Over the Counter Drugs (and Dietary Supplement) Exercise: A Team-based Introduction to Biochemistry for Health Professional Students

ERIC Educational Resources Information Center

Phadtare, Sangita; Abali, Emine; Brodsky, Barbara

2013-01-01

For successful delivery of basic science topics for health-professional students, it is critical to reduce apprehension and illustrate relevance to clinical settings and everyday life. At the beginning of the Biochemistry course for Physician Assistants, a team-based assignment was designed to develop an understanding of the mechanism of action,…

A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

ERIC Educational Resources Information Center

Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C.; Zaslofsky, Anne F.; Slater, Susan; Cozine-Corroy, Kelly; Church, Chris

2013-01-01

This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive…

The Effectiveness of a Computer-Assisted Instruction Package in Supplementing Teaching of Selected Concepts in High School Chemistry: Writing Formulas and Balancing Chemical Equations.

ERIC Educational Resources Information Center

Wainwright, Camille L.

Four classes of high school chemistry students (N=108) were randomly assigned to experimental and control groups to investigate the effectiveness of a computer assisted instruction (CAI) package during a unit on writing/naming of chemical formulas and balancing equations. Students in the experimental group received drill, review, and reinforcement…

Financial Services Marketing.

ERIC Educational Resources Information Center

Olson, Lucretia Maria

This manual contains student assignments in the financial services area of the marketing process. The individualized competency-based materials are intended to enhance and supplement instruction or to provide the basis for a course of instruction by the teacher-coordinator. Information on skills needed in jobs in financial marketing is first…

HI-TIE: The University, the High School, and Engineering

ERIC Educational Resources Information Center

Ward, Robert C.; Maxwell, Lee M.

1975-01-01

Describes four years experience at Colorado State University with courses introducing high school students to engineering, including a Fortran IV computer programming course in which tapings of actual campus classroom sessions, supplemented with homework assignments, class roles, quizzes, and examinations were used. Benefits of the transitional…

Science homework with video directions for parents: The impact on parental involvement and academic achievement

NASA Astrophysics Data System (ADS)

Hooker, Kathy L.

The benefits of effective parental involvement in education have been well documented and can be far reaching. When educators make an effort to involve families, parental involvement can be even more meaningful. Homework is a commonly practiced and accepted connection between school and home and affords parents many opportunities to interact with their children on educational endeavors. However, parental involvement may be limited because educators do not reach out to parents, parents feel their children do not need their help, or parents are unfamiliar with the content and therefore unable to help. The purpose of this study was too develop and implement a tool to enhance parental involvement and academic achievement of fourth grade science students. The tool used in this study was a weekly science video to be viewed by parents when it accompanied science homework assignments. To begin, the researcher created six science videos for parents to watch that supplemented weekly homework assignments. Consequently, the researcher set up treatment and comparison groups to test the effectiveness of the supplemental videos in terms of parental involvement and academic achievement. A mixed methods approach was used to collect data from parents and students throughout the study. A combination of quantitative and qualitative data was collected throughout this study from both parents and students. Additionally, data was collected from a variety of sources including baseline, midpoint, and endpoint surveys; scores on homework assignments; and focus group interview sessions with parents and students. Data analysis revealed an overall positive impact on parental involvement and academic achievement when the videos were utilized.

GUIDE FOR SOCIAL STUDIES AND SCIENCE-HEALTH, FIRST YEAR. JUNIOR HIGH SCHOOL SPECIAL CURRICULUM.

ERIC Educational Resources Information Center

STINCHCOMB, KOMA D.; AND OTHERS

THIS CURRICULUM GUIDE FOR JUNIOR HIGH EDUCABLE MENTALLY HANDICAPPED STUDENTS PROVIDES INFORMATION ON TEACHING PROCEDURES, SUGGESTIONS FOR PLANNING SUPPLEMENTAL UNITS, TYPES OF LESSONS, AND EVALUATION. INDIVIDUAL UNITS INCLUDE THE INFORMATION CONTENT, SUGGESTIONS FOR BACKGROUND STUDY, SPECIFIC TEACHING PLANS, DISCUSSION QUESTIONS, ASSIGNMENTS,…

Effectiveness of a Case-Based Computer Program on Students' Ethical Decision Making.

PubMed

Park, Eun-Jun; Park, Mihyun

2015-11-01

The aim of this study was to test the effectiveness of a case-based computer program, using an integrative ethical decision-making model, on the ethical decision-making competency of nursing students in South Korea. This study used a pre- and posttest comparison design. Students in the intervention group used a computer program for case analysis assignments, whereas students in the standard group used a traditional paper assignment for case analysis. The findings showed that using the case-based computer program as a complementary tool for the ethics courses offered at the university enhanced students' ethical preparedness and satisfaction with the course. On the basis of the findings, it is recommended that nurse educators use a case-based computer program as a complementary self-study tool in ethics courses to supplement student learning without an increase in course hours, particularly in terms of analyzing ethics cases with dilemma scenarios and exercising ethical decision making. Copyright 2015, SLACK Incorporated.

The Use of Case Studies in an Undergraduate Biochemistry Course

NASA Astrophysics Data System (ADS)

Cornely, Kathleen

1998-04-01

Most college biochemistry courses are taught in a format in which the professor lectures and the student memorizes. Although this is the best method for conveying large amounts of material, it puts the student in the position of passive learner. The lecture-based format has not been abandoned, but has been supplemented with case study projects assigned to the students upon completion of the intermediary metabolism unit. The case study assignment is modeled on similar exercises carried out in medical school biochemistry courses in the US and around the world. A description of the assignment follows: a group of 4-5 students is given a case study which gives the medical history of a patient with an inherited metabolic disease. The group is asked to provide biochemical explanations for the patient's symptoms and to suggest an effective course of treatment. The evaluation consists of a short paper that the students write as a group. The assignment provides the opportunity for small group interaction within a larger class and emphasizes cooperative-collaborative learning. Students learn by researching the topic on their own and debating it in small group discussions, and in so doing, gain a sense of confidence in themselves and the material they have learned over the course of the semester. Solving a "real-life" problem helps develop analytical and higher-order thinking skills and allows the students to see how biochemical concepts they have learned apply to a clinical situation.

Effects of a Web-based course on nursing skills and knowledge learning.

PubMed

Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

2009-02-01

The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

PubMed

Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

2017-11-09

This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

ERIC Educational Resources Information Center

Halupa, Colleen M.; Caldwell, Benjamin W.

2015-01-01

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos…

Assessing the Effectiveness of a 3-D Instructional Game on Improving Mathematics Achievement and Motivation of Middle School Students

ERIC Educational Resources Information Center

Bai, Haiyan; Pan, Wei; Hirumi, Astusi; Kebritchi, Mansureh

2012-01-01

This research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest-posttest control group quasi-experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom…

An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention

ERIC Educational Resources Information Center

Denton, Carolyn A.; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Fletcher, Jack M.

2011-01-01

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2…

Using Foreign Virtual Patients With Medical Students in Germany: Are Cultural Differences Evident and Do They Impede Learning?

PubMed

Walldorf, Jens; Jähnert, Tina; Berman, Norman B; Fischer, Martin R

2016-09-27

Learning with virtual patients (VPs) is considered useful in medical education for fostering clinical reasoning. As the authoring of VPs is highly demanding, an international exchange of cases might be desirable. However, cultural differences in foreign VPs might hamper learning success. We investigated the need for support for using VPs from the United States at a German university, with respect to language and cultural differences. Our goal was to better understand potential implementation barriers of a intercultural VP exchange. Two VPs were presented to 30 German medical students featuring a cultural background different from German standards with respect to diagnostic and therapeutic procedures, ethical aspects, role models, and language (as identified by a cultural adaptation framework). Participants were assigned to two groups: 14 students were advised to complete the cases without further instructions (basic group), and 16 students received written explanatory supplemental information specifically with regard to cultural differences (supplement group). Using a 6-point scale (6=strongly agree), we analyzed the results of an integrated assessment of learning success as well as an evaluation of cases by the students on usefulness for learning and potential issues regarding the language and cultural background. The German students found it motivating to work with cases written in English (6-point scale, 4.5 points). The clinical relevance of the VPs was clearly recognized (6 points), and the foreign language was considered a minor problem in this context (3 points). The results of the integrated learning assessment were similar in both groups (basic 53% [SD 4] vs supplement 52% [SD 4] correct answers, P=.32). However, students using the supplemental material more readily realized culturally different diagnostic and therapeutic strategies (basic 4 vs supplement 5 points, P=.39) and were less affirmative when asked about the transferability of cases to a German context (basic 5 vs supplement 3 points, P=.048). German students found English VPs to be highly clinically relevant, and they rated language problems much lower than they rated motivation to work on cases in English. This should encourage the intercultural exchange of VPs. The provision of supplemental explanatory material facilitates the recognition of cultural differences and might help prevent unexpected learning effects.

Using Computers in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Deming, Grace L.

1995-12-01

Computer literacy is fast becoming a focal point in undergraduate education. Scientific literacy has been a continuing goal of undergraduate programs across the nation and a course in introductory astronomy is often used to satisfy such science requirements. At U. MD an introduction to computer skills is being integrated into our astronomy curriculum for non-science majors. The campus is adequately equipped with computer labs, yet many students enter college without basic computer skills. In Astronomy 101 (General Astronomy) students are introduced to electronic mail, a Listserver, and the world wide web. Students in this course are required to register for a free campus computer account. Their first assignment is to use e-mail to subscribe to the class Listserver, Milkyway. Through Milkyway, students have access to weekly lecture summaries, questions to review for exams, and copies of previous exams. Using e-mail students may pose questions, provide comments, or exchange opinions using Milkyway, or they may e-mail the instructor directly. Studies indicate that using e-mail is less intimidating to a student than asking a question in a class of 200 students. Monitoring e-mail for student questions has not been a problem. Student reaction has been favorable to using e-mail, since instructor office hours are not always convenient, especially to commuting or working students. Through required assignments, students receive an introduction to accessing information on the world wide web using Netscape. Astronomy has great resources available on the Internet which can be used to supplement and reinforce introductory material. Assignments are structured so that students will gain the techniques necessary to access available information. It is hoped that students will successfully apply the computer skills they learn in astronomy class to their own fields and as life-long learners. We have found that students comfortable with computers are willing to share their knowledge with others. The computer activities have been structured to promote cooperation between students. These skills are also necessary for success.

Iron and Vitamin C Co-Supplementation Increased Serum Vitamin C Without Adverse Effect on Zinc Level in Iron Deficient Female Youth

PubMed Central

Khoshfetrat, Mohammad Reza; Mortazavi, Sima; Neyestani, Tirang; Mahmoodi, Mohammad Reza; Zerafati-Shoae, Nahid; Mohammadi-Nasrabadi, Fatemeh

2014-01-01

Background: Iron supplementation can decrease the absorption of zinc and influence other antioxidants levels such as vitamin C. This study aimed to investigate the effect of iron supplements alone and in combination with vitamin C on zinc and vitamin C status in iron deficient female students. Methods: In a double-blind randomized clinical trail, 60 iron deficient students were selected from 289 volunteers residing in dormitory. After matching, subjects were randomly assigned into two groups: Group I (50 mg elemental iron supplements) and Group II (50 mg elemental iron + 500 mg ascorbic acid). Serum ferritin, iron, serum zinc, and plasma vitamin C concentrations were measured by using enzyme-linked immunosorbent assay, spectrophotometer, atomic absorption spectrometer, and colorimeter, respectively after 6 and 12 weeks supplementation. Student's t-test and repeated measures analysis of variance were applied to analyze the data using SPSS software. Results: Serum zinc levels had no significant differences between 2 groups at the baseline; however, its concentration decreased from 80.9 ± 4.2-68.9 ± 2.7 μg/dl to 81.2 ± 4.5-66.1 ± 2.9 μg/dl (P < 0.001) in Groups I and II, respectively after 6 weeks of supplementation. Continuous supplementation increased serum zinc concentration to baseline levels (79.0 ± 2.9 μg/dl; P < 0.01) in Group I and 70.5 ± 3.1 μg/dl in Group II following 12 weeks of supplementation. Plasma vitamin C increased from 3 ± 0/1-3.3 ± 0.2 mg/dl to 2.7 ± 0. 1-4.2 ± 0.2 mg/dl (P < 0.01) in Groups I and II, respectively. At the end of study, plasma vitamin C significantly increased from 3.3 ± 0.3-4.7 ± 0.3 (P < 0.01) to 4.2 ± 0.2-7.1 ± 0.2 (P < 0.001) in Groups I and II, respectively. Conclusions: Iron supplementation with and without vitamin C led to reduction in serum Zn in iron-deficient female students after 6 weeks. However, the decreasing trend stops after repletion of iron stores and Zn levels returned to the approximately baseline values after 12 weeks. PMID:25489453

Take-Home Experiments in Undergraduate Fluid Mechanics Education

NASA Astrophysics Data System (ADS)

Cimbala, John

2007-11-01

Hands-on take-home experiments, assigned as homework, are useful as supplements to traditional in-class demonstrations and laboratories. Students borrow the equipment from the department's equipment room, and perform the experiment either at home or in the student lounge or student shop work area. Advantages include: (1) easy implementation, especially for large classes, (2) low cost and easy duplication of multiple units, (3) no loss of lecture time since the take-home experiment is self-contained with all necessary instructions, and (4) negligible increase in student or teaching assistant work load since the experiment is assigned as a homework problem in place of a traditional pen and paper problem. As an example, a pump flow take-home experiment was developed, implemented, and assessed in our introductory junior-level fluid mechanics course at Penn State. The experimental apparatus consists of a bucket, tape measure, submersible aquarium pump, tubing, measuring cup, and extension cord. We put together twenty sets at a total cost of less than 20 dollars per set. Students connect the tube to the pump outlet, submerge the pump in water, and measure the volume flow rate produced at various outflow elevations. They record and plot volume flow rate as a function of outlet elevation, and compare with predictions based on the manufacturer's pump performance curve (head versus volume flow rate) and flow losses. The homework assignment includes an online pre-test and post-test to assess the change in students' understanding of the principles of pump performance. The results of the assessment support a significant learning gain following the completion of the take-home experiment.

Pathway Towards Fluency: Using 'disaggregate instruction' to promote science literacy

NASA Astrophysics Data System (ADS)

Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie

2010-07-01

This study examines the impact of Disaggregate Instruction on students' science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students' performance on pre- and post-test questions (multiple choice and short answer) with a qualitative analysis of students' post-test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.

A Manual of Mosquito Control Projects and Committee Assignments for 4-H and Scouts Biology Class Projects, Organized Community Service Programs, and Individuals Interested in Environmental Management.

ERIC Educational Resources Information Center

Hart, Richard A.

The mosquito control projects presented in this manual were prepared from an educational viewpoint and are intended for use by students in 4-H and Scouts and as a supplement to high school and college biology course work. The major emphasis of the projects is on integrated pest management, an approach utilizing cost-effective control methods which…

Design and development of an intelligent nursing bed - a pilot project of "joint assignment".

PubMed

Jiehui Jiang; Tingwei Liu; Yuting Zhang; Yu Song; Mi Zhou; Xiaosong Zheng; Zhuangzhi Yan

2017-07-01

The "joint assignment" is a creative bachelor education project for Biomedical Engineering (BME) in Shanghai University (SHU), China. The objective of this project is to improve students' capabilities in design thinking and teamwork through practices in the process of the design and development of complex medical product. As the first step, a pilot project "design and development of intelligent nursing bed" was set up in May 2015. This paper describes details of how project organization and management, various teaching methods and scientific evaluation approaches were achieved in this pilot project. For example, a method containing one main line and four branches is taken to manage the project and "prototyping model" was used as the main research approach. As a result a multi-win situation was achieved. The results showed, firstly, 62 bachelor students including 16 BME students were well trained. They improved themselves in use of practical tools, communication skills and scientific writing; Secondly, commercial companies received a nice product design on intelligent nursing bed, and have been working on industrializing it; Thirdly, the university and associated schools obtained an excellent practical education experience to supplement traditional class education; Fourthly and most importantly, requirements from end-users will be met. The results also showed that the "joint assignment" task could become a significant component in BME bachelor education.

Effects of digital game-based learning on student engagement and academic achievement

NASA Astrophysics Data System (ADS)

Little, Timothy W.

This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.

Dietary Supplement Use, Knowledge, and Perceptions Among Student Pharmacists.

PubMed

Axon, David R; Vanova, Janka; Edel, Courtney; Slack, Marion

2017-06-01

Objective. To compare dietary supplement use between student pharmacists and the general population, and assess knowledge, attitudes toward use, and dietary supplement effectiveness; and to explore how student pharmacists view their education on dietary supplements. Methods. Paper questionnaires administered to student pharmacists collected data about their use, knowledge, and attitudes of dietary supplements. Use was compared to the 2007 National Health Interview survey findings. Results. Of 179 students who responded, 52% had used at least one dietary supplement in their lifetime versus 25% in the general population. Students perceived supplement label information as unhelpful, research into supplements inadequate, and supplements non-essential to health. Students thought supplement knowledge was important but their education was inadequate. Conclusion. Dietary supplement use was higher in this sample of student pharmacists than the general population. Student pharmacists had limited knowledge and need more education on dietary supplements.

Dietary Supplement Use, Knowledge, and Perceptions Among Student Pharmacists

PubMed Central

Vanova, Janka; Edel, Courtney; Slack, Marion

2017-01-01

Objective. To compare dietary supplement use between student pharmacists and the general population, and assess knowledge, attitudes toward use, and dietary supplement effectiveness; and to explore how student pharmacists view their education on dietary supplements. Methods. Paper questionnaires administered to student pharmacists collected data about their use, knowledge, and attitudes of dietary supplements. Use was compared to the 2007 National Health Interview survey findings. Results. Of 179 students who responded, 52% had used at least one dietary supplement in their lifetime versus 25% in the general population. Students perceived supplement label information as unhelpful, research into supplements inadequate, and supplements non-essential to health. Students thought supplement knowledge was important but their education was inadequate. Conclusion. Dietary supplement use was higher in this sample of student pharmacists than the general population. Student pharmacists had limited knowledge and need more education on dietary supplements. PMID:28720920

20 CFR 416.533 - Transfer or assignment of benefits.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 416.533 Employees' Benefits SOCIAL SECURITY ADMINISTRATION SUPPLEMENTAL SECURITY INCOME FOR THE... assignment of benefits. Except as provided in § 416.525 and subpart S of this part, the Social Security Administration will not certify payment of supplemental security income benefits to a transferee or assignee of a...

Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

NASA Astrophysics Data System (ADS)

Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

The use of Twitter to facilitate engagement and reflection in a constructionist learning environment.

PubMed

Desselle, Shane P

Determine students' self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students' reflections from information they found on Twitter. Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students' favor toward various aspects of the Twitter reflection assignment. An examination of students' reflections as the course progressed was also undertaken. Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students' perceptions of their own learning, as did the content and quality of their reflections during progression of the course. The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design. Copyright © 2017 Elsevier Inc. All rights reserved.

Effect of rumen-undegradable protein supplementation and fresh forage composition on nitrogen utilization of dairy ewes.

PubMed

Mikolayunas, C; Thomas, D L; Armentano, L E; Berger, Y M

2011-01-01

Previous trials with dairy ewes fed stored feeds indicate a positive effect of rumen-undegradable protein (RUP) supplementation on milk yield. However, dairy sheep production in the United States is primarily based on grazing mixed grass-legume pastures, which contain a high proportion of rumen-degradable protein. Two trials were conducted to evaluate the effects of high-RUP protein supplementation and fresh forage composition on milk yield and N utilization of lactating dairy ewes fed in confinement or on pasture. In a cut-and-carry trial, 16 multiparous dairy ewes in mid-lactation were randomly assigned to 8 pens of 2 ewes each. Pens were randomly assigned 1 of 2 protein supplementation treatments, receiving either 0.0 or 0.3 kg of a high-RUP protein supplement (Soy Pass, LignoTech USA Inc., Rothschild, WI) per day. Within supplementation treatment, pens were randomly assigned to 1 of 4 forage treatments, which were applied in a 4×4 Latin square design for 10-d periods. Forage treatments included the following percentages of orchardgrass:alfalfa dry matter: 25:75, 50:50, 75:25, and 100:0. No interactions were observed between supplement and forage treatments. Supplementation with a high-RUP source tended to increase milk yield by 9%. Milk yield, milk protein yield, milk urea N, and urinary urea N excretion increased linearly with increased percentage of alfalfa. Milk N efficiency was greatest on the 100% orchardgrass diet. In a grazing trial, 12 multiparous dairy ewes in mid lactation were randomly assigned to 3 groups of 4 ewes each. Within group, 2 ewes were randomly assigned to receive either 0.0 or 0.3 kg of a high-RUP protein supplement (SoyPlus, West Central Cooperative, Ralston, IA) per day. Grazing treatments were arranged in a 3×3 Latin square design and applied to groups for 10-d periods. Ewes grazed paddocks that contained the following percentages of surface area of pure stands of orchardgrass:alfalfa: 50:50, 75:25, and 100:0. No interactions were found between supplement and forage treatments. Milk yield, milk protein yield, and milk urea N increased linearly with increased percentage of alfalfa in the paddock. In conclusion, supplementing with high-RUP protein tended to increase milk yield and increasing the proportion of alfalfa in the diet increased dry matter intake, milk yield, and protein yield of lactating dairy ewes fed or grazing fresh forage. Copyright © 2011 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergartners receiving supplemental reading intervention.

PubMed

Hagan-Burke, Shanna; Coyne, Michael D; Kwok, Oi-Man; Simmons, Deborah C; Kim, Minjung; Simmons, Leslie E; Skidmore, Susan T; Hernandez, Caitlin L; McSparran Ruby, Maureen

2013-01-01

This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two supplemental interventions: (a) an experimental explicit, systematic, code-based program or (b) their schools' typical kindergarten reading intervention. Results from separate multilevel structural equation models indicated that among student variables, entry-level alphabet knowledge was positively associated with phonemic and decoding outcomes in both conditions. Entry-level rapid automatized naming also positively influenced decoding outcomes in both conditions. However, its effect on phonemic outcomes was statistically significant only among children in the typical practice comparison condition. Regarding teacher variables, the quality of instruction was associated with significantly higher decoding outcomes in the typical reading intervention condition but had no statistically significant influence on phonemic outcomes in either condition. Among setting variables, instruction in smaller group sizes was associated with better phonemic outcomes in the comparison condition but had no statistically significant influence on outcomes of children in the intervention group. Mode of delivery (i.e., pullout vs. in class) had no statistically significant influence on either outcome variable.

21 CFR 111.260 - What must the batch record include?

Code of Federal Regulations, 2010 CFR

2010-04-01

..., LABELING, OR HOLDING OPERATIONS FOR DIETARY SUPPLEMENTS Production and Process Control System: Requirements... dietary supplement; and (2) That you assign in accordance with § 111.415(f) for the following: (i) Each lot of packaged and labeled dietary supplement from the finished batch of dietary supplement; (ii...

Nutrition education and knowledge, attitude and hemoglobin status of Malaysian adolescents.

PubMed

Yusoff, Hafzan; Daud, Wan Nudri Wan; Ahmad, Zulkifli

2012-01-01

A higher occurrence of iron deficiency anemia is present in rural Malaysia than urban Malaysia due to a lower socio-economic status of rural residents. This study was conducted in Tanah Merah, a rural district of Kelantan, Malaysia. Our objective was to investigate the impact of nutrition education alone, daily iron, folate and vitamin C supplementation or both on knowledge, attitudes and hemoglobin status of adolescent students. Two hundred eighty fourth year secondary students were each assigned by school to 1 of 4 different treatment groups. Each intervention was carried out for 3 months followed by 3 months without treatment. A validated self-reported knowledge and attitude questionnaire was administered; hemoglobin levels were measured before and after intervention. At baseline, no significant difference in hemoglobin was noted among the 4 groups (p = 0.06). The changes in hemoglobin levels at 3 months were 11, 4.6, 3.9 and -3.7% for the supplementation, nutrition education, combination and control groups, respectively. The changes at 6 months were 1.0, 6.8, 3.7 and -14.8%, respectively. Significant improvements in knowledge and attitude were evidenced in both the nutritional education and combination groups. The supplementation and control groups had no improvement in knowledge or attitudes. This study suggests nutritional education increases knowledge, attitudes and hemoglobin levels among Malaysian secondary school adolescents.

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

PubMed Central

Gutierrez, Arnel F.

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. PMID:24591506

Development and effectiveness of an educational card game as supplementary material in understanding selected topics in biology.

PubMed

Gutierrez, Arnel F

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest-posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University-Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.

Grouping puts figure-ground assignment in context by constraining propagation of edge assignment.

PubMed

Brooks, Joseph L; Brook, Joseph L; Driver, Jon

2010-05-01

Figure-ground organization involves the assignment of edges to a figural shape on one or the other side of each dividing edge. Established visual cues for edge assignment primarily concern relatively local rather than contextual factors. In the present article, we show that an assignment for a locally unbiased edge can be affected by an assignment of a remote contextual edge that has its own locally biased assignment. We find that such propagation of edge assignment from the biased remote context occurs only when the biased and unbiased edges are grouped. This new principle, whereby grouping constrains the propagation of figural edge assignment, emerges from both subjective reports and an objective short-term edge-matching task. It generalizes from moving displays involving grouping by common fate and collinearity, to static displays with grouping by similarity of edge-contrast polarity, or apparent occlusion. Our results identify a new contextual influence on edge assignment. They also identify a new mechanistic relation between grouping and figure-ground processes, whereby grouping between remote elements can constrain the propagation of edge assignment between those elements. Supplemental materials for this article may be downloaded from http://app.psychonomic-journals.org/content/supplemental.

Early Supplemental Feeding and Spontaneous Play in West Java, Indonesia.

ERIC Educational Resources Information Center

Walka, Helen; Pollitt, Ernesto; Triana, Nina; Jahari, Abas B.

This study examined the effects of nutritional supplements on the duration and level of spontaneous play of 55 mildly to moderately malnourished toddlers living within the tea plantations of West Java, Indonesia. Infants were randomly assigned by their day care centers to one of three supplement groups: (1) energy and micronutrient supplements;…

One Method for Inhibiting the Copying of Online Homework

NASA Astrophysics Data System (ADS)

Busch, Hauke

2017-10-01

Over the last several years online homework solutions have become ever more accessible to students. This is due in part to programs like Yahoo Answers, Chegg, publisher solution manuals, and other web resources that are readily available online. The student can easily search any physics homework problem posted on the web in a matter of seconds and have the solution. The results of this are an apparent increase in students copying the answers without solving the problem, which may lead to an increase in homework scores but a reduction in exam scores and an overall lower grade in the class. A secondary effect that may be observed is that tutoring centers, recitations, and supplemental instructor sessions have reduced student attendance. Some might say that the readily available solutions for homework systems such as MasteringPhysics (MP), WebAssign, etc. have greatly diminished them as a teaching tool, and for grading and assessing students' performance in a course. It is the purpose of this paper to offer a possible solution for preventing students from potentially copying online homework solutions.

Prevalence, Knowledge and Attitudes Concerning Dietary Supplements among a Student Population in Croatia.

PubMed

Žeželj, Sandra Pavičić; Tomljanović, Ana; Jovanović, Gordana Kenđel; Krešić, Greta; Peloza, Olga Cvijanović; Dragaš-Zubalj, Nataša; Prokurica, Iva Pavlinić

2018-05-23

The aim of this study was to determine the prevalence of usage and the knowledge and attitudes towards dietary supplements among medical sciences and nonmedical sciences students from Croatia. The study was conducted based on a questionnaire about dietary supplement usage, knowledge and attitudes. The prevalence of dietary supplement use, among 910 university students was 30.5%. The most-used dietary supplements were vitamins (18.0% in medical sciences students and 9.8% in non-medical sciences students). For all students, the internet (66.1%) was the most common source of information, followed by healthcare professionals (33.2%). The most common reason for taking dietary supplements was to maintain good health (26.4%). Use of the internet rather than health professionals as a trusted information source should be revised among this young population. Supplement intake was significantly associated with body mass index (BMI) ( p = 0.016) and physical activity ( p = 0.050). Students with normal BMI (61.5%) and the most physically active students (37.7%) took significantly more dietary supplements. Results of this study could help medicine faculties to improve their curriculum and support the development of public health messages aimed at wise and safe use of dietary supplements.

15 CFR 908.7 - Supplemental reports.

Code of Federal Regulations, 2011 CFR

2011-01-01

... RECORDS AND SUBMITTING REPORTS ON WEATHER MODIFICATION ACTIVITIES § 908.7 Supplemental reports... number, if assigned, must be made to the Administrator immediately if any report of weather modification...

The Prevalence of Dietary Supplement Use among College Students: A Nationwide Survey in Japan

PubMed Central

Kobayashi, Etsuko; Sato, Yoko; Umegaki, Keizo

2017-01-01

To clarify the prevalence of dietary supplement use among college students, we conducted Internet-based nationwide questionnaire surveys with 157,595 Japanese college students aged between 18 to 24 years old who were registrants of Macromill Inc. (Tokyo, Japan). Among the 9066 respondents (response rate 5.8%), 16.8% were currently using dietary supplements. The prevalence of dietary supplement use did not differ significantly between males (17.1%) and females (16.7%). However, it increased according to their grade (13.1% to 20.5%), and it was higher in medical and pharmaceutical college students (22.0%) compared to others (16.7%). The main purpose of dietary supplement use was for the health benefits in both males and females. Other reasons were to build muscle in males, and as a beauty supplement and for weight loss in females. According to the purpose of dietary supplement use, the most commonly-used dietary supplements were vitamin/mineral supplements in both males and females, then protein and weight loss supplements in males and females, respectively. Although most students obtained information about dietary supplements via the Internet, they typically purchased the supplements from drug stores. Of the students surveyed, 7.5% who were currently using or used to use dietary supplements experienced adverse effects, with no significant difference between genders (8.8% in male, 7.0% in female). In conclusion, the prevalence of dietary supplement use increased with grade among college students in Japan. Some of them experienced adverse effects. Education may be important to prevent adverse effects resulting from supplement use in college. PMID:29140269

Supplemental instruction in chemistry

NASA Astrophysics Data System (ADS)

Lundeberg, Mary A.

This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.

Design and validation of a computer-aided learning program to enhance students' ability to recognize lameness in the horse.

PubMed

Barstow, Amy; Pfau, Thilo; Bolt, David M; Smith, Roger K; Weller, Renate

2014-01-01

The ability to recognize lameness in the horse is an important skill for veterinary graduates; however, opportunities to develop this skill at the undergraduate level are limited. Computer-aided learning programs (CALs) have been successful in supplementing practical skills teaching. The aim of this study was to design and validate a CAL for the teaching of equine lameness recognition (CAL1). A control CAL was designed to simulate learning by experience (CAL2). Student volunteers were randomly assigned to either CAL and tested to establish their current ability to recognize lameness. Retesting occurred both immediately following exposure and 1 week later. At each test point, the number of correct responses for forelimb and hind limb cases was determined. Student confidence was assessed before and after CAL exposure, with previous opportunities to recognize lameness taken into account. Immediately following exposure, the number of correct responses was significantly higher for CAL1 than for CAL2, both overall and for forelimb cases but not for hind limb cases. After 1 week, the CAL1 group performed significantly better overall compared to the CAL2 group, with no significant difference between forelimb and hind limb cases. Student confidence and ability to recognize lameness were significantly improved following exposure to CAL1. When considered as one category, students in years 4 and 5 performed significantly better than year 3 students. Gender did not significantly affect performance. CAL1 could be used to supplement current lameness recognition opportunities. CAL1 is, however, limited in its ability to improve lameness recognition, especially in relation to hind limb lameness where it was unable to attain a significant difference from CAL2.

76 FR 32088 - Cotton Board Rules and Regulations: Adjusting Supplemental Assessment on Imports

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-03

...-11-002] Cotton Board Rules and Regulations: Adjusting Supplemental Assessment on Imports AGENCY...) is proposing the 2011 amendments to the Cotton Board Rules and Regulations by increasing the value assigned to imported cotton for the purpose of calculating supplemental assessments collected for use by...

76 FR 54078 - Cotton Board Rules and Regulations: Adjusting Supplemental Assessment on Imports

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-31

...-11-002] Cotton Board Rules and Regulations: Adjusting Supplemental Assessment on Imports AGENCY... amending the Cotton Board Rules and Regulations by updating the value assigned to imported cotton for the purpose of calculating supplemental assessments collected for use by the Cotton Research and Promotion...

77 FR 34855 - Cotton Board Rules and Regulations: Adjusting Supplemental Assessment on Imports (2011 Amendments)

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-12

...] Cotton Board Rules and Regulations: Adjusting Supplemental Assessment on Imports (2011 Amendments) AGENCY...) is proposing to amend the Cotton Board Rules and Regulations by increasing the value assigned to imported cotton for calculating supplemental assessments collected for use by the Cotton Research and...

Validation of a Supplemental Reading Intervention for First-Grade Children

ERIC Educational Resources Information Center

Case, Lisa Pericola; Speece, Deborah L.; Silverman, Rebecca; Ritchey, Kristen D.; Schatschneider, Christopher; Cooper, David H.; Montanaro, Elizabeth; Jacobs, Dawn

2010-01-01

This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control…

Impact of supplemental instruction leader on the success of supplemental instruction model

NASA Astrophysics Data System (ADS)

Mahabaduge, Hasitha; Haslam, Jeanne

Supplemental instruction utilizes peer-assisted study sessions to provide review sessions on course material and an opportunity to discuss and work out problems. The impact of supplemental instruction on student performance is well researched and used in a large number of universities around the world due to its proven success. However, the impact of the student leader who plays a significant role in this model is rarely discussed in the literature. We present a case study on the impact of student leader on the success of supplemental instruction model. This case study was done for an Introductory Physics course correlating student performance and the supplemental instruction sessions they attended. Further analysis revealed that the academic performance and work ethics of the student leader has a significant impact on the success of the supplemental instruction model. Important factors to consider when selecting a student leader, the challenges and possible remedies will also be discussed.

Linear and Ponderal Growth Trajectories in Well-Nourished, Iron-Sufficient Infants Are Unimpaired by Iron Supplementation12

PubMed Central

Gahagan, Sheila; Yu, Sunkyung; Kaciroti, Niko; Castillo, Marcela; Lozoff, Betsy

2009-01-01

Iron deficiency remains the most common nutritional deficiency worldwide and supplementation is recommended during periods of high risk, including infancy. However, questions have been raised about possible adverse effects of iron on growth in iron-sufficient (IS) infants and the advisability of across-the-board iron supplementation. This study examined whether short- or long-term growth was impaired in IS infants who received iron supplementation. From a longitudinal study of healthy, breast-fed, low- to middle-income Chilean infants randomly assigned to iron supplementation or usual nutrition at 6 or 12 mo, we retrospectively identified infants meeting criteria for iron sufficiency at the time of random assignment (n = 273). Using multilevel analysis, ponderal and linear growth were modeled before, during, and after iron supplementation up to 10 y in 3 comparisons: 1) iron supplementation compared with usual nutrition from 6 to 12 mo; 2) iron supplementation compared with usual nutrition from 12 to 18 mo; and 3) 15 mg/d of iron as drops compared with iron-fortified formula (12 mg/L). Growth trajectories did not differ during or after supplementation indicating no adverse effect of iron in any comparison. These results suggest that, at least in some environments, iron does not impair growth in IS infants. PMID:19776186

Use of Nonvitamin, Nonmineral Dietary Supplements among College Students.

ERIC Educational Resources Information Center

Newberry, Heather; Beerman, Kathy; Duncan, Sam; McGuire, Michelle; Hillers, Virginia

2001-01-01

Assessed college students' use of nonvitamin, nonmineral (NVNM) dietary supplements. Student surveys indicated that nearly half of the respondents took NVNM supplements, most frequently echinacea, ginseng, and St. John's wort. Over 80 percent had acceptable body mass index values. Users and nonusers of NVNM supplements did not differ significantly…

Determinants of the use of dietary supplements among secondary and high school students

PubMed

Gajda, Karolina; Zielińska, Monika; Ciecierska, Anna; Hamułka, Jadwiga

All over the world, including Poland, the sale of dietary supplements is increasing. More and more often, people including children and youths, use dietary supplements on their own initiative and without any medical indications or knowledge in this field. Analysis of the conditions of using the dietary supplements with vitamins and minerals among secondary school and high school students in Poland. The study included 396 students aged 13-18 years (249 girls and 147 boys). Authors’ questionnaire was used to evaluate the intake of dietary supplements. The use of cluster analysis allowed to distinguish groups of students with similar socio-demographic characteristics and the frequency of use of dietary supplements. In the studied population of students three clusters were created that significantly differed in socio-demographic characteristics. In cluster 1 and 2, were mostly students who used dietary supplements (respectively, 56% of respondents and 100%). In cluster 1 there were mostly students coming from rural areas and small city, with a worse financial situation, mainly boys (56%), while cluster 2 was dominated by girls (81%) living in a big city, coming from families with a good financial situation and who were more likely to be underweight (28.8%). In cluster 3 there were mostly older students (62%), not taking dietary supplements. In comparison to cluster 2, they had lower frequency of breakfast consumption (55% vs. 69%), but higher frequency of the consumption of soft drinks, fast-food, coffee as well as salt use at the table. The results show that the use of dietary supplements in adolescence is a common phenomenon and slightly conditioned by eating behaviors. This unfavorable habit of common dietary supplements intake observed among students indicates the need for education on the benefits and risks of the supplements usage.

An Investigation of the Partial-Assignment Completion Effect on Students' Assignment Choice Behavior

ERIC Educational Resources Information Center

Hawthorn-Embree, Meredith L.; Skinner, Christopher H.; Parkhurst, John; Conley, Elisha

2011-01-01

This study was designed to investigate the partial assignment completion effect. Seventh-grade students were given a math assignment. After working for 5 min, they were interrupted and their partially completed assignments were collected. About 20 min later, students were given their partially completed assignment and a new, control assignment…

Negotiating Assignment Pathways: Students and Academic Assignments

ERIC Educational Resources Information Center

McDowell, Liz

2008-01-01

Existing research identifies that students' approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as "argument". This fine-grained study proposes four qualitatively distinct assignment pathways: gathering,…

Making Economic Principles Personal: Student Journals and Reflection Papers

ERIC Educational Resources Information Center

Brewer, Stephanie M.; Jozefowicz, James J.

2006-01-01

The authors address two informal writing assignments implemented in introductory economics classes. One assignment involves students writing short reflection papers, and the other assignment involves students writing short journal entries for a designated period of time. Both assignments are designed to help students realize that economics is…

Selling the Home Territory: Assignments for International MBA Students.

ERIC Educational Resources Information Center

Reep, Diana C.

2000-01-01

Describes the author's approach to a MBA writing course functioning to connect the writing and oral presentation assignments to the students' current jobs. Notes that most international students lack an understanding of American business practices. Develops the assignments around what the students do know. Notes three assignments including a…

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations

PubMed Central

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Introduction Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. Methods We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3–5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. Results 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Conclusion Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience. PMID:29383080

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations.

PubMed

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.

2015 Federal Student Aid Supplement for the 1996 and 2004 Beginning Postsecondary Students Longitudinal Study Cohorts. Data File Documentation. NCES 2018-409

ERIC Educational Resources Information Center

Smith, Nichole D.; Duprey, Michael A.

2017-01-01

The 2015 Federal Student Aid Supplement (FSA Supplement), directed by the National Center for Education Statistics (NCES) at the U.S. Department of Education (ED), is a collection of federal student loan data intended to augment the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01) and the 2004/09 Beginning Postsecondary…

Explicit reflection in an introductory physics course

NASA Astrophysics Data System (ADS)

Scott, Michael Lee

This dissertation details a classroom intervention that supplements assigned in-class problems in weekly problem sets with reflective activities that are aimed to assist in knowledge integration. Using the framework of cognitive load theory, this intervention should assist in schema acquisition leading to (1) students recognizing the use and appropriately applying physical concepts across different problem contexts, and (2) enhanced physics understanding of students resulting in improved class performance. The intervention was embedded in the discussion component of an introductory, university physics course, and spanned a 14-week period. Evaluation of the intervention was based on the relative performance between a control and treatment group. Instruments used in this study to assess performance included the Force Concept Inventory (FCI), a physics problem categorization test, and four class exams. A full discussion of this implementation and the accompanying measures will be given. Possible limitations to this study and lines of future research will be proposed.

[Diet supplements in nutrition of sport mastery school students].

PubMed

Seidler, Teresa; Sobczak, Anna

2012-01-01

In Polish society, for some time now, a growing interest in supplementation of the diet has been observed. This problem addresses particularly to sportsmen and physically active persons. It is often due to belief that customary diet does not supply organism with necessary food ingredients. There are also some threats connected with supplementation of the diet. Problems addressed to supplementation of the diet are particularly important for young sportsmen, including students of sport mastery schools. The aim of the study was the evaluation of the diet supplementation used by the students of sport mastery school in Western Pomeranian district. The study was carried out in the group of 76 students, aged 15 to 19, practicing walleyball (girls n = 39) and football (boys n = 37) at the sport mastery school in Police (western Pomeranian district). The interview method has been applied. A significance of differences, for the analysed factor, due to a sport discipline practiced was calculated based on Chi2 (Statistica 9). The results of the study confirmed the students of sport mastery school to supplement their diets. The diet supplementation being more frequent for boys (67.6%) with magnesium (57-64%) noted as the most frequently used supplement, followed with vitamin-mineral agents and L-carnitine. Essential differences were noted for reasons of diet supplementation and sources of information used on supplements between the sport disciplines practiced. It can be stated, based on the obtained results, that for supplementation of the diet among students of sport mastery school in Police is popular, even though there was no previous recognition of its necessity. The most frequent supplements users were football players with magnesium being the most frequently chosen supplement. Based on the above a regular training of sportsmen, including also coaches training young people, on the rational feeding habits would be advisable.

CIMAC: A Coordinated Introduction to Calculus and Mechanics

NASA Astrophysics Data System (ADS)

Fathe, Laurie; Quinn, Jennifer; McDonald, Michael A.

1997-04-01

CIMAC, new course incorporating Mechanics, Precalculus, and Calculus, targets the growing number of motivated but underprepared students who wish to pursue a major in science or mathematics. Team-taught by a Physicist and a Mathematician, CIMAC, a new course incorporating Mechanics, Precalculus, and Calculus, targets the growing number of motivated but underprepared students who wish to pursue a major in science or mathematics. Team-taught by a Physicist and a Mathematician, the class contains specific content while exploiting the substantial commonality of these subjects. CIMAC also addresses variety of non-content areas, including supplementing basic mathematics and communication skills, accommodating various learning styles, and building student confidence. Specific approaches include class formats; gateway exams; group assignments; emphasis on writing and reading; use of computers and graphing calculators for comprehension, data acquisition, analysis, and modeling; student-led help sessions; and use of the Web http://www.oxy.edu/ departments/math/cimac/ This talk highlights the development of the course and teaching insights and innovations which have arisen from it, and addresses benefits and difficulties of coordinating material and team teaching across disciplinary lines. Finally, it presents data on student success and retention.

Students' Perspectives of Same-Day Clinical Assignments: A Qualitative Descriptive Study.

PubMed

Harris, Allyssa L; Stamp, Kelly D

2016-01-01

The clinical experience is essential to the nursing education process, but the process by which students are assigned patients has remained unchanged for decades. The purpose of this qualitative descriptive study was to determine the acceptability of a same-day clinical assignment process from the perspective of pre-licensure nursing students. Students' (n = 104) perceptions of the same-day clinical assignment process were collected via focus groups. Two themes emerged that may assist educators in implementing new methods for clinical assignments.

Effect of supplementing activated charcoal on the intake of honey mesquite leaves by lambs

USDA-ARS?s Scientific Manuscript database

A study was conducted to determine if intake of honey mesquite (Prosopis glandulosa Torr.) leaves by sheep could be increased by supplementing four levels of activated charcoal supplemental (0.0, 0.33, 0.67 and 1.00 g/kg of BW). Twenty wether lambs (36.6 ± 0.6 kg) were randomly assigned to the 4 tre...

No effect of magnesium supplementation on metabolic control and insulin sensitivity in type 2 diabetic patients with normomagnesemia.

PubMed

Navarrete-Cortes, Adrian; Ble-Castillo, Jorge L; Guerrero-Romero, Fernando; Cordova-Uscanga, Ruben; Juárez-Rojop, Isela E; Aguilar-Mariscal, Hidemi; Tovilla-Zarate, Carlos Alfonso; Lopez-Guevara, Maria Del Rocio

2014-01-01

There are limited and conflicting data from clinical trials concerning the beneficial effects of magnesium supplementation on diabetic patients. We investigated the effects of magnesium supplementation on metabolic control and insulin sensitivity in type 2 diabetic patients with normomagnesemia. A total of 98 normomagnesemic subjects with type 2 diabetes were enrolled in a randomized, crossover, double-blind, placebo-controlled trial. Participants were randomly assigned to receive magnesium lactate (360 mg elemental magnesium) or placebo for three months, followed by a three-month washout period. Treatment assignments were then reversed over an additional three months of follow-up. The primary endpoint was a reduction in fasting glucose and HbA1c. A total of 56 subjects completed the follow-up in the magnesium and placebo supplementation groups. Urinary magnesium excretion was increased following magnesium supplementation in the intervention group compared with the placebo group (p = 0.0002). Fasting glucose, HbA1c, insulin and HOMA-IR, as well as lipid profile, did not change significantly during treatment. We concluded that magnesium supplementation does not improve metabolic control or insulin sensitivity in diabetic subjects with normomagnesemia.

Prevalence of vitamin-mineral supplement use among Jordan University students.

PubMed

Suleiman, Ahmad A; Alboqai, Omar K; Yasein, Nada; Al-Essa, Mohamed K; El Masri, Khader

2008-09-01

To determine the prevalence, reasons, source of information of vitamin-mineral supplement uses, and their relationship with selected demographic and lifestyle characteristics among Jordan University students. A cross-sectional survey was carried out at Jordan University, Amman, Jordan from March to September 2005. The survey included 1,187 students aged 17-28 years. A multistage stratified sampling technique was used to recruit the participants from different majors at Jordan University. A self-administered questionnaire containing questions on use of vitamin-mineral supplement during the last year, demographic, and lifestyle characteristics was completed. The overall prevalence of vitamin-mineral supplement use during the last year reported by students was 27.4% (males 22%, and females 30.2%). Vitamin-mineral supplement use among university students was significantly (p<0.05) associated with age, gender, family monthly income, smoking status, physical activity, vegetarian status, and body mass index. The most frequently used supplements were multivitamins (10.4%) and multivitamins-multi minerals (10%). The most frequently given reason for supplement use was for treatment. The main frequently reported source of information was a physician (45.8%). The overall prevalence rate of vitamin-mineral supplement use is very low. Supplement users are more likely to be: females, nonsmokers, of higher income, physically active, vegetarians, and of normal body mass index. The main reason for supplement use is for treatment, and the major source of information on supplements is by physicians and pharmacists.

Knowledge and use of dietary supplements by students of College of Medicine, University of Lagos, Idi-Araba, Lagos, Nigeria

PubMed Central

Aina, Bolajoko A.; Ojedokun, Oluwayemisi A.

2014-01-01

Rationale: Nutritional supplements are preparations intended to supplement the diet and provide nutrients. They include vitamins, minerals, fiber, fatty acids, or amino acids, that may be missing or may not be consumed in sufficient quantities in a person's diet. Many health professionals including dietitians, physicians and pharmacists are supplement users. Objectives: The objectives of the present study were to determine knowledge and use of dietary supplements among students of College of Medicine, University of Lagos who are potential health professionals. Methodology: A self-administered questionnaire with a mix of open and close ended questions was employed to collect data in this study. It was distributed to 300 students that were in their final year in various departments of the college. Findings: Response rate was 89%. About 86% of the students have used dietary supplement before while half of them (50%) have used it in the past 12 months. The common types of dietary supplements used in the past 12 months are the vitamins. The reasons for use by the students were good health, poor diet, to boost immunity, weight gain and doctor's prescription. Most of the students were occasional and once in a while users. Conclusions: Majority of the students were aware of dietary supplement use and most of them were occasional users. PMID:25031497

Habits and beliefs related to food supplements: Results of a survey among Italian students of different education fields and levels.

PubMed

Sirico, Felice; Miressi, Salvatore; Castaldo, Clotilde; Spera, Rocco; Montagnani, Stefania; Di Meglio, Franca; Nurzynska, Daria

2018-01-01

The increasing availability of food supplements, aggressive media advertising, and common beliefs that these substances have only positive effects on health and sport performance indicate a need for continuous monitoring of this phenomenon. The aim of this study was to investigate the habits and beliefs related to diet supplementation among medical, health professional, and other university/high school students by means of a cross-sectional anonymous survey online. Among the respondents aware of supplements, 37.4% were taking or had taken them in the past. Food supplement use was more common among university students (in particular, those in health professional graduate courses) than high school students. Individual sport practice, rather than team sport, was associated with higher likelihood of food supplement use. Multivitamins were most commonly used, while weight-loss formulations were the least popular. Strikingly, filling nutrient gaps was statistically not considered the main reason for taking food supplements. Instead, they were used to enhance mental performance or enhance well-being. There was statistical evidence that students not enrolled in health or medical professional studies strongly agreed more often than medical students that taking food supplements prevents illness. These results indicate a striking difference between the evidence-based and personal reasons for food supplement use. Arguably, it calls for an improvement in education about diet supplementation and a change in attitude of health care providers to its implementation.

Habits and beliefs related to food supplements: Results of a survey among Italian students of different education fields and levels

PubMed Central

Miressi, Salvatore; Castaldo, Clotilde; Spera, Rocco; Montagnani, Stefania; Di Meglio, Franca; Nurzynska, Daria

2018-01-01

The increasing availability of food supplements, aggressive media advertising, and common beliefs that these substances have only positive effects on health and sport performance indicate a need for continuous monitoring of this phenomenon. The aim of this study was to investigate the habits and beliefs related to diet supplementation among medical, health professional, and other university/high school students by means of a cross-sectional anonymous survey online. Among the respondents aware of supplements, 37.4% were taking or had taken them in the past. Food supplement use was more common among university students (in particular, those in health professional graduate courses) than high school students. Individual sport practice, rather than team sport, was associated with higher likelihood of food supplement use. Multivitamins were most commonly used, while weight-loss formulations were the least popular. Strikingly, filling nutrient gaps was statistically not considered the main reason for taking food supplements. Instead, they were used to enhance mental performance or enhance well-being. There was statistical evidence that students not enrolled in health or medical professional studies strongly agreed more often than medical students that taking food supplements prevents illness. These results indicate a striking difference between the evidence-based and personal reasons for food supplement use. Arguably, it calls for an improvement in education about diet supplementation and a change in attitude of health care providers to its implementation. PMID:29351568

The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

PubMed

Sparks-Thissen, Rebecca L

2017-02-01

Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Impact of Supplemental Instruction on Learning Competence and Academic Performance

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2010-01-01

This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…

Primary Prevention of Cardiovascular Disease with a Mediterranean Diet Supplemented with Extra-Virgin Olive Oil or Nuts.

PubMed

Estruch, Ramón; Ros, Emilio; Salas-Salvadó, Jordi; Covas, Maria-Isabel; Corella, Dolores; Arós, Fernando; Gómez-Gracia, Enrique; Ruiz-Gutiérrez, Valentina; Fiol, Miquel; Lapetra, José; Lamuela-Raventos, Rosa M; Serra-Majem, Lluís; Pintó, Xavier; Basora, Josep; Muñoz, Miguel A; Sorlí, José V; Martínez, J Alfredo; Fitó, Montserrat; Gea, Alfredo; Hernán, Miguel A; Martínez-González, Miguel A

2018-06-21

Observational cohort studies and a secondary prevention trial have shown inverse associations between adherence to the Mediterranean diet and cardiovascular risk. In a multicenter trial in Spain, we assigned 7447 participants (55 to 80 years of age, 57% women) who were at high cardiovascular risk, but with no cardiovascular disease at enrollment, to one of three diets: a Mediterranean diet supplemented with extra-virgin olive oil, a Mediterranean diet supplemented with mixed nuts, or a control diet (advice to reduce dietary fat). Participants received quarterly educational sessions and, depending on group assignment, free provision of extra-virgin olive oil, mixed nuts, or small nonfood gifts. The primary end point was a major cardiovascular event (myocardial infarction, stroke, or death from cardiovascular causes). After a median follow-up of 4.8 years, the trial was stopped on the basis of a prespecified interim analysis. In 2013, we reported the results for the primary end point in the Journal. We subsequently identified protocol deviations, including enrollment of household members without randomization, assignment to a study group without randomization of some participants at 1 of 11 study sites, and apparent inconsistent use of randomization tables at another site. We have withdrawn our previously published report and now report revised effect estimates based on analyses that do not rely exclusively on the assumption that all the participants were randomly assigned. A primary end-point event occurred in 288 participants; there were 96 events in the group assigned to a Mediterranean diet with extra-virgin olive oil (3.8%), 83 in the group assigned to a Mediterranean diet with nuts (3.4%), and 109 in the control group (4.4%). In the intention-to-treat analysis including all the participants and adjusting for baseline characteristics and propensity scores, the hazard ratio was 0.69 (95% confidence interval [CI], 0.53 to 0.91) for a Mediterranean diet with extra-virgin olive oil and 0.72 (95% CI, 0.54 to 0.95) for a Mediterranean diet with nuts, as compared with the control diet. Results were similar after the omission of 1588 participants whose study-group assignments were known or suspected to have departed from the protocol. In this study involving persons at high cardiovascular risk, the incidence of major cardiovascular events was lower among those assigned to a Mediterranean diet supplemented with extra-virgin olive oil or nuts than among those assigned to a reduced-fat diet. (Funded by Instituto de Salud Carlos III, Spanish Ministry of Health, and others; Current Controlled Trials number, ISRCTN35739639 .).

Teaching Undergraduate Students to Visualize and Communicate Public Health Data with Infographics

PubMed Central

Shanks, Justin D.; Izumi, Betty; Sun, Christina; Martin, Allea; Byker Shanks, Carmen

2017-01-01

The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields. PMID:29226120

Teaching Undergraduate Students to Visualize and Communicate Public Health Data with Infographics.

PubMed

Shanks, Justin D; Izumi, Betty; Sun, Christina; Martin, Allea; Byker Shanks, Carmen

2017-01-01

The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.

Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research

ERIC Educational Resources Information Center

Wildmon, Mark E.; Skinner, Christopher H.; Watson, T. Steuart; Garrett, L. Shan

2004-01-01

Active student responding is often required to remedy computation skill deficits in students with learning disabilities. However, these students may find computation assignments unrewarding and frustrating, and be less likely to choose to engage in assigned computation tasks. In the current study, middle school students with learning disabilities…

Pilot Testing a Cognitive-Behavioral Protocol on Psychosocial Predictors of Exercise, Nutrition, Weight, and Body Satisfaction Changes in a College-Level Health-Related Fitness Course

ERIC Educational Resources Information Center

Annesi, James J.; Howton, Amy; Johnson, Ping H.; Porter, Kandice J.

2015-01-01

Objective: Small-scale pilot testing of supplementing a required college health-related fitness course with a cognitive-behavioral exercise-support protocol (The Coach Approach). Participants: Three classes were randomly assigned to Usual processes (n = 32), Coach Approach-supplemented: Mid-size Groups (n = 32), and Coach Approach-supplemented:…

Introduction to Agricultural Sales and Service. Teacher Edition.

ERIC Educational Resources Information Center

Kauer, Les

This Oklahoma curriculum guide contains 12 units. Each instructional unit includes some or all of these components: performance objectives, suggested activities, basic academic skills taxonomy, handouts, information sheets, supplements, transparency masters, activity sheets, assignment sheets, assignment sheet answers, job sheets, practical tests,…

Reforming the Eighth-Grade Student Assignment Process for the Philadelphia Public Schools.

ERIC Educational Resources Information Center

Johnson, Michael P.

The eighth grade student assignment project, an initiative of the School District of Philadelphia, assigns students to high school academic programs based on student preferences, academic preparation, program capacity, and desegregation requirements. These programs, called small learning communities (SLCs), emphasize areas such as design and…

Student Perceptions of Online Homework in Introductory Finance Courses

ERIC Educational Resources Information Center

Smolira, Joseph C.

2008-01-01

The author examined student perceptions concerning online homework assignments in an introductory finance class. In general, students felt that online homework was preferable to traditional homework assignments that are turned in to the instructor. In addition, students reported that the homework assignments increased their understanding of the…

Teachers' Perspectives of Ways to Improve an Elementary School's Supplemental Reading Program

ERIC Educational Resources Information Center

Clayton, JoAnn M.

2012-01-01

To improve students' reading abilities, an elementary school staff decided to supplement the regular curriculum with a free Internet reading program. To promote student participation in the supplemental program, the media specialist designed the Gumball Reading Program, which included student requirements and rewards. The requirements…

Towards More Precise Design Guidance: Specifying and Testing the Functions of Assigned Student Roles in Online Discussions

ERIC Educational Resources Information Center

Wise, Alyssa Friend; Saghafian, Marzieh; Padmanabhan, Poornima

2012-01-01

While assigning student roles is a popular technique in online discussions, roles and the responsibilities allocated to them have not been consistently assigned. This makes it difficult to compare implementations and generate principled guidance for role design. This study critically examined frequently assigned student roles and identified a set…

A Service-Based Program Evaluation Platform for Enhancing Student Engagement in Assignments

ERIC Educational Resources Information Center

Wu, Ye-Chi; Ma, Lee Wei; Jiau, Hewijin Christine

2013-01-01

Programming assignments are commonly used in computer science education to encourage students to practice target concepts and evaluate their learning status. Ensuring students are engaged in such assignments is critical in attracting and retaining students. To this end, WebHat, a service-based program evaluation platform, is introduced in this…

Consumption of Sport-Related Dietary Supplements among NCAA Division 1 Female Student Athletes

ERIC Educational Resources Information Center

Housman, Jeff; Dorman, Steve; Pruitt, Buzz; Ranjita, Misra; Perko, Michael

2011-01-01

Objectives: To determine factors that influence sport-related dietary supplement consumption among NCAA Division 1 female student athletes and to estimate the plausibility of the theory of planned behavior (TPB) for predicting the use of sport-related dietary supplements among NCAA Division 1 female student athletes. Method: Self-report data were…

[Factors influencing on the Silesian University students' decisions concerning purchasing of vitamin and mineral food supplements].

PubMed

Spiołek, Katarzyna; Kościołek, Aneta; Kania, Justyna; Hartman, Magdalena; Pawłowska-Góral, Katarzyna

2011-01-01

Correctly composed diet covers the demands of a healthy adult for nutrients, vitamins and minerals. Nowadays constant increase of vitamin and mineral supplements of diet intake is observed. Customers have a great choice of diet supplements on Polish market. They are diversified under the quality and quantitative accounts. The main aim of this study was to evaluate main factors of Silesian University students' choice while they are purchasing particular diet supplements. The questionnaire survey was conducted in a group of 208 students at the age of 19 to 24. 99.5% of them admitted that they have supplemented their diets with vitamin and mineral preparations until the moment of the experiment. The results indicate that main factors that influence the students' decisions on purchasing these preparations are: composition of the supplement, price and convenient dosing regimen. Respondents indicate the internet as a main source of information on the supplements being discussed in the following study.

The Math You Need, When You Need It: Student-Centered Web Resources Designed to Decrease Math Review and Increase Quantitative Geology in the Classroom

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.

2007-12-01

Introductory geoscience courses are rife with quantitative concepts from graphing to rates to unit conversions. Recent research suggests that supplementary mathematical instruction increases post-secondary students' retention and performance in science courses. Nonetheless, many geoscience faculty feel that they do not have enough time to cover all the geoscience content, let alone covering the math they often feel students should have learned before reaching their classes. We present our NSF-funded effort to create web modules for students that address these concerns. Our web resources focus on both student performance and faculty time issues by building students' quantitative skills through web-based, self-paced modular tutorials. Each module can be assigned to individual students who have demonstrated on a pre-test that they are in need of supplemental instruction. The pre-test involves problems that place mathematical concepts in a geoscience context and determines the students who need the most support with these skills. Students needing support are asked to complete a three-pronged web-based module just before the concept is needed in class. The three parts of each tutorial include: an explanation of the mathematics, a page of practice problems and an on-line quiz that is graded and sent to the instructor. Each of the modules is steeped in best practices in mathematics and geoscience education, drawing on multiple contexts and utilizing technology. The tutorials also provide students with further resources so that they can explore the mathematics in more depth. To assess the rigor of this program, students are given the pre-test again at the end of the course. The uniqueness of this program lies in a rich combination of mathematical concepts placed in multiple geoscience contexts, giving students the opportunity to explore the way that math relates to the physical world. We present several preliminary modules dealing with topics common in introductory geoscience courses. We seek feedback from faculty teaching all levels of geoscience addressing several questions: In what math/geoscience topics do you feel students need supplemental instruction? Where do students come up against quantitative topics that make them drop the class or perform poorly? Would you be willing to review or help us to test these modules in your class?

Supplementation with 1000 IU vitamin D/d leads to parathyroid hormone suppression, but not increased fractional calcium absorption, in 4-8-y-old children: A double-blind randomized controlled trial

USDA-ARS?s Scientific Manuscript database

The effects of vitamin D supplementation in healthy prepubertal children on physiologic outcomes have not been investigated. The objective was to evaluate the effects of supplementation with 1000 IU vitamin D(3)/d on calcium absorption. In a double-blind, placebo-controlled trial, we randomly assign...

Student-peer mentoring on a drug information response.

PubMed

Rodis, Jennifer Lin; Backo, Jennifer; Schmidt, Brittany M; Pruchnicki, Maria C

2014-03-12

To implement a student peer-mentoring program with a drug information response assignment in an introductory pharmacy practice course. Second-year student pharmacists (P2 mentors) enrolled in an independent study course were randomly assigned first-year student pharmacists (P1 mentees) to mentor on a drug information assignment. The P2 mentors provided feedback to P1 mentees' assignment drafts. The P1 mentees had the opportunity to revise the draft prior to turning in the completed assignment to course faculty members for grading. Both P1 mentees and P2 mentors agreed the mentorship improved their ability to prepare a drug information response (76% and 100%, respectively). A majority of the student pharmacists would choose to be involved in the program again. The student peer-mentoring program was successful in improving student pharmacists' perceptions of ability to compose a drug information response.

The Use of Homework Assignments in Physical Education among High School Students

ERIC Educational Resources Information Center

Pantanowitz, Michal; Lidor, Ronnie; Nemet, Dan; Eliakim, Alon

2011-01-01

Only a few studies have examined how students and their parents perceive the contribution of homework (HW) assignments given in physical education (PE) classes to the students' development. The main objective of our study was to explore the attitude and compliance towards HW assignments in PE among Israeli high school students and their parents.…

Impact of Giving Students a Choice of Homework Assignments in an Introductory Computer Science Class

ERIC Educational Resources Information Center

Fulton, Steven; Schweitzer, Dino

2011-01-01

Student assignments have long been an integral part of many university level computer science courses to reinforce material covered in class with practical exercises. For years, researchers have studied ways to improve such student assignments by making them more interesting, applicable, and valuable to the student with a goal of improving…

Writing Assignments that Promote Active Learning

NASA Astrophysics Data System (ADS)

Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

How to Improve the Peer Review Method: Free-Selection vs Assigned-Pair Protocol Evaluated in a Computer Networking Course

ERIC Educational Resources Information Center

Papadopoulos, Pantelis M.; Lagkas, Thomas D.; Demetriadis, Stavros N.

2012-01-01

This study provides field research evidence on the efficiency of a "free-selection" peer review assignment protocol as compared to the typically implemented "assigned-pair" protocol. The study employed 54 sophomore students who were randomly assigned into three groups: Assigned-Pair (AP) (the teacher assigns student works for review to student…

WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for…

Comparing the Effectiveness of a Supplemental Online Tutorial to Traditional Instruction with Nutritional Science Students

ERIC Educational Resources Information Center

Zubas, Patrice; Heiss, Cindy; Pedersen, Mary

2006-01-01

The purpose of this study was to ascertain if an online computer tutorial on diabetes mellitus, supplemented to traditional classroom lecture, is an effective tool in the education of nutrition students. Students completing a web-based tutorial as a supplement to classroom lecture displayed greater improvement in pre- vs. post-test scores compared…

Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective Enjoyable Undergraduate Medical Teaching Tool: A SQUIRE Compliant Study.

PubMed

Kotb, Magd A; Elmahdy, Hesham Nabeh; Khalifa, Nour El Deen Mahmoud; El-Deen, Mohamed Hamed Nasr; Lotfi, Mohamed Amr N

2015-07-01

Evidence-based medicine (EBM) is delivered through a didactic, blended learning, and mixed models. Students are supposed to construct an answerable question in PICO (patient, intervention, comparison, and outcome) framework, acquire evidence through search of literature, appraise evidence, apply it to the clinical case scenario, and assess the evidence in relation to clinical context. Yet these teaching models have limitations especially those related to group work, for example, handling uncooperative students, students who fail to contribute, students who domineer, students who have personal conflict, their impact upon progress of their groups, and inconsistent individual acquisition of required skills. At Pediatrics Department, Faculty of Medicine, Cairo University, we designed a novel undergraduate pediatric EBM assignment online system to overcome shortcomings of previous didactic method and aimed to assess its effectiveness by prospective follow-up during academic years 2012 to 2013 and 2013 to 2014. The novel web-based online interactive system was tailored to provide sequential single and group assignments for each student. Single assignment addressed a specific case scenario question, while group assignment was teamwork that addressed different questions of same case scenario. Assignment comprised scholar content and skills. We objectively analyzed students' performance by criterion-based assessment and subjectively by anonymous student questionnaire. A total of 2879 were enrolled in 5th year Pediatrics Course consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted their work. They were randomly assigned to 292 groups. A total of 2277 (89.15%) achieved ≥ 80% of total mark (4/5), of them 717 (28.1%) achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made evidence-based conclusions and recommendations in single and group assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered student questionnaire, of them 898 (81.48%) found e-educational experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not decide. A total of 964 (87.47%) found single assignment educational, 913 (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it. Web-based online interactive undergraduate EBM assignment was found effective in teaching medical students and assured individual student acquisition of concepts and skills of pediatric EMB. It was effective in mass education, data collection, and storage essential for system and student assessment.

The Student Guide. Five Federal Financial Aid Programs. 88-89.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Information on five U.S. Department of Education student financial aid programs and how to apply for them is presented: Pell Grants, Supplemental Educational Opportunity Grants, College Work-Study, Perkins Loans (formerly National Direct Student Loans), and Guaranteed Student Loans (Parent Loans to Undergraduate Students and Supplemental Loans for…

Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

PubMed Central

Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy

2007-01-01

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. PMID:17785403

Comparing Looping Teacher-Assigned and Traditional Teacher-Assigned Student Achievement Scores

ERIC Educational Resources Information Center

Lloyd, Melissa C.

2014-01-01

A problem in many elementary schools is determining which teacher assignment strategy best promotes the academic progress of students. To find and implement educational practices that address the academic needs of all learners, schools need research-based data focusing on the 2 teacher assignment strategies: looping assignment (LA) and traditional…

The impact of elder abuse education on young adults.

PubMed

Hayslip, Bert; Reinberg, Julie; Williams, Jennifer

2015-01-01

The present study examined the effectiveness of educational interventions in altering tolerance for and behavioral intentions of elder abuse among college student young adults. Participants were 225 undergraduates who were assigned to one of four educational groups: Elder Abuse Education, Aging Education, Family Education, and a Pre- and Posttest only condition. While the Elder Abuse Education group reported less tolerance and intentions for elder abuse compared to the other groups at the immediate posttest, a decrement in such positive changes at 1-month follow-up was observed in such persons. These mixed findings suggest that while specific interventions may reduce elder abuse tolerance, supplemental educational efforts over time may be necessary to maintain intervention-specific gains in intentions and behaviors particular to elder abuse.

The Impact of Computer-Based Assignments on Student Motivation to Complete Homework Assignments for Sixth-Grade Students

ERIC Educational Resources Information Center

Cyr, Mary Ann

2013-01-01

The purpose of this qualitative study was to examine the engagement of 11 middle school-aged students from a southeast Michigan public school, who were given laptop computers with twenty-four-hour-a-day Internet access in order to complete homework assignments. Specifically, this study examined the perceptions of sixth-grade students regarding the…

Matching School Resources and Student Needs: Scheduling and Assignment Problems in High Schools Serving At-Risk Youth. Final Report.

ERIC Educational Resources Information Center

Natriello, Gary; And Others

By studying the process by which disadvantaged and low-achieving high school students are assigned to classes and special programs, how and why disadvantaged students are placed in inappropriate programs can be understood. Reasons exist to question the assumption that students are assigned to programs rationally on the basis of information about…

Marking Student Programs Using Graph Similarity

ERIC Educational Resources Information Center

Naude, Kevin A.; Greyling, Jean H.; Vogts, Dieter

2010-01-01

We present a novel approach to the automated marking of student programming assignments. Our technique quantifies the structural similarity between unmarked student submissions and marked solutions, and is the basis by which we assign marks. This is accomplished through an efficient novel graph similarity measure ("AssignSim"). Our experiments…

Effect of neonatal vitamin A supplementation on mortality in infants in Tanzania (Neovita): a randomised, double-blind, placebo-controlled trial

PubMed Central

Masanja, Honorati; Smith, Emily R; Muhihi, Alfa; Briegleb, Christina; Mshamu, Salum; Ruben, Julia; Noor, Ramadhani Abdallah; Khudyakov, Polyna; Yoshida, Sachiyo; Martines, Jose; Bahl, Rajiv; Fawzi, Wafaie W

2015-01-01

Summary Background Supplementation of vitamin A in children aged 6–59 months improves child survival and is implemented as global policy. Studies of the efficacy of supplementation of infants in the neonatal period have inconsistent results. We aimed to assess the efficacy of oral supplementation with vitamin A given to infants in the first 3 days of life to reduce mortality between supplementation and 180 days (6 months). Methods We did an individually randomised, double-blind, placebo-controlled trial of infants born in the Morogoro and Dar es Salaam regions of Tanzania. Women were identified during antenatal clinic visits or in the labour wards of public health facilities in Dar es Salaam. In Kilombero, Ulanga, and Kilosa districts, women were seen at home as part of the health and demographic surveillance system. Newborn infants were eligible for randomisation if they were able to feed orally and if the family intended to stay in the study area for at least 6 months. We randomly assigned infants to receive one dose of 50 000 IU of vitamin A or placebo in the first 3 days after birth. Infants were randomly assigned in blocks of 20, and investigators, participants’ families, and data analysis teams were masked to treatment assignment. We assessed infants on day 1 and day 3 after dosing, as well as at 1, 3, 6, and 12 months after birth. The primary endpoint was mortality at 6 months, assessed by field interviews. The primary analysis included only children who were not lost to follow-up. This trial is registered with the Australian New Zealand Clinical Trials Registry (ANZCTR), number ACTRN12610000636055. Findings Between Aug 26, 2010, and March 3, 2013, 31 999 newborn babies were randomly assigned to receive vitamin A (n=15 995) or placebo (n=16 004; 15 428 and 15 464 included in analysis of mortality at 6 months, respectively). We did not find any evidence for a beneficial effect of vitamin A supplementation on mortality in infants at 6 months (26 deaths per 1000 livebirths in vitamin A vs 24 deaths per 1000 livebirths in placebo group; risk ratio 1·10, 95% CI 0·95–1·26; p=0·193). There was no evidence of a differential effect for vitamin A supplementation on mortality by sex; risk ratio for mortality at 6 months for boys was 1·08 (0·90–1·29) and for girls was 1·12 (0·91–1·39). There was also no evidence of adverse effects of supplementation within 3 days of dosing. Interpretation Neonatal vitamin A supplementation did not result in any immediate adverse events, but had no beneficial effect on survival in infants in Tanzania. These results strengthen the evidence against a global policy recommendation for neonatal vitamin A supplementation. PMID:25499543

Online Student Learning and Earth System Processes

NASA Astrophysics Data System (ADS)

Mackay, R. M.

2002-12-01

Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

Replicating and Extending Research on the Partial Assignment Completion Effect: Is Sunk Cost Related to Partial Assignment Completion Strength?

ERIC Educational Resources Information Center

Hawthorn-Embree, Meredith L.; Taylor, Emily P.; Skinner, Christopher H.; Parkhurst, John; Nalls, Meagan L.

2014-01-01

After students acquire a skill, mastery often requires them to choose to engage in assigned academic activities (e.g., independent seatwork, and homework). Although students may be more likely to choose to work on partially completed assignments than on new assignments, the partial assignment completion (PAC) effect may not be very powerful. The…

Supervising Unsuccessful Student Teaching Assignments: Two Terminator's Tales.

ERIC Educational Resources Information Center

St. Maurice, Henry

2001-01-01

Discusses problems that arise when there is a conflict between a student teacher and the supervising teacher and when a student teacher does not perform satisfactorily. Focuses on how supervisors deal with failed assignments and how beginning teachers improve their teaching and learn from failed assignments. (Contains 21 references.) (JOW)

A Comparison of Electronic and Paper-Based Assignment Submission and Feedback

ERIC Educational Resources Information Center

Bridge, Pete; Appleyard, Rob

2008-01-01

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard[TM]. The students then completed questionnaires comparing their experience of online submission and feedback with…

Increasing Student Involvement through Residence Hall Lifestyle Assignments and Developmental Programming.

ERIC Educational Resources Information Center

Warner, Mark J.; Noftsinger, John B.

1994-01-01

This study investigated the usefulness of three dormitory lifestyle assignments (male-only, female-only, co-ed) in promoting student participation in residence hall activities at James Madison University (Virginia). Results showed assignment to coeducational dormitories fostered more and varied student involvement than did male-only or female-only…

Pediatric Online Evidence-Based Medicine Assignment Is a Novel Effective Enjoyable Undergraduate Medical Teaching Tool

PubMed Central

Kotb, Magd A.; Elmahdy, Hesham Nabeh; Khalifa, Nour El Deen Mahmoud; El-Deen, Mohamed Hamed Nasr; Lotfi, Mohamed Amr N.

2015-01-01

Abstract Evidence-based medicine (EBM) is delivered through a didactic, blended learning, and mixed models. Students are supposed to construct an answerable question in PICO (patient, intervention, comparison, and outcome) framework, acquire evidence through search of literature, appraise evidence, apply it to the clinical case scenario, and assess the evidence in relation to clinical context. Yet these teaching models have limitations especially those related to group work, for example, handling uncooperative students, students who fail to contribute, students who domineer, students who have personal conflict, their impact upon progress of their groups, and inconsistent individual acquisition of required skills. At Pediatrics Department, Faculty of Medicine, Cairo University, we designed a novel undergraduate pediatric EBM assignment online system to overcome shortcomings of previous didactic method and aimed to assess its effectiveness by prospective follow-up during academic years 2012 to 2013 and 2013 to 2014. The novel web-based online interactive system was tailored to provide sequential single and group assignments for each student. Single assignment addressed a specific case scenario question, while group assignment was teamwork that addressed different questions of same case scenario. Assignment comprised scholar content and skills. We objectively analyzed students’ performance by criterion-based assessment and subjectively by anonymous student questionnaire. A total of 2879 were enrolled in 5th year Pediatrics Course consecutively, of them 2779 (96.5%) logged in and 2554 (88.7%) submitted their work. They were randomly assigned to 292 groups. A total of 2277 (89.15%) achieved ≥80% of total mark (4/5), of them 717 (28.1%) achieved a full mark. A total of 2178 (85.27%) and 2359 (92.36%) made evidence-based conclusions and recommendations in single and group assignment, respectively (P < 0.001). A total of 1102 (43.1%) answered student questionnaire, of them 898 (81.48%) found e-educational experience satisfactory, 175 (15.88%) disagreed, and 29 (2.6%) could not decide. A total of 964 (87.47%) found single assignment educational, 913 (82.84%) found group assignment educational, and 794 (72.3%) enjoyed it. Web-based online interactive undergraduate EBM assignment was found effective in teaching medical students and assured individual student acquisition of concepts and skills of pediatric EMB. It was effective in mass education, data collection, and storage essential for system and student assessment. PMID:26200621

Collaborative group work: effects of group size and assignment structure on learning gain, student satisfaction and perceived participation.

PubMed

Kooloos, Jan G M; Klaassen, Tim; Vereijken, Mayke; Van Kuppeveld, Sascha; Bolhuis, Sanneke; Vorstenbosch, Marc

2011-01-01

Collaborative group sessions in Nijmegen include 15 students who work all together on a group assignment. Sometimes, the group is split-up in three and every subgroup elaborates a part of the assignment. At the end, they peer-teach each other. It is believed that the split-up enhances participation and therefore learning gain. To establish the effect of group size and structure of the assignment on the perceived participation, the satisfaction and learning gain of collaborative group sessions. In this study, 27 groups of 15 students were equally divided into: A-group: all 15 students working on the complete assignment. B-group: subgroups of 5 students working on the complete assignment. C-group: subgroups of 5 students working on a smaller part, and peer-teaching each other at the end of the group session. All students took a pre-test, a post-test and a follow-up test and completed a questionnaire. Questionnaires were analyzed with a one-way analysis of variance (ANOVA) and post hoc by multiple comparisons. Learning gain was analyzed using a repeated measures ANOVA. A group size effect is observed in favor of working in subgroups. Perceived participation of the students differs between A and B (p ≤ 0.001) and between A and C (p ≤ 0.001), but not between B and C. Also, an assignment effect is found in favor of the smaller assignment combined with peer-teaching. The students' satisfaction differs between A and C (p ≤ 0.003) and between B and C (p ≤ 0.001), but not between A and B. The C-group also shows higher test results (p ≤ 0.043). The students prefer smaller groups as well as smaller assignments including peer-teaching. A possible larger learning gain of this format needs to be re-investigated.

Learning through loss: implementing lossography narratives in death education.

PubMed

Bolkan, Cory; Srinivasan, Erica; Dewar, Alexis R; Schubel, Stacey

2015-01-01

Students may have a greater willingness to discuss issues of death and loss through written assignments; however, there is little guidance for instructors regarding how to manage these sensitive assignments, nor how students benefit from them. The authors implemented and evaluated a "lossography" assignment in an undergraduate thanatology course in which students wrote about their losses and anonymously shared these narratives with their classmates. Although many themes of loss emerged, the most frequently reported significant loss was death of a grandparent. Additionally, most significant losses occurred in childhood/adolescence. Prominent themes related to student learning included gaining self-awareness, knowledge about grief responses, and compassion for others. Students (N = 64) also completed a survey reflecting on their course learning. Of all aspects of course delivery, 44% identified the lossography as the most beneficial, whereas 97% recommended this assignment for future students. The implications of the assignment for death education are also discussed.

Investigations of protein structure and function using the scientific literature: an assignment for an undergraduate cell physiology course.

PubMed

Mulnix, Amy B

2003-01-01

Undergraduate biology curricula are being modified to model and teach the activities of scientists better. The assignment described here, one that investigates protein structure and function, was designed for use in a sophomore-level cell physiology course at Earlham College. Students work in small groups to read and present in poster format on the content of a single research article reporting on the structure and/or function of a protein. Goals of the assignment include highlighting the interdependence of protein structure and function; asking students to review, integrate, and apply previously acquired knowledge; and helping students see protein structure/function in a context larger than cell physiology. The assignment also is designed to build skills in reading scientific literature, oral and written communication, and collaboration among peers. Assessment of student perceptions of the assignment in two separate offerings indicates that the project successfully achieves these goals. Data specifically show that students relied heavily on their peers to understand their article. The assignment was also shown to require students to read articles more carefully than previously. In addition, the data suggest that the assignment could be modified and used successfully in other courses and at other institutions.

Lifestyle and Other Factors Explain One-Half of the Variability in the Serum 25-Hydroxyvitamin D Response to Cholecalciferol Supplementation in Healthy Adults.

PubMed

Rees, Judy R; Mott, Leila A; Barry, Elizabeth L; Baron, John A; Bostick, Roberd M; Figueiredo, Jane C; Bresalier, Robert S; Robertson, Douglas J; Peacock, Janet L

2016-11-01

Many factors have been associated with serum 25-hydroxyvitamin D [25(OH)D] concentrations in observational studies, with variable consistency. However, less information is available on factors affecting the magnitude of changes in serum 25(OH)D resulting from vitamin D supplementation. This study aimed to identify factors associated with the serum 25(OH)D response to supplementation with 1000 IU cholecalciferol/d during the first year of a large, multicenter, randomized, placebo-controlled colorectal adenoma chemoprevention trial. Eligible older adults who were not vitamin D-deficient [serum 25(OH)D ≥12 ng/mL] were randomly assigned in a modified 2 × 2 factorial design to 1 of 4 groups: daily 1000 IU cholecalciferol, 1200 mg Ca as carbonate, both, or placebo. Women could elect 2-group (calcium ± cholecalciferol) random assignment. In secondary analyses, we used multivariable models to assess factors associated with serum 25(OH)D concentrations in all enrollees (n = 2753) and with relative changes in serum 25(OH)D after 1 y cholecalciferol supplementation among those randomly assigned (n = 2187). In multivariable models, 8 factors accounted for 50% of the variability of proportional change in serum 25(OH)D after cholecalciferol supplementation. Larger increases were associated with being female (34.5% compared with 20.5%; P < 0.001) and with lower baseline serum 25(OH)D (P < 0.0001), optimal adherence to study pill intake (P = 0.0002), wearing long pants and sleeves during sun exposure (P = 0.0002), moderate activity level (P = 0.01), use of extra vitamin D-containing supplements during the trial (P = 0.03), and seasons of blood draw (P ≤ 0.002). Several genetic polymorphisms were associated with baseline serum 25(OH)D and/or serum response, but these did not substantially increase the models' R 2 values. Other factors, including body mass index, were associated with serum 25(OH)D at baseline but not with its response to supplemental cholecalciferol. The factors that most affected changes in serum 25(OH)D concentrations in response to cholecalciferol supplementation included sex, baseline serum 25(OH)D, supplement intake adherence, skin-covering clothes, physical activity, and season. Genetic factors did not play a major role. This trial was registered at www.clinicaltrials.gov as NCT00153816. © 2016 American Society for Nutrition.

Yeast supplementation altered the metabolic response to a combined viral-bacterial challenge in feedlot heifers

USDA-ARS?s Scientific Manuscript database

Two treatments were evaluated in feedlot heifers to determine the effects of feeding a yeast supplement on metabolic responses to a combined viral-bacterial respiratory disease challenge. Thirty-two beef heifers (325 +/- 19.2 kg) were selected and randomly assigned to one of two treatments: 1) Contr...

Selenium- or vitamin E-related gene variants, interaction with supplementation, and risk of high-grade prostate cancer in SELECT

PubMed Central

Chan, June M.; Darke, Amy K.; Penney, Kathryn L.; Tangen, Catherine M.; Goodman, Phyllis J.; Lee, Gwo-Shu Mary; Sun, Tong; Peisch, Sam; Tinianow, Alex M.; Rae, James M.; Klein, Eric A.; Thompson, Ian M.

2016-01-01

Background Epidemiological studies and secondary analyses of randomized trials supported the hypothesis that selenium and vitamin E lower prostate cancer risk. However, the Selenium and Vitamin E Cancer Prevention Trial (SELECT) showed no benefit of either supplement. Genetic variants involved in selenium or vitamin E metabolism or transport may underlie the complex associations of selenium and vitamin E. Methods We undertook a case-cohort study of SELECT participants randomized to placebo, selenium or vitamin E. The subcohort included 1,434 men; our primary outcome was high-grade prostate cancer (N=278 cases, Gleason 7 or higher cancer). We used weighted Cox regression to examine the association between SNPs and high-grade prostate cancer risk. To assess effect modification, we created interaction terms between randomization arm and genotype and calculated log likelihood statistics. Results We noted statistically significant (p<0.05) interactions between selenium assignment, SNPs in CAT, SOD2, PRDX6, SOD3, and TXNRD2 and high-grade prostate cancer risk. Statistically significant SNPs that modified the association of vitamin E assignment and high-grade prostate cancer included SEC14L2, SOD1, and TTPA. In the placebo arm, several SNPs, hypothesized to interact with supplement assignment and risk of high-grade prostate cancer, were also directly associated with outcome. Conclusion Variants in selenium and vitamin E metabolism/transport genes may influence risk of overall and high-grade prostate cancer, and may modify an individual man’s response to vitamin E or selenium supplementation with regards to these risks. Impact The effect of selenium or vitamin E supplementation on high-grade prostate cancer risk may vary by genotype. PMID:27197287

Learning Bridge Tool to Improve Student Learning, Preceptor Training, and Faculty Teamwork

PubMed Central

Cawley, Pauline; Arendt, Cassandra S.

2011-01-01

Objectives To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Design Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Assessment Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,1 the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. Conclusions The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members. PMID:21655400

Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

PubMed

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.

Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success

ERIC Educational Resources Information Center

Hopper, Mari

2011-01-01

Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal;…

Using Open Educational Resources to Help Students Understand the Sub-Prime Lending Crisis

ERIC Educational Resources Information Center

McDowell, Evelyn A.

2010-01-01

In this paper, I describe an assignment designed to give students an intermediate level of understanding of the causes of the crisis using online educational resources widely available on the internet. I implemented the assignment in an undergraduate intermediate accounting course. Feedback from students indicate the assignment enhanced their…

Biasing Influences on Test Level Assignments for Hearing Impaired Students.

ERIC Educational Resources Information Center

Wolk, Steve

1985-01-01

Possible biasing influences of student characteristics were considered for teachers' judgments of appropriate test level assignments for about 1,300 hearing impaired special education students. Analyses indicated the presence of strong influences of race and severity of handicapping condition, as well as of sex, upon change in level assignments,…

Detecting Plagiarism in MS Access Assignments

ERIC Educational Resources Information Center

Singh, Anil

2013-01-01

Assurance of individual effort from students in computer-based assignments is a challenge. Due to digitization, students can easily use a copy of their friend's work and submit it as their own. Plagiarism in assignments puts students who cheat at par with those who work honestly and this compromises the learning evaluation process. Using a…

The Automatic Sweetheart: An Assignment in a History of Psychology Course

ERIC Educational Resources Information Center

Sibicky, Mark E.

2007-01-01

This article describes an assignment in a History of Psychology course used to enhance student retention of material and increase student interest and discussion of the long-standing debate between humanistic and mechanistic models in psychology. Adapted from William James's (1955) automatic sweetheart question, the assignment asks students to…

Assignment Choice: Do Students Choose Briefer Assignments or Finishing What They Started?

ERIC Educational Resources Information Center

Hawthorn-Embree, Meredith L.; Skinner, Christopher H.; Parkhurst, John; O'Neil, Michael; Conley, Elisha

2010-01-01

Academic skill development requires engagement in effortful academic behaviors. Although students may be more likely to choose to engage in behaviors that require less effort, they also may be motivated to complete assignments that they have already begun. Seventh-grade students (N = 88) began a mathematics computation worksheet, but were stopped…

Teaching Complaint and Adjustment Letters--And Tact (My Favorite Assignment).

ERIC Educational Resources Information Center

Deimling, Paula

1992-01-01

Describes a three-part assignment in which each student writes a complaint letter and an adjustment letter responding to another student's complaint letter. Discusses how the third part of the assignment--journal entries--allows students to formulate their own criteria for excellent letters based upon their reactions to the letters they receive.…

A Case-Study Assignment to Teach Theoretical Perspectives in Abnormal Psychology.

ERIC Educational Resources Information Center

Perkins, David V.

1991-01-01

Describes an assignment that requires students to organize, prepare, and revise a case study in abnormal behavior. Explains that students employ a single theoretical perspective in preparing a report on a figure from history, literature, the arts, or current events. Discusses the value of the assignment for students. (SG)

75 FR 22727 - Defense Federal Acquisition Regulation Supplement; Government-Assigned Serial Number Marking...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-30

... numbers, such as tail numbers/hull numbers and equipment registration, in human-readable format on major...., aircraft tail numbers or ship hull numbers in military operations, the number of small entities impacted by... contractors apply Government-assigned serial numbers, such as tail numbers/hull numbers and equipment...

Enhanced Nutrition Education Instead of Consuming Supplements

ERIC Educational Resources Information Center

Crowder, Todd; Kidd, Kellie; Jensen, Nancy; Jensen, Laura

2008-01-01

Fueled by the internet, instantaneous videos, and the emphasis to look "right" or always win athletic competitions, many students are seeking information on nutrition and dietary supplements. Classroom observations reveal student interest and discussions are among the highest when the topic is dietary supplements. Teachers and coaches provide an…

2012 SARA Students Technical Report

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

Briccetti, Angelo; Lorei, Nathan; Yonkings, David

The Service Academy Research Associates (SARA) program provides an opportunity for Midshipmen and Cadets from US Service Academies to participate in research at Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratory for several weeks during the summer as part of their summer training assignments. During the summer of 2012, three Midshipmen were assigned to work with the XCP Division at LANL for approximately 5-6 weeks. As one of the nation's top national security science laboratories, LANL stretches across 36 square miles, has over 2,100 facilities, and employs over 9,000 individuals including a significant numbermore » of students and postdocs. LANL's mission is to 'apply science and technology to: ensure the safety, security, and reliability of the US nuclear deterrent, reduce global threats, and solve other emerging national security challenges.' While LANL officially operates under the US Department of Energy (DoE), fulfilling this mission requires mutual cooperation with the US Department of Defense (DoD) as well. LANL's high concentration of knowledge and experience provides interns a chance to perform research in many disciplines, and its connection with the DoD in both operation and personnel gives SARA students insight to career possibilities both during and after military service. SARA students have plenty of opportunity to enjoy hiking, camping, the Los Alamos YMCA, and many other outdoor activities in New Mexico while staying at the Buffalo Thunder Resort, located 20 miles east of the lab. XCP Division is the Computational Physics division of LANL's Weapons Department. Working with XCP Division requires individuals to be Q cleared by the DoE. This means it is significantly more convenient for SARA students to be assigned to XCP Division than their civilian counterparts as the DoD CNWDI clearance held by SARA students is easily transferred to the lab prior to the students arriving at the start of the summer. SARA students working with XCP Division were given a comprehensive introduction into nuclear engineering and physics, nuclear weapons, and radiation transport and detection via texts and lectures at various classification levels. Students also attended tours of several prominent facilities at LANL including TA-41 Ice House, TA-55 PF-4 plutonium facility, the Nicholas C. Metropolis Center for Modeling and Simulation, also known as the Secure Computing Center (SCC), and the Dual-Axis Radiological Hydro Test (DARHT) facility; in addition, SARA students accompanied by LANL staff traveled to Minot AFB in North Dakota for tours of the 5th Bomb Wing and 91st Missile Wing facilities. Students participated in a week long class on the Monte Carlo N Particle (MCNP) code to supplement their understanding of radiation transport simulations. SARA students were then tasked with using this knowledge to model radiation detectors and use MCNP to compare their models to experimental data and previously accepted models.« less

Chemistry: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplement.

ERIC Educational Resources Information Center

Tuan, Do Dinh; And Others

This text is the first of a series of six bilingual handbooks especially designed for the Indochinese student in American high schools. Five of the supplements are in Vietnamese and each deals with a specific subject-area: chemisty, physics, biology, mathematics or U.S. history. The sixth book is in Khmer and is a supplement for U.S. history. The…

Can Facebook Make Students Remember? An Experimental Study from Japan

ERIC Educational Resources Information Center

Acar, Adam

2014-01-01

This study experimentally manipulated the way students submit their assignments and tested the number of new words that are learned in each condition. The results showed that students who submitted their assignments through Facebook learned as much as those who submitted their assignment in a traditional way. In the light of these findings, we can…

"This Is a Public Service Announcement": Evaluating and Redesigning Campaigns to Teach Attitudes and Persuasion

ERIC Educational Resources Information Center

Koch, Erika J.; Lomore, Christine D.

2009-01-01

We present an assignment that requires students to apply their knowledge of the social psychology of attitudes and persuasion to critique and redesign a public service announcement. Students in a 200-level social psychology course evaluated the assignment by indicating their overall attitudes toward the assignment. Students rated the assignment…

The "Post-Racial" Politics of Race: Changing Student Assignment Policy in Three School Districts

ERIC Educational Resources Information Center

McDermott, Kathryn A.; Frankenberg, Erica; Diem, Sarah

2015-01-01

Many school districts have recently revised, or tried to revise, their policies for assigning students to schools, because the legal and political status of racial and other kinds of diversity is uncertain, and the districts are facing fiscal austerity. This article presents case studies of politics and student assignment policy in three large…

An Empirical Examination of the Roles of Ability and Gender in Collaborative Homework Assignments

ERIC Educational Resources Information Center

Parker, Jeffrey

2010-01-01

The author investigates how ability and gender affect grades on homework projects performed by assigned pairs of students in an undergraduate macroeconomics course. The assignment grade is found to depend on the ability of both students, and the relative importance of the stronger and weaker student differs in predictable ways depending on the…

Investigations of Protein Structure and Function Using the Scientific Literature: An Assignment for an Undergraduate Cell Physiology Course

PubMed Central

Mulnix, Amy B.

2003-01-01

Undergraduate biology curricula are being modified to model and teach the activities of scientists better. The assignment described here, one that investigates protein structure and function, was designed for use in a sophomore-level cell physiology course at Earlham College. Students work in small groups to read and present in poster format on the content of a single research article reporting on the structure and/or function of a protein. Goals of the assignment include highlighting the interdependence of protein structure and function; asking students to review, integrate, and apply previously acquired knowledge; and helping students see protein structure/function in a context larger than cell physiology. The assignment also is designed to build skills in reading scientific literature, oral and written communication, and collaboration among peers. Assessment of student perceptions of the assignment in two separate offerings indicates that the project successfully achieves these goals. Data specifically show that students relied heavily on their peers to understand their article. The assignment was also shown to require students to read articles more carefully than previously. In addition, the data suggest that the assignment could be modified and used successfully in other courses and at other institutions. PMID:14673490

The "Outsider/Insider" Assignment: A Pedagogical Innovation for Teaching Cross-Cultural Understanding

ERIC Educational Resources Information Center

Garcia, Angela Cora

2014-01-01

In this paper, I describe an innovative assignment for teaching undergraduate students cross-cultural understanding. The Outsider/Insider assignment simultaneously teaches facts about cultural difference and skills for managing cross-cultural encounters. Briefly, the assignment is to write two short papers, one in which the student describes a…

An Implementation of Active Learning: Assessing the Effectiveness of the Team Infomercial Assignment

ERIC Educational Resources Information Center

Matveev, Alexei V.; Milter, Richard G.

2010-01-01

This article examines the effectiveness of the team infomercial assignment as an active learning tool in undergraduate courses. The structure and three phases of the team infomercial assignment, as well as student evaluations and feedback, are presented. We investigated student experiences working on the team infomercial assignment, the common…

Effect of incremental flaxseed supplementation of an herbage diet on methane output and ruminal fermentation in continuous culture

USDA-ARS?s Scientific Manuscript database

A 4-unit dual-flow continuous culture fermentor system was used to assess the effect of increasing flax supplementation of an herbage-based diet on nutrient digestibility, bacterial N synthesis and methane output. Treatments were randomly assigned to fermentors in a 4 x 4 Latin square design with 7 ...

Supplementation of direct-fed microbial as an alternative to antibiotic on growth performance, intestinal immune status and epithelial barrier integrity in broiler chicken

USDA-ARS?s Scientific Manuscript database

The objective of this study was to investigate the effects of supplementation of broiler diets with Bacillus subtilis-based probiotics on growth performance, feed efficiency, intestinal cytokine and tight junction (TJ) protein mRNA expression. Day-old broiler chicks (n = 140) were randomly assigned...

Acute immunological responses to a combined viral-bacterial respiratory disease challenge in feedlot heifers supplemented with yeast

USDA-ARS?s Scientific Manuscript database

Two treatments were evaluated in commercial feedlot heifers to determine the effects of a yeast supplement on immune responses to a combined viral-bacterial respiratory challenge. Thirty-two beef heifers (325 +/- 19.2 kg BW) were selected and randomly assigned to one of two treatments, and fed for 3...

Effects of supplementing holstein heifers with dietary melatonin during late gestation on growth and cardiovascular measurements of their offspring

USDA-ARS?s Scientific Manuscript database

The objective was to examine the effects of supplementing dams with dietary melatonin during late gestation on offspring growth and cardiovascular measurements. On day 190 of gestation, heifers (n = 20) were blocked by body weight and randomly assigned to one of two dietary treatments consisting of ...

Longitudinal evaluation of the importance of homework assignment completion for the academic performance of middle school students with ADHD.

PubMed

Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe; Schultz, Brandon K; Evans, Steven W

2016-04-01

The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate time points and school grades were collected quarterly. Results showed that agreement between teachers with respect to students assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Monitoring the efficacy of omega-3 supplementation on liver steatosis and carotid intima-media thickness: a pilot study.

PubMed

Lacasse, M-C; Tang, A; Dubois, J; Alvarez, F; Spahis, S; Chagnon, M; Deschênes, S; Levy, E

2017-06-01

To determine the effects of omega-3 supplementation on liver fat and carotid intima-media thickness (IMT) and to assess accuracy of ultrasound (US) for grading liver steatosis. In this one-way crossover pilot study, we assigned children with obesity and liver steatosis to receive 1.2 g daily of omega-3 supplementation vs. inactive sunflower oil for 24 or 12 weeks. Liver fat content was assessed by magnetic resonance spectroscopy (MRS), magnetic resonance imaging (MRI) and US, and common carotid IMT by US. Statistical analysis included Chi-square, Student's t -tests, ANOVA tests and receiver operating characteristic (ROC) curves. Omega-3 supplementation was associated with a trend towards decrease in MRS-determined liver fat fraction (0.7% and 2.1% decrease in the 24-week and 12-week omega-3 group, respectively) compared with the sunflower oil group (1.0% increase). These changes were not significant, whether assessed by MRS ( P  = 0.508), MRI ( P  = 0.508) or US ( P  = 0.678). Using US, the area under the ROC curves were 0.964, 0.817 and 0.783 for distinguishing inferred steatosis grades 0 vs. 1-2-3, 0-1 vs. 2-3 and 0-1-2 vs. 3, respectively, indicating good accuracy of US-based fat grading. Omega-3 supplementation was associated with a decrease in US-determined IMT (0.05-mm decrease in the 24-week omega-3 group. A 0.015-mm increase was found in the 12-week omega-3 group, and a 0.007-mm decrease in the sunflower oil group ( P  = 0.003). Omega-3 supplementation had no significant effect on liver fat fraction, but led to carotid IMT decrease in children with obesity and liver steatosis.

Doing What Comes Naturally? Student Perceptions and Use of Collaborative Technologies

ERIC Educational Resources Information Center

Kalin, Jason

2012-01-01

This study investigates how students perceive and use collaborative technologies while also examining the meanings students assign to both collaboration and technology. A qualitative inductive analysis of students' assignments in a professional communication course demonstrates that students use technology to collaborate for its Accessibility,…

Emerging Information Literacy and Research-Method Competencies in Urban Community College Psychology Students

ERIC Educational Resources Information Center

Wolfe, Kate S.

2015-01-01

This article details an assignment developed to teach students at urban community colleges information-literacy skills. This annotated bibliography assignment introduces students to library research skills, helps increase information literacy in beginning college students, and helps psychology students learn research methodology crucial in…

[Use of vitamin supplements among university students in São Paulo, Brazil].

PubMed

Santos, Karina Maria Olbrich dos; Barros Filho, Antônio de Azevedo

2002-04-01

With the purpose of determining the prevalence of vitamin consumption, a survey was conducted in a sample of 894 private university freshmen in São Paulo. It revealed that 30.4% of the students consumed vitamin supplements within the preceding 3 months -23.1% on a regular basis and 6.0% sporadically. Vitamin C and multivitamin supplements were the most consumed products. The regular consumption of vitamin supplements was related to the frequency of physical exercises. "To stay healthy" was the most cited reason for supplementation.

Measuring Conceptual Gains and Benefits of Student Problem Designs

NASA Astrophysics Data System (ADS)

Mandell, Eric; Snyder, Rachel; Oswald, Wayne

2011-10-01

Writing assignments can be an effective way of getting students to practice higher-order learning skills in physics. One example of such an assignment is that of problem design. One version of the problem design assignment asks the student to evaluate the material from a chapter, after all instruction and other activities are complete. The student is to decide what concepts and ideas are most central, or critical in the chapter, and construct a problem that he or she feels best encompasses the major themes. Here, we use two concept surveys (FCI and EMCS) to measure conceptual gains for students completing the problem design assignment and present the preliminary results, comparing across several categories including gender, age, degree program, and class standing.

Development of Guidelines Related to Riverside Community College Nursing Student Mandatory Assignment to AIDS Patients in the Clinical Setting.

ERIC Educational Resources Information Center

Kross, Carolyn Sue

The purpose of this study was to develop Associate Degree nursing program guidelines for Riverside Community College (RCC), in California, regarding mandatory nursing student assignment to Acquired Immune Deficiency Syndrome (AIDS) patients, and student refusal of such assignments in a clinical setting. During the 1990 fall semester, RCC's Nursing…

The Comparison of the Impact of Storytelling and Digital Storytelling Assignments on Students' Motivations for Learning

ERIC Educational Resources Information Center

Kasami, Naoko

2017-01-01

The purpose of this study was to explore how a Digital StoryTelling (DST) assignment affected and changed students' motivations for learning English as a Foreign Language (EFL) in comparison with a StoryTelling (ST) assignment. A course entitled "Information English" was held for Japanese university students at a faculty of information…

Transdisciplinary assignments in graduate health education as a model for future collaboration.

PubMed

Christie, Catherine; Smith, A Russell; Bednarzyk, Michele

2007-01-01

Transdisciplinary health care continues to be at the forefront of patient treatment in the medical arena, in part due to escalating health care costs, an increasing aging population, and the development of multiple chronic diseases. Gaining the knowledge, experience, and principles associated with transdisciplinary teamwork to successfully prepare for modern-day practice is therefore essential for individuals of various health care professions. This report describes an assignment developed and implemented to facilitate professional interaction between graduate physical therapy, nutrition, and nursing students. The objectives of this assignment were to determine through student evaluation the effects of a transdisciplinary experience on students' understanding of the role of another discipline and students' communication skills across disciplines. When evaluating the assignment, students most often remarked that they developed a greater understanding of the roles of the included disciplines and reported a significant increase in communication skills. However, some students did not concur that this assignment was effective due to the scheduling conflicts and lack of teamwork that can occur during a collaborative project. The students' reports of their experiences in completing the assignment provide valuable insights for implementing and/or updating a preparatory transdisciplinary education component in other settings. Additional research can focus on the challenges faced by the majority of the students venturing into actual health care or "real-world" settings for comparative studies.

Effects of dietary oregano essential oil and vitamin E supplementation on meat quality, stress response and intestinal morphology in pigs following transport stress.

PubMed

Zou, Yi; Hu, Xiao Ming; Zhang, Ting; Wei, Hong Kui; Zhou, Yuan Fei; Zhou, Zhong Xin; Peng, Jian

2017-02-14

This study investigates the effects of dietary oregano essential oil (OEO) and vitamin E (Vit E) supplementation on meat quality, stress response and intestinal morphology in pigs following transport stress. A total of 288 finishing pigs were randomly assigned to three groups: a basal diet or a basal diet supplemented either with 200 mg/kg Vit E or 25 mg/kg OEO. After a 28-day feeding trial, total of 132 finishing pigs according diet and transport stress were assigned to one of four treatment groups: 1) control treatment without transport stress (Control group), 2) control treatment with 5-hr transport stress (Negative group), 3) Vit E treatment with 5-hr transport stress and 4) OEO treatment with 5-hr transport stress. Transport stress pigs had lower muscle 45 min pH (pHi) and higher drip loss than control pigs. Dietary OEO and Vit E supplementation significantly increased 45min pH under transport stress, and the OEO groups produced lower 24-hr drip loss values (P<0.05) than that of pigs from the negative group. The OEO-supplemented pigs showed decreased serum levels of creatine kinase (CK) and cortisol (P<0.05), and decreased Hsp 27 (heat shock protein 27) and Hsp 70 (heat shock protein 70) mRNA expression in the muscle (P<0.05). Additionally, histological analysis revealed intestinal epithelial damage in transport stress pigs that was reversed by dietary supplementation with OEO. In conclusion, supplementation with dietary OEO may be superior to supplementation with dietary Vit E in alleviating the meat quality, stress response and intestinal morphology of pigs after challenge due to transportation stress.

Effects of dietary oregano essential oil and vitamin E supplementation on meat quality, stress response and intestinal morphology in pigs following transport stress

PubMed Central

ZOU, Yi; HU, Xiao Ming; ZHANG, Ting; WEI, Hong Kui; ZHOU, Yuan Fei; ZHOU, Zhong Xin; PENG, Jian

2016-01-01

This study investigates the effects of dietary oregano essential oil (OEO) and vitamin E (Vit E) supplementation on meat quality, stress response and intestinal morphology in pigs following transport stress. A total of 288 finishing pigs were randomly assigned to three groups: a basal diet or a basal diet supplemented either with 200 mg/kg Vit E or 25 mg/kg OEO. After a 28-day feeding trial, total of 132 finishing pigs according diet and transport stress were assigned to one of four treatment groups: 1) control treatment without transport stress (Control group), 2) control treatment with 5-hr transport stress (Negative group), 3) Vit E treatment with 5-hr transport stress and 4) OEO treatment with 5-hr transport stress. Transport stress pigs had lower muscle 45 min pH (pHi) and higher drip loss than control pigs. Dietary OEO and Vit E supplementation significantly increased 45min pH under transport stress, and the OEO groups produced lower 24-hr drip loss values (P<0.05) than that of pigs from the negative group. The OEO-supplemented pigs showed decreased serum levels of creatine kinase (CK) and cortisol (P<0.05), and decreased Hsp 27 (heat shock protein 27) and Hsp 70 (heat shock protein 70) mRNA expression in the muscle (P<0.05). Additionally, histological analysis revealed intestinal epithelial damage in transport stress pigs that was reversed by dietary supplementation with OEO. In conclusion, supplementation with dietary OEO may be superior to supplementation with dietary Vit E in alleviating the meat quality, stress response and intestinal morphology of pigs after challenge due to transportation stress. PMID:27916788

Glutamine Supplementation of Parenteral Nutrition Does Not Improve Intestinal Permeability, Nitrogen Balance, or Outcome in Newborns and Infants Undergoing Digestive-Tract Surgery

PubMed Central

Albers, Marcel J. I. J.; Steyerberg, Ewout W.; Hazebroek, Frans W. J.; Mourik, Marjan; Borsboom, Gerard J. J. M.; Rietveld, Trinet; Huijmans, Jan G. M.; Tibboel, Dick

2005-01-01

Objective: To assess the effect of isocaloric isonitrogenous parenteral glutamine supplementation on intestinal permeability and nitrogen loss in newborns and infants after major digestive-tract surgery. Summary Background Data: Glutamine supplementation in critically ill and surgical adults may normalize intestinal permeability, attenuate nitrogen loss, improve survival, and lower the incidence of nosocomial infections. Previous studies in critically ill children were limited to very-low-birthweight infants and had equivocal results. Methods: Eighty newborns and infants were included in a double-blind, randomized trial comparing standard parenteral nutrition (sPN; n = 39) to glutamine-supplemented parenteral nutrition (GlnPN; glutamine target intake, 0.4 g kg−1 day−1; n = 41), starting on day 2 after major digestive-tract surgery. Primary endpoints were intestinal permeability, as assessed by the urinary excretion ratio of lactulose and rhamnose (weeks 1 through 4); nitrogen balance (days 4 through 6), and urinary 3-methylhistidine excretion (day 5). Secondary endpoints were mortality, length of stay in the ICU and the hospital, number of septic episodes, and usage of antibiotics and ICU resources. Results: Glutamine intake plateaued at 90% of the target on day 4. No differences were found between patients assigned sPN and patients assigned GlnPN regarding any of the endpoints. Glutamine supplementation was not associated with adverse effects. Conclusions: In newborns and infants after major digestive-tract surgery, we did not identify beneficial effects of isonitrogenous, isocaloric glutamine supplementation of parenteral nutrition. Glutamine supplementation in these patients therefore is not warranted until further research proves otherwise. PMID:15798461

Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District

ERIC Educational Resources Information Center

Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie

2014-01-01

This study examines the effect of supplemental education services (SES) on student test score gains and whether particular subgroups of students benefit more from NCLB tutoring services. Our sample includes information on students enrolled in third through eighth grades nested in 121 elementary and middle schools over a five-year period comprising…

Dietary Supplement Use, Perceptions, and Associated Lifestyle Behaviors in Undergraduate College Students, Student-Athletes, and ROTC Cadets

ERIC Educational Resources Information Center

Valentine, Arthur A.; Schumacher, Julie Raeder; Murphy, Jan; Ma, Yoon Jin

2018-01-01

Objective: To identify the prevalence of dietary supplement (DS) use, perceptions of DS efficacy, and lifestyle behaviors of DS users and non-users. Participants: Undergraduate students, student-athletes, and ROTC cadets at a Midwestern University between September 2014 and January 2015. Methods: A cross-sectional online survey was administered.…

The Impact of Supplemental Instruction on Low-Achieving Adolescents' Reading Engagement

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.; Pennington, Jessica; Buckman, D. Matt

2014-01-01

The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention.…

Diet- and body size-related attitudes and behaviors associated with vitamin supplement use in a representative sample of fourth-grade students in Texas.

PubMed

George, Goldy C; Hoelscher, Deanna M; Nicklas, Theresa A; Kelder, Steven H

2009-01-01

To examine diet- and body size-related attitudes and behaviors associated with supplement use in a representative sample of fourth-grade students in Texas. Cross-sectional data from the School Physical Activity and Nutrition study, a probability-based sample of schoolchildren. Children completed a questionnaire that assessed supplement use, food choices, diet-related attitudes, and physical activity; height and weight were measured. School classrooms. Representative sample of fourth-grade students in Texas (n = 5967; mean age = 9.7 years standard error of the mean [SEM] = .03 years, 46% Hispanic, 11% African-American). Previous day vitamin supplement consumption, diet- and body size-related attitudes, food choices, demographic factors, and physical activity. Multivariable logistic regression models, P < .05. The prevalence of supplement use was 29%. Supplement intake was associated with physical activity. Girls who used supplements were more likely to report positive body image and greater interest in trying new food. Relative to nonusers, supplement users were less likely to perceive that they always ate healthful food, although supplement use was associated with more healthful food choices in boys and girls (P < .001). The widespread use of supplements and clustering of supplement use with healthful diet and greater physical activity in fourth graders suggest that supplement use be closely investigated in studies of diet-disease precursor relations and lifestyle factors in children.

Investigating the Correlation Between Pharmacy Student Performance on the Health Science Reasoning Test and a Critical Thinking Assignment.

PubMed

Nornoo, Adwoa O; Jackson, Jonathan; Axtell, Samantha

2017-03-25

Objective. To determine whether there is a correlation between pharmacy students' scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking. Methods. The HSRT was administered to first-year pharmacy students during a critical-thinking course in the spring semester. In the same semester, a required package insert assignment was completed in a pharmacokinetics course. To determine whether there was a relationship between HSRT scores and grades on the assignment, a Spearman's rho correlation test was performed. Results. A very weak but significant positive correlation was found between students' grades on the assignment and their overall HSRT score (r=0.19, p <0.05), as well as deduction (a scale score of the HSRT; r=0.26, p <0.01). Conclusion. Based on a very weak but significant correlation to HSRT scores, this study demonstrated the potential of a package insert assignment to be used as one of the components to measure critical-thinking skills in pharmacy students.

Effect of corn dry distiller grains plus solubles supplementation level on performance and digestion characteristics of steers grazing native range during forage growing season.

PubMed

Martínez-Pérez, M F; Calderón-Mendoza, D; Islas, A; Encinias, A M; Loya-Olguín, F; Soto-Navarro, S A

2013-03-01

Two experiments were conducted to evaluate effects of corn dry distiller grains plus condensed solubles (DDGS) supplementation level on performance digestion characteristics of steers grazing native range during the forage growing season. In the performance study, 72 (206 ± 23.6 kg; 2008) and 60 (230 ± 11.3 kg; 2009) English crossbred steer calves were used in a randomized complete block design replicated over 2 yr. The grazing periods lasted 56 and 58 d and started on August 11 and 18 for 2008 and 2009, respectively. Each year, steers were blocked by BW (light, medium, and heavy), stratified by BW within blocks, and randomly assigned to 1 of 4 grazing groups. Each grazing group (6 steers in 2008 and 5 in 2009) was assigned to a DDGS supplementation levels (0, 0.2, 0.4, and 0.6% BW). Grazing group served as the experimental unit with 12 groups per year receiving 1 of 4 treatments for 2 yr (n = 6). In the metabolism study, 16 English crossbred steers (360 ± 28.9 kg) fitted with ruminal cannulas grazing native range during the summer growing season were used in a completely randomized design to evaluate treatment effects on forage intake and digestion. The experiment was conducted during the first and second weeks of October 2008. Steers were randomly assigned to supplement level (0, 0.2, 0.4, and 0.6% BW; n = 4) and grazed a single native range pasture with supplements offered individually once daily at 0700 h. In the performance study, ADG (0.64, 0.75, 0.80, and 0.86 ± 0.03 kg/d for 0, 0.2, 0.4, and 0.6% BW, respectively) increased linearly (P = 0.01) with increasing DDGS supplementation level. In the metabolism study, forage OM, NDF, CP, and ether extract (EE) intake decreased (P ≤ 0.05) linearly with increasing DDGS supplementation level. Total CP and EE intake increased (P ≤ 0.002) with increasing DDGS supplementation level. Digestibility of OM, NDF, and EE increased (linear; P ≤ 0.008) whereas the soluble CP fraction of forage masticate sample linearly increased (P = 0.01) and slowly degradable CP fraction linearly decreased (P = 0.05) with increasing DDGS supplementation level. Forage in situ masticate DM and NDF disappearance rate decreased (quadratic; P ≤ 0.05) and DDGS in situ DM disappearance rate increased (linear; P = 0.03) with increasing supplementation levels. These results indicate that DDGS supplementation enhanced grazing performance and total-tract digestion of steers grazing native range during the forage growing season.

Agreement between veterinary students and anesthesiologists regarding postoperative pain assessment in dogs.

PubMed

Barletta, Michele; Young, Courtni N; Quandt, Jane E; Hofmeister, Erik H

2016-01-01

To determine the levels of agreement among first- and second-year veterinary students and experienced anesthesiologists in assessing postoperative pain in dogs from video-recordings. Cross-sectional study. Twenty-seven veterinary students, five anesthesiologists and 13 canine clinical patients. Prior to their enrolment in a core anesthesia course, veterinary students volunteered to watch 13 90 second videos of dogs. Dogs were hospitalized in an intensive care unit after a variety of surgical procedures. Students were asked to score the level of the dogs' pain using the Dynamic Interactive Visual Analog Scale and the Short Form of the Glasgow Composite-Measure Pain Scale. The same videotapes were scored by five board-certified anesthesiologists. The differences and agreement between the ratings of anesthesiologists and students, and first- and second-year students were determined with Mann-Whitney U-tests and Fleiss' or Cohen's kappa, respectively. Pain scores assigned by students and anesthesiologists differed significantly (p < 0.01). Students assigned higher pain scores to dogs that were given low pain scores by anesthesiologists, and lower pain scores to dogs deemed to be in more pain by anesthesiologists. On average, students assigned higher scores on both scales. Veterinary students early in their training assigned pain scores to dogs that differed from scores assigned by experienced anesthesiologists. © 2015 Association of Veterinary Anaesthetists and the American College of Veterinary Anesthesia and Analgesia.

Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials

PubMed Central

Bass, Kristin M.; Stark, Louisa A.

2014-01-01

How can researchers in K–12 contexts stay true to the principles of rigorous evaluation designs within the constraints of classroom settings and limited funding? This paper explores this question by presenting a small-scale randomized controlled trial (RCT) designed to test the efficacy of curricular supplemental materials on epigenetics. The researchers asked whether the curricular materials improved students’ understanding of the content more than an alternative set of activities. The field test was conducted in a diverse public high school setting with 145 students who were randomly assigned to a treatment or comparison condition. Findings indicate that students in the treatment condition scored significantly higher on the posttest than did students in the comparison group (effect size: Cohen's d = 0.40). The paper discusses the strengths and limitations of the RCT, the contextual factors that influenced its enactment, and recommendations for others wishing to conduct small-scale rigorous evaluations in educational settings. Our intention is for this paper to serve as a case study for university science faculty members who wish to employ scientifically rigorous evaluations in K–12 settings while limiting the scope and budget of their work. PMID:25452482

Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?

ERIC Educational Resources Information Center

Kim, Youngran

2017-01-01

This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools.…

A career exploration assignment for first-year pharmacy students.

PubMed

Sholy, Lydia; Zeenny, Rony

2013-11-12

To develop, implement, and assess student-learning outcomes from an assignment designed to expose first-year pharmacy students (P1) to a wide range of pharmacy career pathways. Students enrolled in a required Pharmacy Practice and Ethics course at the Lebanese American University chose 1 pharmacist career to investigate from a suggested list of 28 career pathways. Students completed a literature review on the selected career, interviewed a pharmacist practicing that career path in Lebanon, wrote a paper, and prepared and delivered a summary presentation to their classmates about the career pathway. Students peer evaluated their classmates after each presentation. More than 85% of the students scored ≥70% on the assignment based on their achievement of student learning outcomes. Responses on an anonymous questionnaire showed that more than 94.6% of students were satisfied with the extent to which the course allowed them to meet the established learning outcomes. A career exploration assignment provided pharmacy students with an opportunity to widen their knowledge and understanding of the different career pathways that are available for them.

An active-learning assignment requiring pharmacy students to write medicinal chemistry examination questions.

PubMed

Kolluru, Srikanth

2012-08-10

To implement and assess the effectiveness of an assignment requiring doctor of pharmacy (PharmD) students to write examination questions for the medicinal chemistry sections of a pharmacotherapeutics course. Students were divided into groups of 5-6 and given detailed instructions and grading rubrics for writing multiple-choice examination questions on medicinal chemistry topics. The compiled student-written questions for each examination were provided to the entire class as a study aid. Approximately 5% of the student-written questions were used in course examinations. Student appreciation of and performance in the medicinal chemistry portion of the course was significantly better than that of the previous year's class. Also, students' responses on a qualitative survey instrument indicated that the assignment provided students' guidance on which concepts to focus on, helped them retain knowledge better, and fostered personal exploration of the content, which led to better performance on examinations. Adding an active-learning assignment in which students write examination questions for the medicinal chemistry portion of a pharmacotherapeutics course was an effective means of increasing students engagement in the class and knowledge of the course material.

Short communication: effect of oilseed supplementation of an herbage diet on ruminal fermentation in continuous culture

USDA-ARS?s Scientific Manuscript database

A four-unit continuous culture fermentor system was used to evaluate the effects of oilseed supplementation of an herbage-based diet on ruminal fermentation. Treatments were randomly assigned to fermentors in a 4 x 4 Latin square design with 7 d for diet adaptation and 3 d for data and sample collec...

The effect of direct-fed microbial supplementation, as an alternative to antibiotics, on growth performance, intestinal immune status and epithelial barrier protein expression in broiler chickens

USDA-ARS?s Scientific Manuscript database

The objective of this study was to investigate the effects of Bacillus subtilis-based probiotic supplementation in broiler chicken diets on growth performance, feed efficiency, intestinal cytokine and tight junction (TJ) protein mRNA expression. Day-old broiler chicks (n = 140) were randomly assigne...

Allium hookeri supplementation improves intestinal immune response against necrotic enteritis

USDA-ARS?s Scientific Manuscript database

Three hundred birds (d1 of age) were randomly assigned to 6 groups (n =50 birds/treatment) and fed a basal diet (control) or basal diet supplemented with Allium hookeri (AH) root (1 or 3%). At day14, half of the birds in each group were orally challenged with E. maxima 41A (1 × 104 cells/chicken), f...

The effects of direct-fed microbial supplementation, as alternative to antibiotics, on growth performance, intestinal immune status and epithelial barrier protein expression in broiler chickens

USDA-ARS?s Scientific Manuscript database

This study was conducted to investigate the effects of Bacillus subtilis supplementation in broiler chicken diets on growth performance, feed efficiency, intestinal cytokine and tight junction (TJ) protein mRNA expression. Day-old broiler chicks (n = 140) were assigned five dietary treatments: basal...

Yeast supplementation reduced the immune and metabolic responses to a combined viral-bacterial respiratory disease challenge in feedlot heifers

USDA-ARS?s Scientific Manuscript database

Two treatments were evaluated in commercial feedlot heifers to determine the effects of a yeast supplement on immune and metabolic responses to a combined viral-bacterial respiratory disease challenge. Thirty-two beef heifers (324 ± 19.2 kg BW) were selected and randomly assigned to one of two treat...

Effect of supplementing activated charcoal on the intake of honey mesquite leaves by lambs

USDA-ARS?s Scientific Manuscript database

A study was conducted to determine if intake of honey mesquite (Prosopis glandulosa Torr.) leaves by sheep could be increased by supplementing activated charcoal at 0.0, 0.33, 0.67 or 1.00 g / kg of body weight. Twenty wether lambs (36.6 ± 0.6 kg) were randomly assigned to the 4 treatment levels. La...

Camelina meal supplementation to beef cattle: III. Effects on acute-phase and thyroid responses

USDA-ARS?s Scientific Manuscript database

Sixty Angus x Hereford steers were ranked by BW on d -28 of the study and allocated to 20 drylot pens, which were randomly assigned to receive: 1) supplement containing (as-fed basis) 84% corn, 14% soybean meal, and 2% mineral mix (CO) offered during preconditioning (PC; d -28 to 0) and feedlot rece...

Camelina meal supplementation to beef cattle: III. Effects on acute-phase and thyroid responses

USDA-ARS?s Scientific Manuscript database

Fourteen halter-trained Angus steers were ranked by initial BW (average 191 ± 2.1 kg), and assigned (d 0) to receive supplements containing (as-fed basis): 1) 84% corn, 14% soybean meal, and 2% mineral mix (CO); and 2) 70% corn, 28% camelina meal, and 2% mineral mix (CAM). Treatments were offered in...

The liberating effect of weight loss supplements on dietary control: a field experiment.

PubMed

Chang, Yevvon Y; Chiou, Wen-Bin

2014-09-01

Taking weight-loss supplements may create illusion of protection against weight gain and thereby loosen subsequent dietary self-control. The current study examined whether taking weight-loss supplement would increase food intake and further tested whether positive attitudes toward supplements would increase susceptibility to overeating. Participants were randomly assigned to take either a known placebo or a purported weight loss supplement (actually, the same placebo). After supplement provision, participants' actual food consumption at a reward buffet lunch was recorded. Compared with controls, participants receiving a purported weight loss supplement ate more food at the reward buffet. Perceived progress toward the goal of weight reduction mediated the connection between use of weight loss supplements and subsequent food consumption. Participants with more positive attitudes toward weight loss supplements were more susceptible to the liberating effect of taking weight loss supplements on food intake. Using weight loss supplements may produce unintended consequences on dietary self-regulation. The public should pay more attention to the notion of psychological liberation when using weight loss supplements. Copyright © 2014 Elsevier Inc. All rights reserved.

Assessing attitudes toward computers and the use of Internet resources among undergraduate microbiology students

NASA Astrophysics Data System (ADS)

Anderson, Delia Marie Castro

Computer literacy and use have become commonplace in our colleges and universities. In an environment that demands the use of technology, educators should be knowledgeable of the components that make up the overall computer attitude of students and be willing to investigate the processes and techniques of effective teaching and learning that can take place with computer technology. The purpose of this study is two fold. First, it investigates the relationship between computer attitudes and gender, ethnicity, and computer experience. Second, it addresses the question of whether, and to what extent, students' attitudes toward computers change over a 16 week period in an undergraduate microbiology course that supplements the traditional lecture with computer-driven assignments. Multiple regression analyses, using data from the Computer Attitudes Scale (Loyd & Loyd, 1985), showed that, in the experimental group, no significant relationships were found between computer anxiety and gender or ethnicity or between computer confidence and gender or ethnicity. However, students who used computers the longest (p = .001) and who were self-taught (p = .046) had the lowest computer anxiety levels. Likewise students who used computers the longest (p = .001) and who were self-taught (p = .041) had the highest confidence levels. No significant relationships between computer liking, usefulness, or the use of Internet resources and gender, ethnicity, or computer experience were found. Dependent T-tests were performed to determine whether computer attitude scores (pretest and posttest) increased over a 16-week period for students who had been exposed to computer-driven assignments and other Internet resources. Results showed that students in the experimental group were less anxious about working with computers and considered computers to be more useful. In the control group, no significant changes in computer anxiety, confidence, liking, or usefulness were noted. Overall, students in the experimental group, who responded to the use of Internet Resources Survey, were positive (mean of 3.4 on the 4-point scale) toward their use of Internet resources which included the online courseware developed by the researcher. Findings from this study suggest that (1) the digital divide with respect to gender and ethnicity may be narrowing, and (2) students who are exposed to a course that augments computer-driven courseware with traditional teaching methods appear to have less anxiety, have a clearer perception of computer usefulness, and feel that online resources enhance their learning.

Mini-Thesis Writing Course for International Graduate Students.

ERIC Educational Resources Information Center

Wyatt-Brown, Anne M.

An approach to teaching academic writing to foreign graduate students at the University of Florida is described. The course combines general and technical writing assignments to sharpen students' critical thinking skills while improving their organizational techniques and editing strategies. Assignments are designed to help students discover the…

Student Reports of Bullying: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2017-015

ERIC Educational Resources Information Center

Lessne, Deborah; Yanez, Christina

2016-01-01

This document reports data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report being bullied. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income.…

An Examination of the Impact of Implementation Continuity of Supplemental Educational Services for Third Grade Students

ERIC Educational Resources Information Center

Lopez, Robin D.

2016-01-01

The purpose of this study was to determine whether or not there was a significant difference in student assessment scores between eligible third grade students enrolled in the Central Maryland School District who participated in Supplemental Educational Services (SES) as opposed to eligible students who did not, relative to the Maryland School…

Middle school science grades: Can they be used to forecast performance on standardized tests?

NASA Astrophysics Data System (ADS)

Hubbard, Gary L.

2007-12-01

The purpose of this study was to determine if classroom science grades could be used to forecast standardized testing readiness for the Florida Comprehensive Assessment Test (FCAT). Participants for this study consisted of 647 eighth grade students assigned to a public middle school in Florida. Using annual classroom science grades and the corresponding year's FCAT Science scale scores for each student, scatter plot graphs and Pearson product-moment correlations were used to determine their relationships. Correlation strengths were determined for several segmented student populations. First, the grade and FCAT score relationship for the entire middle school population was calculated and, then, the relationship between grades and FCAT scores for students grouped by their individual assigned science teacher was determined. Next, a second look at students grouped as above was conducted, this time focusing only on students with unacceptable FCAT scores (levels 1 and 2). The correlation between grades and FCAT scores for the entire middle school was moderate and ranged from high to weak for students assigned to individual science teachers. The relationship of grades and FCAT scores for middle school students that scored at levels 1 and 2 was weakly correlated and ranged from moderate to weak for students as they were assigned to their science teachers. Generally, classroom grades were found to be inefficient predictors for standardized testing readiness for students assigned to this middle school.

Preparation and characterization of a suite of ephedra-containing standard reference materials.

PubMed

Sharpless, Katherine E; Anderson, David L; Betz, Joseph M; Butler, Therese A; Capar, Stephen G; Cheng, John; Fraser, Catharine A; Gardner, Graeme; Gay, Martha L; Howell, Daniel W; Ihara, Toshihide; Khan, Mansoor A; Lam, Joseph W; Long, Stephen E; McCooeye, Margaret; Mackey, Elizabeth A; Mindak, William R; Mitvalsky, Staci; Murphy, Karen E; NguyenPho, Agnes; Phinney, Karen W; Porter, Barbara J; Roman, Mark; Sander, Lane C; Satterfield, Mary B; Scriver, Christine; Sturgeon, Ralph; Thomas, Jeanice Brown; Vocke, Robert D; Wise, Stephen A; Wood, Laura J; Yang, Lu; Yen, James H; Ziobro, George C

2006-01-01

The National Institute of Standards and Technology, the U.S. Food and Drug Administration, Center for Drug Evaluation and Research and Center for Food Safety and Applied Nutrition, and the National Institutes of Health, Office of Dietary Supplements, are collaborating to produce a series of Standard Reference Materials (SRMs) for dietary supplements. A suite of ephedra materials is the first in the series, and this paper describes the acquisition, preparation, and value assignment of these materials: SRMs 3240 Ephedra sinica Stapf Aerial Parts, 3241 E. sinica Stapf Native Extract, 3242 E. sinica Stapf Commercial Extract, 3243 Ephedra-Containing Solid Oral Dosage Form, and 3244 Ephedra-Containing Protein Powder. Values are assigned for ephedrine alkaloids and toxic elements in all 5 materials. Values are assigned for other analytes (e.g., caffeine, nutrient elements, proximates, etc.) in some of the materials, as appropriate. Materials in this suite of SRMs are intended for use as primary control materials when values are assigned to in-house (secondary) control materials and for validation of analytical methods for the measurement of alkaloids, toxic elements, and, in the case of SRM 3244, nutrients in similar materials.

Automated grading of homework assignments and tests in introductory and intermediate statistics courses using active server pages.

PubMed

Stockburger, D W

1999-05-01

Active server pages permit a software developer to customize the Web experience for users by inserting server-side script and database access into Web pages. This paper describes applications of these techniques and provides a primer on the use of these methods. Applications include a system that generates and grades individualized homework assignments and tests for statistics students. The student accesses the system as a Web page, prints out the assignment, does the assignment, and enters the answers on the Web page. The server, running on NT Server 4.0, grades the assignment, updates the grade book (on a database), and returns the answer key to the student.

n-3 Fatty Acid Supplementation for the Treatment of Dry Eye Disease.

PubMed

Asbell, Penny A; Maguire, Maureen G; Pistilli, Maxwell; Ying, Gui-shuang; Szczotka-Flynn, Loretta B; Hardten, David R; Lin, Meng C; Shtein, Roni M

2018-05-03

Dry eye disease is a common chronic condition that is characterized by ocular discomfort and visual disturbances that decrease quality of life. Many clinicians recommend the use of supplements of n-3 fatty acids (often called omega-3 fatty acids) to relieve symptoms. In a multicenter, double-blind clinical trial, we randomly assigned patients with moderate-to-severe dry eye disease to receive a daily oral dose of 3000 mg of fish-derived n-3 eicosapentaenoic and docosahexaenoic acids (active supplement group) or an olive oil placebo (placebo group). The primary outcome was the mean change from baseline in the score on the Ocular Surface Disease Index (OSDI; scores range from 0 to 100, with higher scores indicating greater symptom severity), which was based on the mean of scores obtained at 6 and 12 months. Secondary outcomes included mean changes per eye in the conjunctival staining score (ranging from 0 to 6) and the corneal staining score (ranging from 0 to 15), with higher scores indicating more severe damage to the ocular surface, as well as mean changes in the tear break-up time (seconds between a blink and gaps in the tear film) and the result on Schirmer's test (length of wetting of paper strips placed on the lower eyelid), with lower values indicating more severe signs. A total of 349 patients were assigned to the active supplement group and 186 to the placebo group; the primary analysis included 329 and 170 patients, respectively. The mean change in the OSDI score was not significantly different between the active supplement group and the placebo group (-13.9 points and -12.5 points, respectively; mean difference in change after imputation of missing data, -1.9 points; 95% confidence interval [CI], -5.0 to 1.1; P=0.21). This result was consistent across prespecified subgroups. There were no significant differences between the active supplement group and the placebo group in mean changes from baseline in the conjunctival staining score (mean difference in change, 0.0 points; 95% CI, -0.2 to 0.1), corneal staining score (0.1 point; 95% CI, -0.2 to 0.4), tear break-up time (0.2 seconds; 95% CI, -0.1 to 0.5), and result on Schirmer's test (0.0 mm; 95% CI, -0.8 to 0.9). At 12 months, the rate of adherence to treatment in the active supplement group was 85.2%, according to the level of n-3 fatty acids in red cells. Rates of adverse events were similar in the two trial groups. Among patients with dry eye disease, those who were randomly assigned to receive supplements containing 3000 mg of n-3 fatty acids for 12 months did not have significantly better outcomes than those who were assigned to receive placebo. (Funded by the National Eye Institute, National Institutes of Health; DREAM ClinicalTrials.gov number, NCT02128763 .).

Accelerated Math®. Primary Mathematics. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Accelerated Math®," published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. "Accelerated Math®" creates individualized student assignments, scores the assignments, and generates reports on student progress.…

Longitudinal Evaluation of the Importance of Homework Assignment Completion for the Academic Performance of Middle School Students with ADHD

PubMed Central

Langberg, Joshua M.; Dvorsky, Melissa R.; Molitor, Stephen J.; Bourchtein, Elizaveta; Eddy, Laura D.; Smith, Zoe; Schultz, Brandon K.; Evans, Steven W.

2016-01-01

The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate timepoints and school grades were collected quarterly. Results showed that agreement between teachers with respect to students’ assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. PMID:26931065

The Relationship of Supplemental Reading Services and the Reading Achievement Scores of First and Second Grade Students

ERIC Educational Resources Information Center

Porter, Debra G.

2010-01-01

The purpose of this project was to determine the relationship supplemental reading services had on first and second grade students who were identified in need of intervention services. Participants were from three elementary schools. Two of the schools received funding through Title I. The third school's supplemental reading services were funded…

Effects of Choice on Intervention Outcomes for College Students Sanctioned for Campus Alcohol Policy Violations

PubMed Central

Carey, Kate B.; DeMartini, Kelly S.; Prince, Mark A.; Luteran, Carrie; Carey, Michael P.

2012-01-01

This study tested the hypothesis that client choice influences intervention outcomes. We recruited 288 student drinkers (60% male, 67% freshmen) required to participate in an intervention due to a violation of campus alcohol policy. Participants were randomized either to self-chosen or researcher-assigned interventions. In the choice condition they selected either a brief motivational intervention (BMI) or a computer-delivered educational program. In the assigned condition they received one of the two interventions, assigned randomly. Follow-up assessments at 1- and 2-months revealed that choice was associated with higher intervention satisfaction. However, the assigned and choice conditions did not differentially change on consumption or consequences across intervention type. Overall, change scores favored the BMI over the computer-delivered intervention on consumption and consequences. Exploratory analyses revealed that, given the choice of intervention, heavier drinking students self-selected into the face-to-face BMI. Furthermore, among the students who received a BMI, the students who chose it (despite their heavier drinking) reduced drinks per drinking day more than the assigned students. In sum, offering a choice of intervention to students mandated for campus alcohol violations increased the chance that at-risk students will select a more intensive and effective intervention. PMID:23046274

Meta-cognitive student reflections

NASA Astrophysics Data System (ADS)

Barquist, Britt; Stewart, Jim

2009-05-01

We have recently concluded a project testing the effectiveness of a weekly assignment designed to encourage awareness and improvement of meta-cognitive skills. The project is based on the idea that successful problem solvers implement a meta-cognitive process in which they identify the specific concept they are struggling with, and then identify what they understand, what they don't understand, and what they need to know in order to resolve their problem. The assignment required the students to write an email assessing the level of completion of a weekly workbook assignment and to examine in detail their experiences regarding a specific topic they struggled with. The assignment guidelines were designed to coach them through this meta-cognitive process. We responded to most emails with advice for next week's assignment. Our data follow 12 students through a quarter consisting of 11 email assignments which were scored using a rubric based on the assignment guidelines. We found no correlation between rubric scores and final grades. We do have anecdotal evidence that the assignment was beneficial.

Easing Your Pain: A Method for Evaluating Research Writing from Students

ERIC Educational Resources Information Center

Jensen, Barbara E.; Martin, Kathleen A.; Mann, Betty L.; Fogarty, Tracey

2004-01-01

Throughout their undergraduate and graduate careers, students are assigned various types of papers that require scientific writing style. The scope of these assignments include laboratory reports that require only graphing and statements of findings; abstract assignments with critical summaries included; abbreviated research papers, including…

Maximizing Completion and Comprehension of Reading Assignments

ERIC Educational Resources Information Center

Owen, Leanne R.

2017-01-01

The author presents self-report data from students in three upper-level undergraduate courses to illustrate the comparative effectiveness of different out-of-class assessment approaches in promoting completion and comprehension of reading assignments. Students reported agreeing or strongly agreeing that all three assignments motivated them to…

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

PubMed

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

2017-12-01

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

Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties.

PubMed

Wanzek, Jeanne; Cavanaugh, Christie

2012-05-01

The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.

A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes.

PubMed

Rousseau, Cécile; Beauregard, Caroline; Daignault, Katherine; Petrakos, Harriet; Thombs, Brett D; Steele, Russell; Vasiliadis, Helen-Maria; Hechtman, Lily

2014-01-01

The aim of this cluster randomized trial was to evaluate the effectiveness of a school-based theatre intervention program for immigrant and refugee youth in special classes for improving mental health and academic outcomes. The primary hypothesis was that students in the theatre intervention group would report a greater reduction in impairment from symptoms compared to students in the control and tutoring groups. Special classrooms in five multiethnic high schools were randomly assigned to theater intervention (n = 10), tutoring (n = 10) or control status (n = 9), for a total of 477 participants. Students and teachers were non-blinded to group assignment. The primary outcome was impairment from emotional and behavioural symptoms assessed by the Impact Supplement of the Strengths and Difficulties Questionnaire (SDQ) completed by the adolescents. The secondary outcomes were the SDQ global scores (teacher and youth reports), impairment assessed by teachers and school performance. The effect of the interventions was assessed through linear mixed effect models which incorporate the correlation between students in the same class, due to the nature of the randomization of the interventions by classroom. The theatre intervention was not associated with a greater reduction in self-reported impairment and symptoms in youth placed in special class because of learning, emotional and behavioural difficulties than a tutoring intervention or a non-active control group. The estimates of the different models show a non-significant decrease in both self-reported and impairment scores in the theatre intervention group for the overall group, but the impairment score decreased significantly for first generation adolescents while it increased for second generation adolescents. The difference between the population of immigrant and refugee youth newcomers studied previously and the sample of this trial may explain some of the differences in the observed impact of the theatre intervention. ClinicalTrials.gov NCT01426451.

A Cluster Randomized-Controlled Trial of a Classroom-Based Drama Workshop Program to Improve Mental Health Outcomes among Immigrant and Refugee Youth in Special Classes

PubMed Central

Rousseau, Cécile; Beauregard, Caroline; Daignault, Katherine; Petrakos, Harriet; Thombs, Brett D.; Steele, Russell; Vasiliadis, Helen-Maria; Hechtman, Lily

2014-01-01

Objectives The aim of this cluster randomized trial was to evaluate the effectiveness of a school-based theatre intervention program for immigrant and refugee youth in special classes for improving mental health and academic outcomes. The primary hypothesis was that students in the theatre intervention group would report a greater reduction in impairment from symptoms compared to students in the control and tutoring groups. Methods Special classrooms in five multiethnic high schools were randomly assigned to theater intervention (n = 10), tutoring (n = 10) or control status (n = 9), for a total of 477 participants. Students and teachers were non-blinded to group assignment. The primary outcome was impairment from emotional and behavioural symptoms assessed by the Impact Supplement of the Strengths and Difficulties Questionnaire (SDQ) completed by the adolescents. The secondary outcomes were the SDQ global scores (teacher and youth reports), impairment assessed by teachers and school performance. The effect of the interventions was assessed through linear mixed effect models which incorporate the correlation between students in the same class, due to the nature of the randomization of the interventions by classroom. Results The theatre intervention was not associated with a greater reduction in self-reported impairment and symptoms in youth placed in special class because of learning, emotional and behavioural difficulties than a tutoring intervention or a non-active control group. The estimates of the different models show a non-significant decrease in both self-reported and impairment scores in the theatre intervention group for the overall group, but the impairment score decreased significantly for first generation adolescents while it increased for second generation adolescents. Conclusion The difference between the population of immigrant and refugee youth newcomers studied previously and the sample of this trial may explain some of the differences in the observed impact of the theatre intervention. Trial Registration ClinicalTrials.gov NCT01426451 PMID:25127251

Student Reports of Bullying and Cyber-Bullying: Results from the 2011 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2013-329

ERIC Educational Resources Information Center

Lessne, Deborah; Harmalkar, Sayali

2013-01-01

This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and…

Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District. Working Paper

ERIC Educational Resources Information Center

Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie

2009-01-01

This study examines the effect of supplemental educational services (SES) on student test score gains and whether particular subgroups of students benefit more from No Child Left Behind (NCLB) tutoring services. The sample used includes information on students enrolled in 3rd through 8th grades nested in 121 elementary and middle schools over a…

The Impact of the Supplemental Instruction Leader on Student Performance in Introductory Accounting

ERIC Educational Resources Information Center

Jones, Jefferson P.

2013-01-01

This study explores the association between a supplemental instruction (SI) program and student performance in an introductory accounting course. SI is a proactive academic support program that is aimed at improving student learning in traditionally "high-risk" college courses by integrating learning and critical thinking strategies with…

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

ERIC Educational Resources Information Center

Sharp, Laurie A.; Hamil, Marc

2018-01-01

Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a…

Supplement for Curriculum Guide for Science: Vietnamese-Speaking Students, Kindergarten-Upper Two. Field Test.

ERIC Educational Resources Information Center

Chicago Board of Education, IL.

This supplement to the Chicago public schools' science curriculum guide is for use with Vietnamese-speaking students and is designed to help students make the transition to science learning in English. English-Vietnamese vocabulary lists, independent learning activities (in Vietnamese), and teaching aids (cultural activities such as songs,…

Calibrated peer review assignments for the earth sciences

USGS Publications Warehouse

Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

2009-01-01

Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

The effects of acute and prolonged CRAM supplementation on reaction time and subjective measures of focus and alertness in healthy college students.

PubMed

Hoffman, Jay R; Ratamess, Nicholas A; Gonzalez, Adam; Beller, Noah A; Hoffman, Mattan W; Olson, Mark; Purpura, Martin; Jäger, Ralf

2010-12-15

The purpose of this study was to examine the effect of acute and prolonged (4-weeks) ingestion of a supplement designed to improve reaction time and subjective measures of alertness, energy, fatigue, and focus compared to placebo. Nineteen physically-active subjects (17 men and 2 women) were randomly assigned to a group that either consumed a supplement (21.1 ± 0.6 years; body mass: 80.6 ± 9.4 kg) or placebo (21.3 ± 0.8 years; body mass: 83.4 ± 18.5 kg). During the initial testing session (T1), subjects were provided 1.5 g of the supplement (CRAM; α-glycerophosphocholine, choline bitartrate, phosphatidylserine, vitamins B3, B6, and B12, folic acid, L-tyrosine, anhydrous caffeine, acetyl-L-carnitine, and naringin) or a placebo (PL), and rested quietly for 10-minutes before completing a questionnaire on subjective feelings of energy, fatigue, alertness and focus (PRE). Subjects then performed a 4-minute quickness and reaction test followed by a 10-min bout of exhaustive exercise. The questionnaire and reaction testing sequence was then repeated (POST). Subjects reported back to the lab (T2) following 4-weeks of supplementation and repeated the testing sequence. Reaction time significantly declined (p = 0.050) between PRE and POST at T1 in subjects consuming PL, while subjects under CRAM supplementation were able to maintain (p = 0.114) their performance. Significant performance declines were seen in both groups from PRE to POST at T2. Elevations in fatigue were seen for CRAM at both T1 and T2 (p = 0.001 and p = 0.000, respectively), but only at T2 for PL (p = 0.029). Subjects in CRAM maintained focus between PRE and POST during both T1 and T2 trials (p = 0.152 and p = 0.082, respectively), whereas significant declines in focus were observed between PRE and POST in PL at both trials (p = 0.037 and p = 0.014, respectively). No difference in alertness was seen at T1 between PRE and POST for CRAM (p = 0.083), but a significant decline was recorded at T2 (p = 0.005). Alertness was significantly lower at POST at both T1 and T2 for PL (p = 0.040 and p = 0.33, respectively). No differences in any of these subjective measures were seen between the groups at any time point. Results indicate that acute ingestion of CRAM can maintain reaction time, and subjective feelings of focus and alertness to both visual and auditory stimuli in healthy college students following exhaustive exercise. However, some habituation may occur following 4-weeks of supplementation.

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

PubMed

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

Students Apply Research Methods to Consumer Decisions About Cognitive Enhancing Drinks

PubMed Central

Walters, Charles B.; Hill, Katherine G.; Zavilla, Anastasia R.; Erickson, Cynthia A.

2014-01-01

The goal of this class project was to provide students with a hands-on research experience that allowed autonomy, but eliminated duplication of effort and could be completed within one semester. Our resources were limited to a small supply budget and an introductory psychology subject pool. Six students from a behavioral neuroscience class tested claims made by a drink company that their product improves cognitive function. The students each chose a cognitive task for their part of the project. The tasks included the Donders Reaction Time Task, the Stroop Task, the Raven’s Progressive Matrices, a short-term memory span test, the Rey-Osterrieth Complex Figure Test and a simple measure of prefrontal EEG activity. Participants were randomly assigned to an experimental or control drink. The experimental group received the putative cognitive enhancing drink and the control group received a placebo drink that was very similar in color and taste. The two drinks shared no active ingredients. Results suggest that the putative cognitive enhancing drink did not improve performance on any of the tasks and decreased performance on the short-term memory task. These findings are discussed in regard to implications for consumers as well as further research into supplements and their ability to improve cognitive performance. Each student presented his/her results at a university-wide research conference. This project provided a rich experience in which students had the opportunity to carry out a research project from conception to presentation. PMID:25565916

Camelina meal supplementation to beef cattle: I. Effects on performance, DMI, and acute-phase protein response of feeder steers following transport

USDA-ARS?s Scientific Manuscript database

Sixty Angus x Hereford steers were ranked by BW on d -28 of the study and allocated to 20 drylot pens which were randomly assigned to receive: 1) supplement containing (as-fed basis) 84% corn, 14% soybean meal, and 2% mineral mix (CO) offered during preconditioning (PC; d -28 to 0) and feedlot recei...

Calcium plus vitamin D supplementation and the risk of breast cancer.

PubMed

Chlebowski, Rowan T; Johnson, Karen C; Kooperberg, Charles; Pettinger, Mary; Wactawski-Wende, Jean; Rohan, Tom; Rossouw, Jacques; Lane, Dorothy; O'Sullivan, Mary Jo; Yasmeen, Shagufta; Hiatt, Robert A; Shikany, James M; Vitolins, Mara; Khandekar, Janu; Hubbell, F Allan

2008-11-19

Although some observational studies have associated higher calcium intake and especially higher vitamin D intake and 25-hydroxyvitamin D levels with lower breast cancer risk, no randomized trial has evaluated these relationships. Postmenopausal women (N = 36 282) who were enrolled in a Women's Health Initiative clinical trial were randomly assigned to 1000 mg of elemental calcium with 400 IU of vitamin D(3) daily or placebo for a mean of 7.0 years to determine the effects of supplement use on incidence of hip fracture. Mammograms and breast exams were serially conducted. Invasive breast cancer was a secondary outcome. Baseline serum 25-hydroxyvitamin D levels were assessed in a nested case-control study of 1067 case patients and 1067 control subjects. A Cox proportional hazards model was used to estimate the risk of breast cancer associated with random assignment to calcium with vitamin D(3). Associations between 25-hydroxyvitamin D serum levels and total vitamin D intake, body mass index (BMI), recreational physical activity, and breast cancer risks were evaluated using logistic regression models. Statistical tests were two-sided. Invasive breast cancer incidence was similar in the two groups (528 supplement vs 546 placebo; hazard ratio = 0.96; 95% confidence interval = 0.85 to 1.09). In the nested case-control study, no effect of supplement group assignment on breast cancer risk was seen. Baseline 25-hydroxyvitamin D levels were modestly correlated with total vitamin D intake (diet and supplements) (r = 0.19, P < .001) and were higher among women with lower BMI and higher recreational physical activity (both P < .001). Baseline 25-hydroxyvitamin D levels were not associated with breast cancer risk in analyses that were adjusted for BMI and physical activity (P(trend) = .20). Calcium and vitamin D supplementation did not reduce invasive breast cancer incidence in postmenopausal women. In addition, 25-hydroxyvitamin D levels were not associated with subsequent breast cancer risk. These findings do not support a relationship between total vitamin D intake and 25-hydroxyvitamin D levels with breast cancer risk.

Simulated annealing algorithm for solving chambering student-case assignment problem

NASA Astrophysics Data System (ADS)

Ghazali, Saadiah; Abdul-Rahman, Syariza

2015-12-01

The problem related to project assignment problem is one of popular practical problem that appear nowadays. The challenge of solving the problem raise whenever the complexity related to preferences, the existence of real-world constraints and problem size increased. This study focuses on solving a chambering student-case assignment problem by using a simulated annealing algorithm where this problem is classified under project assignment problem. The project assignment problem is considered as hard combinatorial optimization problem and solving it using a metaheuristic approach is an advantage because it could return a good solution in a reasonable time. The problem of assigning chambering students to cases has never been addressed in the literature before. For the proposed problem, it is essential for law graduates to peruse in chambers before they are qualified to become legal counselor. Thus, assigning the chambering students to cases is a critically needed especially when involving many preferences. Hence, this study presents a preliminary study of the proposed project assignment problem. The objective of the study is to minimize the total completion time for all students in solving the given cases. This study employed a minimum cost greedy heuristic in order to construct a feasible initial solution. The search then is preceded with a simulated annealing algorithm for further improvement of solution quality. The analysis of the obtained result has shown that the proposed simulated annealing algorithm has greatly improved the solution constructed by the minimum cost greedy heuristic. Hence, this research has demonstrated the advantages of solving project assignment problem by using metaheuristic techniques.

With adaptation, the WHO guidelines on calcium supplementation for prevention of pre-eclampsia are adopted by pregnant women.

PubMed

Omotayo, Moshood O; Martin, Stephanie L; Stoltzfus, Rebecca J; Ortolano, Stephanie E; Mwanga, Erick; Dickin, Katherine L

2018-04-01

The World Health Organization (WHO) recommends calcium supplementation for prevention of pre-eclampsia, but factors affecting adoption and acceptability of the recommendations among pregnant women have not been examined. We explored adoption of the WHO guidelines in Kenya, using the trials of improved practices. We recruited 38 pregnant women and assigned participants to three regimens representing potential trade-offs among daily dose, bioavailability, and acceptability. Participants were provided with supplements, requested to select preferred product type, counselled on how to take them, and interviewed 4 times over 6 weeks to assess their experiences. We tracked bottle opening with electronic monitors, as proxy for supplement consumption. We analysed interview transcripts thematically. All participants were willing to try the supplements. Average daily consumption ranged from 77 to 1,577 mg/d. Most participants (74%) chose the chewable product. Participants preferred its "sweet taste" and liked the ability to consume it without water. Women in the 2-dose regimen were least likely to switch; however, women assigned to the 3-dose regimen, or who switched to the 3-dose regimen, consumed the most calcium per day. Difficulties with the 4-dose regimen included afternoon doses when women were likely to forget and having to wait hours after supper for last dose. Use of an illustrated calendar, keeping supplements in conspicuous locations and requesting support from relatives were strategies that supported adherence. Pregnant women are likely to adopt Ca supplementation, with appropriate programmatic adaptations. Careful attention to product attributes, regimen complexity, and strategies for reassuring and reminding women are needed to adapt the WHO guidelines. © 2017 John Wiley & Sons Ltd.

Flaxseed Supplementation (not Dietary Fat Restriction) Reduces Prostate Cancer Proliferation Rates in Men Presurgery

PubMed Central

Demark-Wahnefried, Wendy; Polascik, Thomas J.; George, Stephen L.; Switzer, Boyd R.; Madden, John F.; Ruffin, Mack T.; Snyder, Denise C.; Owzar, Kouros; Hars, Vera; Albala, David M.; Walther, Philip J.; Robertson, Cary N.; Moul, Judd W.; Dunn, Barbara K.; Brenner, Dean; Minasian, Lori; Stella, Philip; Vollmer, Robin T.

2009-01-01

Background Prostate cancer affects one-out-of-six men during their lifetime. Dietary factors are postulated to influence the development and progression of prostate cancer. Low-fat diets and flaxseed supplementation may offer potentially protective strategies. Methods We undertook a multi-site, randomized controlled trial to test the effects of low-fat and/or flaxseed-supplemented diets on the biology of the prostate and other biomarkers. Prostate cancer patients (n=161) scheduled at least 21 days before prostatectomy were randomly assigned to one of the following arms: 1) control (usual diet); 2) flaxseed-supplemented diet (30 g/day); 2) low-fat diet (<20% total energy); or 4) flaxseed-supplemented, low-fat diet. Blood was drawn at baseline and prior to surgery and analyzed for prostate specific antigen (PSA), sex hormone binding globulin, testosterone, insulin-like growth factor-1 and binding protein-3, c-reactive protein, and total and low density lipoprotein cholesterol. Tumors were assessed for proliferation (Ki-67, the primary endpoint) and apoptosis. Results Men were on protocol an average of 30 days. Proliferation rates were significantly lower (P < 0.002) among men assigned to the flaxseed arms. Median Ki-67 positive cells/total nuclei ratios (x100) were 1.66 (flaxseed-supplemented diet) and 1.50 (flaxseed-supplemented, low-fat diet) vs. 3.23 (control) and 2.56 (low-fat diet). No differences were observed between arms with regard to side effects, apoptosis, and most serological endpoints; however, men on low-fat diets experienced significant decreases in serum cholesterol (P=0.048). Conclusions Findings suggest that flaxseed is safe, and associated with biologic alterations that may be protective for prostate cancer. Data also further support low-fat diets to manage serum cholesterol. PMID:19064574

Vitamin D and calcium supplementation and one-year change in mammographic density in the Women’s Health Initiative Calcium and Vitamin D Trial

PubMed Central

Bertone-Johnson, Elizabeth R.; McTiernan, Anne; Thomson, Cynthia A.; Wactawski-Wende, Jean; Aragaki, Aaron K.; Rohan, Thomas E.; Vitolins, Mara Z.; Tamimi, Rulla M.; Johnson, Karen C.; Lane, Dorothy; Rexrode, Kathryn M.; Peck, Jennifer D.; Chlebowski, Rowan T.; Sarto, Gloria; Manson, JoAnn E.

2012-01-01

Background Calcium and vitamin D may be inversely related to breast cancer risk, in part by affecting mammographic density. However, results from previous, mostly cross-sectional studies have been mixed, and there have been few randomized clinical trials of the effect of calcium and vitamin D supplementation on change in mammographic density. Methods We assessed the effect of one year of supplementation on mammographic density in 330 postmenopausal women enrolled in the Women’s Health Initiative Hormone Therapy (HT) and Calcium and Vitamin D (CaD) trials. Women were randomized to receive 1000 mg/day of elemental calcium carbonate plus 400 IU/day of vitamin D3 or placebo. Results After approximately one year, mammographic density decreased 2% in the CaD supplementation group and increased 1% in the placebo group (ratio of means = 0.97; 95% confidence interval (CI) = 0.81–1.17). Results suggested potential interaction by HT use (P = 0.08). Among women randomized to HT placebo, the ratio of mean density comparing CaD supplementation and placebo groups was 0.82 (95%CI = 0.61–1.11) vs. 1.16 (95%CI = 0.92–1.45) in women randomized to active HT. In sensitivity analyses limited to women taking ≥80% of study supplements, ratios were 0.67 (95%CI = 0.41–1.07) in women not assigned to HT and 1.07 (95%CI = 0.79–1.47) women assigned to HT. Conclusions We observed no overall effect of vitamin D and calcium supplementation on mammographic density after one year. Impact Potential interaction between these nutrients and estrogen as related to mammographic density warrants further study. PMID:22253296

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

NASA Astrophysics Data System (ADS)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses, students completed a pretest, the assigned modules, and a posttest. Success in remediation was measured using normalized gain scores, which measures the change in score divided by the maximum possible increase: (posttest-pretest)/(1-pretest). To compare across courses, normalized gain scores were standardized. Additional analysis included disaggregating normalized gain scores by quartiles based on pretest scores. The results were supplemented by qualitative data from faculty interviews and information provided by faculty on a web form upon completion of the course. Results suggest TMYN modules remediate mathematical skills effectively, and that normalized gains tend to be higher for students in the lower quartiles on the pretest. Students indicate finding the modules helpful, though sometimes difficult. Faculty interview data triangulate these findings and provide further evidence that online, modularized remediation is an effective alternative to assigning prerequisite mathematical courses to remediate mathematical skills.

Getting Personalization Right!

ERIC Educational Resources Information Center

DeWaters, Carrie

2017-01-01

In today's differentiated classroom, each individual student receives from their teacher student-centered instruction and customized assignments to reflect their skills and knowledge. Teachers differentiate their assignments so each of their students may access the Common Core State Standards, interact with complex nonfiction texts, integrate…

Statistical Literacy Social Media Project for the Masses

ERIC Educational Resources Information Center

Gundlach, Ellen; Maybee, Clarence; O'Shea, Kevin

2015-01-01

This article examines a social media assignment used to teach and practice statistical literacy with over 400 students each semester in large-lecture traditional, fully online, and flipped sections of an introductory-level statistics course. Following the social media assignment, students completed a survey on how they approached the assignment.…

Automating Formative and Summative Feedback for Individualised Assignments

ERIC Educational Resources Information Center

Hamilton, Ian Robert

2009-01-01

Purpose: The purpose of this paper is to report on the rationale behind the use of a unique paper-based individualised accounting assignment, which automated the provision to students of immediate formative and timely summative feedback. Design/methodology/approach: As students worked towards completing their assignment, the package provided…

Learner Perspectives Regarding Device Type in Technology-Assisted Language Learning

ERIC Educational Resources Information Center

Ko, Myong-Hee

2017-01-01

This study compared learner perspectives regarding using PCs and smartphones as learning devices. A total of 167 Korean university students completed online assignments designed to maximize interaction with these devices. The assignments required students to submit their responses regarding assigned reading passages for a semester. Then they…

The Land of Confusion? High School Students and Their Use of the World Wide Web for Research.

ERIC Educational Resources Information Center

Lorenzen, Michael

2002-01-01

Examines high school students' use of the World Wide Web to complete assignments. Findings showed the students used a good variety of resources, including libraries and the World Wide Web, to find information for assignments. However, students were weak at determining the quality of the information found on web sites. Students did poorly at…

Comparison of the number of supervisors on medical student satisfaction during a child and adolescent psychiatry rotation.

PubMed

Mascioli, Kelly J; Robertson, Catharine J; Douglass, Alan B

2016-01-01

Traditionally, third-year medical students are assigned to one supervisor during their 1-week rotation in child and adolescent psychiatry. However, the majority of supervisory staff in the Division of Child and Adolescent Psychiatry opted to switch the supervision schedule to one in which some medical students are assigned to two primary supervisors. The aim of the study was to determine if students assigned to two primary supervisors had greater rotation satisfaction compared with students assigned to one primary supervisor during a 1-week clerkship rotation in child and adolescent psychiatry. A satisfaction questionnaire was sent to 110 third-year medical students who completed their child and adolescent clerkship rotation. Based on the responses, students were divided into groups depending on their number of supervisors. Questionnaire responses were compared between the groups using independent t-tests. When students who had one primary supervisor were compared to students who had two primary supervisors, the lone item showing a statistically significant difference was regarding improvement of assessment reports/progress notes. The number of supervisors does not significantly affect the satisfaction of students during a 1-week clerkship rotation in child and adolescent psychiatry. Other factors are important in rotation satisfaction.

Multimedia in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Andrews, Barbara S.

Second language teachers are encouraged to assign multimedia projects to their students. They are challenging for the student to create, can effectively reinforce learning, and are a fun way for students to practice language skills. Rather than have students draw a poster or write a paper, the teacher can assign a presentation using a combination…

Effects of Students' Participation in Authoring of Multimedia Materials on Student Acquisition of Vocabulary.

ERIC Educational Resources Information Center

Nikolova, Ofelia R.

2002-01-01

Investigated the effects on vocabulary acquisition of student participation in authoring a multimedia institutional module. Sixty-two subjects were randomly assigned to two groups, and each group was randomly assigned to one of two treatments. Showed evidence that students learn vocabulary significantly better when they participate in the creation…

Detention as a Deterrent for Late Assignments: A Study.

ERIC Educational Resources Information Center

Conover, Pamela J.

To gauge the impact of after-school student detention on punctual completion of homework, on detained student grades, and on student self-esteem, fourth- through sixth-grade students from a school with an after-school detention policy for late or incomplete assignments were studied. Interviews were conducted with the four fourth-, fifth-, and…

Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video Using the ICSDR Model

ERIC Educational Resources Information Center

Campbell, Laurie O.; Cox, Thomas D.

2018-01-01

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect/Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student-authored video guided…

Effects of individualized assignments on biology achievement

NASA Astrophysics Data System (ADS)

Kremer, Philip L.

A pretest-posttest, randomized, two groups, experimental, factorial design compared effects of detailed and nondetailed assignments on biology achievement over seven and a half months. Detailed assignments (favoring field independence and induction) employed block diagrams and stepwise directions. Nondetailed assignments (favoring field dependence and deduction) virtually lacked these. The accessible population was 101 tenth grade preparatory school male students. The 95 students enrolled in first year biology constituted the sample. Two by three ANOVA was done on residualized posttest score means of the students. Totally, the detailed students achieved significantly higher than the nondetailed students. This significantly higher achievement was only true of detailed students in the middle thirds of the deviation intelligence quotient (DIQ) range and of the grade point average (G.P.A.) range after the breakdown into upper, middle, and lower thirds of intellectual capability (ability and achievement). The upper third detailed DIQ grouping indirectly achieved higher than its peers, whereas the lower detailed DIQ third achieved lower than its peers. Thus, high capability students apparently benefit from flow and block diagrams, inductions, field independence, and high structure, whereas low capability students may be hindered by these.

High school athletes and nutritional supplements: a study of knowledge and use.

PubMed

Massad, S J; Shier, N W; Koceja, D M; Ellis, N T

1995-09-01

Factors influencing nutritional supplement use by high school students were assessed. Comparisons were made between various groups of sports participants and non-sports participants. The Nutritional Supplement Use and Knowledge Scale was administered to 509 students. Mean supplement use score was 10.87 (SEM = 0.50, range 0-57). Mean knowledge score was 13.56 (SEM = 0.16, range 1-21). Significant relationships (p < .01) were obtained for supplement knowledge with use, and supplement use with gender. ANOVA found significant differences between supplement use by gender (p < .01), supplement use by sports category (p < .05), and knowledge scores by sports category (p < .01). Discriminant function analysis indicated knowledge, supplement use, and subscores for protein, vitamins/minerals, knowledge, supplement use, and subscores for protein, vitamins/minerals, and carbohydrates were best discriminators of sport group membership. Greater knowledge about supplements was associated with less use; hence, education about supplements can be a deterrent to use. This study may help coaches, athletic trainers, athletic directors, teachers, physicians, and parents identify nutritional misconceptions held by adolescents.

Calcium plus vitamin D3 supplementation facilitated fat loss in overweight and obese college students with very-low calcium consumption: a randomized controlled trial.

PubMed

Zhu, Wei; Cai, Donglian; Wang, Ying; Lin, Ning; Hu, Qingqing; Qi, Yang; Ma, Shuangshuang; Amarasekara, Sidath

2013-01-08

Recent evidence suggests that higher calcium and/or vitamin D intake may be associated with lower body weight and better metabolic health. Due to contradictory findings from intervention trials, we investigated the effect of calcium plus vitamin D3 (calcium+D) supplementation on anthropometric and metabolic profiles during energy restriction in healthy, overweight and obese adults with very-low calcium consumption. Fifty-three subjects were randomly assigned in an open-label, randomized controlled trial to receive either an energy-restricted diet (-500 kcal/d) supplemented with 600 mg elemental calcium and 125 IU vitamin D3 or energy restriction alone for 12 weeks. Repeated measurements of variance were performed to evaluate the differences between groups for changes in body weight, BMI, body composition, waist circumference, and blood pressures, as well as in plasma TG, TC, HDL, LDL, glucose and insulin concentrations. Eighty-one percent of participants completed the trial (85% from the calcium + D group; 78% from the control group). A significantly greater decrease in fat mass loss was observed in the calcium + D group (-2.8±1.3 vs.-1.8±1.3 kg; P=0.02) than in the control group, although there was no significant difference in body weight change (P>0.05) between groups. The calcium + D group also exhibited greater decrease in visceral fat mass and visceral fat area (P<0.05 for both). No significant difference was detected for changes in metabolic variables (P>0.05). Calcium plus vitamin D3 supplementation for 12 weeks augmented body fat and visceral fat loss in very-low calcium consumers during energy restriction. ClinicalTrials.gov (NCT01447433, http://clinicaltrials.gov/).

Is Embedded Librarianship Right for Your Institution?

ERIC Educational Resources Information Center

Muir, Gordon; Heller-Ross, Holly

2010-01-01

Embedded librarians, connected with students and faculty inside the classroom, lab and studio, have new opportunities for preparing students for research and for collaborating with faculty on course-integrated information literacy, research assignment design, teaching, assignment interpretation, and timely student assistance. What makes embedded…

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis.

PubMed

Buzzell, Paul R; Chamberlain, Valerie M; Pintauro, Stephen J

2002-12-01

This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

PubMed

Halim, Audrey S; Finkenstaedt-Quinn, Solaire A; Olsen, Laura J; Gere, Anne Ruggles; Shultz, Ginger V

2018-06-01

Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions. We examined four WTL assignments in an introductory biology course in which students first wrote about content by applying it to a realistic scenario, then participated in a peer-review process before revising their work. Misconceptions were identified in all four assignments, with the greatest number pertaining to protein structure and function. Additionally, in certain contexts, students used scientific terminology incorrectly. Analysis of the drafts and peer-review comments generated six profiles by which misconceptions were addressed through the peer-review process. The prevalent mode of remediation arose through directed peer-review comments followed by correction during revision. It was also observed that additional misconceptions were elicited as students revised their writing in response to general peer-review suggestions.

Listening to Test-Takers: The Use of Supplemental Comments in Assessments.

ERIC Educational Resources Information Center

Donlon, Thomas F.

Supplemental or peripheral responses by test takers are seldom used by examiners, but in this study a program introduced by Thomas Edison State College (New Jersey) to allow the examined student to provide feedback to the testers and graders was studied. Student comment forms were designed to enable the student to identify problems with the test…

The Effect of Supplementing Instruction with Conceptual Change Texts on Students' Conceptions of Electrochemical Cells

ERIC Educational Resources Information Center

Yuruk, Nejla

2007-01-01

The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students' understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in…

Teaching transcultural nursing through literature.

PubMed

Halloran, Laurel

2009-09-01

One of the biggest challenges in nursing education is to develop culturally sensitive graduates. Although theory and lecture are appropriate to introduce cultural issues, the application of those skills is limited by the kinds of clinical experiences and patient populations students may treat. Literary works are a rich source of information for nursing. This assignment was created to sensitize the students to the influence of cultural diversity. Students were assigned to read one novel from an approved list and answer the questions posed on the Cultural Discovery worksheet. The only direction that was given regarding novel selection was that the novel had to represent a culture other than the student's own. The focus was to expose students to a different culture. Classroom discussion, based on worksheet answers, followed. The assignment's good, bad, and ugly outcomes are discussed. Suggestions for adaptation of this assignment to an online format are also provided.

The Utility of Writing Assignments in Undergraduate Bioscience

PubMed Central

Libarkin, Julie; Ording, Gabriel

2012-01-01

We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students' ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills. PMID:22383616

“Blogging” About Course Concepts: Using Technology for Reflective Journaling in a Communications Class

PubMed Central

Bouldin, Alicia S.; Holmes, Erin R.; Fortenberry, Michael L.

2006-01-01

Objective Web log technology was applied to a reflective journaling exercise in a communication course during the second-professional year at the University of Mississippi School of Pharmacy, to encourage students to reflect on course concepts and apply them to the environment outside the classroom, and to assess their communication performance. Design Two Web log entries per week were required for full credit. Web logs were evaluated at three points during the term. At the end of the course, students evaluated the assignment using a 2-page survey instrument. Assessment The assignment contributed to student learning and increased awareness level for approximately 40% of the class. Students had few complaints about the logistics of the assignment. Conclusion The Web log technology was a useful tool for reflective journaling in this communications course. Future versions of the assignment will benefit from student feedback from this initial experience. PMID:17136203

Psychology Students' Understanding of the Skill-Based Learning Fostered through University Assignments

ERIC Educational Resources Information Center

Martini, Tanya S.; Rail, Ashley; Norton, Cole

2015-01-01

We examined first-year psychology majors' (N = 195) beliefs about the relevance of two types of university assignments (individual essay and group wiki) and their connection to the development of career-related skills. Students reported that assignments were only somewhat relevant to their career goals, and relevance ratings were typically…

Negotiating Languages and Cultures: Enacting Translingualism through a Translation Assignment

ERIC Educational Resources Information Center

Kiernan, Julia; Meier, Joyce; Wang, Xiqiao

2016-01-01

This collaborative project explores the affordances of a translation assignment in the context of a learner-centered pedagogy that places composition students' movement among languages and cultures as both a site for inquiry and subject of analysis. The translation assignment asks students to translate scholarly articles or culture stories from…

Gapminder: An AP Human Geography Lab Assignment

ERIC Educational Resources Information Center

Keller, Kenneth H.

2012-01-01

This lesson is designed as a lab assignment for Advanced Placement (AP) Human Geography students wherein they use the popular Gapminder web site to compare levels of development in countries from different world regions. For this lesson, it is important for the teacher to practice with Gapminder before giving the assignment to students. (Contains…

Understanding Test-Type Assignment: Why Do Special Educators Make Unexpected Test-Type Assignments?

ERIC Educational Resources Information Center

Cho, Hyun-Jeong; Kingston, Neal

2014-01-01

We interviewed special educators (a) whose students with disabilities (SWDs) were proficient on the 2008 general education assessment but were assigned to the 2009 alternate assessment based on modified achievement standards (AA-MAS), and (b) whose students with mild disabilities took the 2008 alternate assessment based on alternate achievement…

In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools' Homework Practices

ERIC Educational Resources Information Center

Saam, Julie; Jeong, Taekhil

2013-01-01

Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time…

A Citation Analysis of Psychology Students' Use of Sources in Online Distance Learning

ERIC Educational Resources Information Center

Weaver, Nancy Evans; Barnard, Estelle

2015-01-01

Reference lists from two assignments of psychology students in university-level online distance learning (ODL) were analyzed for number and type of sources and mark achieved. Most referenced were resources relevant to the assignment and provided by instructors. Use changed across assignments: Instructor sources were used more on the first…

Evaluation of a Brief Homework Assignment Designed to Reduce Citation Problems

ERIC Educational Resources Information Center

Schuetze, Pamela

2004-01-01

I evaluated a brief homework assignment designed to reduce citation problems in research-based term papers. Students in 2 developmental psychology classes received a brief presentation and handout defining plagiarism with tips on how to cite sources to avoid plagiarizing. In addition, students in 1 class completed 2 brief homework assignments in…

Agendas for Writing in Philosophy: Conflicting or Complementary?

ERIC Educational Resources Information Center

Soven, Margot

Recent research on how students perceive the function of writing assignments and the effects of different kinds of writing assignments on learning is inconclusive. Noting that this issue clouds writing across the curriculum programs, a study sought to determine how students perceive their involvement in assignments that require them to present an…

77 FR 52705 - Notice of Submission for OMB Review; Federal Student Aid; Federal Perkins Loan Program/NDSL...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-30

... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Federal Student Aid; Federal Perkins Loan Program/NDSL Assignment Form SUMMARY: The Federal Perkins Loan Program allows for assignment of... its efforts in recovering an outstanding loan. The Perkins Assignment Form serves as the transmittal...

Students' Evaluation of Writing Assignments in an Abnormal Psychology Course.

ERIC Educational Resources Information Center

Procidano, Mary E.

1991-01-01

Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…

Heeeere's Johnny: A Case Study in the Five Factor Model of Personality

ERIC Educational Resources Information Center

Miserandino, Marianne

2007-01-01

I describe an assignment for personality psychology or introduction to psychology classes in which students used the Five Factor Model of personality to analyze the personality of entertainer Johnny Carson through his The New York Times obituary. Students evaluated this assignment highly: A majority indicated that the assignment was interesting,…

E-Mail Molecules—Individualizing the Large Lecture Class

NASA Astrophysics Data System (ADS)

Wamser, Carl C.

2003-11-01

All students in the organic chemistry class are assigned a unique set of nine molecules to report on as optional extra credit assignments. The molecules are taken from a list containing over 200 molecules on the class Web site; they represent an assortment of biologically relevant compounds, from acetaminophen to yohimbine. Once a week, students may submit information about one of the molecules for two points extra credit (where the course includes a total of over 600 points from traditional quizzes and exams). The information requested about the molecules varies slightly each term as student expertise grows, for example, molecular formula, hybridizations, functional groups, or number of stereocenters, but always includes biological relevance and sources of information. Initially students submitted data directly to the instructor by e-mail, but submissions now are handled by a Web-based course management system (WebCT). The goal is to give students individualized assignments that are relatively realistic in light of their future careers in health sciences. Nearly all of the students do some of the molecules, and many students do all of them. About 30 40% of the students who do the assignments regularly gain a grade benefit. Student responses to the exercise have been positive.

Cheating Goes Global as Essay Mills Multiply

ERIC Educational Resources Information Center

Bartlett, Thomas

2009-01-01

The orders keep piling up. A philosophy student needs a paper on Martin Heidegger. A nursing student needs a paper on dying with dignity. An engineering student needs a paper on electric cars. Screen after screen, assignment after assignment--hundreds at a time, thousands each semester. The students come from all disciplines and all parts of the…

Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

ERIC Educational Resources Information Center

Arshavskaya, Ekaterina

2015-01-01

This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a…

The Impact of a Collaborative Wikipedia Assignment on Teaching, Learning, and Student Perceptions in a Teacher Education Program

ERIC Educational Resources Information Center

Bravo, Vanessa J.; Young, Michael F.

2011-01-01

This study explored students' perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative…

Student Perceptions of the Benefits of a Learner-Based Writing Assignment in Organic Chemistry

ERIC Educational Resources Information Center

Ablin, Lois

2008-01-01

A writing assignment to increase student understanding of and interest in practical applications of organic chemistry is described. Students were required to study a pharmaceutical or other organic compound and perform a qualitative risk assessment on the chemical. Student perceptions of the benefits of the paper were generally positive. (Contains…

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review

ERIC Educational Resources Information Center

Halim, Audrey S.; Finkenstaedt-Quinn, Solaire A.; Olsen, Laura J.; Gere, Anne Ruggles; Shultz, Ginger V.

2018-01-01

Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore…

Does Failing a Placement Exam Discourage Underprepared Students from Going to College?

ERIC Educational Resources Information Center

Martorell, Paco; McFarlin, Isaac, Jr.; Xue, Yu

2015-01-01

About one third of college students are required to take remedial courses. Assignment to remediation is generally made on the basis of performance on a placement exam. When students are required to take a placement exam "prior" to enrolling in college-level courses, assignment to remediation may dissuade students from actually going to…

The Impact of Teacher Assigned but Not Graded Compared to Teacher Assigned and Graded Chemistry Homework on the Formative and Summative Chemistry Assessment Scores of 11th-Grade Students with Varying Chemistry Potential

ERIC Educational Resources Information Center

Wilson, Jennifer L.

2010-01-01

The study analyzed 2005 posttest data compared to 2008 posttest data to determine student end of school year academic achievement outcomes across three academic levels (above average, average, and below average chemistry potential) and two teacher homework evaluation methods (assigned but not graded and assigned and graded) on teacher prepared…

Critical thinking and reflection exercises in a biochemistry course to improve prospective health professions students' attitudes toward physician-pharmacist collaboration.

PubMed

Van Winkle, Lon J; Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C; Chandar, Nalini; Green, Jacalyn M; La Salle, Sophie; Viselli, Susan M; Burdick, Paulette; Lynch, Sean M

2013-10-14

To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective health professions students' collaboration scores. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001). Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

Student Victimization in U.S. Schools: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey. NCES 2012-314

ERIC Educational Resources Information Center

DeVoe, Jill Fleury; Bauer, Lynn

2011-01-01

This report provides estimates of student criminal victimization as defined by the 2009 School Crime Supplement (SCS) to the 2009 National Crime Victimization Survey (NCVS). The NCVS is the nation's primary source of information on criminal victimization and the victims of crime in the United States. The SCS is a supplement to the NCVS that was…

The Steroids/Sports Supplements Connection: Pragmatism and Sensation-Seeking in the Attitudes and Behavior of JHS and HS Students on Long Island

ERIC Educational Resources Information Center

Rees, C. Roger; Zarco, Emilia Patricia T.; Lewis, Dawn K.

2008-01-01

In this article we examine the importance of sensation seeking and pragmatism in the steroids and sports supplements behavior and attitudes of high school and junior high school students on Long Island, New York. Steroid use is much less acceptable than sports supplement use, although the reasons for use are similar. Respondents use supplements…

The Complaint Letter and Response.

ERIC Educational Resources Information Center

Shukla, P. K.

1998-01-01

Describes an assignment in which students write a letter of complaint, and discusses how this assignment aids students in seeing the importance of effective written communication to their daily lives. (SR)

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Supplementing entire male pig diet with hydrolysable tannins: Effect on carcass traits, meat quality and oxidative stability.

PubMed

Rezar, Vida; Salobir, Janez; Levart, Alenka; Tomažin, Urška; Škrlep, Martin; Batorek Lukač, Nina; Čandek-Potokar, Marjeta

2017-11-01

The purpose of the present study was to investigate the potential impact on carcass and meat quality of a sweet chestnut wood extract (SCWE)diet supplement for pigs, in particular on oxidative stability and fatty acid composition. Entire (non-castrated) male pigs (n=24) were assigned to treatment groups within litter and offered one of 4 finisher diets on an ad libitum basis: T0 (control), T1, T2 or T3, supplemented with 0, 1, 2 or 3% of commercially available SCWE, respectively. The highest SCWE supplementation reduced carcass fat deposition and water holding capacity of meat (higher thawing loss). In fresh meat, SCWE supplementation increased lipid (malondialdehyde) and protein oxidation (carbonyl groups in myofibril isolates). With regard to fat tissue, SCWE supplementation increased the proportion of polyunsaturated fatty acids. Copyright © 2017 Elsevier Ltd. All rights reserved.

Students' Achievement and Homework Assignment Strategies.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Students' Achievement and Homework Assignment Strategies

PubMed Central

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046

Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

PubMed

Campbell, Malcolm; Gibson, Will; Hall, Andy; Richards, David; Callery, Peter

2008-05-01

Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education. Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a web-based course. Non-randomised or quasi-experimental design with two groups-students choosing to have face-to-face discussion seminars and students choosing to have online discussions. The Core Methods module of a postgraduate research methods course. All 114 students participating in the first 2 yr during which the course teaching material was delivered online. Assignment mark for Core Methods course module. Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students' online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark. Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t=3.13, df=102, p=0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall's tau(b)=0.22, p=0.050) and posted (Kendall's tau(b)=0.27, p=0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall's tau(b)=0.19, p=0.036). In regression analysis, choice of discussion method, whether an M.Phil./Ph.D. student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination, only whether an M.Phil./Ph.D. student (p=0.024) and number of non-discussion hits (p=0.045) retained significance. This study demonstrates that a research methods course can be delivered to postgraduate healthcare students at least as successfully by an entirely online method in which students participate in online discussion as by a blended method in which students accessing web-based teaching material attend face-to-face seminar discussions. Increased online activity was associated with higher assignment marks. The study highlights new opportunities for educational research that arise from the use of virtual learning environments that routinely record the activities of learners and tutors.

46 CFR 67.200 - Instruments eligible for filing and recording.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., satisfactions, and releases thereof; (d) Preferred mortgages and assignments, assumptions, supplements, amendments, subordinations, satisfactions, and releases thereof; (e) Interlender agreements affecting..., amendments, and satisfactions and releases thereof. ...

Can Students Write Their Own Textbooks? Thoughts on a New Type of Writing Assignment.

ERIC Educational Resources Information Center

Frye, David

1999-01-01

Describes an assignment in an undergraduate course on Roman history for junior and senior history majors in which students create their own 15-page textbook using primary sources. Explains how each class session developed student analysis of primary sources. (CMK)

Briefing Teams in World Affairs Class.

ERIC Educational Resources Information Center

Dunn, Joe P.

1992-01-01

In a college world affairs course, the teacher acted as foreign policy/national security advisor to the president and assigned students as staff members for different geographic regions. Students briefed him daily, first on current events, then on specific issues. Students enjoyed the challenging assignments, intensive questioning, and policy…

Quantitative evaluation of expression difference in report assignments between nursing and radiologic technology departments.

PubMed

Nishimoto, Naoki; Yokooka, Yuki; Yagahara, Ayako; Uesugi, Masahito; Ogasawara, Katsuhiko

2011-01-01

Our purpose in this study was to investigate the expression differences in report assignments between students in nursing and radiologic technology departments. We have known that faculties could identify differences, such as word usage, through grading their students' assignments. However, there are no reports in the literature dealing with expression differences in vocabulary usage in medical informatics education based on statistical techniques or other quantitative measures. The report assignment asked for students' opinions in the event that they found a rare case of a disease in a hospital after they graduated from professional school. We processed student report data automatically, and we applied the space vector model and TF/IDF (term frequency/inverse document frequency) scoring to 129 report assignments. The similarity-score distributions among the assignments for these two departments were close to normal. We focused on the sets of terms that occurred exclusively in either department. For terms such as "radiation therapy" or "communication skills" that occurred in the radiologic technology department, the TF/IDF score was 8.01. The same score was obtained for terms such as "privacy guidelines" or "consent of patients" that occurred in the nursing department. These results will help faculties to provide a better education based on identified expression differences from students' background knowledge.

The effects of task and resource interdependence on achievement and social support: an exploratory study of Italian children.

PubMed

Bertucci, Andrea; Johnson, David W; Johnson, Roger T; Conte, Stella

2011-01-01

The relative efficacy of positive task interdependence, positive resource interdependence, and individualistic learning were compared with achievement and academic and personal social support. The authors randomly assigned to conditions 66 7th-grade Italian students with no previous experience in cooperative learning. They participated in 6 90-min instructional sessions dealing with the dangers of smoking, alcohol, and drugs. The results indicated that students assigned to the task-interdependence and resource-interdependence conditions achieved higher and perceived greater peer academic support than did students working individually. Students in the resource-interdependence condition showed a higher perception of peer personal support than students assigned to the other conditions.

Midwifery students' evaluation of team-based academic assignments involving peer-marking.

PubMed

Parratt, Jenny A; Fahy, Kathleen M; Hastie, Carolyn R

2014-03-01

Midwives should be skilled team workers in maternity units and in group practices. Poor teamwork skills are a significant cause of adverse maternity care outcomes. Despite Australian and International regulatory requirements that all midwifery graduates are competent in teamwork, the systematic teaching and assessment of teamwork skills is lacking in higher education. How do midwifery students evaluate participation in team-based academic assignments, which include giving and receiving peer feedback? First and third year Bachelor of Midwifery students who volunteered (24 of 56 students). Participatory Action Research with data collection via anonymous online surveys. There was general agreement that team based assignments; (i) should have peer-marking, (ii) help clarify what is meant by teamwork, (iii) develop communication skills, (iv) promote student-to-student learning. Third year students strongly agreed that teams: (i) are valuable preparation for teamwork in practice, (ii) help meet Australian midwifery competency 8, and (iii) were enjoyable. The majority of third year students agreed with statements that their teams were effectively coordinated and team members shared responsibility for work equally; first year students strongly disagreed with these statements. Students' qualitative comments substantiated and expanded on these findings. The majority of students valued teacher feedback on well-developed drafts of the team's assignment prior to marking. Based on these findings we changed practice and created more clearly structured team-based assignments with specific marking criteria. We are developing supporting lessons to teach specific teamwork skills: together these resources are called "TeamUP". TeamUP should be implemented in all pre-registration Midwifery courses to foster students' teamwork skills and readiness for practice. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

NASA Astrophysics Data System (ADS)

Sturdivant Allen, Anita Kay

Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

The Potential of Supplemental Instruction in Engineering Education--Helping New Students to Adjust to and Succeed in University Studies

ERIC Educational Resources Information Center

Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

2015-01-01

Supplemental Instruction (SI) is a programme that is attached to difficult courses with the objective of increasing student performance and retention. However, an SI programme also has the potential to increase overall student performance and retention during the first critical year if applied to introductory courses. In this study the latter…

Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity. First Year Report on Language Minority and Limited English Proficient Students.

ERIC Educational Resources Information Center

Moss, Marc; Puma, Michael

This report presents descriptive findings from the Language Minority/Limited English Proficiency Student Supplement of "Prospects," a six-year longitudinal evaluation concerning the impact of federal Chapter 1 programs. These programs provide supplemental instruction to low-achieving elementary and secondary school students in low-income schools.…

Predictors of Student Success in Supplemental Instruction Courses at a Medium Sized Women's University

ERIC Educational Resources Information Center

Lindsay, Keston; Carlsen-Landy, Bev; Boaz, Cammy; Marshall, David

2017-01-01

Supplemental Instruction (SI) is a program that seeks to improve student success by targeting classes with high failure rates, as defined with a failure percentage of 30% or more. It is organized by an administrative SI supervisor who supervises SI leaders, which are students that have successfully completed the courses that they have been…

Supplemental Computerized Reading Instruction in Oral Reading Fluency and Its Generalizable Effects on At-Risk Urban Second Graders

ERIC Educational Resources Information Center

Keyes, Starr E.; Jacobs, Janet; Bornhorst, RaNae; Gibson, Lenwood, Jr.; Vostal, Brooks R.

2017-01-01

The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) and generalization of second-grade students who were at risk for reading failure. Four African American students and one multiracial student in…

A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course

ERIC Educational Resources Information Center

White, Diana

2014-01-01

History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led…

Differences in Discipline Consequence Assignments by Ethnicity/Race, Gender, and Poverty in Texas Middle Schools: A Statewide Analysis

ERIC Educational Resources Information Center

Barnes, Mikia J.

2017-01-01

Purpose: The purpose of this journal-ready dissertation was to determine the extent to which differences might be present in discipline consequence assignments by student demographic characteristics in Texas middle schools. In the first investigation, the degree to which discipline consequence assignments differed by the degree of student economic…

"Piggybacking" on Business Communication through Interdisciplinarity: Developing Student Communication Skills in Legal Environment of Business Courses

ERIC Educational Resources Information Center

Cooley, Amanda Harmon

2009-01-01

The purpose of this article is to describe an assignment for a legal environment of business course that builds upon and reinforces strong business communication practices. The assignment discusses "piggybacking," which is the unauthorized use of another person's wireless Internet connection. In this assignment, the students are required (1) to…

Investigating Expectations and Experiences of Audio and Written Assignment Feedback in First-Year Undergraduate Students

ERIC Educational Resources Information Center

Fawcett, Hannah; Oldfield, Jeremy

2016-01-01

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through "turnitin for iPad®" from students within the same cohort and assignment. The results showed that…

Online Assignments in Economics: A Test of Their Effectiveness

ERIC Educational Resources Information Center

Kennelly, Brendan; Considine, John; Flannery, Darragh

2011-01-01

This article compares the effectiveness of online and paper-based assignments and tutorials using summative assessment results. All of the students in a large managerial economics course at National University of Ireland, Galway were asked to do six assignments online using Aplia and to do two on paper. The authors examined whether a student's…

Investigating Students' Use and Adoption of "With-Video Assignments": Lessons Learnt for Video-Based Open Educational Resources

ERIC Educational Resources Information Center

Pappas, Ilias O.; Giannakos, Michail N.; Mikalef, Patrick

2017-01-01

The use of video-based open educational resources is widespread, and includes multiple approaches to implementation. In this paper, the term "with-video assignments" is introduced to portray video learning resources enhanced with assignments. The goal of this study is to examine the factors that influence students' intention to adopt…

A First Assignment to Create Student Buy-In in an Introductory Business Statistics Course

ERIC Educational Resources Information Center

Newfeld, Daria

2016-01-01

This paper presents a sample assignment to be administered after the first two weeks of an introductory business focused statistics course in order to promote student buy-in. This assignment integrates graphical displays of data, descriptive statistics and cross-tabulation analysis through the lens of a marketing analysis study. A marketing sample…

Why IEP Teams Assign Low Performers with Mild Disabilities to the Alternate Assessment Based on Alternate Achievement Standards

ERIC Educational Resources Information Center

Cho, Hyun-Jeong; Kingston, Neal

2013-01-01

The purpose of this case study was to determine teachers' rationales for assigning students with mild disabilities to alternate assessment based on alternate achievement standards (AA-AAS). In interviews, special educators stated that their primary considerations in making the assignments were low academic performance, student use of extended…

Adapting Evidence-Based Teen Pregnancy Programs to Be LGBT-Inclusive: Lessons Learned.

PubMed

Boyce, Karen Stradford; Travers, Madeline; Rothbart, Betty; Santiago, Vivian; Bedell, Jane

2018-05-01

Lesbian, gay, bisexual, and transgender (LGBT) youth show higher rates of sexual risk behaviors than heterosexual and cisgender youth; yet, most school-based sexual health education is largely heteronormative and cisnormative and does not recognize the spectrum of sexual and gender identity. New York City's Departments of Health and Education collaborated to create an LGBT-inclusive supplement to the Reducing the Risk curriculum and implement it in 21 South Bronx high schools. Teachers completed an electronic survey to report the number of students reached and an online log to measure curriculum adherence. Students were administered an anonymous 74-item pre- and posttest to measure demographics, sexual health knowledge, and student satisfaction with the curriculum. Chi-square and t tests were used to assess differences in student demographics and changes in knowledge scores. Reducing the Risk was implemented in 21 schools reaching 230 classes and 5,673 students; with 161 classes receiving the supplement. Teachers reported completing an average of 70% of LGBT supplement activities. Students who received the supplement reported higher satisfaction and greater knowledge scores than students who did not. New York City experience shows that being more inclusive of LGBT teens while implementing preexisting evidence-based sexual and reproductive health programs is possible and replicable.

The Impact of Implementing Web Homework in Second-Semester Calculus

ERIC Educational Resources Information Center

LaRose, P. Gavin

2010-01-01

In this study we examine the introduction of on-line homework to a Calculus II course as a replacement for ungraded pencil-and-paper homework assignments. We consider how this had an impact on students' performance in the course, on student behavior in completing the assigned work, and on student attitudes toward it. We find that students working…

Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors. NBER Working Paper No. 14081

ERIC Educational Resources Information Center

Carrell, Scott E.; West, James E.

2008-01-01

It is difficult to measure teaching quality at the postsecondary level because students typically "self-select" their coursework and their professors. Despite this, student evaluations of professors are widely used in faculty promotion and tenure decisions. We exploit the random assignment of college students to professors in a large body of…

Embracing Service-Learning Opportunities: Student Perceptions of Service-Learning as an Aid to Effectively Learn Course Material

ERIC Educational Resources Information Center

Currie-Mueller, Jenna L.; Littlefield, Robert S.

2018-01-01

Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students'…

The Impact of Anonymous and Assigned Use of Student Response Systems on Student Achievement

ERIC Educational Resources Information Center

Poole, Dawn

2012-01-01

This study examined the impact of two approaches to use of student response systems (SRSs) on achievement in a study designed to better understand effective use of the devices. One condition was anonymous use of SRSs, in which graduate students selected a random clicker when entering the classroom. The second condition assigned devices to students…

Forming Student Online Teams for Maximum Performance

ERIC Educational Resources Information Center

Olson, Joel D.; Ringhand, Darlene G.; Kalinski, Ray C.; Ziegler, James G.

2015-01-01

What is the best way to assign graduate business students to online team-based projects? Team assignments are frequently made on the basis of alphabet, time zones or previous performance. This study reviews personality as an indicator of student online team performance. The personality assessment IDE (Insights Discovery Evaluator) was administered…

An Interactive Introduction to Protein Structure

ERIC Educational Resources Information Center

Lee, W. Theodore

2004-01-01

To improve student understanding of protein structure and the significance of noncovalent interactions in protein structure and function, students are assigned a project to write a paper complemented with computer-generated images. The assignment provides an opportunity for students to select a protein structure that is of interest and detail…

Anthologizing Transformation: Breaking Down Students'"Private Theories" about Poetry.

ERIC Educational Resources Information Center

Chick, Nancy L.

2002-01-01

Presents an assignment in which students look through a handful of poetry collections or anthologies, seeking 20 poems they like and thus understand or want to understand to some extent. Describes the benefits of this assignment, including honing students' interpretive skills, dispelling their misconceptions about the genre, and continuing their…

Foods and Nutrition. Student Modules and Instructor's Guide.

ERIC Educational Resources Information Center

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

These 64 performance-based instructional modules are for the home economics content area of food and nutrition. Each module is composed of an introduction for the student, a performance objective, a variety of learning activities (reading assignments, tasks, written assignments), content information, a student self-check, recommended references,…

Promoting Discussion in Peer Instruction: Discussion Partner Assignment and Accountability Scoring Mechanisms

ERIC Educational Resources Information Center

Chou, Chih-Yueh; Lin, Pin-Hsun

2015-01-01

Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form…

Increasing Student-Learning Team Effectiveness with Team Charters

ERIC Educational Resources Information Center

Hunsaker, Phillip; Pavett, Cynthia; Hunsaker, Johanna

2011-01-01

Because teams are a ubiquitous part of most organizations today, it is common for business educators to use team assignments to help students experientially learn about course concepts and team process. Unfortunately, students frequently experience a number of problems during team assignments. The authors describe the results of their research and…

Helping Anxious Students Move Forward

ERIC Educational Resources Information Center

Minahan, Jessica

2018-01-01

Students with anxiety are prone to giving up a difficult work assignment before they even start it. So how can teachers help these students develop skills to successfully start and finish assignments and succeed in school? Behavioral analyst Jessica Minahan offers some practical solutions that teachers can implement in the classroom to motivate…

Solar Heating Systems: Student Manual.

ERIC Educational Resources Information Center

Green, Joanne; And Others

This Student Manual for a Solar Heating System curriculum contains 22 units of instructional materials for students to use in a course or courses on solar heating systems (see note). For each unit (task), objectives, assignment sheets, laboratory assignments, information sheets, checkpoints (tests), and job sheets are provided. Materials are set…

Evaluation of the effects of colostrum replacer supplementation of the milk replacer ration on the occurrence of disease, antibiotic therapy, and performance of pre-weaned dairy calves.

PubMed

Chamorro, Manuel F; Cernicchiaro, Natalia; Haines, Deborah M

2017-02-01

The objective of this study was to evaluate the effects of colostrum supplementation of the milk replacer ration on disease occurrence, antibiotic therapy, and performance of pre-weaned dairy calves with adequate transfer of passive immunity. Two hundred and two 1-d-old Holstein dairy calves were assigned to 1 of 2 groups after arrival to a dairy calf rearing facility. Calves assigned to the control group (n = 100) received milk replacer (28% crude protein and 20% crude fat) without colostrum inclusion twice daily. Calves assigned to the treatment group (n = 102) received 150 g of supplemental colostrum replacer powder added to their milk replacer twice daily for the first 14 d of life. Before group assignment, serum samples were collected from all calves to confirm transfer of passive immunity. Calves were evaluated daily until weaning (56 d of life) for signs of clinical disease as well as any treatment with antibiotics. Presentation of clinical disease and antibiotic treatment was recorded daily by personnel blinded to treatment allocation. Adequate transfer of passive immunity was confirmed in all calves at the start of the study and mean serum IgG values were similar among calves from treatment and control groups. The odds ratios of having abnormal feces and abnormal respiration during the pre-weaning period for calves from the treatment group were 0.15 and 0.46 the odds ratios of calves from the control group, respectively. The odds ratios of receiving antibiotic therapy during the pre-weaning period for calves from the treatment group were 0.09 the odds ratios of calves from the control group. Mean body weight and average daily gain at weaning were not significantly different among calves from the treatment and control groups. Colostrum replacer supplementation of the milk replacer ration was effective in reducing antibiotic therapy and occurrence of disease during the pre-weaning period. Copyright © 2017 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions

NASA Astrophysics Data System (ADS)

Fry, Elizabeth Brondos

Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). The purpose of this study was to explore introductory statistics students' understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A study design unit lasting two and a half weeks was designed and implemented in four sections of an undergraduate introductory statistics course based on modeling and simulation. The research question that this study attempted to answer is: How does introductory statistics students' conceptual understanding of study design and conclusions (in particular, unbiased estimation and establishing causation) change after participating in a learning intervention designed to promote conceptual change in these areas? In order to answer this research question, a forced-choice assessment called the Inferences from Design Assessment (IDEA) was developed as a pretest and posttest, along with two open-ended assignments, a group quiz and a lab assignment. Quantitative analysis of IDEA results and qualitative analysis of the group quiz and lab assignment revealed that overall, students' mastery of study design concepts significantly increased after the unit, and the great majority of students successfully made the appropriate connections between random sampling and generalization, and between random assignment and causal claims. However, a small, but noticeable portion of students continued to demonstrate misunderstandings, such as confusion between random sampling and random assignment.

Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.

PubMed

Adwan, Jehad

2016-06-01

The purpose of this research was to evaluate the use of online peer evaluation forms for online group activities in improving group project outcomes. The investigator developed and used a web-based Google Forms® self and peer evaluation form of 2 group assignments' rubric for junior and senior nursing students. The form covered elements of the assignments including: research activity, analysis of the literature, writing of report, participation in making of presentation, overall contribution to the project, and participation in the weekly group discussions. Items were rated from 1 (did not contribute) to 5 (outstanding contribution) in addition to NA when one activity did not apply. The self and peer evaluation process was conducted twice: once after group assignment 1 and once after group assignment 2. The group assignments final products were done in the form of VoiceThread online presentations that were shared with the rest of the class reflecting the groups' work on a health informatics topic of interest. Data collected as the students completed self and peer evaluations for group assignments 1 and 2. Also, optional comments regarding member performance were collected to add contextual information in addition to ratings. Students received credit for completing the peer evaluations and the grade for the particular assignment was affected by their performance based on peer evaluations of their contributions. Students' peer evaluations showed in a color-coded spreadsheet which enabled the course faculty to view real time results of students' ratings after each assignment. The faculty provided timely and tailored feedback to groups or individuals as needed, using positive feedback and commending high performance while urging struggling individual students and groups to improve lower ratings in specific areas. Comparing evaluations of both assignments, there were statistically significant improvements among all students. The mean scores of the entire sample were skewed toward the higher end of the scale, suggesting an overall high performance group. However, analysis of the lower performing individuals showed consistent and statistically significant improvements in all areas of the evaluation criteria. Anonymous peer evaluation activities and timely faculty feedback in e-Learning environment can be a useful tool to faculty to improve group performance over time by engaging the learners within their groups. Peer evaluations provided real time view of group mid-semester formative evaluations that allowed the faculty to provide timely and tailored feedback on student performance which allowed for better outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Guidelines for Health Services for Migrant Students. 1984 Edition.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Community Services and Migrant Education.

To promote uniformity and continuity, standards have been established for planning, implementing, and evaluating student health programs provided by grade K-12 migrant education programs throughout California. State mandated health requirements, the rationale for supplemental services, methods of providing supplemental services, and community…

Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning

PubMed Central

Lowman, Joneen

2016-01-01

The study investigated the impact of podcasts and vodcasts accessed through an iPod on fourth- and sixth-grade students’ vocabulary acquisition. Students were randomly assigned to either a podcast group or a vodcast group. Regardless of group assignment, each student completed three six-minute podcasts or vodcasts a day for three days. On average, students learned four out of nine words taught regardless of group assignment. The vodcast group learned significantly more words compared to the podcast group at the receptive level and at the expressive level. Student comments indicated that iPods should be used to teach and to review words. PMID:27840555

Impact of Patient Empathy Modeling on Pharmacy Students Caring for the Underserved

PubMed Central

Chen, Judy T.; LaLopa, Joseph

2008-01-01

Objective To determine the impact of the Patient Empathy Modeling pedagogy on students' empathy towards caring for the underserved during an advanced pharmacy practice experience (APPE). Design Pharmacy students completing an APPE at 2 primary care clinics participated in a Patient Empathy Modeling assignment for 10 days. Each student “became the patient,” simulating the life of an actual patient with multiple chronic diseases who was coping with an economic, cultural, or communication barrier to optimal healthcare. Students completed the Jefferson Scale of Physician Empathy (JSPE) before and after completing the assignment, and wrote daily journal entries and a reflection paper. Assessment Twenty-six students completed the PEM exercises from 2005-2006. Scores on the JSPE improved. Students' comments in journals and reflection papers revealed 3 major themes: greater appreciation of the difficulty patients have with adherence to medication and treatment regimens, increased empathy for patients from different backgrounds and patients with medical and psychosocial challenges, and improved ability to apply the lessons learned in the course to their patient care roles. Conclusion A Patient Empathy Modeling assignment improved pharmacy students' empathy toward underserved populations. Integrating the assignment within an APPE allowed students to immediately begin applying the knowledge and insight gained from the exercise. PMID:18483606

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

PubMed Central

Mynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin

2014-01-01

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. PMID:26086661

The Master Plan for Florida Postsecondary Education. Supplement Number 3: Disabled Student Access to Postsecondary Education. Report and Recommendations of the Postsecondary Education Planning Commission.

ERIC Educational Resources Information Center

Florida State Postsecondary Education Commission, Tallahassee.

This third supplement to the Florida master plan for postsecondary education considers resources and barriers to education for disabled students and offers 21 recommendations. To provide a foundation to discuss the needs of disabled students, characteristics of the following major functional impairments are described: hearing impairment, learning…

Potential of Using iPad as a Supplement to Teach Math to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaur, Daljit; Koval, Ashely; Chaney, Hannah

2017-01-01

This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students…

Reducing the Grade Disparities between American Indians and Euro-American Students in Introduction to Psychology through Small-Group, Peer-Mentored, Supplemental Instruction

ERIC Educational Resources Information Center

Okun, Morris Alan; Berlin, Anna; Hanrahan, Jeanne; Lewis, James; Johnson, Kathryn

2015-01-01

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample…

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

PubMed

Voge, Catherine; Hirvela, Kari; Jarzemsky, Paula

2012-01-01

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

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

ERIC Educational Resources Information Center

Sletten, Sarah Rae

2017-01-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a…

Prevention of nutritional rickets in Nigerian children with dietary calcium supplementation.

PubMed

Thacher, Tom D; Fischer, Philip R; Isichei, Christian O; Zoakah, Ayuba I; Pettifor, John M

2012-05-01

Nutritional rickets in Nigerian children usually results from dietary calcium insufficiency. Typical dietary calcium intakes in African children are about 200mg daily (approximately 20-28% of US RDAs for age). We sought to determine if rickets could be prevented with supplemental calcium or with an indigenous food rich in calcium. We enrolled Nigerian children aged 12 to 18months from three urban communities. Two communities were assigned calcium, either as calcium carbonate (400mg) or ground fish (529±109mg) daily, while children in all three communities received vitamin A (2500IU) daily as placebo. Serum markers of mineral homeostasis and forearm bone density (pDEXA) were measured and radiographs were obtained at enrollment and after 18months of supplementation. The overall prevalence of radiographic rickets at baseline was 1.2% and of vitamin D deficiency [serum 25(OH)D<12ng/ml] 5.4%. Of 647 children enrolled, 390 completed the 18-month follow-up. Rickets developed in 1, 1, and 2 children assigned to the calcium tablet, ground fish, and control groups, respectively (approximate incidence 6.4/1000 children/year between 1 and 3years of age). Children who developed rickets in the calcium-supplemented groups had less than 50% adherence. Compared with the group that received no calcium supplementation, the groups that received calcium had a greater increase in areal bone density of the distal and proximal 1/3 radius and ulna over time (P<0.04). We conclude that calcium supplementation increased areal bone density at the radius and ulna, but a larger sample size would be required to determine its effect on the incidence of rickets. Copyright © 2012 Elsevier Inc. All rights reserved.

Ghanaian parents' perceptions of pre and postnatal nutrient supplements and their effects.

PubMed

Adams, Katherine P; Okronipa, Harriet; Adu-Afarwuah, Seth; Arimond, Mary; Kumordzie, Sika; Oaks, Brietta M; Ocansey, Maku E; Young, Rebecca R; Vosti, Stephen A; Dewey, Kathryn G

2018-04-15

Small-quantity lipid-based nutrient supplements (SQ-LNS) have been studied in efficacy and effectiveness trials, but little is known about how parents perceive the products and their effects. In a randomised trial in Ghana, efficacy of SQ-LNS provided to women during pregnancy and the first 6 months postpartum and to their children from 6 to 18 months of age was assessed by comparison with iron-folic acid (IFA) capsules and multiple micronutrient (MMN) capsules provided to women. In a follow-up study conducted when the index children from the original trial were between 4 and 6 years of age, we used survey-based methods to assess retrospective and current parental perceptions of nutrient supplements generally and of SQ-LNS and their effects compared with perceptions IFA and MMN capsules. Most parents perceived that the assigned supplements (SQ-LNS, IFA, or MMN) positively impacted the mother during pregnancy (approximately 89% of both mothers and fathers) and during lactation (84% of mothers and 86% of fathers). Almost all (≥90%) of mothers and fathers perceived that the assigned supplement positively impacted the index child and expected continued positive impacts on the child's health and human capital into the future. A smaller percentage of parents perceived negative impacts of the supplements (7%-17% of mothers and 4%-12% of fathers). Perceptions of positive impacts and of negative impacts did not differ by intervention group. The results suggest that similar populations would likely be receptive to programs to deliver SQ-LNS or micronutrient capsules. © 2018 The Authors. Maternal and Child Nutrition Published by John Wiley & Sons, Ltd.

The Effect of Reducing the Weight of Homework Assignments on the Mathematics Achievement of Upper Level High School Students

ERIC Educational Resources Information Center

Ortiz, Craig R.

2017-01-01

Homework varies widely in importance among both teachers and students, as well as in subject areas. In mathematics, it is generally expected that it plays a critical role in students' understanding of mathematics and will be assigned daily. However, it is also understood that whether students take homework seriously can be difficult to ascertain.…

How to Create a Student-Generated Database, in a Large Nutrition Class, to Illustrate the Analysis of Nutrient and Food Intakes

ERIC Educational Resources Information Center

Gurfinkel, Debbie M.; Wolever, Thomas M. S.

2017-01-01

The completion of a 3-d food record, using commonly available nutrient analysis software, is a typical assignment for students in nutrition and food science programs. While these assignments help students evaluate their personal diets, it is insufficient to teach students about surveys of large population cohorts. This paper shows how the Test,…

Bricklayer and Stonemason. U.S.O.E. 46.0102 D.O.T. 861.381, 861.781, 861.884. Student's Manual [and] Instructor's Guide.

ERIC Educational Resources Information Center

Grimes, L. A., Jr.

The student's manual in this two-part instructional kit is designed to help students in individualized courses in bricklaying and stone masonry to tie together classroom learning and on-the-job practice. The manual includes assignments, technical information, objectives that tell what the student is to learn from each assignment, and exercise…

Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills†

PubMed Central

Cardinale, Jean A.; Johnson, Bethany C.

2017-01-01

Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses. PMID:28904648

Advanced Math? Write!

ERIC Educational Resources Information Center

Brandenburg, Sister M. Luka

2002-01-01

High-school mathematics teacher in Rock Island, Illinois, describes plan for using writing assignment to improve student understanding of advanced mathematics. Plan includes the following elements: Start small, be firm with students, make writing assignments count, and inform colleagues. (PKP)

Creative Writing and Learning in a Conceptual Astrophysics Course

NASA Astrophysics Data System (ADS)

Berenson, R.

2012-08-01

Creative writing assignments in a conceptual astrophysics course for liberal arts students can reduce student anxiety. This study demonstrates that such assignments also can aid learning as demonstrated by significantly improved performance on exams.

Performance in the Citing Behavior of Two Student Writers

ERIC Educational Resources Information Center

Harwood, Nigel; Petric, Bojana

2012-01-01

This article reports the results of an interview-based study which investigated the citation behavior in the assignment writing of two second-language postgraduate business management students, Sofie and Tara. Discourse-based interviews were used to elicit the students' own perspectives on their citation behavior in two of their assignments.…

Writing a Movie.

ERIC Educational Resources Information Center

Hoffner, Helen

2003-01-01

Explains a reading and writing assignment called "Writing a Movie" in which students view a short film segment and write a script in which they describe the scene. Notes that this assignment uses films to develop fluency and helps students understand the reading and writing connections. Concludes that students learn to summarize a scene from film,…

Basic Visual Merchandising. Second Edition. [Student's Manual and] Answer Book/Teacher's Guide.

ERIC Educational Resources Information Center

Luter, Robert R.

This student's manual that features content needed to do tasks related to visual merchandising is intended for students in co-op training stations and entry-level, master employee, and supervisory-level employees. It contains 13 assignments. Each assignment has questions covering specific information and also features activities in which students…

Creating Masterpieces: How Course Structures and Routines Enable Student Performance

ERIC Educational Resources Information Center

Dean, Kathy Lund; Fornaciari, Charles J.

2014-01-01

Over a five-year period, we made a persistent observation: Course structures and routines, such as assignment parameters, student group process rules, and grading schemes were being consistently ignored. As a result, we got distracted by correcting these structural issues and were spending less time on student assignment performance. In this…

Using Student Interviews to Understand Theories of Motivation

ERIC Educational Resources Information Center

Hanich, Laurie B.

2009-01-01

This article describes the construction and development of a course assignment that uses student interviews as an instructional tool to bridge the gap between theory and practice in a graduate educational psychology course. The first part of the article describes the student interview assignment used to examine theories of motivation. The second…

Stone Soup: Photo-Elicitation as a Learning Tool in the Food Geography Classroom

ERIC Educational Resources Information Center

Kurtz, Hilda E.; Wood, Jason

2014-01-01

This paper showcases self-reflective and inclusive pedagogy using photo-elicitation in a food geography course assignment. The Stone Soup project positions students as both researchers and participant-subjects in a participant-driven photo-elicitation (PDPE) study of students' foodways. Student papers for this assignment demonstrate rich…

Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

ERIC Educational Resources Information Center

Ratsoy, Ginny R.

2011-01-01

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment--integrated into a course that included more traditional assignments--in the context of…

The Impact of Background Radio and Television on High School Students' Homework Performance.

ERIC Educational Resources Information Center

Pool, Marina M.; Koolstra, Cees M.; van der Voort, Tom H. A.

2003-01-01

Examines the impact of background media on Dutch students' performance and time spent on paper-and-pencil and memorization homework assignments. Notes that doing homework combined with watching a soap opera interfered with students' performance on both types of assignments. Indicates that music in the background left homework performance…

Preparing Computing Students for Culturally Diverse E-Mediated IT Projects

ERIC Educational Resources Information Center

Conrad, Marc; French, Tim; Maple, Carsten; Zhang, Sijing

2006-01-01

In this paper we present an account of an undergraduate team-based assignment designed to facilitate, exhibit and record team-working skills in an e-mediated environment. By linking the student feedback received to Hofstede's classic model of cultural dimensions we aim to show the assignment's suitability in revealing the student's multi-cultural…

The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

ERIC Educational Resources Information Center

Swaim, James; Henley, Amy

2017-01-01

Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual…

Homework Assignments to Enhance Student Engagement in Secondary Education

ERIC Educational Resources Information Center

Buijs, Maartje; Admiraal, Wilfried

2013-01-01

Secondary school teachers often complain that their students show a disengaged attitude in class. Students do not prepare for lessons, they show a passive attitude towards classroom activities and they have a limited awareness of their own learning process. Based on a pilot study, four homework assignments were designed, implemented, and evaluated…

Performance in an Online Introductory Course in a Hybrid Classroom Setting

ERIC Educational Resources Information Center

Aly, Ibrahim

2013-01-01

This study compared the academic achievement between undergraduate students taking an introductory managerial accounting course online (N = 104) and students who took the same course in a hybrid classroom setting (N = 203). Student achievement was measured using scores from twelve weekly online assignments, two major online assignments, a final…

Teaching Copywriting Students about the Mature Market.

ERIC Educational Resources Information Center

Drewniany, Bonnie

Advertising educators have a responsibility to make students aware of the importance of the mature market (older people) and to teach them methods to reach this group. An assignment in a copywriting class asked students to write and design ads to promote blue jeans to adults over 50. The assignment accomplished three things: (1) helped students…

Supplemental Instruction in Developmental Mathematics

ERIC Educational Resources Information Center

Phelps, Julie M.; Evans, Ruby

2006-01-01

Mirroring the changing demographics of the nation, the community college student population continues to grow in size and diversity. Almost half of all students who enter these institutions need at least one remedial course--which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as…

Prevalence of dietary supplement use and associated factors among female college students in Saudi Arabia.

PubMed

Alfawaz, Hanan; Khan, Nasiruddin; Alfaifi, Aziza; Shahrani, Fatima M; Al Tameem, Huda M; Al Otaibi, Seetah F; Abudigin, Weaam I; Al-Shayaa, Mohammad S; Al-Ghanim, Saad A; Al-Daghri, Nasser M

2017-11-22

The economic boom in Saudi Arabia indirectly prompted the use of dietary supplements in the last two decades. Our aim is to investigate the prevalence of dietary supplement use and its association with sociodemographic/lifestyle characteristics among Saudi female students. In this cross-sectional study, 534 female participants (≥19 years of age) completed a self-administered questionnaire that include sociodemographic and lifestyle characteristics, perceived health status, dietary supplement use, general awareness, attitudes and behavior. In all participants, the prevalence of dietary supplement use was 76.6% (n = 409). High level of education (p = 0.002) and more physical activity (p = 0.008) exhibited a significant positive association with users than to non-users. The frequency showed that beta-carotene (54.2%), chamomile (54.2%), and glucosamine (53.8%) were the most preferred diet supplements under the category "when needed". Cod liver oil (71.3%), omega 3 (68.3%), multi-vitamins (61.5%), ginseng (60%), and vitamin A (60%), were mostly used "from time to time". Multi-minerals (34.4%) were the preferred choice when it comes to daily use. The main reasons for supplement use were to "maintain healthy hair" and "injury and illness" (both 26.2%). About 38.4% were not aware and 30.3% disagree on differences taking supplements with or without consulting a medical professional. About 36.7% lack information about side effects while, 35.0% were unaware about any health effect of dietary supplements. The prevalence of dietary supplement use was high in Saudi female students and was significantly associated with sociodemographic and lifestyle factors.

Podcasts as Tools in Introductory Environmental Studies

PubMed Central

Vatovec, Christine; Balser, Teri

2009-01-01

Technological tools have increasingly become a part of the college classroom, often appealing to teachers because of their potential to increase student engagement with course materials. Podcasts in particular have gained popularity as tools to better inform students by providing access to lectures outside of the classroom. In this paper, we argue that educators should expand course materials to include prepublished podcasts to engage students with both course topics and a broader skill set for evaluating readily available media. We present a pre- and postassignment survey evaluation assessing student preferences for using podcasts and the ability of a podcast assignment to support learning objectives in an introductory environmental studies course. Overall, students reported that the podcasts were useful tools for learning, easy to use, and increased their understanding of course topics. However, students also provided insightful comments on visual versus aural learning styles, leading us to recommend assigning video podcasts or providing text-based transcripts along with audio podcasts. A qualitative analysis of survey data provides evidence that the podcast assignment supported the course learning objective for students to demonstrate critical evaluation of media messages. Finally, we provide recommendations for selecting published podcasts and designing podcast assignments. PMID:23653686

Estimating mineral requirements of Nellore beef bulls fed with or without inorganic mineral supplementation and the influence on mineral balance.

PubMed

Zanetti, D; Godoi, L A; Estrada, M M; Engle, T E; Silva, B C; Alhadas, H M; Chizzotti, M L; Prados, L F; Rennó, L N; Valadares Filho, S C

2017-04-01

The objectives of this study were to quantify the mineral balance of Nellore cattle fed with and without Ca, P, and micromineral (MM) supplementation and to estimate the net and dietary mineral requirement for cattle. Nellore cattle ( = 51; 270.4 ± 36.6 kg initial BW and 8 mo age) were assigned to 1 of 3 groups: reference ( = 5), maintenance ( = 4), and performance ( = 42). The reference group was slaughtered prior to the experiment to estimate initial body composition. The maintenance group was used to collect values of animals at low gain and reduced mineral intake. The performance group was assigned to 1 of 6 treatments: sugarcane as the roughage source with a concentrate supplement composed of soybean meal and soybean hulls with and without Ca, P, and MM supplementation; sugarcane as the roughage source with a concentrate supplement composed of soybean meal and ground corn with and without Ca, P, and MM supplementation; and corn silage as the roughage source with a concentrate supplement composed of soybean meal and ground corn with and without Ca, P, and MM supplementation. Orthogonal contrasts were adopted to compare mineral intake, fecal and urinary excretion, and apparent retention among treatments. Maintenance requirements and true retention coefficients were generated with the aid of linear regression between mineral intake and mineral retention. Mineral composition of the body and gain requirements was assessed using nonlinear regression between body mineral content and mineral intake. Mineral intake and fecal and urinary excretion were measured. Intakes of Ca, P, S, Cu, Zn, Mn, Co, and Fe were reduced in the absence of Ca, P, and MM supplementation ( < 0.05). Fecal excretion of Ca, Cu, Zn, Mn, and Co was also reduced in treatments without supplementation ( < 0.01). Overall, excretion and apparent absorption and retention coefficients were reduced when minerals were not supplied ( < 0.05). The use of the true retention coefficient instead of the true absorption coefficient provided a better estimate of mineral requirements. Dietary mineral requirements were lower for P, Cu, and Zn and greater for Fe compared with previously published recommendations. This study provides useful information about mineral requirements and mineral supplementation to obtain adequate dietary mineral supply of Nellore cattle in tropical conditions.

Learning Science Process Through Data Exploration and Writing

NASA Astrophysics Data System (ADS)

Prothero, W. A.

2007-12-01

One of the most effective ways of teaching science process is to have students take part in the same activities that practicing scientists engage in. These activities include studying the current research in the field, discussing ideas with colleagues, formulating a research problem, making a proposal defining the problem and plan of attack, presenting and writing about the results of the study, and critically reviewing the work of others. An inquiry curriculum can use these activities to guide the scaffolding of assignments and learning experiences that help students learn science process. At UCSB, students in a large general education oceanography class use real Earth data to study plate tectonics, the Indian Monsoon, climate change, and the health of the world fisheries. The end product for each subject has been a science paper based on Earth data. Over a period of approximately 15 years, the scaffolding of activities to prepare each student for the written assignments has been modified and improved, in response to student feedback and their success with the assignments. I have found that the following resources and sequence of activities help the oceanography students write good science papers. 1. Lecture: motivation and the opportunity for feedback and questions. 2. Textbook: background information. It is also possible to get the information from the internet, but unless the scope of reading is strictly defined, students don't know when to stop reading and become unhappy. 3. Online assignments: automatically graded assignments that force the student to keep up with reading. 4. Questions of the day: in-class handouts, with diagrams that the students either complete, or answer questions about. They are handed in and tallied, but not graded. They also inform the instructor of misconceptions. 5. Thought questions: student answers are posted on a threaded discussion list, and are due prior to lecture. The answers provide instructor feedback and guide the lecture. Students see their peers' answers only after entering their own. They can then improve their own answer ("Just In Time Teaching"). 6. Laboratory section activities: these introduce students to the course software, especially the data browsers, and the meaning of the data for the next writing assignment. For each meeting, a group inquiry activity results in a short class presentation by each group. This informs the teaching assistant (who teaches the lab section) of student understanding of the material, helps students become comfortable with the software, and supports students helping each other. 7. Written assignments. The assignments each require an approximately 1100-1600 word paper that includes abstract, introduction, data, interpretation, summary, and references. Images are captured from the data browser and included in the paper. The writing technology has evolved from papers handed in and graded by hand, to fully online hand-in and grading, to calibrated peer review, which was incorporated in the 2005 course. Calibrated peer review has the advantage that students see and evaluate their peers' papers. About 20% of the papers are graded by the instructor, resulting in a much lower instructor grading workload. Also, I suspect that a greater number of very short writing assignments in response to thought questions or min- inquiries might be an effective modification. The new "Learning With Data Workshop" will support many of the inquiry activities described here.

Pre-service teachers’ challenges in presenting mathematical problems

NASA Astrophysics Data System (ADS)

Desfitri, R.

2018-01-01

The purpose of this study was to analyzed how pre-service teachers prepare and assigned tasks or assignments in teaching practice situations. This study was also intended to discuss about kind of tasks or assignments they gave to students. Participants of this study were 15 selected pre-service mathematics teachers from mathematics education department who took part on microteaching class as part of teaching preparation program. Based on data obtained, it was occasionally found that there were hidden errors on questions or tasks assigned by pre-service teachers which might lead their students not to be able to reach a logical or correct answer. Although some answers might seem to be true, they were illogical or unfavourable. It is strongly recommended that pre-service teachers be more careful when posing mathematical problems so that students do not misunderstand the problems or the concepts, since both teachers and students were sometimes unaware of errors in problems being worked on.

Assistive Technology: What Every School Leader Should Know

ERIC Educational Resources Information Center

Dyal, Allen; Carpenter, Laura Bowden; Wright, James V.

2009-01-01

For many students with disabilities to be successful learners in the general education curriculum, they must receive supplemental aids and services. Assistive Technology commonly referred to as AT, fits both the definition of supplemental aids as well as related services for students with disabilities. Assistive Technology services and devices…

Profiles of 1975-76 Supplemental Basic Grant Applicants.

ERIC Educational Resources Information Center

Walters, Pamela Barnhouse

The nature and extent of misreporting by applicants for the Basic Educational Opportunity Grant program was investigated. Types of potential program abuse were assessed, along with the accuracy of income estimates that students make on Supplemental Basic Grant applications, which are the basis for determining a student's eligibility. Attention was…

Environment. Events, Assessment, Response. [Student Textbook and] Teacher Supplement.

ERIC Educational Resources Information Center

Koenig, Herbert G.; Fairbanks, Eugene B.

This student textbook and accompanying teacher supplement strive to provide objective instruction in global environmental issues. Twenty-six study units present facts, opinions, and consequences of environmental issues, as well as responses which have been, and could be, made to the environmental issues. Each unit is introduced by a newspaper…

Headsprout Early Reading for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Kreskey, Donna D.

2012-01-01

This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that…

Career Orientation Curriculum Supplement for Grades 7-8.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Vocational Education.

The supplement to the Career Orientation Curriculum Guide: 7-8 provides actual units of instruction which have been utilized in career orientation programs throughout the State of Ohio. In general, the units contain teacher and student objectives, student activities, teaching procedures, information on career opportunities in specific fields, and…

The Potential of Supplemental Instruction in Engineering Education: Creating Additional Peer-Guided Learning Opportunities in Difficult Compulsory Courses for First-Year Students

ERIC Educational Resources Information Center

Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

2016-01-01

Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher…

Modelling the Preferences of Students for Alternative Assignment Designs Using the Discrete Choice Experiment Methodology

ERIC Educational Resources Information Center

Kennelly, Brendan; Flannery, Darragh; Considine, John; Doherty, Edel; Hynes, Stephen

2014-01-01

This paper outlines how a discrete choice experiment (DCE) can be used to learn more about how students are willing to trade off various features of assignments such as the nature and timing of feedback and the method used to submit assignments. A DCE identifies plausible levels of the key attributes of a good or service and then presents the…

Case Study: A Step-by-Step Guide to Students Writing Case Studies (and Tools for Novice Case Authors)

ERIC Educational Resources Information Center

Prud'homme-Genereux, Annie

2015-01-01

In experimenting with ways of structuring the assignment and providing guidance to students, the author developed a series of tools that may be of interest to instructors wishing to implement a case-writing assignment in their course. This assignment is more suited for instructors experienced in case writing, as their knowledge of how to design a…

Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

ERIC Educational Resources Information Center

Ness, Bryan M.; Sohlberg, McKay Moore

2013-01-01

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

Comparison of Cognitive-Behavioural Therapy and Psychodynamic Therapy in the Treatment of Anxiety among University Students: An Effectiveness Study

ERIC Educational Resources Information Center

Monti, Fiorella; Tonetti, Lorenzo; Ricci Bitti, Pio Enrico

2014-01-01

The aim of the present study was to compare the effectiveness of cognitive-behavioural (CBT) and psychodynamic (PDT) therapies in the treatment of anxiety among university students. To this aim, the Symptom Questionnaire (SQ) was completed by 30 students assigned to CBT and by 24 students assigned to PDT, both at the beginning and at the end of…

Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817

ERIC Educational Resources Information Center

Jackson, C. Kirabo

2011-01-01

Existing studies on single-sex schooling suffer from biases due to student selection to schools and single-sex schools being better in unmeasured ways. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and cleanly estimate an upper-bound single-sex school effect. The…

Evaluating interactive technology for an evolving case study on learning and satisfaction of graduate nursing students.

PubMed

Vogt, Marjorie A; Schaffner, Barbara H

2016-07-01

Nursing education is challenged to prepare students for complex healthcare needs through the integration of teamwork and informatics. Technology has become an important teaching tool in the blended classroom to enhance group based learning experiences. Faculty evaluation of classroom technologies is imperative prior to adoption. Few studies have directly compared various technologies and their impact on student satisfaction and learning. The purpose of this study was to evaluate technology enhanced teaching methods on the learning and satisfaction of graduate students in an advanced pharmacology class using an unfolding case study. After IRB approval, students were randomly assigned to one of three groups: blogging group, wiki group or webinar group. Students completed the evolving case study using the assigned interactive technology. Student names were removed from the case studies. Faculty evaluated the case study using a rubric, while blinded to the assigned technology method used. No significant difference was found on case study grades, the range of grades on the assignment demonstrated little differences between the methods used. Students indicated an overall positive impact related to networking and collaboration on a satisfaction survey. Impact of technology methods needs to be explored in other areas of graduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effect of fish oil supplements on blood pressure.

PubMed Central

Lofgren, R P; Wilt, T J; Nichol, K L; Crespin, L; Pluhar, R; Eckfeldt, J

1993-01-01

We conducted a double-blind, placebo-controlled crossover study to determine the effects of fish oil supplementation on blood pressure in middle-aged men. Subjects were randomly assigned to consume either 20 g of fish oil or safflower oil for 12 weeks and then consume the other oil for an additional 12 weeks after a 4-week washout period. We found no significant changes from the pretreatment value in systolic or diastolic blood pressure with the use of fish oil supplements. In addition, there were no significant differences in the posttreatment blood pressures comparing the fish and safflower oil phases of the study. PMID:8427339

75 FR 81244 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-27

... Supplement (DFARS) Part 204, Administrative Matters, and related clauses at DFARS 252.204; DD Form 2051, Request for Assignment of a Commercial and Government Entity (CAGE) Code, and DD Form 2051-1, Request for...

Student Perceptions of a Recreation Trail Assignment as a Valuable Learning Experience for Geography Undergraduates

ERIC Educational Resources Information Center

Mullens, Jo Beth

2016-01-01

Charging undergraduate geography students with the task of designing a recreational trail in their local community offers an engaging experiential opportunity with potential to advance geographic learning in a real-world setting. This article presents an assignment in which students were asked to develop a recreational trail proposal for an…

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…

Ability-Grouping and Academic Inequality: Evidence from Rule-Based Student Assignments. NBER Working Paper No. 14911

ERIC Educational Resources Information Center

Jackson, C. Kirabo

2009-01-01

In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. Using both a regression discontinuity design and rule-based instrumental variables to address…

Students' Perceptions on Self- and Peer-Assessment in Enhancing Learning Experience

ERIC Educational Resources Information Center

Siow, Lee-Fong

2015-01-01

This study reports the effectiveness of self- and peer-assessment in improving students' learning experience. Students in a group of four were required to submit two self-assessments, one after the first submission and the other during the final submission of the assignment. An anonymous assignment was then given to each group for a peer-based…

Who Assigns the Most ICT Activities? Examining the Relationship between Teacher and Student Usage

ERIC Educational Resources Information Center

Hsu, Shihkuan

2011-01-01

The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers…

A Case Study: Using Authentic Scientific Data for Teaching and Learning of Ecology

ERIC Educational Resources Information Center

Wyner, Yael

2013-01-01

This article describes a culminating assignment for students enrolled in a human ecology course in a Masters in Science Education program. The goal of this assignment was for students to use published scientific data to link daily life, human impact, and sustainability to ecological function. This activity required students to consider the…

This Old Thing? Using Old Laboratory Equipment to Enhance Student Learning

ERIC Educational Resources Information Center

Elcoro, Mirari; McCarley, Nancy

2015-01-01

Using a surplus of older laboratory instruments, 48 students in a learning and behavior course completed an assignment designed to provide an introduction to the history and use of some instruments in psychology. Students worked in pairs, were assigned one instrument, and created labels in which they identified several keys characteristics of an…

The "Pay It Forward" Speech: Challenging Students to Become Engaged in the Community

ERIC Educational Resources Information Center

McKenna-Buchanan, Timothy; Munz, Stevie

2014-01-01

This assignment described here serves as a meaningful way to engage students who are perhaps less involved in giving back to their own community (Galston, 2003). By engaging students in "pay it forward" experiences, this assignment can help foster a sense of active citizenship. Often political engagement is associated with acts related…

Asian Students' Perceptions of Group Work and Group Assignments in a New Zealand Tertiary Institution

ERIC Educational Resources Information Center

Li, Mingsheng; Campbell, Jacqui

2008-01-01

This study, conducted in 2005 in a New Zealand tertiary institution, examines Asian students' perceptions of the much-promulgated cooperative learning concepts in the form of group work and group assignments. Twenty-two Asian students participated in one-hour individual face-to-face semi-structured interviews. The study found that Asian students…

The New Orleans OneApp: Centralized Enrollment Matches Students and Schools of Choice

ERIC Educational Resources Information Center

Harris, Douglas N.; Valant, Jon; Gross, Betheny

2015-01-01

In most of the U.S., the process for assigning children to public schools is straightforward: take a student's home address, determine which school serves that address, and assign the student accordingly. However, states and cities are increasingly providing families with school choices. A key question facing policymakers is exactly how to place…

A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments

ERIC Educational Resources Information Center

Fatemi, Darius; Marley, Robert; Marquis, Linda M.

2015-01-01

The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a…

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

ERIC Educational Resources Information Center

Yang, Fuyi; Xu, Jianzhong; Tan, Heping; Liang, Ningjian

2016-01-01

Background: As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students' efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult).…

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

ERIC Educational Resources Information Center

Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

2018-01-01

Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team…

Investigation of the Effect of Assignment Projects on Mathematical Activity of Graduating Junior High School Students.

ERIC Educational Resources Information Center

Zehavi, Nurit

This study explored student mathematical activity in open problem-solving situations, derived from the work of Polya on problem solving and Skemp on intelligent learning and teaching. Assignment projects with problems for ninth-grade students were developed, whether they elicit the desired cognitive and cogno-affective goals was investigated, and…

Teaching Assessment of Classroom Learning: Using Scenarios To Teach Basic Tests and Measurement Concepts.

ERIC Educational Resources Information Center

Cochran, H. Keith

This paper contains two scenario-type assignments for students in a university tests and measurements class as well as a collection of materials developed by actual students in response to these assignments. An opening explanation argues that education students, often nearing the end of their program when they take the tests and measurement…

Venturing into Scary Places: The Minority Experience

ERIC Educational Resources Information Center

Bennett, Craig

2007-01-01

Students who have lived as part of a majority for their entire life may find it frightening to be asked to visit a place where they will be in the minority. In this article, the author uses this assignment to demonstrate to his students how some people feel everyday. The Minority Experience assignment challenges students to actively participate in…

Serial changes in selected serum constituents in low birth weight infants on peripheral parenteral nutrition with different zinc and copper supplements.

PubMed

Lockitch, G; Pendray, M R; Godolphin, W J; Quigley, G

1985-07-01

One hundred and five infants of birth weight 2000 g or less who received peripherally administered parenteral nutrition for periods of three or more weeks, were randomly assigned to groups receiving different amounts of zinc and copper supplement. The blood concentrations of zinc, copper, retinol-binding protein, prealbumin, alkaline phosphatase and aspartate transaminase were followed weekly. Mean serum zinc, retinol-binding protein and prealbumin declined significantly over time while alkaline phosphatase rose. Only the group receiving the highest zinc supplement maintained a mean serum zinc concentration within the normal range at seven weeks. No difference in the protein or enzyme concentrations was found between the different zinc supplement groups. No difference was seen in serum copper or ceruloplasmin between copper dose groups although one intravenous supplement was double that of the other.

Effect of maternal zinc supplementation on the cardiometabolic profile of Peruvian children: results from a randomized clinical trial

PubMed Central

Mispireta, ML; Caulfield, LE; Zavaleta, N; Merialdi, M; Putnick, DL; Bornstein, MH; DiPietro, JA

2018-01-01

Zinc is an essential micronutrient for the development of the fetal renal, cardiovascular, and metabolic systems; however, there is limited evidence of its effects on the postnatal cardiometabolic function. In this study, we evaluated the effect of maternal zinc supplementation during pregnancy on the cardiometabolic profile of the offspring in childhood. A total of 242 pregnant women were randomly assigned to receive a daily supplement containing iron + folic acid with or without zinc. A follow-up study was conducted when children of participating mothers were 4.5 years of age to evaluate their cardiometabolic profile, including anthropometric measures of body size and composition, blood pressure, lipid profile, and insulin resistance. No difference in measures of child cardiometabolic risk depending on whether mothers received supplemental zinc during pregnancy. Our results do not support the hypothesis that maternal zinc supplementation reduces the risk of offspring cardiometabolic disease. PMID:27748235

The Development of a Course Sequence in Real-Time Systems Design

DTIC Science & Technology

1993-08-01

project was implemented in C. 3 A group of students used the material learned in this course in their...homework assignments are used to assess the students learning U process. The term project is to be done in teams of 2 to 4 students and it starts very...assignments are used to assess the students learning I process. The term project is to be done in teams of 2 to 4 students and it starts very early in the

"Why bother so incredibly much?": student perspectives on PISA science assignments

NASA Astrophysics Data System (ADS)

Serder, Margareta; Jakobsson, Anders

2015-09-01

Large-scale assessment, such as the Programme for International Assessment (PISA), plays an increasingly important role in current educational practice and politics. However, many scholars have questioned the validity and reliability of the tests and the extent to which they actually constitute trustworthy representations of students' knowledge. In the light of such critical voices the present article adopts a sociocultural perspective of human knowledge and action in order to explore the encounters between students and the science test assignments with which their knowledge is tested. Of particular interest in this study are the described "real-life situations" presented as the relevant background in which scientific literacy is assessed in PISA. According to the sociocultural theoretical onset the methodology used to approach the students' meaning making of the image of science as portrayed in the test were collaborative situations in which students work in small groups with units of PISA assignments, enabling a study of student-assignment encounters in action. The data we worked with consists of video-recordings from 71 Swedish 15-year-old students working with three released units from the PISA science test. According to our analysis, the "real-life situations" described in the test emerge as problematic in the students' meaning-making. This is demonstrated for instance by the students' positioning themselves as being different from and opposed to the fictional pictured students who appear in the backstories of the test. This article provides examples of how the scientific and academic language used by the fictional students in the assignments mediates distance and resistance among the students. The fictional students' use of strict scientific language and methods in day-to-day life situations leads them to be perceived as "little scientists" and as elite stereotypes of the scientific culture. We conclude that, by using assignments of this type, measurements of students' knowledge in science run the risk of becoming a measurement of cultural consistency regarding how well students will overcome the hurdles of scientific cultures. We mean that all though understanding the scientific culture is an important goal for science education, there is a problem that the assessment organizations communicate the results as representations of students' knowledge in science. This study adheres to research that advises caution in not over-interpreting the PISA results and stresses that understanding students' "knowledge" about science is much more complex than what is communicated by the international assessment organizations.

Pairing students in clinical assignments to develop collaboration and communication skills.

PubMed

Bartges, Mali

2012-01-01

Skillful collaboration and communication among healthcare team members are associated with favorable patient outcomes. Student nurses need opportunities for supervised development of these crucial and intertwined skills. The author describes the implementation of a practice-change project for simultaneously developing collaboration and communication skills by pairing prelicensure student nurses in clinical assignments. This easily adapted strategy increases options for faculty looking to stimulate student acquisition of these professional skills.

The impact of food supplementation on infant weight gain in rural Bangladesh; an assessment of the Bangladesh Integrated Nutritional Program (BINP).

PubMed

Begum, Housne Ara; Mascie-Taylor, Cgn; Nahar, Shamsun

2007-01-01

To examine the efficiency of the Bangladesh Integrated Nutritional Program (BINP) in identifying which infants should be supplemented, whether full supplementation was given for the stipulated period of time, and whether the correct exit criteria from the supplementation programme were used. To test whether targeted food supplementation of infants between 6-12 months of age resulted in enhanced weight gain. Mallickbari Union, Bhaluka, a rural area located about 100 km north of Dhaka, Bangladesh. Five hundred and twenty-six infants followed for 6 to 12 months. Of the 526 infants studied, 368 should have received supplementation based on BINP criteria but only 111 infants (30%) did so, while a further 13% were incorrectly given supplementation. So in total over half (52.8%) of the sample was incorrectly identified for supplementation. In addition, less than a quarter of the infants received the full 90 days of supplementation and close to half of the infants exited the programme without the requisite weight gain. Infants were assigned to one of four groups: correctly supplemented, correctly non-supplemented, incorrectly supplemented or incorrectly non-supplemented. This classification provided natural controls; the correctly supplemented infants versus the incorrectly non-supplemented infants, and the correctly non-supplemented infants versus the incorrectly supplemented infants. There were no significant differences in weight gain between the correctly supplemented group and the incorrectly non-supplemented group or between the correctly non-supplemented and the incorrectly supplemented groups, nor was there any evidence of growth faltering in the incorrectly non-supplemented group. This study found serious programmatic deficiencies - inability to identify growth faltering in infants, failure to supplement for the full time period and incorrect exit procedures. There was no evidence that food supplementation had any impact on improving infant weight gain.

Teaching Ethics with Apartment Leases.

ERIC Educational Resources Information Center

Pomerenke, Paula J.

1998-01-01

Describes an assignment in a corporate-communications class in which students examine the design and the language of their apartment leases. Discusses how this assignment teaches students about the Plain English laws and the need for plain English in leases and in ethics. (SR)

Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

PubMed

Bailey, E G; Baek, D; Meiling, J; Morris, C; Nelson, N; Rice, N S; Rose, S; Stockdale, P

2018-06-01

Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student." Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a "teach and question" (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

Distributive Education Resource Supplement to the Consumer Education Curriculum Guide for Ohio.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Vocational Education.

The activities contained in the guide are designed to supplement the distributive education curriculum with information that will prepare the student to become a more informed, skillful employee and help the marketing career oriented student better visualize his customer's buying problems. Four overall objectives are stated. The guide is organized…

Supplemental Instruction and the Promotion of Construction of Knowledge

ERIC Educational Resources Information Center

Chambers-Turner, Ruth C.

2017-01-01

Supplemental instruction (SI), a peer assisted learning model, improves course performance, retention, and graduation rates of post-secondary education students. Researchers have questioned if the success of SI is due to students becoming more aware of assessment demands or if SI also promotes construction of new knowledge. The purposes of this…

Open Wide and Trek Inside. Grades 1-2. NIH Curriculum Supplement Series.

ERIC Educational Resources Information Center

Biological Sciences Curriculum Study, Colorado Springs.

This document, an inquiry-based curriculum supplement that includes materials for both teachers and students, is designed to develop an understanding among students about oral health. Contents include: (1) "About the National Institutes of Health"; (2) "About the National Institute of Dental and Craniofacial Research"; (3) "Introduction to Open…

Using Digital Photography to Supplement Learning of Biotechnology

ERIC Educational Resources Information Center

Norflus, Fran

2012-01-01

The author used digital photography to supplement learning of biotechnology by students with a variety of learning styles and educational backgrounds. Because one approach would not be sufficient to reach all the students, digital photography was used to explain the techniques and results to the class instead of having to teach each student…

Supplemental Literacy Instruction in High School: What Students Say Matters for Reading Engagement

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Pennington, Jessica; Rintamaa, Margaret; Osborne, Monica; Parker, Cindy; Rudd, Mary

2017-01-01

In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors,…

Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy

ERIC Educational Resources Information Center

Monroe, Ronald J.

2017-01-01

Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group…

Senior High Health Supplement for Laotian Students. English/Laotian.

ERIC Educational Resources Information Center

Laska, Patricia

A volume of materials for limited English-speaking native Lao-speaking students designed to supplement a high school health education course contains a series of chapters in English, with each page faced by a translation in Lao. The topics covered include a holistic approach to health and wellness, interpersonal relations, emotions, stress,…

Senior High Health Supplement for Vietnamese Students. English/Vietnamese.

ERIC Educational Resources Information Center

Laska, Patricia

A volume of materials for limited English-speaking native Vietnamese-speaking students designed to supplement a high school health education course contains a series of topical chapters in English, each followed by a translation in Vietnamese. The topics covered include a holistic approach to health and wellness, interpersonal relations, emotions,…

Senior High Health Supplement for Cambodian Students. English/Khmer.

ERIC Educational Resources Information Center

Laska, Patricia

A volume of materials for limited English-speaking native Khmer-speaking Cambodian students designed to supplement a high school health education course contains a series of chapters in English, with each page faced by a translation in Khmer. The topics covered include a holistic approach to health and wellness, interpersonal relations, emotions,…

Links to Learning: Recommended Websites for Your World History Class

ERIC Educational Resources Information Center

Wangerin, Laura

2012-01-01

Technology offers three major benefits to world history teachers: an online supply of supplemental resources; access to creative tools; and the opportunity for students to collaborate. These three positive contributions vary in the degree of involvement they require of students. Supplemental resources offer or display information, but often lack a…

75 FR 12217 - Federal Perkins Loan, Federal Work-Study, and Federal Supplemental Educational Opportunity Grant...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-15

... DEPARTMENT OF EDUCATION Federal Perkins Loan, Federal Work-Study, and Federal Supplemental... undergraduate and graduate students to help pay for their education. The FWS Program encourages the part-time employment of needy undergraduate and graduate students to help pay for their education and to involve the...

Using Facebook to Supplement Participant Pools for Class Research Projects: Should We Like It?

ERIC Educational Resources Information Center

Sciutto, Mark J.

2015-01-01

In-class research projects are a valuable way of providing research experience for undergraduate students in psychology. This article evaluates the use of online social networks to supplement sample recruitment for in-class research projects. Specifically, this article presents a systematic analysis of seven student research projects that…

34 CFR 200.79 - Exclusion of supplemental State and local funds from supplement, not supplant and comparability...

Code of Federal Regulations, 2012 CFR

2012-07-01

... EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving Basic Programs Operated... academic achievement standards that all students are expected to meet; (iii) Is designed to meet the... at risk of failing, to meet the State's challenging student academic achievement standards; and (iv...

Supplemental Figures, Tables, and Standard Error Tables for Student Financing of Undergraduate Education: 2007-08. Sticker, Net, and Out-of-Pocket Prices

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

This paper presents the supplemental figures, tables, and standard error tables for the report "Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162." (Contains 6 figures and 10 tables.) [For the main report, see ED511828.

Encouraging science reading beyond the curriculum.

PubMed

Lamberson, W R; Smith, M F

2005-08-01

Students in genetics and reproductive physiology, junior-/senior-level courses with enrollments averaging 76 and 41 students, respectively, were encouraged to read popular science books for extra credit. The objectives of the readings were to reinforce basic class concepts by forming ties to everyday life, and to expose students to a genre that can provide information to prepare them as citizens to engage in the debate over current issues. The books for genetics were The Double Helix, Genome, Voyage of the Beagle, and The Engineer in the Garden; and the books for reproductive physiology were Clone, Lives of a Cell, Life Before Birth and A Time to be Born, and The Second Creation: Dolly and The Age of Biological Control. To earn credit (3% of the course grade for each of up to three books), students had to demonstrate knowledge and understanding of each book during a 15-min discussion with the instructor. Discussions focused on questions designed to stimulate critical thinking about each book's content. For example: "There is approximately 98% homology in DNA sequence between humans and chimpanzees; in aspects ranging from basic physiology to behavior, what makes us similar to or different from the species that is our closest living relative?" The numbers of students reading three books in Years 1 and 2 were 2 and 12 in genetics, and 4 and 3 in reproductive physiology; those reading two books in Years 1 and 2 were 5 and 20 in genetics, and 0 and 2 in reproductive physiology; and those reading one book in Years 1 and 2 were 21 and 31 in genetics, and 7 and 8 in reproductive physiology. The numbers of students that read no books in Years 1 and 2 were 33 and 27 in genetics, and 45 and 20 in reproductive physiology. Participation in the reading project occurred independently of course grades. Sixteen genetics students from the second year's class, eight that had participated in the extra credit reading and eight that had not, volunteered to be reexamined on material from the class. The reexamination was conducted 3 mo after the end of the class. With first exam score fitted as a covariate (P < 0.10), participation in the extra credit reading assignment did not affect score on the reexamination; participants averaged 67% correct answers, nonparticipants averaged 59% (P = 0.37). Comments on course evaluations indicated broad satisfaction with the assignments. Although no improvement of retention could be documented from this project, our objective of encouraging students to engage in reading material supplemental to courses in genetics and reproductive physiology was satisfied.

Liquid Chromatography with Absorbance Detection and with Isotope-Dilution Mass Spectrometry for Determination of Isoflavones in Soy Standard Reference Materials

PubMed Central

Phillips, Melissa M.; Bedner, Mary; Gradl, Manuela; Burdette, Carolyn Q.; Nelson, Michael A.; Yen, James H.; Sander, Lane C.; Rimmer, Catherine A.

2017-01-01

Two independent analytical approaches, based on liquid chromatography with absorbance detection and liquid chromatography with mass spectrometric detection, have been developed for determination of isoflavones in soy materials. These two methods yield comparable results for a variety of soy-based foods and dietary supplements. Four Standard Reference Materials (SRMs) have been produced by the National Institute of Standards and Technology to assist the food and dietary supplement community in method validation and have been assigned values for isoflavone content using both methods. These SRMs include SRM 3234 Soy Flour, SRM 3236 Soy Protein Isolate, SRM 3237 Soy Protein Concentrate, and SRM 3238 Soy-Containing Solid Oral Dosage Form. A fifth material, SRM 3235 Soy Milk, was evaluated using the methods and found to be inhomogeneous for isoflavones and unsuitable for value assignment. PMID:27832301

Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of Polymer Properties

ERIC Educational Resources Information Center

Finkenstaedt-Quinn, Solaire A.; Halim, Audrey S.; Chambers, Timothy G.; Moon, Alena; Goldman, R. S.; Gere, Anne Ruggles; Shultz, Ginger V.

2017-01-01

We conducted a study to examine how a writing-to-learn assignment influenced student learning of polymer behavior. In particular, we examined the role of specific content and a rhetorical framework as well as a structured writing process including peer review and revision. The student-generated writing was analyzed via a content-directed rubric.…

What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outcomes

ERIC Educational Resources Information Center

Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

2016-01-01

Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements

ERIC Educational Resources Information Center

Krieg, John M.; Theobald, Roddy; Goldhaber, Dan

2016-01-01

We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but…

The Enhancement of Student's Learning in Both Lower-Division and Upper-Division Classes by a Quiz-Based Approach

ERIC Educational Resources Information Center

Faraji, Sepideh

2012-01-01

In this study, an investigation into the proper use of weekly quizzes in chemical engineering program has been conducted. The traditional weekly homework assignments were replaced with weekly paper quizzes. Achievement levels of students were compared with those students who learn through traditional homework assignments only. The results show the…

Effectiveness of Hands-on and Minds-on Activities on Students' Achievement and Attitudes towards Physics

ERIC Educational Resources Information Center

Ates, Ozlem; Eryilmaz, Ali

2011-01-01

This research aimed to investigate the effectiveness of hands-on and minds-on activities on ninth grade students' achievement in and attitudes towards simple electric circuits. The study was conducted with 130 students, 70 of which were assigned as experimental group and instructed by hands-on/minds-on activities, while the 60 were assigned as…

Developing International Managerial Skills through the Cross-Cultural Assignment: Experiential Learning by Matching U.S.-Based and International Students

ERIC Educational Resources Information Center

Neiva de Figueiredo, Joao; Mauri, Alfredo J.

2013-01-01

This article describes the "Cross-Cultural Assignment," an experiential learning technique for students of business that deepens self-awareness of their own attitudes toward different cultures and develops international managerial skills. The technique consists of pairing up small teams of U.S.-based business students with small teams of…

Pulling It Together: Using Integrative Assignments as Empirical Direct Measures of Student Learning for Learning Community Program Assessment

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Sperry, Rita

2013-01-01

This article outlines a systematic and manageable method for learning community program assessment based on collecting empirical direct measures of student learning. Developed at Texas A&M University--Corpus Christi where all full-time, first-year students are in learning communities, the approach ties integrative assignment design to a rubric…

The Effects of a History-Based Instructional Material on the Students' Understanding of Field Lines

ERIC Educational Resources Information Center

Pocovi, M. Cecilia

2007-01-01

Many students in physics courses fail to achieve a desired conceptual change because they assign an incorrect ontology to the to-be-learned concept. This situation has been detected in previous research for the case of field lines: many college students assign material properties to the lines and describe them, for example, as tubes that contain…

Effect of low-dose, short-duration creatine supplementation on anaerobic exercise performance.

PubMed

Hoffman, Jay R; Stout, Jeffrey R; Falvo, Michael J; Kang, Jie; Ratamess, Nicholas A

2005-05-01

To examine the efficacy of a low-dose, short-duration creatine monohydrate supplement, 40 physically active men were randomly assigned to either a placebo or creatine supplementation group (6 g of creatine monohydrate per day). Testing occurred before and at the end of 6 days of supplementation. During each testing session, subjects performed three 15-second Wingate anaerobic power tests. No significant (p > 0.05) group or time differences were observed in body mass, peak power, mean power, or total work. In addition, no significant (p > 0.05) differences were observed in peak power, mean power, or total work. However, the change in the rate of fatigue of total work was significantly (p < 0.05) lower in the creatine supplementation group than in the placebo group, indicating a reduced fatigue rate in subjects supplementing with creatine compared with the placebo. Although the results of this study demonstrated reduced fatigue rates in patients during high-intensity sprint intervals, further research is necessary in examining the efficacy of low-dose, short-term creatine supplementation.

Glycerol supplementation enhances the protective effect of dietary FloraMax-B11 against Salmonella Enteritidis colonization in neonate broiler chickens.

PubMed

Delgado, R; Latorre, J D; Vicuña, E; Hernandez-Velasco, X; Vicente, J L; Menconi, A; Kallapura, G; Layton, S; Hargis, B M; Téllez, G

2014-09-01

Two independent trials were conducted in the present study to evaluate the effect of 5% glycerol supplementation combined with dietary FloraMax-B11 (FM) against Salmonella Enteritidis colonization in neonate broiler chickens. In each trial, 60 chicks were randomly assigned into 4 groups. Group 1 received a control diet. Group 2 received a control diet supplemented with 5% glycerol. Group 3 received a control diet supplemented with FM, and group 4 received a control diet supplemented with 5% glycerol and FM. At placement, chickens were challenged with Salmonella Enteritidis at 10(4) cfu/bird. In each trial, 12 chicks were humanely killed 72 h postchallenge, respectively, for Salmonella Enteritidis colonization. Supplementation of 5% glycerol or FM by themselves, showed no significant effect on Salmonella Enteritidis recovery or incidence when compared with control nontreated chickens in both trials. However, no detectable Salmonella Enteritidis was observed in the chickens that received the supplementation of 5% glycerol combined with FM in both trials. Further studies are in progress in older birds to substantiate these findings. © 2014 Poultry Science Association Inc.

From course assignment paper to publishable manuscript.

PubMed

Rew, Lynn

2012-12-01

Both undergraduate and graduate nursing students are expected to write numerous papers in their educational programs; however, most of these papers are never published. Many students and faculty lack the skills needed to convert a course assignment paper to a publishable manuscript. The purpose of this article is to describe 10 steps that can transform a course assignment paper into a publishable manuscript. These steps include outlining, clarifying the topic, clearly stating the purpose, identifying an appropriate audience, revising with faculty's feedback, querying journal editors, revising to conform to journal's author guidelines, requesting and responding to peer feedback, and finally editing and proofreading prior to submitting the manuscript. Faculty members are encouraged to make writing assignments that students can then convert to publishable manuscripts. Such publications form an essential cornerstone of professional holistic nursing.

BTEC Integrative Assignments.

ERIC Educational Resources Information Center

Foot, G. E.

1992-01-01

To equip electrical engineering students with common and transferable work skills, a program of integrative assignments was created to develop communication and teamwork skills. Discusses assignment components; the log book, a personal account of each assignment; assessment; conversion of "common skills" to competence statements, and…

Impact of reflective writing assignments on dental students' views of cultural competence and diversity.

PubMed

Isaac, Carol; Behar-Horenstein, Linda; Lee, Barbara; Catalanotto, Frank

2015-03-01

To respond to widespread disparities in access to oral health care, the Institute of Medicine, the Commission on Dental Accreditation (CODA), and the U.S. surgeon general have stressed that prospective dentists should become culturally competent, socially responsible practitioners. The aim of this study was to examine linguistic differences in dental students' reflective writing assignments before and after interviewing an individual who was culturally different from themselves. The authors analyzed 160 documents from 80 first-year dental students at the University of Florida in 2012. This cohort consisted of 36 male (45%) and 44 female (55%) students; 26 (32%) were from underrepresented minority (URM) groups and 54 (68%) were identified as white non-minority. Text analysis software identified word counts, categories, frequencies, and contexts. Significantly positive differences occurred for interviews between assignments 1 and 2 (p=0.005 to p<0.001) in five areas of cultural diversity. Differences were observed for Factor 1 ("important others' influence") between assignments (p<0.001), assignments by interview categories (p=0.033), and URM/majority participants by assignments by interview category (p=0.018). Factor 4 ("my social world in relation to others") was statistically different between assignments for URM/majority participants (p=0.019). Factor 5 ("wrong because") was statistically different for gender (p=0.041), suggesting that males may have experienced a rebound effect from stereotype suppression. The findings suggest that the use of reflective writing and interviews affected the students' awareness of how important others had influenced their lives and attitudes and facilitated their questioning preconceived assumptions. Reactions to coursework focusing on social and personal domains warrant further investigation.

Student Assignment Information, 1984-1985. Boston Public Schools.

ERIC Educational Resources Information Center

Boston Public Schools, MA. Dept. of Implementation.

This booklet provides parents and students with information about individual schools and programs within the Boston Public School system. The first section answers common questions about enrollment procedures, school assignments, bilingual education programs, kindergarten, transportation eligibility, family changes of address, and parent…

Government Projects and Teaching the Technical Proposal.

ERIC Educational Resources Information Center

Butler, Douglas R.

1987-01-01

Describes a technical proposal writing assignment modeled after the conditions in industry. Provides a paradigm of government project proposals and then outlines the stages of the assignment that allow student to rework and revise, thereby discouraging students from writing formulaic and superficial proposals. (SRT)

Curls of My Dreams.

ERIC Educational Resources Information Center

Greenman, Geri

2001-01-01

Describes an art activity in which students draw ribbons (thin watercolor paper that, when torn, will stand up in a curling fashion). Explains in detail the assignment in which students used pencil rendering or charcoal pencil depending on the type of paper used for the assignment. (CMK)

Investigating the Correlation Between Pharmacy Student Performance on the Health Science Reasoning Test and a Critical Thinking Assignment

PubMed Central

Jackson, Jonathan; Axtell, Samantha

2017-01-01

Objective. To determine whether there is a correlation between pharmacy students’ scores on the Health Science Reasoning Test (HSRT) and their grade on a package insert assignment designed to assess critical thinking. Methods. The HSRT was administered to first-year pharmacy students during a critical-thinking course in the spring semester. In the same semester, a required package insert assignment was completed in a pharmacokinetics course. To determine whether there was a relationship between HSRT scores and grades on the assignment, a Spearman’s rho correlation test was performed. Results. A very weak but significant positive correlation was found between students’ grades on the assignment and their overall HSRT score (r=0.19, p<0.05), as well as deduction (a scale score of the HSRT; r=0.26, p<0.01). Conclusion. Based on a very weak but significant correlation to HSRT scores, this study demonstrated the potential of a package insert assignment to be used as one of the components to measure critical-thinking skills in pharmacy students. PMID:28381884

Growing gratitude in undergraduate nursing students: Applying findings from social and psychological domains to nursing education.

PubMed

Fournier, Ann; Sheehan, Caryn

2015-12-01

Millennial students are often characterized as technology focused multitaskers, yet young nursing students are expected to focus on and thoughtfully engage with the person at the center of their caring efforts. Developing gratitude practices requires quiet contemplation and focus. Cultivating an attitude of gratitude in millennial nursing students may be one avenue to address concerns surrounding the provision of relationship based person-centered care by young nurses. In other disciplines, gratitude work has been studied extensively and is associated with several positive outcomes. Assignments included in most nursing programs can easily be modified to include a gratitude focus. Examples of gratitude assignments and the student reflection of these assignments are included here as a call for nurse educators to further study this concept. Copyright © 2015 Elsevier Ltd. All rights reserved.

Online plagiarism training falls short in biology classrooms.

PubMed

Holt, Emily A; Fagerheim, Britt; Durham, Susan

2014-01-01

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students' ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.

Self-expression assignment as a teaching approach to enhance the interest of Kuwaiti women in biological sciences.

PubMed

El-Sabban, Farouk

2008-06-01

Stimulating the interest of students in biological sciences necessitates the use of new teaching methods and motivating approaches. The idea of the self-expression assignment (SEA) has evolved from the prevalent environment at the College for Women of Kuwait University (Safat, State of Kuwait), a newly established college where the number of students is low and where students have varied backgrounds and interests and are being instructed biological sciences in English for the first time. This SEA requires each student to choose a topic among a long list of topics and interact with it in any way to produce a finished product without the interference of the course instructor. Students are told that the SEA will be graded based on their commitment, creative thinking, innovation in developing the idea, and finishing up of the chosen assignment. The SEA has been implemented in three introductory courses, namely, Biology, Introduction to Human Nutrition and Food Science, and The Human Body. Many interesting projects resulted from the SEA, and, based on an administered survey, students assessed this assignment very favorably. Students expressed their pleasure of experiencing freedom in choosing their own topics, interacting with such topics, learning more about them, and finishing up their projects. Students appreciated this type of exposure to biological sciences and expressed that such an experience enhanced their interest in such sciences.

An approach for identification and determination of arsenic species in the extract of kelp.

PubMed

Yu, Lee L; Wei, Chao; Zeisler, Rolf; Tong, Junting; Oflaz, Rabia; Bao, Haixia; Wang, Jun

2015-05-01

The National Institute of Standards and Technology is developing a kelp powder standard reference material (SRM) in support of dietary supplement measurements. Edible seaweeds such as kelp and laver consumed as diet or dietary supplement contain tens of mg/kg arsenic. The speciation information of arsenic in the seaweed should be provided because the total arsenic alone does not fully address the safety issue of the dietary supplement as the value assignment is originally intended. The inability to avail all arsenic species for value assignment measurements prevented the certification of arsenic species in the candidate SRM; however, approximately 70 % of total arsenic extracted with a 1:1 volume fraction of methanol:water mixture allowed arsenic speciation values to be assigned to a procedure-defined extract, which may be used for method validation in research to improve upon current extraction and measurement practices. Arsenic species in kelp and laver were identified using electrospray ionization ion trap time of flight mass spectrometry (ESI-IT-TOF). Arsenosugars As(328), As(482), and As(392) were found in the kelp candidate SRM while As(328) and As(482) were found in GBW 08521, a certified reference material (CRM) of laver produced by the National Institute of Metrology of China (NIM). A discovery that the digests of kelp and laver contained only dimethylarsinic acid led to the conclusion that the seaweeds did not contain detectible levels of arsenobetaine, arsenocholine or trimethylarsine oxide that could overlap with the peaks of arsenosugars in the separation. The mean ± s of (5.68 ± 0.28) mg/kg and (13.43 ± 0.31) mg/kg found for As(482) and As(392) in kelp, respectively, using instrumental neutron activation analysis (INAA) demonstrated that value assignment measurement of arsenosugars was possible without arsenosugar calibration standards.

Primary prevention of cardiovascular disease with a Mediterranean diet.

PubMed

Estruch, Ramón; Ros, Emilio; Salas-Salvadó, Jordi; Covas, Maria-Isabel; Corella, Dolores; Arós, Fernando; Gómez-Gracia, Enrique; Ruiz-Gutiérrez, Valentina; Fiol, Miquel; Lapetra, José; Lamuela-Raventos, Rosa Maria; Serra-Majem, Lluís; Pintó, Xavier; Basora, Josep; Muñoz, Miguel Angel; Sorlí, José V; Martínez, José Alfredo; Martínez-González, Miguel Angel

2013-04-04

Observational cohort studies and a secondary prevention trial have shown an inverse association between adherence to the Mediterranean diet and cardiovascular risk. We conducted a randomized trial of this diet pattern for the primary prevention of cardiovascular events. In a multicenter trial in Spain, we randomly assigned participants who were at high cardiovascular risk, but with no cardiovascular disease at enrollment, to one of three diets: a Mediterranean diet supplemented with extra-virgin olive oil, a Mediterranean diet supplemented with mixed nuts, or a control diet (advice to reduce dietary fat). Participants received quarterly individual and group educational sessions and, depending on group assignment, free provision of extra-virgin olive oil, mixed nuts, or small nonfood gifts. The primary end point was the rate of major cardiovascular events (myocardial infarction, stroke, or death from cardiovascular causes). On the basis of the results of an interim analysis, the trial was stopped after a median follow-up of 4.8 years. A total of 7447 persons were enrolled (age range, 55 to 80 years); 57% were women. The two Mediterranean-diet groups had good adherence to the intervention, according to self-reported intake and biomarker analyses. A primary end-point event occurred in 288 participants. The multivariable-adjusted hazard ratios were 0.70 (95% confidence interval [CI], 0.54 to 0.92) and 0.72 (95% CI, 0.54 to 0.96) for the group assigned to a Mediterranean diet with extra-virgin olive oil (96 events) and the group assigned to a Mediterranean diet with nuts (83 events), respectively, versus the control group (109 events). No diet-related adverse effects were reported. Among persons at high cardiovascular risk, a Mediterranean diet supplemented with extra-virgin olive oil or nuts reduced the incidence of major cardiovascular events. (Funded by the Spanish government's Instituto de Salud Carlos III and others; Controlled-Trials.com number, ISRCTN35739639.).

Modulation of lung molecular biomarkers by beta-carotene in the Physicians' Health Study.

PubMed

Liu, Chun; Wang, Xiang-Dong; Mucci, Lorelei; Gaziano, J Michael; Zhang, Shumin M

2009-03-01

Beta-Carotene supplementation showed neither benefit nor harm among apparently healthy physicians (all men) in the Physicians' Health Study (PHS) trial. The objective of the current investigation was to evaluate how long-term beta-carotene supplementation affects molecular markers of lung carcinogenesis in the PHS. The protein levels of total p53, cyclin D1, proliferating cellular nuclear antigen (PCNA), retinoic acid receptor beta (RARbeta), and cytochrome p450 enzyme 1A1 (CYP1A1) were measured using the immunohistochemical method in 40 available archival lung tissue samples from patients who were diagnosed with lung cancer in the PHS. The protein levels of these markers were compared by category of beta-carotene treatment assignment and other characteristics using unconditional logistic regression models. The positivity for total p53, RARbeta, cyclin D1, and PCNA was nonsignificantly lower among lung cancer patients who were assigned to receive beta-carotene than those who were assigned to receive beta-carotene placebo. There was a borderline significant difference in CYP1A1 positivity with an OR of 0.2 (95% confidence interval, 0.2-1.1; P = .06) in a comparison of men who received beta-carotene and men who received beta-carotene placebo. The 50-mg beta-carotene supplementation on alternate days had no significant influence on molecular markers of lung carcinogenesis that were evaluated in the PHS. This finding provides mechanistic support for the main PHS trial results of beta-carotene, which demonstrated no benefit or harm to the risk of developing lung cancer. (c) 2009 American Cancer Society.

[USE, EFFECTS, AND KNOWLEDGE OF THE NUTRITIONAL SUPPLEMENTS FOR THE SPORT IN UNIVERSITY STUDENTS].

PubMed

Colls Garrido, Christian; Gómez-Urquiza, José Luis; Cañadas-De la Fuente, Guillermo Arturo; Fernández-Castillo, Rafael

2015-08-01

consumption and marketing of supplements that help improve athletic performance has increased in semi-professional sport. Moreover, in the market are increasingly a wide variety of such products pressure and high performance requirements push many young athletes to have recourse to the use of supplements to improve your fitness. However, this type of treatment should be advised and guided by an expert since improper use of such supplements favors the appearance of adverse effects and can be harmful to the health of the individual. to know the use of supplements to improve athletic performance by college athletes methods: was a systematic review in the Pubmed database, care, BIREME CUIDEN, BIREME (IBECS y Scielo) and CINHAL limited to articles published in the last ten years. 25 articles were analyzed. The main themes were found in the literature reviewed have been three: the "levels of supplements to increase athletic performance in college students", "effect of sports supplements" and "knowledge, behaviors and motivations for sports supplements". taking into account that the around 55% of University athletes using supplements but show a lack significant knowledge is necessary to provide a health education on such supplements. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Assignment Choice, Effort, and Assignment Completion: Does Work Ethic Predict Those Who Choose Higher-Effort Assignments?

ERIC Educational Resources Information Center

Parkhurst, John T.; Fleisher, Matthew S.; Skinner, Christopher H.; Woehr, David J.; Hawthorn-Embree, Meredith L.

2011-01-01

After completing the Multidimensional Work-Ethic Profile (MWEP), 98 college students were given a 20-problem math computation assignment and instructed to stop working on the assignment after completing 10 problems. Next, they were allowed to choose to finish either the partially completed assignment that had 10 problems remaining or a new…

Issue-centered Earth Science undergraduate instruction in U.S. colleges and universities

NASA Astrophysics Data System (ADS)

Liddicoat, J. C.

2011-12-01

Semester-long introductory courses in Earth Science at U.S. colleges and universities often contain astronomy, meteorology, oceanography, and geology taught as single entities. My experience teaching Earth Science that way and using a trade Earth Science textbook results in cursory knowledge and poor retention of each topic area. This seems to be especially true for liberal arts students who take Earth Science to satisfy a distribution requirement in the sciences. Instead, my method of teaching Earth Science at the State University of New York is to use two books that together explore consequences of global warming caused by the combustion of fossil fuels by humans. In this way, students who do not intend to major in science are given in-depth information about how and why this challenge to the well-being of life on Earth in the present century and beyond must be addressed in a thoughtful way. The books, Tyler Volk's CO2 Rising - The World's Greatest Environmental Challenge and James Edinger's Watching for the Wind, are inexpensive paperbacks that the students read in their entirety. Besides supplemental information I provide in the lectures, students have weekly examinations that are narrative in form, and there are written assignments for exhibits at science and other museums in NYC that complement some of the topics. The benefit of teaching Earth Science in this non-traditional way is that students seem more interested in the subject because it is relevant to everyday experience and news accounts about a serious global science problem for which an informed public must take a positive role to solve.

Periconceptional Folic Acid Supplementation Benefit to Development of Early Sensory-Motor Function through Increase DNA Methylation in Rat Offspring

PubMed Central

Li, Wen; Li, Zhenshu; Li, Shou; Wang, Xinyan; Wilson, John X.; Huang, Guowei

2018-01-01

Periconceptional maternal folate levels may alter DNA methylation patterns and health outcomes in offspring. We hypothesized that maternal folic acid supplementation alters fetal neural development through DNA methylation in the fetal brain. Twenty-eight rats were randomly assigned to four groups: three groups of the female rats were fed folate-normal, folate-deficient or folate-supplemented diets from seven days before mating to delivery. In another group, folic acid supplementation diet short-period group was fed a folate-normal diet, except for 10 days (begin mating) when this group was fed a folate-supplemented diet. After delivery, the diets were changed to folate-normal diet for all four groups. The cliff avoidance and forelimb grip tests were used to assess sensory motor function of rat offspring. The results indicate that maternal folic acid supplementation improved the early development of sensory-motor function in offspring. Maternal folic acid supplementation increased the methylation potential, global DNA methylation (5-mC) and DNA methyltransferase expression and activity in the brains of the offspring. In conclusion, maternal folic acid supplementation increases DNA methylation pattern in offspring brain and improves the early development of sensory-motor function. PMID:29494536

Glutamine supplementation favors weight loss in nondieting obese female patients. A pilot study.

PubMed

Laviano, A; Molfino, A; Lacaria, M T; Canelli, A; De Leo, S; Preziosa, I; Rossi Fanelli, F

2014-11-01

Glutamine supplementation improves insulin sensitivity in critically ill patients, and prevents obesity in animals fed a high-fat diet. We hypothesized that glutamine supplementation favors weight loss in humans. Obese and overweight female patients (n=6) were enrolled in a pilot, cross-over study. After recording anthropometric (that is, body weight, waist circumference) and metabolic (that is, glycemia, insulinemia, homeostatic model of insulin resistance (HOMA-IR)) characteristics, patients were randomly assigned to 4-week supplementation with glutamine or isonitrogenous protein supplement (0.5 g/KgBW/day). During supplementation, patients did not change their dietary habits nor lifestyle. At the end, anthropometric and metabolic features were assessed, and after 2 weeks of washout, patients were switched to the other supplement for 4 weeks. Body weight and waist circumference significantly declined only after glutamine supplementation (85.0±10.4 Kg vs 82.2±10.1 Kg, and 102.7±2.0 cm vs 98.9±2.9 cm, respectively; P=0.01). Insulinemia and HOMA-IR declined by 20% after glutamine, but not significantly so. This pilot study shows that glutamine is safe and effective in favoring weight loss and possibly enhancing glucose metabolism.

Immune function and hematology of male cotton rats (Sigmodon hispidus) in response to food supplementation and methionine

USGS Publications Warehouse

Webb, R.E.; Leslie, David M.; Lochmiller, R.L.; Masters, R.E.

2003-01-01

We examined effects of supplementation of food quantity and quality (=enhanced methionine) on hematologic and immunologic parameters of wild, but enclosed, adult male cotton rats (Sigmodon hispidus) in north-central Oklahoma. Sheet metal enclosures were stocked with a high density of wild-caught cotton rats (160 animals/ha) and randomly assigned a treatment of no supplementation, mixed-ration supplementation or methionine-enhanced supplementation. Aside from small increases in counts of red blood cells and hematocrit levels, most indices of erythrocytic characteristics were not affected by supplementation with the mixed-ration or enhanced methionine. In contrast, platelet counts were highest in mixed-ration and methionine treatments and counts of total white blood cells were highest with methionine supplementation, albeit relative proportions of different leukocytes did not differ among treatments. Immunologically, neither delayed-type hypersensitivity response nor hemolytic-complement activity differed among treatments. Supplementation of food quantity and quality did not broadly affect hematologic parameters and immune function of male cotton rats, but enhanced platelet and leukocyte counts may confer advantages to overall health. Clarification of the role of such effects on population limitation or regulation requires additional research.

Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

PubMed

Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

2018-01-01

This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

Building Reflection with Word Clouds for Online RN to BSN Students.

PubMed

Volkert, Delene R

Reflection allows students to integrate learning with their personal context, developing deeper knowledge and promoting critical thinking. Word clouds help students develop themes/concepts beyond traditional methods, introducing visual aspects to an online learning environment. Students created word clouds and captions, then responded to those created by peers for a weekly discussion assignment. Students indicated overwhelming support for the use of word clouds to develop deeper understanding of the subject matter. This reflection assignment could be utilized in asynchronous, online undergraduate nursing courses for creative methods of building reflection and developing knowledge for the undergraduate RN to BSN student.

Making Homework More Meaningful

ERIC Educational Resources Information Center

Wieman, Rob; Arbaugh, Fran

2014-01-01

Parents in the United States expect their students to have homework; and students, especially in middle school and high school, expect daily homework assignments from their teachers. However, it is difficult to create effective homework assignments. Despite the challenges involved, the authors believe that homework "can" be an important…

Designing and Evaluating Students' Transformative Learning

ERIC Educational Resources Information Center

Namaste, Nina B.

2017-01-01

Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate…

Using Computers in Undergraduate Economics Courses.

ERIC Educational Resources Information Center

Barr, Saul Z.; Harmon, Oscar

Seven computer assignments for undergraduate economics students that concentrate on building a foundation for programming higher level mathematical calculations are described. The purpose of each assignment, the computer program for it, and the correct answers are provided. "Introduction to Text Editing" acquaints the student with some…

The value of physical examination in mental health nursing.

PubMed

Martin, Carolyn T

2016-03-01

This article explores the use of a physical examination assignment in a mental health general nursing clinical placement course that addresses the poor physical health of people with mental illness and the barriers traditionally impeding health care provision for this population. A descriptive qualitative approach utilizes inductive content analysis to investigate 145 student survey responses. The assignment assists student nurses in understanding that physical and mental well-being are intrinsically linked. Students report increased comfort performing a physical examination on patients with mental illness post assignment. Students' initial bias towards this population was minimized post the clinical assignment. Poor physical health is common among people with mental health problems. Many view the provision of care as a major public health issue. Nurses are the front line caregivers of mental health service consumers and are well positioned to assess their physical needs. Their assessment may be the first step in recognizing health care issues in this population. Copyright © 2015 Elsevier Ltd. All rights reserved.

Supplemental Instruction Online: As Effective as the Traditional Face-to-Face Model?

ERIC Educational Resources Information Center

Hizer, Suzanne E.; Schultz, P. W.; Bray, Richard

2017-01-01

Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI…

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

ERIC Educational Resources Information Center

Marks, Jamar Terry

2017-01-01

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

Topographic Map and Compass Use. A Teaching Packet to Supplement the Student Manual.

ERIC Educational Resources Information Center

Taylor, Michael

This teacher's manual is designed to supplement the student manual for a unit of study on topographic map and compass use. The beginning section of the manual discusses (1) teaching strategy and evaluation, (2) teaching time and facilities, (3) materials and equipment required, (4) suggested field experience, (5) setting up a compass competition,…

Student Preferences and Concerns about Supplemental Instructional Material in CS0/CS1/CS2 Courses

ERIC Educational Resources Information Center

Vicenti, Giovanni; Hilberg, J. Scott; Braman, James

2017-01-01

The concept of flipping the classroom is slowly gaining tractions at all levels of education. An ever-growing set of resources gives unprecedented access to Information Technology (IT), Computer Science (CS), and Information Systems (IS) students to a significant amount of supplemental material. Videos, interactive demonstrations, and sandboxes…

Peer-Based Supplemental Instruction in STEM: Differences in Effectiveness across Transfer and Nontransfer Undergraduates

ERIC Educational Resources Information Center

Musah, Rabi A.; Ford, Michael

2017-01-01

Although there is a large body of research on the effectiveness of supplemental instruction for college undergraduates, very little of it has focused on transfer students, who often confront additional sources of stress and historically perform more poorly than their native student counterparts. In this study, we investigated the effectiveness of…

A Meta-Analysis of Supplemental Educational Services in Ohio: Implications for the Reauthorization of ESEA

ERIC Educational Resources Information Center

Beese, Jane A.

2014-01-01

The Supplemental Educational Services (SES) policy, under No Child Left Behind, requires underperforming Title I schools to offer academic tutoring to eligible students. A meta-analysis of findings from 44 external evaluations of district operated SES programs in Ohio showed that scores increased on the academic performance of at-risk students.…

Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032

ERIC Educational Resources Information Center

James-Burdumy, Susanne; Mansfield, Wendy; Deke, John; Carey, Nancy; Lugo-Gil, Julieta; Hershey, Alan; Douglas, Aaron; Gersten, Russell; Newman-Gonchar, Rebecca; Dimino, Joseph; Faddis, Bonnie

2009-01-01

This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and…

Video-Based Supplemental Instruction: Creating Opportunities for At-Risk Students Undertaking Engineering Mathematics

ERIC Educational Resources Information Center

Armstrong, Lyn; Power, Clare; Coady, Carmel; Dormer, Lynette

2011-01-01

Since its introduction at the University of Western Sydney (UWS), Australia in 2007, the Peer Assisted Study Sessions (PASS) program has proved a very effective and popular methodology for increasing retention and enhancing student engagement. PASS is based on Supplemental Instruction (SI) which is an international program that provides peer led,…

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

ERIC Educational Resources Information Center

Alper, Seth M.

2013-01-01

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

A Study of Certain Characteristics of Students and Graduates of Occupation-Centered Curricula. Supplemental Report.

ERIC Educational Resources Information Center

Stewart, Lawrence H.

This document supplements ED 025 264, a study of 2,459 individuals enrolled in one of 43 occupation-centered curricula in 20 California junior colleges. The parent study compared students' questionnaire responses about home and educational backgrounds, and about attitudes presumably related to both vocational choice and choice of curricula leading…

Student Sorting and Bias in Value Added Estimation: Selection on Observables and Unobservables. NBER Working Paper No. 14666

ERIC Educational Resources Information Center

Rothstein, Jesse

2009-01-01

Non-random assignment of students to teachers can bias value added estimates of teachers' causal effects. Rothstein (2008a, b) shows that typical value added models indicate large counter-factual effects of 5th grade teachers on students' 4th grade learning, indicating that classroom assignments are far from random. This paper quantifies the…

A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements. CEDR Working Paper. WP #2015-2.1

ERIC Educational Resources Information Center

Krieg, John; Theobald, Roddy; Goldhaber, Dan

2015-01-01

We use data from Washington State to examine two distinct stages of the teacher pipeline: the placement of prospective teachers in student teaching assignments; and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and…

Comparison of Satisfaction, Self-Confidence, and Engagement of Baccalaureate Nursing Students Using Defined Observational Roles and Expectations versus Traditional Role Assignments in High Fidelity Simulation and Debriefing

ERIC Educational Resources Information Center

Howard, Sheri

2017-01-01

The purpose of this study is to compare satisfaction, self-confidence, and engagement of baccalaureate nursing students using defined observational roles and expectations versus traditional observer role assignments in high fidelity simulation and debriefing and to evaluate student perceptions of these constructs. The NLN/Jeffries Simulation…

Family Living Supplement.

ERIC Educational Resources Information Center

Truitt, Debbie

This family living supplement contains 125 supplemental ideas and strategies designed to help vocational home economics teachers increase student motivation and enrich the teaching process. Ideas and strategies are organized into seven sections. These are career planning, securing a job, and career success; managing financial resources, buying…

A supplemental video teaching tool enhances splinting skills.

PubMed

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Ardeshir Larijani, Fatemeh; Sorbi, Reza

2013-02-01

The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Introduction Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. Methods/Analysis A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. Results We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Discussion/Conclusions Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

One of My Favorite Assignments: Automated Teller Machine Simulation.

ERIC Educational Resources Information Center

Oberman, Paul S.

2001-01-01

Describes an assignment for an introductory computer science class that requires the student to write a software program that simulates an automated teller machine. Highlights include an algorithm for the assignment; sample file contents; language features used; assignment variations; and discussion points. (LRW)

Exercise x BCAA Supplementation in Young Trained Rats: What are their Effects on Body Growth?

PubMed

de Campos-Ferraz, Patricia Lopes; Ribeiro, Sandra Maria Lima; Luz, Silmara Dos Santos; Lancha, Antonio Herbert; Tirapegui, Julio

2011-01-01

The purpose of this study was to evaluate whether Branched-chain amino acids (BCAAs) supplementation had any beneficial effects on growth and metabolic parameters of young rats submitted to chronic aerobic exercise. Thirty-two young rats (age: 21-d) were randomly assigned to four experimental groups (n = 8): Supplemented Trained (Sup/Ex), Control Trained (Ctrl/Ex), Supplemented Sedentary (Sup/Sed) and Control Sedentary (Ctrl/Sed). The trained groups underwent a five-week swimming protocol and received supplemented (45 mg BCAA/body weight/day) or control ration. Trained animals presented a lower body length and a higher cartilage weight, regardless of supplementation. Physical activity was responsible for a substantial reduction in proteoglycan synthesis in cartilage tissue, and BCAA supplementation was able to attenuate this reduction and also to improve glycogen stores in the liver, although no major differences were found in body growth associated to this supplementation. Key pointsCartilage proteoglycan synthesis was dramatically reduced in trained animals as a whole.BCAA supplementation augmented liver glycogen stores and reduced proteolysis in our experimental conditionsTrained animals receiving BCAA supplementation featured increased proteoglycan synthesis compared to sedentary ones, probably because BCAA may have attenuated the negative effects of exercise on cartilage development.BCAA supplementation was not capable of neutralizing directly the negative effects of long-term physical training and lower food intake in young male rats on body growth.

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

PubMed Central

Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

2018-01-01

Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team roles and specifically addressed students' understanding of the roles, students' beliefs in their ability to enact the roles, and whether working with assigned team roles supported the teams to work effectively and cohesively. Although students expressed confidence in their understanding of the team roles, their understanding differed from the initial descriptions. This suggests that students' understanding of team roles may be influenced by a variety of factors, including their experiences within their teams. Students also reported that some roles appeared to lack a purpose, implying that for roles to be successful, they must have a clear purpose. Finally, the fact that many students reported ignoring the team roles suggests that students do not perceive roles as a requirement for team productivity and cohesion. On the basis of these findings, we provide recommendations for instructors wishing to establish a classroom group laboratory environment. PMID:29681667

American Viticultural Areas: A Problem in Regional Geography.

ERIC Educational Resources Information Center

Macdonald, Gerald M.; Lemaire, Denyse

1995-01-01

Maintains that growing grapes for winemaking has increased dramatically in the United States. Describes a college class assignment in which students analyzed climate and soil type to identify appropriate viticulture areas. Reports high student interest in the assignment and includes four figures illustrating the approach. (CFR)

Accelerated Math[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2011

2011-01-01

"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates…

Measuring Vocational Preferences: Ranking versus Categorical Rating Procedures.

ERIC Educational Resources Information Center

Carifio, James

1978-01-01

Describes a study to compare the relative validities of ranking v categorical rating procedures for obtaining student vocational preference data in exploratory program assignment situations. Students indicated their vocational program preferences from career clusters, and the frequency of wrong assignments made by each method was analyzed. (MF)

Collaborative Work and the Future of Humanities Teaching

ERIC Educational Resources Information Center

Ullyot, Michael; O'Neill, Kate E.

2016-01-01

This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The…

Repeatable Writing Assignments to Enhance Student Writing.

ERIC Educational Resources Information Center

Wiebold, W. J.; And Others

1990-01-01

Discussed is the use of two short writing assignments and a peer review system in an undergraduate agronomy course to improve writing skills and the learning of agronomic principles. Provided is a course description and procedures used in the course. Student evaluation in the course is reviewed. (CW)

Automated Formative Feedback and Summative Assessment Using Individualised Spreadsheet Assignments

ERIC Educational Resources Information Center

Blayney, Paul; Freeman, Mark

2004-01-01

This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning…

Homework. Literature Review

ERIC Educational Resources Information Center

Blazer, Christie

2009-01-01

Although homework is assigned for a variety of academic and non-academic purposes, there is disagreement within the educational community about the value of homework and the amount of homework students should be assigned. This Literature Review summarizes the benefits and drawbacks of homework and examines how much time students should and…

Student-Moderated Discussion Boards in a Graduate Online Course

ERIC Educational Resources Information Center

McRay, Jeni; Goertzen, Brent; Klaus, Kaley

2016-01-01

This application brief describes a "Module Discussant" activity assigned in an online graduate-level leadership theory course. The assignment was designed to stimulate higher-level thinking, apply leadership theory to practice, and foster extensive communication among students in the online learning environment using a common learning…

Motivating Reading Compliance: Adaptation of Monte Carlo Quizzes for Online Delivery.

PubMed

Azzarello, Jo; Ogans, Judy; Robertson, Victoria

Getting students to complete reading assignments is often a source of frustration for nurse educators. Monte Carlo Quizzes (MCQs) were adapted for online delivery in a hybrid nursing course to encourage timely completion and deep processing of readings. Students indicated that MCQs motivated them to complete the assigned readings and to read more carefully. However, there were no significant differences on scores for other course assignments between those who completed readings and those who did not.

The Omaha System as a Structured Instrument for Bridging Nursing Informatics With Public Health Nursing Education: A Feasibility Study.

PubMed

Eardley, Debra L; Krumwiede, Kelly A; Secginli, Selda; Garner, Linda; DeBlieck, Conni; Cosansu, Gulhan; Nahcivan, Nursen O

2018-06-01

Advancements in healthcare systems include adoption of health information technology to ensure healthcare quality. Educators are challenged to determine strategies to integrate health information technology into nursing curricula for building a nursing workforce competent with electronic health records, standardized terminology, evidence-based practice, and evaluation. Nursing informatics, a growing specialty field, comprises health information technology relative to the profession of nursing. It is essential to integrate nursing informatics across nursing curricula to effectively position competent graduates in technology-laden healthcare environments. Nurse scholars developed and evaluated a nursing informatics case study assignment used in undergraduate level public health nursing courses. The assignment included an unfolding scenario followed by electronic health record charting using standardized terminology to guide the nursing process. The assignment was delivered either online or in class. Seventy-two undergraduate students completed the assignment and a posttest. Fifty-one students completed a satisfaction survey. Results indicated that students who completed the assignment online demonstrated a higher level of content mastery than those who completed the assignment in class. Content mastery was based on posttest results, which evaluated students' electronic health record charting for the nursing assessment, evidence-based interventions, and evaluations. This innovative approach may be valuable to educators in response to the National Academy of Sciences recommendations for healthcare education reform.

Predicting folic acid intake among college students.

PubMed

Lane, Susan H; Hines, Annette; Krowchuk, Heidi

2015-01-01

Annually in the United States, approximately 3,000 babies are born with neural tube defects (NTDs). Folic acid supplementation can reduce NTDs by 50% to 70%. Despite recommendations for folic acid intake, only 30% of women ages 18 to 24 report folic acid supplementation and 6% have knowledge of when to take folic acid. There is little information regarding lifestyle factors that correlate with consuming folic acid. The purpose was to describe folic acid consumption among college students; and explore the relationship between folic acid intake and the variables of: age, gender, year in college, alcohol and tobacco use, and vitamin supplement intake. This was a descriptive study with secondary analysis of data from 1,921 college-aged student participants in North Carolina who took part in a pretest/posttest-designed intervention to increase folic acid consumption and knowledge. Surveys included demographic, lifestyle, folic acid knowledge, and consumption questions adapted from the Centers for Disease Control and Prevention questionnaire. Quantitative analyses included descriptive statistics and logistic regression. Of the 1,921 college students, 83.3% reported taking a vitamin supplement, but only 47.6% stated that the vitamin contained folic acid. A relationship was found between age, year in school, gender, and vitamin intake. Lifestyle variables were not significant predictors of folic acid consumption. Identification of variables associated with folic acid intake, marketing, and education can be focused to increase supplementation levels, and ultimately reduce the number of NTDs.

Use of concept mapping as a facilitative tool to promote learning in pharmacology.

PubMed

Qadir, Farida; Zehra, Tabassum; Khan, Imrana

2011-08-01

To assess whether students find concept mapping a useful learning methodology to conceptualize and organize topics studied in CNS module of Pharmacology; and to evaluate whether addition of concept mapping assignment could help to improve examination scores. An analytical study. College of Dentistry, Jinnah Medical and Dental College, Karachi, Pakistan, from March to May 2009. A class of 50 BDS students was recruited for the study. Two randomly selected groups of 12 students each, prepared concept maps in topics from CNS pharmacology which were displayed and discussed during tutorial sessions. The other two groups (n = 25) following the traditional teaching methodology, served as controls. Scores from best choice questions and short essay questions were compared between the investigational and control groups using the student's t-test with significance at p < 0.05. Feedback obtained after completion of the study was evaluated as percent response. One-best-choice test of the control group showed a mean grade of 57.1 ± 16.7 vs. test group mean of 58.8 ± 13. For the short essay questions, control group obtained a mean of 52.3 ± 18.8 vs. test group mean grade of 53.8 ± 22.5. Both results were not significantly different (p > 0.05). However, feedback about concept mapping showed that the technique helped the students to conceptualize difficult topics in CNS pharmacology (86.36%). Concept mapping was particularly beneficial in preparing for exams as it provided a quick overview of the entire subject (68.68%). Students found concept mapping as a useful pedagogical tool which could potentially be used to acquire meaningful learning in Pharmacology as a supplement to traditional teaching techniques. It was not found beneficial in improving examination grades probably because standard examinations and concept mapping measure different cognitive domains.

Student Reports of Bullying and Cyber-Bullying: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2011-336

ERIC Educational Resources Information Center

DeVoe, Jill; Murphy, Christina

2011-01-01

In school year 2008-09, some 7,066,000 U.S. students ages 12 through 18, or 28.0 percent of all such students, reported they were bullied at school, and about 1,521,000, or 6.0 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National…

The use of energy drinks, dietary supplements, and prescription medications by United States college students to enhance athletic performance.

PubMed

Hoyte, Christopher O; Albert, Donald; Heard, Kennon J

2013-06-01

While the use of performance enhancing substances by professional, collegiate, and Olympic athletes is well described, the rate of use in the general population is not well studied. We explored the use of energy drinks, dietary supplements, and prescription medications for the enhancement of athletic performance among college students using an ongoing survey system. We conducted a multi-round online questionnaire collecting data from self-identified students at two-year colleges, four-year colleges, online courses, or technical schools at least part-time during the specified sampling period. The sample is obtained through the use of a survey panel company in which respondents voluntarily register. Survey data were collected from December, 2010 through August, 2011. Subjects who reported participating in athletics were asked if they used any of the following substances to enhance athletic performance (1) energy drinks (2) dietary supplements (3) prescription medications within the last year. Data were analyzed from October, 2011 through January, 2012. There were 462 college students who responded to the survey reporting they participate in sports at various levels. Of these, 397 (85.9 %) responded that within the last year they used energy drinks, dietary supplements, or prescription medications to enhance athletic performance. Energy drinks had the highest prevalence (80.1 %), followed by dietary supplements (64.1 %) and prescription medications (53.3 %). Use was most prevalent amongst intercollegiate athletes (89.4 %) followed by club (88.5 %) and intermural (82.1 %) participants. The vast majority of survey respondents reported using energy drinks, dietary supplements, and prescription medications within the last year for athletic performance enhancement.

Calcium Plus Vitamin D Supplementation and the Risk of Nonmelanoma and Melanoma Skin Cancer: Post Hoc Analyses of the Women's Health Initiative Randomized Controlled Trial

PubMed Central

Tang, Jean Y.; Fu, Teresa; LeBlanc, Erin; Manson, JoAnn E.; Feldman, David; Linos, Eleni; Vitolins, Mara Z.; Zeitouni, Nathalie C.; Larson, Joseph; Stefanick, Marcia L.

2011-01-01

Purpose In light of inverse relationships reported in observational studies of vitamin D intake and serum 25-hydroxyvitamin D levels with risk of nonmelanoma skin cancer (NMSC) and melanoma, we evaluated the effects of vitamin D combined with calcium supplementation on skin cancer in a randomized placebo-controlled trial. Methods Postmenopausal women age 50 to 79 years (N = 36,282) enrolled onto the Women's Health Initiative (WHI) calcium/vitamin D clinical trial were randomly assigned to receive 1,000 mg of elemental calcium plus 400 IU of vitamin D3 (CaD) daily or placebo for a mean follow-up period of 7.0 years. NMSC and melanoma skin cancers were ascertained by annual self-report; melanoma skin cancers underwent physician adjudication. Results Neither incident NMSC nor melanoma rates differed between treatment (hazard ratio [HR], 1.02; 95% CI, 0.95 to 1.07) and placebo groups (HR, 0.86; 95% CI, 0.64 to 1.16). In subgroup analyses, women with history of NMSC assigned to CaD had a reduced risk of melanoma versus those receiving placebo (HR, 0.43; 95% CI, 0.21 to 0.90; Pinteraction = .038), which was not observed in women without history of NMSC. Conclusion Vitamin D supplementation at a relatively low dose plus calcium did not reduce the overall incidence of NMSC or melanoma. However, in women with history of NMSC, CaD supplementation reduced melanoma risk, suggesting a potential role for calcium and vitamin D supplements in this high-risk group. Results from this post hoc subgroup analysis should be interpreted with caution but warrant additional investigation. PMID:21709199

Early participation in a prenatal food supplementation program ameliorates the negative association of food insecurity with quality of maternal-infant interaction.

PubMed

Frith, Amy L; Naved, Ruchira T; Persson, Lars Ake; Rasmussen, Kathleen M; Frongillo, Edward A

2012-06-01

Food insecurity is detrimental to child development, yet little is known about the combined influence of food insecurity and nutritional interventions on child development in low-income countries. We proposed that women assigned to an early invitation time to start a prenatal food supplementation program could reduce the negative influence of food insecurity on maternal-infant interaction. A cohort of 180 mother-infant dyads were studied (born between May and October 2003) from among 3267 in the randomized controlled trial Maternal Infant Nutritional Interventions Matlab, which was conducted in Matlab, Bangladesh. At 8 wk gestation, women were randomly assigned an invitation time to start receiving food supplements (2.5 MJ/d; 6 d/wk) either early (~9 wk gestation; early-invitation group) or at the usual start time (~20 wk gestation; usual-invitation group) for the government program. Maternal-infant interaction was observed in homes with the use of the Nursing Child Assessment Satellite Training Feeding Scale, and food-insecurity status was obtained from questionnaires completed when infants were 3.4-4.0 mo old. By using a general linear model for maternal-infant interaction, we found a significant interaction (P = 0.012) between invitation time to start a prenatal food supplementation program and food insecurity. Those in the usual-invitation group with higher food insecurity scores (i.e., more food insecure) had a lower quality of maternal-infant interaction, but this relationship was ameliorated among those in the early-invitation group. Food insecurity limits the ability of mothers and infants to interact well, but an early invitation time to start a prenatal food supplementation program can support mother-infant interaction among those who are food insecure.

Effects of supplemental oxygen and dexamethasone on surgical site infection: a factorial randomized trial‡.

PubMed

Kurz, A; Fleischmann, E; Sessler, D I; Buggy, D J; Apfel, C; Akça, O

2015-09-01

Tissue oxygenation is a strong predictor of surgical site infection. Improving tissue oxygenation should thus reduce wound infection risk. Supplemental inspired oxygen can improve tissue oxygenation, but whether it reduces infection risk remains controversial. Low-dose dexamethasone is often given to reduce the risk of postoperative nausea and vomiting, but steroid-induced immunosuppression can increase infection risk. We therefore tested the hypotheses that supplemental perioperative oxygen reduces infection risk and that dexamethasone increases it. Using a factorial design, patients having colorectal resections expected to last ≥2 h were randomly assigned to 30% (n=270) or 80% (n=285) inspired oxygen during and for 1 h after surgery, and to 4 mg intraoperative dexamethasone (n=283) or placebo (n=272). Physicians blinded to group assignments evaluated wounds postoperatively, using US Centers for Disease Control criteria. Subject and surgical characteristics were similar among study groups. Surgical site infection incidence was similar among groups: 30% oxygen 15.6%, 80% oxygen 15.8% (P=1.00); dexamethasone 15.9%, placebo 15.4%, (P=0.91). Supplemental oxygen did not reduce surgical site infection risk. The preponderance of clinical evidence suggests that administration of 80% supplemental inspired oxygen does not reduce infection risk. We did not observe an increased risk of surgical site infection with the use of a single low dose of dexamethasone, indicating that it can be used for nausea and vomiting prophylaxis without promoting wound infections. ClinicalTrials.gov number: NCT00273377. © The Author 2015. Published by Oxford University Press on behalf of the British Journal of Anaesthesia. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Macular Pigment Imaging in AREDS2 Participants: An Ancillary Study of AREDS2 Subjects Enrolled at the Moran Eye Center

PubMed Central

Bernstein, Paul S.; Ahmed, Faisal; Liu, Aihua; Allman, Susan; Sheng, Xiaoming; Sharifzadeh, Mohsen; Ermakov, Igor; Gellermann, Werner

2012-01-01

Purpose. Age-Related Eye Disease Study 2 (AREDS2) is a randomized, placebo-controlled study designed to determine whether supplementation with 10 mg of lutein and 2 mg of zeaxanthin per day can slow the rate of progression of age-related macular degeneration (AMD). Although some biomarkers of response to carotenoid supplementation such as serum concentrations are part of the AREDS2 protocol, measurement of carotenoid concentrations in the eye and other tissues is not. In this approved ancillary study, macular pigment optical density (MPOD), macular pigment distributions, and skin carotenoid levels at enrollment and at each annual visit were measured to assess baseline carotenoid status and to monitor response to assigned interventions. Methods. All subjects enrolled at the Moran Eye Center had MPOD and macular pigment spatial distributions measured by dual-wavelength autofluorescence imaging and total skin carotenoids measured by resonance Raman spectroscopy. Results. Baseline MPOD in enrolled subjects was unusually high relative to an age-matched control group that did not consume carotenoid supplements regularly, consistent with the high rate of habitual lutein and zeaxanthin consumption in Utah AREDS2 subjects prior to enrollment. MPOD did not correlate with serum or skin carotenoid measurements. Conclusions. Useful information is provided through this ancillary study on the ocular carotenoid status of AREDS2 participants in the target tissue of lutein and zeaxanthin supplementation: The macula. When treatment assignments are unmasked at the conclusion of the study, unique tissue-based insights will be provided on the progression of AMD in response to long-term, high-dose carotenoid supplementation versus diet alone. (ClinicalTrials.gov number, NCT00345176.) PMID:22879423

Evaluation of Injuries among Command and General Staff College Students, Ft. Leavenworth, Kansas

DTIC Science & Technology

2015-11-30

ounces or 2 bottles 7 (4%) 60 ounces or 3 bottles 1 (1%) Table F-3. Dietary Supplement Use, CGSC Initial Survey Respondents (n=185) Question... Supplement /Reason N (%) Dietary Supplements Do not take 133 (58%) Vitamins/ Multivitamins 44 (19%) Performance/muscle enhancement 19 (8%) Healthy joint...15 (7%) Nutrition enhancement 9 (4%) Weight loss 9 (4%) Reasons for Taking Dietary Supplements (among those using supplements (n=96)) Promote

Effects of grape seed polyphenols on oxidative damage in liver tissue of acutely and chronically exercised rats.

PubMed

Belviranlı, Muaz; Gökbel, Hakkı; Okudan, Nilsel; Büyükbaş, Sadık

2013-05-01

The objective of the present study was to investigate the effects of grape seed extract (GSE) supplementation on oxidative stress and antioxidant defense markers in liver tissue of acutely and chronically exercised rats. Rats were randomly assigned to six groups: Control (C), Control Chronic Exercise (CE), Control Acute Exercise (AE), GSE-supplemented Control (GC), GSE-supplemented Chronic Exercise(GCE) and GSE-supplemented Acute Exercise (GAE). Rats in the chronic exercise groups were subjected to a six-week treadmill running and in the acute exercise groups performed an exhaustive running. Rats in the GSE supplemented groups received GSE (100 mg.kg(-1) .day(-1) ) in drinking water for 6 weeks. Liver tissues of the rats were taken for the analysis of malondialdehyde (MDA), nitric oxide (NO) levels and total antioxidant activity (AOA) and xanthine oxidase (XO) activities. MDA levels decreased with GSE supplementation in control groups but increased in acute and chronic exercise groups compared to their non-supplemented control. NO levels increased with GSE supplementation. XO activities were higher in AE group compared to the CE group. AOA decreased with GSE supplementation. In conclusion, while acute exercise triggers oxidative stress, chronic exercise has protective role against oxidative stress. GSE has a limited antioxidant effect on exercise-induced oxidative stress in liver tissue.

47 CFR 80.33 - Developmental license.

Code of Federal Regulations, 2012 CFR

2012-10-01

... number of frequencies assignable to a particular station will depend upon the specific requirements of... Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES STATIONS IN THE... about the licensing of developmental operations at stations subject to this part. (a) Supplemental...

Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study

NASA Astrophysics Data System (ADS)

Perdian, David C.

2013-10-01

Two distinct student groups, in terms of academic performance, were identified early in the semester as either being under-performing students or over-performing students using an online homework system. The students who are identified as under-performing received, on average, lower grades than their fellow students but spent more time completing the homework assignments. These students are great candidates for targeted advertisement of student resources such as tutoring services. The students who are identified in the over-performing student population received higher grades than their fellow students, but spent less time completing the homework assignments. These students are great candidates for honors programs, independent research projects, and peer-tutoring programs. Incorporating these evaluation criteria to online homework systems will allow instructors to quickly identify students in these academic student populations.

Light Source Matters--Students' Explanations about the Behavior of Light When Different Light Sources Are Used in Task Assignments of Optics

ERIC Educational Resources Information Center

Kesonen, Mikko Henri Petteri; Asikainen, Mervi Anita; Hirvonen, Pekka Emil

2017-01-01

In the present article, the context-dependency of student reasoning is studied in a context of optics. We investigated introductory students' explanations about the behavior of light when different light sources, namely a small light bulb and a laser, were used in otherwise identical task assignments. The data was gathered with the aid of pretest…

Trajectories of Change in University Students' General Views of Group Work Following One Single Group Assignment: Significance of Instructional Context and Multidimensional Aspects of Experience

ERIC Educational Resources Information Center

Wosnitza, Marold; Volet, Simone

2014-01-01

This paper examines how distinct trajectories of change in students' general views of group work over the duration of one single group assignment could be explained by multidimensional aspects of their experience and the overall instructional context. Science (336) and Education (377) students involved in a semester-long group assignment…

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties

ERIC Educational Resources Information Center

Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin

2015-01-01

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Critical Thinking and Reflection Exercises in a Biochemistry Course to Improve Prospective Health Professions Students’ Attitudes Toward Physician-Pharmacist Collaboration

PubMed Central

Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C.; Chandar, Nalini; Green, Jacalyn M.; La Salle, Sophie; Viselli, Susan M.; Burdick, Paulette; Lynch, Sean M.

2013-01-01

Objective. To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students’ and prospective health professions students’ collaboration scores. Design. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Assessment. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001). Conclusions. Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration. PMID:24159210

Online Plagiarism Training Falls Short in Biology Classrooms

PubMed Central

Holt, Emily A.; Fagerheim, Britt; Durham, Susan

2014-01-01

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time. PMID:24591507

Effects of gender and role selection in cooperative learning groups on science inquiry achievement

NASA Astrophysics Data System (ADS)

Affhalter, Maria Geralyn

An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

Teaching Classic Literature with Comic Books and Virtual Lit Trips

ERIC Educational Resources Information Center

Sardone, Nancy B.

2012-01-01

This article describes the assignments the author created to engage preservice teachers in designing instructional materials that befit today's students to help them overcome hurdles sometimes present when learning classic literature. Secondary and middle school English teachers may find these assignments useful as well so their students, too,…

Juggling and the Art of the Integrative Assignment

ERIC Educational Resources Information Center

Dunlap, Lynn; Sult, Larry

2013-01-01

When faculty study samples of student work, assignment prompts typically become part of the review. Two experienced learning community faculty from Skagit Valley College examined their students' work with three questions in mind: whether the work was grounded in disciplinary insights; whether the work leveraged disciplinary knowledge to develop…

The Orthographic Norm in Secondary School Students' Written Assignments

ERIC Educational Resources Information Center

Ðordev, Ivana

2016-01-01

This paper presents the results of research conducted with the primary objective to determine in which areas secondary school students usually make orthographic mistakes when writing (official) written assignments. Starting from the hypothesis that the punctuation writing of whole and split words are areas in which secondary school students…

Co-Teachers and Parents' Perceptions of Shortened Assignments for Learning Disabled Students

ERIC Educational Resources Information Center

Gutierrez, Yxstian

2013-01-01

The Individual with Disabilities in Education Act (IDEA) 2007, a federal special education law, states that students with disabilities requiring special education services can use accommodations or adaptations of the curriculum to access the general education curriculum. A shortened assignment, as an accommodation, can help learning disabled…

Using Portfolio Assignments to Assess Students' Mathematical Thinking

ERIC Educational Resources Information Center

Fukawa-Connelly, Timothy; Buck, Stephen

2010-01-01

Writing in mathematics can improve procedural knowledge and communication skills and may also help students better understand and then remember problems. The majority of mathematics teachers know that they ought to include some writing assignments in their instructional plans, but the challenge of covering the curriculum and the time required to…

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Nursing Faculty Experiences with Student Evaluations

ERIC Educational Resources Information Center

Beck, Debbie

2016-01-01

Faculty members are often evaluated primarily on the results of student end-of-course surveys (SEOCSs) for promotion, teaching contract renewals, and offers of teaching assignments. Consequently, SEOCSs have become a primary focus in faculty evaluations. Rigor in a course and the assignment of grades associated with assessments can be a source of…

Local Assessment Moderation in SEPUP.

ERIC Educational Resources Information Center

Roberts, Lily; And Others

Assessment moderation is a procedure in which scorers or raters meet to achieve a consensus on scores assigned to student work. In the Science Education for Public Understanding Program (SEPUP), local teams of teachers met regularly at six sites nationwide to score student work, review methods of assigning scores, discuss and resolve discrepancies…

Python Source Code Plagiarism Attacks on Introductory Programming Course Assignments

ERIC Educational Resources Information Center

Karnalim, Oscar

2017-01-01

This paper empirically enlists Python plagiarism attacks that have been found on Introductory Programming course assignments for undergraduate students. According to our observation toward 400 plagiarism-suspected cases, there are 35 plagiarism attacks that have been conducted by students. It starts with comment & whitespace modification as…

Gendered Responses to Online Homework Use in General Chemistry

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Jackson, Jennifer Kasi

2011-01-01

Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…

Student's Lab Assignments in PDE Course with MAPLE.

ERIC Educational Resources Information Center

Ponidi, B. Alhadi

Computer-aided software has been used intensively in many mathematics courses, especially in computational subjects, to solve initial value and boundary value problems in Partial Differential Equations (PDE). Many software packages were used in student lab assignments such as FORTRAN, PASCAL, MATLAB, MATHEMATICA, and MAPLE in order to accelerate…

Integrating Levels of Critical Thinking into Writing Assignments for Introductory Psychology Students.

ERIC Educational Resources Information Center

Willis, A. Sandra

Short analytical writing exercises were designed to develop critical thinking and writing skills; stimulate creative thinking and writing; promote learning of psychological concepts; and to assess student knowledge. Design of these assignments was based on Bloom's taxonomy of multiple levels of critical thinking: recall, comprehension,…

The Public Poster Session

ERIC Educational Resources Information Center

Levine-Rasky, Cynthia

2009-01-01

This note describes the use of a student poster session as an innovative approach to student learning. The local context for the assignment is provided, followed by a description of the course for which the poster was prepared, details about the assignment including its evaluation, and practical considerations for planning a poster session. The…

Extended Mnemonic Instruction with Learning Disabled Students.

ERIC Educational Resources Information Center

Tolfa, Debra; And Others

Sixty-four learning disabled sixth, seventh, and eighth grade students were assigned to 24 small instructional groups which were in turn assigned at random to mnemonic and control conditions. Instructional groups were then given three daily lessons on dinosaurs in counterbalanced order. The lessons involved dinosaur vocabulary, attributes of…

Distributed Collaborative Homework Activities in a Problem-Based Usability Engineering Course

ERIC Educational Resources Information Center

Carroll, John M.; Jiang, Hao; Borge, Marcela

2015-01-01

Teams of students in an upper-division undergraduate Usability Engineering course used a collaborative environment to carry out a series of three distributed collaborative homework assignments. Assignments were case-based analyses structured using a jigsaw design; students were provided a collaborative software environment and introduced to a…

The Mathematics Education Debates: Preparing Students to Become Professionally Active Mathematics Teachers

ERIC Educational Resources Information Center

Munakata, Mika

2010-01-01

The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer…

From Story to Analysis: Reflection and Uptake in the Literacy Narrative Assignment

ERIC Educational Resources Information Center

Alexander, Kara Poe

2015-01-01

The literacy narrative assignment is popular with composition instructors because of the reflection it encourages in students. Previously, scholars have claimed that students demonstrate reflection in literacy narratives when they critique dominant ideologies. Largely absent, however, is research on what other elements might indicate reflection…

Just beneath the Surface.

ERIC Educational Resources Information Center

Greenman, Geri

2003-01-01

Describes an art assignment used in an oil painting class in which the students create a nonrepresentational painting using acrylic paint. Explains that the second stage of the assignment involves students in finding a face in this first painting and using oils to create the face on top of the original artwork. (CMK)

Minority Images: A Project Guide.

ERIC Educational Resources Information Center

Murphy, Sharon; Estrada, Paula

The reading list and assignments in this study guide are designed to involve high school students in examining the media from a nonwhite perspective. The beginning assignments require students to assemble their own bibliography relating to minority groups in the media, to examine the lives and contributions of specific Chicano, black, and American…

The Well-Tempered Mathematics Assignment.

ERIC Educational Resources Information Center

Rishel, Thomas W.

Mathematics faculty around the United States are using writing assignments in a variety of ways. A mathematics teacher at Alma College, Michigan, has students write mathematical autobiographies, keep a reading logbook, and write letters to other students about the course, letters to instructors about the topics, or about what they do not…