a multidimensional intervention to reduce antibiotic prescribing for ARIs. The symptom-tailored module included assessment of symptoms, knowledge about ARIs (3 items), and desire for antibiotics on a 10-point visual analog scale. Multivariable analysis assessed predictors of change in desire for antibiotics. Of 686 adults with ARI symptoms, 63% initially thought antibiotics might help. The proportion of patients with low (1-3 on the scale) desire for antibiotics increased from 22% pre-module to 49% post-module (p<.001). Self-report of "learning something new" was associated with decreased desire for antibiotics, after adjusting for baseline characteristics (p=.001). An interactive educational kiosk improved knowledge about antibiotics and ARIs. Learning correlated with changes in personal desire for antibiotics. By reducing desire for antibiotics, point-of-care interactive educational computer technology may help decrease inappropriate use for antibiotics for ARIs. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Modeling the irradiance and temperature rependence of photovoltaic modules in PVsyst

DOE PAGES

Sauer, Kenneth J.; Roessler, Thomas; Hansen, Clifford W.

2014-11-10

In order to reliably simulate the energy yield of photovoltaic (PV) systems, it is necessary to have an accurate model of how the PV modules perform with respect to irradiance and cell temperature. Building on previous work that addresses the irradiance dependence, two approaches to fit the temperature dependence of module power in PVsyst have been developed and are applied here to recent multi-irradiance and -temperature data for a standard Yingli Solar PV module type. The results demonstrate that it is possible to match the measured irradiance and temperature dependence of PV modules in PVsyst. As a result, improvements inmore » energy yield prediction using the optimized models relative to the PVsyst standard model are considered significant for decisions about project financing.« less

Preliminary design for a standard 10 sup 7 bit Solid State Memory (SSM)

NASA Technical Reports Server (NTRS)

Hayes, P. J.; Howle, W. M., Jr.; Stermer, R. L., Jr.

1978-01-01

A modular concept with three separate modules roughly separating bubble domain technology, control logic technology, and power supply technology was employed. These modules were respectively the standard memory module (SMM), the data control unit (DCU), and power supply module (PSM). The storage medium was provided by bubble domain chips organized into memory cells. These cells and the circuitry for parallel data access to the cells make up the SMM. The DCU provides a flexible serial data interface to the SMM. The PSM provides adequate power to enable one DCU and one SMM to operate simultaneously at the maximum data rate. The SSM was designed to handle asynchronous data rates from dc to 1.024 Mbs with a bit error rate less than 1 error in 10 to the eight power bits. Two versions of the SSM, a serial data memory and a dual parallel data memory were specified using the standard modules. The SSM specification includes requirements for radiation hardness, temperature and mechanical environments, dc magnetic field emission and susceptibility, electromagnetic compatibility, and reliability.

Pilot test of an emotional education intervention component for sexual risk reduction.

PubMed

Ferrer, Rebecca A; Fisher, Jeffrey D; Buck, Ross; Amico, K Rivet

2011-09-01

Emotions are key predictors of sexual risk behavior but have been largely ignored in theory-based intervention development. The present study aims to evaluate whether the addition of an emotional education intervention component to a traditional social-cognitive safer sex intervention increases intervention efficacy, compared with both a social-cognitive only intervention and a no intervention control condition. Young adults were randomized in small groups to receive the social-cognitive-emotional (SCE) intervention, the social-cognitive (SC) intervention, or standard of care. Analyses of data from 176 participants indicated that intervention arms reported similar increased condom use compared with the no intervention control arm at 3 months' postintervention (β = .06, p = .41, d = 0.08). However, at 6 months' postintervention, individuals in the SCE intervention arm reported increased condom use compared with both the SC intervention (β = .27, p = .04, d = 0.38) and control arms (β = .37, p < .01; d = 0.56), demonstrating preliminary evidence that the addition of an emotional education component may facilitate sustained behavior change. An emotional education intervention module has the potential to facilitate sustained behavior change at delayed follow-up. Additional research is necessary to replicate findings in a larger sample and to determine the mediators of emotional education intervention efficacy.

Using Ionizing Radiation Detectors. Module 11. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on using ionizing radiation detectors. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming and telling the function…

Social Development: Individuation. A Performance-Based Early Childhood-Special Education Teacher Preparation Program. Monograph 14.

ERIC Educational Resources Information Center

Castle, Kathryn

This monograph describes the individuation module (concerning the perceptions, cognitions, feelings, attitudes and beliefs a person develops towards himself), which is part of the Early Childhood-Special Education Teacher Preparation Program. This module deals with six aspects of the emerging self: body image, self-image, self-concept,…

A Sociologist Teaches History: Some Epistemological and Pedagogical Reflections

ERIC Educational Resources Information Center

Morrison, Andrew

2017-01-01

This article discusses the concept of "historical sociology" in relation to the teaching of a module on an undergraduate degree in Education Studies at a university in the United Kingdom. The module examines the history of education policy in England from 1870 until the present day. Drawing upon comparisons with Social Foundations of…

Project T.E.A.M. (Technical Education Advancement Modules). Introduction to Industrial Physics.

ERIC Educational Resources Information Center

Whisenhunt, James E.

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour introduction to industrial physics that explains and demonstrates to industrial maintenance mechanics the direct relationship of physics to machinery. Project TEAM is intended to upgrade basic technical competencies of…

Automotive Modules. Vocational Behavioral Objectives: A Guide for Individualizing Instruction.

ERIC Educational Resources Information Center

Westinghouse Learning Corp., New York, NY.

The curriculum guide deals with automotive repair skills at the secondary level of vocational education and industrial arts. It addresses the subject in behavioral terms, as prominent components of the career education concept. Presenting four skill modules, auto body repair, gas engine repair, service, and diesel engine mechanics, the objectives…

Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level I Modules.

ERIC Educational Resources Information Center

Brevard Community Coll., Cocoa, FL.

These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level II Modules.

ERIC Educational Resources Information Center

Brevard Community Coll., Cocoa, FL.

These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

Integrating Geographic Information Systems (GIS) Applications into Business Courses Using Online Business Geographics Modules

ERIC Educational Resources Information Center

Miller, Fred; Mangold, W. Glynn; Holmes, Terry

2006-01-01

Although the value of geographic information systems (GIS) technologies is recognized by practitioners and educators alike, GIS instruction has yet to make significant inroads into business curricula. In this article, the authors discuss the constraints of integrating GIS tools into business education. They develop a prototype module for…

Energy Conservation: A Workshop for Selected Eastern U.S. Industrial Arts Teacher Educators.

ERIC Educational Resources Information Center

Wenig, Robert E., Ed.

This set of 25 instructional modules was produced by a group of industrial arts teacher educators, local teachers, and supervisors from eastern United States. Topic areas of these modules include: societal implications of the energy situation; awareness of energy terms, supply, and use; assessment of conventional and selected renewable alternative…

Metric Measurement. A Course to Reduce Math Anxiety and Sex-Role Stereotyping in Elementary Education.

ERIC Educational Resources Information Center

City Univ. of New York, Flushing, NY. Queens Coll.

This Teacher Education and Mathematics (TEAM) content module focuses on metric measurement. Topics addressed include decimal structure and prefixes, precision in measurement, reference measures, United States customary and metric systems, volume, area, and conversion. The module consists of: (1) an instructor's text; (2) an instructor's guide and…

Collecting Industrial Health Information. Module 5. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on collecting industrial health information. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) collecting and organizing…

Calibrating Personal Air Monitoring. Module 7. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on calibrating personal air monitoring devices. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming each part of the…

Development and Evaluation of a Mass Conservation Laboratory Module in a Microfluidics Environment

ERIC Educational Resources Information Center

King, Andrew C.; Hidrovo, Carlos H.

2015-01-01

Laboratory-based instruction is a powerful educational tool that engages students in Science, Technology, Engineering and Mathematics (STEM) disciplines beyond textbook theory. This is true in mechanical engineering education and is often used to provide collegiate-level students a hands-on alternative to course theory. Module-based laboratory…

Project T.E.A.M. (Technical Education Advancement Modules). Advanced Statistical Process Control.

ERIC Educational Resources Information Center

Dunlap, Dale

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour advanced statistical process control (SPC) and quality improvement course designed to develop the following competencies: (1) understanding quality systems; (2) knowing the process; (3) solving quality problems; and (4)…

Performing Analyses for Waterborne Bacteria. Module 13. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on performing analyses for waterborne bacteria. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming, sterilizing and…

Travel and Transportation. An Adult Competency Education Learning Module.

ERIC Educational Resources Information Center

Wallace, Virginia

This instructional unit on travel and transportation is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. Each of five lessons contains these types of materials:…

Obtaining Heat Stress Measurements. Module 15. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on obtaining heat stress measurements. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming and describing the…

Infusing Alcohol and Drug Prevention with Existing Classroom Study Units: Exceptional Education.

ERIC Educational Resources Information Center

Valencia Community Coll., Orlando, FL.

This curriculum module, one of seven developed by the "Infusion Project," offers information and lessons on drug use prevention for integration into an existing seventh-grade exceptional education middle school curriculum for social skills, mathematics, science and language arts. The module, based on a type of interactive learning called…

Online Learning and Teacher Education: Knowledge Acquisition, Application Skills, and Reported Confidence

ERIC Educational Resources Information Center

IRIS Center, 2014

2014-01-01

This report presents two studies that demonstrate superior performance of college students after use of free, online instructional Modules, produced by the IRIS Center. When compared to traditional teacher education methods, IRIS Modules yield better outcomes in terms of knowledge acquisition, application skills, and confidence in the use of…

A Case of Cooperation in the European OR Education

ERIC Educational Resources Information Center

Miranda, Joao; Nagy, Mariana

2011-01-01

European cooperation is a relevant subject that contributes to building a competitive network of high education institutions. A case of teacher mobility on behalf of the Erasmus programme is presented: it considers some Operations Research topics and the development of the Lego on My Decision module. The module considers eight lecture hours in…

Encounters with the Unexpected: From Holbein to Hirst (and Back Again)

ERIC Educational Resources Information Center

Watts, Robert

2011-01-01

"Learning through art in the museum" is a Masters' level module established in 2006 through collaboration between the School of Education at Roehampton University, London and Interpretation and Education staff at Tate Britain and Tate Modern. On completion of the module, participants were asked to reflect on how the experience had…

Operating a Microwave Radiation Detection Monitor. Module 10. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on operating a microwave radiation detection monitor. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) testing the…

The Development of a Model for Adult Education in Nutrition and Cardiovascular Disease.

ERIC Educational Resources Information Center

Walker, Susan K.; Villano, Maurice W.

Two nutrition education modules were developed on cardiovascular disease and fat-controlled diet consisting of a self-instruction leader's guide and teaching package to conduct learning sessions for the participants. The sessions consisted of an audio-visual presentation, situations related to the module topic, group discussion, role-playing,…

Collecting Pests for Identification. Module 12. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on collecting pests for identification. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) identifying the parts and…

Metal Trades Modules. Vocational Behavioral Objectives: A Guide for Individualizing Instruction.

ERIC Educational Resources Information Center

Westinghouse Learning Corp., New York, NY.

The curriculum guide focuses on the metal trades area at the secondary level of vocational education and industrial arts. It addresses the subject in behavioral terms, as prominent components of the career education concept. Presenting two skill modules, sheetmetal working and welding, the objectives presented are designed to be compatible with…

Using New Health Research. Teenage Health Teaching Modules. Field Tested and Revised.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. This module is designed to improve students' ability to evaluate health research…

Messages, Meanings, and Minestrone: The Communication Cookbook.

ERIC Educational Resources Information Center

Gershwin, Mary Crabbe; And Others

One of a series of workplace education modules, this module includes activities and exercises for teaching communication skills in the workplace. First, introductory material reviews the goals of the module and defines three levels of difficulty of module activities (i.e., beginner, intermediate, and advanced). The importance of communication…

Modules in Agricultural Education for Forestry.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

Each of the seven curriculum modules in this packet for forestry instruction contains a brief description of the module content, a list of the major divisions or units, the overall objectives, objectives by unit, content outline and suggested teaching methods, student application activities, and evaluation procedures. Module titles are Forest Fire…

Managing Cancer Care: a psycho-educational intervention to improve knowledge of care options and breast cancer self-management.

PubMed

Schulman-Green, Dena; Jeon, Sangchoon

2017-02-01

We tested the feasibility and acceptability of a psycho-educational self-management intervention, Managing Cancer Care: A Personal Guide (MCC), to improve knowledge of care options (curative, palliative, and hospice care) among a range of breast cancer self-management skills. We conducted a one-group, pre-post-test study among women with non-metastatic breast cancer (n = 105). We gave participants the printed, self-guided, seven-module intervention following enrollment. At baseline and 2  months, we measured knowledge of care options, desired and actual role in self-management, medical communication skills, experience and management of transitions, anxiety, depression, uncertainty, and self-efficacy. We conducted interviews to obtain module ratings and qualitative data on strengths and limitations of MCC. Knowledge of care options (δ = 0.40 (1.11), p = 0.0005) and desired role in self-management (δ = -0.28 (1.08), p = 0.0177) significantly improved. Less skilled medical communicators significantly improved their communication (δ = 3.47, standard deviation = 6.58, p = 0.0449). Multivariate modeling showed that changes in our primary outcomes of medical communication and management of transitions seemed to drive positive changes in our secondary outcomes of anxiety, depression, uncertainty, and self-efficacy. Participants highly rated MCC and reported the importance of understanding care options despite non-metastatic disease. MCC is a feasible and acceptable means of improving knowledge of care options and other aspects of breast cancer self-management. The combination of modules offered in MCC appears to have beneficial interactive effects. We are currently testing MCC more rigorously in a randomized controlled trial to explore mediating and moderating relationships. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

Avionics Architecture Standards as an Approach to Obsolescence Management

DTIC Science & Technology

2000-10-01

and goals is one method of system. The term System Architecture refers to a achieving the necessary critical mass of skilled and consistent set of such...Processing Module (GPM), Mass Memory Module executed on the modules within an ASAAC system will (MMM) and Power Conversion Module (PCM). be stored in a central...location, the Mass Memory * MOS -Module Support Layer to Operating System Module (MMM). Therefore, if modules are to be The purpose of the MOS

Evaluation of the awareness and effectiveness of IT security programs in a large publicly funded health care system.

PubMed

Hepp, Shelanne L; Tarraf, Rima C; Birney, Arden; Arain, Mubashir Aslam

2017-01-01

Electronic health records are becoming increasingly common in the health care industry. Although information technology (IT) poses many benefits to improving health care and ease of access to information, there are also security and privacy risks. Educating health care providers is necessary to ensure proper use of health information systems and IT and reduce undesirable outcomes. This study evaluated employees' awareness and perceptions of the effectiveness of two IT educational training modules within a large publicly funded health care system in Canada. Semi-structured interviews and focus groups included a variety of professional roles within the organisation. Participants also completed a brief demographic data sheet. With the consent of participants, all interviews and focus groups were audio recorded. Thematic analysis and descriptive statistics were used to evaluate the effectiveness of the IT security training modules. Five main themes emerged: (i) awareness of the IT training modules, (ii) the content of modules, (iii) staff perceptions about differences between IT security and privacy issues, (iv) common breaches of IT security and privacy, and (v) challenges and barriers to completing the training program. Overall, nonclinical staff were more likely to be aware of the training modules than were clinical staff. We found e-learning was a feasible way to educate a large number of employees. However, health care providers required a module on IT security and privacy that was relatable and applicable to their specific roles. Strategies to improve staff education and mitigate against IT security and privacy risks are discussed. Future research should focus on integrating health IT competencies into the educational programs for health care professionals.

Data-driven Inquiry in Environmental Restoration Studies

NASA Astrophysics Data System (ADS)

Zalles, D. R.; Montgomery, D. R.

2008-12-01

Place-based field work has been recognized as an important component of geoscience education programs for engaging students. Field work helps students appreciate the spatial extent of data and the systems operating in a locale. Data collected in a place has a temporal aspect that can be explored through representations such as photographs and maps and also though numerical data sets that capture characteristics of place. Yet, experiencing authentic geoscience research in an educational setting requires going beyond fieldwork: students must develop data literacy skills that will enable them to connect abstract representations of spatio-temporal data with place. Educational researchers at SRI International led by Dr. Daniel Zalles, developer of inquiry-based geoscience curricula, and geoscientists at the University of Washington (UW) led by Dr. David Montgomery, Professor of Earth and Space Sciences, are building educational curriculum modules that help students make these connections. The modules concern the environmental history of the Puget Sound area in Washington State and its relevance for the American Indians living there. This collaborative project relies on environmental data collected in the Puget Sound Regional Synthesis Model (PRISM) and Puget Sound River History Project. The data sets are being applied to inquiry-based geoscience investigations at the undergraduate and high school level. The modules consist of problem-based units centered on the data sets, plus geographic and other data representations. The modules will rely on educational "design patterns" that characterize geoscientific inquiry tasks. Use of design patterns will enable other modules to be built that align to the modes of student thinking and practice articulated in the design patterns. The modules will be accompanied by performance assessments that measure student learning from their data investigations. The design principles that drive this project have already been used effectively in a prior SRI project reported about at AGU 2007 called Data Sets and Inquiry in Geoscience Education. The modules are being readied for pilot-testing with undergraduate students in a new environmental history course at the University of Washington and with students taking science courses in high schools serving American Indian students in the Puget Sound area. This NSF-funded project is contributing to our knowledge base about how students can become more engaged and more skilled in geoscience inquiry and data analysis and what variations in educational supports and expectations need to exist to build successful experiences for the students with the materials. It is also expanding our knowledge of how to better connect place-based education to inquiry tasks that expand students" quantitative reasoning skills. Lastly, it is providing a model of how scientists can work effectively with educational researchers to provide educational outlets for their research. We will report on the progress of the project so far, which is in its first year of funding.

Defining quality criteria for online continuing medical education modules using modified nominal group technique.

PubMed

Shortt, S E D; Guillemette, Jean-Marc; Duncan, Anne Marie; Kirby, Frances

2010-01-01

The rapid increase in the use of the Internet for continuing education by physicians suggests the need to define quality criteria for accredited online modules. Continuing medical education (CME) directors from Canadian medical schools and academic researchers participated in a consensus process, Modified Nominal Group Technique, to develop agreement on the most important quality criteria to guide module development. Rankings were compared to responses to a survey of a subset of Canadian Medical Association (CMA) members. A list of 17 items was developed, of which 10 were deemed by experts to be important and 7 were considered secondary. A quality module would: be needs-based; presented in a clinical format; utilize evidence-based information; permit interaction with content and experts; facilitate and attempt to document practice change; be accessible for later review; and include a robust course evaluation. There was less agreement among CMA members on criteria ranking, with consensus on ranking reached on only 12 of 17 items. In contrast to experts, members agreed that the need to assess performance change as a result of an educational experience was not important. This project identified 10 quality criteria for accredited online CME modules that representatives of Canadian organizations involved in continuing education believe should be taken into account when developing learning products. The lack of practitioner support for documentation of change in clinical behavior may suggest that they favor traditional attendance- or completion-based CME; this finding requires further research.

Incorporating breastfeeding education into prenatal care.

PubMed

Pitts, Adrienne; Faucher, Mary Ann; Spencer, Rebecca

2015-03-01

Prenatal breastfeeding education increases breastfeeding initiation, exclusivity, and duration. Current research regarding antenatal breastfeeding education suggests that recurrent, individual, and technology-based education programs are effective in providing women with evidence-based breastfeeding information and guidance. This project was implemented at an obstetrical practice in the northeast United States. Pregnant women between 32 weeks of gestation and birth, receiving care from certified nurse-midwives, were the targeted population. Three breastfeeding modules were created and offered to women at the 32-, 34-, and 36-week prenatal visit via computer tablets. Women answered questionnaires at the end of each module, serving as a measure for participation and content learning. Women also completed a questionnaire at the 6-week postpartum visit to assess summative perceptions. Twenty-three women participated, and 21 women completed questionnaires at 6 weeks postpartum. All women answered the content questions at the end of the modules correctly. Sixty-seven percent reported prior breastfeeding experience, 95% initiated breastfeeding, 86% were exclusively breastfeeding at 6 weeks postpartum, and 71% of the women planned to exclusively breastfeed for 6 months. Sixty-seven percent reported the modules promoted or affirmed their decision to breastfeed, whereas 5% would have preferred group-based education. Providers documented breastfeeding education 52% of the time. The results of this project indicate that women successfully learned breastfeeding content via the tablet methodology. The results confirm that prenatal breastfeeding education, in the office setting, is well accepted by women. In order to assess the impact of the program on breastfeeding success, further study is needed.

Experiencing Health Advocacy During Cervical Cancer Awareness Week: A National Initiative for Obstetrics and Gynaecology Residents.

PubMed

Posner, Glenn; Finlayson, Sarah; Luna, Vilma; Miller, Dianne; Fung-Kee-Fung, Michael

2015-07-01

The Royal College of Physicians and Surgeons of Canada requires that residents demonstrate competence in health advocacy (HA). We sought to develop and implement a national educational module for obstetrics and gynaecology residents to address the role of HA. This pilot program was centred on cervical cancer prevention, which lends itself to applying the principles of advocacy. An educational module was developed and disseminated to all obstetrics and gynaecology residency programs in Canada. The module describes options for HA involving cervical dysplasia screening, such as an outreach clinic or a forum for public/student education, which were to be implemented during Cervical Cancer Awareness Week. The measures of success were the number of programs implementing the curriculum, number of residents who participated, diversity of projects implemented, individuals (patients or learners) reached by the program, and the overall experience of the trainees. Three programs implemented the curriculum in 2011, one in 2012, and seven in 2013. After three years, the module has involved seven of 16 medical schools, over 100 residents, and thousands of women either directly or indirectly. Additionally, attributes of HA experienced by the residents were identified: teamwork, leadership, increased systems knowledge, increased social capital within the community, creativity, innovation, and adaptability. We have demonstrated that an educational module can be implemented nationally, helping our residents fulfill their HA requirements. Other specialties could use this module in building HA into their own programs.

Water: How Good is Good Enough? Student Book. Science Module (9th-10th Grade Chemistry). Revised Edition.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Education.

This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities. It emphasizes activity learning. The module is divided into four parts.…

76 FR 68260 - Petition for Exemption From the Federal Motor Vehicle Theft Prevention Standard; Chrysler

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-03

...), Ignition Node Module (IGNM), Engine Control Module (ECM), Body Controller Module (BCM), Sentry Key..., Chrysler stated that the RFHM sends an invalid key message to the ECM, which will disable engine operation...

Business Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for business technology education programs in Florida. Each program courses standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major…

[Development and experimentation of a health promotion and health education module in the context of an on-line distance learning programme].

PubMed

Billot, Dominique

2007-01-01

The article presents the evolution of a health promotion and health education training module within the contexts of the development of a new on-line learning programme. Relying upon validated theoretical models, each step of the module's development is explicitly described, from the needs assessment phase to the experimental one. A detailed needs assessment brings to light the limitations of a traditional distance-learning module with regard to the very specific needs of students. The learning objectives were formulated to catch up with and be more in sync with the skills and competencies held and carried out by the educators in the field. The teaching methods were selected for their attributes of being more active and more diverse. Formative evaluation is introduced and certificatory evaluation aims to corroborate with the teaching objectives. Immediate results from experimentation done in these early stages gives prominence to the added value of this new on-line module, which appears to be much more adapted to the students' needs.

Validity of Learning Module Natural Sciences Oriented Constructivism with the Contain of Character Education for Students of Class VIII at Yunior Hight School

NASA Astrophysics Data System (ADS)

Oktarina, K.; Lufri, L.; Chatri, M.

2018-04-01

Referring to primary data collected through observation and interview to natural science teachers and some students, it is found that there is no natural science teaching materials in the form of learning modules that can make learners learn independently, build their own knowledge, and construct good character in themselves. In order to address this problem, then it is developed natural science learning module oriented to constructivism with the contain of character education. The purpose of this study is to reconstruct valid module of natural science learning materials. This type of research is a development research using the Plomp model. The development phase of the Plomp model consists of 3 stages, namely 1) preliminary research phase, 2) development or prototyping phase, and 3) assessment phase. The result of the study shows that natural science learning module oriented to constructivism with the contain of character education for students class VIII of Yunior High School 11 Sungai Penuh is valid. In future work, practicality and effectiveness will be investigated.

Validation of the SunTech Medical Advantage Model 2 Series Automated Blood Pressure Module in Pregnancy.

PubMed

Kuper, Spencer G; Dotson, Kristin N; Anderson, Sarah B; Harris, Stacy L; Harper, Lorie M; Tita, Alan T

2018-06-15

 We sought to validate the SunTech Medical Advantage Model 2 Series with firmware LX 3.40.8 algorithm noninvasive blood pressure module in a pregnant population, including those with preeclampsia.  Validation study of an oscillometric noninvasive blood pressure module using the ANSI/AAMI ISO 81060-2:2013 standard guidelines. Pregnant women were enrolled into three subgroups: normotensive, hypertensive without proteinuria, and preeclampsia (hypertensive with random protein-to-creatinine ratio ≥ 0.3 or a 24-hour urine protein > 300 mg). Two trained research nurses, blinded to each other's measurements, used a mercury sphygmomanometer to validate the module by following the protocol set forth in the ANSI/AAMI ISO 81060-2:2013 standard guidelines.  A total of 45 patients, 15 in each subgroup, were included. The mean systolic and diastolic differences with standard deviations between the module and the mean observers' measurements for all participants were -2.3 ± 7.3 and 0.2 ± 6.5 mm Hg, respectively. The systolic and diastolic standard deviations of the mean of the individual patient's paired module and observers' measurements were 6.27 and 5.98 mm Hg, respectively. The test device, relative to a mercury sphygmomanometer, underestimated the systolic blood pressure in patients with preeclampsia by at least 10 mm Hg in 24% (11/45) of paired measurements.  The SunTech Medical Advantage Model 2 Series with firmware LX 3.40.8 algorithm noninvasive blood pressure module is validated in pregnancy, including patients with preeclampsia; however, it may underestimate systolic blood pressure measurements in patients with preeclampsia. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Technology analysis for internet of things using big data learning

NASA Astrophysics Data System (ADS)

Senthilkumar, K.; Ellappan, Vijayan; Ajay

2017-11-01

We implemented a n efficient smart home automation system through the Internet of Things (IoT) including different type of sensors, this whole module will helps to the human beings to understand and provide the information about their home security system we are also going to apply Big Data Analysis to analyze the data that we are getting from different type of sensors in this module. We are using some sensors in our module to sense some type of things or object that makes our home standard and also introducing the face recognition system with an efficient algorithm into the module to make it more impressive and provide standardization in advance era.

Timing module for MTCA MCH

NASA Astrophysics Data System (ADS)

Gumiński, M.; Kasprowicz, G.

2016-09-01

White Rabbit is an extension of Precise Time Protocol for synchronous Ethernet networks. Network created with dedicated WR switches enable synchronisation of WR capable devices with 1 ns precision. MicroTCA on the other hand is open standard defining cost efficient shelves capable of housing AMC modules used for data processing. Presented article give further introduction to WR and MTCA standard. The most important aspects of MTCA system are described, with focus on shelf controller and its functionality. Following part describes timing difficulties in MTCA systems and possible solutions. Main section describes extension module for MCH, capable of implementing White Rabbit node and distributing acquired timing to all modules connected to MTCA. Conclusions are given at the end of the article.

Middle School Optics Education: Hitting the Target or Impedance Mismatch?

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, C. E.; Sparks, R. T.

2006-12-01

Traditionally, optics has been taught to upper-level students. Where can optics-related education topics best be used in the pre-high school curriculum? Is optics better introduced in an informal or formal education setting? What can be done about educator content knowledge, or lack thereof? What is the proper use of inquiry-oriented and investigatory activities? How can optics industry volunteers play an educational role? This talk describes the educational design and programmatic decisions made by the Hands-On Optics (HOO) project in an attempt to address these questions. HOO is a collaborative 4-year program to create and sustain a unique, national, informal science education program to excite students about science by actively engaging them in optics activities. HOO grew from a series of regional planning workshops and a planning grant investigating these questions. The project partners are SPIE-The International Society for Optical Engineering, the Optical Society of America (OSA), and the National Optical Astronomy Observatory (NOAO). The Hands-On Optics program has developed a series of six educational modules with full classroom-ready kits covering a variety of topics. These standards-based activities and demonstrations have been successfully used in a variety of settings including after-school clubs, science centers, and Boys and Girls Clubs. HOO content covers the concepts of reflection, image formation, polarization, ultraviolet and infrared light, and communication on a laser beam. Funding is by the NSF ISE program. Project PI is Anthony M. Johnson, University of Maryland Baltimore County.

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past, present and future Earth Systems science. Because the course is created for pre-service teachers, the class models the jigsaw teaching technique, an effective and age-appropriate method of science instruction. This enables pre-service teachers to experience a technique they can use in their own classroom. Course content is aligned with all state and national 4-10 Earth/Space Science standards, which supports pre- service Middle School Science teachers by covering the content areas tested in the Praxis Middle School Science test, a requirement for graduation with licensure from Wright State University. It also helps the pre- service teachers gain experience with the content that they will need to teach to their K-12 students, so they will be able to pass the high-stakes Ohio Graduation Test. Assessment of the Earth Systems course suggests that the course leads to increased science content knowledge that leads to success in passing the Praxis Middle Childhood Science Test, and that the pedagogy modeled in the course is used by the pre- service teachers in their own K-12 teaching upon graduation.

Evaluation of the educational impact of a special study module on maritime medicine for medical undergraduate students.

PubMed

McCarthy, Nora; O'Flynn, Siun; Murphy, John; Barry, David; Canals, Maria Luisa

2013-01-01

The hazardous occupation of seafaring brings many unique medical challenges. Despite its international nature, maritime medicine does not typically form a part of undergraduate medical studies. A unique and innovative, optional student-selected module (SSM) 'maritime medicine' was offered to medical students. A key objective was to develop students' attitudes to maritime medicine and increase their awareness of the discipline and its specialised nature. The aim of this study was to assess qualitatively and quantitatively the educational impact of the maritime medicine SSM and to improve the module content and design for future academic years. Students' perceived relevance and knowledge before and after the module was assessed using a Likert-based questionnaire. Comparison was made with controls in the post module100 multiple choice question (MCQ) paper. Qualitative feedback was obtained from semi-structured focus student discussion groups and the questionnaire's free comments section. A significant increase in perceived knowledge was seen between pre and post module p < 3.45 × 10-10, matched with the module students performing significantly better than controls in the end-of-module MCQ paper (p < 8.99 × 10-20). Qualitative analysis revealed 5 main themes: teaching methods, appreciation of non-academic instructors, appreciation of maritime medicine unique requirements, timetabling and enjoyment. This unique and innovative maritime medicine module harnessed local expertise and raised the awareness and profile of maritime medicine among undergraduate medical students. It was very well received and had a significant educational impact. Practical teaching methods were highly valued by students, with these areas also performing best in quantitative analysis.

Online education about herbs and dietary supplements: margin or mission?

PubMed

Kemper, Kathi J; Patel, Sejal

2015-01-01

Online education is increasingly used to train health professionals, but little is known about how variations in cost affect use of elective training. We assessed whether offering registration for free increased the number of modules consumed in both absolute terms (# modules consumed per person, pp) and relative terms (# modules consumed per # modules registered). We analyzed results of the 'natural experiment' on learner's use of the OSU Center for Integrative Health and Wellness online elective curriculum, Introduction Herbs and Dietary Supplements Across the Lifespan, in which costs varied based on monthly discounts for students, faculty, staff, alumni, and members of selected professional associations. Over 7 months there were a total of 905 registrants for 8553 modules. Most (847/905, 94%) registered for free; they completed 1505 (18%) of 8344 modules for which they registered. Fewer (58/905, 6%) people paid for registration; they completed a significantly higher percentage 90/209 (43%, P < 0.001) of modules for which they registered; those who paid full, non-discount rates had the highest completion rates (62%, P < 0.001). Free and paid registrants completed about the same average number of modules per person, pp, (1.8 pp free vs.1.6 pp paid). Although it may not contribute to financial margins, offering free online elective training addresses the institutional mission of increasing the number health professionals trained and the number of modules consumed compared with charging for training. Additional research is needed to determine the impact of pricing on educational outcomes and ultimately on patient care. © The Author(s) 2014.

The Education and Public Engagement (EPE) Component of the Ocean Observatories Initiative (OOI): Enabling Near Real-Time Data Use in Undergraduate Classrooms

NASA Astrophysics Data System (ADS)

Glenn, S. M.; Companion, C.; Crowley, M.; deCharon, A.; Fundis, A. T.; Kilb, D. L.; Levenson, S.; Lichtenwalner, C. S.; McCurdy, A.; McDonnell, J. D.; Overoye, D.; Risien, C. M.; Rude, A.; Wieclawek, J., III

2011-12-01

The National Science Foundation's Ocean Observatories Initiative (OOI) is constructing observational and computer infrastructure that will provide sustained ocean measurements to study climate variability, ocean circulation, ecosystem dynamics, air-sea exchange, seafloor processes, and plate-scale geodynamics over the next ~25-30 years. To accomplish this, the Consortium for Ocean Leadership established four Implementing Organizations: (1) Regional Scale Nodes; (2) Coastal and Global Scale Nodes; (3) Cyberinfrastructure (CI); and (4) Education and Public Engagement (EPE). The EPE, which we represent, was just recently established to provide a new layer of cyber-interactivity for educators to bring near real-time data, images and videos of our Earth's oceans into their learning environments. Our focus over the next four years is engaging educators of undergraduates and free-choice learners. Demonstration projects of the OOI capabilities will use an Integrated Education Toolkit to access OOI data through the Cyberinfrastructure's On Demand Measurement Processing capability. We will present our plans to develop six education infrastructure software modules: Education Web Services (middleware), Visualization Tools, Concept Map and Lab/Lesson Builders, Collaboration Tools, and an Education Resources Database. The software release of these tools is staggered to coincide with other major OOI releases. The first release will include stand-alone versions of the first four EPE modules (Fall 2012). Next, all six EPE modules will be integrated within the OOI cyber-framework (Fall 2013). The last release will include advanced capabilities for all six modules within a collaborative network that leverages the CI's Integrated Observatory Network (Fall 2014). We are looking for undergraduate and informal science educators to provide feedback and guidance on the project, please contact us if you are interested in partnering with us.

Establishment of quality, reliability and design standards for low, medium, and high power microwave hybrid microcircuits

NASA Technical Reports Server (NTRS)

Robinson, E. A.

1973-01-01

Quality, reliability, and design standards for microwave hybrid microcircuits were established. The MSFC Standard 85M03926 for hybrid microcircuits was reviewed and modifications were generated for use with microwave hybrid microcircuits. The results for reliability tests of microwave thin film capacitors, transistors, and microwave circuits are presented. Twenty-two microwave receivers were tested for 13,500 unit hours. The result of 111,121 module burn-in and operating hours for an integrated solid state transceiver module is reported.

The Contemporary Issues Module: Its Use in the Science Methods Class

ERIC Educational Resources Information Center

Kuhn, David J.

1973-01-01

Author conducts preservice education for science teachers by engaging students in modules stressing contemporary issues. Basic features of the modules include providing individualized instruction and stressing the interdisciplinary aspects of pure applied and social sciences. (PS)

Georgetown University Photovoltaic Higher Education National Exemplar Facility (PHENEF)

NASA Technical Reports Server (NTRS)

Marshall, N.

1984-01-01

Several photographs of this facility using photovoltaic (PV) cells are shown. An outline is given of the systems requirements, system design and wiring topology, a simplified block design, module electrical characteristics, PV module and PV module matching.

Earthquake Magnitude: A Teaching Module for the Spreadsheets Across the Curriculum Initiative

NASA Astrophysics Data System (ADS)

Wetzel, L. R.; Vacher, H. L.

2006-12-01

Spreadsheets Across the Curriculum (SSAC) is a library of computer-based activities designed to reinforce or teach quantitative-literacy or mathematics concepts and skills in context. Each activity (called a "module" in the SSAC project) consists of a PowerPoint presentation with embedded Excel spreadsheets. Each module focuses on one or more problems for students to solve. Each student works through a presentation, thinks about the in-context problem, figures out how to solve it mathematically, and builds the spreadsheets to calculate and examine answers. The emphasis is on mathematical problem solving. The intention is for the in- context problems to span the entire range of subjects where quantitative thinking, number sense, and math non-anxiety are relevant. The self-contained modules aim to teach quantitative concepts and skills in a wide variety of disciplines (e.g., health care, finance, biology, and geology). For example, in the Earthquake Magnitude module students create spreadsheets and graphs to explore earthquake magnitude scales, wave amplitude, and energy release. In particular, students realize that earthquake magnitude scales are logarithmic. Because each step in magnitude represents a 10-fold increase in wave amplitude and approximately a 30-fold increase in energy release, large earthquakes are much more powerful than small earthquakes. The module has been used as laboratory and take-home exercises in small structural geology and solid earth geophysics courses with upper level undergraduates. Anonymous pre- and post-tests assessed students' familiarity with Excel as well as other quantitative skills. The SSAC library consists of 27 modules created by a community of educators who met for one-week "module-making workshops" in Olympia, Washington, in July of 2005 and 2006. The educators designed the modules at the workshops both to use in their own classrooms and to make available for others to adopt and adapt at other locations and in other classes. When fully developed, the module collection will be available at the on-line Science Education Resource Center at Carleton College, searchable by quantitative skill, subject area, and Excel level. The number of modules will continue to grow through individual efforts as well as an additional module-making workshop in July of 2007 facilitated by the Washington Center for Improving the Quality of Undergraduate Education.

Earth System Science Education Centered on Natural Climate Variability

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; Ladochy, S.; Patzert, W. C.; Willis, J. K.

2009-12-01

Several new courses and many educational activities related to climate change are available to teachers and students of all grade levels. However, not all new discoveries in climate research have reached the science education community. In particular, effective learning tools explaining natural climate change are scarce. For example, the Pacific Decadal Oscillation (PDO) is a main cause of natural climate variability spanning decades. While most educators are familiar with the shorter-temporal events impacting climate, El Niño and La Niña, very little has trickled into the climate change curriculum on the PDO. We have developed two online educational modules, using an Earth system science approach, on the PDO and its role in climate change and variability. The first concentrates on the discovery of the PDO through records of salmon catch in the Pacific Northwest and Alaska. We present the connection between salmon abundance in the North Pacific to changing sea surface temperature patterns associated with the PDO. The connection between sea surface temperatures and salmon abundance led to the discovery of the PDO. Our activity also lets students explore the role of salmon in the economy and culture of the Pacific Northwest and Alaska and the environmental requirements for salmon survival. The second module is based on the climate of southern California and how changes in the Pacific Ocean , such as the PDO and ENSO (El Niño-Southern Oscillation), influence regional climate variability. PDO and ENSO signals are evident in the long-term temperature and precipitation record of southern California. Students are guided in the module to discover the relationships between Pacific Ocean conditions and southern California climate variability. The module also provides information establishing the relationship between climate change and variability and the state's water, energy, agriculture, wildfires and forestry, air quality and health issues. Both modules will be reviewed for inclusion on the ESSEA (Earth Systems Science Education Alliance) course module list. ESSEA is a NSF-funded organization dedicated to K-12 online Earth system science education.

Improving the Proficiency of Research Consent Administrators.

PubMed

Larson, Elaine L; Lally, Rachel; Foe, Gabriella; Joaquin, Gabriela; Meyer, Dodi D; Cohn, Elizabeth G

2015-08-01

To describe the development and testing of a module to improve consent administrators' skills when obtaining research consent from culturally and linguistically diverse and low literacy populations. Development and psychometric testing of video module including community vignettes. Following initial content, face, and construct validity testing by experts, a field trial was conducted with pre- and postknowledge tests and satisfaction surveys completed by 112 consent administrators. Mean score out of a possible 10 on pretest was 8.6 (±standard deviation [SD], 1.55) and on posttest was 9.1 (±SD, 1.2; paired t-test 95% confidence interval of difference: -0.18 to -0.88; two-tailed p = 0.003). The average years of experience with obtaining consent was 6.42 years (range: 0-35), but years of experience was not significantly associated with either pre- or posttest scores (p = 0.82 and 0.44, respectively). Most user evaluations were positive, although suggestions for improvements were made. Although pretest scores were relatively high, training needs of research consent administrators for consenting diverse and low literacy populations may be unmet. We urge that institutional review boards, researchers, policymakers, educators, and bioethicists address the training needs of research consent administrators and we offer this training module as one potential resource and adjunct to such training. © 2015 Wiley Periodicals, Inc.

Interpretations of education about gene-environment influences on health in rural Ethiopia: the context of a neglected tropical disease

PubMed Central

Tora, Abebayehu; Ayode, Desta; Tadele, Getnet; Farrell, David; Davey, Gail; McBride, Colleen M.

2016-01-01

Background Misunderstandings of the role of genetics in disease development are associated with stigmatizing behaviors and fatalistic attitudes about prevention. This report describes an evaluation of community understanding of an educational module about genetic and environmental influences on the development of podoconiosis, a neglected tropical disease endemic in highland Ethiopia. Methods A qualitative process assessment was conducted as part of a large prospective intervention trial in August 2013, in Wolaita Zone, southern Ethiopia. Sixty five participants were purposively selected from 600 households randomized to receive the inherited susceptibility module. The educational module used pictorial representations and oral explanations of the interaction of inherited sensitivity and soil exposure and was delivered by lay health educators in participants' homes. Data were collected using semi-structured individual interviews (IDIs) or focus group discussions (FGDs). Results Qualitative analyses showed that most participants improved their understanding of inherited soil sensitivity and susceptibility to podoconiosis. Participants linked their new understanding to decreased stigma-related attitudes. The module also corrected misconceptions that the condition was contagious, again diminishing stigmatizing attitudes. Lastly, these improvements in understanding increased the perceived value of foot protection. Conclusions Taken together, these improvements support the acceptability, feasibility and potential benefits of implementing gene-environment education in low and middle income countries. PMID:27114426

Outreach Education Modules on Space Sciences in Taiwan

NASA Astrophysics Data System (ADS)

Lee, I.-Te; Tiger Liu, Jann-Yeng; Chen, Chao-Yen

2013-04-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Meanwhile, scientific camps are given to lead students a better understanding and interesting on space science. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

The Efficacy of IRIS "STAR Legacy" Modules under Different Instructional Conditions

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Hamilton-Jones, Bethany; Oh, Susan

2015-01-01

The vast majority of special education teacher preparation programs in the United States incorporate the IRIS Center's "STAR Legacy" modules into their coursework. Given the diversity of module content and ways in which the modules are employed, the purpose of this study was to explore the potential mediating effects of instructional…

Shielded Metal Arc Welding. Welding Module 4. Instructor's Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This guide is intended to assist vocational educators in teaching an eight-unit module in shielded metal arc welding. The module is part of a welding curriculum that has been designed to be totally integrated with Missouri's Vocational Instruction Management System. The following topics are covered in the module: safety; theory, power sources, and…

Oxy-Fuel Cutting/Welding. Welding Module 3. Instructor's Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This guide is intended to assist vocational educators in teaching a four-unit module in oxy-fuel cutting and welding. The module is part of a welding curriculum that has been designed to be totally integrated with Missouri's Vocational Instruction Management System. The following topics are covered in the module: oxyacetylene welding, oxyacetylene…

Basic Welding Skills. Welding Module 1. Instructor's Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This guide is intended to assist vocational educators in teaching a six-unit module in basic welding skills. The module is part of a welding curriculum that has been designed to be totally integrated with Missouri's Vocational Instruction Management System. The following topics are covered in the module: the welding profession, personal safety,…

Using Modules in Teaching Complex Analysis

ERIC Educational Resources Information Center

Kinney, William M.

2017-01-01

Educational modules can play an important part in revitalizing the teaching and learning of complex analysis. At the Westmont College workshop on the subject in June 2014, time was spent generating ideas and creating structures for module proposals. Sharing some of those ideas and giving a few example modules is the main purpose of this paper. The…

47 CFR 101.141 - Microwave modulation.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 47 Telecommunication 5 2013-10-01 2013-10-01 false Microwave modulation. 101.141 Section 101.141 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.141 Microwave modulation. (a) Microwave transmitters employing digital...

47 CFR 101.141 - Microwave modulation.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 47 Telecommunication 5 2014-10-01 2014-10-01 false Microwave modulation. 101.141 Section 101.141 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.141 Microwave modulation. (a) Microwave transmitters employing digital...

Promote the Vocational Education Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-9.

ERIC Educational Resources Information Center

Quinn, Karen M.; And Others

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and…

An Evaluative Study of an ICT Module for a School Leadership and Management Preparation Program

ERIC Educational Resources Information Center

Musgrave, Sarietjie; De Wet, Corene

2017-01-01

This study reports on findings of an evaluative study on the effectiveness of an information and communication technology (ICT) module that forms part of the Advanced Certificate in Education: School Leadership and Management program. The study was carried out among distance education (DE) students from the University of the Free State enrolled…

Instructional Modules to Teach Primary Care Residents to Educate Patients. Executive Summary, Final Report, [and Instructional Manual].

ERIC Educational Resources Information Center

Fass, Marion Field

An instructional program in patient education skills for primary care medical residencies is described, with six instructional modules included. The federally-funded program, developed by the University of Wisconsin, was designed to enable physicians to better communicate with their patients about health, disease, and treatment. The six modular…

Parenting Skills: A Trainer's Manual. A Performance Based Early Childhood-Special Education Teacher Preparation Program. Monograph 3.

ERIC Educational Resources Information Center

Abidin, Richard R.

This manual, developed as part of the performance-based Early Childhood-Special Education Teacher Preparation Program, is a trainer's manual for teaching parenting skills. Each module or set of modules presents effective skills for managing and changing behaviors of adults and children. Several profession strategies and theoretical orientations…

Pilot Evaluation of an Internet Educational Module for Agricultural Safety

ERIC Educational Resources Information Center

Schwab, Charles V.; Freeman, Steven A.

2011-01-01

An important component of the safe operation of agricultural equipment is the ability to read and understand universal symbols. The Internet educational module is designed to help participants recognize these symbols. The impact of using it was evaluated using a field trial study. Assessment consisted of pre- and post-tests. Youth who had access…

Concussion Awareness Education: A Design and Development Research Study

ERIC Educational Resources Information Center

Pilbeam, Renee M.

2016-01-01

This research study looks at the design and development of an online concussion awareness education module. The Keep Your Head in the Game: Concussion Awareness Training for High School Athletes, or Brainbook, is a stand-alone e-learning module designed to run for fifty minutes and to be highly interactive using short video clips with associated…

Forests and Man. Environmental Education Curriculum. Revised.

ERIC Educational Resources Information Center

Topeka Public Schools, KS.

This environmental education module focuses on forests and man, and contains a series of papers which deal with topics related to forest ecology and conservation. The module is designed around the four following ideas: (1) the kinds of plants and animals and the roles they have in the forest environment; (2) using concepts of food webs and energy…

Self-Assessment in Education Management Training through Distance Learning: A Critical Analysis

ERIC Educational Resources Information Center

Steyn, G. M.; Kamper, G. D.

2006-01-01

In pursuit of quality, the learning process should be continuously improved by changing, among other things, the learning material and the way learning is facilitated. A concern for academics, teaching experience in the B.Ed. module: Personnel Management, a module offered by means of distance education at the University of South Africa, is to…

Educational Project Management Instructional System. Module One. Project Management Executive Orientation.

ERIC Educational Resources Information Center

Cummings, C. Peter; Cook, Desmond L.

This module is the first in a self-instructional program designed to train public school personnel in how to manage educational projects. These may include federally funded projects (such as Title I projects), court-ordered programs (such as a desegregation plan), or locally initiated projects (such as a new math program). The purpose of this…