50 CFR 1.2 - Authorized representative.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROVISIONS DEFINITIONS § 1.2 Authorized representative. Authorized representative means the subordinate official to which a principal official has delegated authority to act on a particular matter or a class of matters. The Director, U.S. Fish and Wildlife Service is frequently the authorized representative of the...

50 CFR 1.2 - Authorized representative.

Code of Federal Regulations, 2012 CFR

2012-10-01

... PROVISIONS DEFINITIONS § 1.2 Authorized representative. Authorized representative means the subordinate official to which a principal official has delegated authority to act on a particular matter or a class of matters. The Director, U.S. Fish and Wildlife Service is frequently the authorized representative of the...

The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

NASA Astrophysics Data System (ADS)

Bondima, Michelle Harris

This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher. Metaphorically, the teachers differed vividly. One was a nurturing mother, sister, and friend who assisted her students to cross the cultural line between the science classroom and their home and community. The other was a stern disciplinarian who painted a picture of order and hard work as keys for her students' success in school science. The researcher, who promotes a social justice ideology, made implications and recommendations for science teacher education and public policy.

Possibilities and Pitfalls: A Comparative Analysis of Student Empowerment

ERIC Educational Resources Information Center

McQuillan, Patrick J.

2005-01-01

Although U.S. schools typically express commitment to preparing students for the responsibilities of democratic citizenship, most American youth are socialized for adult civic life by an institution that defines them as passive and subordinate and treats them in ways that are anything but democratic. In contrast to such counterproductive…

From Goethe to Plenzdorf: Overcoming Student Alienation by Teaching about It.

ERIC Educational Resources Information Center

Cannon-Geary, Irene

1982-01-01

Describes German literature course which subordinates goal of improving language skill in a literature course to a philosophical/critical approach which stresses increasing students' sophistication as literary critics and reinforces their interest in studying a foreign literature. Orientation emphasizes alienation of the protagonist and tries to…

The Artistic Nature of the High School Principal.

ERIC Educational Resources Information Center

Ritschel, Robert E.

The role of high school principals can be compared to that of composers of music. For instance, composers put musical components together into a coherent whole; similarly, principals organize high schools by establishing class schedules, assigning roles to subordinates, and maintaining a safe and orderly learning environment. Second, composers…

Social class rank, threat vigilance, and hostile reactivity.

PubMed

Kraus, Michael W; Horberg, E J; Goetz, Jennifer L; Keltner, Dacher

2011-10-01

Lower-class individuals, because of their lower rank in society, are theorized to be more vigilant to social threats relative to their high-ranking upper-class counterparts. This class-related vigilance to threat, the authors predicted, would shape the emotional content of social interactions in systematic ways. In Study 1, participants engaged in a teasing interaction with a close friend. Lower-class participants--measured in terms of social class rank in society and within the friendship--more accurately tracked the hostile emotions of their friend. As a result, lower-class individuals experienced more hostile emotion contagion relative to upper-class participants. In Study 2, lower-class participants manipulated to experience lower subjective socioeconomic rank showed more hostile reactivity to ambiguous social scenarios relative to upper-class participants and to lower-class participants experiencing elevated socioeconomic rank. The results suggest that class affects expectations, perception, and experience of hostile emotion, particularly in situations in which lower-class individuals perceive their subordinate rank.

Technology Education in Taiwan: A Transition from Industrial Arts to Living Technology.

ERIC Educational Resources Information Center

Lee, Lung-Sheng Steven

Secondary-level technology education in Taiwan is shifting its emphasis from industrial arts to living technology in an effort to overcome the following problems: industrial arts is seen as a subordinate subject; the public's perceptions are not aligned with the field; and industrial technology teachers have had to struggle with huge class sizes…

Who's Afraid of the Big, Bad Wolf? Young People's Responses to the Conflicts over Large Carnivores in Eastern Norway.

ERIC Educational Resources Information Center

Skogen, Ketil

2001-01-01

Interviews with rural Norwegian youth about wolves and related environmental controversies found a range of viewpoints related to education and social class. The results reveal a conflict between dominant and subordinate forms of knowledge and between abstraction-oriented and production-oriented cultural forms. Modernization is removing many rural…

MicroRNA Expression Profile in Bovine Granulosa Cells of Preovulatory Dominant and Subordinate Follicles during the Late Follicular Phase of the Estrous Cycle.

PubMed

Gebremedhn, Samuel; Salilew-Wondim, Dessie; Ahmad, Ijaz; Sahadevan, Sudeep; Hossain, Md Munir; Hoelker, Michael; Rings, Franca; Neuhoff, Christiane; Tholen, Ernst; Looft, Christian; Schellander, Karl; Tesfaye, Dawit

2015-01-01

In bovine, ovarian follicles grow in a wave-like fashion with commonly 2 or 3 follicular waves emerging per estrous cycle. The dominant follicle of the follicular wave which coincides with the LH-surge becomes ovulatory, leaving the subordinate follicles to undergo atresia. These physiological processes are controlled by timely and spatially expressed genes and gene products, which in turn are regulated by post-transcriptional regulators. MicroRNAs, a class of short non-coding RNA molecules, are one of the important posttranscriptional regulators of genes associated with various cellular processes. Here we investigated the expression pattern of miRNAs in granulosa cells of bovine preovulatory dominant and subordinate follicles during the late follicular phase of bovine estrous cycle using Illumina miRNA deep sequencing. In addition to 11 putative novel miRNAs, a total of 315 and 323 known miRNAs were detected in preovulatory dominant and subordinate follicles, respectively. Moreover, in comparison with the subordinate follicles, a total of 64 miRNAs were found to be differentially expressed in preovulatory dominant follicles, of which 34 miRNAs including the miR-132 and miR-183 clusters were significantly enriched, and 30 miRNAs including the miR-17-92 cluster, bta-miR-409a and bta-miR-378 were significantly down regulated in preovulatory dominant follicles. In-silico pathway analysis revealed that canonical pathways related to oncogenesis, cell adhesion, cell proliferation, apoptosis and metabolism were significantly enriched by the predicted target genes of differentially expressed miRNAs. Furthermore, Luciferase reporter assay analysis showed that one of the differentially regulated miRNAs, the miR-183 cluster miRNAs, were validated to target the 3'-UTR of FOXO1 gene. Moreover FOXO1 was highly enriched in granulosa cells of subordinate follicles in comparison with the preovulatory dominant follicles demonstrating reciprocal expression pattern with miR-183 cluster miRNAs. In conclusion, the presence of distinct sets of miRNAs in granulosa cells of preovulatory dominant and subordinate follicles supports the potential role of miRNAs in post-transcriptional regulation of genes involved in bovine follicular development during the late follicular phase of the estrous cycle.

Moving from Industrial Arts to Living Technology: The Status of Technology Education in Taiwan, R.O.C.

ERIC Educational Resources Information Center

Lee, Lung-Sheng Steven

In Taiwan, technology education has traditionally been covered by two courses: Craftwork and Industrial Arts (IA). At present, all students in grades 1-6 take Craftwork. At the junior and senior high school levels, IA is considered a subordinate subject, and students must elect IA or home economics. In accordance with Taiwan's new national…

Academic Cloning.

ERIC Educational Resources Information Center

Sikula, John P.; Sikula, Andrew F.

1980-01-01

The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally…

Social class, sense of control, and social explanation.

PubMed

Kraus, Michael W; Piff, Paul K; Keltner, Dacher

2009-12-01

Lower social class is associated with diminished resources and perceived subordinate rank. On the basis of this analysis, the authors predicted that social class would be closely associated with a reduced sense of personal control and that this association would explain why lower class individuals favor contextual over dispositional explanations of social events. Across 4 studies, lower social class individuals, as measured by subjective socioeconomic status (SES), endorsed contextual explanations of economic trends, broad social outcomes, and emotion. Across studies, the sense of control mediated the relation between subjective SES and contextual explanations, and this association was independent of objective SES, ethnicity, political ideology, and self-serving biases. Finally, experimentally inducing a higher sense of control attenuated the tendency for lower subjective SES individuals to make more contextual explanations (Study 4). Implications for future research on social class as well as theoretical distinctions between objective SES and subjective SES are discussed.

Language "Skills" and the Neoliberal English Education Industry

ERIC Educational Resources Information Center

Shin, Hyunjung

2016-01-01

Neoliberal transformation of self, learning, and teaching constructs individuals as bundles of skills (or human capital) and subordinates learning to skill production characterized by an ethic of entrepreneurial self-management [Urciuoli, Bonnie. 2010. "Neoliberal Education: Preparing the Student for the New Workplace." In…

Getting the Gist: Relating Text Processing Research to Reading and Writing Instruction for Learning Disabled Secondary Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 5.

ERIC Educational Resources Information Center

Seidenberg, Pearl L.

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples.…

Blending Curriculum with Research in an Undergraduate Petrology Course: A Recipe for Success?

NASA Astrophysics Data System (ADS)

Gonzales, D. A.; Semken, S. C.

2009-12-01

In this presentation we discuss the design, key curricular elements, and strengths and weaknesses of an undergraduate course in the Department of Geosciences at Fort Lewis College that was recast to focus on petrologic studies in the Southern Rocky Mountains and Colorado Plateau. Redesign of the course retained an additional petrology option in the curriculum and offered undergraduates a richer opportunity to learn and practice science-research skills. This course emphasizes direct engagement and student responsibility for learning: traits valuable in transforming undergraduates into experienced and competent professionals. Previous offerings of this course have been field based, each having a unique context for research. The primary pedagogical strategy was to blend field studies with inquiry to promote authentic, student-driven research. Students applied and tested their prior knowledge, and used observational and interpretative skills, to investigate major regional rock bodies and geologic histories, as opposed to completing a set of activities with predefined outcomes. In 2010, students will work on an NSF-funded project to test hypotheses on the origin and evolution of mafic magmas of the Navajo volcanic field. This research will most involve petrographic and microanalytical techniques on rock specimens with a subordinate amount of field work. Formative and summative assessment data for previous offerings of this course reveal that these classes have an impact on the academic interests and future successes of students. Assessment data collected from students, and other faculty that interacted with them, indicate that students in this research-oriented petrology course have gained a greater understanding of the elements and complications of research. They have also developed geologic skills and a passion for geologic research that have influenced subsequent academic (and later career) paths of the students.

Classification Skills and Cueing Conditions in Free Recall of Familiar and New Words among 3rd and 4th Grade Children.

ERIC Educational Resources Information Center

Grippin, Pauline C.

Ninety children in third and fourth grade were assessed on a hierarchical class inclusion task. Scores were trichotomized, and children from each level were randomly assigned to one of three cueing conditions (no cues, two superordinate cues, six subordinate cues). Subjects were administered a recall task of categorized words and "new" words…

Communications Skills. The Best of ERIC, Number 39.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Educational Management, Eugene, OR.

The twelve items in this annotated bibliography are entries in the ERIC system concerning communication between principals and teachers, principals and students, and managers and subordinates. Research studies cited center on organizational communications and decision-making processes and structures, the importance of proper leave-taking…

Get Everyone into the Recruitment Act: Keeping F&M 'Highly Selective' Is an Institutionwide Concern.

ERIC Educational Resources Information Center

Holran, Bruce G.; Kneedler, Richard

1983-01-01

To create an effective plan and marketing strategy, administrators, faculty members, trustees, alumni, and students need to be involved. Each group needs to understand that it must subordinate individual and departmental concerns to those of the college. (MLW)

The population ecology of despotism. Concessions and migration between central and peripheral habitats.

PubMed

Bell, Adrian Viliami; Winterhalder, Bruce

2014-03-01

Since despotism is a common evolutionary development in human history, we seek to understand the conditions under which it can originate, persist, and affect population trajectories. We describe a general system of population ecology equations representing the Ideal Free and Despotic Distributions for one and two habitats, one of which contains a despotic class that controls the distribution of resources. Using analytical and numerical solutions we derive the optimal concession strategy by despots with and without subordinate migration to an alternative habitat. We show that low concessions exponentially increase the time it takes for the despotic habitat to fill, and we discuss the trade-offs despots and subordinates confront at various levels of exploitation. Contrary to previous hypotheses, higher levels of despotism do not necessarily cause faster migration to alternative habitats. We further show how, during colonization, divergent population trajectories may arise if despotic systems experience Allee-type economies of scale.

The Car Accident: An Exercise in Persuasive Writing

ERIC Educational Resources Information Center

Stevens, Betsy

2005-01-01

The ability to communicate persuasively is an important managerial tool. Surveys of both students and employers underscore the importance of oral and written communication skills and persuasion to successful careers in business. Writing persuasive documents to customers, subordinates, superiors, or stakeholders requires the ability to analyze the…

Linking subordinate political skill to supervisor dependence and reward recommendations: a moderated mediation model.

PubMed

Shi, Junqi; Johnson, Russell E; Liu, Yihao; Wang, Mo

2013-03-01

In this study, we examined the relations of subordinate political skill with supervisor's dependence on the subordinate and supervisor reward recommendation, as well as mediating (interaction frequency with supervisor) and moderating (supervisor political behavior) variables of these relations. Our theoretical model was tested using data collected from employees in a company that specialized in construction management. Analyses of multisource and lagged data from 53 construction management team supervisors and 296 subordinates indicated that subordinate political skill was positively related to supervisor reward recommendation via subordinate's interaction frequency with supervisor. Although interaction frequency with a supervisor was also positively related to the supervisor's dependence on the subordinate, the indirect effect of subordinate political skill on dependence was not significant. Further, both the relationship between subordinate political skill and interaction frequency with a supervisor and the indirect relationships between subordinate political skill and supervisor reward recommendation were stronger when supervisors exhibited more political behavior.

Leadership behavior and subordinate stress: a 360 degrees view.

PubMed

Offermann, L R; Hellmann, P S

1996-10-01

Relationships between leader behavior and subordinate work stress were examined from the perspectives of 343 leaders, their bosses, and their subordinates. Leader behaviors did relate to stress experienced by staff; however, leaders' views of what related to subordinate stress did not always coincide with the factors that subordinates themselves associated with stress. The relationships of leader delegation and subordinate participation to lower subordinate reports of stress were particularly underestimated by leaders. Implications for developing leaders as agents for employee stress reduction are discussed.

The undervalued self: social class and self-evaluation

PubMed Central

Kraus, Michael W.; Park, Jun W.

2014-01-01

Social class ranks people on the social ladder of society, and in this research we examine how perceptions of economic standing shape the way that individuals evaluate the self. Given that reminders of one’s own subordinate status in society are an indicator of how society values the self in comparison to others, we predicted that chronic lower perceptions of economic standing vis-à-vis others would explain associations between objective social class and negative self-evaluation, whereas situation-specific reminders of low economic standing would elicit negative self-evaluations, particularly in those from lower-class backgrounds. In Study 1, perceptions of social class rank accounted for the positive relationship between objective material resource measures of social class and self-esteem. In Study 2, lower-class individuals who received a low (versus equal) share of economic resources in an economic game scenario reported more negative self-conscious emotions—a correlate of negative self-evaluation—relative to upper-class individuals. Discussion focused on the implications of this research for understanding class-based cultural models of the self, and for how social class shapes self-evaluations chronically. PMID:25538654

The undervalued self: social class and self-evaluation.

PubMed

Kraus, Michael W; Park, Jun W

2014-01-01

Social class ranks people on the social ladder of society, and in this research we examine how perceptions of economic standing shape the way that individuals evaluate the self. Given that reminders of one's own subordinate status in society are an indicator of how society values the self in comparison to others, we predicted that chronic lower perceptions of economic standing vis-à-vis others would explain associations between objective social class and negative self-evaluation, whereas situation-specific reminders of low economic standing would elicit negative self-evaluations, particularly in those from lower-class backgrounds. In Study 1, perceptions of social class rank accounted for the positive relationship between objective material resource measures of social class and self-esteem. In Study 2, lower-class individuals who received a low (versus equal) share of economic resources in an economic game scenario reported more negative self-conscious emotions-a correlate of negative self-evaluation-relative to upper-class individuals. Discussion focused on the implications of this research for understanding class-based cultural models of the self, and for how social class shapes self-evaluations chronically.

What are the Priorities for City Schools? A Discussion by Wilson C. Riles, Carl J. Dolce and Martin Mayer. Occasional Papers No. 15.

ERIC Educational Resources Information Center

Fadiman, Clifton, Ed.

Many of the problems the schools seem to face are problems only marginally related to the curriculum--problems of racial difficulty, problems of class-adjustment. In discussing the educational priorities of city schools, it was generally agreed among the speakers that these matters would be thought of here as subordinate. That is, they would take…

Perceptions of Supervisor-Subordinate Relations among Hispanic and Mainstream Recruits

DTIC Science & Technology

1982-04-01

Respeto y posicion social en dos cultures. Anuario de Psicologia , 1962, 1, 37-63. Diaz-Royo, A. T. The enculturation process of Puerto Ricre...the term Power Distance subsumes the concept of social class and other aspects of social stratification. Power distance refers to the rigidity of...stratifi- cation, so that societies in which social , economic or political distance creates large demarcations between groups or individuals, are said

Managerial Solutions: An Exercise in Developing Successful Communication Strategies.

ERIC Educational Resources Information Center

Hufman, Melody

Noting that every business person needs good communication skills, whether managers and employees, superordinates and subordinates, this paper outlines an exercise to teach students to set objectives, develop criteria, analyze perspectives, and implement successful communication strategies. The total time for the exercise is 2 hours and the number…

Disabling Fictions: Institutionalized Delimitations of Revision.

ERIC Educational Resources Information Center

Carroll, Jeffrey

1989-01-01

Examines three contemporary taxonomies of revision as proposed by Wallace Hildick, Lester Faigley and Stephen Witte, and Sondra Perl. Uses literary and cultural theory to bridge the gap between these theories and students' revision practices. Argues that while revision may be prescriptive, it must also be subordinate to the writer's intentions and…

Millennials Need Training Too: Using Communication Technology to Facilitate Teamwork

ERIC Educational Resources Information Center

Charsky, Dennis; Kish, Mary L.; Briskin, Jessica; Hathaway, Sarah; Walsh, Kira; Barajas, Nicolas

2009-01-01

Human Communication in Organizations (HCO) is an introductory college course at Ithaca College, typically taken in the freshman year, in which students from a wide variety of majors examine the basic concepts, issues, and uses of organizational communication including communication theory, superior-subordinate and peer relationships, leadership,…

Dichotic Listening in the Study of Semantic Relations

ERIC Educational Resources Information Center

Kadesh, Irving; And Others

1976-01-01

A study is reported in which pairs of synonyms, antonyms, coordinates, and super super-subordinates were presented dichotically to university students. After each pair the subject reported what he heard. In one condition the two members of a pair were presented simultaneously, and in another they were presented sequentially. (Author/RM)

Supervisors' attitudes and skills for active listening with regard to working conditions and psychological stress reactions among subordinate workers.

PubMed

Mineyama, Sachiko; Tsutsumi, Akizumi; Takao, Soshi; Nishiuchi, Kyoko; Kawakami, Norito

2007-03-01

We investigated whether supervisors' listening attitudes and skills were related to working conditions and psychological stress reactions among their subordinates. The subjects included 41 male supervisors and their immediate subordinates (n=203). The supervisors completed a short version of the Active Listening Attitude Scale (ALAS) consisting of two subscales: Listening Attitude and Listening Skill for Active Listening. The subordinates rated working conditions and their psychological stress reactions using selected scales of the Job Content Questionnaire and the Brief Job Stress Questionnaire. Those subordinates who worked under supervisors with a higher score of Listening Attitude and Listening Skill reported a more favorable psychological stress reaction than those who worked under supervisors with a lower score of Listening Attitude and Listening Skill. Those subordinates who worked under supervisors with a higher score of Listening Skill reported higher worksite support than those who worked under supervisors with a lower score of Listening Skill. Those subordinates who worked under supervisors with a higher score of Listening Attitude reported higher job control than those who worked under supervisors with a lower score of Listening Attitude. A supervisor's listening attitude and skill appeared to affect psychological stress reactions predominantly among male subordinates than among female subordinates. Psychological stress reactions were lower among younger subordinates who worked under supervisors with high listening skill, while no statistically difference was observed among older subordinates. These findings suggest that a supervisor's listening attitude and skill have an effect on working conditions and psychological stress reactions among subordinates and that the effects vary according to the subordinates' sex and age.

Morphological Processing of Chinese Compounds from a Grammatical View

ERIC Educational Resources Information Center

Liu, Phil D.; McBride-Chang, Catherine

2010-01-01

In the present study, morphological structure processing of Chinese compounds was explored using a visual priming lexical decision task among 21 Hong Kong college students. Two compounding structures were compared. The first type was the subordinate, in which one morpheme modifies the other (e.g., [image omitted] ["laam4 kau4",…

The Grading System: Does an "A" Really Equal Learning?

ERIC Educational Resources Information Center

Haley, Beverly

1988-01-01

Good grades on a report card do not necessarily mean the material has been comprehended. This article examines the relative worth of grades; extra credit assignments; categorizing students into A, B, or C boxes; and the role of parental pressures for higher grades. Grading systems should be subordinate to true learning motivation. (MLH)

Turkish and Kurdish Speaking Teachers in the Danish Folkeskole: The Ambiguous Concept of Equality.

ERIC Educational Resources Information Center

Moldenhawer, Bolette

1999-01-01

Studied the functions of Turkish- and Kurdish-speaking teachers in the Danish "folkeskole" and their positions relative to other teachers in the system. Despite their Danish teaching qualifications, most still attend to the integration of Turkish- and Kurdish-speaking minority students and occupy a subordinate position to majority…

The Subordination of Aesthetic Fundamentals in College Art Instruction

ERIC Educational Resources Information Center

Lavender, Randall

2003-01-01

Opportunities for college students of art and design to study fundamentals of visual aesthetics, integrity of form, and principles of composition are limited today by a number of factors. With the well-documented prominence of postmodern critical theory in the world of contemporary art, the study of aesthetic fundamentals is largely subordinated…

The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time

ERIC Educational Resources Information Center

Downey, Carolyn J.; Steffy, Betty E.; English, Fenwick W.; Frase, Larry E.; Poston, William K.

2004-01-01

For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that is irrelevant to the curriculum. This book offers a practical, time-saving alternative that impacts student achievement by…

17 CFR 240.15c3-1g - Conditions for ultimate holding companies of certain brokers or dealers (Appendix G to 17 CFR 240...

Code of Federal Regulations, 2014 CFR

2014-04-01

... conditions of paragraphs (a)(1)(ii)(A) through (D) of this appendix G; (B) Subordinated debt if the original weighted average maturity of the subordinated debt is at least five years; each subordinated debt... the Securities Investor Protection Corporation; the subordinated debt is unsecured and subordinated in...

Leadership styles in nursing management: preferred and perceived.

PubMed

Sellgren, Stina; Ekvall, Göran; Tomson, Göran

2006-07-01

The aim was to explore nursing leadership regarding what nurse managers and subordinates see as important and to explore subordinates' opinions of their nurse manager's performance in reality. Background The manager's style can be fundamental for subordinates' acceptance of change and in motivating them to achieve stated visions and goals and high quality of care. Nurse managers (n=77) and 10 of each included nurse manager's subordinates received a questionnaire to assess 'preferred' leadership behaviour in three dimensions: change, production and employee/relation orientations. The same questionnaire was used to assess subordinates' opinions of their manager's leadership behaviour. There are statistically significant differences in opinions of preferred leadership between managers and subordinates, especially related to production and relation orientation. The subordinates' perception of real leadership behaviour has lower mean values than their preferred leadership behaviour in all three dimensions. Subordinates prefer managers with more clearly expressed leadership behaviour than managers themselves prefer and demonstrate.

Hierarchy in the home cage affects behaviour and gene expression in group-housed C57BL/6 male mice.

PubMed

Horii, Yasuyuki; Nagasawa, Tatsuhiro; Sakakibara, Hiroyuki; Takahashi, Aki; Tanave, Akira; Matsumoto, Yuki; Nagayama, Hiromichi; Yoshimi, Kazuto; Yasuda, Michiko T; Shimoi, Kayoko; Koide, Tsuyoshi

2017-08-01

Group-housed male mice exhibit aggressive behaviour towards their cage mates and form a social hierarchy. Here, we describe how social hierarchy in standard group-housed conditions affects behaviour and gene expression in male mice. Four male C57BL/6 mice were kept in each cage used in the study, and the social hierarchy was determined from observation of video recordings of aggressive behaviour. After formation of a social hierarchy, the behaviour and hippocampal gene expression were analysed in the mice. Higher anxiety- and depression-like behaviours and elevated gene expression of hypothalamic corticotropin-releasing hormone and hippocampal serotonin receptor subtypes were observed in subordinate mice compared with those of dominant mice. These differences were alleviated by orally administering fluoxetine, which is an antidepressant of the selective serotonin reuptake inhibitor class. We concluded that hierarchy in the home cage affects behaviour and gene expression in male mice, resulting in anxiety- and depression-like behaviours being regulated differently in dominant and subordinate mice.

Subordinate male meerkats prospect for extra-group paternity: alternative reproductive tactics in a cooperative mammal

PubMed Central

Young, Andrew J; Spong, Goran; Clutton-Brock, Tim

2007-01-01

In cooperatively breeding species, subordinates typically suffer strong constraints on within-group reproduction. While numerous studies have highlighted the additional fitness benefits that subordinates might accrue through helping, few have considered the possibility that subordinates may also seek extra-group matings to improve their chances of actually breeding. Here, we show that subordinate males in cooperative meerkat, Suricata suricatta, societies conduct frequent extraterritorial forays, during periods of peak female fertility, which give rise to matings with females in other groups. Genetic analyses reveal that extra-group paternity (EGP) accrued while prospecting contributes substantially to the reproductive success of subordinates: yielding the majority of their offspring (approx. 70%); significantly reducing their age at first reproduction and allowing them to breed without dispersing. We estimate that prospecting subordinates sire 20–25% of all young in the population. While recent studies on cooperative birds indicate that dominant males accrue the majority of EGP, our findings reveal that EGP can also arise from alternative reproductive tactics employed exclusively by subordinates. It is important, therefore, that future attempts to estimate the fitness of subordinate males in animal societies quantify the distribution of extra-group as well as within-group paternity, because a substantial proportion of the reproductive success of subordinates may otherwise go undetected. PMID:17456454

Accounting for subordinate perceptions of supervisor power: an identity-dependence model.

PubMed

Farmer, Steven M; Aguinis, Herman

2005-11-01

The authors present a model that explains how subordinates perceive the power of their supervisors and the causal mechanisms by which these perceptions translate into subordinate outcomes. Drawing on identity and resource-dependence theories, the authors propose that supervisors have power over their subordinates when they control resources needed for the subordinates' enactment and maintenance of current and desired identities. The joint effect of perceptions of supervisor power and supervisor intentions to provide such resources leads to 4 conditions ranging from highly functional to highly dysfunctional: confirmation, hope, apathy, and progressive withdrawal. Each of these conditions is associated with specific outcomes such as the quality of the supervisor-subordinate relationship, turnover, and changes in the type and centrality of various subordinate identities. ((c) 2005 APA, all rights reserved).

Teaching the Interactionist Model of Ethics: Two Brief Case Studies

ERIC Educational Resources Information Center

Tomlinson, Edward C.

2009-01-01

This article draws on the interactionist model of ethics as a framework to help students answer two key questions they will confront in their future careers: (a) How can I, as a professional manager, deter clearly unethical behavior among my subordinates? and (b) How can I avoid engaging in clearly unethical behavior myself? For each of these…

Fussy Girls and Chattering Women--The Construct and Subordination of Femininity in Preschool Teacher Training

ERIC Educational Resources Information Center

Hedlin, Maria; Åberg, Magnus

2018-01-01

In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are "feminine", and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. "Femininity" might be used…

The Cost of Inclusion in the Community: Funding Special Needs in First Nations Community Schools in Quebec

ERIC Educational Resources Information Center

Paquette, Jerry E.; Smith, William J.

2004-01-01

Currently, severe economic restraint is reshaping the educational policy scene in Canada. Among other consequences, this policy environment places vulnerable populations at risk of having their needs subordinated to budgetary priorities. First Nations students with disabilities constitute one such group that is doubly at risk. Once segregated in…

The Quality of Second-Language Writing (Hebrew) among Arab Students in Israel

ERIC Educational Resources Information Center

Manor, Rama

2016-01-01

The paper deals with the level of syntactic complexity of subordinate clauses in argument texts spontaneously produced in hebrew by Arab female freshmen specializing in the teaching of Hebrew at Academic College of Education in Israel. Syntactic complexity is examined by means of the relationships between main clauses and various types of…

7 CFR 772.6 - Subordination of security.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGRICULTURE SPECIAL PROGRAMS SERVICING MINOR PROGRAM LOANS § 772.6 Subordination of security. (a) Eligibility. The Agency shall grant a subordination of Minor Program loan security when the transaction will... still be adequately secured after the subordination, or the value of the loan security will be increased...

Work and Supervisor Satisfaction as a Function of Subordinate Perceptions of Communication Competence of Self and Supervisor.

ERIC Educational Resources Information Center

Smith, Anthony F.; Hellweg, Susan A.

A study investigated relationships between subordinate perceptions of the communication competence of self and supervisor, and subordinate perceptions of supervisor and work satisfaction. The hypotheses were the following: (1) subordinates' satisfaction with their supervisors will vary as a function of their perceptions of their supervisors'…

7 CFR 1717.860 - Lien accommodations and subordinations under section 306E of the RE Act.

Code of Federal Regulations, 2012 CFR

2012-01-01

... these documents itself; (v) A copy of the loan agreement, loan note, bond or other financing instrument..., provided that the outstanding balance of all such loans lien subordinated under this paragraph (d), after... reasonably adequate after granting the lien subordination. Investments lien subordinated under this paragraph...

7 CFR 1717.860 - Lien accommodations and subordinations under section 306E of the RE Act.

Code of Federal Regulations, 2013 CFR

2013-01-01

... these documents itself; (v) A copy of the loan agreement, loan note, bond or other financing instrument..., provided that the outstanding balance of all such loans lien subordinated under this paragraph (d), after... reasonably adequate after granting the lien subordination. Investments lien subordinated under this paragraph...

29 CFR 458.27 - Prohibited acts relating to subordinate body under trusteeship.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 2 2011-07-01 2011-07-01 false Prohibited acts relating to subordinate body under... of Conduct Trusteeships § 458.27 Prohibited acts relating to subordinate body under trusteeship. During any period when a subordinate body of a labor organization is in trusteeship, (a) the votes of...

29 CFR 458.27 - Prohibited acts relating to subordinate body under trusteeship.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 2 2010-07-01 2010-07-01 false Prohibited acts relating to subordinate body under... of Conduct Trusteeships § 458.27 Prohibited acts relating to subordinate body under trusteeship. During any period when a subordinate body of a labor organization is in trusteeship, (a) the votes of...

Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools.

PubMed

Restrepo, M Adelaida; Castilla, Anny P; Schwanenflugel, Paula J; Neuharth-Pritchett, Stacey; Hamilton, Claire E; Arboleda, Alejandra

2010-01-01

The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.

Culture shapes a mesolimbic response to signals of dominance and subordination that associates with behavior.

PubMed

Freeman, Jonathan B; Rule, Nicholas O; Adams, Reginald B; Ambady, Nalini

2009-08-01

It has long been understood that culture shapes individuals' behavior, but how this is accomplished in the human brain has remained largely unknown. To examine this, we made use of a well-established cross-cultural difference in behavior: American culture tends to reinforce dominant behavior whereas, conversely, Japanese culture tends to reinforce subordinate behavior. In 17 Americans and 17 Japanese individuals, we assessed behavioral tendencies towards dominance versus subordination and measured neural responses using fMRI during the passive viewing of stimuli related to dominance and subordination. In Americans, dominant stimuli selectively engaged the caudate nucleus, bilaterally, and the medial prefrontal cortex (mPFC), whereas these were selectively engaged by subordinate stimuli in Japanese. Correspondingly, Americans self-reported a tendency towards more dominant behavior whereas Japanese self-reported a tendency towards more subordinate behavior. Moreover, activity in the right caudate and mPFC correlated with behavioral tendencies towards dominance versus subordination, such that stronger responses in the caudate and mPFC to dominant stimuli were associated with more dominant behavior and stronger responses in the caudate and mPFC to subordinate stimuli were associated with more subordinate behavior. The findings provide a first demonstration that culture can flexibly shape functional activity in the mesolimbic reward system, which in turn may guide behavior.

Growth depression in socially subordinate rainbow trout Oncorhynchus mykiss: more than a fasting effect.

PubMed

DiBattista, Joseph D; Levesque, Haude M; Moon, Thomas W; Gilmour, Kathleen M

2006-01-01

To assess the effects of subordinate social status on digestive function, metabolism, and enzyme activity in salmonid fish, juvenile rainbow trout Oncorhynchus mykiss were paired with size-matched conspecifics (<1.5% difference in fork length) for 5 d. Fish that were fasted for 5 d and fish sampled directly from the holding tank were used as control groups. Both subordinate and fasted fish experienced significant decreases in intestine mass (P = 0.043), and the gall bladder showed marked and significant changes in both size (P = 0.004) and appearance. These findings suggest that the negative effect of social subordination on digestive function reflects in large part a lack of feeding. Hepatic phosphoenolpyruvate carboxykinase activity was significantly higher in subordinate fish relative to dominants, whereas subordinate hepatic pyruvate kinase activity was significantly lower; activities of both enzymes were significantly correlated with plasma cortisol concentrations and behavior scores. Dominant-subordinate differences in the activities of these enzymes were eliminated by administration of the glucocorticoid receptor antagonist RU486, underlining a role for circulating cortisol in eliciting the differences. Significant increases relative to control fish were also detected in red and white muscles from subordinate fish in the activities of protein catabolic enzymes (aspartate aminotransferase, alanine aminotransferase, glutamate dehydrogenase). These differences occurred in the absence of any change in plasma free amino acid or ammonia concentrations, supporting an enhanced turnover of amino acids in muscle in subordinate fish. The results support the hypothesis that changes in metabolism, beyond those elicited by low food consumption, may be responsible at least in part for the low growth rates typical of subordinate fish and that these changes may be related specifically to circulating cortisol levels in subordinate fish.

Analysis of Training Needs for Civil Engineering Superintendents and Foremen.

DTIC Science & Technology

1984-09-01

between superiors and subordinates ( Szilagyi and Wallace , 1983). Most management writing includes a 12...Prentice-Hall Inc., 1979. Student, K. R. "Back to Basics for Improved Human Resource Management," Management Review, 51-56 (August 1978). Szilagyi , Andrew D...and Marc J. Wallace . Organizational Behavior and Performance (Third Edition). Glenview IL: Scott, Foresman, and Company, 1983. Toth, Edward R. Jr

Initiative within the Philosophy of Auftragstaktik Determining Factors of the Understanding of Initiative in the German Army 1806-1955

DTIC Science & Technology

2013-12-13

conclusions expressed herein are those of the student author and do not necessarily represent the views of the U.S. Army Command and General Staff College......will not further distribute them [to subordinate units], even if in danger of facing a court martial.”43 Guderian travelled to Hitler to convince him

Setters and Samoyeds: The Emergence of Subordinate Level Categories as a Basis for Inductive Inference in Preschool-Age Children.

ERIC Educational Resources Information Center

Waxman, Sandra R.; Lynch, Elizabeth B.; Casey, K. Lyman; Baer, Leslie

1997-01-01

Three experiments examine how preschoolers partition their basic level categories to form subordinate level categories and whether these have inductive potential. Results suggest that contrastive information promotes the emergence of subordinate categories as a basis of inductive inference and newly established subordinate categories can retain…

Effects of leader contingent and noncontingent reward and punishment behaviors on subordinate performance and satisfaction.

PubMed

Podsakoff, P M; Todor, W D; Skov, R

1982-12-01

This study investigated the nature of the relationships between leader reward and punishment behaviors and subordinate performance and satisfaction. Only performance-contingent reward behavior was found to affect subordinate performance significantly. Positive relationships were found between leader contingent reward behavior and employee satisfaction. Contingent punishment had no effects on subordinate performance or satisfaction.

Status-Dependent Vasotocin Modulation of Dominance and Subordination in the Weakly Electric Fish Gymnotus omarorum.

PubMed

Perrone, Rossana; Silva, Ana C

2018-01-01

Dominant-subordinate status emerges from agonistic encounters. The weakly electric fish, Gymnotus omarorum , displays a clear-cut example of non-breeding territorial aggression. The asymmetry in the behavior of dominants and subordinates is outstanding. Dominants are highly aggressive and subordinates signal submission in a precise sequence of locomotor and electric traits: retreating, decreasing their electric organ discharge rate, and emitting transient electric signals. The hypothalamic neuropeptide arginine-vasotocin (AVT) and its mammalian homolog arginine-vasopressin, are key modulators of social behavior, known to adapt their actions to different contexts. By analyzing the effects of pharmacological manipulations of the AVT system in both dominants and subordinates, we show evidence of distinct status-dependent actions of AVT. We demonstrate an endogenous effect of AVT on dominants' aggression levels: blocking the V1a AVT receptor induced a significant decrease in dominants' attack rate. AVT administered to subordinates enhanced the expression of the electric signals of submission, without affecting subordinates' locomotor displays. This study contributes a clear example of status-dependent AVT modulation of agonistic behavior in teleosts, and reveals distinctive activation patterns of the AVT system between dominants and subordinates.

Empowerment and performance of managers and subordinates in elderly care: A longitudinal and multilevel study.

PubMed

Hagerman, Heidi; Högberg, Hans; Skytt, Bernice; Wadensten, Barbro; Engström, Maria

2017-11-01

To investigate relationships between first-line managers' ratings of structural and psychological empowerment, and the subordinates' ratings of structural empowerment, as well as their ratings of the managers' leadership-management performance. Work situations in elderly care are complex. To date, few studies have used a longitudinal, correlational and multilevel design to study the working life of subordinates and managers. In five Swedish municipalities, questionnaires were answered twice during 2010-12 by 56 first-line managers and 769 subordinates working in nursing homes or home-help services. First-line managers' empowerment at Time 1 partially predicted subordinate's structural empowerment and ratings of their managers' leadership-management performance at Time 2. Changes over time partially revealed that the more access managers had to structural empowerment, i.e. increase over time, the higher the ratings were for structural empowerment and managerial leadership-management performance among subordinates. Findings strengthen research and theoretical suggestions linking first-line managers' structural empowerment to their subordinates' structural empowerment and ratings of their manager's leadership-management performance. Managers with high access to structural empowerment are more likely to provide subordinates access to structural empowerment. © 2017 The Authors. Journal of Nursing Management Published by John Wiley & Sons Ltd.

Eye Movements while Reading Biased Homographs: Effects of Prior Encounter and Biasing Context on Reducing the Subordinate Bias Effect

PubMed Central

Leinenger, Mallorie; Rayner, Keith

2013-01-01

Readers experience processing difficulties when reading biased homographs preceded by subordinate-biasing contexts. Attempts to overcome this processing deficit have often failed to reduce the subordinate bias effect (SBE). In the present studies, we examined the processing of biased homographs preceded by single-sentence, subordinate-biasing contexts, and varied whether this preceding context contained a prior instance of the homograph or a control word/phrase. Having previously encountered the homograph earlier in the sentence reduced the SBE for the subsequent encounter, while simply instantiating the subordinate meaning produced processing difficulty. We compared these reductions in reading times to differences in processing time between dominant-biased repeated and non-repeated conditions in order to verify that the reductions observed in the subordinate cases did not simply reflect a general repetition benefit. Our results indicate that a strong, subordinate-biasing context can interact during lexical access to overcome the activation from meaning frequency and reduce the SBE during reading. PMID:24073328

Research on Abnormal Detection Based on Improved Combination of K - means and SVDD

NASA Astrophysics Data System (ADS)

Hao, Xiaohong; Zhang, Xiaofeng

2018-01-01

In order to improve the efficiency of network intrusion detection and reduce the false alarm rate, this paper proposes an anomaly detection algorithm based on improved K-means and SVDD. The algorithm first uses the improved K-means algorithm to cluster the training samples of each class, so that each class is independent and compact in class; Then, according to the training samples, the SVDD algorithm is used to construct the minimum superspheres. The subordinate relationship of the samples is determined by calculating the distance of the minimum superspheres constructed by SVDD. If the test sample is less than the center of the hypersphere, the test sample belongs to this class, otherwise it does not belong to this class, after several comparisons, the final test of the effective detection of the test sample.In this paper, we use KDD CUP99 data set to simulate the proposed anomaly detection algorithm. The results show that the algorithm has high detection rate and low false alarm rate, which is an effective network security protection method.

Subordinate females in the cooperatively breeding Seychelles warbler obtain direct benefits by joining unrelated groups.

PubMed

Groenewoud, Frank; Kingma, Sjouke A; Hammers, Martijn; Dugdale, Hannah L; Burke, Terry; Richardson, David S; Komdeur, Jan

2018-05-11

1.In many cooperatively breeding animals, a combination of ecological constraints and benefits of philopatry favours offspring taking a subordinate position on the natal territory instead of dispersing to breed independently. However, in many species individuals disperse to a subordinate position in a non-natal group ("subordinate between-group" dispersal), despite losing the kin-selected and nepotistic benefits of remaining in the natal group. It is unclear which social, genetic and ecological factors drive between-group dispersal. 2.We aim to elucidate the adaptive significance of subordinate between-group dispersal by examining which factors promote such dispersal, whether subordinates gain improved ecological and social conditions by joining a non-natal group, and whether between-group dispersal results in increased lifetime reproductive success and survival. 3.Using a long-term dataset on the cooperatively-breeding Seychelles warbler (Acrocephalus sechellensis), we investigated 4.how a suite of proximate factors (food availability, group composition, age and sex of focal individuals, population density) promote subordinate between-group dispersal by comparing such dispersers with subordinates that dispersed to a dominant position or became floaters. We then analysed whether subordinates that moved to a dominant or non-natal subordinate position, or became floaters, gained improved conditions relative to the natal territory, and compared fitness components between the three dispersal strategies. 5.We show that individuals that joined another group as non-natal subordinates were mainly female and that, similar to floating, between-group dispersal was associated with social and demographic factors that constrained dispersal to an independent breeding position. Between-group dispersal was not driven by improved ecological or social conditions in the new territory and did not result in higher survival. Instead, between-group dispersing females often became co-breeders, obtaining maternity in the new territory, and were likely to inherit the territory in the future, leading to higher lifetime reproductive success compared to females that floated. Males never reproduced as subordinates, which may be one explanation why subordinate between-group dispersal by males is rare. 6.Our results suggest that subordinate between-group dispersal is used by females to obtain reproductive benefits when options to disperse to an independent breeding position are limited. This provides important insight into the additional strategies that individuals can use to obtain reproductive benefits. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

The relationship between dominance, corticosterone, memory, and food caching in mountain chickadees (Poecile gambeli).

PubMed

Pravosudov, Vladimir V; Mendoza, Sally P; Clayton, Nicola S

2003-08-01

It has been hypothesized that in avian social groups subordinate individuals should maintain more energy reserves than dominants, as an insurance against increased perceived risk of starvation. Subordinates might also have elevated baseline corticosterone levels because corticosterone is known to facilitate fattening in birds. Recent experiments showed that moderately elevated corticosterone levels resulting from unpredictable food supply are correlated with enhanced cache retrieval efficiency and more accurate performance on a spatial memory task. Given the correlation between corticosterone and memory, a further prediction is that subordinates might be more efficient at cache retrieval and show more accurate performance on spatial memory tasks. We tested these predictions in dominant-subordinate pairs of mountain chickadees (Poecile gambeli). Each pair was housed in the same cage but caching behavior was tested individually in an adjacent aviary to avoid the confounding effects of small spaces in which birds could unnaturally and directly influence each other's behavior. In sharp contrast to our hypothesis, we found that subordinate chickadees cached less food, showed less efficient cache retrieval, and performed significantly worse on the spatial memory task than dominants. Although the behavioral differences could have resulted from social stress of subordination, and dominant birds reached significantly higher levels of corticosterone during their response to acute stress compared to subordinates, there were no significant differences between dominants and subordinates in baseline levels or in the pattern of adrenocortical stress response. We find no evidence, therefore, to support the hypothesis that subordinate mountain chickadees maintain elevated baseline corticosterone levels whereas lower caching rates and inferior cache retrieval efficiency might contribute to reduced survival of subordinates commonly found in food-caching parids.

Family supportive supervisor behaviors and organizational culture: Effects on work engagement and performance.

PubMed

Rofcanin, Yasin; Las Heras, Mireia; Bakker, Arnold B

2017-04-01

Informed by social information processing (SIP) theory, in this study, we assessed the associations among family supportive supervisor behaviors (FSSBs) as perceived by subordinates, subordinate work engagement, and supervisor-rated work performance. Moreover, we explored the role of family supportive organizational culture as a contextual variable influencing our proposed associations. Our findings using matched supervisor-subordinate data collected from a financial credit company in Mexico (654 subordinates; 134 supervisors) showed that FSSBs influenced work performance through subordinate work engagement. Moreover, the positive association between subordinates' perceptions of FSSBs and work engagement was moderated by family supportive organizational culture. Our results contribute to emerging theories on flexible work arrangements, particularly on family supportive work policies. Moreover, our findings carry practical implications for improving employee work engagement and work performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The role of leadership perception as a mediator between managers' self-monitoring and subordinate attitudes.

PubMed

Özalp Türetgen, Ilknur; Unsal, Pinar; Dural, Uzay

2017-01-01

Although the role of social cognition in leadership perception has been emphasized frequently in recent years, research using this approach in an organizational context is rare. This study investigated subordinates' perceptions of their managers as leaders (that is, to what extent they perceive their manager as a leader) as a potential mediating factor explaining the relationship between managers' self-monitoring and their subordinates' attitudes toward their organizations. The study was carried out with middle-level managers (N = 64) and their subordinates (N = 210) from various business organizations in Turkey. Results indicate that subordinates' leadership perceptions of their managers mediate the relationship between managers' self-monitoring and their subordinates' affective and normative organizational commitment. These results provide insight into some of the antecedents and outcomes of leadership perception.

Rating leniency and halo in multisource feedback ratings: testing cultural assumptions of power distance and individualism-collectivism.

PubMed

Ng, Kok-Yee; Koh, Christine; Ang, Soon; Kennedy, Jeffrey C; Chan, Kim-Yin

2011-09-01

This study extends multisource feedback research by assessing the effects of rater source and raters' cultural value orientations on rating bias (leniency and halo). Using a motivational perspective of performance appraisal, the authors posit that subordinate raters followed by peers will exhibit more rating bias than superiors. More important, given that multisource feedback systems were premised on low power distance and individualistic cultural assumptions, the authors expect raters' power distance and individualism-collectivism orientations to moderate the effects of rater source on rating bias. Hierarchical linear modeling on data collected from 1,447 superiors, peers, and subordinates who provided developmental feedback to 172 military officers show that (a) subordinates exhibit the most rating leniency, followed by peers and superiors; (b) subordinates demonstrate more halo than superiors and peers, whereas superiors and peers do not differ; (c) the effects of power distance on leniency and halo are strongest for subordinates than for peers and superiors; (d) the effects of collectivism on leniency were stronger for subordinates and peers than for superiors; effects on halo were stronger for subordinates than superiors, but these effects did not differ for subordinates and peers. The present findings highlight the role of raters' cultural values in multisource feedback ratings. PsycINFO Database Record (c) 2011 APA, all rights reserved

The influence of leader's spiritual values of servant leadership on employee motivational autonomy and eudaemonic well-being.

PubMed

Chen, Chin-Yi; Chen, Chun-Hsi Vivian; Li, Chun-I

2013-06-01

This research examined the role of leader's spiritual values in terms of the "servant leadership" in the process of promoting employee's autonomous motivation and eudaemonic well-being. Sample consists of 265 Chinese supervisor-subordinate dyads recruited from a variety of industries in Taiwan. Spiritual values perceived by the subordinates, as well as the discrepancy between leader-subordinate perceptions, but not the leader's self-perceptions of spiritual values, were found to contribute significantly beyond transactional leadership in predicting subordinate motivational autonomy and eudaemonic well-being, and subordinate autonomous motivations fully mediates the relationship between spiritual values and eudaemonic well-being.

Abusive supervision and subordinate performance: Instrumentality considerations in the emergence and consequences of abusive supervision.

PubMed

Walter, Frank; Lam, Catherine K; van der Vegt, Gerben S; Huang, Xu; Miao, Qing

2015-07-01

Drawing from moral exclusion theory, this article examines outcome dependence and interpersonal liking as key boundary conditions for the linkage between perceived subordinate performance and abusive supervision. Moreover, it investigates the role of abusive supervision for subordinates' subsequent, objective work performance. Across 2 independent studies, an experimental scenario study (N = 157; Study 1) and a time-lagged field study (N = 169; Study 2), the negative relationship between perceived subordinate performance and abusive supervision was found to hinge on a supervisor's outcome dependence on subordinates but not on a supervisor's liking of subordinates. Furthermore, Study 2 demonstrated (a) a negative association between abusive supervision and subordinates' subsequent objective performance and (b) a conditional indirect effect of perceived performance on subsequent objective performance, through abusive supervision, contingent on the degree of outcome dependence, although these relationships did not reach conventional significance levels when controlling for prior objective performance. All in all, the findings highlight the role of instrumentality considerations in relation to abusive supervision and promote new knowledge on both origins and consequences of such supervisory behavior. (c) 2015 APA, all rights reserved).

No change in subordinate butterflyfish diets following removal of behaviourally dominant species

NASA Astrophysics Data System (ADS)

Blowes, Shane A.; Pratchett, Morgan S.; Connolly, Sean R.

2017-03-01

Direct interference interactions between species are often mediated by aggression and related to resource use. Interference interactions are frequently asymmetric, whereby one species wins the majority of interactions; however, the effect of this asymmetry on the diet of subordinate species has not received the same attention as the impact of interference on habitat use. Here we experimentally evaluated whether release from asymmetric interference led to increased use of a preferred dietary resource by subordinate species, using coral-feeding butterflyfishes as a model system. Following experimental removal of the behaviourally dominant species, we found no change in diet breadth or foraging on the preferred resource by subordinate species. Our results suggest that release from asymmetric interspecific interference does not necessarily result in changes to subordinate species' diets, at least not over the course of our study. Rather, consistently asymmetric interactions may contribute to behavioural conditioning of subordinate species, meaning that even in the absence of dominants, subordinate individuals maintain established feeding patterns. Additionally, our results suggest that antagonistic interactions between butterflyfishes may have contributed to niche partitioning and conservatism over evolutionary time scales.

Sex-specific associative learning cues and inclusive fitness benefits in the Seychelles warbler.

PubMed

Richardson, D S; Burke, T; Komdeurs, J

2003-09-01

In cooperative breeding vertebrates, indirect fitness benefits would be maximized by subordinates that accurately assess their relatedness to group offspring and preferentially help more closely related kin. In the Seychelles warbler (Acrocephalus sechellensis), we found a positive relationship between subordinate-nestling kinship (determined using microsatellite marker genotypes) and provisioning rates, but only for female subordinates. Female subordinates that helped were significantly more related to the nestlings than were nonhelpers, and the decision to help appears to be based on associative learning cues. High levels of female infidelity means that subordinates cannot trust their legitimacy through the male line, consequently they appear to use the continued presence of the primary female, but not the primary male, as a reliable cue to determine when to feed nestlings. By using effective discrimination, female subordinates are able to maximize the indirect benefits gained within a cooperative breeding system otherwise driven primarily by direct breeding benefits.

Utilization of Prosodic Information in Syntactic Ambiguity Resolution

PubMed Central

2010-01-01

Two self paced listening experiments examined the role of prosodic phrasing in syntactic ambiguity resolution. In Experiment 1, the stimuli consisted of early closure sentences (e.g., “While the parents watched, the child sang a song.”) containing transitive-biased subordinate verbs paired with plausible direct objects or intransitive-biased subordinate verbs paired with implausible direct objects. Experiment 2 also contained early closure sentences with transitively and intransitive-biased subordinate verbs, but the subordinate verbs were always followed by plausible direct objects. In both experiments, there were two prosodic conditions. In the subject-biased prosodic condition, an intonational phrase boundary marked the clausal boundary following the subordinate verb. In the object-biased prosodic condition, the clause boundary was unmarked. The results indicate that lexical and prosodic cues interact at the subordinate verb and plausibility further affects processing at the ambiguous noun. Results are discussed with respect to models of the role of prosody in sentence comprehension. PMID:20033849

The macrostructure of informal arguments: a proposed model and analysis.

PubMed

Ricco, Robert B

2003-08-01

Theories of informal reasoning and critical thinking often maintain that everyday, informal arguments can be classified into types based on the specific organization that the premises or reasons enter into in their support for the conclusion (Snoeck Henkemans, 2000; Vorobej, 1995b). Three general types are identified: convergent, coordinately linked, and subordinately linked arguments. There has been no empirical research, however, to determine whether these structural distinctions have any psychological reality. In the first two of four experiments, college students were presented with premise pairs from larger, informal arguments and were asked to judge the nature of the relationship between the premises in a pair. The judgments involved applying "tests" of linkage, subordination, and so on, that have been proposed in the theoretical literature on argument analysis (e.g., Walton, 1996a; Yanal, 1991). Results suggest that adults can effectively distinguish between linked (interdependent) and convergent relationships and can further distinguish between interdependencies that are full and those that are merely partial. Adults also distinguished between subordinate and nonsubordinate relations. Experiments 3 and 4 provide evidence that adults make use of information about argument structure in evaluating argument strength and in categorizing arguments. Experiment 4 further suggests that facility with macrostructure is only modestly related to deductive reasoning competence. Findings are framed in terms of a speculative account of how argument structure is identified and mentally represented.

Cross-Situational Specificity in Managers’ Perceptions of Subordinate Performance, Attributions, and Leader Behaviors.

DTIC Science & Technology

1982-05-20

Dansereau et al., 1975; Davis & Luthans , 1979; Zahn & Wolf, 1981). For example, Dansereau et al. (1975) reported that leaders tended to develop a...of Subordinate Performance,6PEFRIGO.RPRTNMR Attributions, and Leader Behaviors PEORIGRGRPRTNMR GT-ONR-2. IBR 82-7 17. UTHO~s)S CONTRACT OR GRANT...8217 performance, causes (attributions of subordinates’ performance, and leader behaviors employed toward subordinates aL-u were examined from the standpoint of

Does Despotic Leadership Harm Employee Family Life: Exploring the Effects of Emotional Exhaustion and Anxiety.

PubMed

Nauman, Shazia; Fatima, Tasneem; Haq, Inam Ul

2018-01-01

Research has not focused on the negative effects of despotic leadership on subordinates' life satisfaction and the interface between work and family. Drawing on the Conservation of Resources theory, this research investigates the mediating effect of emotional exhaustion through which despotic leadership transcends from the workplace to subordinates' personal lives, resulting in work-family conflict and decreased life satisfaction. The research also examines the moderating effect of subordinates' anxiety on the relationship of their perceptions of despotic leadership with work-family conflict and life satisfaction. Three waves of time-lagged data was collected from 224 book sellers who work in publishing houses. We used Hayes' PROCESS to test moderation and SEM to test mediation. The results of the study suggest that despotic leadership is related to work-family conflict via emotional exhaustion, but offer no support for its relationship with life satisfaction. As expected, when subordinates' anxiety increases, the positive relationship between a supervisor's despotism and his or her subordinates' work-family conflict and the negative relationship between despotic leadership and life satisfaction both strengthen. The results suggest that despotic leaders harm their subordinates' non-work lives, and these effects intensify when subordinates have high levels of anxiety. These findings have important implications for service organizations in mitigating the negative effects of despotic leadership by minimizing subordinates' anxiety through coping mechanisms and giving reward and incentives.

The physiology of cooperative breeding in a rare social canid; sex, suppression and pseudopregnancy in female Ethiopian wolves.

PubMed

van Kesteren, Freya; Paris, Monique; Macdonald, David W; Millar, Robert; Argaw, Kifle; Johnson, Paul J; Farstad, Wenche; Sillero-Zubiri, Claudio

2013-10-02

Ethiopian wolves, Canis simensis, differ from other cooperatively breeding canids in that they combine intense sociality with solitary foraging, making them a suitable species in which to study the physiology of cooperative breeding. The reproductive physiology of twenty wild female Ethiopian wolves (eleven dominant and nine subordinate) in Ethiopia's Bale Mountains National Park was studied non-invasively through the extraction and assaying of estradiol, progesterone and glucocorticoids in collected fecal samples using enzyme and radioimmunoassays. All dominant females showed increased estradiol concentrations and/or mating behavior during the annual mating season. In contrast, none of the subordinate females showed increased estradiol concentrations or mating behavior during the mating season. However, two subordinate females came into estrus outside of the mating season. Both dominant and subordinate females had higher average progesterone concentrations during the dominant female's pregnancy than at other times of the year, and two subordinate females allosuckled the dominant female's pups. No statistically significant differences in glucocorticoid concentrations were found between dominant and subordinate females. These results suggest that subordinate females are reproductively suppressed during the annual mating season, but may ovulate outside of the mating season and become pseudopregnant. No evidence was found to suggest that reproductive suppression in subordinate females was regulated through aggressive behaviors, and no relationship was found between fecal glucocorticoids and dominance status. © 2013 Elsevier Inc. All rights reserved.

JPRS Report, Near East & South Asia.

DTIC Science & Technology

1988-03-24

geography to students of the ele - mentary and secondary schools. That is what was dis- cussed in Cairo, and the recommendations which were made there...women, it must not be forgotten that family planning is not exclusively a women’s problem, as, moreover, the Arab term " el wiladet" (literally...thus question the legitimacy of even Ramayana being telecast by the official medium, while those who subordinate all these questions to

Regulation of energy metabolism during social interactions in rainbow trout: a role for AMP-activated protein kinase.

PubMed

Gilmour, K M; Craig, P M; Dhillon, R S; Lau, G Y; Richards, J G

2017-11-01

Rainbow trout ( Oncorhynchus mykiss ) confined in pairs form social hierarchies in which subordinate fish typically experience fasting and high circulating cortisol levels, resulting in low growth rates. The present study investigated the role of AMP-activated protein kinase (AMPK) in mediating metabolic adjustments associated with social status in rainbow trout. After 3 days of social interaction, liver AMPK activity was significantly higher in subordinate than dominant or sham (fish handled in the same fashion as paired fish but held individually) trout. Elevated liver AMPK activity in subordinate fish likely reflected a significantly higher ratio of phosphorylated AMPK (phospho-AMPK) to total AMPK protein, which was accompanied by significantly higher AMPKα 1 relative mRNA abundance. Liver ATP and creatine phosphate concentrations in subordinate fish also were elevated, perhaps as a result of AMPK activity. Sham fish that were fasted for 3 days exhibited effects parallel to those of subordinate fish, suggesting that low food intake was an important trigger of elevated AMPK activity in subordinate fish. Effects on white muscle appeared to be influenced by the physical activity associated with social interaction. Overall, muscle AMPK activity was significantly higher in dominant and subordinate than sham fish. The ratio of phospho-AMPK to total AMPK protein in muscle was highest in subordinate fish, while muscle AMPKα 1 relative mRNA abundance was elevated by social dominance. Muscle ATP and creatine phosphate concentrations were high in dominant and subordinate fish at 6 h of interaction and decreased significantly thereafter. Collectively, the findings of the present study support a role for AMPK in mediating liver and white muscle metabolic adjustments associated with social hierarchy formation in rainbow trout. Copyright © 2017 the American Physiological Society.

The moderating role of safety-specific trust on the relation between safety-specific leadership and safety citizenship behaviors.

PubMed

Conchie, Stacey M; Donald, Ian J

2009-04-01

The authors examined whether safety-specific trust moderates or mediates the relationship between safety-specific transformational leadership and subordinates' safety citizenship behavior. Data from 139 subordinate-supervisor dyads were collected from the United Kingdom construction industry and analyzed using hierarchical regression models. Results showed that safety-specific trust moderated rather than mediated the effects of safety-specific transformational leaders on subordinates' behavior. Specifically, in conditions of high and moderate safety-specific trust, leaders had a significant effect on subordinates' safety citizenship behavior. However, in conditions of low safety-specific trust, leaders did not significantly influence subordinates' safety citizenship behavior. The implications of these findings for general safety theory and practice are discussed.

Object Categorization in Finer Levels Relies More on Higher Spatial Frequencies and Takes Longer.

PubMed

Ashtiani, Matin N; Kheradpisheh, Saeed R; Masquelier, Timothée; Ganjtabesh, Mohammad

2017-01-01

The human visual system contains a hierarchical sequence of modules that take part in visual perception at different levels of abstraction, i.e., superordinate, basic, and subordinate levels. One important question is to identify the "entry" level at which the visual representation is commenced in the process of object recognition. For a long time, it was believed that the basic level had a temporal advantage over two others. This claim has been challenged recently. Here we used a series of psychophysics experiments, based on a rapid presentation paradigm, as well as two computational models, with bandpass filtered images of five object classes to study the processing order of the categorization levels. In these experiments, we investigated the type of visual information required for categorizing objects in each level by varying the spatial frequency bands of the input image. The results of our psychophysics experiments and computational models are consistent. They indicate that the different spatial frequency information had different effects on object categorization in each level. In the absence of high frequency information, subordinate and basic level categorization are performed less accurately, while the superordinate level is performed well. This means that low frequency information is sufficient for superordinate level, but not for the basic and subordinate levels. These finer levels rely more on high frequency information, which appears to take longer to be processed, leading to longer reaction times. Finally, to avoid the ceiling effect, we evaluated the robustness of the results by adding different amounts of noise to the input images and repeating the experiments. As expected, the categorization accuracy decreased and the reaction time increased significantly, but the trends were the same. This shows that our results are not due to a ceiling effect. The compatibility between our psychophysical and computational results suggests that the temporal advantage of the superordinate (resp. basic) level to basic (resp. subordinate) level is mainly due to the computational constraints (the visual system processes higher spatial frequencies more slowly, and categorization in finer levels depends more on these higher spatial frequencies).

Object Categorization in Finer Levels Relies More on Higher Spatial Frequencies and Takes Longer

PubMed Central

Ashtiani, Matin N.; Kheradpisheh, Saeed R.; Masquelier, Timothée; Ganjtabesh, Mohammad

2017-01-01

The human visual system contains a hierarchical sequence of modules that take part in visual perception at different levels of abstraction, i.e., superordinate, basic, and subordinate levels. One important question is to identify the “entry” level at which the visual representation is commenced in the process of object recognition. For a long time, it was believed that the basic level had a temporal advantage over two others. This claim has been challenged recently. Here we used a series of psychophysics experiments, based on a rapid presentation paradigm, as well as two computational models, with bandpass filtered images of five object classes to study the processing order of the categorization levels. In these experiments, we investigated the type of visual information required for categorizing objects in each level by varying the spatial frequency bands of the input image. The results of our psychophysics experiments and computational models are consistent. They indicate that the different spatial frequency information had different effects on object categorization in each level. In the absence of high frequency information, subordinate and basic level categorization are performed less accurately, while the superordinate level is performed well. This means that low frequency information is sufficient for superordinate level, but not for the basic and subordinate levels. These finer levels rely more on high frequency information, which appears to take longer to be processed, leading to longer reaction times. Finally, to avoid the ceiling effect, we evaluated the robustness of the results by adding different amounts of noise to the input images and repeating the experiments. As expected, the categorization accuracy decreased and the reaction time increased significantly, but the trends were the same. This shows that our results are not due to a ceiling effect. The compatibility between our psychophysical and computational results suggests that the temporal advantage of the superordinate (resp. basic) level to basic (resp. subordinate) level is mainly due to the computational constraints (the visual system processes higher spatial frequencies more slowly, and categorization in finer levels depends more on these higher spatial frequencies). PMID:28790954

A Study of Upward Influence in Organizations.

ERIC Educational Resources Information Center

Schilit, Warren K.; Locke, Edwin A.

1982-01-01

Researchers interviewed 83 subordinate employees and 70 supervisory employees to investigate the ways subordinates try to influence their supervisors. Supervisors and subordinates reported similar agents and methods of influence, causes of success, and outcomes of attempts at upward influence, but different causes of failure. (Author/RW)

Does power distance exacerbate or mitigate the effects of abusive supervision? It depends on the outcome.

PubMed

Lian, Huiwen; Ferris, D Lance; Brown, Douglas J

2012-01-01

We predicted that the effects of abusive supervision are likely to be moderated by subordinate power distance orientation and that the nature of the moderating effect will depend on the outcome. Drawing upon work suggesting that high power distance orientation subordinates are more tolerant of supervisory mistreatment, we posited that high power distance orientation subordinates would be less likely to view abusive supervision as interpersonally unfair. Drawing upon social learning theory suggestions that high power distance orientation subordinates are more likely to view supervisors as role models, we posited that high power distance orientation subordinates would be more likely to pattern their own interpersonally deviant behavior after that of abusive supervisors. Across 3 samples we found support for our predicted interactions, culminating in a mediated moderation model demonstrating that social learning mediates the interaction of abusive supervision and power distance on subordinate interpersonal deviance, while ruling out alternate self-regulation impairment or displaced aggression explanations. Implications for the abusive supervision literature are discussed.

An examination of "nonleadership": from laissez-faire leadership to leader reward omission and punishment omission.

PubMed

Hinkin, Timothy R; Schriesheim, Chester A

2008-11-01

Laissez-faire leadership has received much less attention than have the 3 transactional leadership dimensions of the Multifactor Leadership Questionnaire (MLQ). However, laissez-faire leadership has shown strong negative relationships with various leadership criteria, and the absence of leadership (laissez-faire leadership) may be just as important as is the presence of other types of leadership. This article focuses on a single type of laissez-faire leadership (i.e., the lack of response to subordinate performance). Using a reinforcement perspective, the authors developed measures and examined the effects of the lack of performance-contingent reinforcement in 2 forms: reward omission (leader nonreinforcement of good subordinate performance) and punishment omission (leader nonreinforcement of poor subordinate performance). They found strong evidence in support of the construct validity of the new measures and found that omission was related to follower satisfaction with the leader, subordinate-rated leader effectiveness, subordinate-perceived role clarity, and supervisor-rated subordinate performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

The crossover of psychological distress from leaders to subordinates in teams: The role of abusive supervision, psychological capital, and team performance.

PubMed

Li, Yuhui; Wang, Zhen; Yang, Liu-Qin; Liu, Songbo

2016-04-01

This study examines the underlying mechanism of the crossover process in work teams. Drawing on conservation of resources theory, we hypothesize that a leader's psychological distress positively influences subordinates' psychological distress through abusive supervision. We further hypothesize that team performance attenuates the association between a leader's psychological distress and abusive supervision. In addition, we expect that psychological capital attenuates the positive relationship between abusive supervision and subordinates' psychological distress. Participants were drawn from 86 business teams, and multisource data were collected. The hypotheses were tested with multilevel analysis. Results supported the crossover of psychological distress from leader to subordinates, and abusive supervision serves as a mediating mechanism. The positive relationship between a leader's distress and abusive supervision is stronger when team performance is lower. In addition, the positive relationship between abusive supervision and subordinates' psychological distress is stronger when subordinates' psychological capital is lower. (c) 2016 APA, all rights reserved).

Sildenafil counteracts the inhibitory effect of social subordination on competitive aggression and sexual motivation in male mice.

PubMed

Dadomo, Harold; Volpi, Riccardo; Ferrari, Massimiliano; Vignali, Alessandro; Bartolomucci, Alessandro; Palanza, Paola; Parmigiani, Stefano

2011-01-01

The effects of chronic intra-peritoneal administration of 10 mg/kg (t.i.w., for 5 weeks) of sildenafil on competitive aggression, sexual behaviour and body weight gain was tested in CD1 subordinate male mice in two experimental contexts: 1) "low levels of aggression", i.e. housing in dyads of siblings 2) "high levels of aggression", i.e. exposure to a model of chronic psychosocial stress with an unfamiliar mice. Subordinate mice in both experimental contexts were injected with sildenafil or saline. After 2 weeks of sildenafil administration, a subgroup of subordinates exposed to "high levels of aggression" began to counterattack their dominant counterparts at higher rates than saline-injected subordinates. This effect was essentially similar but faster in subordinates subjected to "low levels of aggression". As far as sexual behaviour is concerned, in both experimental contexts, sildenafil-injected subordinated mice showed significant lower latencies to mount a proceptive female when compared to saline-injected subjects. Furthermore, in the "high levels of aggression" context, Sildenafil reduced stress-induced body weight gain. Sildenafil showed no effects in individually housed males serving as controls. In conclusion, chronic Sildenafil treatment counteracts the inhibitory effects of social subordination on male competitive aggression, sexual behaviour and body weight gain. Overall our data suggests that sildenafil could be acting in the central nervous system to modulate sexual and agonistic motivation. Copyright © 2010 Elsevier B.V. All rights reserved.

Subordinate Imitation of Supervisor Behavior: The Role of Supervisor Power and Subordinate Self-Esteem.

ERIC Educational Resources Information Center

Adler, Seymour

1983-01-01

Examined similarity in the behavior tendencies of subordinates and their supervisors. Respondents were 66 department heads and branch managers in an Israeli banking organization. The overall pattern of results largely supported the applicability of Social Learning Theory to organizational modeling. (JAC)

7 CFR 765.205 - Subordination of liens.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Subordination of liens. (a) Borrower application requirements. The borrower must submit the following, unless it... application for subordination form; (2) A current financial statement, including, in the case of an entity..., expenses, and debt repayment plan; and (6) Verification of all debts. (b) Real estate security. For loans...

Measuring Subordinate Perceptions of Supervisor Feedback Intentions: Some Unsettling Results.

ERIC Educational Resources Information Center

Fedor, Donald B.; And Others

1990-01-01

Two studies were conducted to demonstrate the importance of subordinates' perceptions of superiors' intentions in the feedback process. Study 1 included 49 undergraduates, graduates, or professors; and Study 2 included 220 undergraduates. Results indicate that subordinates make fine distinctions concerning their perceptions of supervisors'…

Reward Behavior by Male and Female Leaders: A Causal Inference Analysis.

ERIC Educational Resources Information Center

Szilagyi, Andrew D.

1980-01-01

Investigated causal inferences between leader reward behavior and subordinate goal attainment, absenteeism, and work satisfaction. Results revealed that no significant differences were attributed to sex and that the leader reward behavior and subordinate attitudes and behavior were independent of the effects of sex of supervisor or subordinate.…

43 CFR 20.502 - Conformance with policy and subordination to authority.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Conformance with policy and subordination... EMPLOYEE RESPONSIBILITIES AND CONDUCT Other Employee Conduct Provisions § 20.502 Conformance with policy and subordination to authority. Employees are required to carry out the announced policies and...

7 CFR 765.205 - Subordination of liens.

Code of Federal Regulations, 2011 CFR

2011-01-01

... time and has a definite maturity date; (13) In the case of real property purchase or exchange, the... Subordination of liens. (a) Borrower application requirements. The borrower must submit the following, unless it... application for subordination form; (2) A current financial statement, including, in the case of an entity...

76 FR 42767 - Application for Issuance of Subordinated Debt Securities/Notice of Issuance of Subordinated Debt...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-19

... DEPARTMENT OF THE TREASURY Office of Thrift Supervision Application for Issuance of Subordinated... AGENCY: Office of Thrift Supervision (OTS), Treasury. ACTION: Notice and request for comment. SUMMARY... Thrift Supervision within the Department of the Treasury will submit the proposed information collection...

Subordinators and Supradialectal Formulas in the Dialectal Inscriptions from Mainland Greece (Excluding Attica)

ERIC Educational Resources Information Center

Minamimoto, Toru

2017-01-01

In this dissertation, I investigated the usage of subordinators in Ancient Greek dialectal inscriptions and their interactions with supradialectal formulas, i.e., relatively fixed expressions shared across dialectal borders. Subordinators are grammatical elements and therefore are expected to behave in a systematic manner; supradialectal formulas…

A Preliminary Analysis of the Reliability and Validity of the Leader Observation System.

DTIC Science & Technology

1982-08-01

financial instituition , a state agency, a medium sized manufacturing plant, a campus police department, and the Navy and Army R.O.T.C. units of a...specifics of the study. The outside observers (N=8) used in the study were graduate students in management . Three were assigned to the financial ... managing Interpersonal conflict etc. between subordinates or others d. routine financial reporting nnd b. appealing to higher authority to bookkeeping

Effect of management training in organizational justice: a randomized controlled trial

PubMed Central

NAKAMURA, Saki; SOMEMURA, Hironori; SASAKI, Norio; YAMAMOTO, Megumi; TANAKA, Mika; TANAKA, Katsutoshi

2016-01-01

Organizational justice (OJ) influences the well-being of employees of organizations. We conducted a randomized controlled trial to examine whether or not brief management training increases OJ for subordinates. Study participants were managers and subordinates working in the private manufacturing sector. Randomization at the departmental level generated an intervention group of 23 departments (93 managers and 248 subordinates) and a control group of 23 departments (91 managers and 314 subordinates). Managers in the intervention group received a 90-min training session to investigate the attitudes and behavior of managers and help increase OJ. Subordinates completed self-administered OJ questionnaire surveys on procedural, interpersonal, and informational justice before and 3 months after intervention. For all subordinates, the interaction between group and time in OJ scores obtained before and 3 months after intervention were not significant. However, in subgroup analyses of the lowest tertile group in relation to the baseline of each of the three OJ subscales and total scores, the lowest tertile group of the interpersonal justice subscale showed significant improvement. The results of this study suggest that brief management training in OJ for managers significantly improves a low rating from subordinates in interpersonal justice. Further studies are required to develop a specific intervention method to increase OJ. PMID:26860786

Effect of management training in organizational justice: a randomized controlled trial.

PubMed

Nakamura, Saki; Somemura, Hironori; Sasaki, Norio; Yamamoto, Megumi; Tanaka, Mika; Tanaka, Katsutoshi

2016-06-10

Organizational justice (OJ) influences the well-being of employees of organizations. We conducted a randomized controlled trial to examine whether or not brief management training increases OJ for subordinates. Study participants were managers and subordinates working in the private manufacturing sector. Randomization at the departmental level generated an intervention group of 23 departments (93 managers and 248 subordinates) and a control group of 23 departments (91 managers and 314 subordinates). Managers in the intervention group received a 90-min training session to investigate the attitudes and behavior of managers and help increase OJ. Subordinates completed self-administered OJ questionnaire surveys on procedural, interpersonal, and informational justice before and 3 months after intervention. For all subordinates, the interaction between group and time in OJ scores obtained before and 3 months after intervention were not significant. However, in subgroup analyses of the lowest tertile group in relation to the baseline of each of the three OJ subscales and total scores, the lowest tertile group of the interpersonal justice subscale showed significant improvement. The results of this study suggest that brief management training in OJ for managers significantly improves a low rating from subordinates in interpersonal justice. Further studies are required to develop a specific intervention method to increase OJ.

Group-size-dependent punishment of idle subordinates in a cooperative breeder where helpers pay to stay

PubMed Central

Fischer, Stefan; Zöttl, Markus; Groenewoud, Frank; Taborsky, Barbara

2014-01-01

In cooperative breeding systems, dominant breeders sometimes tolerate unrelated individuals even if they inflict costs on the dominants. According to the ‘pay-to-stay’ hypothesis, (i) subordinates can outweigh these costs by providing help and (ii) dominants should be able to enforce help by punishing subordinates that provide insufficient help. This requires that dominants can monitor helping and can recognize group members individually. In a field experiment, we tested whether cooperatively breeding cichlid Neolamprologus pulcher subordinates increase their help after a forced ‘idle’ period, how other group members respond to a previously idle helper, and how helper behaviour and group responses depend on group size. Previously, idle helpers increased their submissiveness and received more aggression than control helpers, suggesting that punishment occurred to enforce help. Subordinates in small groups increased their help more than those in large groups, despite receiving less aggression. When subordinates were temporarily removed, dominants in small groups were more likely to evict returning subordinates. Our results suggest that only in small groups do helpers face a latent threat of punishment by breeders as predicted by the pay-to-stay hypothesis. In large groups, cognitive constraints may prevent breeders from tracking the behaviour of a large number of helpers. PMID:24990673

Psychosocial stress induces hyperphagia and exacerbates diet-induced insulin resistance and the manifestations of the Metabolic Syndrome.

PubMed

Sanghez, Valentina; Razzoli, Maria; Carobbio, Stefania; Campbell, Mark; McCallum, Jacob; Cero, Cheryl; Ceresini, Graziano; Cabassi, Aderville; Govoni, Paolo; Franceschini, Paolo; de Santis, Valentina; Gurney, Allison; Ninkovic, Ivana; Parmigiani, Stefano; Palanza, Paola; Vidal-Puig, Antonio; Bartolomucci, Alessandro

2013-12-01

Stress and hypercaloric food are recognized risk factors for obesity, Metabolic Syndrome (MetS) and Type 2 Diabetes (T2D). Given the complexity of these metabolic processes and the unavailability of animal models, there is poor understanding of their underlying mechanisms. We established a model of chronic psychosocial stress in which subordinate mice are vulnerable to weight gain while dominant mice are resilient. Subordinate mice fed a standard diet showed marked hyperphagia, high leptin, low adiponectin, and dyslipidemia. Despite these molecular signatures of MetS and T2D, subordinate mice fed a standard diet were still euglycemic. We hypothesized that stress predisposes subordinate mice to develop T2D when synergizing with other risk factors. High fat diet aggravated dyslipidemia and the MetS thus causing a pre-diabetes-like state in subordinate mice. Contrary to subordinates, dominant mice were fully protected from stress-induced metabolic disorders when fed both a standard- and a high fat-diet. Dominant mice showed a hyperphagic response that was similar to subordinate but, unlike subordinates, showed a significant increase in VO2, VCO2, and respiratory exchange ratio when compared to control mice. Overall, we demonstrated a robust stress- and social status-dependent effect on the development of MetS and T2D and provided insights on the physiological mechanisms. Our results are reminiscent of the effect of the individual socioeconomic status on human health and provide an animal model to study the underlying molecular mechanisms. Copyright © 2013 Elsevier Ltd. All rights reserved.

Production supervisor impacts on subordinates' safety outcomes: an investigation of leader-member exchange and safety communication

Treesearch

Judd H. Michael; Zhen George Guo; Janice K. Wiedenbeck; Charles D. Ray

2006-01-01

Problem: Supervisors are increasingly important to the functioning of manufacturing operations, in large part due to their role as leaders. While supervisors' relations and communication with their subordinates are known to be important in influencing subordinates' behavior, little is known about how these two factors will impact...

Involuntary Subordination and Its Relation to Personality, Mood, and Submissive Behavior

ERIC Educational Resources Information Center

Sturman, Edward D.

2011-01-01

According to social rank theory, involuntary subordination may be adaptive in species that compete for resources as a mechanism to switch off fighting behaviors when loss is imminent (thus saving an organism from injury). In humans, major depression is thought to occur when involuntary subordination becomes prolonged. The present study sought to…

Charismatic, Ideological, and Pragmatic Leaders' Influence on Subordinate Creative Performance across the Creative Process

ERIC Educational Resources Information Center

Lovelace, Jeffrey B.; Hunter, Samuel T.

2013-01-01

Using the charismatic, ideological, and pragmatic (CIP) model of leadership as a framework, 2 primary research questions were examined. First, when engaging in different tasks along the creative process, does leadership style influence the creative performance of subordinates? Second, how does the level of stress, to which subordinates are…

42 CFR 57.1516 - Right of recovery-subordination.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Right of recovery-subordination. 57.1516 Section 57.1516 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS GRANTS FOR... Personnel § 57.1516 Right of recovery-subordination. (a) The United States shall be entitled to recover from...

Escalated conflict in a social hierarchy

PubMed Central

Cant, M.A; English, S; Reeve, H.K; Field, J

2006-01-01

Animals that live in cooperative societies form hierarchies in which dominant individuals reap disproportionate benefits from group cooperation. The stability of these societies requires subordinates to accept their inferior status rather than engage in escalated conflict with dominants over rank. Applying the logic of animal contests to these cases predicts that escalated conflict is more likely where subordinates are reproductively suppressed, where group productivity is high, relatedness is low, and where subordinates are relatively strong. We tested these four predictions in the field on co-foundress associations of the paper wasp Polistes dominulus by inducing contests over dominance rank experimentally. Subordinates with lower levels of ovarian development, and those in larger, more productive groups, were more likely to escalate in conflict with their dominant, as predicted. Neither genetic relatedness nor relative body size had significant effects on the probability of escalation. The original dominant emerged as the winner in all except one escalated contest. The results provide the first evidence that reproductive suppression of subordinates increases the threat of escalated conflict, and hence that reproductive sharing can promote stability of the dominant–subordinate relationship. PMID:17015353

Sociality and oxytocin and vasopressin in the brain of male and female dominant and subordinate mandarin voles.

PubMed

Qiao, Xufeng; Yan, Yating; Wu, Ruiyong; Tai, Fadao; Hao, Ping; Cao, Yan; Wang, Jianli

2014-02-01

The dominant-subordinate hierarchy in animals often needs to be established via agonistic encounters and consequently affects reproduction and survival. Differences in brain neuropeptides and sociality among dominant and subordinate males and females remain poorly understood. Here we explore neuropeptide levels and sociality during agonistic encounter tests in mandarin voles. We found that dominant mandarin voles engaged in higher levels of approaching, investigating, self-grooming and exploring behavior than subordinates. Dominant males habituated better to a stimulus vole than dominant females. Dominant males displayed significantly less oxytocin-immunoreactive neurons in the paraventricular nuclei and more vasopressin-immunoreactive neurons in the paraventricular nuclei, supraoptic nuclei, and the lateral and anterior hypothalamus than subordinates. Dominant females displayed significantly more vasopressin-immunoreactive neurons in the lateral hypothalamus and anterior hypothalamus than subordinates. Sex differences were found in the level of oxytocin and vasopressin. These results indicate that distinct parameters related to central nervous oxytocin and vasopressin are associated with behaviors during agonistic encounters in a sex-specific manner in mandarin voles.

Setters and samoyeds: the emergence of subordinate level categories as a basis for inductive inference in preschool-age children.

PubMed

Waxman, S R; Lynch, E B; Casey, K L; Baer, L

1997-11-01

Basic level categories are a rich source of inductive inference for children and adults. These 3 experiments examine how preschool-age children partition their inductively rich basic level categories to form subordinate level categories and whether these have inductive potential. Children were taught a novel property about an individual member of a familiar basic level category (e.g., a collie). Then, children's extensions of that property to other objects from the same subordinate (e.g., other collies), basic (e.g., other dogs), and superordinate (e.g., other animals) level categories were examined. The results suggest (a) that contrastive information promotes the emergence of subordinate categories as a basis of inductive inference and (b) that newly established subordinate categories can retain their inductive potential in subsequent reasoning over a week's time.

The tendency for social submission predicts superior cognitive performance in previously isolated male mice

PubMed Central

Matzel, Louis D.; Kolata, Stefan; Light, Kenneth; Sauce, Bruno

2016-01-01

The imposition of subordination may negatively impact cognitive performance in common social settings (e.g., the classroom), and likewise, laboratory studies of animals indicate that the stress associated with social defeat can impair cognitive performance. It is less clear whether an animal’s predisposition for social subordination (i.e., a tendency that is expressed prior to experience with social defeat) is related to its cognitive abilities (e.g., “general” intelligence). Using genetically diverse CD-1 male mice, here we determined that in the absence of adult experience with social hierarchies or social defeat, the predisposition for social subordination was associated with superior general cognitive ability (aggregate performance across a battery of five learning tasks). The tendency for social subordination was not dependent on the mice’ body weight, but both general cognitive ability and the tendency for social subordination were directly related to high stress reactivity (i.e., free corticosterone elevations induced by mild stress). This pattern of results suggests that submissive behavior and sensitivity to stress may be associated with superior cognitive potential, and this can reflect a native predisposition that precedes exposure to social pressures. More broadly, these results raise the possibility that socially subordinate animals evolved compensatory strategies to facilitate their survival, and that absent the imposition of subordination, normally submissive individuals may be better prepared for cognitive/academic achievement. PMID:27457190

12 CFR 563.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 6 2014-01-01 2012-01-01 true Inclusion of subordinated debt securities and... Borrowings § 563.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as..., subpart A seeking OTS approval of, or non-objection to, the inclusion of covered securities in...

12 CFR 163.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 1 2014-01-01 2014-01-01 false Inclusion of subordinated debt securities and... Borrowings § 163.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as... 12 CFR part 116, subpart A seeking the OCC's approval of, or non-objection to, the inclusion of...

12 CFR 163.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 1 2012-01-01 2012-01-01 false Inclusion of subordinated debt securities and... Borrowings § 163.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as... 12 CFR part 116, subpart A seeking the OCC's approval of, or non-objection to, the inclusion of...

12 CFR 563.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 6 2012-01-01 2012-01-01 false Inclusion of subordinated debt securities and... Borrowings § 563.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as..., subpart A seeking OTS approval of, or non-objection to, the inclusion of covered securities in...

12 CFR 563.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 6 2013-01-01 2012-01-01 true Inclusion of subordinated debt securities and... Borrowings § 563.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as..., subpart A seeking OTS approval of, or non-objection to, the inclusion of covered securities in...

12 CFR 163.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 1 2013-01-01 2013-01-01 false Inclusion of subordinated debt securities and... Borrowings § 163.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as... 12 CFR part 116, subpart A seeking the OCC's approval of, or non-objection to, the inclusion of...

12 CFR 563.81 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 5 2011-01-01 2011-01-01 false Inclusion of subordinated debt securities and... Borrowings § 563.81 Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as..., subpart A seeking OTS approval of, or non-objection to, the inclusion of covered securities in...

Examining the Concept of Subordination in Spoken L1 and L2 English: The Case of "If"-Clauses

ERIC Educational Resources Information Center

Basterrechea, María; Weinert, Regina

2017-01-01

This article explores the applications of research on native spoken language into second language learning in the concept of subordination. Second language (L2) learners' ability to integrate subordinate clauses is considered an indication of higher proficiency (e.g., Ellis & Barkhuizen, 2005; Tarone & Swierzbin, 2009). However, the notion…

26 CFR 400.2-1 - Discharge of property by substitution of proceeds of sale; subordination of lien.

Code of Federal Regulations, 2010 CFR

2010-04-01

... proceeds of sale; subordination of lien. 400.2-1 Section 400.2-1 Internal Revenue INTERNAL REVENUE SERVICE... TAX LIEN ACT OF 1966 § 400.2-1 Discharge of property by substitution of proceeds of sale; subordination of lien. (a) Scope. This section provides rules under the provisions in section 6325(b)(3) which...

Social dominance in prepubertal dairy heifers allocated in continuous competitive dyads: Effects on body growth, metabolic status, and reproductive development.

PubMed

Fiol, C; Carriquiry, M; Ungerfeld, R

2017-03-01

The objective of this study was to compare the body weight (BW) and size, metabolic status, and reproductive development of dominant and subordinate prepubertal dairy heifers allocated in competitive dyads. Sixteen Holstein and Jersey × Holstein prepubertal heifers (means ± SEM; 250.8 ± 9.8 d; 208.5 ± 13.9 kg of BW) were assigned to 8 homogeneous dyads according to breed, age, and BW. Dyads were housed in pens separated 1 m from each other during 120 d, receiving a total mixed ration on a 5% restriction of their potential dry matter intake, and had access to the same feeder (60 cm) throughout the experiment. Dominant and subordinate heifers were defined based on the winning agonistic interactions in each dyad. Body development was recorded every 20 d in all heifers, and blood samples were collected on the same days to determine endocrine and metabolic status. The maximum follicle diameter, number of follicles >6 mm, and the presence of corpus luteum were observed weekly by ultrasound. Heifer BW (269.3 vs. 265.3 ± 1.5 kg) and average daily gains (0.858 vs. 0.770 ± 0.02 kg/d) were greater in dominant than subordinate heifers. On d 30, 37, and 53, dominant heifers had more follicles than subordinate heifers, and maximum follicle diameter was greater in dominant than in subordinate heifers (10.0 vs. 9.0 ± 0.3 mm). Dominant heifers achieved puberty earlier than subordinate heifers (313.9 ± 4.9 vs. 329.6 ± 5.7 d) with similar BW (279.4 ± 2.6 vs. 277.4 ± 5.8 kg). Glucose concentrations were greater in dominant than subordinate heifers (89.2 vs. 86.8 ± 1.2 mg/dL), but cholesterol concentrations were greater in subordinate than dominant heifers (86.1 vs. 90.2 ± 2.6 mg/dL). We concluded that, under continuous competitive situations, dominant heifers were more precocious than subordinate ones, achieving an earlier puberty. Dominant heifers had greater body growth and glucose concentrations than subordinate heifers, which may be responsible, at least in part, for the differences on reproductive development between heifers of different social status. Copyright © 2017 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Social power, conflict policing, and the role of subordination signals in rhesus macaque society

PubMed Central

Beisner, Brianne A.; Hannibal, Darcy L.; Finn, Kelly R.; Fushing, Hsieh; McCowan, Brenda

2017-01-01

Objectives Policing is a conflict-limiting mechanism observed in many primate species. It is thought to require a skewed distribution of social power for some individuals to have sufficiently high social power to stop others’ fights, yet social power has not been examined in most species with policing behavior. We examined networks of subordination signals as a source of social power that permits policing behavior in rhesus macaques. Materials and Methods For each of seven captive groups of rhesus macaques, we (a) examined the structure of subordination signal networks and used GLMs to examine the relationship between (b) pairwise dominance certainty and subordination network pathways and (c) policing frequency and social power (group-level convergence in subordination signaling pathways). Results Networks of subordination signals had perfect linear transitivity, and pairs connected by both direct and indirect pathways of signals had more certain dominance relationships than pairs with no such network connection. Social power calculated using both direct and indirect network pathways showed a heavy-tailed distribution and positively predicted conflict policing. Conclusions Our results empirically substantiate that subordination signaling is associated with greater dominance relationship certainty and further show that pairs who signal rarely (or not at all) may use information from others’ signaling interactions to infer or reaffirm the relative certainty of their own relationships. We argue that the network of formal dominance relationships is central to societal stability because it is important for relationship stability and also supports the additional stabilizing mechanism of policing. PMID:26801956

Social power, conflict policing, and the role of subordination signals in rhesus macaque society.

PubMed

Beisner, Brianne A; Hannibal, Darcy L; Finn, Kelly R; Fushing, Hsieh; McCowan, Brenda

2016-05-01

Policing is a conflict-limiting mechanism observed in many primate species. It is thought to require a skewed distribution of social power for some individuals to have sufficiently high social power to stop others' fights, yet social power has not been examined in most species with policing behavior. We examined networks of subordination signals as a source of social power that permits policing behavior in rhesus macaques. For each of seven captive groups of rhesus macaques, we (a) examined the structure of subordination signal networks and used GLMs to examine the relationship between (b) pairwise dominance certainty and subordination network pathways and (c) policing frequency and social power (group-level convergence in subordination signaling pathways). Networks of subordination signals had perfect linear transitivity, and pairs connected by both direct and indirect pathways of signals had more certain dominance relationships than pairs with no such network connection. Social power calculated using both direct and indirect network pathways showed a heavy-tailed distribution and positively predicted conflict policing. Our results empirically substantiate that subordination signaling is associated with greater dominance relationship certainty and further show that pairs who signal rarely (or not at all) may use information from others' signaling interactions to infer or reaffirm the relative certainty of their own relationships. We argue that the network of formal dominance relationships is central to societal stability because it is important for relationship stability and also supports the additional stabilizing mechanism of policing. © 2016 Wiley Periodicals, Inc.

Patient safety education to change medical students' attitudes and sense of responsibility.

PubMed

Roh, Hyerin; Park, Seok Ju; Kim, Taekjoong

2015-01-01

This study examined changes in the perceptions and attitudes as well as the sense of individual and collective responsibility in medical students after they received patient safety education. A three-day patient safety curriculum was implemented for third-year medical students shortly before entering their clerkship. Before and after training, we administered a questionnaire, which was analysed quantitatively. Additionally, we asked students to answer questions about their expected behaviours in response to two case vignettes. Their answers were analysed qualitatively. There was improvement in students' concepts of patient safety after training. Before training, they showed good comprehension of the inevitability of error, but most students blamed individuals for errors and expressed a strong sense of individual responsibility. After training, students increasingly attributed errors to system dysfunction and reported more self-confidence in speaking up about colleagues' errors. However, due to the hierarchical culture, students still described difficulties communicating with senior doctors. Patient safety education effectively shifted students' attitudes towards systems-based thinking and increased their sense of collective responsibility. Strategies for improving superior-subordinate communication within a hierarchical culture should be added to the patient safety curriculum.

Development of Lexical and Sentence Level Context Effects for Dominant and Subordinate Word Meanings of Homonyms

ERIC Educational Resources Information Center

Booth, James R.; Harasaki, Yasuaki; Burman, Douglas D.

2006-01-01

Nine-ten-and twelve-year-old children (N = 75) read aloud dominant, subordinate or ambiguous bias sentences (N = 120) that ended in a homonym (BALL). After the sentence (1,000 ms), children read aloud targets that were related to the dominant (BAT) or subordinate (DANCE) meaning of the homonym or control targets. Participants were also divided…

17 CFR 240.17h-2T - Risk assessment reporting requirements for brokers and dealers.

Code of Federal Regulations, 2011 CFR

2011-04-01

... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 equal to or... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 of less than..., customers or carries the accounts of or for customers. (3) In calculating capital and subordinated debt for...

17 CFR 240.17h-2T - Risk assessment reporting requirements for brokers and dealers.

Code of Federal Regulations, 2014 CFR

2014-04-01

... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 equal to or... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 of less than..., customers or carries the accounts of or for customers. (3) In calculating capital and subordinated debt for...

17 CFR 240.17h-2T - Risk assessment reporting requirements for brokers and dealers.

Code of Federal Regulations, 2012 CFR

2012-04-01

... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 equal to or... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 of less than..., customers or carries the accounts of or for customers. (3) In calculating capital and subordinated debt for...

17 CFR 240.17h-2T - Risk assessment reporting requirements for brokers and dealers.

Code of Federal Regulations, 2013 CFR

2013-04-01

... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 equal to or... maintains capital including debt subordinated in accordance with appendix D of § 240.15c3-1 of less than..., customers or carries the accounts of or for customers. (3) In calculating capital and subordinated debt for...

Defense Headquarters: Geographic Combatant Commands Rely on Subordinate Commands for Mission Management and Execution

DTIC Science & Technology

2016-06-30

These figures do not include personnel performing contract services. The service component commands , subordinate unified commands , and joint task forces...GAO has previously found that the combatant commands do not have oversight or visibility over authorized manpower or assigned personnel at the...Jack Reed Ranking Member Committee on Armed Services United States Senate Defense Headquarters: Geographic Combatant Commands Rely on Subordinate

Age Differences Explain Social Class Differences in Students' Friendship at University: Implications for Transition and Retention

ERIC Educational Resources Information Center

Rubin, Mark; Wright, Chrysalis L.

2015-01-01

The present research tested the hypotheses that (a) working-class students have fewer friends at university than middle-class students and (b) this social class difference occurs because working-class students tend to be older than middle-class students. A sample of 376 first-year undergraduate students from an Australian university completed an…

Examination of a perceived cost model of employees' negative feedback-seeking behavior.

PubMed

Lu, Kuo-Ming; Pan, Su-Ying; Cheng, Jen-Wei

2011-01-01

The present study extends the feedback-seeking behavior literature by investigating how supervisor-related antecedents (i.e., supervisors' expert power, reflected appraisals of supervisors, and supervisors' emotional intelligence) influence subordinates' negative feedback-seeking behavior (NFSB) through different cost/value perceptions (i.e., expectancy value, self-presentation cost, and ego cost). Using data collected from 216 supervisor-subordinate dyads from various industries in Taiwan, we employ structural equation modeling analysis to test our hypotheses. The results show that expectancy value mediates the relationship between supervisor expert power and subordinates' NFSB. Moreover, self-presentation cost mediates the relationship between reflected appraisals of supervisors' and subordinates' NFSB. Theoretical and practical implications of this study are also discussed.

Sexual harassment in public medical schools in Ghana.

PubMed

Norman, I D; Aikins, M; Binka, F N

2013-09-01

This study investigated the prevalence and incidence of Traditional (where a person in a position of power harasses a subordinate) and contra power sexual harassment, (where a subordinate is the harasser of authority figure) in medical schools in Ghana. among. Cross-sectional study. Four hundred and nine medical students from four medical schools in Ghana were interviewed. We also considered if academic and financial dependence would predict either traditional or contra power sexual harassment. We further investigated, whether women were more bothered by sexual harassment than men and the correlation between sexual harassment and health. Women were 61% more likely to be sexually harassed than men 39%. Sexual harassment negatively affects the victims' health outcome. We found that the traditional form of sexual harassment was prevalent in medical schools in Ghana and that academic dependence predicted attacks. In the first and second years, women at these institutions are more likely to be sexually harassed than men. Sexual harassment policies of medical school need to be widely circulated. The various medical schools should provide reporting procedures and counseling for victims. This paper would inform policy and research.

Time and Money Explain Social Class Differences in Students' Social Integration at University

ERIC Educational Resources Information Center

Rubin, Mark; Wright, Chrysalis L.

2017-01-01

Working-class students tend to be less socially integrated at university than middle-class students. The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be…

Stable Lévy motion with inverse Gaussian subordinator

NASA Astrophysics Data System (ADS)

Kumar, A.; Wyłomańska, A.; Gajda, J.

2017-09-01

In this paper we study the stable Lévy motion subordinated by the so-called inverse Gaussian process. This process extends the well known normal inverse Gaussian (NIG) process introduced by Barndorff-Nielsen, which arises by subordinating ordinary Brownian motion (with drift) with inverse Gaussian process. The NIG process found many interesting applications, especially in financial data description. We discuss here the main features of the introduced subordinated process, such as distributional properties, existence of fractional order moments and asymptotic tail behavior. We show the connection of the process with continuous time random walk. Further, the governing fractional partial differential equations for the probability density function is also obtained. Moreover, we discuss the asymptotic distribution of sample mean square displacement, the main tool in detection of anomalous diffusion phenomena (Metzler et al., 2014). In order to apply the stable Lévy motion time-changed by inverse Gaussian subordinator we propose a step-by-step procedure of parameters estimation. At the end, we show how the examined process can be useful to model financial time series.

Supervisor-subordinate age dissimilarity and performance ratings: the buffering effects of supervisory relationship and practice.

PubMed

Van der Heijden, Beatrice I J M; Scholarios, Dora; Van der Schoot, Esther; Jedrzejowicz, Piotr; Bozionelos, Nikos; Epitropaki, Olga; Knauth, Peter; Marzec, Izabela; Mikkelsen, Aslaug; Van der Heijde, Claudia

2010-01-01

Using 394 pairs of employees and their immediate supervisors working in the Information and Communication Technology (ICT) sector in three northern European countries, this study examined the effect of workplace moderators on the link between relational demography and supervisor ratings of performance. Directional age differences between superior and subordinate (i.e., status incongruence caused when the supervisor is older or younger than his/her subordinate) and non-directional age differences were used as predictors of supervisor ratings of occupational expertise. The quality of the supervisor-subordinate relationship and the existence of positive age-related supervisory practices were examined as moderators of this relationship. The results provide no support for a relationship between directional age differences and age-related stereotyping by supervisors in ratings of performance, neither for the effects of age-related supervisory practices. However, high quality supervisor-subordinate relationships did moderate the effects of age dissimilarity on supervisory ratings. The implications of these findings for performance appraisal methodologies and recommendations for further research are discussed.

Cognition- and affect-based trust and feedback-seeking behavior: the roles of value, cost, and goal orientations.

PubMed

Choi, Byoung Kwon; Moon, Hyoung Koo; Nae, Eun Young

2014-01-01

We examined how subordinates' cognition- and affect-based trust in supervisors influences their feedback-seeking behavior (FSB) by considering the different cost/value perception of FSB and goal orientation (i.e., learning and performance goal orientations). Using data from 194 supervisor-subordinate dyads in South Korea, we conducted multiple regression analyses to test our hypotheses. The results showed that, whereas subordinates' cognition-based trust in supervisors positively influenced their FSB through increasing the perceived value of feedback received from supervisors, their affect-based trust in supervisors positively influenced their FSB through decreasing the perceived value of FSB. Additionally, we found that, when subordinates had high levels of learning goal orientation, the increasing influence of cognition-based trust on the value of feedback was stronger; in contrast, when subordinates had low levels of performance goal orientation, the decreasing influence of affect-based trust on the cost of FSB was stronger. The theoretical and practical implications, limitations, and suggestions for future research were discussed.

Performance Based Leadership Development in Organizational Settings

DTIC Science & Technology

1979-09-01

in order to obtain the maximum performance from a group of subordinates and also maintain the subordinates’ satisfaction , Lt. Jones, o£ any other... performance and worker satisfaction . You might ask why the Developmental Model of Leadership is based upon these three assumrtions. The rationale for making...This theory then discusses the conditions under which each of these behaviors mty lead to better subordinate performance and satisfaction . The path-goal

Guidelines for Conducting a Training Effectiveness Evaluation (TEE). Volume 1. TEE Evaluator’s Handbook

DTIC Science & Technology

1985-02-01

by drawing prerequisite lines, the relationships between all subordinate skills and knowledges and the terminal objective. Thus, for purposes of...functions, tasks, or skills below it, rate the relationship of the performances shown in the superordinate box to those in the subordinate boxes...A useful format for displaying performance relationships between team functions and subordinate tasks or communication and coordination skills

Speaking truth to power: the effect of candid feedback on how individuals with power allocate resources.

PubMed

Oc, Burak; Bashshur, Michael R; Moore, Celia

2015-03-01

Subordinates are often seen as impotent, able to react to but not affect how powerholders treat them. Instead, we conceptualize subordinate feedback as an important trigger of powerholders' behavioral self-regulation and explore subordinates' reciprocal influence on how powerholders allocate resources to them over time. In 2 experiments using a multiparty, multiround dictator game paradigm, we found that when subordinates provided candid feedback about whether they found prior allocations to be fair or unfair, powerholders regulated how self-interested their allocations were over time. However, when subordinates provided compliant feedback about powerholders' prior allocation decisions (offered consistently positive feedback, regardless of the powerholders' prior allocation), those powerholders made increasingly self-interested allocations over time. In addition, we showed that guilt partially mediates this relationship: powerholders feel more guilty after receiving negative feedback about an allocation, subsequently leading to a less self-interested allocation, whereas they feel less guilty after receiving positive feedback about an allocation, subsequently taking more for themselves. Our findings integrate the literature on upward feedback with theory about moral self-regulation to support the idea that subordinates are an important source of influence over those who hold power over them. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Are all types of expertise created equal? Car experts use different spatial frequency scales for subordinate categorization of cars and faces.

PubMed

Harel, Assaf; Bentin, Shlomo

2013-01-01

A much-debated question in object recognition is whether expertise for faces and expertise for non-face objects utilize common perceptual information. We investigated this issue by assessing the diagnostic information required for different types of expertise. Specifically, we asked whether face categorization and expert car categorization at the subordinate level relies on the same spatial frequency (SF) scales. Fifteen car experts and fifteen novices performed a category verification task with spatially filtered images of faces, cars, and airplanes. Images were categorized based on their basic (e.g. "car") and subordinate level (e.g. "Japanese car") identity. The effect of expertise was not evident when objects were categorized at the basic level. However, when the car experts categorized faces and cars at the subordinate level, the two types of expertise required different kinds of SF information. Subordinate categorization of faces relied on low SFs more than on high SFs, whereas subordinate expert car categorization relied on high SFs more than on low SFs. These findings suggest that expertise in the recognition of objects and faces do not utilize the same type of information. Rather, different types of expertise require different types of diagnostic visual information.

Ovarian development in a primitively eusocial wasp: social interactions affect behaviorally dominant and subordinate wasps in opposite directions relative to solitary females.

PubMed

Shukla, Shantanu; Pareek, Vidhi; Gadagkar, Raghavendra

2014-07-01

In many primitively eusocial wasp species new nests are founded either by a single female or by a small group of females. In the single foundress nests, the lone female develops her ovaries, lays eggs as well as tends her brood. In multiple foundress nests social interactions, especially dominance-subordinate interactions, result in only one 'dominant' female developing her ovaries and laying eggs. Ovaries of the remaining 'subordinate' cofoundresses remain suppressed and these individuals function as workers and tend the dominant's brood. Using the tropical, primitively eusocial polistine wasp Ropalidia marginata and by comparing wasps held in isolation and those kept as pairs in the laboratory, we demonstrate that social interactions affect ovarian development of dominant and subordinate wasps among the pairs in opposite directions, suppressing the ovaries of the subordinate member of the pair below that of solitary wasps and boosting the ovaries of dominant member of the pair above that of solitary females. In addition to being of physiological interest, such mirror image effects of aggression on the ovaries of the aggressors and their victims, suggest yet another mechanism by which subordinates can enhance their indirect fitness and facilitate the evolution of worker behavior by kin selection. Copyright © 2014 Elsevier B.V. All rights reserved.

Sibling rivalry: training effects, emergence of dominance and incomplete control.

PubMed

Benhaiem, Sarah; Hofer, Heribert; Kramer-Schadt, Stephanie; Brunner, Edgar; East, Marion L

2012-09-22

Within-brood or -litter dominance provides fitness-related benefits if dominant siblings selfishly skew access to food provided by parents in their favour. Models of facultative siblicide assume that dominants exert complete control over their subordinate sibling's access to food and that control is maintained, irrespective of the subordinate's hunger level. By contrast, a recent functional hypothesis suggests that subordinates should contest access to food when the cost of not doing so is high. Here, we show that within spotted hyena (Crocuta crocuta) twin litters, dominants most effectively skew access to maternal milk in their favour when their aggression prompts a highly submissive response. When hungry, subordinates were less submissive in response to aggression, thereby decreasing lost suckling time and increasing suckling time lost by dominants. In a species where adult females socially dominate adult males, juvenile females were more often dominant than males in mixed-sex litters, and subordinate sisters used more effective counter-tactics against dominant brothers than subordinate brothers against dominant sisters. Our results provide, to our knowledge, the first evidence in a mammal that dominant offspring in twin litters do not exert complete control over their sibling's access to resources (milk), and that sibling dominance relationships are influenced by sibling sex and training effects.

Sibling rivalry: training effects, emergence of dominance and incomplete control

PubMed Central

Benhaiem, Sarah; Hofer, Heribert; Kramer-Schadt, Stephanie; Brunner, Edgar; East, Marion L.

2012-01-01

Within-brood or -litter dominance provides fitness-related benefits if dominant siblings selfishly skew access to food provided by parents in their favour. Models of facultative siblicide assume that dominants exert complete control over their subordinate sibling's access to food and that control is maintained, irrespective of the subordinate's hunger level. By contrast, a recent functional hypothesis suggests that subordinates should contest access to food when the cost of not doing so is high. Here, we show that within spotted hyena (Crocuta crocuta) twin litters, dominants most effectively skew access to maternal milk in their favour when their aggression prompts a highly submissive response. When hungry, subordinates were less submissive in response to aggression, thereby decreasing lost suckling time and increasing suckling time lost by dominants. In a species where adult females socially dominate adult males, juvenile females were more often dominant than males in mixed-sex litters, and subordinate sisters used more effective counter-tactics against dominant brothers than subordinate brothers against dominant sisters. Our results provide, to our knowledge, the first evidence in a mammal that dominant offspring in twin litters do not exert complete control over their sibling's access to resources (milk), and that sibling dominance relationships are influenced by sibling sex and training effects. PMID:22719032

Are All Types of Expertise Created Equal? Car Experts Use Different Spatial Frequency Scales for Subordinate Categorization of Cars and Faces

PubMed Central

Harel, Assaf; Bentin, Shlomo

2013-01-01

A much-debated question in object recognition is whether expertise for faces and expertise for non-face objects utilize common perceptual information. We investigated this issue by assessing the diagnostic information required for different types of expertise. Specifically, we asked whether face categorization and expert car categorization at the subordinate level relies on the same spatial frequency (SF) scales. Fifteen car experts and fifteen novices performed a category verification task with spatially filtered images of faces, cars, and airplanes. Images were categorized based on their basic (e.g. “car”) and subordinate level (e.g. “Japanese car”) identity. The effect of expertise was not evident when objects were categorized at the basic level. However, when the car experts categorized faces and cars at the subordinate level, the two types of expertise required different kinds of SF information. Subordinate categorization of faces relied on low SFs more than on high SFs, whereas subordinate expert car categorization relied on high SFs more than on low SFs. These findings suggest that expertise in the recognition of objects and faces do not utilize the same type of information. Rather, different types of expertise require different types of diagnostic visual information. PMID:23826188

[Proletariat and migrant: free for subordination].

PubMed

Alves De Souza, G A

1986-01-01

Using information taken from experiences in Bahia, Brazil, this study attempts to show how the historic process of proletarianization changes in character and level of radicalism at certain moments in the process of the emergence and development of capitalism, thus producing significant changes in migratory patterns. Special focus is given on how the migratory flux in rural Bahia has been more intense in the last 50 years, altering subsequent spacial displacements of population. At the same time, the form of collective organization of production of the salaried classes in both the rural and town areas have been redefined, thus turning migrations into expressive mediation mechanisms in constitution of an eminently urban society.

Social condition and oxytocin neuron number in the hypothalamus of naked mole-rats (Heterocephalus glaber).

PubMed

Mooney, S J; Holmes, M M

2013-01-29

The naked mole-rat is a subterranean colonial rodent. In each colony, which can grow to as many as 300 individuals, there is only one female and 1-3 males that are reproductive and socially dominant. The remaining animals are reproductively suppressed subordinates that contribute to colony survival through their cooperative behaviors. Oxytocin is a peptide hormone that has shown relatively widespread effects on prosocial behaviors in other species. We examined whether social status affects the number of oxytocin-immunoreactive neurons in the paraventricular nucleus and the supraoptic nucleus by comparing dominant breeding animals to subordinate non-breeding workers from intact colonies. We also examined these regions in subordinate animals that had been removed from their colony and paired with an opposite- or same-sex conspecific for 6 months. Stereological analyses indicated that subordinates had significantly more oxytocin neurons in the paraventricular nucleus than breeders. Animals in both opposite- and same-sex pairs showed a decreased oxytocin neuron number compared to subordinates suggesting that status differences may be due to social condition rather than the reproductive activity of the animal per se. The effects of social status appear to be region specific as no group differences were found for oxytocin neuron number in the supraoptic nucleus. Given that subordinate naked mole-rats are kept reproductively suppressed through antagonism by the queen, we speculate that status differences are due either to oxytocin's anxiolytic properties to combat the stress of this antagonism or to its ability to promote the prosocial behaviors of subordinates. Copyright © 2012 IBRO. Published by Elsevier Ltd. All rights reserved.

Sex differences in the drivers of reproductive skew in a cooperative breeder.

PubMed

Nelson-Flower, Martha J; Flower, Tom P; Ridley, Amanda R

2018-04-16

Many cooperatively breeding societies are characterized by high reproductive skew, such that some socially dominant individuals breed, while socially subordinate individuals provide help. Inbreeding avoidance serves as a source of reproductive skew in many high-skew societies, but few empirical studies have examined sources of skew operating alongside inbreeding avoidance or compared individual attempts to reproduce (reproductive competition) with individual reproductive success. Here, we use long-term genetic and observational data to examine factors affecting reproductive skew in the high-skew cooperatively breeding southern pied babbler (Turdoides bicolor). When subordinates can breed, skew remains high, suggesting factors additional to inbreeding avoidance drive skew. Subordinate females are more likely to compete to breed when older or when ecological constraints on dispersal are high, but heavy subordinate females are more likely to successfully breed. Subordinate males are more likely to compete when they are older, during high ecological constraints, or when they are related to the dominant male, but only the presence of within-group unrelated subordinate females predicts subordinate male breeding success. Reproductive skew is not driven by reproductive effort, but by forces such as intrinsic physical limitations and intrasexual conflict (for females) or female mate choice, male mate-guarding and potentially reproductive restraint (for males). Ecological conditions or "outside options" affect the occurrence of reproductive conflict, supporting predictions of recent synthetic skew models. Inbreeding avoidance together with competition for access to reproduction may generate high skew in animal societies, and disparate processes may be operating to maintain male vs. female reproductive skew in the same species. © 2018 John Wiley & Sons Ltd.

Does MCH play a role on establishment or maintenance of social hierarchy in Nile tilapia?

PubMed

Ramanzini, Guilherme Corrêa; Volpato, Gilson Luiz; Visconti, Maria Aparecida

2018-01-01

Body coloration has a fundamental role in animal communication by signaling sex, age, reproductive behavior, aggression, etc. Nile-tilapia exhibits dominance hierarchy and the dominants are paler than subordinates. During social interactions in these animals, these color changes occur rapidly, and normally the subordinates become dark. In teleosteans, from the great number of hormones and neurotransmitters involved in color changes, melanocyte hormone stimulates (α-MSH) and melanin concentrates hormone (MCH) are the most remarkable. The aim of this project was to investigate the role of MCH in the establishment of hierarchical dominance of the Nile-tilapia. We analyzed the effect of background coloration in the dominance hierarchy. It was then compared to the melanophore sensibility of dominants and subordinates' fishes to MCH; finally, it was checked if the social rank affects the number of these pigment cells in dominants and subordinated fishes. Fishes which have a social hierarchy established and adjusted individually to the background exhibits paler body coloration when a visual contact was possible, independently of previous social rank and background color. Probably, even recognizing each other, fishes could be defending their new territory. Melanophores of the subordinate fishes were more sensible to MCH than dominants. It suggests that dominants fishes, which are paler than subordinates, could be under a chronic effect of MCH, which could be due a desensitization of melanophores to this hormone. The opposite effect seems to be occurring on subordinate fishes. It was not observed a significant change in the number of melanophores when the fishes were exposed to a prolonged period of agonistic interaction. It is possible that the exposure time for this interaction might not have been sufficient to have any change in the number of these cells of dominants and subordinate fishes. Copyright © 2017 Elsevier Inc. All rights reserved.

Conditions for Confirmatory Analysis and Causal Inference.

DTIC Science & Technology

1982-05-03

to subordinates regarding quality and quantity of subordinates’ performance , may cause subordinates to perceive that they have too much work to do...xl) and quantity (x2 ) of role performance do not cause state anxiety (y 2 ) directly, rather they affect it indirectly through their effects on the...and quantity of performance than managers more attuned to the effects of their demands on employees. on the other hand, impersonality is not expected

Physical predictors, behavioural/emotional attributes and neurochemical determinants of dominant behaviour.

PubMed

Chichinadze, Konstantin; Chichinadze, Nodar; Gachechiladze, Ledi; Lazarashvili, Ann; Nikolaishvili, Marina

2014-11-01

Significant differences in physical and behavioural/emotional/cognitive predictors and attributes, as well as of neurochemical inducers of behaviour, between dominant and subordinate animals are discussed. It is still unknown whether these factors are the causes of differences between dominants and subordinates, or vice versa whether the differences between dominants and subordinates are the origin of differences in these factors. The possibility is discussed that no differences exist among juveniles in the concentrations of neurochemical agents (known in the literature as determinants of dominance) between the brains of future dominants and future subordinates. We describe a study design that makes the assessment of the 'original' neurochemical profile of the brain possible. © 2014 The Authors. Biological Reviews © 2014 Cambridge Philosophical Society.

Student versus Faculty Perceptions of Missing Class.

ERIC Educational Resources Information Center

Sleigh, Merry J.; Ritzer, Darren R.; Casey, Michael B.

2002-01-01

Examines and compares student and faculty attitudes towards students missing classes and class attendance. Surveys undergraduate students (n=231) in lower and upper level psychology courses and psychology faculty. Reports that students found more reasons acceptable for missing classes and that the amount of in-class material on the examinations…

Using cross correlations to investigate how chimpanzees (Pan troglodytes) use conspecific gaze cues to extract and exploit information in a foraging competition.

PubMed

Hall, Katie; Oram, Mike W; Campbell, Matthew W; Eppley, Timothy M; Byrne, Richard W; De Waal, Frans B M

2014-10-01

In a dyadic informed forager task, chimpanzees (Pan troglodytes) are known to exploit the knowledge of informed subordinates; however, the behavioral mechanisms they employ are unknown. It is tempting to interpret outcome measures, such as which individual obtained the food, in a cognitively richer way than the outcomes may justify. We employed a different approach from prior research, asking how chimpanzees compete by maneuvering around each other, whether they use gaze cues to acquire information from others, and what information they use in moment-to-moment decision-making. We used cross correlations, which plot the correlation between two variables as a function of time, systematically to examine chimpanzee interactions in a series of dyadic informed forager contests. We used cross correlations as a "proof of concept" so as to determine whether the target actions were contingent on, or occurred in a time-locked pattern relative to, the referent actions. A subordinate individual was given privileged knowledge of food location. As expected, an ignorant dominant followed the informed subordinate's movement in the enclosure. The dominant also followed the subordinate's gaze direction: after she looked at the subordinate, she was more likely to gaze toward this same direction within one second. In contrast, the subordinate only occasionally followed the dominant's movement and gaze. The dominant also changed her own direction of movement to converge on the location to which the subordinate directed her gaze and movement. Cross correlation proves an effective technique for charting contingencies in social interactions, an important step in understanding the use of cognition in natural situations. © 2014 Wiley Periodicals, Inc.

Corrigendum to "Acute and repeated exposure to social stress reduces gut microbiota diversity in Syrian hamsters" [Behav. Brain Res. 345 (2018) 39-48].

PubMed

Partrick, Katherine A; Chassaing, Benoit; Beach, Linda Q; McCann, Katharine E; Gewirtz, Andrew T; Huhman, Kim L

2018-08-01

Social stress can promote a variety of neuropsychiatric illnesses, many of which have a high co-morbidity with gastrointestinal disorders. Recent data indicate that gastrointestinal microbiota can affect their host's brain and behavior. Syrian hamsters are ideal subjects for social stress research because they are territorial, aggressive, and rapidly form dominant/subordinate relationships. The purpose of this study was to determine if exposure to social stress in hamsters alters gut microbiota in dominants and subordinates after an agonistic encounter and if pre-stress gut microbiota composition is correlated with the outcome of such a conflict. Microbiota composition was assessed via 16S mRNA Illumina sequencing on fecal samples. One agonistic encounter caused a decrease in alpha diversity in both dominant and subordinate animals with a more pronounced decrease after repeated encounters. PERMANOVA analysis of the unweighted unifrac distance revealed a distinct change in beta diversity after one and nine encounters in both dominants and subordinates. Linear discriminant analysis (LEfSE) showed bacteria from the order Lactobacillales were significantly reduced following social stress in both dominants and subordinates, and both groups exhibited increases in phyla Bacteroidetes and decreases in phyla Firmicutes following repeated encounters. LEfSE analysis on samples collected prior to social interaction revealed that some microbial taxa were correlated with a hamster achieving dominant or subordinate status. These data suggest that even an acute exposure to social stress can impact gastrointestinal microbiota and that the state of the microbial community before social stress may predict dominant/subordinate status following a subsequent agonistic encounter. Copyright © 2018.

Chronic Subordination Stress Induces Hyperphagia and Disrupts Eating Behavior in Mice Modeling Binge-Eating-Like Disorder

PubMed Central

Razzoli, Maria; Sanghez, Valentina; Bartolomucci, Alessandro

2015-01-01

Background: Eating disorders are associated with physical morbidity and appear to have causal factors like stressful life events and negative affect. Binge-eating disorder (BED) is characterized by eating in a discrete period of time a larger than normal amount of food, a sense of lack of control over eating, and marked distress. There are still unmet needs for the identification of mechanisms regulating excessive eating, which is in part due to the lack of appropriate animal models. We developed a naturalistic murine model of subordination stress-induced hyperphagia associated with the development of obesity. Here, we tested the hypotheses that the eating responses of subordinate mice recapitulate the BED and that limiting hyperphagia could prevent stress-associated metabolic changes. Methods: Adult male mice were exposed to a model of chronic subordination stress (CSS) associated with the automated acquisition of food intake and we performed a detailed meal pattern analysis. Additionally, using a pair-feeding protocol we tested the hypothesis that the manifestation of obesity and the metabolic syndrome could be prevented by limiting hyperphagia. Results: The architecture of feeding of subordinate mice was disrupted during the stress protocol due to disproportionate amount of food ingested at higher rate and with shorter satiety ratio than control mice. Subordinate mice hyperphagia was further exacerbated in response to either hunger or to the acute application of a social defeat. Notably, the obese phenotype but not the fasting hyperglycemia of subordinate mice was abrogated by preventing hyperphagia in a pair-feeding paradigm. Conclusion: Overall, these results support the validity of our CSS to model BED allowing for the determination of the underlying molecular mechanisms and the generation of testable predictions for innovative therapies, based on the understanding of the regulation and the control of food intake. PMID:25621284

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

NASA Astrophysics Data System (ADS)

Suminar, Iin; Muslim, Liliawati, Winny

2017-05-01

The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

Sociality, mating system and reproductive skew in marmots: evidence and hypotheses.

PubMed

Allainé

2000-10-05

Marmot species exhibit a great diversity of social structure, mating systems and reproductive skew. In particular, among the social species (i.e. all except Marmota monax), the yellow-bellied marmot appears quite different from the others. The yellow-bellied marmot is primarily polygynous with an intermediate level of sociality and low reproductive skew among females. In contrast, all other social marmot species are mainly monogamous, highly social and with marked reproductive skew among females. To understand the evolution of this difference in reproductive skew, I examined four possible explanations identified from reproductive skew theory. From the literature, I then reviewed evidence to investigate if marmot species differ in: (1) the ability of dominants to control the reproduction of subordinates; (2) the degree of relatedness between group members; (3) the benefit for subordinates of remaining in the social group; and (4) the benefit for dominants of retaining subordinates. I found that the optimal skew hypothesis may apply for both sets of species. I suggest that yellow-bellied marmot females may benefit from retaining subordinate females and in return have to concede them reproduction. On the contrary, monogamous marmot species may gain by suppressing the reproduction of subordinate females to maximise the efficiency of social thermoregulation, even at the risk of departure of subordinate females from the family group. Finally, I discuss scenarios for the simultaneous evolution of sociality, monogamy and reproductive skew in marmots.

High rates of pregnancy loss by subordinates leads to high reproductive skew in wild golden lion tamarins (Leontopithecus rosalia)

PubMed Central

Henry, MaLinda D.; Hankerson, Sarah J.; Siani, Jennifer M.; French, Jeffrey A.; Dietz, James M.

2013-01-01

Across taxa, cooperative breeding has been associated with high reproductive skew. Cooperatively breeding golden lion tamarins (Leontopithecus rosalia) were long thought to have a monogynous mating system in which reproduction was limited to a single dominant female. Subordinates with few reproductive opportunities delayed dispersal and remained in the natal group to provide alloparental care to siblings, thus allowing dominant reproductive females to meet the energetic needs associated with high rates of reproduction and successful infant rearing. The goal of this study was to re-assess monogyny in wild golden lion tamarin groups based upon pregnancy diagnoses that used non-invasive enzyme immunoassay for progesterone and cortisol, combined with weekly data on individual weight gain, bi-annual physical examinations noting pregnancy and lactation status and daily behavioral observations. We established quantitative and qualitative criteria to detect and determine the timing of pregnancies that did not result in the birth of infants. Pregnancy polygyny occurred in 83% of golden lion tamarin groups studied. The loss of 64% of subordinate pregnancies compared to only 15% by dominant females limited reproductive success mainly to dominant females, thus maintaining high reproductive skew in female golden lion tamarins. Pregnancy loss by subordinate adults did not appear to result from dominant interference in subordinate hormonal mechanisms, but more likely resulted from subordinate abandonment of newborn infants to mitigate dominant aggression. PMID:23454002

Suffering in silence: Investigating the role of fear in the relationship between abusive supervision and defensive silence.

PubMed

Kiewitz, Christian; Restubog, Simon Lloyd D; Shoss, Mindy K; Garcia, Patrick Raymund James M; Tang, Robert L

2016-05-01

Drawing from an approach-avoidance perspective, we examine the relationships between subordinates' perceptions of abusive supervision, fear, defensive silence, and ultimately abusive supervision at a later time point. We also account for the effects of subordinates' assertiveness and individual perceptions of a climate of fear on these predicted mediated relationships. We test this moderated mediation model with data from three studies involving different sources collected across various measurement periods. Results corroborated our predictions by showing (a) a significant association between abusive supervision and subordinates' fear, (b) second-stage moderation effects of subordinates' assertiveness and their individual perceptions of a climate of fear in the abusive supervision-fear-defensive silence relationship (with lower assertiveness and higher levels of climate-of-fear perceptions exacerbating the detrimental effects of fear resulting from abusive supervision), and (c) first-stage moderation effects of subordinates' assertiveness and climate-of-fear perceptions in a model linking fear to defensive silence and abusive supervision at a later time. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A multidimensional subdiffusion model: An arbitrage-free market

NASA Astrophysics Data System (ADS)

Li, Guo-Hua; Zhang, Hong; Luo, Mao-Kang

2012-12-01

To capture the subdiffusive characteristics of financial markets, the subordinated process, directed by the inverse α-stale subordinator Sα(t) for 0 < α < 1, has been employed as the model of asset prices. In this article, we introduce a multidimensional subdiffusion model that has a bond and K correlated stocks. The stock price process is a multidimensional subdiffusion process directed by the inverse α-stable subordinator. This model describes the period of stagnation for each stock and the behavior of the dependency between multiple stocks. Moreover, we derive the multidimensional fractional backward Kolmogorov equation for the subordinated process using the Laplace transform technique. Finally, using a martingale approach, we prove that the multidimensional subdiffusion model is arbitrage-free, and also gives an arbitrage-free pricing rule for contingent claims associated with the martingale measure.

Thinking again about science in technology.

PubMed

Alexander, Jennifer Karns

2012-09-01

How to characterize the relationship between science and technology has been a sensitive issue for historians of technology. This essay uses a recent and controversial piece by Paul Forman as a springboard for reexamining the concept of applied science and asks whether "applied science" remains a useful term. Scholars have often taken "applied science" to mean the subordination of technological knowledge to scientific knowledge-and thus the subordination of history of technology to history of science. This essay argues that the historical moment for sensitivity on the subject of applied science has passed, that even in instances where technology can accurately be described as subordinate to science it need not follow that its history is subordinate, and that the concept can be useful in addressing issues in the history and contemporary practice of engineering education.

Social Class Dialogues and the Fostering of Class Consciousness

ERIC Educational Resources Information Center

Madden, Meredith

2015-01-01

How do critical pedagogies promote undergraduate students' awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students' class consciousness-raising in an…

The role of social class in the formation of identity: a study of public and elite private college students.

PubMed

Aries, Elizabeth; Seider, Maynard

2007-04-01

The authors explored the influence of social class on identity formation in an interview study of 15 lower income students and 15 affluent students from a highly selective liberal arts school and 15 lower income students from a state college. Students ranked occupational goals as 1st in importance to identity and social class as 2nd. The affluent students regarded social class as significantly more important to identity than did the lower income students, were more aware of structural factors contributing to their success, and had higher occupational aspirations. Social class was an area of exploration for half the students, with higher levels of exploration shown by the lower income private school students than by the state college students. Lower income students developed an ideology that rationalized their social class position.

The Influence of Circadian Type, Time of Day and Class Difficulty on Students' Grades

ERIC Educational Resources Information Center

McElroy, Todd; Mosteller, Lynn

2006-01-01

Introduction: In this paper we investigate how students' class grades are affected by individual differences in circadian rhythm, class time-of-day and class difficulty. Method: Using a sample of university students, we assessed morningness and eveningness personality type, and then obtained students recalled classes as well as their…

Leadership behavior in relation to dominance and reproductive status in gray wolves, Canis lupus

USGS Publications Warehouse

Peterson, R.O.; Jacobs, A.K.; Drummer, T.D.; Mech, L.D.; Smith, D.W.

2002-01-01

We analyzed the leadership behavior of breeding and nonbreeding gray wolves (Canis lupus) in three packs during winter in 1997-1999. Scent-marking, frontal leadership (time and frequency in the lead while traveling), initiation of activity, and nonfrontal leadership were recorded during 499 h of ground-based observations in Yellowstone National Park. All observed scent-marking (N = 158) was done by breeding wolves, primarily dominant individuals. Dominant breeding pairs provided most leadership, consistent with a trend in social mammals for leadership to correlate with dominance. Dominant breeding wolves led traveling packs during 64% of recorded behavior bouts (N = 591) and 71% of observed travel time (N = 64 h). During travel, breeding males and females led packs approximately equally, which probably reflects high parental investment by both breeding male and female wolves. Newly initiated behaviors (N = 104) were prompted almost 3 times more often by dominant breeders (70%) than by nonbreeders (25%). Dominant breeding females initiated pack activities almost 4 times more often than subordinate breeding females (30 vs. 8 times). Although one subordinate breeding female led more often than individual nonbreeders in one pack in one season, more commonly this was not the case. In 12 cases breeding wolves exhibited nonfrontal leadership. Among subordinate wolves, leadership behavior was observed in subordinate breeding females and other individuals just prior to their dispersal from natal packs. Subordinate wolves were more often found leading packs that were large and contained many subordinate adults.

Leadership behavior in relation to dominance and reproductive status in gray wolves, Canis lupus

USGS Publications Warehouse

Peterson, Rolf O.; Jacobs, Amy K.; Drummer, Thomas D.; Mech, L. David; Smith, Douglas W.

2002-01-01

We analyzed the leadership behavior of breeding and nonbreeding gray wolves (Canis lupus) in three packs during winter in 1997–1999. Scent-marking, frontal leadership (time and frequency in the lead while traveling), initiation of activity, and nonfrontal leadership were recorded during 499 h of ground-based observations in Yellowstone National Park. All observed scent-marking (N = 158) was done by breeding wolves, primarily dominant individuals. Dominant breeding pairs provided most leadership, consistent with a trend in social mammals for leadership to correlate with dominance. Dominant breeding wolves led traveling packs during 64% of recorded behavior bouts (N = 591) and 71% of observed travel time (N = 64 h). During travel, breeding males and females led packs approximately equally, which probably reflects high parental investment by both breeding male and female wolves. Newly initiated behaviors (N = 104) were prompted almost 3 times more often by dominant breeders (70%) than by nonbreeders (25%). Dominant breeding females initiated pack activities almost 4 times more often than subordinate breeding females (30 vs. 8 times). Although one subordinate breeding female led more often than individual nonbreeders in one pack in one season, more commonly this was not the case. In 12 cases breeding wolves exhibited nonfrontal leadership. Among subordinate wolves, leadership behavior was observed in subordinate breeding females and other individuals just prior to their dispersal from natal packs. Subordinate wolves were more often found leading packs that were large and contained many subordinate adults.

Is a submissive posture adaptive when being evaluated negatively? Effects on cortisol reactivity.

PubMed

Turan, Bulent

2015-01-01

Subordinate status and submissiveness are stressful and are often associated with ill-health. However, when there is a physical or social threat posed by more powerful others, showing submissiveness may be a good strategy to avoid or terminate conflict. One way to show submissiveness is to assume a subordinate body posture, which may also help regulate one's own stress responses by making one feel safer, and by diverting attention away from one's negative emotions and positive expectations. 85 male participants were randomly assigned to assume either a dominant posture (expansive, taking up more space with open limbs) or a subordinate posture (constrictive, taking up less space with closed limbs) while delivering a speech and performing difficult arithmetic tasks in front of two critical evaluators. Cortisol levels were assessed from saliva samples obtained before and after these stressful tasks. Dominant posture resulted in a larger cortisol response compared to the subordinate posture. Participants in the subordinate posture did not show the normative increase in cortisol observed in other studies using this standardized social-evaluative stress protocol. The finding that a subordinate posture decreases acute stress responses during negative social evaluation suggests that submissive strategies may be appropriate and adaptive in uncontrollable situations involving negative social evaluation. Submissiveness may diminish endocrine stress responses, which are hypothesized to have adverse effects on health in the long term. These findings have implications for developing strategies to help individuals deal with stressful social-evaluative situations while protecting their physical and mental health.

Flipped Class - Making that One Hour Effective in a Resource Constrained Setting.

PubMed

Zafar, Afsheen

2016-09-01

Flipped-class teaching has a great potential to replace traditional lectures in medical education. This study was designed to explore attitude of undergraduate medical students from Pakistan towards flipped-class. Five flipped classes were conducted in third year MBBS by a single teacher for a class of 100 students. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. Afocused group discussion was then conducted with students who disliked the method and preferred traditional lectures. Asequential mixed methods approach was used for analysis. Seventy-one students participated in the survey, 84.5% students liked this method of teaching. Students identified fruitful interaction, better retention, better conceptualisation, prior knowledge, active learning, individual student attention, and application of knowledge as strengths of the class. Noise, limited time, lack of self-confidence, and presence of uninterested students were identified as problems for engaging in the class.

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

PubMed

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

2017-11-23

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

Who Benefits from Dyadic Teacher-Student Interactions in Whole-Class Settings?

ERIC Educational Resources Information Center

Flieller, André; Jarlégan, Annette; Tazouti, Youssef

2016-01-01

To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were…

When a Picasso is a "Picasso": the entry point in the identification of visual art.

PubMed

Belke, B; Leder, H; Harsanyi, G; Carbon, C C

2010-02-01

We investigated whether art is distinguished from other real world objects in human cognition, in that art allows for a special memorial representation and identification based on artists' specific stylistic appearances. Testing art-experienced viewers, converging empirical evidence from three experiments, which have proved sensitive to addressing the question of initial object recognition, suggest that identification of visual art is at the subordinate level of the producing artist. Specifically, in a free naming task it was found that art-objects as opposed to non-art-objects were most frequently named with subordinate level categories, with the artist's name as the most frequent category (Experiment 1). In a category-verification task (Experiment 2), art-objects were recognized faster than non-art-objects on the subordinate level with the artist's name. In a conceptual priming task, subordinate primes of artists' names facilitated matching responses to art-objects but subordinate primes did not facilitate responses to non-art-objects (Experiment 3). Collectively, these results suggest that the artist's name has a special status in the memorial representation of visual art and serves as a predominant entry point in recognition in art perception. Copyright 2009 Elsevier B.V. All rights reserved.

Nurse managers' preferred and perceived leadership styles: a study at an Italian hospital.

PubMed

Zampieron, Alessandra; Spanio, Daniele; Bernardi, Paola; Milan, Rosalia; Buja, Alessandra

2013-04-01

The aim of this cross-sectional descriptive study was to compare the different leadership styles based on perceptions of nurse managers and their staff. Nurse managers' styles are fundamental to improving subordinates' performance and achieving goals at health-care institutions. This was a cross-sectional study. A questionnaire developed by Ekvall & Arvonen, considering three leadership domains (Change, Production and Employee relations), was administered to all nurse managers and to their subordinates at a city hospital in north-east Italy. The comparison between the leadership styles actually adopted and those preferred by the nurse managers showed that the preferred style always scored higher than the style adopted, the difference reaching statistical significance for Change and Production. The leadership styles preferred by subordinates always scored higher than the styles their nurse managers actually adopted; in the subordinates' opinion, the differences being statistically significant in all three leadership domains. The study showed that nurse managers' expectations in relation to their leadership differ from those of their subordinates. These findings should be borne in mind when selecting and training nurse managers and other personnel, and they should influence the hospital's strategic management of nurses. © 2012 Blackwell Publishing Ltd.

The impacts of mandatory service on students in service-learning classes.

PubMed

Dienhart, Carolyn; Maruyama, Geoffrey; Snyder, Mark; Furco, Andrew; McKay, Monica Siems; Hirt, Laurel; Huesman, Ronald

2016-01-01

This naturalistic study examined differences in students' motivations for elective versus required service-learning (SL) classes. Students in two successive academic years' cohorts were surveyed by the SL center at a large Midwestern university. Analyses compared classes differing in requirements for community-based service. Students required to participate in community service as part of a class within a program required for admission to a university were less likely to: want to be involved in future community work; enroll in another SL class; and recommend their class, compared to other groups of students, including others from classes in which SL was required as part of the program in which students were enrolled. These findings suggest that students' motivations to participate in community-engaged activities are not shaped simply by whether or not community engagement is required in SL classes, but also by other factors including how the engagement opportunity is contextualized.

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

NASA Astrophysics Data System (ADS)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that incorporate an open laboratory setting are just as effective on student achievement and attitudes as classroom structures that incorporate a closed laboratory setting. The results also suggest that math background is a strong predictor of student achievement in CS 1.

Promoting Ethical Reasoning, Affect and Behaviour Among High School Students: An Evaluation of Three Teaching Strategies.

ERIC Educational Resources Information Center

DeHaan, Robert; Hanford, Russell; Kinlaw, Kathleen; Philler, David; Snarey, John

1997-01-01

Compares the effectiveness of three classes teaching ethical reasoning to high school students. The three classes were an introductory ethics class, a blended economics-ethics class, and a role-model ethics class taught by graduate students. Tests measured the ways students reason, feel, and act with regard to ethical-normative issues. (MJP)

Creative Digital Worksheet Base on Mobile Learning

NASA Astrophysics Data System (ADS)

Wibawa, S. C.; Cholifah, R.; Utami, A. W.; Nurhidayat, A. I.

2018-01-01

The student is required to understand and act in the classroom and it is very important for selecting the media learning to determine the learning outcome. An instructional media is needed to help students achieve the best learning outcome. The objectives of this study are (1) to make Android-based student worksheet, (2) to know the students’ response on Android-based student worksheet in multimedia subject, (3) to determine the student result using Android-based student worksheet. The method used was Research and Development (R&D) using post-test-only in controlled quasi-experimental group design. The subjects of the study were 2 classes, a control class and an experimental class. The results showed (1) Android-based student worksheet was categorized very good as percentage of 85%; (2) the students’ responses was categorized very good as percentage of 86.42%; (3) the experimental class results were better than control class. The average result on cognitive tests on the experimental class was 89.97 and on control class was 78.31; whether the average result on psychomotor test on the experimental class was 89.90 and on the control class was 79.83. In conclusion, student result using Android-based student worksheet was better than those without it.

Fractional Brownian motion time-changed by gamma and inverse gamma process

NASA Astrophysics Data System (ADS)

Kumar, A.; Wyłomańska, A.; Połoczański, R.; Sundar, S.

2017-02-01

Many real time-series exhibit behavior adequate to long range dependent data. Additionally very often these time-series have constant time periods and also have characteristics similar to Gaussian processes although they are not Gaussian. Therefore there is need to consider new classes of systems to model these kinds of empirical behavior. Motivated by this fact in this paper we analyze two processes which exhibit long range dependence property and have additional interesting characteristics which may be observed in real phenomena. Both of them are constructed as the superposition of fractional Brownian motion (FBM) and other process. In the first case the internal process, which plays role of the time, is the gamma process while in the second case the internal process is its inverse. We present in detail their main properties paying main attention to the long range dependence property. Moreover, we show how to simulate these processes and estimate their parameters. We propose to use a novel method based on rescaled modified cumulative distribution function for estimation of parameters of the second considered process. This method is very useful in description of rounded data, like waiting times of subordinated processes delayed by inverse subordinators. By using the Monte Carlo method we show the effectiveness of proposed estimation procedures. Finally, we present the applications of proposed models to real time series.

Does Leaders' Health (and Work-Related Experiences) Affect their Evaluation of Followers' Stress?

PubMed

Giorgi, Gabriele; Mancuso, Serena; Fiz Perez, Francisco Javier; Montani, Francesco; Courcy, Francois; Arcangeli, Giulio

2015-09-01

Stressed workers suffer from severe health problems which appear to have increased. Poor leadership is especially considered a source of stress. Indeed, supervisors might perceive their subordinates to be similar to them as far as stress is concerned and this might more widespread in organizations than previously thought. The present research investigates the relationships between leaders' health, in terms of work-related stress, mental health, and workplace bullying and their evaluation of subordinates' stress. Five regression models were formulated to test our hypothesis. This is a cross-sectional study among 261 Italian leaders, using supervisor self-assessment and leaders' assessments of their subordinates. Leaders' health was related to their evaluation of staff stress. Job demand, lack of job control, and lack of support by colleagues and supervisors evaluated in their subordinates were particularly associated with the leaders' own health. Implications for developing healthy leaders are finally discussed.

Does Leaders' Health (and Work-Related Experiences) Affect their Evaluation of Followers' Stress?

PubMed Central

Giorgi, Gabriele; Mancuso, Serena; Fiz Perez, Francisco Javier; Montani, Francesco; Courcy, Francois; Arcangeli, Giulio

2015-01-01

Background Stressed workers suffer from severe health problems which appear to have increased. Poor leadership is especially considered a source of stress. Indeed, supervisors might perceive their subordinates to be similar to them as far as stress is concerned and this might more widespread in organizations than previously thought. Methods The present research investigates the relationships between leaders' health, in terms of work-related stress, mental health, and workplace bullying and their evaluation of subordinates' stress. Five regression models were formulated to test our hypothesis. This is a cross-sectional study among 261 Italian leaders, using supervisor self-assessment and leaders' assessments of their subordinates. Results Leaders' health was related to their evaluation of staff stress. Job demand, lack of job control, and lack of support by colleagues and supervisors evaluated in their subordinates were particularly associated with the leaders' own health. Conclusion Implications for developing healthy leaders are finally discussed. PMID:26929835

Social Class and the Extracurriculum

ERIC Educational Resources Information Center

Barratt, Will

2012-01-01

Social class is a powerful and often unrecognized influence on student participation in the extracurriculum. Spontaneous student-created extracurricular experiences depend on students affiliating and interacting with each other; student social class is a powerful influence on student affiliations. Students tend to exercise consciousness of kind-…

Enhancement of students’ creative thinking skills on mixture separation topic using project based student worksheet

NASA Astrophysics Data System (ADS)

Nurisalfah, R.; Fadiawati, N.; Jalmo, T.

2018-05-01

The aim of this study is to describe the effectiveness of project based student worksheet in improving students' creative thinking skills. The research method is using quasi experiment with the matching only pre-test post-test control group design. The population in this research is all students of class VII SMP N 2 Belitang Madang Raya with class VII1 as control class and class VII4 as experiment class. The sample of this research is obtaining by purposive sampling technique. The effectiveness of project based student worksheet is based on significant post-test differences between the control class and the experiment class as well as the effect size. The results show that the using of project based student worksheet is effective in improving students' creative thinking skills on mixture separation topic.

Does attendance at anatomy practical classes correlate with assessment outcome? A retrospective study of a large cohort of undergraduate anatomy students.

PubMed

Gonsalvez, David G; Ovens, Matthew; Ivanusic, Jason

2015-12-23

Anatomy in medical curricula is typically taught via pedagogy consisting of didactic lectures combined with a practical component. The practical component often includes traditional cadaveric dissection classes and/or workshops utilizing anatomical models, carefully prosected cadaveric material and radiology. The primary aim of this study was to determine if there is an association between attendance at practical classes in anatomy and student assessment outcomes. A secondary aim was to determine if student assessment outcomes were better when students preferentially attended workshops or prosection style practical classes. We retrospectively examined practical attendance records and assessment outcomes from a single large anatomy subject (approx. 450 students) to identify how attendance at anatomy practical classes correlates with assessment outcome. Students who scored above the median mark for each assessment attended significantly more practical classes than students who scored below the median assessment mark (Mann Whitney; p < 0.001), and students who attended more than half the practical classes had significantly higher scores on assessments than students that attended less than half the practical classes (Mann Whitney; P < 0.01). There was a statistically significant positive correlation between attendance at practical classes and outcomes for each assessment (Spearman's correlation; p < 0.01). There was no difference in assessment outcomes for students who preferentially attended more dissection compared to prosection style classes and vice versa (Mann Whitney; p > 0.05). Our findings show there is an association between student attendance at practical classes and performance on anatomy assessment.

Girls in computer science: A female only introduction class in high school

NASA Astrophysics Data System (ADS)

Drobnis, Ann W.

This study examined the impact of an all girls' classroom environment in a high school introductory computer science class on the student's attitudes towards computer science and their thoughts on future involvement with computer science. It was determined that an all girls' introductory class could impact the declining female enrollment and female students' efficacy towards computer science. This research was conducted in a summer school program through a regional magnet school for science and technology which these students attend during the school year. Three different groupings of students were examined for the research: female students in an all girls' class, female students in mixed-gender classes and male students in mixed-gender classes. A survey, Attitudes about Computers and Computer Science (ACCS), was designed to obtain an understanding of the students' thoughts, preconceptions, attitude, knowledge of computer science, and future intentions around computer science, both in education and career. Students in all three groups were administered the ACCS prior to taking the class and upon completion of the class. In addition, students in the all girls' class wrote in a journal throughout the course, and some of those students were also interviewed upon completion of the course. The data was analyzed using quantitative and qualitative techniques. While there were no major differences found in the quantitative data, it was determined that girls in the all girls' class were truly excited by what they had learned and were more open to the idea of computer science being a part of their future.

Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

ERIC Educational Resources Information Center

Lumpkin, Angela; Achen, Rebecca; Dodd, Regan

2015-01-01

This study examined undergraduate and graduate students' perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials…

Accessing and selecting word meaning in autism spectrum disorder.

PubMed

Henderson, L M; Clarke, P J; Snowling, M J

2011-09-01

Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit. The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms. When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming. Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

Chronic subordination stress selectively downregulates the insulin signaling pathway in liver and skeletal muscle but not in adipose tissue of male mice

PubMed Central

Sanghez, Valentina; Cubuk, Cankut; Sebastián-Leon, Patricia; Carobbio, Stefania; Dopazo, Joaquin; Vidal-Puig, Antonio; Bartolomucci, Alessandro

2016-01-01

Abstract Chronic stress has been associated with obesity, glucose intolerance, and insulin resistance. We developed a model of chronic psychosocial stress (CPS) in which subordinate mice are vulnerable to obesity and the metabolic-like syndrome while dominant mice exhibit a healthy metabolic phenotype. Here we tested the hypothesis that the metabolic difference between subordinate and dominant mice is associated with changes in functional pathways relevant for insulin sensitivity, glucose and lipid homeostasis. Male mice were exposed to CPS for four weeks and fed either a standard diet or a high-fat diet (HFD). We first measured, by real-time PCR candidate genes, in the liver, skeletal muscle, and the perigonadal white adipose tissue (pWAT). Subsequently, we used a probabilistic analysis approach to analyze different ways in which signals can be transmitted across the pathways in each tissue. Results showed that subordinate mice displayed a drastic downregulation of the insulin pathway in liver and muscle, indicative of insulin resistance, already on standard diet. Conversely, pWAT showed molecular changes suggestive of facilitated fat deposition in an otherwise insulin-sensitive tissue. The molecular changes in subordinate mice fed a standard diet were greater compared to HFD-fed controls. Finally, dominant mice maintained a substantially normal metabolic and molecular phenotype even when fed a HFD. Overall, our data demonstrate that subordination stress is a potent stimulus for the downregulation of the insulin signaling pathway in liver and muscle and a major risk factor for the development of obesity, insulin resistance, and type 2 diabetes mellitus. PMID:26946982

Phenotypic differentiation within a foundation grass species correlates with species richness in a subalpine community.

PubMed

Al Hayek, Patrick; Touzard, Blaise; Le Bagousse-Pinguet, Yoann; Michalet, Richard

2014-10-01

Few studies have examined consequences of ecotypic differentiation within alpine foundation species for community diversity and their feedbacks for the foundation species' fitness. Additionally, no study has quantified ecotypic differences in competitive effects in the field and in controlled conditions to disentangle genetic from plasticity effects in foundation/subordinate species interactions. We focused on a subalpine community of the French Pyrenees including two phenotypes of a cushion-forming species, Festuca gautieri: tight cushions in dry convex outcrops, and loose cushions (exhibiting high subordinate species richness) in wet concave slopes. We assessed, with field and shadehouse experiments, the genetic vs. plasticity basis of differences in: (1) cushion traits and (2) competitive effects on subordinates, and (3) quantified community feedbacks on foundation species' fitness. We found that trait differences across habitats had both genetic and plasticity bases, with stronger contribution of the latter. Field results showed higher competition within loose than tight phenotypes. In contrast, shadehouse results showed higher competitive ability for tight phenotypes. However, as changes in interactions across habitats were due to environmental effects without changes in cushion effects, we argue that heritable and plastic changes in competitive effects maintain high subordinate species diversity through decreasing competition. We showed high reproduction cost for loose cushions when hosting subordinates highlighting the occurrence of community feedbacks. These results suggest that phenotypic differentiation within foundation species may cascade on subordinate species diversity through heritable and plastic changes in the foundation species' competitive effects, and that community feedbacks may affect foundation species' fitness.

Social subordination produces distinct stress-related phenotypes in female rhesus monkeys

PubMed Central

Michopoulos, Vasiliki; Higgins, Melinda; Toufexis, Donna; Wilson, Mark E

2012-01-01

Social subordination in female macaques is imposed by harassment and the threat of aggression and produces reduced control over one's social and physical environment and a dysregulation of the limbic-hypothalamic-pituitary-adrenal axis resembling that observed in people suffering from psychopathologies. These effects support the contention that this particular animal model is an ethologically relevant paradigm in which to investigate the etiology of stress-induced psychological illness related to women. Here, we sought to expand this model by performing a discriminate analysis (DA) on 33 variables within three domains; behavioral, metabolic/anthropomorphic, and neuroendocrine, collected from socially housed female rhesus monkeys in order to assess whether exposure to social subordination produces a distinct phenotype. A receiver operating characteristic (ROC) curve was also calculated to determine each domain's classification accuracy. DA found significant markers within each domain that differentiated dominant and subordinate females. Subordinate females received more aggression, showed more submissive behavior, and received less of affiliation from others than did dominant females. Metabolic differences included increased leptin, and reduced adiponectin in dominant compared to subordinate females. Dominant females exhibited increased sensitivity to hormonal stimulation with higher serum LH in response to estradiol, cortisol in response to ACTH, and increased glucocorticoid negative feedback. Serum oxytocin, CSF DOPAC and serum PACAP were all significantly higher in dominant females. ROC curve analysis accurately predicted social status in all three domains. Results suggest that socially house rhesus monkeys represent a cogent animal model in which to study the physiology and behavioral consequences of chronic psychosocial stress in humans. PMID:22244748

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

ERIC Educational Resources Information Center

Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

2016-01-01

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

Subordinate-level object classification reexamined.

PubMed

Biederman, I; Subramaniam, S; Bar, M; Kalocsai, P; Fiser, J

1999-01-01

The classification of a table as round rather than square, a car as a Mazda rather than a Ford, a drill bit as 3/8-inch rather than 1/4-inch, and a face as Tom have all been regarded as a single process termed "subordinate classification." Despite the common label, the considerable heterogeneity of the perceptual processing required to achieve such classifications requires, minimally, a more detailed taxonomy. Perceptual information relevant to subordinate-level shape classifications can be presumed to vary on continua of (a) the type of distinctive information that is present, nonaccidental or metric, (b) the size of the relevant contours or surfaces, and (c) the similarity of the to-be-discriminated features, such as whether a straight contour has to be distinguished from a contour of low curvature versus high curvature. We consider three, relatively pure cases. Case 1 subordinates may be distinguished by a representation, a geon structural description (GSD), specifying a nonaccidental characterization of an object's large parts and the relations among these parts, such as a round table versus a square table. Case 2 subordinates are also distinguished by GSDs, except that the distinctive GSDs are present at a small scale in a complex object so the location and mapping of the GSDs are contingent on an initial basic-level classification, such as when we use a logo to distinguish various makes of cars. Expertise for Cases 1 and 2 can be easily achieved through specification, often verbal, of the GSDs. Case 3 subordinates, which have furnished much of the grist for theorizing with "view-based" template models, require fine metric discriminations. Cases 1 and 2 account for the overwhelming majority of shape-based basic- and subordinate-level object classifications that people can and do make in their everyday lives. These classifications are typically made quickly, accurately, and with only modest costs of viewpoint changes. Whereas the activation of an array of multiscale, multiorientation filters, presumed to be at the initial stage of all shape processing, may suffice for determining the similarity of the representations mediating recognition among Case 3 subordinate stimuli (and faces), Cases 1 and 2 require that the output of these filters be mapped to classifiers that make explicit the nonaccidental properties, parts, and relations specified by the GSDs.

Comprehensive Assessment of the Psychological Burden for Students in Physical Education Classes in Chinese Universities.

PubMed

Wei, Xuemei; Liu, Zhen

2018-05-15

BACKGROUND Physical education (PE) is part of the curriculum in Chinese universities. The psychological burden, or anxiety levels, for students in PE classes, can result from several factors, including teaching content, teaching environment, and the organization of the teaching methods. The aim of this study was to assess the psychological burden on students in PE classes in Chinese universities. MATERIAL AND METHODS The study included 400 students (200 men and 200 women) from a Chinese university, who participated in PE classes. The distribution of the levels of psychological burden associated with PE was assessed using subjective measurements and a fuzzy comprehensive evaluation method that to provide an integrated framework combining the results of judgments made at multiple stages of the evaluation process. RESULTS Of the 400 study participants who attended PE classes, 61.5% of male students and 47.5% of female students coped well or very well when dealing with the perceived psychological burden; 33.5% of male students and 42.5% of female students reported a medium level of psychological burden. Few students reported a high level of psychological burden associated with PE classes. The average psychological burden in female students was greater than for male students who participated in PE classes. CONCLUSIONS The combination of subjective measurement of the psychological burden associated with PE classes by university students in China, combined with a fuzzy comprehensive evaluation method showed that female university students might require more support than male students to overcome any psychological burden associated with PE classes.

Teaching quality: High school students' autonomy and competence.

PubMed

León, Jaime; Medina-Garrido, Elena; Ortega, Miriam

2018-05-01

How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

NASA Astrophysics Data System (ADS)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Upwardly Mobile: Attitudes toward the Class Transition among First-Generation College Students

ERIC Educational Resources Information Center

Hinz, Serena E.

2016-01-01

First-generation, working-class college students are on the path to upward mobility and may have social and psychological problems related to cultural differences between the working class and the middle class. In her study, Hurst (2007, 2010) reports that students of working-class origin often choose loyalty to one class. However, I revise…

Effects of Same-Sex versus Coeducational Physical Education on the Self-Perceptions of Middle and High School Students.

ERIC Educational Resources Information Center

Lirgg, Cathy D.

1993-01-01

Students from coeducational classes were assigned to a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Group and individual analyses indicated that middle school students preferred same-sex classes, whereas high school students preferred coeducational classes. (SM)

12 CFR 360.3 - Priorities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... services actually provided by accountants, attorneys, appraisers, examiners, or management companies, or... taxes, other than Federal income taxes, except to the extent subordinated pursuant to applicable law... taxes; (9) Claims that have been subordinated in whole or in part to general creditor claims, which...

Be a good loser: A theoretical model for subordinate decision-making on bi-directional sex change in haremic fishes.

PubMed

Sawada, Kota; Yamaguchi, Sachi; Iwasa, Yoh

2017-05-21

Among animals living in groups with reproductive skew associated with a dominance hierarchy, subordinates may do best by using various alternative tactics. Sequential hermaphrodites or sex changers adopt a unique solution, that is, being the sex with weaker skew when they are small and subordinate, and changing sex when they become larger. In bi-directionally sex-changing fishes, although most are haremic and basically protogynous, subordinate males can change sex to being females. We study a mathematical model to examine when and why such reversed sex change is more adaptive than dispersal to take over another harem. We attempt to examine previously proposed hypotheses that the risk of dispersal and low density favor reversed sex change, and to specify an optimal decision-making strategy for subordinates. As a result, while the size-dependent conditional strategy in which smaller males tend to change sex is predicted, even large males are predicted to change sex under low density and/or high risk of dispersal, supporting both previous hypotheses. The importance of spatiotemporal variation of social and ecological conditions is also suggested. We discuss a unified framework to understand hermaphroditic and gonochoristic societies. Copyright © 2017 Elsevier Ltd. All rights reserved.

A brain-based account of “basic-level” concepts

PubMed Central

Bauer, Andrew James; Just, Marcel Adam

2017-01-01

This study provides a brain-based account of how object concepts at an intermediate (basic) level of specificity are represented, offering an enriched view of what it means for a concept to be a basic-level concept, a research topic pioneered by Rosch and others (Rosch et al., 1976). Applying machine learning techniques to fMRI data, it was possible to determine the semantic content encoded in the neural representations of object concepts at basic and subordinate levels of abstraction. The representation of basic-level concepts (e.g. bird) was spatially broad, encompassing sensorimotor brain areas that encode concrete object properties, and also language and heteromodal integrative areas that encode abstract semantic content. The representation of subordinate-level concepts (robin) was less widely distributed, concentrated in perceptual areas that underlie concrete content. Furthermore, basic-level concepts were representative of their subordinates in that they were neurally similar to their typical but not atypical subordinates (bird was neurally similar to robin but not woodpecker). The findings provide a brain-based account of the advantages that basic-level concepts enjoy in everyday life over subordinate-level concepts: the basic level is a broad topographical representation that encompasses both concrete and abstract semantic content, reflecting the multifaceted yet intuitive meaning of basic-level concepts. PMID:28826947

A brain-based account of "basic-level" concepts.

PubMed

Bauer, Andrew James; Just, Marcel Adam

2017-11-01

This study provides a brain-based account of how object concepts at an intermediate (basic) level of specificity are represented, offering an enriched view of what it means for a concept to be a basic-level concept, a research topic pioneered by Rosch and others (Rosch et al., 1976). Applying machine learning techniques to fMRI data, it was possible to determine the semantic content encoded in the neural representations of object concepts at basic and subordinate levels of abstraction. The representation of basic-level concepts (e.g. bird) was spatially broad, encompassing sensorimotor brain areas that encode concrete object properties, and also language and heteromodal integrative areas that encode abstract semantic content. The representation of subordinate-level concepts (robin) was less widely distributed, concentrated in perceptual areas that underlie concrete content. Furthermore, basic-level concepts were representative of their subordinates in that they were neurally similar to their typical but not atypical subordinates (bird was neurally similar to robin but not woodpecker). The findings provide a brain-based account of the advantages that basic-level concepts enjoy in everyday life over subordinate-level concepts: the basic level is a broad topographical representation that encompasses both concrete and abstract semantic content, reflecting the multifaceted yet intuitive meaning of basic-level concepts. Copyright © 2017 Elsevier Inc. All rights reserved.

Somatostatin and Somatostatin Receptor Gene Expression in Dominant and Subordinate Males of an African Cichlid Fish

PubMed Central

Trainor, Brian C.; Hofmann, Hans A.

2009-01-01

Somatostatin is a neuropeptide best known for its inhibitory effects on growth hormone secretion and has recently been implicated in the control of social behavior. Several somatostatin receptor subtypes have been identified in vertebrates, but the functional basis for this diversity is still unclear. Here we investigate the expression levels of the somatostatin prepropeptide and two of its receptors, sstR2, and sstR3, in the brains of socially dominant and subordinate A. burtoni males using real-time PCR. Dominant males had higher somatostatin prepropeptide and sstR3 expression in hypothalamus compared to subordinate males. Hypothalamic sstR2 expression did not differ. There were no differences in gene expression in the telencephalon. We also observed an interesting difference between dominants and subordinates in the relationship between hypothalamic sstR2 expression and body size. As would be predicted based on the inhibitory effects of somatostatin on somatic growth, sstR2 expression was negatively correlated with body size in dominant males. In contrast sstR2 expression was positively correlated with body size in subordinate males. These results suggest that somatostatin prepropeptide and receptor gene expression in the hypothalamus are associated with the control of somatic growth in A. burtoni depending on social status. PMID:17374406

Health care managers learning by listening to subordinates' dialogue training.

PubMed

Grill, C; Ahlborg, G; Wikström, E

2014-01-01

Middle managers in health care today are expected to continuously and efficiently decide and act in administration, finance, care quality, and work environment, and strategic communication has become paramount. Since dialogical communication is considered to promote a healthy work environment, the purpose of this paper is to investigate the ways in which health care managers experienced observing subordinates' dialogue training. A qualitative study using semi-structured interviews and documents from eight middle managers in a dialogue programme intervention conducted by dialogue trainers. Focus was on fostering and assisting workplace dialogue. Conventional qualitative content analysis was used. Managers' experiences were both enriching and demanding, and consisted of becoming aware of communication, meaning perceiving interaction between subordinates as well as own silent interaction with subordinates and trainer; Discovering communicative actions for leadership, by gaining self-knowledge and recognizing relational leadership models from trainers--such as acting democratically and pedagogically--and converting theory into practice, signifying practising dialogue-promoting conversation behaviour with subordinates, peers, and superiors. Only eight managers participated in the intervention, but data afforded a basis for further research. Findings stressed the importance of listening, and of support from superiors, for well-functioning leadership communication at work. Studies focusing on health care managers' communication and dialogue are few. This study contributes to knowledge about these activities in managerial leadership.

A latent transition analysis of bullying and victimization in Chinese primary school students

PubMed Central

Lau, Puiyi; Luo, Fang

2017-01-01

Bullying is a social phenomenon that impacts a large number of children and young people, worldwide. This study aimed to longitudinally examine the development of bullying and victimization in Chinese students in grades 4, 5, and 6. We used latent class analysis to empirically identify groups of youth with different bullying and victimization patterns, and then used latent transition analysis to explore the movement of children between these latent classes over time. Results showed that: (1) across the three time points, students could be classified into four classes: bullies, victims, bully-victims, and non-involved children; and (2) students in the non-involved class tended to remain in that class when moving to higher grades, students in the bully and victims classes tended to transition to the non-involved class, while students in the bully-victims class tended to transition to the bullies class. Thus, future intervention should be implemented to prevent bully-victims from bullying behaviors. PMID:28837571

Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

ERIC Educational Resources Information Center

Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

2016-01-01

In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

Veiled chameleons: Analyzing urban science teachers' epistemological and ontological beliefs on "caring" for urban students' science literacy

NASA Astrophysics Data System (ADS)

Barrett, Channa Nicole

The present study investigated teachers' epistemological and ontological beliefs and how those beliefs influence "caring" for urban students' science literacy. The grounded theory research involved six teacher participants and 18 student participants and collected the data using the following methods: Teacher and student interviews and six weeks of classroom observations. Using critical race theory (CRT) as a lens, the analysis of the data occurred simultaneously with the data collection. The findings revealed seven categories and 16 themes, which emerged from the analysis on "caring" for students' science literacy. From the CRT model tested in the study, the data illustrated a plethora of evidence relating to the themes colorblindness, interest convergence, and microaggressions. A negative effect of teachers who practiced colorblindness in the classroom revealed an assignment of subordinate positions, meaning the teacher assumed the role of the ultimate-knowledge holder in the classroom and the students assumed an academic co-dependency role in the classroom. Such an environment, allowed the teachers to become epistemically privileged while the students became epistemically oppressed. Implications for teaching suggest that there are different "shades" of caring for students' science literacy and that teachers should acknowledge the vast critical race-gendered epistemologies that students bring into the classroom in an effort to move towards a just epistemic environment.

Struggling for legitimacy: nursing students' stories of organisational aggression, resilience and resistance.

PubMed

Jackson, Debra; Hutchinson, Marie; Everett, Bronwyn; Mannix, Judy; Peters, Kath; Weaver, Roslyn; Salamonson, Yenna

2011-06-01

There is a considerable body of literature scrutinising and theorising negative and hostile behaviour such as violence and interpersonal conflict in the nursing workplace. However, relatively little empirical work has examined the experiences of undergraduate nursing students in the context of negative workplace cultures, and even fewer studies have explored how students develop and enact strategies to counter hostile behaviours in the clinical workplace. Based on qualitative analysis of open-ended survey questions, this study explored undergraduate students' experiences of negative behaviours in the clinical environment to identify strategies used to manage and resist such behaviours. While dominant individuals in the clinical environment sought to enforce and uphold their version of legitimacy--one where students were relegated to complete subordination--the tenacity and resourcefulness of students was evident in their attempts to counter this oppression with acts of resistance. Our findings provide new and valuable insights into organisational aggression and acts of resistance in the nursing workplace. The resistance offered by these students draws attention to the struggles for legitimacy within institutions. In drawing attention to organisational aggression as a mechanism by which students are 'othered' through pejorative behaviour, homogenisation, and de-authentication, and the dynamics of resistance offered by these student nurses, we provide an alternative explanation of nursing socialisation. © 2011 Blackwell Publishing Ltd.

Reliability and agreement in student ratings of the class environment.

PubMed

Nelson, Peter M; Christ, Theodore J

2016-09-01

The current study estimated the reliability and agreement of student ratings of the classroom environment obtained using the Responsive Environmental Assessment for Classroom Teaching (REACT; Christ, Nelson, & Demers, 2012; Nelson, Demers, & Christ, 2014). Coefficient alpha, class-level reliability, and class agreement indices were evaluated as each index provides important information for different interpretations and uses of student rating scale data. Data for 84 classes across 29 teachers in a suburban middle school were sampled to derive reliability and agreement indices for the REACT subscales across 4 class sizes: 25, 20, 15, and 10. All participating teachers were White and a larger number of 6th-grade classes were included (42%) relative to 7th- (33%) or 8th- (23%) grade classes. Teachers were responsible for a variety of content areas, including language arts (26%), science (26%), math (20%), social studies (19%), communications (6%), and Spanish (3%). Coefficient alpha estimates were generally high across all subscales and class sizes (α = .70-.95); class-mean estimates were greatly impacted by the number of students sampled from each class, with class-level reliability values generally falling below .70 when class size was reduced from 25 to 20. Further, within-class student agreement varied widely across the REACT subscales (mean agreement = .41-.80). Although coefficient alpha and test-retest reliability are commonly reported in research with student rating scales, class-level reliability and agreement are not. The observed differences across coefficient alpha, class-level reliability, and agreement indices provide evidence for evaluating students' ratings of the class environment according to their intended use (e.g., differentiating between classes, class-level instructional decisions). (PsycINFO Database Record (c) 2016 APA, all rights reserved).

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

PubMed Central

Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent

2014-01-01

Background Efforts are made to enhance in-class learner engagement because it stimulates and enhances learning. However, it is not easy to quantify learner engagement. This study aimed to develop and validate an observation tool for instructor and student behaviors to determine and compare in-class learner engagement levels in four different class types delivered by the same instructor. Methods Observer pairs observed instructor and student behaviors during lectures in large class (LLC, n=2) with third-year medical students, lectures in small class (LSC, n=6) and case-based teaching sessions (CBT, n=4) with fifth-year students, and problem-based learning (PBL) sessions (~7 hours) with second-year students. The observation tool was a revised form of STROBE, an instrument for recording behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles. Instructor and student behaviors were scored 1–5 on this tool named ‘in-class engagement measure (IEM)’. The IEM scores were parallel to the degree of behavior's contribution to active student engagement, so higher scores were associated with more in-class learner engagement. Additionally, the number of questions asked by the instructor and students were recorded. A total of 203 5-min observations were performed (LLC 20, LSC 85, CBT 50, and PBL 48). Results Interobserver agreement on instructor and student behaviors was 93.7% (κ=0.87) and 80.6% (κ=0.71), respectively. Higher median IEM scores were found in student-centered and problem-oriented methods such as CBT and PBL. A moderate correlation was found between instructor and student behaviors (r=0.689). Conclusions This study provides some evidence for validity of the IEM scores as a measure of student engagement in different class types. PMID:25308966

Construction and reconstruction concept in mathematics instruction

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

The Relationship between Student Motivation and Class Engagement Levels

ERIC Educational Resources Information Center

Nayir, Funda

2017-01-01

Purpose: Student engagement and interest in class are important conditions for active learning. For this they must be highly motivated. In other words, students who have high motivation make an effort to be engaged in class. Thus, knowing students' motivation level is important for active engagement in class. The aim of the present study is to…

Class Size and Student Performance at a Public Research University: A Cross-Classified Model

ERIC Educational Resources Information Center

Johnson, Iryna Y.

2010-01-01

This study addresses several methodological problems that have confronted prior research on the effect of class size on student achievement. Unlike previous studies, this analysis accounts for the hierarchical data structure of student achievement, where grades are nested within classes and students, and considers a wide range of class sizes…

Additional Evidence on the Relationship between Class Size and Student Performance

ERIC Educational Resources Information Center

Arias, J. J.; Walker, Douglas M.

2004-01-01

Much of the economic education literature suggests that the principles of economics class size does not significantly affect student performance. However, study methods have varied in terms of the aggregation level (student or class), the measure of performance (TUCE or course letter grade), and the class size measure (e.g., students who completed…

Using Storytelling Strategies to Improve Student Comprehension in Online Classes

ERIC Educational Resources Information Center

Powell, Rasby Marlene; Murray, Ottis

2012-01-01

Previous research shows that presenting class material in story formats can improve student learning in lecture classes. This pilot study of eight sociology classes investigates the efficacy of using storytelling as a means to improve student comprehension in online classes. Our findings show that when material is presented in story format rather…

Getting Students to Read before Class: Innovation in a University in Chile

ERIC Educational Resources Information Center

McGinn, Noel F.; Schiefelbein, Ernesto

2015-01-01

Reading before class has been demonstrated to improve student learning. This article describes the installation and effectiveness of a strategy to encourage student class preparation. The strategy, called the Class-to-Class Method, has been implemented in a large private university in Chile. The university hopes that this innovation will reduce…

7 CFR 1717.859 - Application process and timeframes.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Lien Accommodations and Subordinations for 100 Percent Private Financing § 1717.859 Application process... supporting documents, such as a CWP. (b) Advance approval—100 percent private financing of distribution... of a lien accommodation or subordination for 100 percent private financing of distribution...

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology †

PubMed Central

Brown, Tanya L.; Brazeal, Kathleen R.; Couch, Brian A.

2017-01-01

National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses. PMID:28512514

Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

NASA Astrophysics Data System (ADS)

Cook, G. W.

2012-12-01

At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (<3%) are Earth science degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of itself—I take the opportunity in the first two weeks to introduce students to basic geology, including tectonics, earth materials, surface processes, and geologic time. In fact, this is a vital segment of the class, as the students need this background for the latter portions of the class. A side benefit is that students are provided with a "mini" education in geology whether they know it or not and take this knowledge with them into other classes, and ultimately, their futures. Student satisfaction is uniformly very high with this class. 100% of students agreed that the course material was intellectually stimulating; 95% of students agreed that they learned a great deal from the course; 100% of students stated that they would recommend the class to other students. Overall, the class highlights the role that non-major introductory-level geoscience classes, in particular ones with interesting topics, can serve in educating college-level students about Earth Science. They may also serve as a gateway into the Earth Sciences for students who previously had no such inclination.

Early social environment influences the behaviour of a family-living lizard

PubMed Central

2017-01-01

Early social environment can play a significant role in shaping behavioural development. For instance, in many social mammals and birds, isolation rearing results in individuals that are less exploratory, shyer, less social and more aggressive than individuals raised in groups. Moreover, dynamic aspects of social environments, such as the nature of relationships between individuals, can also impact the trajectory of development. We tested if being raised alone or socially affects behavioural development in the family-living tree skink, Egernia striolata. Juveniles were raised in two treatments: alone or in a pair. We assayed exploration, boldness, sociability and aggression repeatedly throughout each juvenile's first year of life, and also assessed social interactions between pairs to determine if juveniles formed dominant–subordinate relationships. We found that male and/or the larger skinks within social pairs were dominant. Developing within this social environment reduced skink growth, and subordinate skinks were more prone to tail loss. Thus, living with a conspecific was costly for E. striolata. The predicted negative effects of isolation failed to materialize. Nevertheless, there were significant differences in behavioural traits depending on the social environment (isolated, dominant or subordinate member of a pair). Isolated skinks were more social than subordinate skinks. Subordinate skinks also became more aggressive over time, whereas isolated and dominant skinks showed invariable aggression. Dominant skinks became bolder over time, whereas isolated and subordinate skinks were relatively stable in their boldness. In summary, our study is evidence that isolation rearing does not consistently affect behaviour across all social taxa. Our study also demonstrates that the social environment plays an important role in behavioural development of a family-living lizard. PMID:28573001

Mississippi Community College Student Transitioning Factors from Noncredit to Credit Classes

ERIC Educational Resources Information Center

Kuntz, Wayne A.

2017-01-01

Most research about college students concentrates on credit students, with relatively little research focusing on noncredit students and why some transition from noncredit courses into credit classes. This dissertation research examined factors that may contribute to students transitioning from noncredit courses into credit classes at Mississippi…

[The formation of professional identity in nursing students: a qualitative study].

PubMed

Negrillo Durán, Carmen; Herrera Sánchez, Isabel María

2013-06-01

To investigate how students, who begin their studies in nursing, understand this profession from their own personal experiences and discover the processes of changing, contributing to the identification with the profession. Students from the first year nursing in 2010-2011 participated. Four online discussion groups were established. The grounded theory methodology was used for qualitative analysis. Before starting studies, the students acknowledged having a vision of nursing as a female profession subordinate to medicine but more human and close. Direct contact with the profession through the family and personal experiences contributed to the development of a conception of nursing as an autonomous profession while the media projected a social image of nursing as an auxiliary profession. With the early learning experiences the students began to experience changes in the meaning of nursing, expanding the look towards their autonomous role and revaluing their competences in the care of the patient. The identification of nursing is established in many cases by comparison with medicine, this circumstance forces to the students to search for distinctive elements of nursing. Early learning experiences, that emphasize the aspects linked to care, contribute to the positive identification with the profession.

Emergency Medical Technician Training for Medical Students: A Two-Year Experience.

PubMed

Blackwell, Thomas H; Halsey, R Maglin; Reinovsky, Jennifer H

2016-01-01

New medical school educational curriculum encourages early clinical experiences along with clinical and biomedical integration. The University of South Carolina School of Medicine Greenville, one of the new expansion schools, was established in 2011 with the first class matriculating in 2012. To promote clinical skills early in the curriculum, emergency medical technician (EMT) training was included and begins in the first semester. Along with the early clinical exposure, the program introduces interprofessional health and teams and provides the opportunity for students to personally see and appreciate the wide variety of environments from which their future patients emanate. This report describes the EMT program and changes that were made after the first class that were designed to integrate EMT training with the biomedical sciences and to assess the value of these integrative changes using objective criteria. A two-year retrospective study was conducted that involved the first two classes of medical students. Baseline student data and pass rates from the psychomotor skill and written components of the State examination were used to determine if students performed better in the integrated, prolonged course. There were 53 students in the first class and 54 in the second. Of the 51 students in the first class and 53 students in the second class completing the state psychomotor and written examination, 20 (39%) in the first class and 17 (32%) in the second passed on the initial psychomotor skill attempt; however, more students passed in the first three attempts in the second class than the first class, 51 (96%) versus 45 (88%) , respectively. All students passed by 5 attempts. For the written examination, 50 (98%) students in the first class and 51 (96%) in the second class passed on the first attempt. All students passed by the third attempt. Pass rates on both components of the State examination were not significantly different between classes. Medical students who received their EMT training in a 6-week, non-integrated format performed similarly on the EMT State certification examination to those who received their training in a prolonged, integrated structure.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class investigated where declared soil science students made up the largest single group of students, with other agricultural students being the second largest group. Results of the study showed that students from many different academic majors take soil science classes at American universities, and the most common majors in these classes depended on the class and the material it addressed.

Motivating students to read the textbook before class

NASA Astrophysics Data System (ADS)

Pepper, Rachel E.

2016-11-01

Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25% of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90% of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning.

Helping Students Turn up for Class: Does Personality Moderate the Effectiveness of an Implementation Intention Intervention?

ERIC Educational Resources Information Center

Webb, Thomas L.; Christian, Julie; Armitage, Christopher J.

2007-01-01

Class attendance is an important determinant of academic success yet a significant proportion of students miss class. The present study investigated the deliberative and personality correlates of class attendance alongside an implementation intention intervention that asked students to specify when, where, and how they would attend class. Class…

Class Blogs as a Teaching Tool to Promote Writing and Student Interaction

ERIC Educational Resources Information Center

Sullivan, Miriam; Longnecker, Nancy

2014-01-01

Blogs are a useful teaching tool for improving student writing and increasing class interaction. However, most studies have looked at individual blogs rather than blogs maintained by a whole class. We introduced assignments involving participation in class blogs to four science communication classes with enrolments of between 15 and 36 students.…

Effects of subordinate feedback to the supervisor and participation in decision-making in the prediction of organizational support.

DOT National Transportation Integrated Search

1992-03-01

The present study tested the hypothesis that participation in decision-making (PDM) and perceived effectiveness of subordinate feedback to the supervisor would contribute unique variance in the prediction of perceptions of organizational support. In ...

Delegation--A Fundamental Management Process.

ERIC Educational Resources Information Center

Rees, Ruth

Administrators may employ delegation to perform work effectively, increase their own effectiveness, and advance the development of subordinates through job enrichment. The steps in the delegation process include task identification, assessment of skills necessary to execute the task, selection of the subordinate for the task, communication of the…

48 CFR 552.270-23 - Subordination, Nondisturbance and Attornment.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Subordination, Nondisturbance and Attornment. 552.270-23 Section 552.270-23 Federal Acquisition Regulations System GENERAL... this lease. Government agrees, in consideration of the warranties and conditions set forth in this...

Unrelated Helpers in a Primitively Eusocial Wasp: Is Helping Tailored Towards Direct Fitness?

PubMed Central

Leadbeater, Ellouise; Carruthers, Jonathan M.; Green, Jonathan P.; van Heusden, Jasper; Field, Jeremy

2010-01-01

The paper wasp Polistes dominulus is unique among the social insects in that nearly one-third of co-foundresses are completely unrelated to the dominant individual whose offspring they help to rear and yet reproductive skew is high. These unrelated subordinates stand to gain direct fitness through nest inheritance, raising the question of whether their behaviour is adaptively tailored towards maximizing inheritance prospects. Unusually, in this species, a wealth of theory and empirical data allows us to predict how unrelated subordinates should behave. Based on these predictions, here we compare helping in subordinates that are unrelated or related to the dominant wasp across an extensive range of field-based behavioural contexts. We find no differences in foraging effort, defense behaviour, aggression or inheritance rank between unrelated helpers and their related counterparts. Our study provides no evidence, across a number of behavioural scenarios, that the behaviour of unrelated subordinates is adaptively modified to promote direct fitness interests. PMID:20700463

Power corrupts co-operation: cognitive and motivational effects in a double EEG paradigm.

PubMed

Kanso, Riam; Hewstone, Miles; Hawkins, Erin; Waszczuk, Monika; Nobre, Anna Christina

2014-02-01

This study investigated the effect of interpersonal power on co-operative performance. We used a paired electro-encephalogram paradigm: pairs of participants performed an attention task, followed by feedback indicating monetary loss or gain on every trial. Participants were randomly allocated to the power-holder, subordinate or neutral group by creating different levels of control over how a joint monetary reward would be allocated. We found that power was associated with reduced behavioural accuracy. Event-related potential analysis showed that power-holders devoted less motivational resources to their targets than did subordinates or neutrals, but did not differ at the level of early conflict detection. Their feedback potential results showed a greater expectation of rewards but reduced subjective magnitude attributed to losses. Subordinates, on the other hand, were asymmetrically sensitive to power-holders' targets. They expected fewer rewards, but attributed greater significance to losses. Our study shows that power corrupts balanced co-operation with subordinates.

Managers can drive their subordinates mad.

PubMed

Kets de Vries, M F

1979-01-01

This article explores the phenomenon of "folie à deux"--an aberrant relationship between manager and subordinates that is characterized by shared delusions. Though most visible among public figures like Adolf Hitler, J. Edgar Hoover and Jim Jones, the problem also surfaces among private managers and their associates with dangerous implications for the firm. In folie à deux, the unusual behavior patterns of a manager in an isolated setting become mirrored by dependent subordinates, and the organization loses touch with its original goals and strategies. The author describes the dynamics of this phenomenon and details steps to remedy the situation. Once recognized, he suggests that the manager establish a trusting relationship with the instigator as a prelude to altering the behavior patterns, then transfer the subordinates and reorient the work climate so that independence and responsibility are encouraged. If the instigator is a powerful executive, the author suggests enlisting the support of a countervailing force, such as the government or a union, to guide the organization away from possible self-destructive adventures.

Two-time scale subordination in physical processes with long-term memory

NASA Astrophysics Data System (ADS)

Stanislavsky, Aleksander; Weron, Karina

2008-03-01

We describe dynamical processes in continuous media with a long-term memory. Our consideration is based on a stochastic subordination idea and concerns two physical examples in detail. First we study a temporal evolution of the species concentration in a trapping reaction in which a diffusing reactant is surrounded by a sea of randomly moving traps. The analysis uses the random-variable formalism of anomalous diffusive processes. We find that the empirical trapping-reaction law, according to which the reactant concentration decreases in time as a product of an exponential and a stretched exponential function, can be explained by a two-time scale subordination of random processes. Another example is connected with a state equation for continuous media with memory. If the pressure and the density of a medium are subordinated in two different random processes, then the ordinary state equation becomes fractional with two-time scales. This allows one to arrive at the Bagley-Torvik type of state equation.

Testosterone abolishes implicit subordination in social anxiety.

PubMed

Terburg, David; Syal, Supriya; Rosenberger, Lisa A; Heany, Sarah J; Stein, Dan J; Honk, Jack van

2016-10-01

Neuro-evolutionary theories describe social anxiety as habitual subordinate tendencies acquired through a recursive cycle of social defeat and submissive reactions. If so, the steroid hormone testosterone might be of therapeutic value, as testosterone is a main force behind implicit dominance drive in many species including humans. We combined these two theories to investigate whether the tendency to submit to the dominance of others is an implicit mechanism in social anxiety (Study-1), and whether this can be relieved through testosterone administration (Study-2). Using interactive eye-tracking we demonstrate that socially anxious humans more rapidly avert gaze from subliminal angry eye contact (Study-1). We replicate this effect of implicit subordination in social anxiety in an independent sample, which is subsequently completely abolished after a single placebo-controlled sublingual testosterone administration (Study-2). These findings provide crucial evidence for hormonal and behavioral treatment strategies that specifically target mechanisms of dominance and subordination in social anxiety. Copyright © 2016 Elsevier Ltd. All rights reserved.

Power corrupts co-operation: cognitive and motivational effects in a double EEG paradigm

PubMed Central

Kanso, Riam; Hewstone, Miles; Hawkins, Erin; Waszczuk, Monika; Nobre, Anna Christina

2014-01-01

This study investigated the effect of interpersonal power on co-operative performance. We used a paired electro-encephalogram paradigm: pairs of participants performed an attention task, followed by feedback indicating monetary loss or gain on every trial. Participants were randomly allocated to the power-holder, subordinate or neutral group by creating different levels of control over how a joint monetary reward would be allocated. We found that power was associated with reduced behavioural accuracy. Event-related potential analysis showed that power-holders devoted less motivational resources to their targets than did subordinates or neutrals, but did not differ at the level of early conflict detection. Their feedback potential results showed a greater expectation of rewards but reduced subjective magnitude attributed to losses. Subordinates, on the other hand, were asymmetrically sensitive to power-holders’ targets. They expected fewer rewards, but attributed greater significance to losses. Our study shows that power corrupts balanced co-operation with subordinates. PMID:23160813

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

NASA Astrophysics Data System (ADS)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

Is `Learning' Science Enough? - A Cultural Model of Religious Students of Science in an Australian Government School

NASA Astrophysics Data System (ADS)

Ferguson, Joseph Paul; Kameniar, Barbara

2014-10-01

This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996). Participants were interviewed and asked to respond to questions about their cognitive experiences of studying evolutionary biology. Students' responses were analysed using cultural analysis of discourse to construct a cultural model of religious students of science. This cultural model suggests that these students employ a human schema and a non-human schema, which assert that humans are fundamentally different from non-humans in terms of origins and that humans have a transcendental purpose in life. For these students, these maxims seem to be challenged by their belief that evolutionary biology is dictated by metaphysical naturalism. The model suggests that because the existential foundation of these students is challenged, they employ a believing schema to classify their religious explanations and a learning schema to classify evolutionary biology. These schemas are then hierarchically arranged with the learning schema being made subordinate to the believing schema. Importantly, these students are thus able to maintain their existential foundation while fulfilling the requirements of school science. However, the quality of this "learning" is questionable.

The influence of physical self-perception of female college students participating in Pilates classes on perceived health state and psychological wellbeing

PubMed Central

Roh, Su Yeon

2018-01-01

The purpose of this study is to examine the influence of physical self-perception of female college students participating in Pilates on perceived health state and psychological wellbeing. The subjects of this study were 187 female college students participating in Pilates classes in six universities located in Gyeonggi-do. The collected data was analyzed by using SPSS and AMOS 18.0 version. The results are as follows. First, the physical self-perception of female college students participating in Pilates classes affects their perceived health state. Second, the physical self-perception of female college students participating in Pilates classes affects their psychological well-being. Third, the perceived health state of female college students participating in Pilates classes affects their psychological well-being. Fourth, there is a causal relationship among the physical self-perception, perceived health state, and psychological well-being of female college students participating in Pilates classes. In particular, the physical self-perception obtained by the students through their Pilates classes strengthens their psychological well-being through their perceived health state. PMID:29740551

The influence of physical self-perception of female college students participating in Pilates classes on perceived health state and psychological wellbeing.

PubMed

Roh, Su Yeon

2018-04-01

The purpose of this study is to examine the influence of physical self-perception of female college students participating in Pilates on perceived health state and psychological wellbeing. The subjects of this study were 187 female college students participating in Pilates classes in six universities located in Gyeonggi-do. The collected data was analyzed by using SPSS and AMOS 18.0 version. The results are as follows. First, the physical self-perception of female college students participating in Pilates classes affects their perceived health state. Second, the physical self-perception of female college students participating in Pilates classes affects their psychological well-being. Third, the perceived health state of female college students participating in Pilates classes affects their psychological well-being. Fourth, there is a causal relationship among the physical self-perception, perceived health state, and psychological well-being of female college students participating in Pilates classes. In particular, the physical self-perception obtained by the students through their Pilates classes strengthens their psychological well-being through their perceived health state.

Vertical Integration: Results from a Cross-Course Student Collaboration

ERIC Educational Resources Information Center

Sloan, Thomas; Lewis, David

2011-01-01

The authors report the results of a cross-class project involving sophomore-level students in an Operations Analysis (OA) class with junior-level students in an Operations Management (OM) class. The students formed virtual teams and developed a simulation model of a call center. The OM students provided the management expertise, while the OA…

Black Boundary Lines: Race, Class and Gender among Black Undergraduate Students

ERIC Educational Resources Information Center

Morales, Erica Marie

2012-01-01

Intra-group differences among Black undergraduate students remain understudied. To gain a more nuanced understanding of Black student life, we must examine how other social locations, like gender and class, connect to the racialized experiences of Black students. This dissertation argues that for Black students, class and gender, along with race,…

Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

PubMed

Aelterman, Nathalie; Vansteenkiste, Maarten; Van Keer, Hilde; Van den Berghe, Lynn; De Meyer, Jotie; Haerens, Leen

2012-08-01

Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.

Management Development. [Concurrent Symposium Session at AHRD Annual Conference, 1998.

ERIC Educational Resources Information Center

1998

This document contains four papers from a symposium on management development. "The Effect of Supervisor/Subordinate Relationship on Subordinate Performance, Role Ambiguity and Conflict, and Job Satisfaction" (Michael J. Nocera, Judith A. Kolb) finds that a strong perceived relationship with supervisors was negatively correlated with…

13 CFR 107.560 - Subordination of SBA's creditor position.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Subordination of SBA's creditor position. 107.560 Section 107.560 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION SMALL BUSINESS INVESTMENT COMPANIES Managing the Operations of a Licensee Borrowing by Licensees from Non-Sba...

7 CFR 1717.858 - Lien subordination for rural development investments.

Code of Federal Regulations, 2014 CFR

2014-01-01

... requirements on accounting, financial reporting, record keeping, and irregularities (see § 1717.854(c)(5)). RUS... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE POST-LOAN POLICIES AND PROCEDURES COMMON TO INSURED AND GUARANTEED ELECTRIC LOANS Lien Accommodations and Subordinations for 100 Percent Private Financing § 1717.858...

7 CFR 1717.858 - Lien subordination for rural development investments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... requirements on accounting, financial reporting, record keeping, and irregularities (see § 1717.854(c)(5)). RUS... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE POST-LOAN POLICIES AND PROCEDURES COMMON TO INSURED AND GUARANTEED ELECTRIC LOANS Lien Accommodations and Subordinations for 100 Percent Private Financing § 1717.858...

7 CFR 1717.858 - Lien subordination for rural development investments.

Code of Federal Regulations, 2012 CFR

2012-01-01

... requirements on accounting, financial reporting, record keeping, and irregularities (see § 1717.854(c)(5)). RUS... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE POST-LOAN POLICIES AND PROCEDURES COMMON TO INSURED AND GUARANTEED ELECTRIC LOANS Lien Accommodations and Subordinations for 100 Percent Private Financing § 1717.858...

7 CFR 1717.858 - Lien subordination for rural development investments.

Code of Federal Regulations, 2013 CFR

2013-01-01

... requirements on accounting, financial reporting, record keeping, and irregularities (see § 1717.854(c)(5)). RUS... UTILITIES SERVICE, DEPARTMENT OF AGRICULTURE POST-LOAN POLICIES AND PROCEDURES COMMON TO INSURED AND GUARANTEED ELECTRIC LOANS Lien Accommodations and Subordinations for 100 Percent Private Financing § 1717.858...

In the Physics Class: University Physics Students' Enactment of Class and Gender in the Context of Laboratory Work

ERIC Educational Resources Information Center

Danielsson, Anna T.

2014-01-01

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…

Constructing Class: Exploring the Lived Experience of White Female Student Affairs Professionals from Working Class Families

ERIC Educational Resources Information Center

Svoboda, Victoria

2012-01-01

Researchers have explored the issue of social class in higher education through the experiences of students and faculty, but have not yet analyzed the experiences of student affairs staff. Past researchers have conflated or ignored issues of race in studies on class, and rarely acknowledge gender as a variable in the classed experience. Student…

Daily online testing in large classes: boosting college performance while reducing achievement gaps.

PubMed

Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

2013-01-01

An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

Promoting children's health through physically active math classes: a pilot study.

PubMed

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

Kinship and Incest Avoidance Drive Patterns of Reproductive Skew in Cooperatively Breeding Birds.

PubMed

Riehl, Christina

2017-12-01

Social animals vary in how reproduction is divided among group members, ranging from monopolization by a dominant pair (high skew) to equal sharing by cobreeders (low skew). Despite many theoretical models, the ecological and life-history factors that generate this variation are still debated. Here I analyze data from 83 species of cooperatively breeding birds, finding that kinship within the breeding group is a powerful predictor of reproductive sharing across species. Societies composed of nuclear families have significantly higher skew than those that contain unrelated members, a pattern that holds for both multimale and multifemale groups. Within-species studies confirm this, showing that unrelated subordinates of both sexes are more likely to breed than related subordinates are. Crucially, subordinates in cooperative groups are more likely to breed if they are unrelated to the opposite-sex dominant, whereas relatedness to the same-sex dominant has no effect. This suggests that incest avoidance, rather than suppression by dominant breeders, may be an important proximate mechanism limiting reproduction by subordinates. Overall, these results support the ultimate evolutionary logic behind concessions models of skew-namely, that related subordinates gain indirect fitness benefits from helping at the nests of kin, so a lower direct reproductive share is required for selection to favor helping over dispersal-but not the proximate mechanism of dominant control assumed by these models.

The correlation between subordinate fish eye colour and received attacks: a negative social feedback mechanism for the reduction of aggression during the formation of dominance hierarchies.

PubMed

Miyai, Caio A; Carretero Sanches, Fábio H; Costa, Tânia M; Colpo, Karine Delevati; Volpato, Gilson L; Barreto, Rodrigo E

2011-12-01

Eye darkening has been linked to social status in fish. The subordinate's eyes darken, while the eyes of the dominant fish become pale. Although this phenomenon has been described in salmonid fishes and in the African cichlid Nile tilapia Oreochromis niloticus, it is unclear whether eye darkening correlates with a reduction in aggressive behaviour. Thus, we evaluated the link between social status and eye darkening. We evaluated whether the eye colours of subordinate fish correlate with the frequency of received attacks in a neotropical fish, the pearl cichlid Geophagus brasiliensis. We paired pearl cichlids and quantified both the aggressive behaviour and the eye darkening of each fish. As has been described for Nile tilapia and Atlantic salmon, a clear-cut hierarchical relationship formed, where dominance and subordination were associated with pale and dark eye colours, respectively. Initially, eye colour darkening was positively correlated with the frequency of received attacks; however, a negative association occurred following eye darkening, in which the intensity of aggressive interactions decreased. Thus, fish that initially received a high number of attacks signalled subordination more rapidly and intensely (rapid and dramatic eye darkening), thereby inducing a negative social feedback mechanism that led to reduced aggression. Copyright © 2011 Elsevier GmbH. All rights reserved.

The highest-ranking rooster has priority to announce the break of dawn.

PubMed

Shimmura, Tsuyoshi; Ohashi, Shosei; Yoshimura, Takashi

2015-07-23

The "cock-a-doodle-doo" crowing of roosters, which symbolizes the break of dawn in many cultures, is controlled by the circadian clock. When one rooster announces the break of dawn, others in the vicinity immediately follow. Chickens are highly social animals, and they develop a linear and fixed hierarchy in small groups. We found that when chickens were housed in small groups, the top-ranking rooster determined the timing of predawn crowing. Specifically, the top-ranking rooster always started to crow first, followed by its subordinates, in descending order of social rank. When the top-ranking rooster was physically removed from a group, the second-ranking rooster initiated crowing. The presence of a dominant rooster significantly reduced the number of predawn crows in subordinates. However, the number of crows induced by external stimuli was independent of social rank, confirming that subordinates have the ability to crow. Although the timing of subordinates' predawn crowing was strongly dependent on that of the top-ranking rooster, free-running periods of body temperature rhythms differed among individuals, and crowing rhythm did not entrain to a crowing sound stimulus. These results indicate that in a group situation, the top-ranking rooster has priority to announce the break of dawn, and that subordinate roosters are patient enough to wait for the top-ranking rooster's first crow every morning and thus compromise their circadian clock for social reasons.

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

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

Social Class, Identity and the "Good" Student: Negotiating University Culture

ERIC Educational Resources Information Center

Pearce, Jane; Down, Barry; Moore, Elizabeth

2008-01-01

Through the use of narrative portraits this paper discusses social class and identity, as working-class university students perceive them. With government policy encouraging wider participation rates from under-represented groups of people within the university sector, working-class students have found themselves to be the objects of much…

From Student Evaluations to Teacher Performance: A Study of Piano Class Instruction

ERIC Educational Resources Information Center

Iwaguchi, Setsuko

2012-01-01

The purpose of this study was to evaluate instruction in individually mentored piano classes in nursery and kindergarten teacher training programmes. Questionnaires were developed and administered to piano class students; using the resulting data, relationships among the variables that affect student's satisfaction with piano classes and their…

Ready, Set, Succeed! Growth Mindset Instruction in a Community College Success Class

ERIC Educational Resources Information Center

Brysacz, Lynn M.

2017-01-01

The purpose of this action research study was to explore the relationship between growth mindset instruction in a community college success class with student academic effort and achievement, among students enrolled in a developmental reading class. Community college students, especially those testing into developmental classes, face numerous…

The Effects of Instructor Participation and Class Size on Student Participation in an Online Class Discussion Forum

ERIC Educational Resources Information Center

Parks-Stamm, Elizabeth J.; Zafonte, Maria; Palenque, Stephanie M.

2017-01-01

Student participation in online discussion forums is associated with positive outcomes for student achievement and satisfaction, but research findings on the impact of class size and instructors' participation on student participation have been mixed. The present study analyzed the frequency of instructor and student posts in asynchronous…

Examining the Conceptual Organization of Students in an Integrated Algebra and Physical Science Class.

ERIC Educational Resources Information Center

Westbrook, Susan L.

1998-01-01

Compares the conceptual organization of students in an integrated algebra and physical science class (SAM 9) with that of students in a discipline-specific physical science class (PSO). Analysis of students' concept maps indicates that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts than…

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

ERIC Educational Resources Information Center

Krieger, Jean D.

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

A Five-Year Review of Student Class Evaluations at Salt Lake Community College.

ERIC Educational Resources Information Center

Cooney, Frank

This report reviews the past five years of student class evaluations at Salt Lake Community College (SLCC). Included in the review are the Instructional Assessment System (IAS) student class evaluations, the results from the new, non-returning and graduating student surveys, and observations on the student comments in those surveys. The average…

Class Notes for "Class-Y-News."

ERIC Educational Resources Information Center

Stuart, Judy L.

1991-01-01

A self-contained class of students with mild to moderate disabilities published a monthly newsletter which was distributed to students' families. Students became involved in writing, typing, drawing, folding, basic editing, and disseminating. (JDD)

Student Views of Class Projects as Learning Experiences

ERIC Educational Resources Information Center

Easter, Beth A.; Evans, Beverly

2014-01-01

Group projects have long been an important element of higher education classes. Class projects involve additional cooperation and coordination among students. Student perceptions are an important factor in evaluating the effectiveness of projects. This exploratory study used a 39-item questionnaire to examine undergraduate student perceptions of…

Class Size Reduction and Urban Students. ERIC Digest.

ERIC Educational Resources Information Center

Schwartz, Wendy

Researchers have long investigated whether smaller classes improve student achievement. Their conclusions suggest that class size reduction (CSR) can result in greater in-depth coverage of subject matter by teachers, enhanced learning and stronger engagement by students, more personalized teacher-student relationships, and safer schools with fewer…

Supporting Working-Class Students in Higher Education

ERIC Educational Resources Information Center

Soria, Krista; Bultmann, Mark

2014-01-01

Utilizing data from the multi-institutional "Student Experience in the Research University" survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social…

Intellectual development is positively related to intrinsic motivation and course grades for female but not male students.

PubMed

Cortright, Ronald N; Lujan, Heidi L; Cox, Julie H; Cortright, Maria A; Langworthy, Brandon M; Petta, Lorene M; Tanner, Charles J; DiCarlo, Stephen E

2015-09-01

We hypothesized that the intellectual development of students, i.e., their beliefs about the nature of knowledge and learning, affects their intrinsic motivation and class performance. Specifically, we hypothesized that students with low intellectual development (i.e., the naive beliefs that knowledge is simple, absolute, and certain) have low intrinsic motivation and low class performance, whereas students with high intellectual development (i.e., more sophisticated beliefs that knowledge is complex, tentative, and evolving) have high intrinsic motivation and class performance. To test this hypothesis, we administered the Learning Context Questionnaire to measure intellectual development. In addition, we administered the Intrinsic Motivation Inventory to assess our students' intrinsic motivation. Furthermore, we performed regression analyses between intellectual development with both intrinsic motivation and class performance. The results document a positive relationship among intellectual development, intrinsic motivation, and class performance for female students only. In sharp contrast, there was a negative relationship between intellectual development, intrinsic motivation, and class performance for male students. The slope comparisons documented significant differences in the slopes relating intellectual development, intrinsic motivation, and class performance between female and male students. Thus, female students with more sophisticated beliefs that knowledge is personally constructed, complex, and evolving had higher intrinsic motivation and class performance. In contrast, male students with the naive beliefs that the structure of knowledge is simple, absolute, and certain had higher levels of intrinsic motivation and class performance. The results suggest that sex influences intellectual development, which has an effect on intrinsic motivation for learning a specific topic. Copyright © 2015 The American Physiological Society.

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Children's Communication of Basic Level and Subordinate Level Semantic Contrasts.

ERIC Educational Resources Information Center

Kossan, Nancy E.

Developmental differences in preschool children's abilities to communicate about basic and subordinate level semantic contrasts were examined in a referential communication situation. Twenty-four three, four, and five-year-old children communicated with children of the same age and adults about pictures' referents. Speakers talked about one…

7 CFR 1951.222 - Subordination of security.

Code of Federal Regulations, 2010 CFR

2010-01-01

... successor agency under Public Law 103-354 to subordinate a security instrument so that another creditor or... necessary, a present market value appraisal report will be obtained. However, a new report need not be... present market value of the total property after the transaction. (9) The proposed action must not change...

17 CFR 229.202 - (Item 202) Description of registrant's securities.

Code of Federal Regulations, 2012 CFR

2012-04-01

... creditors of the registrant; where debt securities are designated as subordinated in accordance with... practicable date that by the terms of such debt securities would be senior to such subordinated debt and... bondable property available as a basis for the issuance of bonds; provisions permitting the withdrawal of...

17 CFR 229.202 - (Item 202) Description of registrant's securities.

Code of Federal Regulations, 2014 CFR

2014-04-01

... creditors of the registrant; where debt securities are designated as subordinated in accordance with... practicable date that by the terms of such debt securities would be senior to such subordinated debt and... bondable property available as a basis for the issuance of bonds; provisions permitting the withdrawal of...

12 CFR 1808.302 - Bond terms and conditions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Bond Purchaser. (d) No subordination. The Bonds or Bond Loans may not be subordinated to any new or... 12 Banks and Banking 10 2014-01-01 2014-01-01 false Bond terms and conditions. 1808.302 Section... TREASURY COMMUNITY DEVELOPMENT FINANCIAL INSTITUTIONS BOND GUARANTEE PROGRAM Interest Rates; Terms and...

17 CFR 229.202 - (Item 202) Description of registrant's securities.

Code of Federal Regulations, 2013 CFR

2013-04-01

... creditors of the registrant; where debt securities are designated as subordinated in accordance with... practicable date that by the terms of such debt securities would be senior to such subordinated debt and... bondable property available as a basis for the issuance of bonds; provisions permitting the withdrawal of...

Perceived Organizational Support as a Mediator between Relational Exchange and Organizational Identification

ERIC Educational Resources Information Center

Sluss, David M.; Klimchak, Malayka; Holmes, Jeanne J.

2008-01-01

Using cross-level data from 364 supervisor-subordinate dyads, we examined how relational exchange quality, perceived organizational support (POS), and organizational identification interrelate. We found subordinate POS mediates the relationship between leader-member exchange (i.e., LMX) and organizational identification. We also found the…

On Men Mentoring Women: Then and Now.

ERIC Educational Resources Information Center

Kronik, John W.

1990-01-01

Suggests that mentoring varies greatly in degree and nature of involvement, and can be perilous and abusive, particularly between male mentors and female subordinates. For the mentor system to work, the mentor/subordinate association must be based on mutual respect and allow for subtle and beneficial exercise of power. (GLR)

Homophone Dominance Modulates the Phonemic-Masking Effect.

ERIC Educational Resources Information Center

Berent, Iris; Van Orden, Guy C.

2000-01-01

Finds (1) positive phonemic-masking effects occurred for dominant homophones; (2) null phonemic-masking effects occurred for subordinate homophones; and (3) subordinate homophones were much more likely to be falsely identified as their dominant mate. Suggests the source of these null phonemic-masking is itself a phonology effect. Concludes…

Factors Associated with Student Pharmacist Philanthropy to the College Before and After Graduation

PubMed Central

Spivey, Christina A.

2015-01-01

Objective. To examine the early stages of a student giving program, to evaluate the program’s influence on college donations, and to evaluate other factors that may affect student and year-one postgraduation giving at a college or school of pharmacy. Methods. A review of student records for graduates of 2013 and 2014 was conducted. Data included student characteristics, scholarship support, international program participation, senior class gift participation, and postgraduation giving. Mann-Whitney U, Kruskal-Wallis, Wilcoxon signed-rank, and Chi-square analyses were performed. Results. Of 273 graduates, the majority were female (57.1%) and white (74%). Class of 2014 contributed a higher amount to the class gift than the prior class. In 2014, those who received scholarships gave higher amounts to the class gift. For the combined classes, there was an association between the number of students who gave pregraduation and the number who gave postgraduation. In the 2013 class, individuals gave greater amounts postgraduation compared to pregraduation, and a higher percentage of alumni (8%) gave postgraduation compared to alumni from the previous class (<1%). Conclusion. Participation in year-one postgraduation giving increased after implementation of the senior class gift program. Receiving scholarships influenced giving to the class gift but was not associated with postgraduation giving. Future studies are needed to develop a more comprehensive understanding of student and alumni philanthropy. PMID:27168615

Factors Associated with Student Pharmacist Philanthropy to the College Before and After Graduation.

PubMed

Chisholm-Burns, Marie A; Spivey, Christina A

2015-09-25

Objective. To examine the early stages of a student giving program, to evaluate the program's influence on college donations, and to evaluate other factors that may affect student and year-one postgraduation giving at a college or school of pharmacy. Methods. A review of student records for graduates of 2013 and 2014 was conducted. Data included student characteristics, scholarship support, international program participation, senior class gift participation, and postgraduation giving. Mann-Whitney U, Kruskal-Wallis, Wilcoxon signed-rank, and Chi-square analyses were performed. Results. Of 273 graduates, the majority were female (57.1%) and white (74%). Class of 2014 contributed a higher amount to the class gift than the prior class. In 2014, those who received scholarships gave higher amounts to the class gift. For the combined classes, there was an association between the number of students who gave pregraduation and the number who gave postgraduation. In the 2013 class, individuals gave greater amounts postgraduation compared to pregraduation, and a higher percentage of alumni (8%) gave postgraduation compared to alumni from the previous class (<1%). Conclusion. Participation in year-one postgraduation giving increased after implementation of the senior class gift program. Receiving scholarships influenced giving to the class gift but was not associated with postgraduation giving. Future studies are needed to develop a more comprehensive understanding of student and alumni philanthropy.

Improved Performance via the Inverted Classroom

ERIC Educational Resources Information Center

Weinstein, Randy D.

2015-01-01

This study examined student performance in an inverted thermodynamics course (lectures provided by video outside of class) compared to a traditional lecture class. Students in the inverted class performed better on their exams. Students in the bottom third of the inverted course showed the greatest improvement. These bottom third students had a C…

Strategies to Improve Learning of All Students in a Class

ERIC Educational Resources Information Center

Suraishkumar, G. K.

2018-01-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

Within-Class Variability in Student-Teacher Evaluations: Examples and Problems

ERIC Educational Resources Information Center

Clayson, Dennis E.

2005-01-01

Although student evaluation of instruction has been shown to produce reliable results over class averages, considerable within-class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A…

Absence Excuses in Freshman College Classes and Solutions

ERIC Educational Resources Information Center

Song, Pengfei

2013-01-01

Class attendance is directly tied to student learning and student-faculty satisfaction. Although learning style and attitudes have evolved in college students of the internet generation, the reasons why students skip classes and assignments, and measures to improve the situation have not been comprehensively studied. Increased numbers of students…

Change in Classroom Relations: An Attempt that Signals Some Difficulties.

ERIC Educational Resources Information Center

Gutierrez, Roberto

2002-01-01

The instructor of a human resource class proposed a different division of labor between teacher and students. Analysis of four critical class incidents (essay sharing, class discussion, prejudices involved in a student presentation, student objections to course methods) showed that students preferred to preserve their identity as consumers and…

Research on same-gender grouping in eighth-grade science classrooms

NASA Astrophysics Data System (ADS)

Friend, Jennifer Ingrid

This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Students concept understanding of fluid static based on the types of teaching

NASA Astrophysics Data System (ADS)

Rahmawati, I. D.; Suparmi; Sunarno, W.

2018-03-01

This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

Pima College Students' Knowledge of Selected Basic Physical Science Concepts.

ERIC Educational Resources Information Center

Iadevaia, David G.

In 1989 a study was conducted at Pima Community College (PCC) to assess students' knowledge of basic physical science concepts. A three-part survey instrument was administered to students in a second semester sociology class, a first semester astronomy class, a second semester Spanish class, and a first semester physics class. The survey…

The Experiences of Working-Class College Students Who Became University Presidents

ERIC Educational Resources Information Center

Springer, Mary E.

2012-01-01

Working-class students enter college lacking necessary capital to predict their academic and personal success making college success less likely than for middle class students (Bufton, 2003; Mack, 2006; Paulsen & St. John, 2002; Rose, 1997; Wegner, 1973). This same social class origin helps to define experiences, provides context for…

Linking Classes: Learning Communities, "High" Culture, and the Working Class Student

ERIC Educational Resources Information Center

Rodriguez, Ginger G.; Buczinsky, Christopher

2013-01-01

How do you teach the humanities to working class students living in the shadow of a BP oil refinery? Calumet College uses freshman learning communities that link humanities, social justice, and English composition classes to provide a foundation for college success to predominantly first-generation students who are often underprepared for…

High School Students' Goals for Working Together in Mathematics Class: Mediating the Practical Rationality of Studenting

ERIC Educational Resources Information Center

Webel, Corey

2013-01-01

In this article I explore high school students' perspectives on working together in a mathematics class in which they spent a significant amount of time solving problems in small groups. The data included viewing session interviews with eight students in the class, where each student watched video clips of their own participation, explaining and…

What Are Students Doing during Lecture? Evidence from New Technologies to Capture Student Activity

ERIC Educational Resources Information Center

Maltese, Adam V.; Danish, Joshua A.; Bouldin, Ryan M.; Harsh, Joseph A.; Bryan, Branden

2016-01-01

Engaging students in class is paramount if they are to gain a deep understanding of class content. Student engagement is manifested by attention to the various components of instruction. However, there is little research at the tertiary level focusing on what aspects of instruction are related to changes in student attention during class. To…

A coordination class analysis of college students' judgments about animated motion

NASA Astrophysics Data System (ADS)

Thaden-Koch, Thomas Christian

The coordination class construct was invented by di5essa and Sherin to clarify what it means to learn and use scientific concepts. A coordination class is defined to consist of readout strategies, which guide observation, and the causal net, which contains knowledge necessary for making inferences from observations. A coordination class, as originally specified, reliably extracts a certain class of information from a variety of situations. The coordination class construct is relatively new. To examine its utility, transcripts of interviews with college students were analyzed in terms of the coordination class construct. In the interviews, students judged the realism of several computer animations depicting balls rolling on a pair of tracks. When shown animations with only one ball, students made judgments consistent with focusing on the ball's speed changes. Adding a second ball to each animation strongly affected judgments made by students taking introductory physics courses, but had a smaller effect on judgments made by students taking a psychology course. Reasoning was described in this analysis as the coordination of readouts about animations with causal net elements related to realistic motion. Decision-making was characterized both for individual students and for groups by the causal net elements expressed, by the types of readouts reported, and by the coordination processes involved. The coordination class construct was found useful for describing the elements and processes of student decision-making, but little evidence was found to suggest that the students studied possessed reliable coordination classes. Students' causal nets were found to include several appropriate expectations about realistic motion. Several students reached judgments that appeared contrary to their expectations and reported mutually incompatible expectations. Descriptions of students' decision-making processes often included faulty readouts, or feedback loops in which causal net elements or readouts were adjusted. Comparisons of the interviewed groups' coordination were found to echo differences and similarities in animation judgments made by larger groups of students who were not interviewed.

Class Construction: White Working-Class Student Identity in the New Millennium

ERIC Educational Resources Information Center

Freie, Carrie

2007-01-01

"Class Construction" explores class, racial, and gender identity construction among white, working-class students. Delving into River City High School, Freie asks what happens to the adolescent children of working-class families when economic changes such as globalization and technological advancements have altered the face of working-class jobs.…

A latent class analysis of weight-related health behaviors among 2- and 4-year college students and associated risk of obesity.

PubMed

Mathur, Charu; Stigler, Melissa; Lust, Katherine; Laska, Melissa

2014-12-01

Little is known about the complex patterning of weight-related health behaviors in 2- and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college students. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health behaviors that represent multiple theoretically/clinically relevant dimensions of obesity risk among 2- versus 4-year college students using cross-sectional statewide surveillance data (N = 17,584). Additionally, differences in class membership on selected sociodemographic characteristics were examined using a model-based approach. Analysis was conducted separately for both college groups, and five and four classes were identified for 2- and 4-year college students, respectively. Four classes were similar across 2- and 4-year college groups and were characterized as "mostly healthy dietary habits, active"; "moderately high screen time, active"; "moderately healthy dietary habits, inactive"; and "moderately high screen time, inactive." "Moderately healthy dietary habits, high screen time" was the additional class unique to 2-year college students. These classes differed on a number of sociodemographic characteristics, including the proportion in each class who were classified as obese. Implications for prevention scientists and future intervention programs are considered. © 2014 Society for Public Health Education.

Student Blogging about Physics

NASA Astrophysics Data System (ADS)

Daniels, Karen E.

2010-09-01

In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years, Internet blogs have become a decentralized format for diarists, independent journalists, and opinion makers to both post entries and allow commentary from their readers. Below, I will describe some techniques for using student blogging about physics to engage students from two different classroom environments: a calculus-based introductory mechanics class for scientists and engineers, and an honors seminar for first-year students. These assignments required them to make their own connections between classroom knowledge and situations where it might find applications. A second goal of including blogging in the introductory physics course was to induce students to write about the physics content of the class in a more substantive way than was previously part of the class.

Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance.

PubMed

Wu, Jinnan; Mei, Wenjuan; Ugrin, Joseph C

2018-03-01

This study investigates the in-class and out-of-class cyberloafing activities of students in China, and tests the relationship between those activities and academic performance. A sample of 1,050 undergraduate students at a large University in China reported their in-class (N = 548) and out-of-class (N = 502) cyberloafing activities, which were tested against the students' academic performance. The test results show a negative relationship between in-class cyberloafing and academic performance, but an inverted U-shaped relationship between out-of-class cyberloafing and academic performance. The results support our propositions that cyberloafing is a harmful distraction in the classroom, but can have positive effects when performed in moderation outside the classroom as a means of effort recovery.

Increasing Student Engagement in Large Classes: The ARC Model of Application, Response, and Collaboration

ERIC Educational Resources Information Center

Hourigan, Kristen Lee

2013-01-01

This article introduces a simple, flexible approach to engaging students within large classes, known as ARC (application, response, collaboration). ARC encourages each student's presence and engagement in class; creates a sense of excitement and anticipation; breaks down passivity and anonymity; effectively gains, maintains, and utilizes students'…

Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

ERIC Educational Resources Information Center

McBride, Ron E.; Xiang, Ping

2013-01-01

Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

34 CFR 76.657 - Separate classes prohibited.

Code of Federal Regulations, 2011 CFR

2011-07-01

... separately on the basis of school enrollment or religion of the students if: (a) The classes are at the same site; and (b) The classes include students enrolled in public schools and students enrolled in private... Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76...

34 CFR 76.657 - Separate classes prohibited.

Code of Federal Regulations, 2013 CFR

2013-07-01

... separately on the basis of school enrollment or religion of the students if: (a) The classes are at the same site; and (b) The classes include students enrolled in public schools and students enrolled in private... Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76...

34 CFR 76.657 - Separate classes prohibited.

Code of Federal Regulations, 2012 CFR

2012-07-01

... separately on the basis of school enrollment or religion of the students if: (a) The classes are at the same site; and (b) The classes include students enrolled in public schools and students enrolled in private... Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76...

34 CFR 76.657 - Separate classes prohibited.

Code of Federal Regulations, 2014 CFR

2014-07-01

... separately on the basis of school enrollment or religion of the students if: (a) The classes are at the same site; and (b) The classes include students enrolled in public schools and students enrolled in private... Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76...

Class in the Class: Sharing Bukowski's Class with Community College Students

ERIC Educational Resources Information Center

Hiraldo, Carlos

2008-01-01

Faculty members take pride in the great diversity of students attending LaGuardia Community College. Their students self-identify with various nationalities, races, religions, ethnicities, and sexual orientations. Not only do students adopt diverse identity markers, but they also come to their classroom with variant skill levels. It is difficult…

Gesticulating Science: Emergent Bilingual Students' Use of Gestures

ERIC Educational Resources Information Center

Ünsal, Zeynep; Jakobson, Britt; Wickman, Per-Olof; Molander, Bengt-Olov

2018-01-01

This article examines how emergent bilingual students used gestures in science class, and the consequences of students' gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9-10 years old) were…

Evaluating Classroom Time through Systematic Analysis and Student Feedback

ERIC Educational Resources Information Center

Achen, Rebecca M.; Lumpkin, Angela

2015-01-01

The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students', the teacher's, and whole class activities during class were categorized every two minutes. Students also were given pre- and post-course surveys to assess perceptions on lecture time, impact of learning…

Before You Ban: Law Students' In-Class Laptop Usage and Academic Performance

ERIC Educational Resources Information Center

Morse, Kimberly Ann

2016-01-01

Legal educators are routinely banning students' laptops or wireless connectivity in law classes. Faculty assumes students are significantly off-task and in-class laptops are harmful to learning. Current research focuses almost exclusively on undergraduate students technology uses in- and out of the classroom. Only a handful of studies objectively…

Project Based Learning Multi Life Skill for Collaborative Skills and Technological Skills of Senior High School Students

NASA Astrophysics Data System (ADS)

Susilawati; Ardhyani, S.; Masturi; Wijayanto; Khoiri, N.

2017-04-01

This work aims to determine the effect of Project Based Learning containing Multi Life-Skills on collaborative and technology skills of senior high school (SMA) students, especially on thestatic fluid subject. The research design was aquasi-experiment using Posttest-Only Control Design. This work was conducted in SMA Negeri 1 Bae Kudus, with the population is all students of class X, while the sample is students of class X MIA 2 as an experimental class and X MIA 3 as a control class. The data were obtained by observation, test, and documentation. The results showed this model significantly affects the collaborative and technology skills of students of SMA 1 Bae Kudus, where the average result of collaborative and technology skills for the experimental class is higher than that of the control class. This is also supported by the remark of the post-test experimental class is higher than that of the control class.

Using a Learning Activity Sequence in Large-Enrollment Physical Geology Classes: Supporting the Needs of Underserved Students While Motivating Interest, Learning, and Success

NASA Astrophysics Data System (ADS)

Pun, A.; Smith, G. A.

2011-12-01

The learning activity sequence (LAS) strategy is a student-focused pedagogy that emphasizes active classroom learning to promote learning among all students, and in particular, those with diverse backgrounds. Online assessments both set the stage for active learning and help students synthesize material during their learning. UNM is one of only two Carnegie Research University Very High institutions also designated as Hispanic-serving and the only state flagship university that is also a majority-minority undergraduate institution. In 2010 Hispanics comprised 40% of 20,655 undergraduates (and 49% of freshmen), 37% of undergraduates were Pell Grant recipients (the largest proportion of any public flagship research university; J. Blacks Higher Ed., 2009) and 44% of incoming freshmen were first-generation students. To maximize student learning in this environment rich in traditionally underserved students, we designed a LAS for nonmajor physical geology (enrollments 100-160) that integrates in-class instruction with structured out-of-class learning. The LAS has 3 essential parts: Students read before class to acquire knowledge used during in-class collaborative, active-learning activities that build conceptual understanding. Lastly, students review notes and synthesize what they've learned before moving on to the next topic. The model combines online and in-class learning and assessment: Online reading assessments before class; active-learning experiences during class; online learning assessments after class. Class sessions include short lectures, peer instruction "clickers", and small-group problem solving (lecture tutorials). Undergraduate Peer-Learning Facilitators are available during class time to help students with problem solving. Effectiveness of the LAS approach is reflected in three types of measurements. (1) Using the LAS strategy, the overall rate of students earning a grade of C or higher is higher than compared to the average for all large-enrollment department sections taught during the same period. (2) Anonymous student surveys show that: 97% of students do at least some of the assigned reading before class while 58% indicate they would not do the reading if online reading assessments were not assigned; 72% indicate post-lecture online assessments prepare them for exams; greater than 80% of students feel that they learn more in the LAS approach than with traditional instruction; 90% favor active learning in the classroom to only lecture; learning opportunities motivate 82% to attend class to participate in peer instruction and in-class exercises, even if these assignments did not contribute at all to their grade. Notably, first-generation students show disproportionately greater preference for active in-class learning. (3) Learning gains were assessed with the geoscience concept inventory (GCI) of Libarkin and Anderson (2005, J Geo Ed 53(4):395-401). Paired pre- and post-test scores (n=404) in 5 classes show an improvement from 46% to 52% (11% normalized gain), within the target goal that McConnell et al. (2008, GSA Abst Prog 41(1):49) propose for introductory geology courses that produce improved conceptual geoscience learning.

Classroom climate and science-related attitudes of junior high school students in Taiwan

NASA Astrophysics Data System (ADS)

Lin, Bao-Shan; Crawley, Frank E., III

Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.

12 CFR 390.341 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 5 2012-01-01 2012-01-01 false Inclusion of subordinated debt securities and... FROM THE OFFICE OF THRIFT SUPERVISION State Savings Associations-Operations § 390.341 Inclusion of... seeking FDIC approval of, or non-objection to, the inclusion of covered securities in supplementary...

12 CFR 390.341 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 5 2014-01-01 2014-01-01 false Inclusion of subordinated debt securities and... FROM THE OFFICE OF THRIFT SUPERVISION State Savings Associations-Operations § 390.341 Inclusion of... seeking FDIC approval of, or non-objection to, the inclusion of covered securities in supplementary...

12 CFR 390.341 - Inclusion of subordinated debt securities and mandatorily redeemable preferred stock as...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 5 2013-01-01 2013-01-01 false Inclusion of subordinated debt securities and... FROM THE OFFICE OF THRIFT SUPERVISION State Savings Associations-Operations § 390.341 Inclusion of... seeking FDIC approval of, or non-objection to, the inclusion of covered securities in supplementary...

Automatic Encoding of Superordinate and Subordinate Taxonomic Categories in Different Populations.

ERIC Educational Resources Information Center

Nakayama, Susan Y.; Kee, Daniel W.

1980-01-01

Proactive interference (PI) build-up and release from PI were used to study automatic conceptual encoding of superordinate and subordinate category lists in low-socioeconomic status (SES) Black children and middle-SES White children (grades 2 and 4). (Results for each population on the three category lists are described). (GDC)

12 CFR 303.206 - Application for payment of principal or interest on subordinated debt.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Application for payment of principal or... CORPORATION PROCEDURE AND RULES OF PRACTICE FILING PROCEDURES Prompt Corrective Action § 303.206 Application... insured depository institution shall submit an application to pay principal or interest on subordinated...

Learning Climate and Work Group Skills in Care Work

ERIC Educational Resources Information Center

Westerberg, Kristina; Hauer, Esther

2009-01-01

Purpose: The overall aim of the present study was to investigate the learning climate and work group skills perceived by managers and their subordinates in the municipal elderly care, prior to a development project. The specific research questions were: Are managers' and their subordinates' perceptions of the learning climate related? and Does the…

Morpho-Semantic Processing in Word Recognition: Evidence from Balanced and Biased Ambiguous Morphemes

ERIC Educational Resources Information Center

Tsang, Yiu-Kei; Chen, Hsuan-Chih

2013-01-01

The role of morphemic meaning in Chinese word recognition was examined with the masked and unmasked priming paradigms. Target words contained ambiguous morphemes biased toward the dominant or the subordinate meanings. Prime words either contained the same ambiguous morphemes in the subordinate interpretations or were unrelated to the targets. In…

Duration of memory of dominance relationships in a group living cichlid

NASA Astrophysics Data System (ADS)

Hotta, Takashi; Takeyama, Tomohiro; Jordan, Lyndon Alexander; Kohda, Masanori

2014-09-01

Animal contests are costly and tend to escalate when rivals have similar competitive abilities. Individuals that remember dominance relationships with rivals may avoid repeated agonistic interactions and hence avoid the costs of repeated escalation of contests. However, it can be difficult to experimentally disentangle the effects of memory from those of loser effects (losers behaving subordinately due to prior defeats). Here, we test whether loser effects or individual memory mediate contest behaviour in the African cichlid, Julidochromis transcriptus. We find that on days 3 and 5 after initial contests, losers display subordinate behaviour to contest winners but not to novel contestants. However, this effect disappears after 7 days, at which time losers do not display subordinate behaviour to either rival. These results show that (1) this fish can recall a previously dominant contestant for up to 5 days and (2) as no subordinate displays were shown to the novel contestant, there are no evidences for loser effects in this species. Such short-term memory of past interactions may have broad significance in social species with repeated interactions.

Proposal and Evaluation of Subordinate Standard Solar Irradiance Spectra: Preprint

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

Habte, Aron M; Wilbert, Stefan; Jessen, Wilko

This paper introduces a concept for global tilted irradiance (GTI) subordinate standard spectra to supplement the current standard spectra used in solar photovoltaic applications as defined in ASTM G173 and IEC60904. The proposed subordinate standard spectra correspond to atmospheric conditions and tilt angles that depart significantly from the main standard spectrum, and they can be used to more accurately represent various local conditions. For the definition of subordinate standard spectra cases with an elevation 1.5 km above sea level, the question arises whether the air mass should be calculated including a pressure correction or not. This study focuses on themore » impact of air mass used in standard spectra, and it uses data from 29 locations to examine which air mass is most appropriate for GTI and direct normal irradiance (DNI) spectra. Overall, it is found that the pressure-corrected air mass of 1.5 is most appropriate for DNI spectra. For GTI, a non-pressure-corrected air mass of 1.5 was found to be more appropriate.« less

Male rank affects reproductive success and offspring performance in bank voles.

PubMed

Kruczek, Małgorzata; Zatorska, Magdalena

2008-07-05

Laboratory studies reveal that in several rodent species the females prefer dominant males as mating partners. Here we investigate the correlation between males' social rank and their reproductive success. Similar numbers of females mating with relatively more dominant or relatively more subordinate males produced a litter, and parturition took place 19-21 days after mating. Relatively more dominant males tended to sire more pups than did relatively more subordinates, but the mean number of offspring per litter did not differ significantly between the two groups. Significantly more pups fathered by relatively more dominant males survived to weaning than those sired by relatively more subordinate fathers. Dominance had a long-term effect on the reproductive activity of the offspring: their rate of sexual maturation was increased. In pups sired by a relatively more dominant father, the uteruses of females, and the testes and accessory sex glands of males, were significantly heavier than those of offspring born to relatively more subordinate males. Our results suggest that social rank is an important determinant of the reproductive success of bank vole males.

Aggression, segregation and stability in a dominance hierarchy

PubMed Central

Ang, Tzo Zen; Manica, Andrea

2010-01-01

Central to our understanding of social group formation and maintenance is the question of how within-group conflict resolution is achieved in the face of asymmetrical competition over resources and reproduction. A crucial yet implicit assumption of many conflict resolution models dealing with reproductive skew is that subordinates have perfect knowledge of the extent of conflict between themselves and their dominants, enabling behavioural responses on an individual rather than evolutionary scale. However, a mechanism enabling subordinates to accurately assess their relative conflict levels has yet to be empirically demonstrated. Here, we show in the angelfish Centropyge bicolor that the rate of overt mild aggression from dominants to subordinates acts as a signal of increasing rank conflict. The clarity of this signal can be reduced by spatial segregation, causing subordinates to be less able to respond appropriately by regulation of their foraging rates. A reduced signal ultimately leads to a less well-defined dominance hierarchy and destabilization of the social group. Our study suggests that, contrary to previous suggestions, dominant aggression rates play a crucial role as an accurate information signal required for the evolutionary stability of skew models. PMID:20053647

Subordinated continuous-time AR processes and their application to modeling behavior of mechanical system

NASA Astrophysics Data System (ADS)

Gajda, Janusz; Wyłomańska, Agnieszka; Zimroz, Radosław

2016-12-01

Many real data exhibit behavior adequate to subdiffusion processes. Very often it is manifested by so-called ;trapping events;. The visible evidence of subdiffusion we observe not only in financial time series but also in technical data. In this paper we propose a model which can be used for description of such kind of data. The model is based on the continuous time autoregressive time series with stable noise delayed by the infinitely divisible inverse subordinator. The proposed system can be applied to real datasets with short-time dependence, visible jumps and mentioned periods of stagnation. In this paper we extend the theoretical considerations in analysis of subordinated processes and propose a new model that exhibits mentioned properties. We concentrate on the main characteristics of the examined subordinated process expressed mainly in the language of the measures of dependence which are main tools used in statistical investigation of real data. We present also the simulation procedure of the considered system and indicate how to estimate its parameters. The theoretical results we illustrate by the analysis of real technical data.

Relational demography in the workplace and health: an analysis of gender and the subordinate-superordinate role-set.

PubMed

Schieman, Scott; McMullen, Taralyn

2008-09-01

Using data from a 2005 national survey of working adults in the United States, we examine the effects of the gender composition of the superordinate-subordinate role-set on mental and physical health measures. Subordinates' and superordinates' genders are important determinants. Men who work in gender-mixed superordinate contexts (i.e., with one male and one female superior) report lower levels of distress and physical symptoms than men who work with one male superior. Women who work with one male superior report less distress and fewer physical symptoms compared to women who work with one female superior or in gender-mixed superordinate contexts. With a few exceptions, these observations generally hold net of occupation, job sector, and an array of work-related conditions. We discuss the implications of these findings in light of predictions derived from the similarity-attraction and role congruity theories. We also outline ways that theoretical development in relational demography can be refined by a more specific focus on the demographic characteristics--especially gender--of the superordinate-subordinate role-set.

The Relationship between Sex-Role Stereotyping in TV Programming and Children's Autonomy.

ERIC Educational Resources Information Center

Olsen, Judith E.

Six classes with 20 students per class participated in a study to determine the effects of television programing's stereotyped images on children's autonomy (independence of thought and action). Classes of first and second grade students and two classes of fifth grade students were the experimental groups, while the third and sixth grade classes…

Short vs. Long: Cognitive Load, Retention and Changing Class Structures

ERIC Educational Resources Information Center

Sheridan, Brandon; Smith, Ben; Pleggenkuhle-Miles, Erin

2017-01-01

University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes--some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load. Using a panel of 124 students (372 observations)…

Class Size Reduction: Implementation and Solutions.

ERIC Educational Resources Information Center

Krieger, Jean

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

Disadvantaged Students in the Early Grades: Will Smaller Classes Help Them?

ERIC Educational Resources Information Center

Vaag Iversen, Jon Marius; Bonesrønning, Hans

2013-01-01

This paper uses data from the Norwegian elementary school to test whether students from disadvantaged backgrounds benefit from smaller classes. The data cover one cohort of fourth graders who have been treated in small versus large classes for a period of three years. The Norwegian class size rule of maximum 28 students is used to generate…

Presence, Proximity, and Peer Interactions of Adolescents with Severe Disabilities in General Education Classrooms

ERIC Educational Resources Information Center

Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E.

2016-01-01

The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were…

Student Characteristics and Expectations of University Classes: A Free Elicitation Approach

ERIC Educational Resources Information Center

Moore, Melissa L.; Moore, Robert S.; McDonald, Robert

2008-01-01

Past research has shown that there are subpopulation differences in what students expect from a specific class. These expectation evaluations are usually conducted in the process of when the class is being delivered. Framing the class as a service experience, we take a step back in the service delivery process and assess what students expect from…

Popular Culture in the Classroom: Using Audio and Video Clips to Enhance Survey Classes

ERIC Educational Resources Information Center

Hoover, D. Sandy

2006-01-01

Students often approach history survey classes with a significant degree of dread. Nevertheless, at least one history class is required for graduation from most, if not all, universities, and most students elect to take survey courses to fulfill that requirement. Students rarely enroll in an American history class eagerly, because they anticipate…

Student Outlines Teaching Students to Organize Their Notes

ERIC Educational Resources Information Center

Burt, Derek

2006-01-01

Two years ago I implemented a basic outline of each class for my students to take notes on for Calculus II at the United States Military Academy. The outline provided students with a shell of the class material for each day of class. Their job was to fill in the shell as we went through the material. The outlines provided students an easy method…

Acceptance of Clickers in a Large Multimodal Biochemistry Class as Determined by Student Evaluations of Teaching: Are They Just an Annoying Distraction for Distance Students?

ERIC Educational Resources Information Center

Miles, Nathan. G.; Soares da Costa, Tatiana P.

2016-01-01

A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over…

The Opinions about Relationship between Students and Teachers in the Class of Hands-on

NASA Astrophysics Data System (ADS)

Pigultong, M.

2018-02-01

This research has the purpose to study on 1) Relationship between Students and Teachers in the Class of Hands - on and 2) Class Management at Rajamangala University of Technology Thanyaburi. The research consists of collecting information from 400 students who have valid student status in 2016 at Rajamangala University of Technology Thanyaburi. This research uses content analysis technique, Average (-X) and Standard Deviation to interpret the information. The results of the research focus on 2 topics 1) The Human relationship between Students and Teachers. The samples group had high expectations of human relationship (x=3.87). 2) Class Management. The samples group had high expectations of Class Management (x=3.88).

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

Gender subordination in the vulnerability of women to domestic violence.

PubMed

Macedo Piosiadlo, Laura Christina; Godoy Serpa da Fonseca, Rosa Maria

2016-06-01

To create and validate an instrument that identifies women's vulnerability to domestic violence through gender subordination indicators in the family. An instrument consisting on 61 phrases was created, that indicates gender subordination in the family. After the assessment from ten judges, 34 phrases were validated. The approved version was administered to 321 health service users of São José dos Pinhais (Estado de Paraná, Brasil), along with the validated Portuguese version of the Abuse Assessment Screen (AAS) (for purposes of separating the sample group - the ''YES'' group was composed of women who have suffered violence and the ''NO'' group consisted of women who had not suffered violence). Data were transferred into the Statistical Package for the Social Sciences (SPSS) software, version 22, and quantitatively analyzed using exploratory and factor analysis, and tests for internal consistency. After analysis (Kaiser-Meyer-Olkin (KMO) statistics, Monte Carlo Principal Components Analysis (PCA, and diagram segmentation), two factors were identified: F1 - consisting of phrases related to home maintenance and family structure; F2 - phrases intrinsic to the couple's relationship. For the statements that reinforce gender subordination, the mean of the factors were higher for the group that answered YES to one of the violence identifying issues. The created instrument was able to identify women who were vulnerable to domestic violence using gender subordination indicators. This could be an important tool for nurses and other professionals in multidisciplinary teams, in order to organize and plan actions to prevent violence against women.

Strategic growth decisions in helper cichlids.

PubMed Central

Heg, Dik; Bender, Nicole; Hamilton, Ian

2004-01-01

Recently, it has been shown that group-living subordinate clownfish Amphiprion percula increase their growth rate after acquiring the dominant breeder male position in the group. Evidence was found for strategic growth adjustments of subordinate fishes depending on the threat of eviction, i.e. subordinates adjust their growth rates so they remain smaller than the dominant fish and thereby limit the threat of being expelled from the territory. However, it is impossible to exclude several alternative factors that potentially could have influenced the observed changes in growth, owing to the nature of that experiment (removing the second-ranking fish--the breeder male--caused the third-ranking fish to change sex to become breeder male and change rank). We studied strategic growth decisions in the group-living Lake Tanganyika cichlid Neolamprologus pulcher under controlled laboratory conditions with ad libitum food availability. First, we show that male breeders grow faster than subordinate male helpers of the same initial size and confirm that N. pulcher shows status-dependent growth. Second, we improved on the experimental design by not removing the dominant breeder male in the group; instead we replaced the breeder male with a new breeder male in a full factorial design and measured growth of the subordinate male helpers is a function of the size difference with the old and the new breeder male. As predicted, male helpers showed strategic growth adjustments, i.e. growing faster when the size difference with the breeder male is large. Strategic growth adjustments were less pronounced than status-dependent growth adjustments. PMID:15801617

Strategic growth decisions in helper cichlids.

PubMed

Heg, Dik; Bender, Nicole; Hamilton, Ian

2004-12-07

Recently, it has been shown that group-living subordinate clownfish Amphiprion percula increase their growth rate after acquiring the dominant breeder male position in the group. Evidence was found for strategic growth adjustments of subordinate fishes depending on the threat of eviction, i.e. subordinates adjust their growth rates so they remain smaller than the dominant fish and thereby limit the threat of being expelled from the territory. However, it is impossible to exclude several alternative factors that potentially could have influenced the observed changes in growth, owing to the nature of that experiment (removing the second-ranking fish--the breeder male--caused the third-ranking fish to change sex to become breeder male and change rank). We studied strategic growth decisions in the group-living Lake Tanganyika cichlid Neolamprologus pulcher under controlled laboratory conditions with ad libitum food availability. First, we show that male breeders grow faster than subordinate male helpers of the same initial size and confirm that N. pulcher shows status-dependent growth. Second, we improved on the experimental design by not removing the dominant breeder male in the group; instead we replaced the breeder male with a new breeder male in a full factorial design and measured growth of the subordinate male helpers is a function of the size difference with the old and the new breeder male. As predicted, male helpers showed strategic growth adjustments, i.e. growing faster when the size difference with the breeder male is large. Strategic growth adjustments were less pronounced than status-dependent growth adjustments.

The (Biological or Cultural) Essence of Essentialism: Implications for Policy Support among Dominant and Subordinated Groups

PubMed Central

Soylu Yalcinkaya, Nur; Estrada-Villalta, Sara; Adams, Glenn

2017-01-01

Most research links (racial) essentialism to negative intergroup outcomes. We propose that this conclusion reflects both a narrow conceptual focus on biological/genetic essence and a narrow research focus from the perspective of racially dominant groups. We distinguished between beliefs in biological and cultural essences, and we investigated the implications of this distinction for support of social justice policies (e.g., affirmative action) among people with dominant (White) and subordinated (e.g., Black, Latino) racial identities in the United States. Whereas, endorsement of biological essentialism may have similarly negative implications for social justice policies across racial categories, we investigated the hypothesis that endorsement of cultural essentialism would have different implications across racial categories. In Studies 1a and 1b, we assessed the properties of a cultural essentialism measure we developed using two samples with different racial/ethnic compositions. In Study 2, we collected data from 170 participants using an online questionnaire to test the implications of essentialist beliefs for policy support. Consistent with previous research, we found that belief in biological essentialism was negatively related to policy support for participants from both dominant and subordinated categories. In contrast, the relationship between cultural essentialism and policy support varied across identity categories in the hypothesized way: negative for participants from the dominant category but positive for participants from subordinated categories. Results suggest that cultural essentialism may provide a way of identification that subordinated communities use to mobilize support for social justice. PMID:28611723

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

Improving Student Success in Calculus: A Comparison of Four College Calculus Classes

NASA Astrophysics Data System (ADS)

Bagley, Spencer Franklin

The quality of education in science, technology, engineering, and mathematics (STEM) fields is an issue of particular educational and economic importance, and Calculus I is a linchpin course in STEM major tracks. A national study is currently being conducted examining the characteristics of successful programs in college calculus (CSPCC, 2012). In work related to the CSPCC program, this study examines the effects on student outcomes of four different teaching strategies used at a single institution. The four classes were a traditional lecture, a lecture with discussion, a lecture incorporating both discussion and technology, and an inverted model. This dissertation was guided by three questions: (1) What impact do these four instructional approaches have on students' persistence, beliefs about mathematics, and conceptual and procedural achievement in calculus? (2) How do students at the local institution compare to students in the national database? And (3) How do the similarities and differences in opportunities for learning presented in the four classes contribute to the similarities and differences in student outcomes? Quantitative analysis of surveys and exams revealed few statistically significant differences in outcomes, and students in the inverted classroom often had poorer outcomes than those in other classes. Students in the technology-enhanced class scored higher on conceptual items on the final exam than those in other classes. Comparing to the national database, local students had similar switching rates but less expert-like attitudes and beliefs about mathematics than the national average. Qualitative analysis of focus group interviews, classroom observations, and student course evaluations showed that several implementation issues, some the result of pragmatic constraints, others the result of design choice, weakened affordances provided by innovative features and shrunk the differences between classes. There were substantial differences between the inverted classroom in this study and successful implementations in the literature. I identified a set of departures that forms a list of best practices for inverting classrooms. Students in all classes felt that prior calculus experience was a prerequisite for their current calculus class, and that class sessions felt rushed. These concerns implicate the constraints imposed by the curriculum shared by the four classes.

Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias

PubMed Central

Ip, Eric J.; Lopes, Ingrid; Rajagopalan, Vanishree

2014-01-01

Objective. To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions. Design. An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group. Assessment. The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 ± 2.0% vs 56.8 ± 2.2%, respectively) and therapeutics (89.2 ± 1.4% vs 73.7 ± 2.1%, respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities. Conclusion. Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities. PMID:25657372

The Effects of Dominance on Leadership and Energetic Gain: A Dynamic Game between Pairs of Social Foragers

PubMed Central

Rands, Sean A.

2011-01-01

Although social behaviour can bring many benefits to an individual, there are also costs that may be incurred whenever the members of a social group interact. The formation of dominance hierarchies could offer a means of reducing some of the costs of social interaction, but individuals within the hierarchy may end up paying differing costs dependent upon their position within the hierarchy. These differing interaction costs may therefore influence the behaviour of the group, as subordinate individuals may experience very different benefits and costs to dominants when the group is conducting a given behaviour. Here, a state-dependent dynamic game is described which considers a pair of social foragers where there is a set dominance relationship within the pair. The model considers the case where the subordinate member of the pair pays an interference cost when it and the dominant individual conduct specific pairs of behaviours together. The model demonstrates that if the subordinate individual pays these energetic costs when it interacts with the dominant individual, this has effects upon the behaviour of both subordinate and the dominant individuals. Including interaction costs increases the amount of foraging behaviour both individuals conduct, with the behaviour of the pair being driven by the subordinate individual. The subordinate will tend to be the lighter individual for longer periods of time when interaction costs are imposed. This supports earlier suggestions that lighter individuals should act as the decision-maker within the pair, giving leadership-like behaviours that are based upon energetic state. Pre-existing properties of individuals such as their dominance will be less important for determining which individual makes the decisions for the pair. This suggests that, even with strict behavioural hierarchies, identifying which individual is the dominant one is not sufficient for identifying which one is the leader. PMID:22028645

The Unique and Shared Genetic and Environmental Contributions to Fear, Anger, and Sadness in Childhood

PubMed Central

Clifford, Sierra; Lemery-Chalfant, Kathryn; Goldsmith, H. Hill

2015-01-01

This study examined the extent to which subordinate dimensions of negative emotionality were genetically and environmentally distinct in a sample of 1316 twins (51% female, 85.8% Caucasian, primarily middle class, mean age = 7.87 years, SD = .93), recruited from Wisconsin hospital birth records between 1989 and 2004. Cholesky, independent pathway, and common pathway models were fitted for mother-report, father-report, and in-home observation of temperament. Although findings support the use of negative emotionality, there were heritable aspects of anger and fear not explained by a common genetic factor, and shared environmental influences common to anger and sadness but not fear. Observed fear was independent from observed anger and sadness. Distinctions support specificity in measurement when considering implications for child development. PMID:26182850

Subordination to periodic processes and synchronization

NASA Astrophysics Data System (ADS)

Ascolani, Gianluca; Bologna, Mauro; Grigolini, Paolo

2009-07-01

We study the subordination to a process that is periodic in the natural time scale, and equivalent to a clock with N states. The rationale for this investigation is given by a set of many interacting clocks with N states. The natural time scale representation corresponds to the dynamics of an individual clock with no interaction with the other clocks of this set. We argue that the cooperation among the clocks of this set has the effect of generating a global clock, whose times of sojourn in each of its N states are described by a distribution density with an inverse power law form and power index μ<2. This is equivalent to extending the widely used subordination method from fluctuation-dissipation processes to periodic processes, thereby raising the question of whether special conditions exist of perfect synchronization, signaled by regular oscillations, and especially by oscillations with no damping. We study first the case of a Poisson subordination function. We show that in spite of the random nature of the subordination method the procedure has the effect of creating damped oscillations, whose damping vanishes in the limiting case of N≫1, thereby suggesting a condition of perfect synchronization in this limit. The Bateman’s mathematical arguments [H. Bateman, Higher Transcendental Functions, vol. III, Robert K Krieger, Publishing Company, Inc. Krim.Fr. Drive Malabar, FL; Copyright 1953 by McGraw-Hill Book Company Inc.] indicate that the condition of perfect synchronization is possible also in the non-Poisson case, with μ<2, although it may lie beyond the range of computer simulation. To make the theoretical predictions accessible to numerical simulation, we use a subordination function whose survival probability is a Mittag-Leffler exponential function. This method prevents us from directly establishing the macroscopic coherence emerging from μ=2, which generates a perfect form of 1/f noise. However, it affords indirect evidence that perfect synchronization signaled by undamped regular oscillations may be produced in this case. Furthermore, we explore a condition characterized by an excellent agreement between theory and numerical simulation, where the long-time region relaxation, with a perfect inverse power law decay, emerging from the subordination to ordinary fluctuation-dissipation processes, is replaced by exponentially damped regular oscillations.

Lack of sexual dimorphism in femora of the eusocial and hypogonadic naked mole-rat; a novel animal model for the study of delayed puberty on the skeletal system

PubMed Central

Pinto, M; Jepsen, K J; Terranova, C J; Buffenstein

2015-01-01

Sex steroid hormones are major determinants of bone morphology and quality and are responsible for sexually dimorphic skeletal traits. Hypogonadism results in suboptimal skeletal development and may lead to an increased risk of bone fracture later in life. The etiology of delayed puberty and/or hypothalamic amenorrhea is poorly understood, and experimental animal models addressing this issue are predominantly based upon short-term experimental induction of hormonal suppression via gonadotropin releasing hormone antagonists (GnRH-a). This acute change in hormone profile does not necessarily emulate the natural progression of hypogonadic bone disorders. We propose a novel animal model with which to explore the effects of chronic hypogonadism on bone quality, the naked mole-rat (NMR; Heterocephalus glaber). This mouse-size rodent may remain reproductively suppressed throughout its life, if it remains as a subordinate within the eusocial mole-rat colony. NMRs live in large colonies with a single dominant breeding female. She, primarily by using aggressive social contact, naturally suppresses the hypothalamic gonadotropic axis of subordinate NMRs and thereby their reproductive expression. However should an NMR be separated from the dominant breeder, within less than a week reproductive hormones may become elevated and the animal attains breeding status. We questioned if sexual suppression of subordinates impact upon the development and maintenance of the femora, and lead to a sexually indistinct monomorphic skeleton. Femora were obtained from male and female NMRs that were either non-breeders (subordinate) or breeders at the time of sacrifice. Diaphyseal cross-sectional morphology, metaphyseal trabecular micro-architecture and tissue mineral density of the femur was measured using MicroComputed tomography and diaphyseal mechanical properties were assessed by four-point bending tests to failure. Subordinates were sexually monomorphic and showed no significant differences in body weight or femoral bone structure and quality between male and females. Femora of subordinate females differed significantly from that of breeding animals, whereas in males, the divergent trend among breeders and non-breeders did not reach statistical significance. Subordinate NMRs, naturally suppressed from entering puberty, may prove to be a useful model to tease apart the relationship between bone morphology and hypogonadism and evaluate skeletal development during pubertal maturation. PMID:19761882

Teaching Computational Geophysics Classes using Active Learning Techniques

NASA Astrophysics Data System (ADS)

Keers, H.; Rondenay, S.; Harlap, Y.; Nordmo, I.

2016-12-01

We give an overview of our experience in teaching two computational geophysics classes at the undergraduate level. In particular we describe The first class is for most students the first programming class and assumes that the students have had an introductory course in geophysics. In this class the students are introduced to basic Matlab skills: use of variables, basic array and matrix definition and manipulation, basic statistics, 1D integration, plotting of lines and surfaces, making of .m files and basic debugging techniques. All of these concepts are applied to elementary but important concepts in earthquake and exploration geophysics (including epicentre location, computation of travel time curves for simple layered media plotting of 1D and 2D velocity models etc.). It is important to integrate the geophysics with the programming concepts: we found that this enhances students' understanding. Moreover, as this is a 3 year Bachelor program, and this class is taught in the 2nd semester, there is little time for a class that focusses on only programming. In the second class, which is optional and can be taken in the 4th or 6th semester, but often is also taken by Master students we extend the Matlab programming to include signal processing and ordinary and partial differential equations, again with emphasis on geophysics (such as ray tracing and solving the acoustic wave equation). This class also contains a project in which the students have to write a brief paper on a topic in computational geophysics, preferably with programming examples. When teaching these classes it was found that active learning techniques, in which the students actively participate in the class, either individually, in pairs or in groups, are indispensable. We give a brief overview of the various activities that we have developed when teaching theses classes.

Teacher Justice and Students' Class Identification: Belief in a Just World and Teacher-Student Relationship as Mediators.

PubMed

Jiang, Ronghuan; Liu, Ru-De; Ding, Yi; Zhen, Rui; Sun, Yan; Fu, Xinchen

2018-01-01

For school-age adolescents, teacher justice plays an important role in their learning and social outcomes. The present study examined the relation between teacher justice and students' class identification in 1735 Chinese school-age adolescents by considering belief in a just world (BJW) and teacher-student relationship as mediators. Structure equation modeling (SEM) was used to reveal the direct and indirect effects. The analyses showed that all the direct and indirect effects were significant. These findings indicated that teacher justice had a positive effect on students' class identification. In addition, teacher justice impacted students' class identification through students' just-world belief and teacher-student relationships. These results suggested that for adolescents, teacher justice played an important role in shaping their just-world belief system and their interpersonal relationships with teachers, which in turn affected their sense of belonging and values in relation to their class. Thus, it is important for teachers to be aware that their injustice may negatively impact their relationships with students, students' belief systems, and their psychological engagement at school. There is a need to develop teacher-training programs to help teachers to establish classroom reward-punishment systems with the consideration of social justice, to communicate with students through an unbiased approach, and to increase student participation in the important decision making of the whole class.

Does Sorting Students Improve Scores? An Analysis of Class Composition. NBER Working Paper No. 18848

ERIC Educational Resources Information Center

Collins, Courtney A.; Gan, Li

2013-01-01

This paper examines schools' decisions to sort students into different classes and how those sorting processes impact student achievement. There are two potential effects that result from schools creating homogeneous classes--a "tracking effect," which allows teachers to direct their focus to a more narrow range of students, and a peer…

Using Student Peer Review of Experiment Reports in an Undergraduate Physics Class

ERIC Educational Resources Information Center

Moran, Timothy; Van Hook, Stephen J.

2006-01-01

A class centered on student design of experiments and peer review of the resulting reports is described. Thirteen students in an honors seminar section of an introductory physics class designed experiments to test various types of paranormal phenomena. Each experimental report was evaluated and ranked by several other students. To give them…

Different Strokes for Different Folks: Diverse Students in Diverse Institutions--Experiences of Higher Education

ERIC Educational Resources Information Center

Crozier, Gill; Reay, Diane; Clayton, John; Colliander, Lori; Grinstead, Jan

2008-01-01

In the context of widening participation policies, polarisation of types of university recruitment and a seemingly related high drop-out rate amongst first generation, working class students, we focus on the provision offered by the universities to their students. We discuss how middle class and working class student experiences compare across…

What Happens outside of the College Class(ed)room? Examining College Students' Social Class and Social Integration in Higher Education

ERIC Educational Resources Information Center

Soria, Krista M.

2013-01-01

This study examined the relationships between undergraduate students' social class background and variables theorized to affect students' social integration in higher education, including students' perception of campus climate, frequency of faculty interactions, frequency of involvement in campus activities, and sense of belonging.…

Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.

PubMed

Schwab, Susanne

2015-01-01

Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-perception of social participation) and examines these aspects in inclusive and regular classes. Especially, differences in social participation of students with and without special educational needs (SEN) in inclusive classes and between students without SEN in inclusive and regular classes are examined. In this study, data from 1115 pupils in primary and secondary schools in Austria were analysed, of which 129 were diagnosed as having SEN. The results showed that in inclusive classes, students with SEN had lower scores on all four subthemes of social participation (friendships, interactions, peer acceptance and self-perception of social integration) than students without SEN. Regarding students without SEN, friendships and peer acceptance were significantly higher in inclusive classes than in regular classes. Differences were neither found for gender, nor between primary and secondary school students. Copyright © 2015 Elsevier Ltd. All rights reserved.

PatternCoder: A Programming Support Tool for Learning Binary Class Associations and Design Patterns

ERIC Educational Resources Information Center

Paterson, J. H.; Cheng, K. F.; Haddow, J.

2009-01-01

PatternCoder is a software tool to aid student understanding of class associations. It has a wizard-based interface which allows students to select an appropriate binary class association or design pattern for a given problem. Java code is then generated which allows students to explore the way in which the class associations are implemented in a…

Pretest Differences in Drug-Related Variables among Intact College Classes: Implications for Outcome Evaluation in Drug Education.

ERIC Educational Resources Information Center

Gonzalez, Gerardo M.; Haney, Michael L.

1992-01-01

Identified significant pretest differences in drug-related variables in college students from alcohol and drug education class (n=99), stress management class (n=44), and social problems class (n=80). Higher levels of alcohol and drug abuse among students in drug abuse course suggests student users are possibly being attracted to course as means…

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

ERIC Educational Resources Information Center

Orkibi, Hod; Tuaf, Hila

2017-01-01

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

Too Early for Physics? Effect of Class Meeting Time on Student Evaluations of Teaching in Introductory Physics

ERIC Educational Resources Information Center

Tobin, R. G.

2017-01-01

This paper reports observations that show a significant effect of class meeting time on student evaluations of teaching for an introductory college physics class. Students in a lecture section with an early-morning meeting time gave the class and instructors consistently lower ratings than those in an otherwise nearly identical section that met an…

Out of Class--Out of Mind? The Use of a Virtual Learning Environment to Encourage Student Engagement in Out of Class Activities

ERIC Educational Resources Information Center

Leese, Maggie

2009-01-01

With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known…

Effect of digital problem-based learning cases on student learning outcomes in ophthalmology courses.

PubMed

Kong, Jun; Li, Xiaoyan; Wang, Youdong; Sun, Wei; Zhang, Jinsong

2009-09-01

To assess the impact of digital problem-based learning (PBL) cases on student learning in ophthalmology courses. Ninety students were randomly divided into 3 classes (30 students per class). The first class studied under a didactic model. The other 2 classes were divided into 6 groups (10 students per group) and received PBL teaching; 3 groups studied via cases presented in digital form and the others studied via paper-form cases. The results of theoretical and case analysis examinations were analyzed using the chi(2) test. Student performance on the interval practice was analyzed using the Kruskal-Wallis test. Questionnaires were used to evaluate student and facilitator perceptions. Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups (P < .05). The 2 PBL classes had significantly higher mean results of theoretical and case analysis examinations (P < .001), but there was no significant difference between the 2 PBL classes. Ninety-three percent of students in the digital groups (vs 73% in the paper groups) noted that the cases greatly stimulated their interest. Introducing PBL into ophthalmology could improve educational quality and effectiveness. Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-handling skills.

Peer Instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs

NASA Astrophysics Data System (ADS)

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-06-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n =441 ) in four classes, one taught using traditional (lecture) teaching methods, and the other three taught with Peer Instruction (PI). In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

Engaging the Audience: Developing Presentation Skills in Science Students

PubMed Central

Stuart, Ann E.

2013-01-01

This article describes a graduate class in presentation skills (“PClass”) as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003–2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University’s Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker’s question session, and speaking to a lay audience. PMID:24319389

Engaging the audience: developing presentation skills in science students.

PubMed

Stuart, Ann E

2013-01-01

This article describes a graduate class in presentation skills ("PClass") as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003-2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University's Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker's question session, and speaking to a lay audience.

Using Attendance Worksheets to Improve Student Attendance, Participation, and Learning

NASA Astrophysics Data System (ADS)

Rhoads, Edward

2013-06-01

As science instructors we are faced with two main barriers with respect to student learning. The first is motivating our students to attend class and the second is to make them active participants in the learning process once we have gotten them to class. As we head further into the internet age this problem only gets exacerbated as students have replaced newspapers with cell phones which can surf the web, check their emails, and play games. Quizzes can motivated the students to attend class but do not necessarily motivate them to pay attention. Active learning techniques work but we as instructors have been bombarded by the active learning message to the point that we either do it already or refuse to. I present another option which in my classroom has doubled the rate at which students learn my material. By using attendance worksheets instead of end of class quizzes I hold students accountable for not just their attendance but for when they show up and when they leave the class. In addition it makes the students an active participant in the class even without using active learning techniques as they are writing notes and answering the questions you have posed while the class is in progress. Therefore using attendance worksheets is an effective tool to use in order to guide student learning.

Small Class Size and Its Effects.

ERIC Educational Resources Information Center

Biddle, Bruce J.; Berliner, David C.

2002-01-01

Describes several prominent early grades small-class-size projects and their effects on student achievement: Indiana's Project Prime Time, Tennessee's Project STAR (Student/Teacher Achievement Ratio), Wisconsin's SAGE (Student Achievement Guarantee in Education) Program, and the California class-size-reduction program. Lists several conclusions,…

Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

ERIC Educational Resources Information Center

Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M.

2016-01-01

Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a…

A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

NASA Astrophysics Data System (ADS)

Endorf, Robert J.; Koenig, Kathleen M.; Braun, Gregory A.

2006-02-01

We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

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

NASA Astrophysics Data System (ADS)

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

2011-10-01

Students in physics courses often use whiteboards to brainstorm, solve problems, and present results to the rest of the class, particularly in courses involving collaborative small group work and whole class discussions. The whiteboards contain a valuable record of students' collaborative work. Once a whiteboard is erased, however, its contents are lost and no longer accessible to students, instructors, or researchers and curriculum developers. We solve this problem using wireless-enabled digital cameras to create an archive of students' work on the photo-sharing website Flickr.com. This provides a persistent record of class activities that our students use frequently and find valuable. In this paper, we describe how this works in class and how students use the photos.

Characteristics of the General Physics student population.

NASA Astrophysics Data System (ADS)

Hunt, Gary L.

2006-12-01

Are pre-medical students different than the other students in a General physics class? They often appear to be different, based on how often they seek help from the instructor or how nervous they are about 2 points on a lab report. But are these students different in a measurable characteristic? The purpose of this study is to better understand the characteristics of the students in the introductory physics classes. This is the first step toward improving the instruction. By better understanding the students the classroom, the organization and pedagogy can be adjusted to optimize student learning. The characteristics to be investigated during this study are: · student epistemological structure, · student attitudes, · science course preparation prior to this course, · study techniques used, · physics concepts gained during the class · performance in the class. The data will be analyzed to investigate differences between groups. The groups investigated will be major, gender, and traditional/nontraditional students.

The Story-Presenting Method: a Method for Constructing Multiple Viewpoints to Understand Different Cultures.

PubMed

Watanabe, Tadaharu

2017-09-01

This study will show the results of four dialogical cultural exchange classes, which were held between Japanese and Chinese high school students, and examine the shifts in students' viewpoints and changes in cultural understandings that occurred during those classes. In the first cultural exchange class, students of both countries read a story which described an older student who carelessly wore a T-shirt inside out, and younger students passed by without greeting him. Students of both countries were then asked to write their comments about it. From the second to the fourth class, students discussed the story with each other through exchanging their comments. By presenting another story, which introduced the viewpoint of a third person, and asking them questions that allowed them to reflect on their lives, students also experienced four different viewpoints during these cultural exchange classes. At the beginning of the cultural exchange, students of both countries tended to focus on the similarities in each other's comments, which led to the closing down of the discussion. However, through discussions and experiencing the four different viewpoints, they found there are some essential differences between them around 'ways of greeting' and 'hierarchical relationships between older and younger students', which motivated them to understand their counterparts' culture. Moreover, in the last comments of these cultural exchange classes, it was found that they acquired the viewpoints of cultural others. Given the results of these classes, it is shown that it is effective to present various stories to stimulate cultural understanding.

Blended Learning Tools in Geosciences: A New Set of Online Tools to Help Students Master Skills

NASA Astrophysics Data System (ADS)

Cull, S.; Spohrer, J.; Natarajan, S.; Chin, M.

2013-12-01

In most geoscience courses, students are expected to develop specific skills. To master these skills, students need to practice them repeatedly. Unfortunately, few geosciences courses have enough class time to allow students sufficient in-class practice, nor enough instructor attention and time to provide fast feedback. To address this, we have developed an online tool called an Instant Feedback Practice (IFP). IFPs are low-risk, high-frequency exercises that allow students to practice skills repeatedly throughout a semester, both in class and at home. After class, students log onto a course management system (like Moodle or Blackboard), and click on that day's IFP exercise. The exercise might be visually identifying a set of minerals that they're practicing. After answering each question, the IFP tells them if they got it right or wrong. If they got it wrong, they try again until they get it right. There is no penalty - students receive the full score for finishing. The goal is low-stakes practice. By completing dozens of these practices throughout the semester, students have many, many opportunities to practice mineral identification with quick feedback. Students can also complete IFPs during class in groups and teams, with in-lab hand samples or specimens. IFPs can also be used to gauge student skill levels as the semester progresses, as they can be set up to provide the instructor feedback on specific skills or students. When IFPs were developed for and implemented in a majors-level mineralogy class, students reported that in-class and online IFPs were by far the most useful technique they used to master mineral hand sample identification. Final grades in the course were significantly higher than historical norms, supporting students' anecdotal assessment of the impact of IFPs on their learning.

Un/doing Gender? a Case Study of School Policy and Practice in Zambia

NASA Astrophysics Data System (ADS)

Bajaj, Monisha

2009-11-01

This article explores an attempt to disrupt gender inequality in a unique, low-cost private school in Ndola, Zambia. It examines deliberate school policies aimed at "undoing gender" or fostering greater gender equity. These include efforts to maintain gender parity at all levels of the school and the requirement that both young men and women carry out cleaning tasks generally viewed as "women's work". Observations, interviews, student diaries and surveys from this school and from government schools provide the basis for a comparison, indicating how the former strives to interrupt the transmission of gender inequalities as well as how students respond to these practices. The findings suggest that the pedagogical practices deployed by this school have generally succeeded in destabilising norms of gender subordination and gender-based violence, though the replicability of these practices is interrogated given broader questions about the country's public resources and political will.

Jacques Maritain's Philosophy of History and Philosophy of Education: A Relationship Secured Through Experience and Reason.

ERIC Educational Resources Information Center

D'Souza, Mario

1997-01-01

Jacques Maritain's philosophy of history and philosophy of education both deal with the singularity of experience and the universality of reason. The philosophy of history is subordinated to moral philosophy; the philosophy of education is subordinated to metaphysics. Although Maritain's philosophies reflect a Christian world view, they can make a…

Writing in Disguise: Academic Life in Subordination.

ERIC Educational Resources Information Center

Caesar, Terry

This book presents a series of personal essays in which the author analyzes and dramatizes the significance of subordination in academic life. Academic life is examined in terms of issues (such as sexual harassment) and structures (such as the figure of the dissertation director) but especially in terms of texts. The book looks at the stream of…

Task Structure as Moderator of College Principals' Leadership Behavior and Their Subordinates' Outcomes

ERIC Educational Resources Information Center

Awan, Riffat-Un-Nisa; Zaidi, Nayyar Raza; Naz, Anjum; Noureen, Ghazala

2011-01-01

This research article intended to investigate the moderating effect of structured task on the relationship of leadership behavior of degree college principals and their subordinates' job satisfaction, job expectancies and acceptance of leader. Data was collected from 640 college faculty members and 170 principals of degree colleges situated in 34…

29 CFR 408.6 - Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate...

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 2 2013-07-01 2013-07-01 false Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate labor organization. 408.6 Section 408.6 Labor Regulations... LABOR ORGANIZATION TRUSTEESHIP REPORTS § 408.6 Amendments to the Labor Organization Information Report...

29 CFR 408.6 - Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate...

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 2 2014-07-01 2014-07-01 false Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate labor organization. 408.6 Section 408.6 Labor Regulations... LABOR ORGANIZATION TRUSTEESHIP REPORTS § 408.6 Amendments to the Labor Organization Information Report...

29 CFR 408.6 - Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate...

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 2 2012-07-01 2012-07-01 false Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate labor organization. 408.6 Section 408.6 Labor Regulations... LABOR ORGANIZATION TRUSTEESHIP REPORTS § 408.6 Amendments to the Labor Organization Information Report...

29 CFR 408.6 - Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 2 2011-07-01 2011-07-01 false Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate labor organization. 408.6 Section 408.6 Labor Regulations... LABOR ORGANIZATION TRUSTEESHIP REPORTS § 408.6 Amendments to the Labor Organization Information Report...

29 CFR 408.6 - Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 2 2010-07-01 2010-07-01 false Amendments to the Labor Organization Information Report filed by or on behalf of the subordinate labor organization. 408.6 Section 408.6 Labor Regulations... LABOR ORGANIZATION TRUSTEESHIP REPORTS § 408.6 Amendments to the Labor Organization Information Report...

Supervisor-Subordinate Relationship, Differentiation, and Employee Creativity: A Self-Categorization Perspective

ERIC Educational Resources Information Center

Zhao, Hongdan; Kessel, Maura; Kratzer, Jan

2014-01-01

This study seeks to explore the effect of the quality of supervisor-subordinate relationship (i.e., leader-member exchange; LMX) on employee creativity by examining a moderated-mediation model. The model focuses on the mediating role of perceived insider status and the moderating role of perceived LMX differentiation in influencing the mediation.…

Encouraging Use of Subordination in Children's Narratives: A Classroom-Based Priming Study

ERIC Educational Resources Information Center

Hesketh, Anne; Serratrice, Ludovica; Ashworth, Rachel

2016-01-01

This study investigated the long-term effect of classroom-based input manipulation on children's use of subordination in a story re-telling task; it also explored the role of receptive vocabulary skills and expressive grammatical abilities in predicting the likelihood of priming. During a two-week priming phase, 47 monolingual English-speaking…

Great Divides: The Cultural, Cognitive, and Social Bases of the Global Subordination of Women

ERIC Educational Resources Information Center

Epstein, Cynthia Fuchs

2007-01-01

Categorization based on sex is the most basic social divide. It is the organizational basis of most major institutions, including the division of labor in the home, the workforce, politics, and religion. Globally, women's gendered roles are regarded as subordinate to men's. The gender divide enforces women's roles in reproduction and support…

7 CFR 1962.30 - Subordination and waiver of liens on chattel security.

Code of Federal Regulations, 2010 CFR

2010-01-01

... necessary to provide the lender with the security it requires to make the loan; (2) Approval of a... the value of the loan security will be increased by at least the amount of the advances to be made... requirements of this section, subordinations on chattel security to make a guaranteed loan will be approved in...

Centrality and Charisma: Comparing How Leader Networks "and" Attributions Affect Team Performance

ERIC Educational Resources Information Center

Balkundi, Prasad; Kilduff, Martin; Harrison, David A.

2011-01-01

When leaders interact in teams with their subordinates, they build social capital that can have positive effects on team performance. Does this social capital affect team performance because subordinates come to see the leader as charismatic? We answered this question by examining 2 models. First, we tested the charisma-to-centrality model…

76 FR 56005 - List of Office of Thrift Supervision Information Collections Transferred to the Office of the...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-09

.... Subordinated Debt Securities/ Notice of Issuance of Subordinated Debt or Mandatorily Redeemable Preferred Stock. 1550-0032 Interagency Notice of Change in 1557-0272 1557-0014. Control. 1550-0035 Securities Offering... to that Transferred to the Transferred to the FRB. FRB. 1550-0062 Minimum Security Devices and 1557...

The Institutional Subordination of Contested Issues: The Case of Pittsburgh's Steelworkers and Ministers.

ERIC Educational Resources Information Center

McClure, Kevin R.

1996-01-01

Analyzes a case where a group of local steelworkers in the Pittsburgh, Pennsylvania area, in conjunction with a small group of Protestant ministers, sought to gain public support for the redress of grievances, and how their subordination by the United Steel Workers' union and the Lutheran Church influenced their rhetorical activities. (SR)

The Dominance Behavioral System and Psychopathology: Evidence from Self-Report, Observational, and Biological Studies

ERIC Educational Resources Information Center

Johnson, Sheri L.; Leedom, Liane J.; Muhtadie, Luma

2012-01-01

The dominance behavioral system (DBS) can be conceptualized as a biologically based system that guides dominance motivation, dominant and subordinate behavior, and responsivity to perceptions of power and subordination. A growing body of research suggests that problems with the DBS are evident across a broad range of psychopathologies. We begin by…

Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

NASA Astrophysics Data System (ADS)

Fraser, Barry J.; Giddings, Geoffrey J.; McRobbie, Campbell J.

The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

An Analysis of the Perceptions and Resources of Large University Classes

PubMed Central

Cash, Ceilidh Barlow; Letargo, Jessa; Graether, Steffen P.; Jacobs, Shoshanah R.

2017-01-01

Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis. Both student and instructor survey results indicated that a large class begins around 240 students. Large classes were identified as impersonal and classified using extrinsic qualifiers; however, students did identify techniques that made the classes feel smaller. In addition to the qualitative survey, we also attempted to quantify courses by collecting data from course outlines and analyzed the data using categorical principal component analysis. The analysis maps institutional change in resource allocation and teaching structure from 2010 through 2014 and validates the use of categorical principal components analysis in educational research. We examine what perceptions and factors are involved in a large class that is perceived to feel small. Our analysis suggests that it is not the addition of resources or difference in the lecturing method, but it is the instructor that determines whether a large class can feel small. PMID:28495937

The Effects of Student Involvement and College Environment on Students' Learning and Living Experience at World-Class Research Universities in China: A Comparative Case Study of the University of Hong Kong (HKU) and Shanghai Jiao Tong University (SJTU)

ERIC Educational Resources Information Center

Chan, Roy Yew-Hung

2011-01-01

This comparative research examined the effects of student involvement and college environment on students' learning and living experience delivered by two aspiring world-class universities in Hong Kong and Shanghai. Few studies have shown how the levels of student involvement and college environment can benefit students at world-class institution.…

Hidden student voice: A curriculum of a middle school science class heard through currere

NASA Astrophysics Data System (ADS)

Crooks, Kathleen Schwartz

Students have their own lenses through which they view school science and the students' views are often left out of educational conversations which directly affect the students themselves. Pinar's (2004) definition of curriculum as a 'complicated conversation' implies that the class' voice is important, as important as the teacher's voice, to the classroom conversation. If the class' voice is vital to classroom conversations, then the class, consisting of all its students, must be allowed to both speak and be heard. Through a qualitative case study, whereby the case is defined as a particular middle school science class, this research attempts to hear the 'complicated conversation' of this middle school science class, using currere as a framework. Currere suggests that one's personal relationship to the world, including one's memories, hopes, and dreams, should be the crux of education, rather than education being primarily the study of facts, concepts, and needs determined by an 'other'. Focus group interviews were used to access the class' currere: the class' lived experiences of science, future dreams of science, and present experiences of science, which was synthesized into a new understanding of the present which offered the class the opportunity to be fully educated. The interview data was enriched through long-term observation in this middle school science classroom. Analysis of the data collected suggests that a middle school science class has rich science stories which may provide insights into ways to engage more students in science. Also, listening to the voice of a science class may provide insight into discussions about science education and understandings into the decline in student interest in science during secondary school. Implications from this research suggest that school science may be more engaging for this middle school class if it offers inquiry-based activities and allows opportunities for student-led research. In addition, specialized academic and career advice in early middle school may be able to capitalize on this class' positive perspective toward science. Further research may include using currere to hear the voices of middle school science classes with more diverse demographic qualities.

Implementation of a flipped classroom educational model in a predoctoral dental course.

PubMed

Park, Sang E; Howell, T Howard

2015-05-01

This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

Medical students can teach communication skills - a mixed methods study of cross-year peer tutoring.

PubMed

Nomura, Osamu; Onishi, Hirotaka; Kato, Hiroyuki

2017-06-15

Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT. We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session. One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of -1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including 'Benefits of CYPT', 'Reflections of tutees and tutors' and 'Comparison with faculty', which affected the interactions among tutees, tutors, and faculty. CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

Student Engagement and Marketing Classes

ERIC Educational Resources Information Center

Taylor, Steven A.; Hunter, Gary L.; Melton, Horace; Goodwin, Stephen A.

2011-01-01

A study is reported that investigates the goals underlying undergraduate students' engagement in their major classes, nonmajor classes, and in extracurricular activities. The qualitative study employs both focus groups and goal-mapping exercises. The results suggest that students tend to focus on utilitarian, attribute-level considerations mainly…

STS-based education in non-majors college biology

NASA Astrophysics Data System (ADS)

Henderson, Phyllis Lee

The study explored the effect of the science-technology-society (STS) and traditional teaching methods in non-majors biology classes at a community college. It investigated the efficacy of the two methods in developing cognitive abilities at Bloom's first three levels of learning. It compared retention rates in classes taught in the two methods. Changes in student attitude relating to anxiety, fear, and interest in biology were explored. The effect of each method on grade attainment among men and women was investigated. The effect of each method on grade attainment among older and younger students was examined. Results of the study indicated that no significant differences, relating to retention or student attitude, existed in classes taught in the two methods. The study found no significant cognitive gains at Bloom's first three levels in classes taught in the traditional format. In the STS classes no significant gains were uncovered at Bloom's first level of cognition. Statistically significant gains were found in the STS classes at Bloom's second and third levels of cognition. In the classes taught in the traditional format no difference was identified in grade attainment between males and females. In the STS-based classes a small correlational difference between males and females was found with males receiving lower grades than expected. No difference in grade attainment was found between older and younger students taught in the traditional format. In the STS-based classes a small statistically significant difference in grade attainment was uncovered between older and younger students with older students receiving more A's and fewer C's than expected. This study found no difference in the grades of older, female students as compared to all other students in the traditionally taught classes. A weak statistically significant difference was discovered between grade attainment of older, female students and all other students in the STS classes with older, female students earning more A's and fewer C's than expected. It was concluded that among the students examined in this investigation STS teaching methods enhanced cognitive gains at Bloom's second and third levels of cognition. STS also strengthened grade attainment among older students and female students. Recommendations for further study included replication of the study to include a larger sample size, other types of institutions, and other academic disciplines in science. Expansion of the study to Bloom's fourth and fifth levels, use of a standardized testing instruments to determine attitude, analysis using qualitative methods of investigation, and refinement of the study to provide a true experimental design were also suggested.

Class Cuisine: Food in the Foreign Language Class.

ERIC Educational Resources Information Center

Rauschenberg, Gretchen S.

1984-01-01

Food can both interest students in a foreign culture and motivate them to broaden their interests. Cooking with students can take many forms. The students can cook in class if adequate preparations are made and permission is granted. Students can contribute toward the purchase of food for snacks and meals, and the cost can be kept to the price of…

Peer Attitudes toward Students with Disabilities: A Comparison of the In-Class and Pull-Out Models of Service Delivery.

ERIC Educational Resources Information Center

Noland, Emily N.; And Others

1993-01-01

This study compared the differential effects of in-class and pull-out service delivery models on attitudes of students (n=194) in grades four through six toward students with disabilities. Results revealed that students from classrooms where services were being delivered through in-class service delivery models had more positive attitudes.…

The Role of Frequent Short Exams in Improving Student Performance in Hybrid Global Business Classes

ERIC Educational Resources Information Center

Nakos, George; Whiting, Anita

2018-01-01

The authors investigate whether frequent in class exams can improve the performance of students in hybrid global business courses. An experiment was conducted in three hybrid sections of a global business course exposing students to short in class exams. The expectation of a short exam forces students to watch the online lectures and study the…

The Impact of Perceived College Students and Psychosocial Factors on Missed Class and Work in College Students

ERIC Educational Resources Information Center

Thomas, Jenifer J.; Borrayo, Evelinn A.

2016-01-01

An understanding of how missed class and work are influenced by psychosocial factors is important. The authors collected data from 303 college students through self-report questionnaires. Moderation analysis indicated that with higher perceived stress, students were more likely to miss class if they were less satisfied with social support and less…

Academic Achievement Differences between Title I Students Enrolled in Music Classes and Title I Students Who Are Not

ERIC Educational Resources Information Center

McDaniel, Brian

2011-01-01

Purpose. The purpose of the study was to determine academic achievement differences between those Title I students enrolled in music classes and Title I students who are not enrolled in music classes. A second purpose was to determine educators' perceptions regarding the educational justice implications of excluding nonproficient Title I students…

Students' Attitudes and Perceptions about the Use of Cooperative Exams in an Introductory Leadership Class

ERIC Educational Resources Information Center

Moore, Lori L.

2010-01-01

This study sought to examine student perceptions related to the use of cooperative exams in an introductory leadership class. In this study, cooperative exams were used as a collaborative learning activity in which students took class exams individually first and then as a peer group. The majority of students (n = 41, 61.4%) had not previously…

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse ("CaLD") Students, and Large Classes

ERIC Educational Resources Information Center

Kariyawasam, Kanchana; Low, Hang Yen

2014-01-01

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a…

Students Giving Students Advice before the First Day

ERIC Educational Resources Information Center

DeLine, Amy D.; Finck, Joseph E.

2008-01-01

Research on the first day of class by Knefelkamp (Rubin, 1985) showed there was a real desire on the part of both students and teachers for connectedness, but neither group realized the other shared that desire. This paper presents a way to address, before the first day of class, the desire of students to learn about a class and instructor, and…

Embrace Chattering Students: They May Be Building Community and Interest in Your Class

ERIC Educational Resources Information Center

Sandstrom, Gillian M.; Rawn, Catherine D.

2015-01-01

When students chatter in class it can be disruptive, but could that chatter also have some redeeming qualities? We asked students to keep track of their social interactions in a particular class. On days when students had more social interactions than usual, they reported a greater sense of belonging, which was, in turn, related to greater class…

A process-oriented guided inquiry approach to teaching medicinal chemistry.

PubMed

Brown, Stacy D

2010-09-10

To integrate process-oriented guided-inquiry learning (POGIL) team-based activities into a 1-semester medicinal chemistry course for doctor of pharmacy (PharmD) students and determine the outcomes. Students in the fall 2007 section of the Medicinal Chemistry course were taught in a traditional teacher-centered manner, with the majority of class time spent on lectures and a few practice question sets. Students in the fall 2008 and fall 2009 sections of Medicinal Chemistry spent approximately 40% of class time in structured self-selected teams where they worked through guided-inquiry exercises to supplement the lecture material. The mean examination score of students in the guided-inquiry sections (fall 2008 and fall 2009) was almost 3 percentage points higher than that of students in the fall 2007 class (P < 0.05). Furthermore, the grade distribution shifted from a B-C centered distribution (fall 2007 class) to an A-B centered distribution (fall 2008 and fall 2009 classes). The inclusion of the POGIL style team-based learning exercises improved grade outcomes for the students, encouraged active engagement with the material during class time, provided immediate feedback to the instructor regarding student-knowledge deficiencies, and created a classroom environment that was well received by students.

Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides

PubMed Central

Lieu, Rebekah; Wong, Ashley; Asefirad, Anahita; Shaffer, Justin F.

2017-01-01

High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance. PMID:28747356

Relationships among Behavioral Profiles, Reading Performance, and Disability Labels: A Latent Class Analysis of Students in the ED, LD, and OHI Special Education Categories

ERIC Educational Resources Information Center

Weingarten, Zachary

2018-01-01

The aim of this study was to explore the variation in student behavior across the ED, LD, and OHI disability categories and to examine demographic, behavioral, and academic factors that may place students at risk for negative outcomes. This study used teachers' rating of students' in-class behavior to identify latent classes of students in the ED,…

Reaching the Students: A New Approach to Enhancing Science Literacy

NASA Astrophysics Data System (ADS)

McNamara, B. J.; Burnham, C. C.

2002-05-01

Most NSF supported programs directed at improving science literacy among university students who are not majoring in SMET normally target instruction in introductory science or math classes. Unfortunately these efforts seldom reach the vast majority of students at a university because students can fulfil their science requirement by taking several other classes or class sections that are not impacted by the NSF program. Ideally it would be desirable to address the issues of science literacy and science anxiety among non-science majors in a single class that is required of essentially all undergraduates. We describe such a program which is being tested at NMSU. The targeted class is the university's freshman level English class. The idea behind this effort is to provide students with the skills they will need to be successful in their science classes in a less threatening humanities environment. We describe the problems that this approach raises, suggest solutions to these problems, and then discuss the overall status of this effort.

Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with a large class.

PubMed

Schlegel, Elisabeth F M; Selfridge, Nancy J

2014-05-01

Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement. To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance. Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores. Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance.

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

PubMed

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

2016-01-01

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

The Effects of Stimulus Writing Modality To Produce Writing Fluency in the Primary Grades.

ERIC Educational Resources Information Center

Duross, Christine; And Others

An action research project set out to increase students' writing fluency and investigate whether writing fluency varies as a function of writing prompts and directions given to students. Subjects were 62 students in a first-grade class, a second-grade class, and a fifth/sixth-grade Special Day class (all in this class are learning disabled) in a…

Achievement Flourishes in Larger Classes: Secondary School Students in Most Countries Achieved Better Literacy in Larger Classes

ERIC Educational Resources Information Center

Alharbi, Abeer A.; Stoet, Gijsbert

2017-01-01

There is no consensus among academics about whether children benefit from smaller classes. We analysed the data from the 2012 Programme for International Student Assessment (PISA) to test if smaller classes lead to higher performance. Advantages of using this data set are not only its size (478,120 15-year old students in 63 nations) and…

A Comparison of Students in Single-Sex Classes and Coeducational Classes in High Poverty Public Elementary Schools in Mathematics and Reading Achievement

ERIC Educational Resources Information Center

Aldridge, Ashley Elizabeth

2009-01-01

The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics…

A Latent Class Analysis of Weight-Related Health Behaviors among 2-and 4-Year College Students and Associated Risk of Obesity

ERIC Educational Resources Information Center

Mathur, Charu; Stigler, Melissa; Lust, Katherine; Laska, Melissa

2014-01-01

Little is known about the complex patterning of weight-related health behaviors in 2-and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college students. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health…

Educational commitment and social networking: The power of informal networks

NASA Astrophysics Data System (ADS)

Zwolak, Justyna P.; Zwolak, Michael; Brewe, Eric

2018-06-01

The lack of an engaging pedagogy and the highly competitive atmosphere in introductory science courses tend to discourage students from pursuing science, technology, engineering, and mathematics (STEM) majors. Once in a STEM field, academic and social integration has been long thought to be important for students' persistence. Yet, it is rarely investigated. In particular, the relative impact of in-class and out-of-class interactions remains an open issue. Here, we demonstrate that, surprisingly, for students whose grades fall in the "middle of the pack," the out-of-class network is the most significant predictor of persistence. To do so, we use logistic regression combined with Akaike's information criterion to assess in- and out-of-class networks, grades, and other factors. For students with grades at the very top (and bottom), final grade, unsurprisingly, is the best predictor of persistence—these students are likely already committed (or simply restricted from continuing) so they persist (or drop out). For intermediate grades, though, only out-of-class closeness—a measure of one's immersion in the network—helps predict persistence. This does not negate the need for in-class ties. However, it suggests that, in this cohort, only students that get past the convenient in-class interactions and start forming strong bonds outside of class are or become committed to their studies. Since many students are lost through attrition, our results suggest practical routes for increasing students' persistence in STEM majors.

The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value.

PubMed

Cui, Guanyu; Yao, Meilin; Zhang, Xia

2017-01-01

Class-related boredom is commonly experienced by students and it has an impact on their learning engagement and achievements. Previous research has found that perceived teacher enthusiasm might contribute to reducing students' class-related boredom. However, the mechanism through which perceived teacher enthusiasm affects class-related boredom remains unexplored. The purpose of the present study was to investigate the mediating role of perceived autonomy support and task value in the relationship between teacher enthusiasm and class-related boredom. College students ( N = 734) completed questionnaires on perceived teacher enthusiasm, boredom proneness, perceived task difficulty, perceived autonomy support, perceived task value, and class-related boredom. Results showed that after controlling for the effects of demographic variables, boredom proneness, and perceived task difficulty, both perceived autonomy support and task value fully mediated the relationship between perceived teacher enthusiasm and class-related boredom. These findings suggest that students who perceive more teacher enthusiasm might perceive more autonomy support and task value, which in turn reduce the students' class-related boredom. Limitations in the present study have also been discussed.

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

NASA Astrophysics Data System (ADS)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (<30) to large (>80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of instructors in student-centered classes report spending 30% or less of their class time on such activities (e.g. ≤ 15 minutes of a 50 minute class period), indicating that a relatively small investment can yield important impacts in engaging undergraduate geoscience students.

Validation study of the Colorado Learning Attitudes about Science Survey at a Hispanic-serving institution

NASA Astrophysics Data System (ADS)

Sawtelle, Vashti; Brewe, Eric; Kramer, Laird

2009-12-01

The Colorado Learning Attitudes about Science Survey (CLASS) has been widely acknowledged as a useful measure of student cognitive attitudes about science and learning. The initial University of Colorado validation study included only 20% non-Caucasian student populations. In this Brief Report we extend their validation to include a predominately under-represented minority population. We validated the CLASS instrument at Florida International University, a Hispanic-serving institution, by interviewing students in introductory physics classes using a semistructured protocol, examining students’ responses on the CLASS item statements, and comparing them to the items’ intended meaning. We find that in our predominately Hispanic population, 94% of the students’ interview responses indicate that the students interpret the CLASS items correctly, and thus the CLASS is a valid instrument. We also identify one potentially problematic item in the instrument which one third of the students interviewed consistently misinterpreted.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

PubMed

McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

2015-03-25

To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

Student Blogging about Physics

ERIC Educational Resources Information Center

Daniels, Karen E.

2010-01-01

In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years,…

In the physics class: university physics students' enactment of class and gender in the context of laboratory work

NASA Astrophysics Data System (ADS)

Danielsson, Anna T.

2014-06-01

This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.

Secondary science students' beliefs about class discussions: a case study comparing and contrasting academic tracks

NASA Astrophysics Data System (ADS)

Silva Pimentel, Diane; McNeill, Katherine L.

2016-08-01

The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class discussions. The study participants (N = 45) were students in one of the three differentially tracked chemistry classes taught by the same teacher. Findings about the differences that exist among students from different academic tracks are reported. While it seems that epistemological beliefs focusing on content are common for the students in this study, the students' social framing in the different tracks is important to consider when teachers attempt to transition to more dialogic forms of discourse. Some key findings of this study are (a) students' beliefs that science is a body of facts to be learned influenced the factors they deemed important for whole-class discussion, (b) students from the lower-level track who typically were associated with lower socioeconomic status were more likely to view their role as passive, and (c) students' comfort level with the members of the class seemed to influence their decisions to participate in class discussions.

Assessment of the efficacy of blended learning in an introductory pharmacy class

NASA Astrophysics Data System (ADS)

Munson, Christina Elizabeth

Blended learning is the convergence between traditional face-to-face learning typically seen in a university setting and a computer-mediated learning environment, and is increasingly being seen as a viable alternative for learning instruction. Pharmaceutical calculations (PC) is a course taken by students in the first year in the school of pharmacy at the University of Kansas (KU SOP). One of the objectives of the PC class is that students are able to perform calculations with minimal error consistently. This requires repetitive drill which is a poor use of class time. By moving presentation of material online and using class time for small learning group problem solving as well as practice exams, the transformation of the course to a blended or hybrid course is assessed for efficacy and found to have student outcomes which are comparable to previous face-to-face (F2F) classes. As KU SOP expands it class sizes from 105 to ˜150 students and its campuses (building a satellite campus in Wichita, Kansas), being able to provide quality instruction at a reasonable cost is desirable. By redesigning PC to be a hybrid course, the need to hire additional instructors and/or increase available resources is minimized. Instructors remain for the large part on the main campus in Lawrence while students are learning at remote locations, a cost-effective measure for all parties involved. Using small learning groups (consisting of not more than 3 or 4 students) to work problems in PC was demonstrated to be an effective use of F2F class time in the fall semester, 2008 at KU. The class was taught by the same instructor in the fall of 2009 using blended learning as the class format. The current computer Learning Management System (LMS) in use at KU is Blackboard((c)2010). By using Blackboard to deliver lectures and have students work through tutorials to learn the material, class time was devoted to highly-focused problem solving. Due to unequal data distribution, the non-parametric tests Kruskal-Wallis and Mann-Whitney were used to assess student outcomes from three different classes (years) of students. The only significant differences were between groups of males in two different face-to-face classes. There was no significant difference between BL and F2F class formats. In general, blended learning was found to be as effective as a traditional F2F class format when comparing final student outcomes.

The impact of embedding multiple modes of representation on student construction of chemistry knowledge

NASA Astrophysics Data System (ADS)

McDermott, Mark Andrew

2009-12-01

This study was designed to examine the impact of embedding multiple modes of representing science information on student conceptual understanding in science. Multiple representations refer to utilizing charts, graphs, diagrams, and other types of representations to communicate scientific information. This study investigated the impact of encouraging students to embed or integrate the multiple modes with text in end of unit writing-to-learn activities. A quasi-experimental design with four separate sites consisting of intact chemistry classes taught by different teachers at each site was utilized. At each site, approximately half of the classes were designated treatment classes and students in these classes participated in activities designed to encourage strategies to embed multiple modes within text in student writing. The control classes did not participate in these activities. All classes participated in identical end of unit writing tasks in which they were required to use at least one mode other than text, followed by identical end of unit assessments. This progression was then repeated for a second consecutive unit of study. Analysis of quantitative data indicated that in several cases, treatment classes significantly outperformed control classes both on measures of embeddedness in writing and on end of unit assessment measures. In addition, analysis at the level of individual students indicated significant positive correlations in many cases between measures of student embeddedness in writing and student performance on end of unit assessments. Three factors emerged as critical in increasing the likelihood of benefit for students from these types of activities. First, the level of teacher implementation and emphasis on the embeddedness lessons was linked to the possibility of conceptual benefit. Secondly, students participating in two consecutive lessons appeared to receive greater benefit during the second unit, inferring a cumulative benefit. Finally, differential impact of the degree of embeddedness on student performance was noted based on student's level of science ability prior to the initiation of study procedures.

The availability of teaching-pedagogical resources used for promotion of learning in teaching human anatomy.

PubMed

Aragão, José Aderval; Fonseca-Barreto, Ana Terra; Brito, Ciro José; Guerra, Danilo Ribeiro; Nunes-Mota, José Carlos; Reis, Francisco Prado

2013-01-01

Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy.

The availability of teaching–pedagogical resources used for promotion of learning in teaching human anatomy

PubMed Central

Aragão, José Aderval; Fonseca-Barreto, Ana Terra; Brito, Ciro José; Guerra, Danilo Ribeiro; Nunes-Mota, José Carlos; Reis, Francisco Prado

2013-01-01

Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy. PMID:24062622

A Latent Class Analysis of Weight-Related Health Behaviors among 2- and 4-year College Students, and Associated Risk of Obesity

PubMed Central

Mathur, C; Stigler, M; Lust, K; Laska, M

2016-01-01

Little is known about the complex patterning of weight-related health behaviors in 2- and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college youth. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health behaviors which represent multiple theoretically/clinically relevant dimensions of obesity risk among 2- versus 4-year college students using cross-sectional statewide surveillance data (n= 17,584). Additionally, differences in class membership on selected sociodemographic characteristics were examined using a model-based approach. Analysis was conducted separately for both college groups, and 5 and 4 classes were identified for 2-and 4-year college students, respectively. Four classes were similar across 2-and 4-year college groups and were characterized as “mostly healthy dietary habits, active”, “moderately high screen time, active”, “moderately healthy dietary habits, inactive”, and “moderately high screen time, inactive”. “Moderately healthy dietary habits, high screen time” was the additional class unique to 2-year college students. These classes differed on a number of sociodemographic characteristics, including the proportion in each class who were classified as obese. Implications for prevention scientists and future intervention programs are considered. PMID:24990599

Diet choice, cortisol reactivity, and emotional feeding in socially housed rhesus monkeys.

PubMed

Arce, Marilyn; Michopoulos, Vasiliki; Shepard, Kathryn N; Ha, Quynh-Chau; Wilson, Mark E

2010-11-02

Chronic psychosocial stress produces an array of adverse health consequences that are highly comorbid, including emotional eating, affective disorders, and metabolic syndrome. The consumption of high caloric diets (HCDs) is thought to provide comfort in the face of unrelenting psychosocial stress. Using social subordination in female rhesus monkeys as a model of continual exposure to daily stressors in women, we tested the hypothesis that subordinate females would consume significantly more calories from a HCD compared to dominant females, and this pattern of food intake would be associated with reduced cortisol release and reduced frequency of anxiety-like behaviors. Food intake, parameters of cortisol secretion, and socio-emotional behavior were assessed for 3 weeks during a no choice phase when only a low caloric diet (LCD) was available and during a choice condition when both a LCD and HCD were available. While all animals preferred the HCD, subordinate females consumed significantly more of the HCD than did dominant females. A flattening of the diurnal cortisol rhythm and a greater increase in serum cortisol to an acute social separation occurred during the diet choice condition in all females. Furthermore, the rate of anxiety-like behavior progressively declined during the 3-week choice condition in subordinate but not dominant females. These data provide support for the hypothesis that daily exposure to psychosocial stress increases consumption of calorically dense foods. Furthermore, consumption of HCDs may be a metabolic stressor that synergizes with the psychosocial stress of subordination to further increase the consumption of these diets. Copyright © 2010 Elsevier Inc. All rights reserved.

Stress coping style does not determine social status, but influences the consequences of social subordination stress.

PubMed

Boersma, Gretha J; Smeltzer, Michael D; Scott, Karen A; Scheurink, Anton J; Tamashiro, Kellie L; Sakai, Randall R

2017-09-01

Chronic stress exposure may have negative consequences for health. One of the most common sources of chronic stress is stress associated with social interaction. In rodents, the effects of social stress can be studied in a naturalistic way using the visual burrow system (VBS). The way an individual copes with stress, their "stress coping style", may influence the consequences of social stress. In the current study we tested the hypothesis that stress coping style may modulate social status and influence the consequences of having a lower social status. We formed 7 VBS colonies, with 1 proactive coping male, 1 passive coping male, and 4 female rats per colony to assess whether a rat's coping style prior to colony formation could predict whether that individual is more likely to become socially dominant. The rats remained in their respective colonies for 14days and the physiological and behavioral consequences of social stress were assessed. Our study shows that stress coping style does not predict social status. However, stress coping style may influence the consequences of having a lower social status. Subordinate passive and proactive rats had distinctly different wound patterns; proactive rats had more wounds on the front of their bodies. Behavioral analysis confirmed that proactive subordinate rats engaged in more offensive interactions. Furthermore, subordinate rats with a proactive stress coping style had larger adrenals, and increased stress responsivity to a novel acute stressor (restraint stress) compared to passive subordinate rats or dominant rats, suggesting that the allostatic load may have been larger in this group. Copyright © 2017 Elsevier Inc. All rights reserved.

Winning agonistic encounters increases testosterone and androgen receptor expression in Syrian Hamsters

PubMed Central

Clinard, Catherine T.; Barnes, Abigail K.; Adler, Samuel G.; Cooper, Matthew A.

2016-01-01

Winning aggressive disputes is one of several experiences that can alter responses to future stressful events. We have previously tested dominant and subordinate male Syrian hamsters in a conditioned defeat model and found that dominant individuals show less change in behavior following social defeat stress compared to subordinates and controls, indicating a reduced conditioned defeat response. Resistance to the effects of social defeat in dominants is experience-dependent and requires the maintenance of dominance relationships for 14 days. For this study we investigated whether winning aggressive interactions increases plasma testosterone and whether repeatedly winning increases androgen receptor expression. First, male hamsters were paired in daily 10-min aggressive encounters and blood samples were collected immediately before and 15-min and 30-min after the formation of dominance relationships. Dominants showed an increase in plasma testosterone at 15-min post-interaction compared to their pre-interaction baseline, whereas subordinates and controls showed no change in plasma testosterone. Secondly, we investigated whether 14 days of dominant social status increased androgen or estrogen alpha-receptor immunoreactivity in brain regions that regulate the conditioned defeat response. Dominants showed more androgen, but not estrogen alpha, receptor immuno-positive cells in the dorsal medial amygdala (dMeA) and ventral lateral septum (vLS) compared to subordinates and controls. Finally, we showed that one day of dominant social status was insufficient to increase androgen receptor immunoreactivity compared to subordinates. These results suggest that elevated testosterone signaling at androgen receptors in the dMeA and vLS might contribute to the reduced conditioned defeat response exhibited by dominant hamsters. PMID:27619945

Calling Where It Counts: Subordinate Pied Babblers Target the Audience of Their Vocal Advertisements.

PubMed

Humphries, David J; Finch, Fiona M; Bell, Matthew B V; Ridley, Amanda R

2015-01-01

For territorial group-living species, opportunities to reproduce on the natal territory can be limited by a number of factors including the availability of resources within a territory, access to unrelated individuals, and monopolies on reproduction by dominant group members. Individuals looking to reproduce are therefore faced with the options of either waiting for a breeding opportunity to arise in the natal territory, or searching for reproductive opportunities in non-natal groups. In the cooperatively breeding Southern pied babbler, Turdoides bicolor, most individuals who achieve reproductive success do so through taking up dominant breeding positions within non-natal groups. For subordinate pied babblers therefore, searching for breeding opportunities in non-natal groups is of primary importance as this represents the major route to reproductive success. However, prospecting (where individuals leave the group to search for reproductive opportunities within other groups) is costly and individuals rapidly lose weight when not part of a group. Here we demonstrate that subordinate pied babblers adopt an alternative strategy for mate attraction by vocal advertisement from within their natal territories. We show that subordinates focus their calling efforts on the edges of their territory, and specifically near boundaries with neighbouring groups that have potential breeding partners (unrelated individuals of the opposite sex). In contrast to prospecting, calling individuals showed no body mass loss associated with this behaviour, suggesting that calling from within the group may provide a 'cheap' advertisement strategy. Additionally, we show that subordinates use information regarding the composition of neighbouring groups to target the greatest number of potential mating partners.

[Organizational ethics: a study in ophthalmologic clinics].

PubMed

Sanches, Maria Aparecida; Scarpi, Marinho Jorge

2005-01-01

Research on the field of organizational ethics to investigate to which extent ophthalmologic clinics, inserted in the competitive atmosphere, in the condition of organizations in search of survival, subordinate ethics to competitiveness in the managerial praxis, that is, in the administrative sphere. Kohlberg is taken as theoretical reference, approaching the theme of ethical subordination to competitiveness. The instrument to evaluate moral behaviors of organizations, elaborated by Licht, is applied. The quantitative method is used, adopting analytic instruments, such as Q of Yule and non parametric tests, when dealing with the data of 41 ophthalmologic clinics. The results of the research seem to indicate that administrators of ophthalmologic clinics of greater performance subordinate ethical principles to competitiveness, seeking to assure the survival of the company and, when confronted with the instrument to evaluate their moral behavior, proposed by Kohlberg, have a significantly smaller presence in the postconventional stage than administrators of ophthalmologic clinics with a smaller performance. One may affirm, according to non parametric tests, at the level of significance of 0.05, that the levels of moral development of the two groups differ significantly. The obtained results are according to the literature, especially concerning the "paradox of the ethical subordination and competitiveness". They also suggest that the warrant of the survival of the company tends to reduce the perception of the groups in power regarding the problems that happen in the community, and that a reduction of the ethical values subordinated to competition occurs, and such reduction provokes growing feelings of economical disputes in the social sphere.

Strategies for Building Positive Student-Instructor Interactions in Large Classes

ERIC Educational Resources Information Center

Solis, Oscar J.; Turner, Windi D.

2016-01-01

Although large classes in and of themselves are pragmatic for universities, they can be challenging for both students and instructors. The purpose of this study was to investigate pedagogical strategies that instructors teaching large classes can utilize to create positive student-instructor interactions to counter these challenges. Both…

Consumer Behavior Classroom Exercises that Really Work.

ERIC Educational Resources Information Center

Kimmel, Allan J.

1999-01-01

Describes five in-class exercises for use in consumer behavior classes that encourage student involvement in group and class discussions, promote student interest in course material, and stimulate critical thinking. Explains that the exercises can be adapted for other related courses and are equally successful with students of varying abilities.…

Listening and Learning in a Master Class

ERIC Educational Resources Information Center

Hanken, Ingrid Maria

2015-01-01

Most higher education institutions offering programmes in music performance organise master classes for their students. It is commonly agreed that master classes offer valuable learning opportunities for the students performing, but what do they offer for students in the audience? In this article, theories of learning by observation as well as…

Community College Students and Foreign Languages: Making the Match.

ERIC Educational Resources Information Center

Thot, Iris Dolores

A study was conducted to determine the primary reasons that community college students enrolled in foreign language classes. Surveys were distributed to 61 students in 6 German and Spanish language classes at California's Chaffey Community College, requesting information on their motivation for enrolling in the class, level of satisfaction, and…

All We Need Is a Little Class.

ERIC Educational Resources Information Center

Krieger, Jean D.

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

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

ERIC Educational Resources Information Center

Thomsen, Jens Peter; Munk, Martin D.; Eiberg-Madsen, Misja; Hansen, Gro Inge

2013-01-01

This article studies the educational strategies adopted by university students from different class backgrounds in a Scandinavian welfare regime. Studies show distinct differences among classes relating to economic considerations, risk-averse behavior, and patterns of socialization among university students. We investigate these differences…

Do Comments on Mathematics Homework Affect Student Achievement?

ERIC Educational Resources Information Center

Austin, Joe Dan

1976-01-01

Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)

Managing Student Self-Disclosure in Class Settings: Lessons from Feminist Pedagogy

ERIC Educational Resources Information Center

Borshuk, Catherine

2017-01-01

This article describes difficulties and opportunities associated with students' disclosure of their personal experiences in university class settings. In classes that deal with topics such as violence, racism, family dynamics, mental health or social justice, students with first-hand experience of these topics can bring valuable real-life…

Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students' Languages and Their Meaning-Making in Science

NASA Astrophysics Data System (ADS)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2017-04-01

In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students' conversations with the teacher and student's conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students' language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed.

Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social values.

PubMed

Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

2011-12-01

This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students' identified regulation would relate negatively to self-reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers' AST and student bullying would be mediated by students' identification with the value of considerateness towards others. The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower-middle to middle-class socioeconomic backgrounds.   The participants completed questionnaires assessing the variables of interest. Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self-reported bullying in class. The mediational hypothesis was supported at the between-class level and at the within-class level.   The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization. ©2010 The British Psychological Society.

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

PubMed

Ferreri, Stefanie P; O'Connor, Shanna K

2013-02-12

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

Field classes: key to involve and attract students to soils

NASA Astrophysics Data System (ADS)

Muggler, Cristine Carole; Cardoso, Irene Maria; da Silva Lopes, Angelica

2015-04-01

Soil genesis is a subject taught to students of Agrarian Sciences and Geography at the Federal University of Viçosa in Minas Gerais, Brazil. Each semester 200 to 250 students inscribe for it. It is organized as the first 60 hours course on soils for 1st and 2nd year's students. The course has a distinct pedagogical approach, which is based on Paulo Freire's education principles, known as socio constructivism. In such approach, learning environments and materials are prepared to stimulate dialogues and exchange of knowledge between students themselves, strengthening that their role is crucial to their own learning. During the course, students have different types of practical classes: indoors, in a class room or at the Earth Sciences museum and outdoors, in the field. In the class room they have the opportunity to handle materials -minerals, rocks, soils and maps-, follow demonstrations and perform small experiments. The classes given in the museum intend a broadening of the subjects approached in theoretical and practical classes. In the field classes the students are organized in small groups with the task to investigate soil formation by observation and description of geology, landscape, land use, soil expositions and some of the soil properties. Attracting students to soils involves looking at meanings and perceptions related to soils they bring with themselves and follow this up to sensitize and create awareness about their importance. With this aim, it is also included, as part of the evaluation, a final voluntary presentation that many of the students do. The presentation can be a song, a poem, a sketch or whatever they propose and create. Many of the presentations bring topics related to the new perception about soils they get during the semester and to ideas or questions raised in the field classes. A survey with the students showed that field classes are by far the preferred classes and they are considered more dynamic. Since students have less and less contact with soils and rural livelihoods before they enter the university, field classes are best to make the connections between their (mostly urban) life and the soils. They also play an important role in developing an integrated observation and understanding of the environment and land use.

Class size as related to the use of technology, educational practices, and outcomes in Web-based nursing courses.

PubMed

Burruss, Nancy M; Billings, Diane M; Brownrigg, Vicki; Skiba, Diane J; Connors, Helen R

2009-01-01

With the expanding numbers of nursing students enrolled in Web-based courses and the shortage of faculty, class sizes are increasing. This exploratory descriptive study examined class size in relation to the use of technology and to particular educational practices and outcomes. The sample consisted of undergraduate (n = 265) and graduate (n = 863) students enrolled in fully Web-based nursing courses. The Evaluating Educational Uses of Web-based Courses in Nursing survey (Billings, D., Connors, H., Skiba, D. (2001). Benchmarking best practices in Web-based nursing courses. Advances in Nursing Science, 23, 41--52) and the Social Presence Scale (Gunawardena, C. N., Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11, 9-26.) were used to gather data about the study variables. Class sizes were defined as very small (1 to 10 students), small (11 to 20 students), medium (21 to 30 students), large (31 to 40 students), and very large (41 students and above). Descriptive and inferential statistics were used to analyze the data. There were significant differences by class size in students' perceptions of active participation in learning, student-faculty interaction, peer interaction, and connectedness. Some differences by class size between undergraduate and graduate students were also found, and these require further study.

"When You See a Normal Person …": Social Class and Friendship Networks among Teenage Students

ERIC Educational Resources Information Center

Papapolydorou, Maria

2014-01-01

This paper draws on social capital theory to discuss the way social class plays out in the friendships of teenage students. Based on data from individual interviews and focus groups with 75 students in four London secondary schools, it is suggested that students tend to form friendships with people who belong to the same social-class background as…

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

ERIC Educational Resources Information Center

Perlman, Dana

2010-01-01

The purpose of this study is to examine the influence of the Sport Education Model ("SEM") on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the "SEM" (N = 16)or traditional class (N = 16).…

Improving the Career Decision-Making Behaviour of Working Class Students: Do Economic Barriers Stand in the Way?

ERIC Educational Resources Information Center

Greenbank, Paul; Hepworth, Sue

2008-01-01

Purpose: This paper aims to examine the extent to which economic factors influence the career decision-making process of working class students. Design/methodology/approach: The study involved an initial survey of 165 final-year students from a range of degree programmes. It was followed by in-depth interviews with 30 working class students.…

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Removing the Walls and Textbook from the Classroom: A Case Study of a Creative Entrepreneurship Class of Multinational Students in South Korea

ERIC Educational Resources Information Center

Parry, Zen; Baird, Craig

2012-01-01

Introducing creative elements into the syllabus and pedagogy of an Entrepreneurship class in a business school can be a risky endeavour for an educator and students alike. Populating the class with students from traditionally risk-averse cultures provides opportunities for everyone involved. Identifying the core behavioural issues for students in…

School Physics Teacher Class Management, Laboratory Practice, Student Engagement, Critical Thinking, Cooperative Learning and Use of Simulations Effects on Student Performance

ERIC Educational Resources Information Center

Riaz, Muhammad

2015-01-01

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary…

Teaching with Spiritual Impact: An Analysis of Student Comments Regarding High- and Low-Rated Spiritually Inspiring Religion Classes

ERIC Educational Resources Information Center

Hilton, John, III; Sweat, Anthony; Griffin, Tyler; Griffiths, Casey Paul

2016-01-01

We analyzed 2,621 written student comments to better understand themes which most contribute to religion classes being rated high or low in terms of the spiritual benefit students received from the class. From 2,448 religion classes taught from September of 2010 through April of 2014, comments from the top 61 (2.5 percent) and bottom 51 (2.1…

Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

NASA Astrophysics Data System (ADS)

Johari, A. H.; Muslim

2018-05-01

Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

Factors Related to In-Class Spiritual Experience: Relationship between Pre-Class Scripture Reading, In-Class Note-Taking, and Perceived In-Class Spiritual Experiences

ERIC Educational Resources Information Center

Hilton, John, III; Sweat, Anthony R.; Plummer, Kenneth

2015-01-01

The purpose of this study is to examine the relationship between student in-class note-taking and pre-class reading with perceived in-class spiritual and religious outcomes. This study surveyed 620 students enrolled in six different sections of an introductory religion course at a private religious university. Full-time religious faculty members…

Class Size, Academic Achievement and Public Policy.

ERIC Educational Resources Information Center

Ziegler, Suzanne

1997-01-01

This report addresses some of the concerns surrounding smaller classes and looks at whether reduced class sizes result in higher achievement levels, and concludes that it in fact does increase student achievement, so long as classes do not exceed 17 students. But many critics question whether the high cost of reducing classes to 17 or fewer…

JPRS Report, East Europe

DTIC Science & Technology

1987-11-16

technologi- cal engineering, and design in the subordinate units and takes steps to pro- vide them with necessary technical-material resources; b) It... methodologies and the uniform standards and norms for the branch, subbranches, and other activities, and oversees their manner of application; it...dual subordination, in the field of preparing and fulfilling the annual plans for research, design , and microproduction; f) It participates in the

11 CFR 100.14 - State committee, subordinate committee, district, or local committee (2 U.S.C. 431(15)).

Code of Federal Regulations, 2010 CFR

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false State committee, subordinate committee, district, or local committee (2 U.S.C. 431(15)). 100.14 Section 100.14 Federal Elections FEDERAL ELECTION COMMISSION GENERAL SCOPE AND DEFINITIONS (2 U.S.C. 431) General Definitions § 100.14 State committee...

Participative management: a contingency approach.

PubMed

Callahan, C B; Wall, L L

1987-09-01

The participative management trend has been misinterpreted by staff to mean that they make all the decisions. To decrease the discrepancy between the management philosophy of participation and the subordinate interpretation of the system, the selection of appropriate decision participation procedures is essential. When the leaders communicate the degree of influence that subordinates will have, the staff learn to trust and support the participative management system.

Factors Related to How Superiors Establish Goals and Review Performance for Their Subordinates.

ERIC Educational Resources Information Center

Carroll, Stephen J., Jr.; And Others

The objective of the study was to identify the characteristics of the superior, the subordinate, and the situation which were related to the manner in which the "Management by Objectives" (MBO) process is carried out. Data collected from 112 managers in a national industrial firm was used in the analysis. Previous research with this data had…

The Effect of Dimensions of Transformational, Transactional, and Non-Leadership on the Job Satisfaction and Organizational Commitment of Teachers in Iran

ERIC Educational Resources Information Center

Sayadi, Yaser

2016-01-01

It has been found that transformational and transactional leadership is positively related to the effectiveness of the leader, the subordinate's effort, job satisfaction, and the subordinate's organizational commitment. The purpose of this study is to examine the effect of transformational, transactional, and non-leadership on job satisfaction and…

The Role of Formal Education, Technical and Management Training on Information Systems (IS) Managers' Managerial Effectiveness as Perceived by Their Subordinates

ERIC Educational Resources Information Center

Ligon, Jerry; Abdullah, ABM; Talukder, Majharul

2007-01-01

This study examined the relationship between Information Systems (IS) managers' formal education, level of technical and managerial training and their managerial effectiveness as perceived by their subordinates. The study finds that there is a strong positive relationship between the amount of technical training IS managers have received and their…

12 CFR 5.47 - Subordinated debt as capital.

Code of Federal Regulations, 2010 CFR

2010-01-01

... compliance concern, or raises a significant legal or policy issue. (ii) Tier 2 and Tier 3 capital. When the... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Subordinated debt as capital. 5.47 Section 5.47... capital. (a) Authority. 12 U.S.C. 93a. (b) Licensing requirements. A national bank does not need prior OCC...

Toxic Leadership in the Military Profession

DTIC Science & Technology

2012-01-15

affected by a small number of toxic leaders. However, most strategic leaders are viewed quite positively, and balance individual subordinate needs...and balance individual subordinate needs with meeting demanding mission requirements, despite a blistering operational tempo over the past 10 years...soldiers beneath them. To the toxic leader, all other individuals are slower, less competent, and less effective. If any of these three traits are

13 CFR 120.426 - What action will SBA take if a securitizer transfers the subordinated tranche prior to the...

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false What action will SBA take if a... 120.426 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION BUSINESS LOANS Lenders Participating Lender Financings § 120.426 What action will SBA take if a securitizer transfers the subordinated...

An Investigation of the Individual Differences in Cognitive Factors that Contribute to Bilingual Lexical Disambiguation

ERIC Educational Resources Information Center

Areas da Luz Fontes, Ana B.

2010-01-01

The objective of this study was to investigate the effects of working memory capacity, access to subordinate meanings of L1 homonyms and degree of cross-language activation on the access to subordinate meanings of L2 homonyms. In Experiment 1, Spanish-English bilinguals completed a word recognition task which assessed how quickly and accurately…

Does Power Distance Exacerbate or Mitigate the Effects of Abusive Supervision? It Depends on the Outcome

ERIC Educational Resources Information Center

Lian, Huiwen; Ferris, D. Lance; Brown, Douglas J.

2012-01-01

We predicted that the effects of abusive supervision are likely to be moderated by subordinate power distance orientation and that the nature of the moderating effect will depend on the outcome. Drawing upon work suggesting that high power distance orientation subordinates are more tolerant of supervisory mistreatment, we posited that high power…

The Legitimation of Black Subordination: The Impact of Color-Blind Ideology on African American Education

ERIC Educational Resources Information Center

Williams, Dawn G.; Land, Roderic R.

2006-01-01

The analysis of the critical race theorist's (CRT) perspective of the intersection of race, color-blind ideology and various African American education policies and practices show that most of the laws and policies leads to the legitimation of the African-American subordination. The author suggests that such legacy of color-blind ideologies and…

The Development of Subordinate Clauses in German and Swedish as L2s: A Theoretical and Methodological Camparison

ERIC Educational Resources Information Center

Baten, Kristof; Håkansson, Gisela

2015-01-01

In this article, we aim to contribute to the debate about the use of subordination as a measure of language proficiency. We compare two theories of SLA--specifically, processability theory (PT; Pienemann, 1998) and dynamic systems theory (DST; de Bot, Lowie, & Verspoor, 2007)--and, more particularly, how they address the development of…

Peering is not a formal indicator of subordination in bonobos (Pan paniscus).

PubMed

Stevens, Jeroen M G; Vervaecke, Hilde; De Vries, Han; Van Elsacker, Linda

2005-03-01

It has been suggested that peering behavior in bonobos is a formal signal acknowledging social dominance status. We investigated whether peering meets the published criteria for a formal signal of subordination in five captive groups of bonobos. The degree of linearity in the set of peering relationships was significantly high in all study groups, and a linear rank order was found. However, unidirectionality was low, and there was little correspondence between the peering order and the agonistic dominance rank. Therefore, peering does not satisfy the criteria of a formal subordination indicator. We also studied the relation between peering and agonistic dominance rank, age, and sex. Animals directed peering significantly more often at high-ranking animals in four of the groups. We suggest that peering is indirectly related to dominance rank by the resource-holding potential of individuals. In contexts where dominant individuals can monopolize resources, peerers may direct their attention at those high-ranking animals. When resources are distributed more evenly, high-ranking animals may peer down the hierarchy. We speculate on the reasons why a formal dominance or subordination signal appears to be absent in bonobos. Copyright (c) 2005 Wiley-Liss, Inc.

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

NASA Astrophysics Data System (ADS)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1) Microbiology students averaged lower in achievement than A&P students; (2) Illustration students averaged higher in achievement than Control students; and (3) Written Narrative students averaged higher in achievement than Illustration students. Findings suggest that science achievement can be enhanced via student-generated illustrations and written narratives, these interventions had no effect on attitudes toward science, and the interventions benefited A&P students more than Microbiology and Biology students.

Examination of the Predictors of Latent Class Typologies of Bullying Involvement among Middle School Students

PubMed Central

LOVEGROVE, PETER J.; HENRY, KIMBERLY L.; SLATER, MICHAEL D.

2012-01-01

This study employs latent class analysis to construct bullying involvement typologies among 3114 students (48% male, 58% White) in 40 middle schools across the U.S. Four classes were constructed: victims (15%); bullies (13%); bully-victims (13%); and noninvolved (59%). Respondents who were male and participated in fewer conventional activities were more likely to be members of the victims class. Students who were African-American and reported being less successful at school had a higher likelihood of membership in the bullies class. Bully-victims shared characteristics with bullies and victims: Students with more feelings of anger toward others and a higher tendency toward sensation-seeking had a higher likelihood of membership in the bullies and bully-victims classes, whereas lower levels of social inclusion was associated with membership in the victims and bully-victims classes. PMID:22606069

[Does elitism of school influence the smoking-related health behaviour among grammar school students?].

PubMed

Józwicki, Wojciech; Gołda, Ryszard; Domaniewska, Jolanta; Skok, Zdzisław; Jarzemski, Piotr; Przybylski, Grzegorz; Domaniewski, Jan

2009-01-01

The aim of the study was connected with smoking health behaviour estimation among public (SZP) and nonpublic (SZN) grammar school students. The analysis of 156 anonymous questionnaires was made. Questionnaires contained questions of parents' education, material situation of family, physical education, social relations with family and peers and positive or negative perception of smoking. In total trial we observed a strong positive correlation between style of smoking or number of smoked cigarettes and positive perception of smoking (r = 0.62 or r = 0.36 respectively). The latter correlated significantly with family presence of smoking (r = 0.18). Percentages of smoking students of SZP and SZN differed and amounted 22% and 18% respectively. Within I/II SZP classes the smoking depended on material position of family (r = 0.28) and positive perception of smoking (r = 0.68). Among students of III SZP classes the dependence on material situation was stronger (r = 0.49), while students of III SZN classes became to perceive smoking more positive (r = 0.82). Social relations of students of I/II SZN classes were inversely proportional to prevalence of smoking in their families. Smoking students of III SZN classes worked out much more variously in comparison with pupils of SZP. The main motivation of smoking within school students was the positive perception of smoking. The differences of smoking prevalence within both types of school probably formed in the families and observed in I/II classes pupils, vanished during the time of III class of studying. Elitism of school do not protect the student from smoking: during the time of III SZN class the smoking receives clearly positive appearance and became established. Probably existing antinicotinic school programs should much more decidedly deliver the negative appearance of health effects of smoking.

Rigor and academic achievement: Career academies versus traditional class structure

NASA Astrophysics Data System (ADS)

Kyees, Linda L.

The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

Social Competition in Rats: Cell Proliferation and Behavior

PubMed Central

Hoshaw, Brian A.; Evans, Jennifer C.; Mueller, Bridget; Valentino, Rita J.; Lucki, Irwin

2007-01-01

Behavioral and physiological changes were studied following prolonged exposure to social competition in pairs of non food-deprived rats competing daily for a limited supply of graham cracker crumbs. Stable dominant-subordinate relationships developed in most pairs, as measured by feeding time, which were maintained over a 5–6-week study period. In other behavioral tests, subordinates demonstrated a decreased latency to immobility in the forced swim test compared with dominants, but no difference in locomotor activity. Subordinates had increased bladder size, decreased adrenal gland size, and a 35% reduction of hippocampus cell proliferation compared with the dominant member. Therefore, prolonged social competition, based on restricted access to palatable substances, produced hierarchies among individuals that were associated with differences in behavior, physiology and hippocampal cell proliferation. PMID:17045347

Association of unconscious race and social class bias with vignette-based clinical assessments by medical students.

PubMed

Haider, Adil H; Sexton, Janel; Sriram, N; Cooper, Lisa A; Efron, David T; Swoboda, Sandra; Villegas, Cassandra V; Haut, Elliott R; Bonds, Morgan; Pronovost, Peter J; Lipsett, Pamela A; Freischlag, Julie A; Cornwell, Edward E

2011-09-07

Studies involving physicians suggest that unconscious bias may be related to clinical decision making and may predict poor patient-physician interaction. The presence of unconscious race and social class bias and its association with clinical assessments or decision making among medical students is unknown. To estimate unconscious race and social class bias among first-year medical students and investigate its relationship with assessments made during clinical vignettes. A secure Web-based survey was administered to 211 medical students entering classes at Johns Hopkins School of Medicine, Baltimore, Maryland, in August 2009 and August 2010. The survey included the Implicit Association Test (IAT) to assess unconscious preferences, direct questions regarding students' explicit race and social class preferences, and 8 clinical assessment vignettes focused on pain assessment, informed consent, patient reliability, and patient trust. Adjusting for student demographics, multiple logistic regression was used to determine whether responses to the vignettes were associated with unconscious race or social class preferences. Association of scores on an established IAT for race and a novel IAT for social class with vignette responses. Among the 202 students who completed the survey, IAT responses were consistent with an implicit preference toward white persons among 140 students (69%, 95% CI, 61%-75%). Responses were consistent with a preference toward those in the upper class among 174 students (86%, 95% CI, 80%-90%). Assessments generally did not vary by patient race or occupation, and multivariable analyses for all vignettes found no significant relationship between implicit biases and clinical assessments. Regression coefficient for the association between pain assessment and race IAT scores was -0.49 (95% CI, -1.00 to 0.03) and for social class, the coefficient was -0.04 (95% CI, -0.50 to 0.41). Adjusted odds ratios for other vignettes ranged from 0.69 to 3.03 per unit change in IAT score, but none were statistically significant. Analysis stratified by vignette patient race or class status yielded similarly negative results. Tests for interactions between patient race or class status and student IAT D scores in predicting clinical assessments were not statistically significant. The majority of first-year medical students at a single school had IAT scores consistent with implicit preference for white persons and possibly for those in the upper class. However, overall vignette-based clinical assessments were not associated with patient race or occupation, and no association existed between implicit preferences and the assessments.

Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

2015-12-01

The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

A STUDY OF THE CHARACTERISTICS OF STUDENTS ENROLLED IN BUSINESS DATA PROCESSING CLASSES, LOS ANGELES METROLITAN COLLEGE, FALL, 1965.

ERIC Educational Resources Information Center

HILLEARY, HELENA

AN INFORMATION FORM ADMINISTERED TO 520 STUDENTS IN BUSINESS DATA PROCESSING CLASSES SHOWED THAT THESE STUDENTS WERE ENROLLED IN AN AVERAGE OF 1.5 SUCH CLASSES, AND THAT THEY INCLUDED MORE MEN AND STUDENTS OVER 30 YEARS OF AGE THAN THE TOTAL COLLEGE POPULATION. OVER 15 PERCENT HAD EARNED AA DEGREES OR HIGHER, AND 32 PERCENT HAD NO PREVIOUS…

The Effect of Class Composition by Gender and Ability on Secondary School Students' School Well-Being and Academic Self-Concept: A Literature Review

ERIC Educational Resources Information Center

Belfi, Barbara; Goos, Mieke; De Fraine, Bieke; Van Damme, Jan

2012-01-01

In the field of educational effectiveness research, the influence of a class' student body on students' individual achievement scores has been a popular research interest for many years. Yet, few studies have focussed on the effects of class composition on students' non-achievement outcomes, and up to now, hardly any attempts have been made to…

In-Class Use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

ERIC Educational Resources Information Center

Poling, Kirsten; Smit, Julie; Higgs, Dennis

2013-01-01

Laptop computers were provided for use in three biology classes with differing formats (a second year lecture course of 100 students, a third/fourth year lecture course of 50 students, and a second year course with greater than 250 students, in groups of 25 during the laboratory portion of the class) to assess their impact on student learning and…

Individual recognition of social rank and social memory performance depends on a functional circadian system.

PubMed

Müller, L; Weinert, D

2016-11-01

In a natural environment, social abilities of an animal are important for its survival. Particularly, it must recognize its own social rank and the social rank of a conspecific and have a good social memory. While the role of the circadian system for object and spatial recognition and memory is well known, the impact of the social rank and circadian disruptions on social recognition and memory were not investigated so far. In the present study, individual recognition of social rank and social memory performance of Djungarian hamsters revealing different circadian phenotypes were investigated. Wild type (WT) animals show a clear and well-synchronized daily activity rhythm, whereas in arrhythmic (AR) hamsters, the suprachiasmatic nuclei (SCN) do not generate a circadian signal. The aim of the study was to investigate putative consequences of these deteriorations in the circadian system for animalś cognitive abilities. Hamsters were bred and kept under standardized housing conditions with food and water ad libitum and a 14l/10 D lighting regimen. Experimental animals were assigned to different groups (WT and AR) according to their activity pattern obtained by means of infrared motion sensors. Before the experiments, the animals were given to develop a dominant-subordinate relationship in a dyadic encounter. Experiment 1 dealt with individual recognition of social rank. Subordinate and dominant hamsters were tested in an open arena for their behavioral responses towards a familiar (known from the agonistic encounters) or an unfamiliar hamster (from another agonistic encounter) which had the same or an opposite social rank. The investigation time depended on the social rank of the WT subject hamster and its familiarity with the stimulus animal. Both subordinate and dominant WT hamsters preferred an unfamiliar subordinate stimulus animal. In contrast, neither subordinate nor dominant AR hamsters preferred any of the stimulus animals. Thus, disruptions in circadian system result in an impaired individual recognition of social rank. A social recognition/discrimination task was used in Experiment 2 to quantify social memory performance. In a training session, the hamsters were confronted with two unfamiliar stimulus animals. In the test session, one of the two animals was replaced. The training-test interval was 2min or 24h. The times animals did explore the novel and the familiar stimulus animal were recorded, and the discrimination index as a measure of cognitive performance was calculated. Behavioral tests revealed that after 2min both subordinate and dominant WT hamsters were able to discriminate between familiar and novel stimulus animals but after 24h only the subordinate animals. On contrary in AR hamsters, only subordinates were able to perform the social recognition/discrimination task and only after a training-test interval of 2min. The results show that the social rank and the circadian system have an impact on the cognitive abilities of Djungarian hamsters. Disruptions of circadian rhythms impair individual recognition and social memory performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Transforming a large-class lecture course to a smaller-group interactive course.

PubMed

Persky, Adam M; Pollack, Gary M

2010-11-10

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format. An e-book and Web-based multimedia learning modules were utilized to facilitate students' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning. Changes in course delivery were assessed over a 4-year period by comparing students' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format. Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.

The impact of scienceware and foundations on students' attitudes towards science and science classes

NASA Astrophysics Data System (ADS)

Stratford, Steven J.; Finkel, Elizabeth A.

1996-03-01

In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about `using information,' `drawing conclusions,' and `thinking about problems,' implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.

A Comparison of Student Outcomes and Student Satisfaction in Three MBA Human Resource Management Classes Based on Traditional vs. Online Learning

ERIC Educational Resources Information Center

Gibson, Jane Whitney

2008-01-01

The author taught three MBA Human Resource Management classes in the spring term of 2007 at a large private university in Florida. Two of the classes were taught in a 100% online format while the third was taught off campus in a university-owned building in Orlando where students met in a face-to-face, weekend setting. This traditional class was…

Grade 5 Students' Online Argumentation about Their In-Class Inquiry Investigations

ERIC Educational Resources Information Center

Choi, Aeran; Hand, Brian; Norton-Meier, Lori

2014-01-01

This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public…