A Study of Time Spent Working at Learning Centers. Technical Report #17.

ERIC Educational Resources Information Center

Omori, Sharon; And Others

This study examined the proportion of time children in the Kamehameha Early Education Program schools spend at actual school work in learning centers. Systematic time-sampled observations using multiple observers were conducted in December-January and again in March-April. The subjects, 12 children (6 kindergarteners and 6 first graders) were…

The Uses of Time for Teaching and Learning. Volume III: Research Design and Method. Studies of Education Reform.

ERIC Educational Resources Information Center

Policy Studies Associates, Inc., Washington, DC.

This report describes the research design of a study that identified and evaluated a collection of reforms designed to enhance learning by altering the amount of and/or the quality of time devoted to learning. The study focused on the quantity and quality of time that teachers and students spent in school and, to a lesser extent, students'…

Interdisciplinary Middle School Teams as Professional Learning Communities

ERIC Educational Resources Information Center

Jackson, George Ellis, Jr.

2016-01-01

Problem: Interdisciplinary teaming has been noted as a critical element of the middle school model associated with higher student achievement. Yet, research on middle school teams' use of common planning time suggests that the majority of meeting time is spent discussing student behavior/issues, discussing student learning problems/issues, and…

Knock at Any School.

ERIC Educational Resources Information Center

Parish, Ralph; And Others

1989-01-01

In poor, urban schools, so much time is spent controlling and disciplining children to obey authority (or to learn the hidden curriculum), that scant time is left for "real" teaching and learning. This article shows how school culture (conditions, norms, relationships, and structures) can be changed to educate all children adequately. Includes 10…

A Field Study of Employee E-Learning Activity and Outcomes

ERIC Educational Resources Information Center

Brown, Kenneth G.

2005-01-01

Employees with access to e-learning courses targeting computer skills were tracked during a year-long study. Employees' perceptions of peer and supervisor support, job characteristics (such as workload and autonomy), and motivation to learn were used to predict total time spent using e-learning. Results suggest the importance of motivation to…

The Effect of Manipulatives on Mathematics Achievement across Different Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel

2016-01-01

The current study investigates the influence of manipulatives used in combination with traditional approaches to mathematics education and how varying amounts of time spent on manipulative use influence student achievement across different learning styles. Three learning environments were created that incorporated varying proportions of…

Reward and punishment learning in daily life: A replication study.

PubMed

Heininga, Vera E; van Roekel, Eeske; Wichers, Marieke; Oldehinkel, Albertine J

2017-01-01

Day-to-day experiences are accompanied by feelings of Positive Affect (PA) and Negative Affect (NA). Implicitly, without conscious processing, individuals learn about the reward and punishment value of each context and activity. These associative learning processes, in turn, affect the probability that individuals will re-engage in such activities or seek out that context. So far, implicit learning processes are almost exclusively investigated in controlled laboratory settings and not in daily life. Here we aimed to replicate the first study that investigated implicit learning processes in real life, by means of the Experience Sampling Method (ESM). That is, using an experience-sampling study with 90 time points (three measurements over 30 days), we prospectively measured time spent in social company and amount of physical activity as well as PA and NA in the daily lives of 18-24-year-old young adults (n = 69 with anhedonia, n = 69 without anhedonia). Multilevel analyses showed a punishment learning effect with regard to time spent in company of friends, but not a reward learning effect. Neither reward nor punishment learning effects were found with regard to physical activity. Our study shows promising results for future research on implicit learning processes in daily life, with the proviso of careful consideration of the timescale used. Short-term retrospective ESM design with beeps approximately six hours apart may suffer from mismatch noise that hampers accurate detection of associative learning effects over time.

Should Cursive Handwriting Still Be Taught in Schools? Information Capsule. Volume 0916

ERIC Educational Resources Information Center

Blazer, Christie

2010-01-01

Elementary school students spend less time learning cursive handwriting than they did in years past. The declining emphasis on cursive writing has been attributed to the increasing use of technology, the growing proportion of class time spent preparing for standardized tests, and the perception that the time students spend learning to write in…

Positive Outcomes Increase over Time with the Implementation of a Semiflipped Teaching Model

ERIC Educational Resources Information Center

Gorres-Martens, Brittany K.; Segovia, Angela R.; Pfefer, Mark T.

2016-01-01

The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online…

Evaluating the learning experience of non medical prescribing students with their designated medical practitioners in their period of learning in practice: results of a survey.

PubMed

Ahuja, Jaya

2009-11-01

To evaluate the learning experience of non medical prescribing (NMP) students during their period of learning in practice and to explore strategies for improvement. A self-administered questionnaire was used to collect data from two consecutive NMP student cohorts. Of 57 NMP students, the majority (64.9%) worked in primary care setting. In contrast to those from primary care setting, the students working in secondary/tertiary care setting had significantly greater chance of knowing their designated medical practitioner (DMP) prior to starting their course (p=0.044). However, this did not influence whether the student did a learning agreement and time schedule agreement with the DMP at the beginning of practice setting. A learning agreement and time schedule was done by 91.2% and 57.9% students, respectively, at beginning of the course. Prior time schedule agreement was a significant determinant in determining the number of hours that student spent subsequently under direct supervision of DMP: 75.8% of those who did a prior time schedule spent >30% of practice hours under the direct supervision of DMP as compared to only 50% of those who did not. Spending >30% of the practice hours under direct supervision of the DMP was significantly associated with student satisfaction (p=0.025). There was greater likelihood of a student being assessed formatively if a prior learning agreement had been done (p=0.035) resulting in increased student satisfaction. Time and workload constraints, organisational issues and peer support emerged as barriers to student learning. Students commented on difficulties in getting doctors as a DMP; and therefore suggested that learning experience can be enhanced if a qualified practicing Non Medical Prescriber could act as a "co-mentor". There were also suggestions of providing incentives to doctors and giving them more information about the role of NMP to encourage more doctors to act as DMP. Learning agreement and a time schedule with DMP at the beginning of the supervised period in practice significantly improved the students' learning experience, and was a major determinant of subsequent student satisfaction. Those who spent at least 30% of practice development time under direct supervision of their DMP were likely to be more satisfied with the learning process.

Off the Clock: What More Time Can (and Can't) Do for School Turnarounds. Education Sector Reports

ERIC Educational Resources Information Center

Silva, Elena

2012-01-01

If less time in the classroom is a cause of poor student performance, can adding more time be the cure? This strategy underlies a major effort to fix the nation's worst public schools. Billions of federal stimulus dollars are being spent to expand learning time on behalf of disadvantaged children. And extended learning time (ELT) is being proposed…

Learning Style versus Time Spent Studying and Career Choice: Which Is Associated with Success in a Combined Undergraduate Anatomy and Physiology Course?

ERIC Educational Resources Information Center

Farkas, Gary J.; Mazurek, Ewa; Marone, Jane R.

2016-01-01

The VARK learning style is a pedagogical focus in health care education. This study examines relationships of course performance vs. VARK learning preference, study time, and career plan among students enrolled in an undergraduate anatomy and physiology course at a large urban university. Students (n?=?492) from the fall semester course completed…

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology

PubMed Central

Worm, Bjarne Skjødt

2013-01-01

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

PubMed

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

Athletic Training Student Active Learning Time with and without the Use of Bug-In-Ear Technology

ERIC Educational Resources Information Center

Nottingham, Sara L.; Montgomery, Melissa M.; Kasamatsu, Tricia M.

2017-01-01

Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic…

Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment: Implications for Institutional Accountability

ERIC Educational Resources Information Center

Hosch, Braden J.

2010-01-01

Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master's-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent…

Year-Round Learning: Linking School, Afterschool, and Summer Learning to Support Student Success

ERIC Educational Resources Information Center

Dechenes, Sarah; Malone, Helen Janc

2011-01-01

Learning consists of all the ways that youth acquire new knowledge, skills, values, and behaviors. It happens not just in school, but also through afterschool and summer activities, time spent with the family, and increasingly, through interaction with digital media. Broadening ideas about where, when, and how learning happens helps communities to…

Trade-off between learning and exploitation: the Pareto-optimal versus evolutionarily stable learning schedule in cumulative cultural evolution.

PubMed

Wakano, Joe Yuichiro; Miura, Chiaki

2014-02-01

Inheritance of culture is achieved by social learning and improvement is achieved by individual learning. To realize cumulative cultural evolution, social and individual learning should be performed in this order in one's life. However, it is not clear whether such a learning schedule can evolve by the maximization of individual fitness. Here we study optimal allocation of lifetime to learning and exploitation in a two-stage life history model under a constant environment. We show that the learning schedule by which high cultural level is achieved through cumulative cultural evolution is unlikely to evolve as a result of the maximization of individual fitness, if there exists a trade-off between the time spent in learning and the time spent in exploiting the knowledge that has been learned in earlier stages of one's life. Collapse of a fully developed culture is predicted by a game-theoretical analysis where individuals behave selfishly, e.g., less learning and more exploiting. The present study suggests that such factors as group selection, the ability of learning-while-working ("on the job training"), or environmental fluctuation might be important in the realization of rapid and cumulative cultural evolution that is observed in humans. Copyright © 2013 Elsevier Inc. All rights reserved.

Service Learning in an Indigenous Not-for-Profit Organization

ERIC Educational Resources Information Center

Young, Suzanne; Karme, Tina

2015-01-01

Purpose: The purpose of this paper is to provide an understanding of how service learning pedagogy assists in student and organizational learning. Design/methodology/approach: The authors use case study reflection and ethnography approaches. Findings: The key to the success of the internship was time spent on relationship building between the…

Reward and punishment learning in daily life: A replication study

PubMed Central

van Roekel, Eeske; Wichers, Marieke; Oldehinkel, Albertine J.

2017-01-01

Day-to-day experiences are accompanied by feelings of Positive Affect (PA) and Negative Affect (NA). Implicitly, without conscious processing, individuals learn about the reward and punishment value of each context and activity. These associative learning processes, in turn, affect the probability that individuals will re-engage in such activities or seek out that context. So far, implicit learning processes are almost exclusively investigated in controlled laboratory settings and not in daily life. Here we aimed to replicate the first study that investigated implicit learning processes in real life, by means of the Experience Sampling Method (ESM). That is, using an experience-sampling study with 90 time points (three measurements over 30 days), we prospectively measured time spent in social company and amount of physical activity as well as PA and NA in the daily lives of 18-24-year-old young adults (n = 69 with anhedonia, n = 69 without anhedonia). Multilevel analyses showed a punishment learning effect with regard to time spent in company of friends, but not a reward learning effect. Neither reward nor punishment learning effects were found with regard to physical activity. Our study shows promising results for future research on implicit learning processes in daily life, with the proviso of careful consideration of the timescale used. Short-term retrospective ESM design with beeps approximately six hours apart may suffer from mismatch noise that hampers accurate detection of associative learning effects over time. PMID:28976985

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

ERIC Educational Resources Information Center

Martin, Florence; Ndoye, Abdou; Wilkins, Patricia

2016-01-01

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and…

[Some features of learning in swimming Morris test in rats selected for behavior towards human].

PubMed

Pliusnina, I Z; Shchepina, O A; Os'kina, I N; Trut, L N

2007-01-01

Some features of learning in Morris water test were studied in gray rats after a long-term selection for elimination (tame strain) and enhancement (aggressive strain) of aggressiveness towards human. The content of plasma corticosteroids was estimated at different stages of learning. It was shown that tame rats were better in performance of a special Morris task than aggressive ones. The time of search for invisible platform was increased in aggressive rats owing to the fact that they spent more time near the pool walls. Also, time of rearing at the platform was higher in tame rats compared to aggressive animals. In the retention test, rats of both strains spent significantly more time in the target quadrant than they did in other quadrants. Rats of both strains did not differ in time of search for invisible platform when it was replaced to the opposite quadrant. After the first day of learning, the corticosteroid plasma level was lower in tame rats than aggressive animals. During the following days of training, the content of the hormone increased in tame rats and did not differ from aggressive rats. It is supposed that, in tame rats, low emotionality and stress response facilitated learning in Morris water test.

An Analysis of Variance in Teacher Self-Efficacy Levels Dependent on Participation Time in Professional Learning Communities

ERIC Educational Resources Information Center

Marx, Megan D.

2016-01-01

The purpose of this study was to determine variance in mean levels of teacher self-efficacy (TSE) and its three factors--efficacy in student engagement (EIS), efficacy in instructional strategies (EIS), and efficacy in classroom management (ECM)--based on participation and time spent in professional learning communities (PLCs). In this…

Stennis hosts educators

NASA Image and Video Library

2008-11-04

Steve Culivan, aerospace education specialist at Stennis Space Center, conducts a professional development workshop for fourth- through ninth-grade educators. During the Nov. 4 'Learning with the Stars' workshop, educators spent time learning about different aspects of the universe and enjoying a presentation of Stennis' portable planetarium.

"Learning" Can Improve the Blood Glucose Control Performance for Type 1 Diabetes Mellitus.

PubMed

Wang, Youqing; Zhang, Jinping; Zeng, Fanmao; Wang, Na; Chen, Xiaoping; Zhang, Bo; Zhao, Dong; Yang, Wenying; Cobelli, Claudio

2017-01-01

A learning-type artificial pancreas has been proposed to exploit the repetitive nature in the blood glucose dynamics. We clinically evaluated the efficacy of the learning-type artificial pancreas. We conducted a pilot clinical study in 10 participants of mean age 36.1 years (standard deviation [SD] 12.7; range 16-58) with type 1 diabetes. Each trial was conducted for eight consecutive mornings. The first two mornings were open-loop to obtain the individualized parameters. Then, the following six mornings were closed-loop, during which a learning-type model predictive control algorithm was employed to calculate the insulin infusion rate. To evaluate the algorithm's robustness, each participant took exercise or consumed alcohol on the fourth or sixth closed-loop day and the order was determined randomly. The primary outcome was the percentage of time spent in the target glucose range of 3.9-8.0 mmol/L between 0900 and 1200 h. The percentage of time with glucose spent in target range was significantly improved from 51.6% on day 1 to 71.6% on day 3 (mean difference between groups 17.9%, confidence interval [95% CI] 3.6-32.1; P = 0.020). There were no hypoglycemic episodes developed on day 3 compared with two episodes on day 1. There was no difference in the percentage of time with glucose spent in target range between exercise day versus day 5 and alcohol day versus day 5. The learning-type artificial pancreas system achieved good glycemic regulation and provided increased effectiveness over time. It showed a satisfactory performance even when the blood glucose was challenged by exercise or alcohol.

Gender Dimorphism in Aspartame-Induced Impairment of Spatial Cognition and Insulin Sensitivity

PubMed Central

Collison, Kate S.; Makhoul, Nadine J.; Zaidi, Marya Z.; Saleh, Soad M.; Andres, Bernard; Inglis, Angela; Al-Rabiah, Rana; Al-Mohanna, Futwan A.

2012-01-01

Previous studies have linked aspartame consumption to impaired retention of learned behavior in rodents. Prenatal exposure to aspartame has also been shown to impair odor-associative learning in guinea pigs; and recently, aspartame-fed hyperlipidemic zebrafish exhibited weight gain, hyperglycemia and acute swimming defects. We therefore investigated the effects of chronic lifetime exposure to aspartame, commencing in utero, on changes in blood glucose parameters, spatial learning and memory in C57BL/6J mice. Morris Water Maze (MWM) testing was used to assess learning and memory, and a random-fed insulin tolerance test was performed to assess glucose homeostasis. Pearson correlation analysis was used to investigate the associations between body characteristics and MWM performance outcome variables. At 17 weeks of age, male aspartame-fed mice exhibited weight gain, elevated fasting glucose levels and decreased insulin sensitivity compared to controls (P<0.05). Females were less affected, but had significantly raised fasting glucose levels. During spatial learning trials in the MWM (acquisition training), the escape latencies of male aspartame-fed mice were consistently higher than controls, indicative of learning impairment. Thigmotactic behavior and time spent floating directionless was increased in aspartame mice, who also spent less time searching in the target quadrant of the maze (P<0.05). Spatial learning of female aspartame-fed mice was not significantly different from controls. Reference memory during a probe test was affected in both genders, with the aspartame-fed mice spending significantly less time searching for the former location of the platform. Interestingly, the extent of visceral fat deposition correlated positively with non-spatial search strategies such as floating and thigmotaxis, and negatively with time spent in the target quadrant and swimming across the location of the escape platform. These data suggest that lifetime exposure to aspartame, commencing in utero, may affect spatial cognition and glucose homeostasis in C57BL/6J mice, particularly in males. PMID:22509243

Gender dimorphism in aspartame-induced impairment of spatial cognition and insulin sensitivity.

PubMed

Collison, Kate S; Makhoul, Nadine J; Zaidi, Marya Z; Saleh, Soad M; Andres, Bernard; Inglis, Angela; Al-Rabiah, Rana; Al-Mohanna, Futwan A

2012-01-01

Previous studies have linked aspartame consumption to impaired retention of learned behavior in rodents. Prenatal exposure to aspartame has also been shown to impair odor-associative learning in guinea pigs; and recently, aspartame-fed hyperlipidemic zebrafish exhibited weight gain, hyperglycemia and acute swimming defects. We therefore investigated the effects of chronic lifetime exposure to aspartame, commencing in utero, on changes in blood glucose parameters, spatial learning and memory in C57BL/6J mice. Morris Water Maze (MWM) testing was used to assess learning and memory, and a random-fed insulin tolerance test was performed to assess glucose homeostasis. Pearson correlation analysis was used to investigate the associations between body characteristics and MWM performance outcome variables. At 17 weeks of age, male aspartame-fed mice exhibited weight gain, elevated fasting glucose levels and decreased insulin sensitivity compared to controls (P<0.05). Females were less affected, but had significantly raised fasting glucose levels. During spatial learning trials in the MWM (acquisition training), the escape latencies of male aspartame-fed mice were consistently higher than controls, indicative of learning impairment. Thigmotactic behavior and time spent floating directionless was increased in aspartame mice, who also spent less time searching in the target quadrant of the maze (P<0.05). Spatial learning of female aspartame-fed mice was not significantly different from controls. Reference memory during a probe test was affected in both genders, with the aspartame-fed mice spending significantly less time searching for the former location of the platform. Interestingly, the extent of visceral fat deposition correlated positively with non-spatial search strategies such as floating and thigmotaxis, and negatively with time spent in the target quadrant and swimming across the location of the escape platform. These data suggest that lifetime exposure to aspartame, commencing in utero, may affect spatial cognition and glucose homeostasis in C57BL/6J mice, particularly in males.

Who Said Giraffes Can't Dance?

ERIC Educational Resources Information Center

Lovett, Mary Lu

2002-01-01

Describes an art activity for third-grade students in which they learned about African animals in one class period and spent time in another class period creating a picture of a giraffe. Explains that the students learned about watercolor wash and the wet-on-wet technique. (CMK)

Expanded Learning, Expanded Opportunity: How Four Communities Are Working to Improve Education for Their Students

ERIC Educational Resources Information Center

America's Promise Alliance, 2015

2015-01-01

This report analyzes case studies of "more and better learning time" efforts around the country. With support from the Ford Foundation, America's Promise Alliance looked in Grand Rapids, MI; Louisville, KY; Memphis, TN; and Rochester, NY to see how time spent out of the classroom improved outcomes for students in low-income neighborhoods…

High Enrollment Course Success Factors in Virtual School: Factors Influencing Student Academic Achievement

ERIC Educational Resources Information Center

Liu, Feng; Cavanaugh, Cathy

2011-01-01

This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school…

Interaction in Online Courses: More Is NOT Always Better

ERIC Educational Resources Information Center

Grandzol, Christian J.; Grandzol, John R.

2010-01-01

Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in…

Ten Tips for Better Time Management.

ERIC Educational Resources Information Center

Van Loozen, Luann F.

1982-01-01

Presents time management tips, especially for board of education members, including recommendations to realize that managing time is a skill, develop a more accurate sense of how one's time is spent, examine and reestablish goals, learn to say no, organize files and information, and master the telephone. (Author/JM)

Provisions for Outdoor Play and Learning in Slovene Preschools

ERIC Educational Resources Information Center

Kos, Marjanca; Jerman, Janez

2013-01-01

This study examined play and learning in the natural environment and on the playgrounds of Slovene preschools. It included 140 preschool teachers and 264 parents of children who attended preschools in 21 Slovene towns. Data were collected through questionnaires with questions referring to time spent outdoors, children's outdoor activities,…

Assessing the Role of Online Technologies in Project-Based Learning

ERIC Educational Resources Information Center

Ravitz, Jason; Blazevski, Juliane

2014-01-01

This study examines the relationships between teacher-reported use of online resources, and preparedness, implementation challenges, and time spent implementing project- or problem-based learning, or approaches that are similar to what we call "PBL" in general. Variables were measured using self-reports from those who teach in reform…

Debugging from the Student Perspective

ERIC Educational Resources Information Center

Fitzgerald, S.; McCauley, R.; Hanks, B.; Murphy, L.; Simon, B.; Zander, C.

2010-01-01

Learning to debug is a difficult, yet essential, aspect of learning to program. Students in this multi-institutional study report that finding bugs is harder than fixing them. They use a wide variety of debugging strategies, some of them unexpected. Time spent on understanding the problem can be effective. Pattern matching, particularly at the…

Self-Directed Learning Research in the Community/Junior College: Description, Conclusions, and Recommendations.

ERIC Educational Resources Information Center

Long, Huey B.; Walsh, Stephen M.

1993-01-01

Offers an analysis of 11 dissertations focusing on self-directed learning (SDL) in community colleges, highlighting the importance of promoting SDL, the relationship between the level of SDL and other variables, verification and measurement of time spent on SDL projects, and effects of SDL. (DMM)

Motivate Students to Engage in Word Study Using Vocabulary Games

ERIC Educational Resources Information Center

Wells, Jenny C.; Narkon, Drue E.

2011-01-01

Vocabulary instruction across the content areas aids reading comprehension, making it time well spent in the classroom. Although students with learning disabilities (LD) need many practice opportunities to learn new words, engaging them in vocabulary instruction may prove challenging. Due to their past difficulties in acquiring reading skills,…

Everyday Learning in the Kitchen. Everyday Learning Series. Volume 2, Number 4

ERIC Educational Resources Information Center

Darbyshire, Jo

2004-01-01

The "Everyday Learning" series has been developed to focus attention on the everyday ways in which children can be supported in their growth and development. Many of one's earliest memories are likely to be about time spent in the kitchen. Licking the bowl, setting the table, doing the dishes, chatting about the day, eating a meal,…

Providing Opportunities to Learn in Home-Based Child Care Settings: Observations of Learning Contexts and Behavior

ERIC Educational Resources Information Center

Rusby, Julie C.; Crowley, Ryann; Jones, Laura B.; Smolkowski, Keith

2017-01-01

Research Findings: This observation study investigated the prevalence and correlates of learning contexts provided to preschool-age children in 133 registered child care homes in below-average-income neighborhoods in the U.S. Pacific Northwest. On average, 30% of the observed proportion of time was spent in structured teacher-led activities, 51%…

Searching for Variables and Models to Investigate Mediators of Learning from Multiple Representations

ERIC Educational Resources Information Center

Rau, Martina A.; Scheines, Richard

2012-01-01

Although learning from multiple representations has been shown to be effective in a variety of domains, little is known about the mechanisms by which it occurs. We analyzed log data on error-rate, hint-use, and time-spent obtained from two experiments with a Cognitive Tutor for fractions. The goal of the experiments was to compare learning from…

Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

PubMed

Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

2017-12-01

Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

Life Path as a Predictor of Performance in the Navy: A Longitudinal Study.

DTIC Science & Technology

1980-04-01

learning came easy to me. Q103. Write letters. o Reading Q 36. I spent a lot of time in the library . Q 45. I was a good reader when I was in high school...Q 50. I could read when I entered first grade. Q 81. I spent a lot of my time reading. Q102. Go to libraries . Q104 . Read newspapers. Q115. Read...Bought my first car Personal Competence V37 Time in library V46 Good reader V51 Read when entered first grade(- V105 Went boating (-) V124 Read

Validity and Generalizability of Measuring Student Engaged Time in Physical Education.

ERIC Educational Resources Information Center

Silverman, Stephen; Zotos, Connee

The validity of interval and time sampling methods of measuring student engaged time was investigated in a study estimating the actual time students spent engaged in relevant motor performance in physical education classes. Two versions of the interval Academic Learning Time in Physical Education (ALT-PE) instrument and an equivalent time sampling…

Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…

Learning and Living Technologies: A Longitudinal Study of First-Year Students' Frequency and Competence in the Use of ICT

ERIC Educational Resources Information Center

Hosein, Anesa; Ramanau, Ruslan; Jones, Chris

2010-01-01

This article presents results from a longitudinal survey of first-year students' time spent on living and learning technologies at university, their frequency of using specific learning technologies and their competence with these tools. Data were analysed from two similar surveys at the start and at the end of the academic year for students…

Weaving Action Learning into the Fabric of Manufacturing: The Impact of Humble Inquiry and Structured Reflection in a Cross-Cultural Context

ERIC Educational Resources Information Center

Luckman, Elizabeth A.

2017-01-01

This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses…

Relationships between Students' and Instructional Variables with Satisfaction and Learning from a Web-Based Course.

ERIC Educational Resources Information Center

Hong, Kian-Sam

2002-01-01

Discusses the results of a study conducted at the Universiti Malaysia Sarawak that investigated the effects of student characteristics and instructional variables on satisfaction and achievement in a Web-based course. Considers gender, age, scholastic aptitude, learning styles, initial computer skills, time spent on the course, perceptions of…

Learning or Lurking?: Tracking the "Invisible" Online Student.

ERIC Educational Resources Information Center

Beaudoin, Michael F.

2002-01-01

This case study of inactive, or invisible, students enrolled in an online graduate course identifies how much time is spent in course-related activity, what the reasons are for students' invisibility, and if their preferred learning styles influence online behavior. Preliminary analysis of grades indicate that grades are better for high-visibility…

Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

NASA Astrophysics Data System (ADS)

Chase, Catherine C.; Chin, Doris B.; Oppezzo, Marily A.; Schwartz, Daniel L.

2009-08-01

Betty's Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty's Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty's Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students' egos from the psychological ramifications of failure.

Video Observation as a Tool to Analyze and Modify an Electronics Laboratory

NASA Astrophysics Data System (ADS)

Coppens, Pieter; Van den Bossche, Johan; De Cock, Mieke

2016-12-01

Laboratories are an important part of science and engineering education, especially in the field of electronics. Yet very little research into the benefits of such labs to student learning exists. In particular, it is not well known what students do and, even more importantly, think during electronics laboratories. Therefore, we conducted a study based on video observation of second year students at 3 university campuses in Belgium during a traditional lab on first order R C filters. In this laboratory, students spent the majority of their time performing measurements, while very little time was spent processing or discussing the results. This in turn resulted in hardly any time spent talking about content knowledge. Based on those observations, a new laboratory was designed that includes a preparation with a virtual oscilloscope, a black box approach during the lab session itself, and a form of quick reporting at the end of the lab. This adjusted laboratory was evaluated using the same methodology and was more successful in the sense that the students spent less time gathering measurements and more time processing and analyzing them, resulting in more content-based discussion.

Army Status of Recommendations on Officers’ Professional Military Education

DTIC Science & Technology

1991-03-21

give oral reports, and prepare and participate in case studies, exercises, reviews, analyses, and other forms of active learning . Student performance is...officials intend to retain a small group/ active learning mode of instruction. enior School Implemented. ,haracterization This school’s ratio remains at 3.7...p. 169.) ermediate School Implemented. iaracterization The school defines active learning as time spent by students primarily in the classroom

[Effect of lead and selenium on learning and memory ability in rats].

PubMed

Han, Xiaojie; Hu, Xiaoxia; Wei, Qing; Chen, Yilin; Yu, De'e; Hu, Qiansheng

2013-11-01

To study the effect of lead and (or) selenium on learning and memory ability in rats. SPF Wistar rats, after weaning, were divided into six groups, control group, Pb group (respectively Pb exposed), Se group (respectively Se added), Pb-Se group (added Se after Pb exposure), Se-Pb group (added Se before Pb exposure) and Pb + Se group (Pb and Se exposed simultaneously). After intervention for six weeks in rats, the spatial learning and memory of each group rats were measured by Morris water maze assay. Rats in Pb group had significantly longer latency, less site crossings, less percentage of time and distance spent in the target quadrant, and bigger first bearing compared with control group (P < 0.05). Rats in Pb and Se joint exposure groups had significantly shorter latency, more site crossings, less percentage of time and distance spent in the target quadrant, and smaller first bearing compared with Pb group (P < 0.05). There were no significant differences in the indexes of spatial learning and memory ability between the groups of lead and selenium joint exposure groups (P > 0.05). Lead damaged the ability of learning and memory in rats and organic selenium had protective effects on Pb-induced spatial learning and memory deficits in rats.

Should we prelab? A student-centered look at the time-honored tradition of prelab in clinical nursing education.

PubMed

Turner, Laureen; Keeler, Courtney

2015-01-01

This study explores clinical preparation (prelab) in nursing education from the student's perspective. More than half of the students surveyed (n = 296) believed prelab learning activities were important; however, they reported that prelab increases stress and decreases sleep quantity. Timing, stress, and anxiety were factors affecting student perception of prelab. The findings suggest that students receive diminishing returns on the time spent on prelab; nevertheless, prelab may enhance their learning and patient safety.

Springing into Spring: Reading Games for the Season

ERIC Educational Resources Information Center

Maxwell, D. Jackson

2008-01-01

As spring arrives, more time is spent outdoors. Unfortunately, as spring fever hits, books and learning often take a backseat. The goal is for educators to find a way to re-engage learners. In this article, the author presents a seasonal story and game that can help catch students' attention by making learning both informative and entertaining.…

High-School Students' Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning

ERIC Educational Resources Information Center

Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung

2018-01-01

The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…

29 CFR 29.7 - Apprenticeship agreement.

Code of Federal Regulations, 2010 CFR

2010-07-01

... spent by the apprentice in work on the job in a time-based program; or a description of the skill sets to be attained by completion of a competency-based program, including the on-the-job learning...

Pricing Secrets Revealed: An Insider's Perspective on How Custom Courses Are Priced.

ERIC Educational Resources Information Center

Hartnett, John

2002-01-01

Describes one vendor's methods for pricing the development of online learning courses. Highlights include estimating the time needed; estimating the size of the course by counting the number of potential screens; estimating time spent by learners; comparing similar projects; and estimating time needed by each member of the project team. (LRW)

An evaluation of UK foundation trainee doctors' learning behaviours in a technology-enhanced learning environment.

PubMed

Brooks, Hannah L; Pontefract, Sarah K; Hodson, James; Blackwell, Nicholas; Hughes, Elizabeth; Marriott, John F; Coleman, Jamie J

2016-05-03

Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics. Data were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England's West Midland region from 1(st) August 2013 to 5(th) August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors. Over the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95% Confidence Interval: 28.4-29.5) and 1,075 (10.5%) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores. Foundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.

Sacred Cows

ERIC Educational Resources Information Center

Ollerton, Mike

2009-01-01

Over the past three years this author has spent a good deal of time in primary classrooms, working with teachers on problem solving approaches to the teaching and learning of mathematics. He has also worked part-time on an initial teacher training course and an NCETM/Yorkshire Forward funded project entitled "Inspiring Mathematics Champions". Thus…

AV-Based Mechanics

ERIC Educational Resources Information Center

Training in Business and Industry, 1974

1974-01-01

An individualized study approach to learning the occupation of sewing machine mechanic was developed by Union Special Corporation. The approach utilizes audiovisual aids to a great extent. The time spent in training has been cut from two years to ten weeks. (AG)

Evaluation of E-Rat, a Computer-based Rat Dissection in Terms of Student Learning Outcomes.

ERIC Educational Resources Information Center

Predavec, Martin

2001-01-01

Presents a study that used computer-based rat anatomy to compare student learning outcomes from computer-based instruction with a conventional dissection. Indicates that there was a significant relationship between the time spent on both classes and the marks gained. Shows that computer-based instruction can be a viable alternative to the use of…

Scaling Up: Faculty Workload, Class Size, and Student Satisfaction in a Distance Learning Course on Geographic Information Science.

ERIC Educational Resources Information Center

Dibiase, David; Rademacher, Henry J.

2005-01-01

This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the…

Perceived Impact on Student Engagement When Learning Middle School Science in an Outdoor Setting

ERIC Educational Resources Information Center

Abbatiello, James

2014-01-01

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes…

Role of computer-based learning in tooth carving in dentistry: An Indian perspective.

PubMed

Juneja, Saurabh; Juneja, Manjushree

2016-01-01

Tooth carving is an important practical preclinical exercise in the curriculum in Indian dental education setup. It forms the basis of introduction to tooth anatomy, morphology and occlusion of primary and permanent teeth through practical approach. It requires enormous time and manpower to master the skill. Therefore, there is an imminent necessity to incorporate computer-based learning of the art of tooth carving for effective teaching and efficient student learning. This will ensure quality time to be spent on other academic and research activities by students and faculty in addition to adding value as a teaching aid.

Spending Time in Normansfield: Changes in the Day to Day Life of Patricia Collen

ERIC Educational Resources Information Center

Cadbury, Heather; Whitmore, Michelle

2010-01-01

The article explores the changes in care over the years for people with a learning disability by focusing on the life story of one individual, Patricia Collen, who spent many years within an institution. Her story shows that it is possible for people with a learning disability to live a full and active life, either in the community or within an…

Single Landmark Learning in Rats: Sex Differences in a Navigation Task

ERIC Educational Resources Information Center

Forcano, L.; Santamaria, J.; Mackintosh, N. J.; Chamizo, V. D.

2009-01-01

In Experiments 1 and 2, rats were trained in a Morris pool to find a hidden platform located some distance away from a single landmark. Males learned to swim to the platform faster than females, but on test trials without the platform, males, unlike females, spent less time in the platform quadrant of the pool in the second half of each test trial…

Cumulative versus end-of-course assessment: effects on self-study time and test performance.

PubMed

Kerdijk, Wouter; Cohen-Schotanus, Janke; Mulder, B Florentine; Muntinghe, Friso L H; Tio, René A

2015-07-01

Students tend to postpone preparation for a test until the test is imminent, which raises various risks associated with 'cramming' behaviours, including that for suboptimal learning. Cumulative assessment utilises spaced testing to stimulate students to study more frequently and to prevent procrastination. This randomised controlled study investigated how cumulative assessment affects time spent on self-study and test performance compared with end-of-course assessment. A total of 78 undergraduate medical students in a Year 2 pre-clinical course were randomly assigned to either of two conditions. Students in the cumulative assessment condition were assessed in weeks 4, 8 and 10. Students in the end-of-course assessment condition were assessed in week 10 only. Each week, students reported the number of hours they spent on self-study. Students in the cumulative assessment condition (n = 25) spent significantly more time on self-study than students in the end-of-course assessment condition (n = 37) in all weeks of the course except weeks 5, 9 and 10. Overall, the cumulative assessment group spent 69 hours more on self-study during the course than did the control group, although the control group spent 7 hours more in studying during the final week of the course than did the cumulative assessment group. Students in the cumulative assessment condition scored slightly higher on questions concerning the content of the last part of the course. Cumulative assessment encourages students to distribute their learning activities over a course, which leaves them more opportunity to study the content of the last part of the course prior to the final examination. There was no evidence for a short-term effect of cumulative assessment on overall knowledge gain. We hypothesise that larger positive effects might be found if retention were to be measured in the long term. © 2015 John Wiley & Sons Ltd.

Behavioral performance altering effects of MK-801 in zebrafish (Danio rerio)

PubMed Central

Sison, Margarette; Gerlai, Robert

2011-01-01

MK-801, a non-competitive NMDA-R antagonist, has been utilized in the analysis of mammalian learning and memory. The zebrafish is a novel vertebrate study species that has been proposed for the analysis of the mechanisms of learning and memory. Although learning paradigms have been developed for this species, psychopharmacological characterization of its behavioral responses is rudimentary. Before one attempts the analysis of the effects of MK-801 on learning and memory in zebrafish, one needs to know whether this drug affects motor function, perception and/or motivation, factors that may influence performance in learning tasks. Here we conduct dose response analyses investigating the effects of 0, 2, 20 and 100 µM MK-801 administered 24 hours or 30 minutes before the behavioral test, or during the test. We analyze responses in the open tank to measure motor and posture patterns, in the light dark paradigm to evaluate visual perception, and in a group preference task to attempt to quantify motivation. Our results show a significant performance alteration only in the highest (100 µM) dose groups. These fish spent more time on the bottom of their tank, showed elevated erratic movement, increased their clockwise and counterclockwise turning frequency, and reduced the time spent near a shoal stimulus, behavioral alterations that also depended upon the timing of drug administration. Thus, using the current delivery procedures and outbred zebrafish population, the highest dose that may not lead to significant performance deficits is 20 µM, a concentration we propose to use in a future learning study in zebrafish. PMID:21333690

The effect of wheelchair propulsion style on changes in time spent in extreme wrist orientations after a bout of fatiguing propulsion.

PubMed

Zukowski, Lisa A; Hass, Chris J; Shechtman, Orit; Christou, Evangelos A; Tillman, Mark D

2017-10-01

This study compared how wheelchair propulsion styles affect changes in percentage of time spent in extreme wrist orientations, which have been associated with median nerve injury, after a fatiguing bout of propulsion. Twenty novice, non-disabled adult males learned arcing (ARC) and semicircular (SEMI) propulsion styles and utilised each to perform a wheelchair fatigue protocol. ARC and SEMI did not significantly differ in terms of changes after the fatigue protocol in percentage of time spent in extreme flexion/extension or radial/ulnar deviation at the push phase beginning or end. A pattern was observed, although not significant, of greater increases in percentage of time spent in extreme wrist extension and ulnar deviation during the push phase beginning and ulnar deviation during the push phase end while utilising SEMI relative to ARC. This study evinces that individual differences are greater than observed changes in extreme wrist orientations for both propulsion styles. Practitioner Summary: How wheelchair propulsion styles change with fatigue in terms of extreme wrist orientations was examined. This study evinces that individual differences are greater than observed changes in extreme wrist orientations for both propulsion styles and point towards the need for future research on individual differences utilising propulsion styles.

A Quasi Experiment to Determine the Effectiveness of a "Partially Flipped" versus "Fully Flipped" Undergraduate Class in Genetics and Evolution

ERIC Educational Resources Information Center

Adams, Alison E. M.; Garcia, Jocelyn; Traustadóttir, Tinna

2016-01-01

Two sections of Genetics and Evolution were taught by one instructor. One group (the fully flipped section) had the entire class period devoted to active learning (with background material that had to be watched before class), and the other group (the partially flipped section) had just a portion of class time spent on active learning (with the…

Preliminary Evidence of a Relationship between the Use of Online Learning and Academic Performance in a South African First-Year University Accounting Course

ERIC Educational Resources Information Center

Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

2014-01-01

This paper examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results…

Virtual Morris task responses in individuals in an abstinence phase from alcohol.

PubMed

Ceccanti, Mauro; Coriale, Giovanna; Hamilton, Derek A; Carito, Valentina; Coccurello, Roberto; Scalese, Bruna; Ciafrè, Stefania; Codazzo, Claudia; Messina, Marisa Patrizia; Chaldakov, George N; Fiore, Marco

2018-02-01

The present study was aimed at examining spatial learning and memory, in 33 men and 12 women with alcohol use disorder (AUD) undergoing ethanol detoxification, by using a virtual Morris task. As controls, we recruited 29 men and 10 women among episodic drinkers without a history of alcohol addiction or alcohol-related diseases. Elevated latency to the first movement in all trials was observed only in AUD persons; furthermore, control women had longer latencies compared with control men. Increased time spent to reach the hidden platform in the learning phase was found for women of both groups compared with men, in particular during trial 3. As predicted, AUD persons (more evident in men) spent less time in the target quadrant during the probe trial; however, AUD women had longer latencies to reach the platform in the visible condition during trials 6 and 7 that resulted in a greater distance moved. As for the probe trial, men of both groups showed increased virtual locomotion compared with the women of both groups. The present investigation confirms and extends previous studies showing (i) different gender responses in spatial learning tasks, (ii) some alterations due to alcohol addiction in virtual spatial learning, and (iii) differences between AUD men and AUD women in spatial-behaviour-related paradigms.

Schooltime, Classtime, and Academic Learning Time in Rural Highland Puno, Peru.

ERIC Educational Resources Information Center

Hornberger, Nancy H.

1987-01-01

Uses data from ethnographic study in two Quechua-speaking communities of Puno, Peru, to explore schooltime spent in other-than-academic endeavors. Documents uses to which schooltime is put in these communities, and then seeks to account for observed uses of time in terms of ethnographically derived insights as to social, cultural, economic, and…

Conative aptitudes in science learning

NASA Astrophysics Data System (ADS)

Jackson, Douglas Northrop, III

2000-09-01

The conative domain of aptitude constructs spans the domains of individual differences in motivation and volition. This research sampled a broad range of conative constructs, including achievement motivation, anxiety, goal orientations, and interest, among others. The purpose was threefold: (a) to explore relationships among conative constructs hypothesized to affect student commitment to learning and subsequent performance, (b) to determine whether or not individual differences in conative constructs were associated with the learning activities and time-on-task of students learning science, and (c) to ascertain whether or not the conative constructs and the time and activity variables were associated with performance differences in a paper-and-pencil science recall measure. This research consisted of three separate studies. Study I involved 60 U.S. college students. In Study II, 234 Canadian high school students participated. These two studies investigated the construct validity of a selection of conative constructs. A principal components analysis of the measures was undertaken and yielded seven components: Pursuit of Excellence, Evaluation Anxiety, Self-Reported Grades, Science Confidence, Science Interest vs. Science Ambivalence, Performance Orientation, and Verbal Ability. For Study III, 82 Canadian high school students completed the same conative questionnaires as were administered in Study II. A computerized environment patterned after an internet browser allowed students to learn about disease-causing microbes. The environment yielded aggregate measures of the time spent learning science, the time spent playing games, the number of games played, and the number of science-related learning activities engaged in by each student. Following administration of the computerized learning environment, students were administered a paper-and pencil science recall measure. Study III found support for the educational importance of the conative variables. Among the principal components, the strongest positive relationship was found between Science Interest vs. Science Ambivalence and performance on the recall measure. Scores on the conative variables were also correlated with both the time and activity variables from the computerized learning task. The implications of the findings are discussed with regard to the construct validation of conative constructs, the use of conative constructs for future educational research, and the design of computerized learning environments for both educational research and applied use.

A comparison of behavior for two cohorts of captive-reared greater sandhill cranes released in northern Arizona

USGS Publications Warehouse

Mummert, D.P.; Chambers, C.L.; Ellis, D.H.

2001-01-01

To determine how the behavior of greater sandhill cranes (Grus canadensis tabida) changes according to time of year, time of day, and number of days after release, we observed the activities of 2 groups of captive-reared greater sandhill cranes at Mormon Lake, northern Arizona. The behaviors we compared were alert, loafing, sleeping, foraging, preening, locomotion, and other. We found costume-reared subadult greater sandhill cranes that were established at the study site for a year spent more time foraging and being alert towards predators than parent-reared juvenile greater sandhill cranes that were recently released from captivity. We also found that with time juvenile sandhill cranes were increasingly alert and spent less time loafing. It appeared that captive-reared juvenile sandhill cranes learn behavior important for survival from previously released captive-reared cranes.

From Atmospheric Scientist to Data Scientist

NASA Astrophysics Data System (ADS)

Knuth, S. L.

2015-12-01

Most of my career has been spent analyzing data from research projects in the atmospheric sciences. I spent twelve years researching boundary layer interactions in the polar regions, which included five field seasons in the Antarctic. During this time, I got both a M.S. and Ph.D. in atmospheric science. I learned most of my data science and programming skills throughout this time as part of my research projects. When I graduated with my Ph.D., I was looking for a new and fresh opportunity to enhance the skills I already had while learning more advanced technical skills. I found a position at the University of Colorado Boulder as a Data Research Specialist with Research Computing, a group that provides cyber infrastructure services, including high-speed networking, large-scale data storage, and supercomputing, to university students and researchers. My position is the perfect merriment between advanced technical skills and "softer" skills, while at the same time understanding exactly what the busy scientist needs to understand about their data. I have had the opportunity to help shape our university's data education system, a development that is still evolving. This presentation will detail my career story, the lessons I have learned, my daily work in my new position, and some of the exciting opportunities that opened up in my new career.

Screen Time, How Much Is Too Much? The Social and Emotional Costs of Technology on the Adolescent Brain

ERIC Educational Resources Information Center

DeWeese, Katherine Lynn

2014-01-01

Screen time no longer means just the amount of time one spends in front of the television. Now it is an aggregate amount of time spent on smartphones, computers as well as multitasking with different devices. How much are the glowing rectangles taking away from adolescent social and emotional health? How is it changing how students learn and how…

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom

PubMed Central

Hogg, Abigail

2017-01-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count. PMID:28970604

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom.

PubMed

Persky, Adam M; Hogg, Abigail

2017-08-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

Spectrum Access In Cognitive Radio Using a Two-Stage Reinforcement Learning Approach

NASA Astrophysics Data System (ADS)

Raj, Vishnu; Dias, Irene; Tholeti, Thulasi; Kalyani, Sheetal

2018-02-01

With the advent of the 5th generation of wireless standards and an increasing demand for higher throughput, methods to improve the spectral efficiency of wireless systems have become very important. In the context of cognitive radio, a substantial increase in throughput is possible if the secondary user can make smart decisions regarding which channel to sense and when or how often to sense. Here, we propose an algorithm to not only select a channel for data transmission but also to predict how long the channel will remain unoccupied so that the time spent on channel sensing can be minimized. Our algorithm learns in two stages - a reinforcement learning approach for channel selection and a Bayesian approach to determine the optimal duration for which sensing can be skipped. Comparisons with other learning methods are provided through extensive simulations. We show that the number of sensing is minimized with negligible increase in primary interference; this implies that lesser energy is spent by the secondary user in sensing and also higher throughput is achieved by saving on sensing.

Electives: isn't it time for a change?

PubMed

Dowell, Jon; Merrylees, Neil

2009-02-01

Medical student electives are memorable learning experiences, of which approximately 40% are spent in developing countries. Students often have laudable motivation but are rarely helped to learn most effectively or contribute meaningfully whilst away. Each year an estimated 350 years of elective time is spent in developing countries (by students from the UK alone), which represents substantial opportunity. We conducted a literature search prior to developing an alternative approach towards electives based upon educational and ethical principles. Despite their anecdotal value there has been little empirical research conducted into electives. From our review we identified four key learning domains (Clinical Knowledge and Skills, Attitudes, Global Perspectives, Personal and Professional Development) and two broader issues (Institutional Benefits and Moral/Ethical Considerations). Potentially beneficial and more structured alternatives are emerging and improvements appear possible through institutional collaborations and greater planning in order to maximise the educational experience, opportunities to contribute and minimise the risks involved in electives. Electives are a highlight of clinical training but probably often represent missed opportunities. There are both educational and moral reasons for seeking more considered approaches to reduce the 'medical tourism' that can result from the current largely ad hoc arrangements.

Demographic and academic-related differences between standard-entry and graduate-entry nursing students: a prospective correlational survey.

PubMed

Everett, Bronwyn; Salamonson, Yenna; Trajkovski, Suza; Fernandez, Ritin

2013-07-01

Students who enroll in graduate-entry nursing programs are described as more highly motivated, scoring higher in most learning strategies, and achieving greater academic success than standard-entry nursing students. A prospective correlational design was used to compare the demographic and academic-related characteristics of standard-entry and graduate-entry nursing students in their first year of study. Between 2007 and 2011, students enrolled in the Bachelor of Nursing, Standard Entry and the Bachelor Nursing, Graduate Entry at a large Australian university were surveyed in the first year of their program. Data included English-language usage and time spent in paid work, as well as four dimensions of Pintrich's Motivated Strategies for Learning Questionnaire. Survey data was linked to students' academic grades at the end of the semester. A total of 730 students completed the survey and consented to collection of their academic grades. Graduate-entry students were more likely to be older (28.6 vs. 24.3 years, P < 0.001), and there was a higher percentage of males (25.2% vs. 15.9%, P = 0.003). Although no difference was identified between groups for use of Extrinsic Goal Orientation as a learning strategy, the graduate-entry students were more likely to identify Peer Learning, Help Seeking and Critical Thinking as strategies for learning than the standard-entry students (P < 0.001). Further, while this group of students achieved a higher mean GPA (4.8 vs. 4.0, P < 0.001) compared to the standard-entry students, regression analyses revealed that in both groups, lower levels of English-language proficiency and increased time spent in paid work were predictors of poorer academic performance. Similar to US-based studies, demographic and academic-related differences were identified between standard-entry and graduate-entry nursing students. However, the study also highlights lower levels of English-language proficiency and increased time spent in paid work negatively impacted academic performance in both groups of nursing students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Exhibits and More: How Scientists Can Partner with Aquariums and Science Centers

NASA Astrophysics Data System (ADS)

Spitzer, B.

2004-12-01

Informal science institutions include science museums, aquariums, zoos, nature centers and other institutions that offer the public opportunities for free-choice, voluntary, and self-directed learning. Less than 20% of our lives is spent in formal schooling, and even among schoolchildren only 20% of their waking hours are spent in the classroom. Informal science institutions can have a significant impact on what the public knows, believes, and cares about. These institutions reach very large audiences, and are considered trusted information sources by the general public. Informal science institutions offer a wide range of learning opportunities including exhibits, films, professional development for teachers, educational programs for children and adults, field trips, publications, websites, and more. Many informal learning centers are experienced in working with scientists as content experts, welcome their participation, make efficient use of their time, and are skilled at translating science for the general public. Several case studies will illustrate successful models for scientists engaging in development of exhibits, films, programs, and educational materials.

School's out: what are urban children doing? The Summer Activity Study of Somerville Youth (SASSY)

PubMed Central

2010-01-01

Background Research indicates that in the United States, children experience healthier BMI and fitness levels during school vs. summer, but research is limited. The primary goal of this pilot study was to assess where children spend their time during the months that school is not in session and to learn about the different types of activities they engage in within different care settings. A secondary goal of this pilot study was to learn what children eat during the summer months. Methods A nine-week summer study of 57 parents of second and third grade students was conducted in an economically, racial/ethnically and linguistically diverse US urban city. Weekly telephone interviews queried time and activities spent on/in 1) the main caregiver's care 2) someone else's care 3) vacation 4) and camp. Activities were categorised as sedentary, light, moderate, or vigorous (0-3 scale). For each child, a mean activity level was calculated and weighted for proportion of time spent in each care situation, yielding a weighted activity index. On the last phone call, parents answered questions about their child's diet over the summer. Two post-study focus groups were conducted to help interpret findings from the weekly activity interviews. Results The mean activity index was 1.05 ± 0.32 and differed between gender (p = 0.07), education (p = 0.08) and primary language spoken in the household (p = 0.01). Children who spent a greater percentage of time in parent care had on average a lower activity index (β = -0.004, p = 0.01) while children who spent a greater percentage of time in camp had a higher activity index (β = 0.004, p = 0.03). When stratified into type of camp, percentage of time spent in active camp was also positively associated with mean activity index (β = 0.005, p =< 0.001). With regards to diet, after adjusting for maternal education, children who attended less than five weeks of camp were four times more likely to eat their meals in front of the TV often/almost all of the time (OR = 4.0, 95%CI 1.0-16.2, p < 0.06). Conclusions Summer activities and some dietary behaviours are influenced by situation of care and socio-demographic characteristics. In particular, children who spend a greater proportion of time in structured environments appear to be more active. We believe that this pilot study is an important first step in our understanding of what children do during the summer months. PMID:20334661

School's out: what are urban children doing? The Summer Activity Study of Somerville Youth (SASSY).

PubMed

Tovar, Alison; Lividini, Keith; Economos, Christina D; Folta, Sara; Goldberg, Jeanne; Must, Aviva

2010-03-24

Research indicates that in the United States, children experience healthier BMI and fitness levels during school vs. summer, but research is limited. The primary goal of this pilot study was to assess where children spend their time during the months that school is not in session and to learn about the different types of activities they engage in within different care settings. A secondary goal of this pilot study was to learn what children eat during the summer months. A nine-week summer study of 57 parents of second and third grade students was conducted in an economically, racial/ethnically and linguistically diverse US urban city. Weekly telephone interviews queried time and activities spent on/in 1) the main caregiver's care 2) someone else's care 3) vacation 4) and camp. Activities were categorised as sedentary, light, moderate, or vigorous (0-3 scale). For each child, a mean activity level was calculated and weighted for proportion of time spent in each care situation, yielding a weighted activity index. On the last phone call, parents answered questions about their child's diet over the summer. Two post-study focus groups were conducted to help interpret findings from the weekly activity interviews. The mean activity index was 1.05 +/- 0.32 and differed between gender (p = 0.07), education (p = 0.08) and primary language spoken in the household (p = 0.01). Children who spent a greater percentage of time in parent care had on average a lower activity index (beta = -0.004, p = 0.01) while children who spent a greater percentage of time in camp had a higher activity index (beta = 0.004, p = 0.03). When stratified into type of camp, percentage of time spent in active camp was also positively associated with mean activity index (beta = 0.005, p =< 0.001). With regards to diet, after adjusting for maternal education, children who attended less than five weeks of camp were four times more likely to eat their meals in front of the TV often/almost all of the time (OR = 4.0, 95%CI 1.0-16.2, p < 0.06). Summer activities and some dietary behaviours are influenced by situation of care and socio-demographic characteristics. In particular, children who spend a greater proportion of time in structured environments appear to be more active. We believe that this pilot study is an important first step in our understanding of what children do during the summer months.

Delayed benefit of naps on motor learning in preschool children.

PubMed

Desrochers, Phillip C; Kurdziel, Laura B F; Spencer, Rebecca M C

2016-03-01

Sleep benefits memory consolidation across a variety of domains in young adults. However, while declarative memories benefit from sleep in young children, such improvements are not consistently seen for procedural skill learning. Here we examined whether performance improvements on a procedural task, although not immediately observed, are evident after a longer delay when augmented by overnight sleep (24 h after learning). We trained 47 children, aged 33-71 months, on a serial reaction time task and, using a within-subject design, evaluated performance at three time points: immediately after learning, after a daytime nap (nap condition) or equivalent wake opportunity (wake condition), and 24 h after learning. Consistent with previous studies, performance improvements following the nap did not differ from performance improvements following an equivalent interval spent awake. However, significant benefits of the nap were found when performance was assessed 24 h after learning. This research demonstrates that motor skill learning is benefited by sleep, but that this benefit is only evident after an extended period of time.

The Right Fit

ERIC Educational Resources Information Center

McGee, Tim

2008-01-01

Students in primary and secondary school can expect to be at school an average of seven hours a day; students attending college are encouraged to dedicate at least 35 hours a week to studying--in addition to time spent in the classroom. The time and energy devoted to learning does not affect just the mind; it also can take a toll on a person's…

Variations in Teachers' Management of and Time Spent on Reading Instruction: Effects on Student Learning.

ERIC Educational Resources Information Center

Felsenthal, Helen; Kirsch, Irwin

To determine if there was variability in scheduled and engaged time in reading among classrooms and in management style among teachers and to see if these factors accounted for differences on a standardized reading achievement measure, a study was conducted involving 13 fourth, fifth, and sixth grade reading classrooms. Pretest and posttest data…

The Flipped Classroom of Operations Management: A Not-for-Cost-Reduction Platform

ERIC Educational Resources Information Center

Asef-Vaziri, A.

2015-01-01

By delivering lectures online using screen capture technology, students can learn course material at the time and location of their choice, when they are in control to pause, rewind, and fast forward the professor. Class time is no longer spent teaching basic concepts, but rather focused on more value-added activities such as problem solving,…

On the Development of a Programming Teaching Tool: The Effect of Teaching by Templates on the Learning Process

ERIC Educational Resources Information Center

Al-Imamy, Samer; Alizadeh, Javanshir; Nour, Mohamed A.

2006-01-01

One of the major issues related to teaching an introductory programming course is the excessive amount of time spent on the language's syntax, which leaves little time for developing skills in program design and solution creativity. The wide variation in the students' backgrounds, coupled with the traditional classroom (one size-fits-all) teaching…

Characterizing social behavior, activity, and associations between cognition and behavior upon social grouping of weaned dairy calves.

PubMed

Horvath, K C; Miller-Cushon, E K

2018-05-09

Weaned dairy calves are commonly exposed to changing physical and social environments, and ability to adapt to novel management is likely to have performance and welfare implications. We characterized how behavioral responses of weaned heifer calves develop over time after introduction to a social group. Previously individually reared Holstein heifer calves (n = 15; 60 ± 5 d of age; mean ± standard deviation) were introduced in weekly cohorts (5 ± 3 new calves/wk) to an existing group on pasture (8 ± 2 calves/group). We measured activity and behavior on the day of initial introduction and after 1 wk, when calves were exposed to regrouping (addition of younger calves and removal of older calves from the pen). Upon introduction, calves had 2 to 3 times more visits to each region of the pasture; they also spent more time at the back of the pasture, closest to where they were introduced and furthest from the feeding area (25.13 vs. 9.63% of observation period, standard error = 5.04), compared with behavior after 1 wk. Calves also spent less time feeding (5.0 vs. 9.6% of observation period, standard error = 0.82) and self-grooming (0.52 vs. 1.31% of observation period; standard error = 0.20) and more time within 1 to 3 body lengths of another calf (16.3 vs. 11.9% of observation period, standard error = 2.3) when initially grouped. We also explored whether behavioral responses to initial postweaning grouping might be associated with individual differences in behavioral flexibility. To evaluate this, we assessed cognition of individually housed calves (n = 18) at 5 wk of age using a spatial discrimination task conducted in a T-maze to measure initial learning (ability to learn the location of a milk reward) and reversal learning (ability to relearn location of the milk reward when it was switched to opposite arm of the maze). Calves were categorized by reversal learning success (passed, n = 6, or failed, n = 8). Calves that passed the reversal learning stage of the cognitive task spent less time at the back of the pen (9.3 vs. 27.4% of observation period, standard error = 5.5) and tended to have lower latency to feed (121.8 vs. 306.2 min; standard error = 96.4) on the day of introduction compared with calves that failed reversal learning. Overall, we found that initial introduction to social grouping had a marked influence on behavior of weaned calves that decreased over time. Further, these results suggest that individual variability in cognitive ability may be predictive of behavioral responses and ability to adapt to a novel environment. Copyright © 2018 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Reading in Perspective: What Real Cops and Pretend Burglars Look for in a Story.

ERIC Educational Resources Information Center

Goetz, Ernest T.; And Others

1983-01-01

Two hypotheses (selective attention and slot filling) of how schemata enhance the learning and recall of the initial comprehension of prose material were tested. Consistent with the attention-focusing hypothesis, readers spent more time on sentences containing information important to their assigned perspective. (Author/PN)

Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

ERIC Educational Resources Information Center

Lo, Chung Kwan

2018-01-01

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

On the Fifth Day: The Pay Equals the Work.

ERIC Educational Resources Information Center

Sissom, Leighton E.

1986-01-01

Addresses the guidelines most institutions of higher learning use in determining to what extent their faculty can be involved in outside consulting. Reports on a study detailing the amount of time engineering faculty spent doing consulting. Outlines a set of pros and cons concerning faculty consulting. (TW)

Children's television: an environmental learning resource?

Treesearch

Gwen Hamlin; Yona Nelson-Shulman; Sheree West

1977-01-01

This study was designed to explore the environmental information currently available on those television programs most frequently watched by children 2 to 11. The aspects investigated were: range and type of environments shown, relative proportions of time spent on interior and exterior scenes, and verbal expressions and actions related to the environment. Exterior...

LGBT-Inclusive Language

ERIC Educational Resources Information Center

Weinberg, Michael

2009-01-01

Teachers certainly appreciate the importance of an inviting classroom environment. The money spent on posters, the greeting at the classroom door, and the time invested in learning students' names all help to create a sense of community, and students who feel they belong are more likely to do their best work. No teacher would deliberately exclude…

Active Learning? Not with My Syllabus!

ERIC Educational Resources Information Center

Ernst, Michael D.

2012-01-01

We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…

10 Writing Opportunities to "Teach to the Test"

ERIC Educational Resources Information Center

DeFauw, Danielle L.

2013-01-01

Within the current political and educative context, where high-stakes standardized assessments create a pressure-filled experience for teachers to "teach to the test," time spent on writing instruction that supports students in transferring their learning between classroom and assessment contexts is crucial. Teachers who must use prompts to…

Vulnerability Assessment of Open Source Wireshark and Chrome Browser

DTIC Science & Technology

2013-08-01

UNLIMITED 5 We spent much of the initial time learning about the logical model that modern HTML5 web browsers support, including how users interact with...are supposed to protect users of that site against cross-site scripting) and the new powerful an all-encompassing HTML5 standard. This vulnerability

Competency-Based Education: Leadership Challenges

ERIC Educational Resources Information Center

Nodine, Thad; Johnstone, Sally M.

2015-01-01

Competency-based education (CBE) refers to online and hybrid courses and programs that offer credit or degrees based on evidence of student learning, or competencies, rather than on the amount of time spent in a course. Students work at their own pace, receive personalized academic support, and demonstrate mastery as they progress through their…

The Flip Side of Flipped Language Teaching

ERIC Educational Resources Information Center

Lyddon, Paul A.

2015-01-01

The past decade has seen a growing interest in "flipped teaching", an inversion of traditional teaching methods, whereby instruction formerly taking place in the classroom is made accessible online and lesson time is spent on interaction. Until very recently, flipped learning was largely limited to the Science, Technology, Engineering,…

Assimilating Digital Immigrants into High-Access Learning Environments

ERIC Educational Resources Information Center

Roseberry, Jason

2016-01-01

As schools have placed an increased emphasis on instructional technology, the amount of money spent on hardware and student devices in classrooms has increased significantly (Nagel, 2014). Because administrators are underestimating the instructional shift required for effective integration of these devices, they are not allocating enough time and…

Transcendental Meditation and Progressive Relaxation: Their Physiological Effects.

ERIC Educational Resources Information Center

Throll, D. A.

1982-01-01

Measured oxygen consumption, subjects' respiration rate, heart rate, and blood pressure before and after learned Transcendental Meditation (TM) or Jacobson's Progressive Relaxation. Found TM group displayed more significant decreases during meditation and activity, explained primarily in terms of greater amount of time the TM group spent on their…

Integrating Technology into the Montessori Elementary Classroom.

ERIC Educational Resources Information Center

Hubbell, Elizabeth Ross

2003-01-01

Asserts that if used correctly, with forethought and respect to the Montessori philosophy, technology will advance and complement the experiences made available to children. Addresses the integration of technology into the Montessori elementary classroom focusing on the learning environment and the reduction of teacher time spent on tedious tasks.…

Behaviors observed during S− in a simple discrimination learning task1

PubMed Central

Rand, Judith F.

1977-01-01

Key pecking of pigeons was reinforced with food in the presence of a horizontal line and never reinforced in the presence of a vertical line. Highly stereotyped behaviors, as well as key pecking, were observed and recorded in the presence of both stimuli. Results showed that a high proportion of time spent in the presence of the horizontal line was occupied by key pecking, a high proportion of time in the presence of the vertical line was occupied by stereotyped nonkey-pecking behaviors, and intermediate proportions of time spent in the presence of intermediate stimuli were occupied by each class of behavior during generalization tests. Similar running rates (number of key pecks divided by observed key-pecking time) were obtained in the presence of all stimuli, indicating that changes in time rather than tempo accounted for the changes in overall rates of key pecking. An exception occurred in responding to the horizontal line as differential performance was developing. In addition to an increase in time spent key pecking, increased running rates occurred in seven of eight birds, suggesting that both time allocation and tempo play a role in behavioral contrast of overall rates of key pecking. ImagesFig. 2a.Fig. 2b. PMID:16811968

Time Well Spent? Relating Television Use to Children’s Free-Time Activities

PubMed Central

Vandewater, Elizabeth A.; Bickham, David S.; Lee, June H.

2010-01-01

OBJECTIVES This study assessed the claim that children’s television use interferes with time spent in more developmentally appropriate activities. METHODS Data came from the first wave of the Child Development Supplement, a nationally representative sample of children aged 0 to 12 in 1997 (N = 1712). Twenty-four-hour time-use diaries from 1 randomly chosen weekday and 1 randomly chosen weekend day were used to assess children’s time spent watching television, time spent with parents, time spent with siblings, time spent reading (or being read to), time spent doing homework, time spent in creative play, and time spent in active play. Ordinary least squares multiple regression was used to assess the relationship between children’s television use and time spent pursuing other activities. RESULTS Results indicated that time spent watching television both with and without parents or siblings was negatively related to time spent with parents or siblings, respectively, in other activities. Television viewing also was negatively related to time spent doing homework for 7- to 12-year-olds and negatively related to creative play, especially among very young children (younger than 5 years). There was no relationship between time spent watching television and time spent reading (or being read to) or to time spent in active play. CONCLUSIONS The results of this study are among the first to provide empirical support for the assumptions made by the American Academy of Pediatrics in their screen time recommendations. Time spent viewing television both with and without parents and siblings present was strongly negatively related to time spent interacting with parents or siblings. Television viewing was associated with decreased homework time and decreased time in creative play. Conversely, there was no support for the widespread belief that television interferes with time spent reading or in active play. PMID:16452327

High-School Students' Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning

NASA Astrophysics Data System (ADS)

Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung

2017-04-01

The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students' understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants' understanding of the epistemic knowledge of science; and (3) students' interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.

A Panel Analysis of Student Mathematics Achievement in the US in the 1990s: Does Increasing the Amount of Time in Learning Activities Affect Math Achievement?

ERIC Educational Resources Information Center

Aksoy, Tevfik; Link, Charles R.

2000-01-01

Uses panel estimation techniques to estimate econometric models of mathematics achievement determinants for a nationally representative sample of high-school students. Extra time spent on math homework increases test scores; an extra hour of TV viewing negatively affects scores. Longer math periods also help. (Contains 56 references.) (MLH)

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.

U.S. sent fuel shipment experience by rail

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

Colborn, K.

2007-07-01

As planning for the large scale shipment of spent nuclear fuel to Yucca Mountain proceeds to address these challenges, actual shipments of spent fuel in other venues continues to provide proof that domestic rail spent fuel shipments can proceed safely and effectively. This paper presents some examples of recently completed spent fuel shipments, and the shipment of large low-level radioactive waste shipments offering lessons learned that may be beneficial to the planning process for large scale spent fuel shipments in the US. (authors)

Student Leadership Education in Elementary Classrooms

ERIC Educational Resources Information Center

Hess, Lindsay

2010-01-01

As I began my career as a teacher, I assumed leadership education would naturally be integrated into the elementary classroom curriculum because I was intrigued by this topic. However, as I spent more time in the classroom I quickly realized leadership skills were not part of regular classroom learning or practice for elementary age students. I…

Preschool Contexts and Teacher Interactions: Relations with School Readiness

ERIC Educational Resources Information Center

Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A.

2016-01-01

The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants…

29 CFR 29.7 - Apprenticeship agreement.

Code of Federal Regulations, 2012 CFR

2012-07-01

... spent by the apprentice in work on the job in a time-based program; or a description of the skill sets to be attained by completion of a competency-based program, including the on-the-job learning... hours per year. (f) A statement setting forth a schedule of the work processes in the occupation or...

29 CFR 29.7 - Apprenticeship agreement.

Code of Federal Regulations, 2013 CFR

2013-07-01

... spent by the apprentice in work on the job in a time-based program; or a description of the skill sets to be attained by completion of a competency-based program, including the on-the-job learning... hours per year. (f) A statement setting forth a schedule of the work processes in the occupation or...

A Longitudinal Study of Principals' Activities and Student Performance

ERIC Educational Resources Information Center

May, Henry; Huff, Jason; Goldring, Ellen

2012-01-01

Although a substantial amount of research on school leadership has focused on what principals may do to improve teaching and learning, little of this research has explored how principals' time spent on leadership activities may relate to and possibly affect student performance. This article presents results from a 3-year longitudinal study of…

The Potential Impact of Computer-Aided Assessment Technology in Higher Education

ERIC Educational Resources Information Center

Tshibalo, A. E.

2007-01-01

Distance learning generally separates students from educators, and demands that interventions be put in place to counter the constraints that this distance poses to learners and educators. Furthermore "Increased number of students in Higher Education and the corresponding increase in time spent by staff on assessment has encouraged interest…

A Novel Approach for Collaborative Pair Programming

ERIC Educational Resources Information Center

Goel, Sanjay; Kathuria, Vanshi

2010-01-01

The majority of an engineer's time in the software industry is spent working with other programmers. Agile methods of software development like eXtreme Programming strongly rely upon practices like daily meetings and pair programming. Hence, the need to learn the skill of working collaboratively is of primary importance for software developers.…

Relationship between Spatial Abilities, Mental Rotation and Functional Anatomy Learning

ERIC Educational Resources Information Center

Guillot, Aymeric; Champely, Stephane; Batier, Christophe; Thiriet, Patrice; Collet, Christian

2007-01-01

This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered.…

Bury my Face in Casting Plaster

ERIC Educational Resources Information Center

Judnick, Don

1976-01-01

As part of an introductory course in figure drawing, art students spent some time doing portrait studies and profile drawings. When the teacher threw in an ancedote on life masks, it had a double impact. Students learned to better understand underlying bone structure and facial planes and to create a new art product. (Author/RK)

Using Modules in Teaching Complex Analysis

ERIC Educational Resources Information Center

Kinney, William M.

2017-01-01

Educational modules can play an important part in revitalizing the teaching and learning of complex analysis. At the Westmont College workshop on the subject in June 2014, time was spent generating ideas and creating structures for module proposals. Sharing some of those ideas and giving a few example modules is the main purpose of this paper. The…

Smart, Bold Reform for Powerful Schools

ERIC Educational Resources Information Center

Cahill, Michelle

2009-01-01

Over the past 10 years, the author has spent time in hundreds of high schools reviewing data; observing classes; learning about interventions and whole-school reforms; and speaking with principals, teachers, counselors, and students. She has also been a district leader in New York City responsible for high school reform that has achieved promising…

Darwin and Teacher: An Analysis of the Mentorship between Charles Darwin and Professor John Henslow.

ERIC Educational Resources Information Center

McGreevy, Ann

1990-01-01

The paper examines the mentorship between Charles Darwin and his teacher, John Stevens Henslow of Cambridge University (England). The importance of a mentor in stimulating creative productivity is demonstrated through discussion of their teaching and learning styles, their interests, their time spent together, and Henslow's character traits.…

Theme Kits Made Easy.

ERIC Educational Resources Information Center

Eslinger, Leslie Silk

Recognizing the long-lasting impact of young childrens learning through themes as well as the amount of teacher time spent in preparing for this type of teaching, this kit is designed to help teachers avoid the shortcomings of theme-based teaching, while capitalizing on the benefits of this approach. The book is presented in two sections. The…

Collaborating for Equity: A Scan of the Los Angeles Educational Ecosystem. Summary

ERIC Educational Resources Information Center

Potochnik, Tracie; Romans, Angela N.

2016-01-01

Los Angeles has an educational ecosystem that is rich with partners committed to providing equitable access to learning opportunities for students. Throughout the 2014-2015 school year, the "Annenberg Institute for School Reform at Brown University" (AISR) spent time meeting with a range of partners, including the Los Angeles Unified…

Collaborating for Equity: A Scan of the Los Angeles Educational Ecosystem. Full Report

ERIC Educational Resources Information Center

Potochnik, Tracie; Romans, Angela N.

2015-01-01

Los Angeles has an educational ecosystem that is rich with partners committed to providing equitable access to learning opportunities for students. Throughout the 2014-2015 school year, the "Annenberg Institute for School Reform at Brown University" (AISR) spent time meeting with a range of partners, including the Los Angeles Unified…

Learning to Care.

ERIC Educational Resources Information Center

Melson, Gail F.; Fogel, Alan

1992-01-01

Describes research on nurturance, focusing on one study of children aged two through six and their interactions with a baby. Boys were found to be as nurturing as girls, but in different ways. Describes a parent survey indicating that girls spent more time than boys playing with and caring for babies. Notes the societal influences on children's…

The relationship between inquiry-based science instruction and student achievement

NASA Astrophysics Data System (ADS)

Suarez, Michael Louis

Teaching science through inquiry has become a focus of recent educational reform in Mississippi and other states. Based on the Constructivist learning theory, inquiry instruction can take many forms, but generally follows the scientific method by requiring students to learn concepts through experimentation and real-world, hands-on experiences. This dissertation examines the relationship between the amounts of time spent using inquiry-based science instruction and student achievement as measured by the Mississippi State Science Assessment. The study also identifies teacher perceptions of inquiry and the amount of professional development received by participants on using inquiry-based instructional techniques. Finally, this study identifies factors that hinder the use of inquiry. Using a 24-question written survey, the researcher collected quantitative data from 204 science teachers in grades K-8 in four southern Mississippi school districts. Participants rated their average amount of time spent using inquiry-based science instruction in their classrooms. These results were then compared to each school's average test score on the 2009-2010 Mississippi State Science Assessment using a Spearman rho correlation. A significant positive relationship was found between amounts of time spent using inquiry-based science instruction and student achievement. The participants also indicated their perceptions of inquiry, amount of professional development, and deterrents to inquiry usage on a five-point Likert scale survey. Overall, participants held a favorable opinion of inquiry-based instruction and felt that it was important for their students' success. Over half of participants had not attended professional development on inquiry-based instruction. A majority indicated a desire for professional development. The most commonly identified factor hindering the use of inquiry was a lack of materials and resources. Many participants also indicated that time constraints prevented more frequent use of inquiry in their classrooms.

Selection for delayed maturity : Does it take 20 years to learn to hunt and gather?

PubMed

Jones, Nicholas Blurton; Marlowe, Frank W

2002-06-01

Humans have a much longer juvenile period (weaning to first reproduction, 14 or more years) than their closest relatives (chimpanzees, 8 years). Three explanations are prominent in the literature. (a) Humans need the extra time to learn their complex subsistence techniques. (b) Among mammals, since length of the juvenile period bears a constant relationship to adult lifespan, the human juvenile period is just as expected. We therefore only need to explain the elongated adult lifespan, which can be explained by the opportunity for older individuals to increase their fitness by providing for grandchildren. (c) The recent model by Kaplan and colleagues suggests that longevity and investment in "embodied capital" will coevolve, and that the need to learn subsistence technology contributed to selection for our extended lifespan.We report experiments designed to test the first explanation: human subsistence technology takes many years to learn, and spending more time learning it gives reproductive benefits that outweight lost time. Taking away some of this time should lead to deficits in efficiency. We paid Hadza foragers to participate in tests of important subsistence skills. We compared efficiency of males and females at digging tubers. They differ greatly in time spent practicing digging but show no difference in efficiency. Children who lost "bush experience" by spending years in boarding school performed no worse at digging tubers or target archery than those who had spent their entire lives in the bush. Climbing baobab trees, an important and dangerous skill, showed no change with age among those who attempted it. We could show no effects of practice time.These findings do not support what we label "the practice theory," but we discuss ways in which the theory could be defended; for example, some as-yet-untested skill may be greatly impaired by loss of a few years of the juvenile period. Our data also show that it is not safe to assume that increases in skill with age are entirely due to learning or practice; they may instead be due to increases in size and strength.

The spatial learning and memory performance in methamphetamine–sensitized and withdrawn rats

PubMed Central

Bigdeli, Imanollah; Asia, Masomeh Nikfarjam- Haft; Miladi-Gorji, Hossein; Fadaei, Atefeh

2015-01-01

Objective(s): There is controversial evidence about the effect of methamphetamine (METH) on spatial memory. We tested the time- dependent effects of METH on spatial short-term (working) and long-term (reference) memory in METH –sensitized and withdrawn rats in the Morris water maze. Materials and Methods: Rats were sensitized to METH (2 mg/kg, daily/5 days, SC). Rats were trained in water maze (4 trials/day/for 5 days). Probe test was performed 24 hr after training. Two days after probe test, working memory training (2 trials/day/for 5 days) was conducted. Acquisition–retention interval was 75 min. The treatment was continued per day 30 and 120 min before the test. Two groups of METH –sensitized rats were trained in reference memory after a longer period of withdrawal (30 days). Results: Sensitized rats exhibited significantly longer escape latencies on the training, spent significantly less time in the target zone (all, P<0.05), and their working memory impaired 30 min after injection. While, METH has no effect on the spatial learning process 120 min after injection, and rats spent significantly less time in the target zone (P<0.05), as well it has no effect on working memory. Also, impairment of reference memory persisted after prolonged abstinence. Conclusion: Our findings indicated that METH impaired spatial learning and memory 30 min after injection, but spared spatial learning, either acquisition or retention of spatial working, but partially impaired retention of spatial reference memory following 120 min after injection in sensitized rats, which persisted even after prolonged abstinence. PMID:25945235

Do greater mouse-eared bats experience a trade-off between energy conservation and learning?

PubMed

Ruczyński, Ireneusz; Clarin, Theresa M A; Siemers, Bjoern M

2014-11-15

Bats, some species of rodents and some birds are able to save energy during the summer period by decreasing their body temperature and falling into torpor. Some studies indicate that torpor prevents sleeping and causes effects similar to sleep deprivation. Impairment of processes stabilizing memory slows down learning accuracy and speed. We conducted two experiments to test whether greater mouse-eared bats, Myotis myotis, which commonly use torpor during the summer period, experience a trade-off between energy savings and learning abilities. We compared learning speed and accuracy in bats that were exposed to low (7°C) and higher ambient temperatures (22°C) between training and experimental sessions. Tests were conducted in experiments with food reward (food search) and without food reward (perch search). Time spent with the skin temperature above 30°C was significantly longer for bats exposed to 22°C than for those exposed to 7°C, and longer in experiments with food reward than without food reward. We observed only a very weak tendency for better accuracy and shorter search times in bats exposed to 22°C than in those exposed to 7°C. Our data indicate that memory consolidation of bats under natural conditions is not affected by daily torpor when bats are in good condition and may therefore defend against a rapid fall into torpor. We suggest that homeostatic processes connected with the circadian rhythm allow protection of the consolidation of memory for relatively simple tasks despite time spent in torpor. © 2014. Published by The Company of Biologists Ltd.

Prevalence and correlates of screen-based media use among youths with autism spectrum disorders.

PubMed

Mazurek, Micah O; Shattuck, Paul T; Wagner, Mary; Cooper, Benjamin P

2012-08-01

Anecdotal reports indicate that individuals with autism spectrum disorders (ASD) are often preoccupied with television, computers, and video games (screen-based media). However, few studies have examined this issue. The current study examined screen-based media use among a large, nationally representative sample of youths participating in the National Longitudinal Transition Study-2 (NLTS2). The majority of youths with ASD (64.2%) spent most of their free time using non-social media (television, video games), while only 13.2% spent time on social media (email, internet chatting). Compared with other disability groups (speech/language impairments, learning disabilities, intellectual disabilities), rates of non-social media use were higher among the ASD group, and rates of social media use were lower. Demographic and symptom-specific correlates were also examined.

Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

PubMed

Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet

2016-05-01

Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.

Differential Die-Away Instrument: Report on Fuel Assembly Mock-up Measurements with Neutron Generator

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

Goodsell, Alison Victoria; Swinhoe, Martyn Thomas; Henzl, Vladimir

2014-09-18

Fresh fuel experiments for the differential die-away (DDA) project were performed using a DT neutron generator, a 15x15 PWR fuel assembly, and nine 3He detectors in a water tank inside of a shielded cell at Los Alamos National Laboratory (LANL). Eight different fuel enrichments were created using low enriched (LEU) and depleted uranium (DU) dioxide fuel rods. A list-mode data acquisition system recorded the time-dependent signal and analysis of the DDA signal die-away time was performed. The die-away time depended on the amount of fissile material in the fuel assembly and the position of the detector. These experiments were performedmore » in support of the spent nuclear fuel Next Generation Safeguards Initiative DDA project. Lessons learned from the fresh fuel DDA instrument experiments and simulations will provide useful information to the spent fuel project.« less

Social learning of a brood parasite by its host

PubMed Central

Feeney, William E.; Langmore, Naomi E.

2013-01-01

Arms races between brood parasites and their hosts provide model systems for studying the evolutionary repercussions of species interactions. However, how naive hosts identify brood parasites as enemies remains poorly understood, despite its ecological and evolutionary significance. Here, we investigate whether young, cuckoo-naive superb fairy-wrens, Malurus cyaneus, can learn to recognize cuckoos as a threat through social transmission of information. Naive individuals were initially unresponsive to a cuckoo specimen, but after observing conspecifics mob a cuckoo, they made more whining and mobbing alarm calls, and spent more time physically mobbing the cuckoo. This is the first direct evidence that naive hosts can learn to identify brood parasites as enemies via social learning. PMID:23760171

Social learning of a brood parasite by its host.

PubMed

Feeney, William E; Langmore, Naomi E

2013-08-23

Arms races between brood parasites and their hosts provide model systems for studying the evolutionary repercussions of species interactions. However, how naive hosts identify brood parasites as enemies remains poorly understood, despite its ecological and evolutionary significance. Here, we investigate whether young, cuckoo-naive superb fairy-wrens, Malurus cyaneus, can learn to recognize cuckoos as a threat through social transmission of information. Naive individuals were initially unresponsive to a cuckoo specimen, but after observing conspecifics mob a cuckoo, they made more whining and mobbing alarm calls, and spent more time physically mobbing the cuckoo. This is the first direct evidence that naive hosts can learn to identify brood parasites as enemies via social learning.

Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology.

PubMed

Groenwold, Rolf H H; Knol, Mirjam J

2013-07-02

Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants' learning styles (Index of Learning Styles) and their participation in live and distance education was studied. All 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation -0.5; p < 0.001). The most important reasons to attend live education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education. Distance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors.

What Counts as Effective Input for Word Learning?

ERIC Educational Resources Information Center

Shneidman, Laura A.; Arroyo, Michelle E.; Levine, Susan C.; Goldin-Meadow, Susan

2013-01-01

The talk children hear from their primary caregivers predicts the size of their vocabularies. But children who spend time with multiple individuals also hear talk that others direct to them, as well as talk not directed to them at all. We investigated the effect of linguistic input on vocabulary acquisition in children who routinely spent time…

Using Animal-Borne Cameras to Quantify Prey Field, Habitat Characteristics and Foraging Success in a Marine Top Predator

DTIC Science & Technology

2012-09-30

purpose, machine- learning method with a simple and precise mathematical formulation, and it has a number of aspects that make it well-suited for...encounters (%) Gurnard 42 Octopus 33 Jack Mackeral 6 Rays/ skates 5 Squid 3 Miscellaneous/Unidentified 11 Table 2: Proportion of dive time spent

The Effects of Visual Illustrations on Learners' Achievement and Interest in PDA- (Personal Digital Assistant) Based Learning

ERIC Educational Resources Information Center

Park, Sanghoon; Kim, Minjeong; Lee, Youngmin; Son, Chanhee; Lee, Miyoung

2005-01-01

PDAs (Personal Digital Assistants) have been used widely in educational settings. In this study, the visual illustration of a scientific text (cognitive-interest illustration, emotional-interest illustration, or no illustration) was manipulated to investigate its impact on student interest in instructional materials, achievement, and time spent on…

Summer Reading: Predicting Adolescent Word Learning from Aptitude, Time Spent Reading, and Text Type

ERIC Educational Resources Information Center

Lawrence, Joshua Fahey

2009-01-01

Mostly low-income African American and Hispanic teens (N = 192) were tested in (a) passage comprehension, (b) vocabulary ability, (c) cloze task performance, and (d) listening comprehension in the spring and vocabulary in the fall. Students were surveyed about reading (a) narrative, (b) expository, (c) teen culture, and (d) online texts.…

Wage-Earner or Family Member? FCS Students Learn How to Achieve a Balance

ERIC Educational Resources Information Center

McNabb, Tamra

2004-01-01

Successful business people in all walks of life recognize that achieving a balance between their work lives and their families is critical to their personal happiness. Although the subject is mentioned in textbooks and seminars, very little, if any, time is spent discussing how the young career person will achieve this goal. Fortunately, potential…

A Therapeutic Encounter

ERIC Educational Resources Information Center

Chambers, J.C.; D., Marie

2004-01-01

We rarely have the opportunity to know exactly what is happening in the minds and hearts of the youth we serve. After a decade has passed, the author reconnects with a young woman whose viewpoint is shared here. She shares that ten years and a lifetime have passed and she is still learning from the time spent in the counseling office. She said she…

Using Games in Online Education: Is It a Winning Strategy?

ERIC Educational Resources Information Center

Vu, Phu; Crow, Sherry R.; Fredrickson, Scott

2014-01-01

This study examined the impact of adding game elements on students' performances in an online learning setting. Two intact online graduate level course sections were chosen for this study. Each course sections had 18 students. The results of the study showed that there were significant differences in the time students spent in their courses and…

Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older

ERIC Educational Resources Information Center

Lundry, Susan L.

2015-01-01

Human beings have spent much time and effort in trying to understand themselves, others, and their world. Mankind uses intellect when trying to understand life but the majority of people continue to encounter frustration, confusion, and a variety of obstacles when dealing with daily challenges and people. Theorists and researchers understand that…

Increasing the on-Task Homework Behavior of Youth with Behavior Disorders Using Functional Behavioral Assessment

ERIC Educational Resources Information Center

Hawkins, Renee O.; Axelrod, Michael I.

2008-01-01

Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework…

Knowledge Translation versus Knowledge Integration: A "Funder's" Perspective

ERIC Educational Resources Information Center

Kerner, Jon F.

2006-01-01

Each year, billions of US tax dollars are spent on basic discovery, intervention development, and efficacy research, while hundreds of billions of US tax dollars are also spent on health service delivery programs. However, little is spent on or known about how best to ensure that the lessons learned from science inform and improve the quality of…

Adaptive Comparative Judgment: A Tool to Support Students' Assessment Literacy.

PubMed

Rhind, Susan M; Hughes, Kirsty J; Yool, Donald; Shaw, Darren; Kerr, Wesley; Reed, Nicki

Comparative judgment in assessment is a process whereby repeated comparison of two items (e.g., assessment answers) can allow an accurate ranking of all the submissions to be achieved. In adaptive comparative judgment (ACJ), technology is used to automate the process and present pairs of pieces of work over iterative cycles. An online ACJ system was used to present students with work prepared by a previous cohort at the same stage of their studies. Objective marks given to the work by experienced faculty were compared to the rankings given to the work by a cohort of veterinary students (n=154). Each student was required to review and judge 20 answers provided by the previous cohort to a free-text short answer question. The time that students spent on the judgment tasks was recorded, and students were asked to reflect on their experiences after engaging with the task. There was a strong positive correlation between student ranking and faculty marking. A weak positive correlation was found between the time students spent on the judgments and their performance on the part of their own examination that contained questions in the same format. Slightly less than half of the students agreed that the exercise was a good use of their time, but 78% agreed that they had learned from the process. Qualitative data highlighted different levels of benefit from the simplest aspect of learning more about the topic to an appreciation of the more generic lessons to be learned.

Prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time Use Survey. Cross-sectional analysis☆

PubMed Central

Adams, Jean; White, Martin

2015-01-01

This study aimed to document the prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time-Use Survey. Respondents reported their main activities, in 10 minute slots, throughout one 24 hour period. Activities were coded into 30 pre-defined codes, including ‘cooking, washing up’. Four measures of time spent cooking were calculated: any time spent cooking, 30 continuous minutes spent cooking, total time spent cooking, and longest continuous time spent cooking. Socio-demographic correlates were: age, employment, social class, education, and number of adults and children in the household. Analyses were stratified by gender. Data from 4214 participants were included. 85% of women and 60% of men spent any time cooking; 60% of women and 33% of men spent 30 continuous minutes cooking. Amongst women, older age, not being in employment, lower social class, greater education, and living with other adults or children were positively associated with time cooking. Few differences in time spent cooking were seen in men. Socio-economic differences in time spent cooking may have been overstated as a determinant of socio-economic differences in diet, overweight and obesity. Gender was a stronger determinant of time spent cooking than other socio-demographic variables. PMID:26004671

The modality and redundancy effects in multimedia learning in children with dyslexia.

PubMed

Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

2018-05-01

The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented with a series of user-paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text-and-audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support. Copyright © 2018 John Wiley & Sons, Ltd.

Prevalence and Correlates of Screen-Based Media Use among Youths with Autism Spectrum Disorders

PubMed Central

Mazurek, Micah O.; Shattuck, Paul T.; Wagner, Mary; Cooper, Benjamin P.

2012-01-01

Anecdotal reports indicate that individuals with autism spectrum disorders (ASD) are often preoccupied with television, computers, and video games (screen-based media). However, few studies have examined this issue. The current study examined screen-based media use among a large, nationally representative sample of youths participating in the National Longitudinal Transition Study – 2 (NLTS2). The majority of youths with ASD (64.2%) spent most of their free time using non-social media (television, video games), while only 13.2% spent time on social media (email, internet chatting). Compared with other disability groups (speech/language impairment, learning disabilities, intellectual disabilities), rates of non-social media use were higher among the ASD group, and rates of social media use were lower. Demographic and symptom-specific correlates were also examined. PMID:22160370

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes.

PubMed

Ferrer-Torregrosa, Javier; Jiménez-Rodríguez, Miguel Ángel; Torralba-Estelles, Javier; Garzón-Farinós, Fernanda; Pérez-Bermejo, Marcelo; Fernández-Ehrling, Nadia

2016-09-01

The establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor's help. Three teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study. The results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids. The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group. This research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

An observational study of emergency department intern activities.

PubMed

Zhu, Jia Ni; Weiland, Tracey J; Taylor, David M; Dent, Andrew W

2008-05-05

To describe how intern time is spent, and the frequency of activities performed by interns during emergency department (ED) rotations. Prospective observational study of 42 ED interns from three Melbourne city teaching hospitals during 5 months in 2006. Direct observations were made by a single researcher for 390.8 hours, sampling all days of the week and all hours of the day. Proportion of time spent on tasks and number of procedures performed or observed by interns. Direct patient-related tasks accounted for 86.6% of total intern time, including 43.9% spent on liaising and documentation, 17.5% obtaining patient histories, 9.3% on physical examinations, 5.6% on procedures, 4.8% ordering or interpreting investigations, 3.0% on handover and 4.9% on other clinical activities. Intern time spent on non-clinical activities included 4.2% on breaks, 3.7% on downtime, 1.7% on education, and 1.3% on teaching others. Adjusted for an 8-week term, the ED intern would take 253 patient histories, consult more senior ED staff on 683 occasions, perform 237 intravenous cannulations/phlebotomies, 39 arterial punctures, 12 wound repairs and apply 16 plasters. They would perform chest compressions under supervision on seven occasions, observe defibrillation twice and intubation once, but may not see a thoracostomy. The ED exposes interns to a broad range of activities. With the anticipated increase in intern numbers, dilution of the emergency medicine experience may occur, and requirements for supervision may increase. Substitution of ED rotations may deprive interns of a valuable learning experience.

Intelligent Agent Technology

NASA Technical Reports Server (NTRS)

1996-01-01

Open Sesame! is the first commercial software product that learns user's behavior, and offers automation and coaching suggestions to the user. The neural learning module looks for repetitive patterns that have not been automated; when it finds one, it creates an observation and, upon approval, automates the task. The manufacturer, Charles River Analytics, credits Langley Research Center and Johnson Space Center Small Business Innovation Research grants and the time the president and vice president spent at the two centers in the 1970s as being essential to the development of their product line.

Student Support to WL/ML and WL/AA

DTIC Science & Technology

1993-01-01

the program, so please be candid. I. How did you learn about the Student Support Program? Check one. 14 a) Advertisement (flyer, brochure, campus paper...scientific research 25 27 3 1 3. I was satisfied with the way I spent my time 41 13 2 0 4. I learned a lot 32 21 3 0 5. I feel I contributed to the research...are being sought out and tested daily with the hope that from deep within these crystalline fretworks a signal may appear leading to further study and

Acute Effects of Ecstasy on Memory Are more Extensive than Chronic Effects.

PubMed

Shariati, Mohamad Bakhtiar Hesam; Sohrabi, Maryam; Shahidi, Siamak; Nikkhah, Ali; Mirzaei, Fatemeh; Medizadeh, Mehdi; Asl, Sara Soleimani

2014-01-01

Exposure to 3, 4- methylenedioxymethamphetamine (MDMA) could lead to serotonergic system toxicity in the brain. This system is responsible for learning and memory functions. Studies show that MDMA causes memory impairment dose-dependently and acutely. The present study was designed to evaluate the chronic and acute effects of MDMD on spatial memory and acquisition of passive avoidance. Adult male Wistar rats (200-250 g) were given single or multiple injections of MDMA (10 mg/kg, IP). Using passive avoidance and Morris Water Maze (MWM) tasks, learning and spatial memory functions were assessed. The data were analyzed by SPSS 16 software and one- way analysis of variance (ANOVA) test. Our results showed that there were significant differences in latency to enter the dark compartment (STL) between sham and MDMA- treated groups. Acute group significantly showed more STL in comparison with chronic group. Furthermore, MDMA groups spent more time in dark compartment (TDS) than the sham group. Administration of single dose of MDMA significantly caused an increase in TDS compared with the chronic group. In the MWM, MDMA treatment significantly increased the traveled distance and escaped latency compared to the sham group. Like to passive avoidance task, percentage of time spent in the target quadrant in MDMA- treated animals impaired in MWM compared with sham group. These data suggest that MDMA treatment impairs learning and memory functions that are more extensive in acute- treated rats.

Model-Free Machine Learning in Biomedicine: Feasibility Study in Type 1 Diabetes

PubMed Central

Daskalaki, Elena; Diem, Peter; Mougiakakou, Stavroula G.

2016-01-01

Although reinforcement learning (RL) is suitable for highly uncertain systems, the applicability of this class of algorithms to medical treatment may be limited by the patient variability which dictates individualised tuning for their usually multiple algorithmic parameters. This study explores the feasibility of RL in the framework of artificial pancreas development for type 1 diabetes (T1D). In this approach, an Actor-Critic (AC) learning algorithm is designed and developed for the optimisation of insulin infusion for personalised glucose regulation. AC optimises the daily basal insulin rate and insulin:carbohydrate ratio for each patient, on the basis of his/her measured glucose profile. Automatic, personalised tuning of AC is based on the estimation of information transfer (IT) from insulin to glucose signals. Insulin-to-glucose IT is linked to patient-specific characteristics related to total daily insulin needs and insulin sensitivity (SI). The AC algorithm is evaluated using an FDA-accepted T1D simulator on a large patient database under a complex meal protocol, meal uncertainty and diurnal SI variation. The results showed that 95.66% of time was spent in normoglycaemia in the presence of meal uncertainty and 93.02% when meal uncertainty and SI variation were simultaneously considered. The time spent in hypoglycaemia was 0.27% in both cases. The novel tuning method reduced the risk of severe hypoglycaemia, especially in patients with low SI. PMID:27441367

Prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time Use Survey. Cross-sectional analysis.

PubMed

Adams, Jean; White, Martin

2015-09-01

This study aimed to document the prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time-Use Survey. Respondents reported their main activities, in 10 minute slots, throughout one 24 hour period. Activities were coded into 30 pre-defined codes, including 'cooking, washing up'. Four measures of time spent cooking were calculated: any time spent cooking, 30 continuous minutes spent cooking, total time spent cooking, and longest continuous time spent cooking. Socio-demographic correlates were: age, employment, social class, education, and number of adults and children in the household. Analyses were stratified by gender. Data from 4214 participants were included. 85% of women and 60% of men spent any time cooking; 60% of women and 33% of men spent 30 continuous minutes cooking. Amongst women, older age, not being in employment, lower social class, greater education, and living with other adults or children were positively associated with time cooking. Few differences in time spent cooking were seen in men. Socio-economic differences in time spent cooking may have been overstated as a determinant of socio-economic differences in diet, overweight and obesity. Gender was a stronger determinant of time spent cooking than other socio-demographic variables. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Safe Schooling: Always at the Ready

ERIC Educational Resources Information Center

Moore, Brian N.

2012-01-01

Those who spent time in the classroom recognize the need to formulate well-designed lesson plans before they can provide a first-rate education. A lesson plan provides guidance on what they will be teaching, the tools they will need to teach a lesson, and their expectations for the outcomes of the lesson--what kids will learn. The same is true for…

A Postcard from a Primary Mathematics Classroom in Chongqing, China

ERIC Educational Resources Information Center

Norton, Stephen; Zhang, Qinqiong

2013-01-01

We often hear about how well other countries are performing in international tests such as PISA. In this article, Stephen Norton and Qinqiong Zhang describe a classroom and a tutor session from a Chinese setting. They describe the amount of time spent in class and out of class working on mathematics. Also they explain how learning is highly valued…

What's in Your Refrigerator? Easy Ways to Spark a Love for Science at Home

ERIC Educational Resources Information Center

Dailey, Debbie

2014-01-01

The enthusiasm for science displayed by students in early elementary grades is unparalleled. If not nurtured in elementary school, the spark for learning science diminishes. Unfortunately, the amount of time spent on science in Grades 1-4 has steadily declined since the passage of the No Child Left Behind Act of 2001. In 2012, the National…

A Summative Evaluation of a Middle School Summer Math Program

ERIC Educational Resources Information Center

Nelson, Brian W.

2014-01-01

By some estimates, students lose an average of 2.6 months of learning during summer break, roughly one quarter of the time spent in school. To combat this problem, the school under study implemented a summer math program that was thematically linked to the Boston Red Sox baseball team. Hundreds of students have participated in the program, but the…

Correcting Bad Institutional Practices

ERIC Educational Resources Information Center

Mirk, Paula

2012-01-01

Bob Newsome was thrilled to land the job as head of Whitecastle Country Day--a small K-12 school with a solid reputation in the area. He worked hard to learn as much as possible about the school in advance of his start date. He spent time with faculty and staff, and made an effort to overlap frequently with Andrew Reynolds, the long-serving,…

Use of Internet for Academic Purposes among Students in Malaysian Institutions of Higher Education

ERIC Educational Resources Information Center

Ayub, Ahmad Fauzi Mohd; Hamid, Wan Hamzari Wan; Nawawi, Mokhtar Hj.

2014-01-01

Students in institutions of higher learning should take advantage of information available on the Internet in their coursework. The Internet is also utilised for social and other non-academic functions. Hence, it is desirable, for students to strike a balance in the time spent online for academic and non-academic purposes. In this study, the…

Interactions Between Teacher and Students in a Physical Education Setting Observation of Students' Behaviors.

ERIC Educational Resources Information Center

Pieron, Maurice; Haan, Jean-Marie

An investigation was made into the dependency of student behaviors on teacher behaviors in a physical education setting. It was assumed that the interaction between students and teachers as well as the time spent in skill-practice play a prominent role in learning. An effort was made to determine if students' behavior profiles differ in male,…

Digital Games for Young Children Ages Three to Six: From Research to Design

ERIC Educational Resources Information Center

Lieberman, Debra A.; Fisk, Maria Chesley; Biely, Erica

2009-01-01

Young children ages 3 to 6 play a wide range of digital games, which are now available on large screens, handheld screens, electronic learning systems, and electronic toys, and their time spent with games is growing. This article examines effects of digital games and how they could be designed to best serve children's needs. A small body of…

Assessing student clinical learning experiences.

PubMed

Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

2017-08-01

This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Effects of Hypericum scabrum extract on learning and memory and oxidant/antioxidant status in rats fed a long-term high-fat diet.

PubMed

Ganji, Ahmad; Salehi, Iraj; Nazari, Masoumeh; Taheri, Masoumeh; Komaki, Alireza

2017-08-01

A high-fat diet (HFD) causes deficits in learning and memory by increasing oxidative stress. Antioxidants are known to improve learning and memory. Since Hypericum scabrum (H. scabrum) extract is rich in antioxidants, the aim of this study was to investigate the effects of the administration of H. scabrum extract on passive avoidance learning (PAL), novel object recognition (NOR), and locomotor activity in male rats on a HFD. Fifty-four male Wistar rats (weighing 220 ± 10 g) were divided into the following six groups: (1) Control (standard diet), (2) Ext100 (standard diet supplemented with 100 mg/kg extract once/day), (3) Ext300 (standard diet supplemented with 300 mg/kg extract once/day), (4) HFD (high-fat diet), (5) HFD + Ext100, and (6) HFD + Ext300. Rats in these groups were maintained on their respective diets for 3 months. In the PAL test, the step-through latencies in the retention test (STLr) were significantly higher in the HFD + extract group than in the HFD group. The time spent in the dark compartment (TDC) was significantly lesser and the time spent in exploring the novel object was significantly greater in the HFD + extract group than in the HFD group. In the HFD-fed rats, the activity of catalase had significantly decreased, and level of malondialdehyde had significantly increased; H. scabrum extract administration significantly reversed these changes. In conclusion, these results suggested that the administration of H. scabrum extract and its strong antioxidant properties enhanced learning and memory and reversed the memory impairment induced by chronic HFD consumption.

Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology

PubMed Central

2013-01-01

Background Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. Methods All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants’ learning styles (Index of Learning Styles) and their participation in live and distance education was studied. Results All 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation −0.5; p < 0.001). The most important reasons to attend live education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education. Conclusion Distance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors. PMID:23819522

HARBO, a simple computer-aided observation method for recording work postures.

PubMed

Wiktorin, C; Mortimer, M; Ekenvall, L; Kilbom, A; Hjelm, E W

1995-12-01

The aim of the study was to present an observation method focusing on the positions of the hands relative to the body and to evaluate whether this simple observation technique gives a reliable estimate of the total time spent in each of five work postures during one workday. In the first part of the study the interobserver reliability of the observation method was tested with eight blue-collar workers. In the second part the observed time spent with work above the shoulder level was tested in relation to an upper-arm position analyzer, and observed time spent in work below knuckle level was tested in relation to a trunk flexion analyzer, both with 72 blue-collar workers. The interobserver reliability for full-day registrations was high. The intraclass correlation coefficients ranged from 0.99 to 1.00. The observed duration of work with hands above shoulder level correlated well with the measured duration of pronounced arm elevation (> 75 degrees). The product moment correlation coefficient was 0.97. The observed duration of work with hands below knuckle level correlated well with the measured duration of pronounced trunk flexion angles (> 40 degrees). The product moment correlation coefficient was 0.98. The present observation method, designed to make postural observations continuously for several hours, is easy to learn and seems reliable.

Behavior of Cackling Canada Geese during brood rearing

USGS Publications Warehouse

Fowler, Ada C.; Ely, Craig R.

1997-01-01

We studied behavior of Cackling Canada Goose (Branta canadensis minima, cacklers) broods between 1992 and 1996 on the Yukon Delta National Wildlife Refuge in western Alaska. An increase in time spent foraging by goslings during our study was weakly correlated with an increase in the size of the local breeding population. Amount of time spent feeding by adults and goslings increased throughout the brood rearing period. Overall, goslings spent more time feeding than either adult females or males, and adult males spent the most time alert. Time alert varied among brood rearing areas and increased with brood size, but there was no variation in time spent alert among years. Increases in feeding or alert behaviors were at a cost to time spent in all other behaviors. We suggest that there is not a simple trade-off between feeding and alert behavior in cacklers, but instead that time spent feeding and alert are optimized against all other behaviors. We suggest that forage quality and availability determines the amount of time spent feeding, whereas the threat of predation or disturbance determines the amount of time spent alert.

Early metacognitive abilities: the interplay of monitoring and control processes in 5- to 7-year-old children.

PubMed

Destan, Nesrin; Hembacher, Emily; Ghetti, Simona; Roebers, Claudia M

2014-10-01

The goal of the current investigation was to compare two monitoring processes (judgments of learning [JOLs] and confidence judgments [CJs]) and their corresponding control processes (allocation of study time and selection of answers to maximize accuracy, respectively) in 5-, 6-, and 7-year-old children (N=101). Children learned the meanings of Japanese characters and provided JOLs after a study phase and CJs after a memory test. They were given the opportunity to control their learning in self-paced study phases and to control their accuracy by placing correct answers in a treasure chest and placing incorrect answers in a trash can. All three age groups gave significantly higher CJs for correct answers compared with incorrect answers, with no age-related differences in the magnitude of this difference, suggesting robust metacognitive monitoring skills in children as young as 5 years. Furthermore, a link between JOLs and study time was found in 6- and 7-year-olds, such that children spent more time studying items with low JOLs compared with items with high JOLs. In addition, 6- and 7-year-olds, but not 5-year-olds, spent more time studying difficult items compared with easier items. Moreover, age-related improvements were found in children's use of CJs to guide their selection of answers; although children as young as 5 years placed their most confident answers in the treasure chest and placed their least confident answers in the trash can, this pattern was more robust in older children. Overall, results support the view that some metacognitive judgments may be acted on with greater ease than others among young children. Copyright © 2014 Elsevier Inc. All rights reserved.

Volunteerism, Community Service, and Service-Learning by Ohio 4-Hers in Grades 4-12.

ERIC Educational Resources Information Center

Safrit, R. Dale; Auck, Allen W.

2003-01-01

Random samples of Ohio 4-H community club members ages 10-14 (n=504, 25% response) and ages 15-19 (n=504, 27% response) were surveyed. Nearly 100% in both groups are involved in community service. Respondents spent equal amounts of time volunteering through school, out of school, on their own, or through 4-H youth development experiences. (SK)

A Case Study on Written Comments as a Form of Feedback in Teacher Education: So Much to Gain

ERIC Educational Resources Information Center

Arts, Jorik Gerardus; Jaspers, Mieke; Joosten-ten Brinke, Desiree

2016-01-01

In Higher Education, much of a lecturer's time is spent on supplying students with written comments as a form of feedback on assignments. Although it is clear that students use these comments to make adjustments to their assignments, it is doubtful that these comments create a learning effect. This may indicate that the way feedback is supplied…

An Economic Necessity and a Vital Social and Cultural Good

ERIC Educational Resources Information Center

Marsden, Gordon

2012-01-01

The author would like to think that, in twenty-first century Britain, the case for adult learning was firmly established and no-one was in any doubt of its value. Having spent nearly 20 years before he became an MP working as a part-time lecturer and tutor with the Open University, and seeing the transformation that it could bring to his students,…

Funding Teaching Practice in Two East African Universities: Its Influence on the Behaviour and Practices of a Supervisor

ERIC Educational Resources Information Center

Kagoda, Alice Merab; Katabaro, Joviter

2013-01-01

Teaching Practice is a learning process through which teacher trainees are exposed to a school environment during their internship. Time spent in the field ranges between eight and ten weeks and students are posted to different parts of the respective countries under study. The teacher trainers referred to as supervisors assume the role of…

Differentiation in Key Learning Areas for Gifted Students in Regular Classes: A Project for Primary School Teachers in Hong Kong

ERIC Educational Resources Information Center

Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.

2018-01-01

Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…

Spattering and Crackle of Hot Cooking Oil with Water: A Classroom Demonstration and Discussion

ERIC Educational Resources Information Center

Pinto, Gabriel; Gauthier, Carmen V.

2009-01-01

Any student that has spent time in the kitchen knows that hot vegetable oil will pop and spatter violently after coming into contact with water such as that on the surface of foods (meat, fish, potatoes, etc.). This well-known effect can be used as an instructional resource to promote cooperative, active, and inquiry-based learning about central…

Skierarchy: Extending the Power of Crowdsourcing Using a Hierarchy of Domain Experts, Crowd and Machine Learning

DTIC Science & Technology

2012-11-01

college background and good reading comprehension skills in English, and bring to them to the office space to work for us full-time on micro-tasks. This...reasonable reading comprehension skills in English. The expert spent only 1/3rd the time as each member of the crowd in the entire annotation process...3. DATES COVERED 00-00-2012 to 00-00-2012 4. TITLE AND SUBTITLE Skierarchy: Extending the Power of Crowdsourcing Using a Hierarchy of Domain

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.

Nuclear Forensics Attributing the Source of Spent Fuel Used in an RDD Event

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

Scott, Mark Robert

2005-05-01

An RDD attack against the U.S. is something America needs to prepare against. If such an event occurs the ability to quickly identify the source of the radiological material used in an RDD would aid investigators in identifying the perpetrators. Spent fuel is one of the most dangerous possible radiological sources for an RDD. In this work, a forensics methodology was developed and implemented to attribute spent fuel to a source reactor. The specific attributes determined are the spent fuel burnup, age from discharge, reactor type, and initial fuel enrichment. It is shown that by analyzing the post-event material, thesemore » attributes can be determined with enough accuracy to be useful for investigators. The burnup can be found within a 5% accuracy, enrichment with a 2% accuracy, and age with a 10% accuracy. Reactor type can be determined if specific nuclides are measured. The methodology developed was implemented into a code call NEMASYS. NEMASYS is easy to use and it takes a minimum amount of time to learn its basic functions. It will process data within a few minutes and provide detailed information about the results and conclusions.« less

The effects of vitamin C on hypothyroidism-associated learning and memory impairment in juvenile rats.

PubMed

Beheshti, Farimah; Karimi, Sareh; Vafaee, Farzaneh; Shafei, Mohammad Naser; Sadeghnia, Hamid Reza; Hadjzadeh, Mosa Al Reza; Hosseini, Mahmoud

2017-06-01

In this study the effects of Vitamin C (Vit C) on hypothyroidism-associated learning and memory impairment in juvenile rats was investigated. The pregnant rats were kept in separate cages. After delivery, they were randomly divided into six groups and treated: (1) Control; (2) Propylthiouracil (PTU) which 0.005% PTU in their drinking; (3-5) Propylthiouracil- Vit C groups; besides PTU, dams in these groups received 10, 100 and 500 mg/kg Vit C respectively, (6) one group as a positive control; the intact rats received an effective dose, 100 mg/kg Vit. C. After delivery, the pups were continued to receive the experimental treatments in their drinking water up to 56th day of their life. Ten male offspring of each group were randomly selected and tested in the Morris water maze (MWM) and passive avoidance (PA) which were started at 63th day (one week after stopping of the treatments). Brains were then removed for biochemical measurements. PTU increased time latency and traveled distance during 5 days in MWM while, reduced the spent time in target quadrant in MWM and step-trough latency (STL) in PA. PTU decreased thiol content, superoxide dismutase (SOD) and catalase (CAT) activities in the brain while, increased molondialdehyde (MDA). In MWM test, 10, 100 and 500 mg/kg Vit C reduced time latency and traveled distance without affecting the traveling speed during 5 days. All doses of Vit C increased the spent time in target quadrant in probe trail of MWM and also increased STL in PA test. Vit C increased thiol, SOD and CAT in the brain tissues while, reduced MDA. Results of present study confirmed the beneficial effects of Vit C on learning and memory. It also demonstrated that Vit C has protective effects on hypothyroidism-associated learning and memory impairment in juvenile rats which might be elucidated by the antioxidative effects.

Learning in Cultural Context: Developing Destinies

ERIC Educational Resources Information Center

Rogoff, Barbara

2012-01-01

Over more than three decades spent researching cultural aspects of how children learn, the author has had the opportunity to learn about how individuals and cultural communities change and continue. During her research on children's learning by observing and "pitching in" in a Mayan community in Guatemala, the author learned a great deal…

Toward a Student-Centered Measure of Learning Management System Utilization

ERIC Educational Resources Information Center

Malm, Eric; Defranco, Joanna F.

2012-01-01

Colleges and universities have spent significant financial and human resources deploying and promoting educational technologies, including Learning Management Systems (LMS). A large body of research now exists on the impact of technology on student learning, including the roles of blended learning, hybrid classes, and distance learning. Yet,…

Study of basic computer competence among public health nurses in Taiwan.

PubMed

Yang, Kuei-Feng; Yu, Shu; Lin, Ming-Sheng; Hsu, Chia-Ling

2004-03-01

Rapid advances in information technology and media have made distance learning on the Internet possible. This new model of learning allows greater efficiency and flexibility in knowledge acquisition. Since basic computer competence is a prerequisite for this new learning model, this study was conducted to examine the basic computer competence of public health nurses in Taiwan and explore factors influencing computer competence. A national cross-sectional randomized study was conducted with 329 public health nurses. A questionnaire was used to collect data and was delivered by mail. Results indicate that basic computer competence of public health nurses in Taiwan is still needs to be improved (mean = 57.57 +- 2.83, total score range from 26-130). Among the five most frequently used software programs, nurses were most knowledgeable about Word and least knowledgeable about PowerPoint. Stepwise multiple regression analysis revealed eight variables (weekly number of hours spent online at home, weekly amount of time spent online at work, weekly frequency of computer use at work, previous computer training, computer at workplace and Internet access, job position, education level, and age) that significantly influenced computer competence, which accounted for 39.0 % of the variance. In conclusion, greater computer competence, broader educational programs regarding computer technology, and a greater emphasis on computers at work are necessary to increase the usefulness of distance learning via the Internet in Taiwan. Building a user-friendly environment is important in developing this new media model of learning for the future.

Reactivation of emergent task-related ensembles during slow-wave sleep after neuroprosthetic learning

PubMed Central

Gulati, Tanuj; Ramanathan, Dhakshin; Wong, Chelsea; Ganguly, Karunesh

2017-01-01

Brain-Machine Interfaces can allow neural control over assistive devices. They also provide an important platform to study neural plasticity. Recent studies indicate that optimal engagement of learning is essential for robust neuroprosthetic control. However, little is known about the neural processes that may consolidate a neuroprosthetic skill. Based on the growing body of evidence linking slow-wave activity (SWA) during sleep to consolidation, we examined if there is ‘offline’ processing after neuroprosthetic learning. Using a rodent model, here we show that after successful learning, task-related units specifically experienced increased locking and coherency to SWA during sleep. Moreover, spike-spike coherence among these units was significantly enhanced. These changes were not present with poor skill acquisition or after control awake periods, demonstrating specificity of our observations to learning. Interestingly, time spent in SWA predicted performance gains. Thus, SWA appears to play a role in offline processing after neuroprosthetic learning. PMID:24997761

Evidence for the negative impact of reward on self-regulated learning.

PubMed

Wehe, Hillary S; Rhodes, Matthew G; Seger, Carol A

2015-01-01

The undermining effect refers to the detrimental impact rewards can have on intrinsic motivation to engage in a behaviour. The current study tested the hypothesis that participants' self-regulated learning behaviours are susceptible to the undermining effect. Participants were assigned to learn a set of Swahili-English word pairs. Half of the participants were offered a reward for performance, and half were not offered a reward. After the initial study phase, participants were permitted to continue studying the words during a free period. The results were consistent with an undermining effect: Participants who were not offered a reward spent more time studying the words during the free period. The results suggest that rewards may negatively impact self-regulated learning behaviours and provide support for the encouragement of intrinsic motivation.

Acute Effects of Ecstasy on Memory Are more Extensive than Chronic Effects

PubMed Central

Shariati, Mohamad Bakhtiar Hesam; Sohrabi, Maryam; Shahidi, Siamak; Nikkhah, Ali; Mirzaei, Fatemeh; Medizadeh, Mehdi; Asl, Sara Soleimani

2014-01-01

Introduction Exposure to 3, 4- methylenedioxymethamphetamine (MDMA) could lead to serotonergic system toxicity in the brain. This system is responsible for learning and memory functions. Studies show that MDMA causes memory impairment dose-dependently and acutely. The present study was designed to evaluate the chronic and acute effects of MDMD on spatial memory and acquisition of passive avoidance. Methods Adult male Wistar rats (200-250 g) were given single or multiple injections of MDMA (10 mg/kg, IP). Using passive avoidance and Morris Water Maze (MWM) tasks, learning and spatial memory functions were assessed. The data were analyzed by SPSS 16 software and one- way analysis of variance (ANOVA) test. Results Our results showed that there were significant differences in latency to enter the dark compartment (STL) between sham and MDMA- treated groups. Acute group significantly showed more STL in comparison with chronic group. Furthermore, MDMA groups spent more time in dark compartment (TDS) than the sham group. Administration of single dose of MDMA significantly caused an increase in TDS compared with the chronic group. In the MWM, MDMA treatment significantly increased the traveled distance and escaped latency compared to the sham group. Like to passive avoidance task, percentage of time spent in the target quadrant in MDMA- treated animals impaired in MWM compared with sham group. Discussion These data suggest that MDMA treatment impairs learning and memory functions that are more extensive in acute- treated rats. PMID:25337384

5 CFR 551.422 - Time spent traveling.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Time spent traveling. 551.422 Section 551... Activities § 551.422 Time spent traveling. (a) Time spent traveling shall be considered hours of work if: (1... who is permitted to use an alternative mode of transportation, or an employee who travels at a time...

5 CFR 551.422 - Time spent traveling.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Time spent traveling. 551.422 Section 551... Activities § 551.422 Time spent traveling. (a) Time spent traveling shall be considered hours of work if: (1... who is permitted to use an alternative mode of transportation, or an employee who travels at a time...

5 CFR 551.422 - Time spent traveling.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Time spent traveling. 551.422 Section 551... Activities § 551.422 Time spent traveling. (a) Time spent traveling shall be considered hours of work if: (1... who is permitted to use an alternative mode of transportation, or an employee who travels at a time...

5 CFR 551.422 - Time spent traveling.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 1 2012-01-01 2012-01-01 false Time spent traveling. 551.422 Section 551... Activities § 551.422 Time spent traveling. (a) Time spent traveling shall be considered hours of work if: (1... who is permitted to use an alternative mode of transportation, or an employee who travels at a time...

5 CFR 551.422 - Time spent traveling.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Time spent traveling. 551.422 Section 551... Activities § 551.422 Time spent traveling. (a) Time spent traveling shall be considered hours of work if: (1... who is permitted to use an alternative mode of transportation, or an employee who travels at a time...

Tuna fish diet influences cat behavior. [Elevated levels of selenium and mercury in commercial tuna fish cat food

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

Houpt, K.A.; Essick, L.A.; Shaw, E.B.

1988-01-01

When observed in their home cages, cats fed commercial tuna fish cat food were less active, vocalized less, and spent more time on the floor and more time eating than cats fed commercial beef cat food. There were no differences in response to human handling between the two groups. There were no differences in learning ability on a two-choice point maze or in reversal learning in the same maze between beef- and tuna-fed cats. The behavior of the groups differed in a 15-min open field test only in the number of toys contacted. Cats fed the tuna had elevated tissuemore » levels of mercury and selenium.« less

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

PubMed Central

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

Digital Media and Sleep in Childhood and Adolescence.

PubMed

LeBourgeois, Monique K; Hale, Lauren; Chang, Anne-Marie; Akacem, Lameese D; Montgomery-Downs, Hawley E; Buxton, Orfeu M

2017-11-01

Given the pervasive use of screen-based media and the high prevalence of insufficient sleep among American youth and teenagers, this brief report summarizes the literature on electronic media and sleep and provides research recommendations. Recent systematic reviews of the literature reveal that the vast majority of studies find an adverse association between screen-based media consumption and sleep health, primarily via delayed bedtimes and reduced total sleep duration. The underlying mechanisms of these associations likely include the following: (1) time displacement (ie, time spent on screens replaces time spent sleeping and other activities); (2) psychological stimulation based on media content; and (3) the effects of light emitted from devices on circadian timing, sleep physiology, and alertness. Much of our current understanding of these processes, however, is limited by cross-sectional, observational, and self-reported data. Further experimental and observational research is needed to elucidate how the digital revolution is altering sleep and circadian rhythms across development (infancy to adulthood) as pathways to poor health, learning, and safety outcomes (eg, obesity, depression, risk-taking). Copyright © 2017 by the American Academy of Pediatrics.

5 CFR 551.425 - Time spent receiving medical attention.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Time spent receiving medical attention... Relation to Other Activities § 551.425 Time spent receiving medical attention. (a) Time spent waiting for and receiving medical attention for illness or injury shall be considered hours of work if: (1) The...

5 CFR 551.425 - Time spent receiving medical attention.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Time spent receiving medical attention... REGULATIONS PAY ADMINISTRATION UNDER THE FAIR LABOR STANDARDS ACT Hours of Work Application of Principles in Relation to Other Activities § 551.425 Time spent receiving medical attention. (a) Time spent waiting for...

5 CFR 551.425 - Time spent receiving medical attention.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 1 2012-01-01 2012-01-01 false Time spent receiving medical attention... REGULATIONS PAY ADMINISTRATION UNDER THE FAIR LABOR STANDARDS ACT Hours of Work Application of Principles in Relation to Other Activities § 551.425 Time spent receiving medical attention. (a) Time spent waiting for...

5 CFR 551.425 - Time spent receiving medical attention.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Time spent receiving medical attention... REGULATIONS PAY ADMINISTRATION UNDER THE FAIR LABOR STANDARDS ACT Hours of Work Application of Principles in Relation to Other Activities § 551.425 Time spent receiving medical attention. (a) Time spent waiting for...

5 CFR 551.425 - Time spent receiving medical attention.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Time spent receiving medical attention... REGULATIONS PAY ADMINISTRATION UNDER THE FAIR LABOR STANDARDS ACT Hours of Work Application of Principles in Relation to Other Activities § 551.425 Time spent receiving medical attention. (a) Time spent waiting for...

Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities

ERIC Educational Resources Information Center

Darrah, Marjorie; Humbert, Roxann; Finstein, Jeanne; Simon, Marllin; Hopkins, John

2014-01-01

Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an…

Writer's Workshop: Implementing Units of Study, Findings from a Teacher Study Group, and Student Success in Writing

ERIC Educational Resources Information Center

Chaney, Sandra Lynne

2011-01-01

Background: An elementary teacher study group supports each other in a year-long journey as they learn how to work through writer's workshop curriculum in order to implement Units of Study by Lucy Calkins at a K-6 school. Time spent in writing instruction has been largely neglected, and a teacher-researcher wants to document the support found from…

Jewell in China, 1910-1914: Education of a Missionary Woman for School Administration

ERIC Educational Resources Information Center

Scales, T. Laine; Tang, Agnes

2014-01-01

On the eve of her birthday, August 14, 1904, the young Jewell Legett recorded in her diary that she had "been feeling so strange today … 20 years old! What an age it is! Just the time to be a girl and learn to live" (Legett 1904). Her summer vacation from the 1903-1904 term at Baylor University was spent with her parents and brothers in…

Earth System Science Education in a General Education Context: Two Case Studies

NASA Astrophysics Data System (ADS)

Herring, J. A.

2004-12-01

The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the Earth system. Student learning on selected concepts in the large lecture format class was poorly or negatively correlated with the amount of class time spent on the topic, even when the time was spent in teacher-student dialogue or in cooperative learning activities. The small class format emphasized student participation in research, which was found to be particularly effective when the class operated as a three-week intensive block and student use of computer models to simulate the dynamics of complex systems, which was found to be more effective when the class was held in a ten-week quarter. This study provides some clarification as to the utility of specific pedagogical frameworks (such as constructivism and experiential education) in the teaching of ESS to a general education audience and emphasizes the importance of carefully defining educational goals (both cognitive and affective) as a part of the curriculum design.

Behavioral correlates of changes in hippocampal gray matter structure during acquisition of foreign vocabulary.

PubMed

Bellander, Martin; Berggren, Rasmus; Mårtensson, Johan; Brehmer, Yvonne; Wenger, Elisabeth; Li, Tie-Qiang; Bodammer, Nils C; Shing, Yee-Lee; Werkle-Bergner, Markus; Lövdén, Martin

2016-05-01

Experience can affect human gray matter volume. The behavioral correlates of individual differences in such brain changes are not well understood. In a group of Swedish individuals studying Italian as a foreign language, we investigated associations among time spent studying, acquired vocabulary, baseline performance on memory tasks, and gray matter changes. As a way of studying episodic memory training, the language learning focused on acquiring foreign vocabulary and lasted for 10weeks. T1-weighted structural magnetic resonance imaging and cognitive testing were performed before and after the studies. Learning behavior was monitored via participants' use of a smartphone application dedicated to the study of vocabulary. A whole-brain analysis showed larger changes in gray matter structure of the right hippocampus in the experimental group (N=33) compared to an active control group (N=23). A first path analyses revealed that time spent studying rather than acquired knowledge significantly predicted change in gray matter structure. However, this association was not significant when adding performance on baseline memory measures into the model, instead only the participants' performance on a short-term memory task with highly similar distractors predicted the change. This measure may tap similar individual difference factors as those involved in gray matter plasticity of the hippocampus. Copyright © 2015 Elsevier Inc. All rights reserved.

Nicotine increases fear responses and brain acetylcholinesterase activity in a context-dependent manner in zebrafish.

PubMed

Ziani, Paola R; Müller, Talise E; Stefanello, Flavia V; Fontana, Barbara D; Duarte, Tâmie; Canzian, Julia; Rosemberg, Denis B

2018-07-01

Nicotine is an alkaloid with positive effects on learning and memory processes. Exposure to conspecific alarm substance (CAS) elicits fear responses in zebrafish, but the effects of nicotine on aversive behaviors and associative learning in this species remain unclear. Here, we evaluated whether nicotine enhances contextual fear responses in zebrafish and investigated a putative involvement of brain acetylcholinesterase (AChE) in associative learning. Fish were exposed to 1 mg/L nicotine for 3 min and then kept in non-chlorinated water for 20 min. Later, animals were transferred to experimental tanks in the absence or presence of 3.5 mL/L CAS for 5 min (training session). After 24 h, fish were tested in tanks with similar or altered context in the absence of CAS (post-training session) and brain AChE activity was further assessed. At training, CAS increased freezing, erratic movements, and decreased the time spent in top area, while nicotine abolished the effects of CAS on erratic movements. Nicotine/CAS group tested in a similar context showed exacerbated freezing and reduced transitions to top area. Moreover, a decrease in distance traveled was observed in control, nicotine, and nicotine/CAS groups at post-training. Nicotine also stimulated brain AChE activity in CAS-exposed animals reintroduced in tanks with similar context. Although freezing bouts and time spent in top could serve as behavioral endpoints that reflect CAS-induced sensitization, the effects of nicotine occurred in a context-dependent manner. Collectively, our data suggest an involvement of cholinergic signaling in aversive learning, reinforcing the growing utility of zebrafish models to explore the neurobehavioral effects of nicotine in vertebrates. Copyright © 2018 Elsevier Inc. All rights reserved.

Time Spent on Social Network Sites and Psychological Well-Being: A Meta-Analysis.

PubMed

Huang, Chiungjung

2017-06-01

This meta-analysis examines the relationship between time spent on social networking sites and psychological well-being factors, namely self-esteem, life satisfaction, loneliness, and depression. Sixty-one studies consisting of 67 independent samples involving 19,652 participants were identified. The mean correlation between time spent on social networking sites and psychological well-being was low at r = -0.07. The correlations between time spent on social networking sites and positive indicators (self-esteem and life satisfaction) were close to 0, whereas those between time spent on social networking sites and negative indicators (depression and loneliness) were weak. The effects of publication outlet, site on which users spent time, scale of time spent, and participant age and gender were not significant. As most included studies used student samples, future research should be conducted to examine this relationship for adults.

Preferences and Experiences of Traditional and Nontraditional University Students

ERIC Educational Resources Information Center

Woods, Kathryn; Frogge, George

2017-01-01

This study compared and contrasted preferences and experiences of traditional and nontraditional students. Students at a midsized state university in the southeast region of the United States were surveyed to determine the number of hours spent working off campus, hours spent studying, their preferred learning format, and current grade point…

Immediate, but no delayed, behavioral response to a snake model by captive black tufted-ear marmosets.

PubMed

Cagni, Priscila; Sampaio, Ana Cristhina; Ribeiro, Natália B; Barros, Marilia

2011-07-01

Whether callitrichids are naturally capable of detecting and responding to predators - or if such skills are learned - remains a controversial issue, with results differing in terms of species, predator and encounter conditions. Therefore, the behavioral response of naïve adult captive black tufted-ear marmosets (Callithrix penicillata) was assessed before, during, 0 and 4 h after a 5-min encounter with a snake and flower model. Using a two-phase cross-over design, marmosets (n = 16) were submitted to one trial for each stimulus, divided into four 5-min intervals: pre-exposure, exposure and post-exposure observations held 0 and 4h later. The snake exposure increased the number of gazes made towards the stimulus and the time cage-mates spent close to each other, as well as induced tsik-tsik alarm/mobbing calls, while inhibiting foraging and decreasing the time spent near the snake's location. After the snake was removed, all changes were immediately reversed. Mobbing was not observed. The flower stimulus only increased direct gazes and time spent in proximity during its presentation. All marmosets were captive-born and snake-naïve yet had recently been confronted with a cat stimulus in a previous experiment. Thus, previous experiences with snakes may be required for marmosets to fully develop appropriate immediate and long-term responses. Copyright © 2011 Elsevier B.V. All rights reserved.

The effect of breed, time spent with dam and late pregnancy induction of parturition on behavioural development in dairy calves.

PubMed

Lauber, M C; Hemsworth, P H; Barnett, J L

2009-11-01

Three experiments examined the impact of breed, time spent with dam (TWD), gender, and late pregnancy induction of parturition and caesarean on the behavioural and heart rate responses of dairy calves at 2 and 6 weeks of age to Open field, Novel object and Startle tests and a Learning task. In Experiment 1 with male Jersey, Friesian and Friesian x Angus calves, there were some significant breed effects on responses to the Open field and the Novel object tests; Jersey calves appeared more curious and less fearful than Friesian x Angus calves. In Experiment 2, in which male and female Friesian calves were removed from their dams either between 0 and 12h or 12 and 24h after birth, there were no significant effects of gender or TWD. In Experiment 3, which studied the effect of induction of parturition using a long-acting glucocorticoid combined with short-acting progesterone 10 days prior to due calving date, there were no significant effects of late pregnancy induction of parturition. Across all three experiments, age at testing was the main factor influencing the responses of the calves. However, a number of interactions suggest that gender, time spent with dam and late pregnancy induction of parturition modified some of the responses to the tests as the calves developed.

The changing landscape of anesthesia education: is Flipped Classroom the answer?

PubMed

Kurup, Viji; Hersey, Denise

2013-12-01

Educators in the specialty of anesthesiology are facing a number of challenges. A new generation of residents are entering the specialty and they have unique learning styles and expectations. The new duty hour regulations also encroach on the time available to the residents for education. In the last decade, a number of models for teaching and learning have been proposed to tackle these issues. Recent research has looked at learning gains and acceptability of online material in medical education as well as specific models that can be implemented to address the challenges. The 'Flipped Classroom' model seems to combine the best of both worlds. It allows the learner to assimilate basic information (lower order cognitive skills) from material that is placed online, allowing asynchronous learning. It frees up the teacher to use the face-to-face interaction time in the operating room and classroom for training the student in advanced concepts (higher order cognitive skills). This model allows efficient and effective use of time and technology, but involves the redesign of how in person time between faculty and residents are spent, along with the faculty development to effectively engage this new type of curriculum.

Vicarious Learning and Reduction of Fear in Children via Adult and Child Models.

PubMed

Dunne, Güler; Askew, Chris

2017-06-01

Children can learn to fear stimuli vicariously, by observing adults' or peers' responses to them. Given that much of school-age children's time is typically spent with their peers, it is important to establish whether fear learning from peers is as effective or robust as learning from adults, and also whether peers can be successful positive models for reducing fear. During a vicarious fear learning procedure, children (6 to 10 years; N = 60) were shown images of novel animals together with images of adult or peer faces expressing fear. Later they saw their fear-paired animal again together with positive emotional adult or peer faces. Children's fear beliefs and avoidance for the animals increased following vicarious fear learning and decreased following positive vicarious counterconditioning. There was little evidence of differences in learning from adults and peers, demonstrating that for this age group peer models are effective models for both fear acquisition and reduction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

[Effects of quercetin on the learning and memory ability of neonatal rats with hypoxic-ischemic brain damage].

PubMed

Huang, Jing-Jing; Liu, Xuan; Wang, Xing-Qi; Yang, Li-Hua; Qi, Da-Shi; Yao, Rui-Qin

2012-06-01

To study the effects of quercetin, a flavonoid, on the learning and memory ability of 3-day-old neonatal rats with hypoxic-ischemic brain white matter damage (WMD). Sixty 3-day-old Sprague-Dawley rats were randomly divided into four groups: control, WMD model,and quercetin treatment groups (20 and 40 mg/kg). There were 15 rats in each group. Rats in the WMD model and the two quercetin treatment groups were subjected to right common carotid artery ligation followed by 2 hrs of exposure to 8% O2 to induce periventricular white matter injury. After the operation quercetin was administered daily in the two quercetin treatment groups for 6 weeks. Six weeks later, Morris water maze and open-field tests were carried out to test memory and learning ability as well as behavior and cognition. From the second day of training, escape latency in the Morris water maze test was more prolonged in the WMD model group than in the control group (P<0.01). The escape latency in the two quercetin treatment groups was shortened significantly compared with the WMD model group (P<0.05). The WMD model group crossed the original platform fewer times compared with the control and quercetin treatment groups (P<0.05). The open-field test indicated that the number of rearings increased and time spent in the centre was extended in the WMD model group compared with the control group. Compared with the WMD model group, the number of rearings was significantly reduced (P<0.05) and time spent in the centre was significantly shortened in the quercetin treatment groups (P<0.05). Quercetin treatment can improve memory and learning ability as well as cognitive ability in neonates with WMD, suggesting that quercetin protects against WMD resulting from hypoxia-ischemia.

Regional variations in pedal cyclist injuries in New Zealand: safety in numbers or risk in scarcity?

PubMed

Tin, Sandar Tin; Woodward, Alistair; Thornley, Simon; Ameratunga, Shanthi

2011-08-01

To assess regional variations in rates of traffic injuries to pedal cyclists resulting in death or hospital inpatient treatment, in relation to time spent cycling and time spent travelling in a car. Cycling injuries were identified from the Mortality Collection and the National Minimum Dataset. Time spent cycling and time spent travelling as a driver or passenger in a car/van/ute/SUV were computed from National Household Travel Surveys. There are 16 census regions in New Zealand, some of which were combined for this analysis to ensure an adequate sample size, resulting in eight regional groups. Analyses were undertaken for 1996-99 and 2003-07. Injury rates, per million hours spent cycling, varied widely across regions (11 to 33 injuries during 1996-99 and 12 to 78 injuries during 2003-07). The injury rate increased with decreasing per capita time spent cycling. The rate also increased with increasing per capita time spent travelling in a car. There was an inverse association between the injury rate and the ratio of time spent cycling to time spent travelling in a car. The expected number of cycling injuries increased with increasing total time spent cycling but at a decreasing rate particularly after adjusting for total time spent travelling in a car. The findings indicate a 'risk in scarcity' effect for New Zealand cyclists such that risk profiles of cyclists are likely to deteriorate if fewer people use a bicycle and more use a car. Cooperative efforts to promote cycling and its safety and to restrict car use may reverse the risk in scarcity effect. © 2011 The Authors. ANZJPH © 2011 Public Health Association of Australia.

Development and Testing of a High-Speed Real-Time Kinematic Precise DGPS Positioning System Between Two Aircraft

DTIC Science & Technology

2006-09-01

work-horse for this thesis. He spent hours writing some of the more tedious code, and as much time helping me learn C++ and Linux . He was always there...compared with C++, and the need to use Linux as the operating system, the filter was coded using C++ and KDevelop [28] in SUSE LINUX Professional 9.2 [42...The driving factor for using Linux was the operating system’s ability to access the serial ports in a reliable fashion. Under the original MATLAB® and

Cumulative versus rapid introduction of new information.

PubMed

Gleason, M; Carnine, D; Vala, N

1991-02-01

This study investigated the way new information is presented to students. Subjects were 60 elementary and middle school students, most with learning disabilities. Students used two versions of a specially designed computer-assisted instruction (CAI) program. One version rapidly presented students with seven pieces of information (rapid-introduction group); the other cumulatively presented smaller "chunks" of information (cumulative-introduction group). Both groups worked to mastery level successfully but students in the cumulative group spent one-third the time, required fewer responses, showed less frustration, and made fewer errors in the process. Results suggest that students with learning disabilities need much more practice than most commercial CAI programs supply.

Building the Program Office Team

DTIC Science & Technology

2012-02-01

Defense AT&L: January–February 2012 42 Building the Program Office Team Owen Gadeken When discussing an acquisition program, we often focus on the...status as well as relay his personal thoughts and feelings about what was going on. Even though he was a strong introvert , this leader also spent a...good portion of his of- fice time walking around and having informal chats with team members in their work areas. He not only learned what was

Tips from the Classroom: Word Building [and] Can't Say "Yes" or "No" [and] Three-Peat or How to Engage Students in Revising Their Oral Presentations [and] Taking the Minutes Is Time Well Spent [and] Puzzles.

ERIC Educational Resources Information Center

Nicklous, Nan G.; And Others

1997-01-01

Presents useful tips for improving classroom learning. These include inviting native- and nonnative-English-speaking students to engage in world building while improving their language and cultural knowledge; highly motivated conversational activities; students' revision of their oral presentations; having students record classroom activities; and…

Frequent water drinking by Zanzibar red colobus (Procolobus kirkii) in a mangrove forest refuge.

PubMed

Nowak, Katarzyna

2008-11-01

Isolated populations of Procolobus kirkii on Uzi Island, Zanzibar, use Rhizophora mucronata-dominated mangrove forest for refuge. Three groups, observed over 14 months, spent up to 85% of total observation time in mangroves with brief excursions to adjacent upland coral rag forest, habitat degraded by human cutting. A large proportion of monkeys' diets consisted of plant parts of five mangrove species. Water drinking was common and 326 water-drinking events were recorded at a rate of up to 0.87 drinks hr(-1). Groups used different strategies to obtain water including licking dew, drinking from treeholes, licking rain off leaves and tree trunks, and drinking from coral rock crevices with Cercopithecus mitis albogularis. Drinking frequency increased with time spent in and consumption of mangroves. Strategies for obtaining water were group-specific and likely the result of learning. Drinking appeared to be an acquired behavior in movement-restricted groups living in a habitat with low plant species diversity and limited salty foods. Copyright 2008 Wiley-Liss, Inc.

The measurement and analysis of leaf spectral reflectance of two stands of loblolly pine populations

NASA Technical Reports Server (NTRS)

Paul, Anthony D.

1993-01-01

My research was conducted under the mentorship of Dr. Jeff Luvall. I worked at Marshall from June 1 through August 6, 1993. My proposal is titled 'The Measurement and Analysis of Leaf Spectral Reflectance of Two Stands of Loblolly Pine Populations.' The populations for this study were chosen from a larger population of 31 families managed by the International Forest Seed Company, Odenville, Alabama. The technology for mobile ground base spectral detecting is new and therefore the majority of time, June 2 through July 9, was spent on learning the techniques of the Spectrometer 2 spectroradiometer used in the gathering of spectra information. The activities included in the learning process were as follows: calibration of the equipment, programming the associated computer for data management, operation of the spectral devices, and input and output of data. From July 12 through August 3 the time was spent on learning the 'STATGRAP' computer software. This software will be used in the analysis of the data retrieved by the Spectrometer 2 spectroradiometer. Dr. Greg Carter, at Stennis, a colleague of Dr. Luvall, has been conducting similar work with different instruments and procedures and has agreed to host us for a training session on data gathering and analysis. This visit, which has previously planned for July 9, 1993, but had to be postponed because of schedule conflicts, is now confirmed for August 18-22, 1993. This trip to Stennis will provide the knowledge for conducting the field operations in my study, i.e., gathering of data and file conversions.

Time spent in physical activity and sedentary behaviors on the working day: the American time use survey.

PubMed

Tudor-Locke, Catrine; Leonardi, Claudia; Johnson, William D; Katzmarzyk, Peter T

2011-12-01

To determine time spent on the working day in sleep, work, sedentary behaviors, and light-, moderate-, and vigorous-intensity behaviors by occupation intensity. Data came from 30,758 working respondents to the 2003 to 2009 American Time Use Survey. Mean ± SEM time spent in work, sedentary behaviors, light-, moderate-, and vigorous-intensity activities, and sleep were computed by occupations classified as sedentary, light, moderate, and vigorous intensity. On average, approximately 32% of the 24-hour day was spent sleeping and approximately 31% was spent at work. Time spent in sedentary behaviors outside of work was higher, and light-intensity time was lower, with higher levels of intensity-defined occupation. Those employed in sedentary occupations were sedentary for approximately 11 hours per day, leaving little time to achieve recommended levels of physical activity for overall health.

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

Utilization of Illustrations during Learning of Science Textbook Passages among Low- and High-Ability Children.

PubMed

Hannus; Hyönä

1999-04-01

Effects of illustrations on learning authentic textbook materials were studied among 10-year-old elementary school children of high and low intellectual ability. Experiment 1 showed that the presence of illustrations improved learning of illustrated text content, but not that of nonillustrated text content. Comprehension scores were improved by the presence of illustrations for high-ability children, but not for low-ability children. In Experiment 2, children's eye movements were measured during learning of illustrated textbook passages to study how children divide their attention between text and illustrations. The results suggest that learning is heavily driven by the text and that children inspect illustrations only minimally. High-ability students were more strategic in processing in the sense that they spent relatively more time on pertinent segments of text and illustrations. It is concluded that the learning of illustrated science textbook materials involves requirements that may be more readily met by more intellectually capable students. Copyright 1999 Academic Press.

Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?

PubMed

Hannon, Brenda

2012-10-01

Definitions of related concepts (e.g., genotype - phenotype ) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts ( morpheme-fluid intelligence ), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts.

Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?

PubMed Central

Hannon, Brenda

2013-01-01

Definitions of related concepts (e.g., genotype–phenotype) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts (morpheme-fluid intelligence), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts. PMID:24347814

What Are We Learning about How We Learn

ERIC Educational Resources Information Center

Joyce, Bruce; Emily Calhoun

2016-01-01

Rather than merely dusting and polishing the old comfy stuff, these authors have spent 35 years trying to find out how people can learn to use new curriculums and ways of teaching. They have done some studies that would meet high standards of design, learned from peering at correlations, and stumbled on important things while teaching kids and…

Time Spent in Home Production Activities by Married Couples and Single Adults with Children.

ERIC Educational Resources Information Center

Douthitt, Robin A.

1988-01-01

A study found that, over time, married women employed full time have not decreased the time spent working in the home. Married men with young children have increased the time spent on home work. Single parents' time most closely resembled that of married women. (JOW)

Teaching Quantum Mechanics through Project-based Learning

NASA Astrophysics Data System (ADS)

Duda, Gintaras; Ward, Kristina

2014-03-01

Project/Problem-based learning (PBL) is an active area of research within the physics education research (PER) community, however, work done to date has focused on introductory courses. This talk will explore research on upper division quantum mechanics, a junior/senior level course at Creighton University, which was taught using PBL pedagogy with no in-class lectures. Course time was primarily spent on lecture tutorials and projects, which included alpha decay of Uranium, neutrino oscillations, and FTIR spectroscopy of HCl. This talk will explore: 1. student learning in light of the new pedagogy and embedded meta-cognitive self-monitoring exercises, 2. the effect of the PBL curriculum on student attitudes, motivation, and students' epistemologies, and 3. the use of explicit written reflections within a physics course to probe student understanding.

Visual environment, attention allocation, and learning in young children: when too much of a good thing may be bad.

PubMed

Fisher, Anna V; Godwin, Karrie E; Seltman, Howard

2014-07-01

A large body of evidence supports the importance of focused attention for encoding and task performance. Yet young children with immature regulation of focused attention are often placed in elementary-school classrooms containing many displays that are not relevant to ongoing instruction. We investigated whether such displays can affect children's ability to maintain focused attention during instruction and to learn the lesson content. We placed kindergarten children in a laboratory classroom for six introductory science lessons, and we experimentally manipulated the visual environment in the classroom. Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when the walls were highly decorated than when the decorations were removed. © The Author(s) 2014.

A case study of blended learning in a secondary biotechnology class

NASA Astrophysics Data System (ADS)

Coe, Jacqueline

An increase in the use of technology in high schools, coupled with the need to facilitate the development of 21st century skills in our students, give us opportunity and impetus to examine the use of blended learning. This study provides important insight into how blended learning translates into the secondary school environment. For the purpose of this study, blended learning is defined by Staker & Horn (2012) as a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. (p. 4) This descriptive single case study used qualitative analyses in an effort to answer the research questions, What are the experiences of secondary students when blended learning methods are introduced in a Biotechnology I class and how might these impact (a) the cognitive complexity of the course, (b) the level of choice students perceive they have, (c) the amount of time spent on working with the content, (d) student and teacher perceptions of blended learning, and (e) overall student achievement. Additionally, the impact of a learning-centered approach was explored. Data was gathered through teacher interviews, student interviews, classroom observations, student work, including formative and summative assignments, exit slips, surveys, and grades. Keywords: blended learning, cognitive complexity, learning-centered

Recycling Metals from Spent Screen-Printed Electrodes While Learning the Fundamentals of Electrochemical Sensing

ERIC Educational Resources Information Center

González-Sánchez, María-Isabel; Gómez-Monedero, Beatriz; Agrisuelas, Jerónimo; Valero, Edelmira

2018-01-01

A laboratory experiment in which students recycle silver and platinum selectively from spent screen-printed platinum electrodes is described. The recovered silver in solution is used to show its spontaneous redox reaction with a copper sheet. The recovered platinum is electrodeposited onto a screen-printed carbon electrode to develop a sensor for…

A Question of Identity

ERIC Educational Resources Information Center

Lavender, Peter

2008-01-01

In England more is spent on English for Speakers of Other Languages (ESOL) for adults than is spent on literacy and numeracy put together, an estimated 323 million pounds for 2007-2008. This may well be the biggest investment in Europe for national language learning for adults. It is argued that ESOL is central to several social policy streams.…

Does the virtual refractor patient-simulator improve student competency when refracting in the consulting room?

PubMed

Alhazmi, Mohammed S; Butler, Craig W; Junghans, Barbara M

2018-06-12

The use of patient simulators in ophthalmic education appears limited. This study examines the effects of the addition of the 'Virtual Refractor' patient simulator learning activity into a short unit preparing students to determine the power of the spectacle lenses required by patients in a clinic. Twenty-four year one optometry students were randomly assigned to either the simulator-intervention group (n = 12) or the non-intervention group. All students attended tutorials on refraction and the use of a refractor-head. Simulator-intervention students additionally attended a tutorial on the Virtual Refractor. All answered a questionnaire concerning time spent studying, perceived knowledge and confidence. Twenty-four short-sighted patients were recruited. Two refractions per student were timed and the accuracy compared with that of an experienced optometrist. Ten students from each group completed the study. Students who used the simulator were significantly (p < 0.05) more accurate at a clinical level (within 0.22 ± 0.22 DS, 95 per cent CI 0.12-0.32) than those who did not (within 0.60 ± 0.67 DS, 95 per cent CI 0.29-0.92) and 13 per cent quicker (4.7 minutes, p < 0.05). Students who used the simulator felt more knowledgeable (p < 0.05) and confident (p < 0.05), but had spent more time reading about refraction and practised on the Virtual Refractor at home for 5.7 ± 1.3 hours. The Virtual Refractor has many features of high-fidelity medical simulation known to lead to effective learning and it also offers flexible independent learning without a concomitant increase in the student time-burden. The improved accuracy and speed on first patient encounters found in this study validates the use of this patient simulator as a useful bridge for students early in training to successfully transfer theoretical knowledge prior to entering the consulting room. The translational benefits resulting from compulsory learning activities on a patient simulator can lead to reduced demands on infrastructure and clinical supervision. © 2018 Optometry Australia.

Utilization of exploration-based learning and video-assisted learning to teach GlideScope videolaryngoscopy.

PubMed

Johnston, Lindsay C; Auerbach, Marc; Kappus, Liana; Emerson, Beth; Zigmont, Jason; Sudikoff, Stephanie N

2014-01-01

GlideScope (GS) is used in pediatric endotracheal intubation (ETI) but requires a different technique compared to direct laryngoscopy (DL). This article was written to evaluate the efficacy of exploration-based learning on procedural performance using GS for ETI of simulated pediatric airways and establish baseline success rates and procedural duration using DL in airway trainers among pediatric providers at various levels. Fifty-five pediatric residents, fellows, and faculty from Pediatric Critical Care, NICU, and Pediatric Emergency Medicine were enrolled. Nine physicians from Pediatric Anesthesia benchmarked expert performance. Participants completed a demographic survey and viewed a video by the GS manufacturer. Subjects spent 15 minutes exploring GS equipment and practicing the intubation procedure. Participants then intubated neonatal, infant, child, and adult airway simulators, using GS and DL, in random order. Time to ETI was recorded. Procedural performance after exploration-based learning, measured as time to successful ETI, was shorter for DL than for GS for neonatal and child airways at the.05 significance level. Time to ETI in adult airway using DL was correlated with experience level (p =.01). Failure rates were not different among subgroups. A brief video and period of exploration-based learning is insufficient for implementing a new technology. Pediatricians at various levels of training intubated simulated airways faster using DL than GS.

[Application of the method of one-day learning in a Morris water maze to analyse the effects of sleep deprivation on memory trace recall 24 hours later, after learning].

PubMed

Dorokhov, V B; Kozhedub, R G; Arsenyev, G N; Bukhgolts, O I; Marchenko, V G; Puchkova, A N

2014-01-01

The proposed model of a one-day spatial learning is of interest in research of how sleep influences the hippocamp-dependent memory consolidation. We have studied the influence of a one-day total sleep deprivation on spatial memory consolidation in hooded rats after a one-day learning in the Morris water maze according to Feldman et al. [2010] protocol. According to it rats had to find a submerged platform that was alternatively marked by a flag or completely invisible to an animal. In a previous study [Dorokhov et al., 2011] we have used another one-day learning protocol [Frick et al., 2000] and Wistar rats and have demonstrated a large interindividual variance in learning parameters and sleep deprivation effects on memory consolidation. In this study we confirm previously acquired results on negative impact of sleep deprivation on spatial memory consolidation. To demonstrate the effects of sleep deprivation on the results of one-day learning we are using for the first time an evaluation of the time spent by an animal in the area of the platform placement and corresponding areas in the other quadrants of the water maze.

Perceived impact on student engagement when learning middle school science in an outdoor setting

NASA Astrophysics Data System (ADS)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

PubMed

Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

2017-05-26

Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls. For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

PubMed Central

Schaffer, Henry E.; Young, Karen R.; Ligon, Emily W.; Chapman, Diane D.

2017-01-01

Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as “learning analytics,” (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. PMID:28293202

Seasonal variation in time budgets and milk yield for Jersey, Friesland and crossbred cows raised in a pasture-based system.

PubMed

Dodzi, Madodana S; Muchenje, Voster

2012-10-01

The time budgets and daily milk yield of Jersey and Friesland cows and their crosses were compared in a pasture-based system by recording the time spent grazing, drinking, lying, standing and walking in four seasons of the year (cool-dry, hot-dry, hot-wet and post-rainy). Observations were made from 0800 to 1400 hours on seven cows per breed. Seven observers monitored the cows at 10-min intervals for 6 h using stop watches. Time spent standing was higher (P < 0.05) for Friesland compared to Jersey cows and the crossbred cows during the hot-wet season. Time spent walking differed among the three genotypes with the Jersey spending more time (P < 0.05) in both hot-wet and cool-dry seasons. No differences were noted on time spent lying down (P > 0.05) across the genotypes in the hot-wet season. In the cool-dry season, differences in time spent grazing (P < 0.05) were noted with the Jersey cows spending more time. The Friesland and the crossbred spent more time lying down (P < 0.05) than the Jersey cows in the cool-dry season. No time differences were noted for time spent standing (P > 0.05) in the same season. The Jersey cows spent the longest time walking (P < 0.05) during the cool-dry period. There were seasonal differences in time spent in all activities (P < 0.05). Time spent on grazing was longest in post-rainy season and lowest in hot-wet season. Differences were observed in the time spent lying down (P < 0.05). The longest period was observed in the hot-dry season and lowest in the hot-wet season. Daily milk yield varied (P < 0.05) with breed with the Friesland and Jersey producing higher yields than the crosses. The highest amount was produced in hot-dry and the least in hot-wet season. Milk yield and lying down were positively correlated (P < 0.05) in Jersey and Friesland cows. Standing was negatively correlated with milk yield (P < 0.05) in both Friesland and Jersey cows. No significant relationship was observed for the crossbred cows. It was concluded that the genotypes show different levels of sensitivity to seasons and that a relationship exists between milk yield and time budgets.

Associations between maternal employment and time spent in nutrition-related behaviours among German children and mothers.

PubMed

Möser, Anke; Chen, Susan E; Jilcott, Stephanie B; Nayga, Rodolfo M

2012-07-01

To examine associations between maternal employment and time spent engaging in nutrition-related behaviours among mothers and children using a nationally representative sample of households in West and East Germany. A cross-sectional analysis was performed using time-use data for a sample of mother-child dyads. Associations between maternal employment and time spent in nutrition-related activities such as eating at home, eating away from home and food preparation were estimated using a double-hurdle model. German Time Budget Survey 2001/02. The overall sample included 1071 households with a child between 10 and 17 years of age. The time-use data were collected for a 3 d period of observation (two weekdays and one weekend day). Maternal employment was associated with the time children spent on nutrition-related behaviours. In households with employed mothers, children spent more time eating alone at home and less time eating meals with their mothers. Moreover, employed mothers spent less time on meal preparation compared with non-employed mothers. There were regional differences in time spent on nutrition-related behaviours, such that East German children were more likely to eat at home alone than West German children. Maternal employment was associated with less time spent eating with children and preparing food, which may be related to the increasing childhood obesity rates in Germany. Future national surveys that collect both time-use data and health outcomes could yield further insight into mechanisms by which maternal time use might be associated with health outcomes among children.

Time Spent Walking and Risk of Diabetes in Japanese Adults: The Japan Public Health Center-Based Prospective Diabetes Study.

PubMed

Kabeya, Yusuke; Goto, Atsushi; Kato, Masayuki; Matsushita, Yumi; Takahashi, Yoshihiko; Isogawa, Akihiro; Inoue, Manami; Mizoue, Tetsuya; Tsugane, Shoichiro; Kadowaki, Takashi; Noda, Mitsuhiko

2016-01-01

The association between time spent walking and risk of diabetes was investigated in a Japanese population-based cohort. Data from the Japan Public Health Center-based Prospective Diabetes cohort were analyzed. The surveys of diabetes were performed at baseline and at the 5-year follow-up. Time spent walking per day was assessed using a self-reported questionnaire (<30 minutes, 30 minutes to <1 hour, 1 to <2 hours, or ≥2 hours). A cross-sectional analysis was performed among 26 488 adults in the baseline survey. Logistic regression was used to examine the association between time spent walking and the presence of unrecognized diabetes. We then performed a longitudinal analysis that was restricted to 11 101 non-diabetic adults who participated in both the baseline and 5-year surveys. The association between time spent walking and the incidence of diabetes during the 5 years was examined. In the cross-sectional analysis, 1058 participants had unrecognized diabetes. Those with time spent walking of <30 minutes per day had increased odds of having diabetes in relation to those with time spent walking of ≥2 hours (adjusted odds ratio [OR] 1.23; 95% CI, 1.02-1.48). In the longitudinal analysis, 612 participants developed diabetes during the 5 years of follow-up. However, a significant association between time spent walking and the incidence of diabetes was not observed. Increased risk of diabetes was implied in those with time spent walking of <30 minutes per day, although the longitudinal analysis failed to show a significant result.

Determinants of children's use of and time spent in fast-food and full-service restaurants.

PubMed

McIntosh, Alex; Kubena, Karen S; Tolle, Glen; Dean, Wesley; Kim, Mi-Jeong; Jan, Jie-Sheng; Anding, Jenna

2011-01-01

Identify parental and children's determinants of children's use of and time spent in fast-food (FF) and full-service (FS) restaurants. Analysis of cross-sectional data. Parents were interviewed by phone; children were interviewed in their homes. Parents and children ages 9-11 or 13-15 from 312 families were obtained via random-digit dialing. Dependent variables were the use of and the time spent in FF and FS restaurants by children. Determinants included parental work schedules, parenting style, and family meal ritual perceptions. Logistic regression was used for multivariate analysis of use of restaurants. Least squares regression was used for multivariate analysis of time spent in restaurants. Significance set at P < .05. Factors related to use of and time spent in FF and FS restaurants included parental work schedules, fathers' use of such restaurants, and children's time spent in the family automobile. Parenting style, parental work, parental eating habits and perceptions of family meals, and children's other uses of their time influence children's use of and time spent in FF and FS restaurants. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Places where children are active: A longitudinal examination of children's physical activity.

PubMed

Perry, Cynthia K; Ackert, Elizabeth; Sallis, James F; Glanz, Karen; Saelens, Brian E

2016-12-01

Using two-year longitudinal data, we examined locations where children spent time and were active, whether location patterns were stable, and relationships between spending time in their home neighborhood and moderate to vigorous physical activity (MVPA). At two time points (2007-2009 and 2009-2011), children living in the metropolitans areas of either San Diego, CA or Seattle, WA wore an accelerometer, and parents recorded their child's locations for seven days. Across two years, global average proportion of time spent in each location was stable, but total time and proportion of time in each location spent in MVPA decreased significantly across all locations. Children spent the largest proportion of time in MVPA in their home neighborhood at both time points, although they spent little time in their home neighborhood. Copyright © 2016 Elsevier Inc. All rights reserved.

Personal computer versus personal computer/mobile device combination users' preclinical laboratory e-learning activity.

PubMed

Kon, Haruka; Kobayashi, Hiroshi; Sakurai, Naoki; Watanabe, Kiyoshi; Yamaga, Yoshiro; Ono, Takahiro

2017-11-01

The aim of the present study was to clarify differences between personal computer (PC)/mobile device combination and PC-only user patterns. We analyzed access frequency and time spent on a complete denture preclinical website in order to maximize website effectiveness. Fourth-year undergraduate students (N=41) in the preclinical complete denture laboratory course were invited to participate in this survey during the final week of the course to track login data. Students accessed video demonstrations and quizzes via our e-learning site/course program, and were instructed to view online demonstrations before classes. When the course concluded, participating students filled out a questionnaire about the program, their opinions, and devices they had used to access the site. Combination user access was significantly more frequent than PC-only during supplementary learning time, indicating that students with mobile devices studied during lunch breaks and before morning classes. Most students had favorable opinions of the e-learning site, but a few combination users commented that some videos were too long and that descriptive answers were difficult on smartphones. These results imply that mobile devices' increased accessibility encouraged learning by enabling more efficient time use between classes. They also suggest that e-learning system improvements should cater to mobile device users by reducing video length and including more short-answer questions. © 2016 John Wiley & Sons Australia, Ltd.

Professional Learning outside the Classroom: Expedition Iceland

ERIC Educational Resources Information Center

Jordan, Julie; Bull, Sue

2012-01-01

A bunch of intrepid teachers spent a week in Iceland in a quest to learn more about the country's challenging landscape, by engaging in a unique and inspiring professional development opportunity to learn about innovative ways to teach science and mathematics outside of a classroom setting. A 2008 Ofsted report highlighted the benefits of learning…

Compared to Canadians, U.S. physicians spend nearly four times as much money interacting with payers.

PubMed

Zimmerman, Christina

2011-11-01

(1) In Canadian office practices, physi­cians spent 2.2 hours per week interacting with payers, nurses spent 2.5 hours, and clerical staff spent 15.9 hours. In U.S. practices, physicians spent 3.4 hours per week interacting with payers, nurses spent 20.6 hours, and clerical staff spent 53.1 hours. (2) Canadian physician practices spent $22,205 per physician per year on interactions with health plans. U.S. physician practices spent $82,975 per physician per year. (3) U.S. physician practices spend $60,770 per physician per year more (approximately four times as much) than their Canadian counterparts.

The effects of automated scatter feeders on captive grizzly bear activity budgets.

PubMed

Andrews, Nathan L P; Ha, James C

2014-01-01

Although captive bears are popular zoo attractions, they are known to exhibit high levels of repetitive behaviors (RBs). These behaviors have also made them particularly popular subjects for welfare research. To date, most research on ursid welfare has focused on various feeding methods that seek to increase time spent searching for, extracting, or consuming food. Prior research indicates an average of a 50% reduction in RBs when attempts are successful and, roughly, a 50% success rate across studies. This research focused on decreasing time spent in an RB while increasing the time spent active by increasing time spent searching for, extracting, and consuming food. The utility of timed, automated scatter feeders was examined for use with captive grizzly bears (Ursis arctos horribilis). Findings include a significant decrease in time spent in RB and a significant increase in time spent active while the feeders were in use. Further, the bears exhibited a wider range of behaviors and a greater use of their enclosure.

What keeps family physicians busy in Portugal? A multicentre observational study of work other than direct patient contacts

PubMed Central

Granja, Mónica; Ponte, Carla; Cavadas, Luís Filipe

2014-01-01

Objectives To quantify the time spent by family physicians (FP) on tasks other than direct patient contact, to evaluate job satisfaction, to analyse the association between time spent on tasks and physician characteristics, the association between the number of tasks performed and physician characteristics and the association between time spent on tasks and job satisfaction. Design Cross-sectional, using time-and-motion techniques. Two workdays were documented by direct observation. A significance level of 0.05 was adopted. Setting Multicentric in 104 Portuguese family practices. Participants A convenience sample of FP, with lists of over 1000 patients, teaching senior medical students and first-year family medicine residents in 2012, was obtained. Of the 217 FP invited to participate, 155 completed the study. Main outcomes measured Time spent on tasks other than direct patient contact and on the performance of more than one task simultaneously, the number of direct patient contacts in the office, the number of indirect patient contacts, job satisfaction, demographic and professional characteristics associated with time spent on tasks and the number of different tasks performed, and the association between time spent on tasks and job satisfaction. Results FP (n=155) spent a mean of 143.6 min/day (95% CI 135.2 to 152.0) performing tasks such as prescription refills, teaching, meetings, management and communication with other professionals (33.4% of their workload). FP with larger patient lists spent less time on these tasks (p=0.002). Older FP (p=0.021) and those with larger lists (p=0.011) performed fewer tasks. The mean job satisfaction score was 3.5 (out of 5). No association was found between job satisfaction and time spent on tasks. Conclusions FP spent one-third of their workday in coordinating care, teaching and managing. Time devoted to these tasks decreases with increasing list size and physician age. PMID:24934208

Service and Education: The Association Between Workload, Patient Complexity, and Teaching on Internal Medicine Inpatient Services.

PubMed

Ratcliffe, Temple A; Crabtree, Meghan A; Palmer, Raymond F; Pugh, Jacqueline A; Lanham, Holly J; Leykum, Luci K

2018-04-01

Attending rounds remain the primary venue for formal teaching and learning at academic medical centers. Little is known about the effect of increasing clinical demands on teaching during attending rounds. To explore the relationships among teaching time, teaching topics, clinical workload, and patient complexity variables. Observational study of medicine teaching teams from September 2008 through August 2014. Teams at two large teaching hospitals associated with a single medical school were observed for periods of 2 to 4 weeks. Twelve medicine teaching teams consisting of one attending, one second- or third-year resident, two to three interns, and two to three medical students. The study examined relationships between patient complexity (comorbidities, complications) and clinical workload variables (census, turnover) with educational measures. Teams were clustered based on clinical workload and patient complexity. Educational measures of interest were time spent teaching and number of teaching topics. Data were analyzed both at the daily observation level and across a given patient's admission. We observed 12 teams, 1994 discussions (approximately 373 h of rounds) of 563 patients over 244 observation days. Teams clustered into three groups: low patient complexity/high clinical workload, average patient complexity/low clinical workload, and high patient complexity/high clinical workload. Modest associations for team, patient complexity, and clinical workload variables were noted with total time spent teaching (9.1% of the variance in time spent teaching during a patient's admission; F[8,549] = 6.90, p < 0.001) and number of teaching topics (16% of the variance in the total number of teaching topics during a patient's admission; F[8,548] = 14.18, p < 0.001). Clinical workload and patient complexity characteristics among teams were only modestly associated with total teaching time and teaching topics.

5 CFR 551.426 - Time spent in charitable activities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... working hours is not hours of work. Special Situations ... PAY ADMINISTRATION UNDER THE FAIR LABOR STANDARDS ACT Hours of Work Application of Principles in Relation to Other Activities § 551.426 Time spent in charitable activities. Time spent working for public...

Time Spent Outdoors, Depressive Symptoms, and Variation by Race and Ethnicity.

PubMed

Beyer, Kirsten M M; Szabo, Aniko; Nattinger, Ann B

2016-09-01

Numerous studies have explored neighborhood environmental correlates of mental illnesses, presuming that the time individuals spend in their environment can confer benefit or harm based on environmental characteristics. However, few population-based studies have directly examined the relationship between time spent outdoors and mental health, and little work has been done to explore how experiences differ by race and ethnicity. Though some have proposed "doses of outdoor time" to improve health, the absence of information about the benefits conferred by particular "doses," and expected baseline levels of outdoor time, are needed to inform the development of recommendations and interventions. This study examined the relationship between time spent outdoors and depression among a population-based sample of American adults, characterized current levels of time spent outdoors by race and ethnicity, and examined how the relationship between time spent outdoors and depression varies by race and ethnicity. Descriptive statistics and survey regression models were used to examine data from the National Health and Nutrition Examination Survey for 2009-2012. Findings provide evidence that time spent outdoors is associated with fewer depressive symptoms, but this benefit may not be equally distributed by race and ethnicity. Descriptive analyses also reveal differences in time spent outdoors among different racial and ethnic groups. Study findings support the notion that increasing time spent outdoors may result in mental health benefits. However, this study questions whether that benefit is experienced equally among different groups, particularly given differences in occupational experiences and environmental characteristics of neighborhoods. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Time Spent Walking and Risk of Diabetes in Japanese Adults: The Japan Public Health Center-Based Prospective Diabetes Study

PubMed Central

Kabeya, Yusuke; Goto, Atsushi; Kato, Masayuki; Matsushita, Yumi; Takahashi, Yoshihiko; Isogawa, Akihiro; Inoue, Manami; Mizoue, Tetsuya; Tsugane, Shoichiro; Kadowaki, Takashi; Noda, Mitsuhiko

2016-01-01

Background The association between time spent walking and risk of diabetes was investigated in a Japanese population-based cohort. Methods Data from the Japan Public Health Center-based Prospective Diabetes cohort were analyzed. The surveys of diabetes were performed at baseline and at the 5-year follow-up. Time spent walking per day was assessed using a self-reported questionnaire (<30 minutes, 30 minutes to <1 hour, 1 to <2 hours, or ≥2 hours). A cross-sectional analysis was performed among 26 488 adults in the baseline survey. Logistic regression was used to examine the association between time spent walking and the presence of unrecognized diabetes. We then performed a longitudinal analysis that was restricted to 11 101 non-diabetic adults who participated in both the baseline and 5-year surveys. The association between time spent walking and the incidence of diabetes during the 5 years was examined. Results In the cross-sectional analysis, 1058 participants had unrecognized diabetes. Those with time spent walking of <30 minutes per day had increased odds of having diabetes in relation to those with time spent walking of ≥2 hours (adjusted odds ratio [OR] 1.23; 95% CI, 1.02–1.48). In the longitudinal analysis, 612 participants developed diabetes during the 5 years of follow-up. However, a significant association between time spent walking and the incidence of diabetes was not observed. Conclusions Increased risk of diabetes was implied in those with time spent walking of <30 minutes per day, although the longitudinal analysis failed to show a significant result. PMID:26725285

Time Investment in Drug Supply Problems by Flemish Community Pharmacies.

PubMed

De Weerdt, Elfi; Simoens, Steven; Casteels, Minne; Huys, Isabelle

2017-01-01

Introduction: Drug supply problems are a known problem for pharmacies. Community and hospital pharmacies do everything they can to minimize impact on patients. This study aims to quantify the time spent by Flemish community pharmacies on drug supply problems. Materials and Methods: During 18 weeks, employees of 25 community pharmacies filled in a template with the total time spent on drug supply problems. The template stated all the steps community pharmacies could undertake to manage drug supply problems. Results: Considering the median over the study period, the median time spent on drug supply problems was 25 min per week, with a minimum of 14 min per week and a maximum of 38 min per week. After calculating the median of each pharmacy, large differences were observed between pharmacies: about 25% spent less than 15 min per week and one-fifth spent more than 1 h per week. The steps on which community pharmacists spent most time are: (i) "check missing products from orders," (ii) "contact wholesaler/manufacturers regarding potential drug shortages," and (iii) "communicating to patients." These three steps account for about 50% of the total time spent on drug supply problems during the study period. Conclusion: Community pharmacies spend about half an hour per week on drug supply problems. Although 25 min per week does not seem that much, the time spent is not delineated and community pharmacists are constantly confronted with drug supply problems.

Combined Effects of Time Spent in Physical Activity, Sedentary Behaviors and Sleep on Obesity and Cardio-Metabolic Health Markers: A Novel Compositional Data Analysis Approach

PubMed Central

Chastin, Sebastien F. M.; Palarea-Albaladejo, Javier; Dontje, Manon L.; Skelton, Dawn A.

2015-01-01

The associations between time spent in sleep, sedentary behaviors (SB) and physical activity with health are usually studied without taking into account that time is finite during the day, so time spent in each of these behaviors are codependent. Therefore, little is known about the combined effect of time spent in sleep, SB and physical activity, that together constitute a composite whole, on obesity and cardio-metabolic health markers. Cross-sectional analysis of NHANES 2005–6 cycle on N = 1937 adults, was undertaken using a compositional analysis paradigm, which accounts for this intrinsic codependence. Time spent in SB, light intensity (LIPA) and moderate to vigorous activity (MVPA) was determined from accelerometry and combined with self-reported sleep time to obtain the 24 hour time budget composition. The distribution of time spent in sleep, SB, LIPA and MVPA is significantly associated with BMI, waist circumference, triglycerides, plasma glucose, plasma insulin (all p<0.001), and systolic (p<0.001) and diastolic blood pressure (p<0.003), but not HDL or LDL. Within the composition, the strongest positive effect is found for the proportion of time spent in MVPA. Strikingly, the effects of MVPA replacing another behavior and of MVPA being displaced by another behavior are asymmetric. For example, re-allocating 10 minutes of SB to MVPA was associated with a lower waist circumference by 0.001% but if 10 minutes of MVPA is displaced by SB this was associated with a 0.84% higher waist circumference. The proportion of time spent in LIPA and SB were detrimentally associated with obesity and cardiovascular disease markers, but the association with SB was stronger. For diabetes risk markers, replacing SB with LIPA was associated with more favorable outcomes. Time spent in MVPA is an important target for intervention and preventing transfer of time from LIPA to SB might lessen the negative effects of physical inactivity. PMID:26461112

The effects of tramadol administration on hippocampal cell apoptosis, learning and memory in adult rats and neuroprotective effects of crocin.

PubMed

Baghishani, Farideh; Mohammadipour, Abbas; Hosseinzadeh, Hossain; Hosseini, Mahmoud; Ebrahimzadeh-Bideskan, Alireza

2018-06-01

Tramadol, a frequently used pain reliever drug, present neurotoxic effects associated to cognitive dysfunction. Moreover, crocin has been reported to have neuroprotective effects. The aim of this study was to assess crocin's capacity to protect learning, and memory abilities on tramadol-treated rats. A total of 35 rats were divided into five groups: Control, Saline, tramadol (50 mg/kg), tramadol + crocin(30 mg/kg), crocin groups and treated orally for 28 consecutive days. Morris water maze (MWM) and passive avoidance (PA) tests were done, followed by dissection of the rat's brains for toluidine blue and TUNEL staining. In MWM test, tramadol group spent lower time and traveled shorter distance in the target quadrant (Q1) (P < 0.05). On the other side, the traveled distance in tramadol-crocin group was higher than tramadol (P < 0.05). In PA test, both the delay for entering the dark, and the total time spent in the light compartment decreased in tramadol comparing to the control group (P < 0.05), while it increased in tramadol-crocin compared with the tramadol group (P < 0.05). In tramadol-treated animals, the dark neurons (DNs) and apoptotic cells in CA1, CA3 and DG increased (P < 0.05), while concurrent intake of crocin decreased the number of DNs and apoptotic cells in these areas (P < 0.05). Crocin was able to improve learning and memory of tramadol-treated rats and also decreased DNs and apoptotic cells in the hippocampus. Considering these results, the potential capacity of crocin for decreasing side effects of tramadol on the nervous system is suggested.

The Joint Convention on the Safety of Spent fuel Management and on the safety of Radioactive Waste Management: A UK Regulator's Perspective

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

Lacey, D.; Bacon, M.L.

The UK fully supports the objective of the Joint Convention on the Safety of Spent Fuel Management and on the Safety of Radioactive Waste Management to achieve and maintain a high level of safety worldwide in spent fuel and radioactive waste management, through the enhancement of national measures and international co-operation, including where appropriate, safety-related co-operation. The UK's Health and Safety Executive, through its Nuclear Safety Directorate (NSD), has been committed to the Convention since the initial negotiations to set up the Convention and provided the president of the first review meeting in 2003. It would be wrong of anymore » nation to believe that they have all the best solutions to managing spent fuel and radioactive waste. The process of compiling reports for the Convention review meetings provides a structured process through which every contracting party can review its provisions against a common set of standards and identify for itself possible areas of improvements. The sharing of reports and the asking and answering of questions then provides a further opportunity for both sharing of experience and learning. The UK was encouraged by the spirit of constructive discussion rather than negative criticism that pervaded the first review meeting that provided an incentive for all to learn and improve. While, as could be expected of the first meeting of such a group, not everything worked as well as could be hoped for, all parties seemed committed to learn from mistakes and to make the process more effective. Lessons were learned from the Nuclear Safety Convention on the process of submitting reports electronically and the UK actively supported aims to use IAEA requirements documents as an additional focus for reports. This should, we hope, provide for even better benchmarking of achievements and provide feedback for improvements of the IAEA requirements where appropriate. In summary, the UK finds the Joint Convention process to be a very positive one that can only improve the worldwide standards of safety in spent fuel and radioactive waste management. (authors)« less

45 CFR 1635.3 - Timekeeping requirement.

Code of Federal Regulations, 2010 CFR

2010-10-01

... out in accordance with 45 CFR part 1630. (b) Time spent by attorneys and paralegals must be documented by time records which record the amount of time spent on each case, matter, or supporting activity... which compensation is paid by the recipient. (2) Each record of time spent must contain: for a case, a...

Contact to Nature Benefits Health: Mixed Effectiveness of Different Mechanisms.

PubMed

Hofmann, Mathias; Young, Christopher; Binz, Tina M; Baumgartner, Markus R; Bauer, Nicole

2017-12-25

How can urban nature contribute to the reduction of chronic stress? We twice measured the concentration of the "stress hormone" cortisol in the hair of 85 volunteer gardeners (six months apart), relating cortisol level change to (self-reported) characteristics of their recreational activities. Both time spent in nature and physical activity led to decreases in cortisol, while time spent being idle led to an increase. At high levels of present stressors, however, the relationship for time spent in nature and for idleness was reversed. Time spent with social interaction had no effect on cortisol levels. Our results indicate that physical activity is an effective means of mitigating the negative effects of chronic stress. The results regarding the time spent in nature and time spent being idle are less conclusive, suggesting the need for more research. We conclude that if chronic stress cannot be abolished by eradicating its sources, public health may take to measures to reduce it-providing urban nature being one effective possibility.

Contact to Nature Benefits Health: Mixed Effectiveness of Different Mechanisms

PubMed Central

2017-01-01

How can urban nature contribute to the reduction of chronic stress? We twice measured the concentration of the “stress hormone” cortisol in the hair of 85 volunteer gardeners (six months apart), relating cortisol level change to (self-reported) characteristics of their recreational activities. Both time spent in nature and physical activity led to decreases in cortisol, while time spent being idle led to an increase. At high levels of present stressors, however, the relationship for time spent in nature and for idleness was reversed. Time spent with social interaction had no effect on cortisol levels. Our results indicate that physical activity is an effective means of mitigating the negative effects of chronic stress. The results regarding the time spent in nature and time spent being idle are less conclusive, suggesting the need for more research. We conclude that if chronic stress cannot be abolished by eradicating its sources, public health may take to measures to reduce it—providing urban nature being one effective possibility. PMID:29295586

Time spent on home food preparation and indicators of healthy eating.

PubMed

Monsivais, Pablo; Aggarwal, Anju; Drewnowski, Adam

2014-12-01

The amount of time spent on food preparation and cooking may have implications for diet quality and health. However, little is known about how food-related time use relates to food consumption and spending, either at restaurants or for food consumed at home. To quantitatively assess the associations among the amount of time habitually spent on food preparation and patterns of self-reported food consumption, food spending, and frequency of restaurant use. This was a cross-sectional study of 1,319 adults in a population-based survey conducted in 2008-2009. The sample was stratified into those who spent <1 hour/day, 1-2 hours/day, and >2 hours/day on food preparation and cleanup. Descriptive statistics and multivariable regression models examined differences between time-use groups. Analyses were conducted in 2011-2013. Individuals who spent the least amount of time on food preparation tended to be working adults who placed a high priority on convenience. Greater amount of time spent on home food preparation was associated with indicators of higher diet quality, including significantly more frequent intake of vegetables, salads, fruits, and fruit juices. Spending <1 hour/day on food preparation was associated with significantly more money spent on food away from home and more frequent use of fast food restaurants compared to those who spent more time on food preparation. The findings indicate that time might be an essential ingredient in the production of healthier eating habits among adults. Further research should investigate the determinants of spending time on food preparation. Copyright © 2014 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

PubMed

Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary

PubMed Central

Bisson, Marie-Josée; van Heuven, Walter J. B.; Conklin, Kathy; Tunney, Richard J.

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition. PMID:25383918

Effectiveness of a shortened, clinically engaged anatomy course for physician assistant students.

PubMed

Rizzolo, Lawrence J; Rando, William C; O'Brien, Michael K; Garino, Alexandria; Stewart, William B

2011-01-01

There is little consensus among programs that train physician assistants (PAs) regarding how much time should be devoted to the study of anatomy, what should be included, or how it should be taught. Similar concerns led us to redesign anatomy for medical students and introduce clinically engaged anatomy, an approach designed in collaboration with clinical faculty. This approach presents anatomy entirely within the context of common clinical cases. This report examines whether clinically engaged anatomy could be adapted to the PA program, where students cover the basic sciences in half the time as medical students. We offered a modified version of clinically engaged anatomy to PA students in which time spent in self-directed learning activities was reduced relative to medical students. We compared their scores on an examination of long-term recall to students who took the previous course. Two classes who took clinically engaged anatomy, scored the same or significantly higher on every portion of the examination (P < 0.05). Students expressed high satisfaction with the course (Likert scale, 4.3-4.8/5 points). Compared to medical students who took clinically engaged anatomy, the data suggest that the tradeoff for reducing the time spent in self-directed learning was reduced skills in applying structure-function relationships and spatial reasoning to clinical problems. The data suggest clinically engaged anatomy can be effective in various educational settings, and can be readily adapted to clinical programs that vary in the depth that anatomy is covered. Nonetheless, careful assessments are needed to determine if the necessary tradeoffs are consistent with the goals of the profession. Copyright © 2011 American Association of Anatomists.

Beneficial effects of garlic on learning and memory deficits and brain tissue damages induced by lead exposure during juvenile rat growth is comparable to the effect of ascorbic acid.

PubMed

Ghasemi, Simagol; Hosseini, Mahmoud; Feizpour, Azadeh; Alipour, Fatemeh; Sadeghi, Akram; Vafaee, Farzaneh; Mohammadpour, Toktam; Soukhtanloo, Mohammad; Ebrahimzadeh Bideskan, Alireza; Beheshti, Farimah

2017-04-01

The neuroprotective effects of both garlic and ascorbic acid (AA) have been documented. In this study the effects of garlic and ascorbic acid on memory deficits and brain tissue oxidative damages induced by lead exposure was investigated. The juvenile rats were divided and treated: (1) Control, (2) Lead (lead acetate in drinking water, 8 weeks), (3) Lead - Ascorbic Acid (Lead-AA), (4)  Lead - Garlic (100 mg/kg, daily, gavage) (Lead-Gar). In Morris water maze (MWM), the escape latency and traveled path in the Lead group were significantly higher while, the time spent in the target quadrant (Q1) was lower than Control. Both Lead-Gar and Lead-AA groups spent more times in Q1than to lead group. There were no significant differences in swimming speed between the groups. In passive avoidance (PA) test, the time latency for entering the dark compartment by Lead group was lower than Control. Treatment of the animals by AA and garlic significantly increased the time latency. In Lead group, the total thiol concentration in brain tissues was significantly lower while, MDA was higher than Control. Treatment by both garlic and AA increased total thiol concentrations and decreased MDA. Both garlic and AA decreased the lead content of brain tissues. It is suggested that treatment with garlic attenuates the learning and memory impairments due to lead exposure during juvenile rat growth which is comparable to AA. The possible mechanism may be due to its protective effects against brain tissues oxidative damage as well the lowering effects of brain lead content.

Evaluation of Time Spent by Pharmacists and Nurses Based on the Location of Pharmacist Involvement in Medication History Collection.

PubMed

Chhabra, Anmol; Quinn, Andrea; Ries, Amanda

2018-01-01

Accurate history collection is integral to medication reconciliation. Studies support pharmacy involvement in the process, but assessment of global time spent is limited. The authors hypothesized the location of a medication-focused interview would impact time spent. The objective was to compare time spent by pharmacists and nurses based on the location of a medication-focused interview. Time spent by the interviewing pharmacist, admitting nurse, and centralized pharmacist verifying admission orders was collected. Patient groups were based on whether the interview was conducted in the emergency department (ED) or medical floor. The primary end point was a composite of the 3 time points. Secondary end points were individual time components and number and types of transcription discrepancies identified during medical floor interviews. Pharmacists and nurses spent an average of ten fewer minutes per ED patient versus a medical floor patient ( P = .028). Secondary end points were not statistically significant. Transcription discrepancies were identified at a rate of 1 in 4 medications. Post hoc analysis revealed the time spent by pharmacists and nurses was 2.4 minutes shorter per medication when interviewed in the ED ( P < .001). The primary outcome was statistically and clinically significant. Limitations included inability to blind and lack of cost-saving analysis. Pharmacist involvement in ED medication reconciliation leads to time savings during the admission process.

The Relationship between Five Aspects of the Home Environment and Students Reading above Grade Level.

ERIC Educational Resources Information Center

Wynstra, Jennifer E.

A study investigated five aspects of the home environment (time spent viewing television, time spent doing homework, time involved in recreational reading, time spent with a non-parental caregiver, and bedtime) of first- through fifth-grade students to see if any common experience existed among those students reading above grade level. Subjects…

Generational Differences in Children's Externalizing Behavior Problems

PubMed Central

Hofferth, Sandra L.

2016-01-01

This study examines the effects of time spent with parents and peers on generational differences in children's externalizing behavior problems in immigrant families. Using the Child Development Supplement and Time Diaries from the Panel Study of Income Dynamics, we found that first and second generation children exhibited fewer externalizing behavior problems than did third generation children, despite their lower socioeconomic status. First and second generation children spent more time with either one or both parents, and less time with peers, on the weekend day than did third generation children. We found a marginal but beneficial effect of time spent with fathers on the weekday, but not on the weekend day. The implications are that time spent with fathers on weekdays differs from time spent with fathers on the weekend, and that promoting immigrant father involvement on the weekday through school or community programs could benefit immigrant children. PMID:27350766

5 CFR 337.101 - Rating applicants.

Code of Federal Regulations, 2012 CFR

2012-01-01

... factor in determining eligibility, OPM shall credit a preference eligible with: (1) Time spent in the military service (i) as an extension of time spent in the position in which he was employed immediately... military service, or (iii) as a combination of both methods. OPM shall credit time spent in the military...

5 CFR 337.101 - Rating applicants.

Code of Federal Regulations, 2014 CFR

2014-01-01

... factor in determining eligibility, OPM shall credit a preference eligible with: (1) Time spent in the military service (i) as an extension of time spent in the position in which he was employed immediately... military service, or (iii) as a combination of both methods. OPM shall credit time spent in the military...

5 CFR 337.101 - Rating applicants.

Code of Federal Regulations, 2013 CFR

2013-01-01

... factor in determining eligibility, OPM shall credit a preference eligible with: (1) Time spent in the military service (i) as an extension of time spent in the position in which he was employed immediately... military service, or (iii) as a combination of both methods. OPM shall credit time spent in the military...

5 CFR 337.101 - Rating applicants.

Code of Federal Regulations, 2011 CFR

2011-01-01

... factor in determining eligibility, OPM shall credit a preference eligible with: (1) Time spent in the military service (i) as an extension of time spent in the position in which he was employed immediately... military service, or (iii) as a combination of both methods. OPM shall credit time spent in the military...

5 CFR 337.101 - Rating applicants.

Code of Federal Regulations, 2010 CFR

2010-01-01

... factor in determining eligibility, OPM shall credit a preference eligible with: (1) Time spent in the military service (i) as an extension of time spent in the position in which he was employed immediately... military service, or (iii) as a combination of both methods. OPM shall credit time spent in the military...

The effects of employment status and daily stressors on time spent on daily household chores in middle-aged and older adults.

PubMed

Wong, Jen D; Almeida, David M

2013-02-01

This study examines how employment status (worker vs. retiree) and life course influences (age, gender, and marital status) are associated with time spent on daily household chores. Second, this study assesses whether the associations between daily stressors and time spent on daily household chores differ as a function of employment status and life course influences. Men and women aged 55-74 from the National Study of Daily Experiences (N = 268; 133 workers and 135 retirees), a part of the National Survey of Midlife in the United States (MIDUS), completed telephone interviews regarding their daily experiences across 8 consecutive evenings. Working women spent more than double the amount of time on daily household chores than working men. Unmarried retirees spent the most time on daily household chores in comparison to their counterparts. There was a trend toward significance for the association between home stressors from the previous day and time spent on daily household chores as a function of employment and marital status. These findings highlight the importance of gender and marital status in the associations between employment status and time spent on daily household chores and the role that daily stressors, in particular home stressful events, have on daily household chore participation.

Lessons learned in the transition to Ada from FORTRAN at NASA/Goddard

NASA Technical Reports Server (NTRS)

Brophy, Carolyn Elizabeth

1989-01-01

Two dynamics satellite simulators are developed from the same requirements, one in Ada and the other in FORTRAN. The purpose of the research was to find out how well the prescriptive Ada development model worked to develop the Ada simulator. The FORTRAN simulator development, as well as past FORTRAN developments, provided a baseline for comparison. Since this was the first simulator developed, the prescriptive Ada development model had many similarities to the usual FORTRAN development model. However, it was modified to include longer design and shorter testing phases, which is generally expected with Ada developments. One result was that the percentage of time the Ada project spent in the various development activities was very similar to the percentage of time spent in these activities when doing a FORTRAN project. Another finding was the difficulty the Ada team had with unit testing as well as with integration. It was realized that adding additional steps to the design phase, such as an abstract data type analysis, and certain guidelines to the implementation phase, such as to use primarily library units and nest sparingly, would have made development easier. These are among the recommendations made to be incorporated in a new Ada development model next time.

After-school time use in Taiwan: effects on educational achievement and well-being.

PubMed

Chen, Su Yen; Lu, Luo

2009-01-01

Western studies have linked adolescents' time spent on homework, structured activities, various kinds of leisure involvement, and part-time employment with their academic achievement and psychological adjustment, but little is known about the after-school pursuits of Chinese students and their associations with adolescents' development. Using a nationally representative sample in Taiwan, this study investigated how time spent on nine after-school activities during the eleventh grade helped predict educational achievement and depression symptoms during the twelfth grade, in addition to previous achievement and depression level and background variables. The findings of this study confirmed and extended the extant literature that time spent on homework, after-class academic-enrichment programs, and private cram schools positively affected adolescents' educational achievement; however, time spent on private cram schools was negatively associated with their psychological well-being. In addition, inconsistent with the findings of many Western studies, this study's results did not support a positive effect of participating in school-based extracurricular activities on educational achievement and psychological well-being. Finally, time spent on working part-time and watching TV was found to be detrimental to achievement, but time spent playing Internet games appeared to be negatively associated with depression symptoms.

Affective and cognitive behavior in the alpha-galactosidase A deficient mouse model of Fabry disease

PubMed Central

Karl, Franziska; Sommer, Claudia; Üçeyler, Nurcan

2017-01-01

Fabry disease is an X-linked inherited lysosomal storage disorder with intracellular accumulation of globotriaosylceramide (Gb3) due to α-galactosidase A (α-Gal A) deficiency. Fabry patients frequently report of anxiety, depression, and impaired cognitive function. We characterized affective and cognitive phenotype of male mice with α-Gal A deficiency (Fabry KO) and compared results with those of age-matched male wildtype (WT) littermates. Young (3 months) and old (≥ 18 months) mice were tested in the naïve state and after i.pl. injection of complete Freund`s adjuvant (CFA) as an inflammatory pain model. We used the elevated plus maze (EPM), the light-dark box (LDB) and the open field test (OF) to investigate anxiety-like behavior. The forced swim test (FST) and Morris water maze (MWM) were applied to assess depressive-like and learning behavior. The EPM test revealed no intergroup difference for anxiety-like behavior in naïve young and old Fabry KO mice compared to WT littermates, except for longer time spent in open arms of the EPM for young WT mice compared to young Fabry KO mice (p<0.05). After CFA injection, young Fabry KO mice showed increased anxiety-like behavior compared to young WT littermates (p<0.05) and naïve young Fabry KO mice (p<0.05) in the EPM as reflected by shorter time spent in EPM open arms. There were no relevant differences in the LDB and the OF test, except for longer time spent in the center zone of the OF by young WT mice compared to young Fabry KO mice (p<0.05). Complementary to this, depression-like and learning behavior were not different between genotypes and age-groups, except for the expectedly lower memory performance in older age-groups compared to young mice. Our results indicate that genetic influences on affective and cognitive symptoms in FD may be of subordinate relevance, drawing attention to potential influences of environmental and epigenetic factors. PMID:28662189

Advances in Materials Research: An Internship at Kennedy Space Center

NASA Technical Reports Server (NTRS)

Barrios, Elizabeth A.; Roberson, Luke B.

2011-01-01

My time at Kennedy Space Center. was spent immersing myself in research performed in the Materials Science Division of the Engineering Directorate. My Chemical Engineering background provided me the ability to assist in many different projects ranging from tensile testing of composite materials to making tape via an extrusion process. However, I spent the majority of my time on the following three projects: (1) testing three different materials to determine antimicrobial properties; (2) fabricating and analyzing hydrogen sensing tapes that were placed at the launch pad for STS-133 launch; and (3) researching molten regolith electrolysis at KSC to prepare me for my summer internship at MSFC on a closely related topic. This paper aims to explain, in detail, what I have learned about these three main projects. It will explain why this research is happening and what we are currently doing to resolve the issues. This paper will also explain how the hard work and experiences that I have gained as an intern have provided me with the next big step towards my career at NASA.

Thirteen Hundred and Thirty Days. A Pilot Study of Teacher Time in Key Stage 1. Final Report.

ERIC Educational Resources Information Center

Campbell, R. J.; Neill, S. St. J.

Ninety-five teachers in Key Stage 1 in England and Wales completed a questionnaire and records of time spent on work over a period of 14 consecutive days, resulting in detailed records of 1,330 days of teachers' time. The data are analyzed in terms of overall time spent on work; time distribution; and time spent specifically on teaching,…

Sedentary behaviours among Australian adolescents.

PubMed

Hardy, Louise L; Dobbins, Timothy; Booth, Michael L; Denney-Wilson, Elizabeth; Okely, Anthony D

2006-12-01

To describe the prevalence and distribution (by demographic characteristics and body mass index [BMI] category) of sedentary behaviour among Australian adolescents aged 11-15 years. Cross-sectional representative population survey of school students (n = 2,750) in New South Wales, conducted in 2004. Students' self-reported time spent during a usual week in five categories of sedentary behaviour (small screen recreation [SSR], education, cultural, social and non-active travel). Height and weight were measured. Grade 6, 8 and 10 students spent approximately 34 hours, 41 hours and 45 hours/week of their discretionary time, respectively, engaged in sedentary behaviour. Urban students and students from Asian-speaking backgrounds spent significantly more time sedentary than students from rural areas or other cultural backgrounds. SSR accounted for 60% and 54% of sedentary behaviour among primary and high school students, respectively. Overweight and obese students spent more time in SSR than healthy weight students. Out-of-school hours educational activities accounted for approximately 20% of sedentary behaviour and increased with age. Girls spent twice the time in social activities compared with boys. Time spent in cultural activities declined with age. Sedentary behaviours among young people differ according to sex, age and cultural background. At least half of all time spent in sedentary behaviours was spent engaged in SSR. BMI was significantly associated with sedentary behaviour among some children, but not consistently across age groups. A clear understanding of young people's patterns of sedentary behaviour is required to develop effective and sustainable intervention programs to promote healthy living.

Time Investment in Drug Supply Problems by Flemish Community Pharmacies

PubMed Central

De Weerdt, Elfi; Simoens, Steven; Casteels, Minne; Huys, Isabelle

2017-01-01

Introduction: Drug supply problems are a known problem for pharmacies. Community and hospital pharmacies do everything they can to minimize impact on patients. This study aims to quantify the time spent by Flemish community pharmacies on drug supply problems. Materials and Methods: During 18 weeks, employees of 25 community pharmacies filled in a template with the total time spent on drug supply problems. The template stated all the steps community pharmacies could undertake to manage drug supply problems. Results: Considering the median over the study period, the median time spent on drug supply problems was 25 min per week, with a minimum of 14 min per week and a maximum of 38 min per week. After calculating the median of each pharmacy, large differences were observed between pharmacies: about 25% spent less than 15 min per week and one-fifth spent more than 1 h per week. The steps on which community pharmacists spent most time are: (i) “check missing products from orders,” (ii) “contact wholesaler/manufacturers regarding potential drug shortages,” and (iii) “communicating to patients.” These three steps account for about 50% of the total time spent on drug supply problems during the study period. Conclusion: Community pharmacies spend about half an hour per week on drug supply problems. Although 25 min per week does not seem that much, the time spent is not delineated and community pharmacists are constantly confronted with drug supply problems. PMID:28878679

Task Demands in OSCEs Influence Learning Strategies.

PubMed

Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

2017-01-01

Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with similar contents but different task demands lead to opposite learning strategies regarding how students manage their study time. Measuring pre-assessment effects from a metacognitive perspective provides empirical evidence to redesign assessments for learning.

Personality predicts the propensity for social learning in a wild primate

PubMed Central

Marshall, Harry H.; Heinsohn, Robert; Cowlishaw, Guy

2014-01-01

Social learning can play a critical role in the reproduction and survival of social animals. Individual differences in the propensity for social learning are therefore likely to have important fitness consequences. We asked whether personality might underpin such individual variation in a wild population of chacma baboons (Papio ursinus). We used two field experiments in which individuals had the opportunity to learn how to solve a task from an experienced conspecific demonstrator: exploitation of a novel food and a hidden item of known food. We investigated whether the (1) time spent watching a demonstrator and (2) changes in task-solving behaviour after watching a demonstrator were related to personality. We found that both boldness and anxiety influenced individual performance in social learning. Specifically, bolder and more anxious animals were more likely to show a greater improvement in task solving after watching a demonstrator. In addition, there was also evidence that the acquisition of social information was not always correlated with its use. These findings present new insights into the costs and benefits of different personality types, and have important implications for the evolution of social learning. PMID:24688861

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial.

PubMed

Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Peralta, Louisa; Kirwan, Morwenna; Diallo, Thierno M O; Maeder, Anthony J; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Cliff, Dylan P; Lubans, David R

2017-10-09

Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7-8 months after baseline) and maintenance (14-15 months). Secondary outcomes included observed PE teachers' behaviour during lessons, students' leisure-time PA and students' motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students' MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers' behaviour, but did not impact students' motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Barnes maze testing strategies with small and large rodent models.

PubMed

Rosenfeld, Cheryl S; Ferguson, Sherry A

2014-02-26

Spatial learning and memory of laboratory rodents is often assessed via navigational ability in mazes, most popular of which are the water and dry-land (Barnes) mazes. Improved performance over sessions or trials is thought to reflect learning and memory of the escape cage/platform location. Considered less stressful than water mazes, the Barnes maze is a relatively simple design of a circular platform top with several holes equally spaced around the perimeter edge. All but one of the holes are false-bottomed or blind-ending, while one leads to an escape cage. Mildly aversive stimuli (e.g. bright overhead lights) provide motivation to locate the escape cage. Latency to locate the escape cage can be measured during the session; however, additional endpoints typically require video recording. From those video recordings, use of automated tracking software can generate a variety of endpoints that are similar to those produced in water mazes (e.g. distance traveled, velocity/speed, time spent in the correct quadrant, time spent moving/resting, and confirmation of latency). Type of search strategy (i.e. random, serial, or direct) can be categorized as well. Barnes maze construction and testing methodologies can differ for small rodents, such as mice, and large rodents, such as rats. For example, while extra-maze cues are effective for rats, smaller wild rodents may require intra-maze cues with a visual barrier around the maze. Appropriate stimuli must be identified which motivate the rodent to locate the escape cage. Both Barnes and water mazes can be time consuming as 4-7 test trials are typically required to detect improved learning and memory performance (e.g. shorter latencies or path lengths to locate the escape platform or cage) and/or differences between experimental groups. Even so, the Barnes maze is a widely employed behavioral assessment measuring spatial navigational abilities and their potential disruption by genetic, neurobehavioral manipulations, or drug/ toxicant exposure.

The effect of the 16-hour intern workday restriction on surgical residents' in-hospital activities.

PubMed

Dennis, Bradley M; Long, Eric L; Zamperini, Katherine M; Nakayama, Don K

2013-01-01

To observe the effects of the 2011 Accreditation Council on Graduate Medical Education 16-hour intern workday restrictions on surgical residents' clinical and educational activities. All the residents recorded the following weekly in-hospital activities during February and March 2011 (year before intern work restrictions) and 2012 (first year under new requirements): operating room (OR) and clinic; bedside procedures; rounds and ward work; on-call duties in hospital; communication (e.g., checkouts and family and patient discussions); education (conferences and study); and personal (rest and meals). Descriptive statistics were calculated in 3 resident groups (interns, first postgraduate year [PGY1]; junior, PGY2 and 3; and senior, PGY4 and 5). The unpaired t test was used to compare data between 2011 and 2012; significance was set at p< 0.05. Medical school affiliated hospital. Categorical resident trainees in surgery, PGY1-5, 4 residents per level, with all 20 residents participating in the study. From 2011 to 2012, time spent in the hospital by the intern did not change (all results in h/wk, mean±standard deviation: 68.5±13.8 to 72.8±15.8, respectively) but the time devoted to specific activities changed significantly. In-hospital personal time decreased by 50% (5.3±4.6 to 2.6±2.0, p = 0.004). Interns spent less time placing central lines (2.1±2.2 to 0.9±1.2, p = 0.006) and more on rounds (8.8±8.8 to 14.2±9.8, p = 0.027), which included supervision with upper level residents. There was no change in the total time spent in the OR, the clinic, performing bedside procedures, and educational activities. Changes in intern work did not affect the time junior and senior residents spent on bedside procedures, time spent in the clinic, and total time spent in the hospital. In 2012, junior residents spent less time in educational activities (11.4±8.5 to 7.0±4.5, p = 0.0007) and the seniors spent more time in the OR (13.7±7.5 to 20.6±10.7, p = 0.0002). The 16-hour restriction preserved interns' educational activities and time spent in the OR and clinic, but changed resident work activities at all levels. The time spent on rounds increased, time spent by the juniors on conferences decreased, and time spent by senior residents in the OR increased. Duty restrictions in general and intern supervision requirements demand ongoing adjustments in resident work schedules. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

#GoOpen District Launch Packet

ERIC Educational Resources Information Center

Office of Educational Technology, US Department of Education, 2016

2016-01-01

Across the country, districts are choosing to #GoOpen and transitioning to the use of openly licensed educational resources to improve student learning in their schools. Openly licensed educational resources enable districts to reallocate significant funds currently spent on inflexible, static learning materials to resources and activities that…

Approaches to learning for the ANZCA Final Examination and validation of the revised Study Process Questionnaire in specialist medical training.

PubMed

Weller, J M; Henning, M; Civil, N; Lavery, L; Boyd, M J; Jolly, B

2013-09-01

When evaluating assessments, the impact on learning is often overlooked. Approaches to learning can be deep, surface and strategic. To provide insights into exam quality, we investigated the learning approaches taken by trainees preparing for the Australian and New Zealand College of Anaesthetists (ANZCA) Final Exam. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was modified and validated for this context and was administered to ANZCA advanced trainees. Additional questions were asked about perceived value for anaesthetic practice, study time and approaches to learning for each exam component. Overall, 236 of 690 trainees responded (34%). Responses indicated both deep and surface approaches to learning with a clear preponderance of deep approaches. The anaesthetic viva was valued most highly and the multiple choice question component the least. Despite this, respondents spent the most time studying for the multiple choice questions. The traditionally low short answer questions pass rate could not be explained by limited study time, perceived lack of value or study approaches. Written responses suggested that preparation for multiple choice questions was characterised by a surface approach, with rote memorisation of past questions. Minimal reference was made to the ANZCA syllabus as a guide for learning. These findings indicate that, although trainees found the exam generally relevant to practice and adopted predominantly deep learning approaches, there was considerable variation between the four components. These results provide data with which to review the existing ANZCA Final Exam and comparative data for future studies of the revisions to the ANZCA curriculum and exam process.

RUSSIAN-ORIGIN HIGHLY ENRICHED URANIUM SPENT NUCLEAR FUEL SHIPMENT FROM BULGARIA

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

Kelly Cummins; Igor Bolshinsky; Ken Allen

2009-07-01

In July 2008, the Global Threat Reduction Initiative and the IRT 2000 research reactor in Sofia, Bulgaria, operated by the Institute for Nuclear Research and Nuclear Energy (INRNE), safely shipped 6.4 kilograms of Russian origin highly enriched uranium (HEU) spent nuclear fuel (SNF) to the Russian Federation. The shipment, which resulted in the removal of all HEU from Bulgaria, was conducted by truck, barge, and rail modes of transport across two transit countries before reaching the final destination at the Production Association Mayak facility in Chelyabinsk, Russia. This paper describes the work, equipment, organizations, and approvals that were required tomore » complete the spent fuel shipment and provides lessons learned that might assist other research reactor operators with their own spent nuclear fuel shipments.« less

Ecological mechanisms favouring behavioural diversification in the absence of morphological diversification: a theoretical examination using brook charr (Salvelinus fontinalis).

PubMed

De Kerckhove, Derrick; McLaughlin, Robert L; Noakes, David L G

2006-03-01

1. Behavioural diversification is thought to be an important initial step in the origin of resource polymorphisms. We developed a model for young brook charr (Salvelinus fontinalis Mitchill) to examine four mechanisms that could generate a U-shaped relationship between growth rate (fitness) and the proportion of time spent moving that would favour alternative foraging tactics in the absence of obvious differences in body size and shape. 2. Recently emerged brook charr of similar size and shape inhabit still-water pools along the sides of streams. Some individuals tend to sit and wait for crustacean prey at the pool substrate near the bank, while others tend to search actively for insect prey at the pool surface away from the bank. 3. The ecological mechanisms modelled were (i) the relationship between the rate of prey capture and the proportion of time spent moving is curvilinear, such that net rate of energy gain is maximized at two different levels of activity; (ii) switching between foraging locations and, hence, tactics involves lost opportunity and travel costs; (iii) switching between prey types and, hence, tactics involves a learning cost; and (iv) foraging success is status-dependent with individuals switching between tactics having a lower status than those specializing at a tactic. 4. Singly, no mechanism predicted the U-shaped relationship between growth rate and the proportion of time spent moving. Together, a U-shaped relationship was obtained, indicating that the behavioural diversification and diversifying selection observed in the field may be a consequence of multiple, subtle mechanisms.

Which factors predict the time spent answering queries to a drug information centre?

PubMed Central

Reppe, Linda A.; Spigset, Olav

2010-01-01

Objective To develop a model based upon factors able to predict the time spent answering drug-related queries to Norwegian drug information centres (DICs). Setting and method Drug-related queries received at 5 DICs in Norway from March to May 2007 were randomly assigned to 20 employees until each of them had answered a minimum of five queries. The employees reported the number of drugs involved, the type of literature search performed, and whether the queries were considered judgmental or not, using a specifically developed scoring system. Main outcome measures The scores of these three factors were added together to define a workload score for each query. Workload and its individual factors were subsequently related to the measured time spent answering the queries by simple or multiple linear regression analyses. Results Ninety-six query/answer pairs were analyzed. Workload significantly predicted the time spent answering the queries (adjusted R2 = 0.22, P < 0.001). Literature search was the individual factor best predicting the time spent answering the queries (adjusted R2 = 0.17, P < 0.001), and this variable also contributed the most in the multiple regression analyses. Conclusion The most important workload factor predicting the time spent handling the queries in this study was the type of literature search that had to be performed. The categorisation of queries as judgmental or not, also affected the time spent answering the queries. The number of drugs involved did not significantly influence the time spent answering drug information queries. PMID:20922480

Relation of Adolescent Video Game Play to Time Spent in Other Activities

PubMed Central

Cummings, Hope M.; Vandewater, Elizabeth A.

2017-01-01

Objective To examine the notion that playing video games is negatively related to the time adolescents spend in more developmentally appropriate activities. Design Nonexperimental study. Setting Survey data collected during the 2002–2003 school year. Participants A nationally representative sample of 1491 children aged 10 to 19 years. Main Outcome Measure Twenty-four–hour time-use diaries were collected on 1 weekday and 1 weekend day, both randomly chosen. Time-use diaries were used to determine adolescents’ time spent playing video games, with parents and friends, reading and doing homework, and in sports and active leisure. Results Differences in time spent between game players and nonplayers as well as the magnitude of the relationships among game time and activity time among adolescent game players were assessed. Thirty-six percent of adolescents (80% of boys and 20% of girls) played video games. On average, gamers played for an hour on the weekdays and an hour and a half on the weekends. Compared with nongamers, adolescent gamers spent 30% less time reading and 34% less time doing homework. Among gamers (both genders), time spent playing video games without parents or friends was negatively related to time spent with parents and friends in other activities. Conclusions Although gamers and nongamers did not differ in the amount of time they spent interacting with family and friends, concerns regarding gamers’ neglect of school responsibilities (reading and homework) are warranted. Although only a small percentage of girls played video games, our findings suggest that playing video games may have different social implications for girls than for boys. PMID:17606832

It takes longer than you think: librarian time spent on systematic review tasks*

PubMed Central

Bullers, Krystal; Howard, Allison M.; Hanson, Ardis; Kearns, William D.; Orriola, John J.; Polo, Randall L.; Sakmar, Kristen A.

2018-01-01

Introduction The authors examined the time that medical librarians spent on specific tasks for systematic reviews (SRs): interview process, search strategy development, search strategy translation, documentation, deliverables, search methodology writing, and instruction. We also investigated relationships among the time spent on SR tasks, years of experience, and number of completed SRs to gain a better understanding of the time spent on SR tasks from time, staffing, and project management perspectives. Methods A confidential survey and study description were sent to medical library directors who were members of the Association of Academic Health Sciences Libraries as well as librarians serving members of the Association of American Medical Colleges or American Osteopathic Association. Results Of the 185 participants, 143 (77%) had worked on an SR within the last 5 years. The number of SRs conducted by participants during their careers ranged from 1 to 500, with a median of 5. The major component of time spent was on search strategy development and translation. Average aggregated time for standard tasks was 26.9 hours, with a median of 18.5 hours. Task time was unrelated to the number of SRs but was positively correlated with years of SR experience. Conclusion The time required to conduct the librarian’s discrete tasks in an SR varies substantially, and there are no standard time frames. Librarians with more SR experience spent more time on instruction and interviews; time spent on all other tasks varied widely. Librarians also can expect to spend a significant amount of their time on search strategy development, translation, and writing. PMID:29632442

Spatial learning and memory deficits induced by exposure to iron-56-particle radiation

NASA Technical Reports Server (NTRS)

Shukitt-Hale, B.; Casadesus, G.; McEwen, J. J.; Rabin, B. M.; Joseph, J. A.

2000-01-01

It has previously been shown that exposing rats to particles of high energy and charge (HZE) disrupts the functioning of the dopaminergic system and behaviors mediated by this system, such as motor performance and an amphetamine-induced conditioned taste aversion; these adverse behavioral and neuronal effects are similar to those seen in aged animals. Because cognition declines with age, spatial learning and memory were assessed in the Morris water maze 1 month after whole-body irradiation with 1.5 Gy of 1 GeV/nucleon high-energy (56)Fe particles, to test the cognitive behavioral consequences of radiation exposure. Irradiated rats demonstrated cognitive impairment compared to the control group as seen in their increased latencies to find the hidden platform, particularly on the reversal day when the platform was moved to the opposite quadrant. Also, the irradiated group used nonspatial strategies during the probe trials (swim with no platform), i.e. less time spent in the platform quadrant, fewer crossings of and less time spent in the previous platform location, and longer latencies to the previous platform location. These findings are similar to those seen in aged rats, suggesting that an increased release of reactive oxygen species may be responsible for the induction of radiation- and age-related cognitive deficits. If these decrements in behavior also occur in humans, they may impair the ability of astronauts to perform critical tasks during long-term space travel beyond the magnetosphere.

48 CFR 852.271-72 - Time spent by counselee in counseling process.

Code of Federal Regulations, 2011 CFR

2011-10-01

... counseling process. 852.271-72 Section 852.271-72 Federal Acquisition Regulations System DEPARTMENT OF... Clauses 852.271-72 Time spent by counselee in counseling process. As prescribed in 871.212, insert the following clause: Time Spent by Counselee in Counseling Process (APR 1984) The contractor agrees that no...

48 CFR 852.271-72 - Time spent by counselee in counseling process.

Code of Federal Regulations, 2013 CFR

2013-10-01

... counseling process. 852.271-72 Section 852.271-72 Federal Acquisition Regulations System DEPARTMENT OF... Clauses 852.271-72 Time spent by counselee in counseling process. As prescribed in 871.212, insert the following clause: Time Spent by Counselee in Counseling Process (APR 1984) The contractor agrees that no...

48 CFR 852.271-72 - Time spent by counselee in counseling process.

Code of Federal Regulations, 2010 CFR

2010-10-01

... counseling process. 852.271-72 Section 852.271-72 Federal Acquisition Regulations System DEPARTMENT OF... Clauses 852.271-72 Time spent by counselee in counseling process. As prescribed in 871.212, insert the following clause: Time Spent by Counselee in Counseling Process (APR 1984) The contractor agrees that no...

48 CFR 852.271-72 - Time spent by counselee in counseling process.

Code of Federal Regulations, 2012 CFR

2012-10-01

... counseling process. 852.271-72 Section 852.271-72 Federal Acquisition Regulations System DEPARTMENT OF... Clauses 852.271-72 Time spent by counselee in counseling process. As prescribed in 871.212, insert the following clause: Time Spent by Counselee in Counseling Process (APR 1984) The contractor agrees that no...

48 CFR 852.271-72 - Time spent by counselee in counseling process.

Code of Federal Regulations, 2014 CFR

2014-10-01

... counseling process. 852.271-72 Section 852.271-72 Federal Acquisition Regulations System DEPARTMENT OF... Clauses 852.271-72 Time spent by counselee in counseling process. As prescribed in 871.212, insert the following clause: Time Spent by Counselee in Counseling Process (APR 1984) The contractor agrees that no...

5 CFR 734.503 - Allocation and reimbursement of costs associated with political activities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... employee covered under this subpart must apportion the costs of mixed travel based on the time spent on political activities and the time spent performing official duties. Prorating the cost of travel involves..., receptions, rallies, and similar activities. Time spent in actual travel, private study, or rest and...

5 CFR 551.412 - Preparatory or concluding activities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... that activity, including the 10 minutes, as hours of work. (2) If the time spent in a preparatory or... employee to perform that activity. An employee shall be credited with the actual time spent in that..., and is indispensable to the performance of the principal activities, and that the total time spent in...

Adolescent Depression and Time Spent with Parents and Siblings

ERIC Educational Resources Information Center

Desha, Laura N.; Nicholson, Jan M.; Ziviani, Jenny M.

2011-01-01

This study examines adolescent depressive symptoms and the quantity and quality of time spent by adolescents with their parents and siblings. We use measures of the quality of relationships with parents and siblings as proxy indicators for the quality of time spent with these social partners. The study emphasizes the salience of parent…

Video Games, Adolescents, and the Displacement Effect

ERIC Educational Resources Information Center

Fisher, Carla Christine

2012-01-01

The displacement effect (the idea that time spent in one activity displaces time spent in other activities) was examined within the lens of adolescents' video game use and their time spent reading, doing homework, in physically active sports and activities, in creative play, and with parents and friends. Data were drawn from the Panel Study…

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video

PubMed Central

Nussenbaum, Kate; Amso, Dima

2015-01-01

Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children’s media. The present study examined the effects of increasing the social interactivity of television on children’s visual attention and word learning. Three- to 5-year-old (MAge = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress’s face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children’s word learning. PMID:27030791

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video.

PubMed

Nussenbaum, Kate; Amso, Dima

2016-01-01

Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children's media. The present study examined the effects of increasing the social interactivity of television on children's visual attention and word learning. Three- to 5-year-old ( M Age = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress's face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children's word learning.

Teaching, Learning and Education in Late Modernity: The Selected Works of Peter Jarvis. World Library of Educationalists

ERIC Educational Resources Information Center

Jarvis, Peter

2011-01-01

Professor Peter Jarvis has spent over 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed well over 30 books and 200 papers and chapters in books on learning theory, adult education and learning, continuing professional education, nurse education, primary school education, distance…

Time Costs of Fertility Care: The Hidden Hardship of Building a Family

PubMed Central

Wu, Alex K; Elliott, Peter; Katz, Patricia P.; Smith, James F.

2013-01-01

Objective To determine the time infertile couples spend seeking and utilizing fertility care. Design Prospective cohort. Setting 8 community and academic infertility practices. Patients 319 couples presenting for a fertility evaluation. Interventions Face-to-face and telephone interviews and questionnaires. Main Outcome Measures Participants recorded diaries of time spent on provider visits, travel, telephone, and miscellaneous activities. Participants also recorded time off of work due to the physical and mental stress related to fertility care. Linear regression was used to assess relationship between fertility characteristics and time spent pursuing care. Results Diaries were completed by 319 subjects. Over an 18 month time period, the average time spent on fertility care was 125 hours, equating to 15.6 days, assuming an 8 hour work day. For couples utilizing cycle-based treatments (CBT), overall time spent pursuing care averaged 142 hours versus 58 hours for couples using other therapies, with the majority of time spent on provider visits (73 hours). After multivariable adjustment for clinical and sociodemographic characteristics, possessing a college degree and intensity of fertility treatment were independently associated with increased time spent pursuing fertility care. Furthermore, couples that spent the most time on care were significantly more likely to experience fertility related stress. Conclusions Over the course of 18 months of observation, couples pursuing fertility treatment dedicated large amounts of time to attaining their family building goals. This burden on couples adds to the already significant financial and emotional burdens of fertility treatment and provides new insight into the difficulties these couples face. PMID:23454007

Mary Budd Rowe: a storyteller of science

NASA Astrophysics Data System (ADS)

Bianchini, Julie A.

2008-12-01

This article examines Mary Budd Rowe's groundbreaking and far-reaching contributions to science education. Rowe is best known for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent much of her professional life designing professional development experiences and innovative curriculum materials to help teachers, particularly elementary school teachers, enact inquiry in their classrooms.

The relationship between time spent communicating and communication outcomes on a hospital medicine service.

PubMed

Rothberg, Michael B; Steele, John R; Wheeler, John; Arora, Ashish; Priya, Aruna; Lindenauer, Peter K

2012-02-01

Quality care depends on effective communication between caregivers, but it is unknown whether time spent communicating is associated with communication outcomes. To assess the association between time spent communicating, agreement on plan of care, and patient satisfaction. Time-motion study with cross-sectional survey. Academic medical center. Physicians, patients, and nurses on a hospital medicine service. Hospitalists' forms of communication were timed with a stopwatch. Physician-nurse agreement on the plan of care and patient satisfaction with physician communication were assessed via survey. Eighteen hospitalists were observed caring for 379 patients. On average, physicians spent more time per patient on written than verbal communication (median: 9.2 min. vs. 6.3 min, p<0.001). Verbal communication was greatest with patients (mean time 5.3 min, range 0-37 min), then other physicians (1.4 min), families (1.1 min), nurses (1.1 min), and case managers (0.4 min). There was no verbal communication with nurses in 30% of cases. Nurses and physicians agreed most about planned procedures (87%), principal diagnosis (74%), tests ordered (73%), anticipated discharge date (69%) and least regarding medication changes (59%). There was no association between time spent communicating and agreement on plan of care. Among 123 patients who completed surveys (response rate 32%), time physicians spent talking to patients was not correlated with patients' satisfaction with physician communication (Pearson correlation coefficient = 0.09, p=0.30). Hospitalists vary in the amount of time they spend communicating, but we found no association between time spent and either patient satisfaction or nurse-physician agreement on plan of care.

Naturally Occurring Changes in Time Spent Watching Television Are Inversely Related to Frequency of Physical Activity during Early Adolescence

ERIC Educational Resources Information Center

Motl, Robert W.; McAuley, Edward; Birnbaum, Amanda S.; Lytle, Leslie A.

2006-01-01

In this longitudinal study, we examined the relationship between changes in time spent watching television and playing video games with frequency of leisure-time physical activity across a 2-year period among adolescent boys and girls (N=4594). Latent growth modelling indicated that a decrease in time spent watching television was associated with…

5 CFR 551.431 - Time spent on standby duty or in an on-call status.

Code of Federal Regulations, 2011 CFR

2011-01-01

... § 551.431 Time spent on standby duty or in an on-call status. (a)(1) An employee is on duty, and time... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Time spent on standby duty or in an on-call status. 551.431 Section 551.431 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL...

5 CFR 551.431 - Time spent on standby duty or in an on-call status.

Code of Federal Regulations, 2010 CFR

2010-01-01

... § 551.431 Time spent on standby duty or in an on-call status. (a)(1) An employee is on duty, and time... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Time spent on standby duty or in an on-call status. 551.431 Section 551.431 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL...

Sensorimotor Learning during a Marksmanship Task in Immersive Virtual Reality

PubMed Central

Rao, Hrishikesh M.; Khanna, Rajan; Zielinski, David J.; Lu, Yvonne; Clements, Jillian M.; Potter, Nicholas D.; Sommer, Marc A.; Kopper, Regis; Appelbaum, Lawrence G.

2018-01-01

Sensorimotor learning refers to improvements that occur through practice in the performance of sensory-guided motor behaviors. Leveraging novel technical capabilities of an immersive virtual environment, we probed the component kinematic processes that mediate sensorimotor learning. Twenty naïve subjects performed a simulated marksmanship task modeled after Olympic Trap Shooting standards. We measured movement kinematics and shooting performance as participants practiced 350 trials while receiving trial-by-trial feedback about shooting success. Spatiotemporal analysis of motion tracking elucidated the ballistic and refinement phases of hand movements. We found systematic changes in movement kinematics that accompanied improvements in shot accuracy during training, though reaction and response times did not change over blocks. In particular, we observed longer, slower, and more precise ballistic movements that replaced effort spent on corrections and refinement. Collectively, these results leverage developments in immersive virtual reality technology to quantify and compare the kinematics of movement during early learning of full-body sensorimotor orienting. PMID:29467693

Simulating care: technology-mediated learning in twenty-first century nursing education.

PubMed

Diener, Elizabeth; Hobbs, Nelda

2012-01-01

The increased reliance on simulation classrooms has proven successful in learning skills. Questions persist concerning the ability of technology-driven robotic devices to form and cultivate caring behaviors, or sufficiently develop interactive nurse-client communication necessary in the context of nursing. This article examines the disconnects created by use of simulation technology in nursing education, raising the question: "Can learning of caring-as-being, be facilitated in simulation classrooms?" We propose that unless time is spent with human beings in the earliest stages of nursing education, transpersonal caring relationships do not have space to develop. Learning, crafting, and maturation of caring behaviors threatens to become a serendipitous event or is no longer perceived as an essential characteristic of nursing. Technology does not negate caring-the isolation it fosters makes transpersonal caring all the more important. We are called to create a new paradigm for nursing education that merges Nightingale's vision with technology's promise. © 2012 Wiley Periodicals, Inc.

Time Spent on Homework, Mathematics Anxiety and Mathematics Achievement: Evidence from a US Sample

ERIC Educational Resources Information Center

Cheema, Jehanzeb R.; Sheridan, Kimberly

2015-01-01

This study investigated the effect of time spent on homework and mathematics anxiety on mathematics achievement. Data from a nationally representative US sample consisting of 4,978 cases was used to predict mathematics achievement from time spent on homework and mathematics anxiety while controlling for demographic differences such as gender,…

29 CFR 778.318 - Productive and nonproductive hours of work.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 3 2011-07-01 2011-07-01 false Productive and nonproductive hours of work. 778.318 Section... nonproductive hours of work. (a) Failure to pay for nonproductive time worked. Some agreements provide for payment only for the hours spent in productive work; the work hours spent in waiting time, time spent in...

Teacher Time Spent on Student Health Issues and School Nurse Presence

ERIC Educational Resources Information Center

Hill, Nina Jean; Hollis, Marianne

2012-01-01

Elementary school teacher time spent on student health issues and the relationship to school nurse services was the focus of this 2-year study. A cross-sectional design was used to survey traditional and exceptional (special needs) classroom teachers about the time they spent on health issues and their perception of school nurse presence. The…

5 CFR 551.423 - Time spent in training or attending a lecture, meeting, or conference.

Code of Federal Regulations, 2010 CFR

2010-01-01

... working hours shall be considered hours of work. (2) Time spent in training outside regular working hours... performance of the duties and responsibilities of his or her current position. (3) Time spent in... training under the Veterans Recruitment Act (5 CFR part 307) outside regular working hours shall not be...

The Relationship between Video Game Use and a Performance-Based Measure of Persistence

ERIC Educational Resources Information Center

Ventura, Matthew; Shute, Valerie; Zhao, Weinan

2013-01-01

An online performance-based measure of persistence was developed using anagrams and riddles. Persistence was measured by recording the time spent on unsolved anagrams and riddles. Time spent on unsolved problems was correlated to a self-report measure of persistence. Additionally, frequent video game players spent longer times on unsolved problems…

Parental Involvement, Child Temperament, and Parents' Work Hours: Differential Relations for Mothers and Fathers

ERIC Educational Resources Information Center

Brown, Geoffrey L.; McBride, Brent A.; Bost, Kelly K.; Shin, Nana

2011-01-01

This study examined how child temperament was related to parents' time spent accessible to and interacting with their 2-year-olds. Bivariate analyses indicated that both fathers and mothers spent more time with temperamentally challenging children than easier children on workdays, but fathers spent less time with challenging children than easier…

The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum

NASA Astrophysics Data System (ADS)

McNeill, Katherine L.; Silva Pimentel, Diane; Strauss, Eric G.

2013-10-01

Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum.

Teaching meta-analysis using MetaLight.

PubMed

Thomas, James; Graziosi, Sergio; Higgins, Steve; Coe, Robert; Torgerson, Carole; Newman, Mark

2012-10-18

Meta-analysis is a statistical method for combining the results of primary studies. It is often used in systematic reviews and is increasingly a method and topic that appears in student dissertations. MetaLight is a freely available software application that runs simple meta-analyses and contains specific functionality to facilitate the teaching and learning of meta-analysis. While there are many courses and resources for meta-analysis available and numerous software applications to run meta-analyses, there are few pieces of software which are aimed specifically at helping those teaching and learning meta-analysis. Valuable teaching time can be spent learning the mechanics of a new software application, rather than on the principles and practices of meta-analysis. We discuss ways in which the MetaLight tool can be used to present some of the main issues involved in undertaking and interpreting a meta-analysis. While there are many software tools available for conducting meta-analysis, in the context of a teaching programme such software can require expenditure both in terms of money and in terms of the time it takes to learn how to use it. MetaLight was developed specifically as a tool to facilitate the teaching and learning of meta-analysis and we have presented here some of the ways it might be used in a training situation.

Speaking Personally--With Paul Avon

ERIC Educational Resources Information Center

Martin, D'Arcy

2012-01-01

This article presents an interview with Paul Avon, the former executive director of the Canadian Virtual College Consortium. Avon has spent over fifteen years in the distance learning (DL) field managing the production and delivery of online learning at TVOntario, Humber College, the Sri Lankan National Online Distance Education Service, and the…

Teachers' Perceptions of the Principal Role and Actions in Successful Professional Learning Communities

ERIC Educational Resources Information Center

Dilmar, Amy D.

2017-01-01

Despite millions of dollars spent on reform efforts, effective and sustainable improvement still eludes schools. The appropriate development of the professional learning community model, including five key dimensions, provides a structure for educational institutions to bring about sustainable improvements in student achievement. If principals do…

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

PubMed Central

Orr, Rebecca; Foster, Shellene

2013-01-01

Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. PMID:24006398

Trends in Spouses’ Shared Time in the United States, 1965–2012

PubMed Central

Genadek, Katie R.; Flood, Sarah M.; Roman, Joan Garcia

2016-01-01

Despite major demographic changes over the past 50 years and strong evidence that time spent with a spouse is important for marriages, we know very little about how time with a spouse has changed—or not—in the United States. Using time diary data from 1965–2012, we examine trends in couples’ shared time in the United States during a period of major changes in American marriages and families. We find that couples without children spent more total time together and time alone together n 2012 than they did in 1965, with total time and time alone together both peaking in 1975. For parents, time spent together increased between 1965 and 2012, most dramatically for time spent with a spouse and children. Decomposition analyses show that changes in behavior rather than changing demographics explain these trends, and we find that the increases in couples’ shared time are primarily concentrated in leisure activities. PMID:27730493

Comparison of Sedentary Behaviors between Children with Autism Spectrum Disorders and Typically Developing Children

ERIC Educational Resources Information Center

Must, Aviva; Phillips, Sarah M.; Curtin, Carol; Anderson, Sarah E.; Maslin, Melissa; Lividini, Keith; Bandini, Linda G.

2014-01-01

Time spent in sedentary behavior is largely due to time spent engaged with electronic screen media. Little is known about the extent to which sedentary behaviors for children with autism spectrum disorder differ from typically developing children. We used parental report to assess and compare time spent in sedentary behaviors for 53 children with…

Comparison of combinations of sighting devices and target objects for establishing circular plots in the field

Treesearch

Sylvio Mannel; Mark A. Rumble; Maribeth Price; Thomas M. Juntti; Dong Hua

2006-01-01

Many aspects of ecological research require measurement of characteristics within plots. Often, the time spent establishing plots is small relative to the time spent collecting and recording data. However, some studies require larger numbers of plots, where the time spent establishing the plot is consequential to the field effort. In open habitats, circular plots are...

Youth day in Los Angeles: connecting youth and nature with technology

Treesearch

Deborah J. Chavez

2009-01-01

In a statewide survey in Oregon, parents indicated how much time their child spent outdoors relative to their own outdoor childhood experiences. The results indicated children spent as much time as their parents did as children in structured outdoor activities (such as organized sports), but they spent much less time than their parents did as children in outdoor chores...

Estimating the time for dissolution of spent fuel exposed to unlimited water

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

Leider, H.R.; Nguyen, S.N.; Stout, R.B.

1991-12-01

The release of radionuclides from spent fuel cannot be precisely predicted at this point because a satisfactory dissolution model based on specific chemical processes is not yet available. However, preliminary results on the dissolution rate of UO{sub 2} and spent fuel as a function of temperature and water composition have recently been reported. This information, together with data on fragment size distribution of spent fuel, are used to estimate the dissolution response of spent fuel in excess flowing water within the framework of a simple model. In this model, the reaction/dissolution front advances linearly with time and geometry is preserved.more » This also estimates the dissolution rate of the bulk of the fission products and higher actinides, which are uniformly distributed in the UO{sub 2} matrix and are presumed to dissolve congruently. We have used a fuel fragment distribution actually observed to calculate the time for total dissolution of spent fuel. A worst-case estimate was also made using the initial (maximum) rate of dissolution to predict the total dissolution time. The time for total dissolution of centimeter size particles is estimated to be 5.5 {times} 10{sup 4} years at 25{degrees}C.« less

Time spent in home meal preparation affects energy and food group intakes among midlife women.

PubMed

Chu, Yen Li; Addo, O Yaw; Perry, Courtney D; Sudo, Noriko; Reicks, Marla

2012-04-01

Time spent in meal preparation may be indicative of the healthfulness of meals and therefore with weight status. The purpose of this study was to examine the association between amount of time spent preparing meals and meal food group and nutrient content by meal occasion (breakfast, lunch, and dinner) among 1036 midlife women. Participants completed a 1-day food record and eating occasion questionnaires for each meal occasion. ANCOVA was used to identify possible associations. Approximately half of the participants reported spending <5 min preparing breakfast and lunch, and <20 min preparing dinner. Less time spent preparing breakfast was associated with lower energy and fat intakes (p<0.0001), while less time spent preparing lunch and dinner was associated with lower vegetable and sodium intakes (p<0.0001). There were no apparent differences in the association between time spent preparing meals and meal content by weight status. Nutrition education should encourage home meal preparation while stressing the selection of healthier options. The differing associations by meal occasion suggest that interventions should be tailored according to meal type. Copyright © 2011 Elsevier Ltd. All rights reserved.

Contingency Learning and Reactivity in Preterm and Full-Term Infants at 3 Months

PubMed Central

Haley, David W.; Grunau, Ruth E.; Oberlander, Tim F.; Weinberg, Joanne

2010-01-01

Learning difficulties in preterm infants are thought to reflect impairment in arousal regulation. We examined relationships among gestational age, learning speed, and behavioral and physiological reactivity in 55 preterm and 49 full-term infants during baseline, contingency, and nonreinforcement phases of a conjugate mobile paradigm at 3 months corrected age. For all infants, negative affect, looking duration, and heart rate levels increased during contingency and nonreinforcement phases, whereas respiratory sinus arrhythmia (RSA, an index of parasympathetic activity) decreased and cortisol did not change. Learners showed greater RSA suppression and less negative affect than nonlearners. This pattern was particularly evident in the preterm group. Overall, preterm infants showed less learning, spent less time looking at the mobile, and had lower cortisol levels than full-term infants. Preterm infants also showed greater heart rate responses to contingency and dampened heart rate responses to nonreinforcement compared to full-term infants. Findings underscore differences in basal and reactivity measures in preterm compared to full-term infants and suggest that the capacity to regulate parasympathetic activity during a challenge enhances learning in preterm infants. PMID:20717491

Mental health and extracurricular education in Korean first graders: a school-based cross-sectional study.

PubMed

Hong, Hyun Ju; Kim, Young Shin; Jon, Duk-In; Soek, Jeong Ho; Hong, Narei; Harkavy-Friedman, Jill M; Miller, Ann M; Greenhill, Laurence L

2011-06-01

This study explores the results of mental health screening in Korean first graders in association with the amount of time the children spent in extracurricular education. The study included a community sample of 761 boys and girls, with a mean age of 6.6 years, collected from 5 elementary schools in Gunpo-si, South Korea, in July 2007. Primary caregivers completed a questionnaire that included information on demographic characteristics, the amount of time the children spent in extracurricular education and other activities, and an adapted form of the Behavior Assessment System for Children, Second Edition (BASC-2) to screen for mental health problems. These first graders spent a mean of a little over 2 hours each day in extracurricular education. Extracurricular education demonstrated positive correlations with 4 BASC-2 domains, including hyperactivity (r = 0.092, P < .05), aggression (r = 0.073, P < .05), conduct problems (r = 0.073, P < .05) and depression (r = 0.137, P < .01). A positive linear relationship between depression and extracurricular education was also evident in regression analyses (F = 2.25, R(2) = 0.022, P = .001). The relationship held true even when controlling for time spent with parents, time spent with friends, and time spent asleep. Post hoc analyses revealed that children receiving more than 4 hours of extracurricular education per day showed a sharp increase in depressive symptoms as well as a decrease in the amount of time spent with caregivers. Results of this study demonstrate that excessive amounts of time spent in extracurricular education (greater than 4 hours per day) may be associated with depression in school-aged children. These findings have relevance for mental health screening and educational policy. © Copyright 2011 Physicians Postgraduate Press, Inc.

Data-Driven Design: Learning from Student Experiences and Behaviors

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2015-12-01

Good instructors know that lessons and courses change over time. Limitations in time and data often prevent instructors from making changes that will most benefit their students. For example, in traditional in-person classrooms an instructor may only have access to the final product of a student's thought processes (such as a term paper, homework assignment, or exam). The thought processes that lead to a given answer are opaque to the instructor, making future modifications to course content an exercise in trial-and-error and instinct. Modern online intelligent tutoring systems can provide insight into a student's behavior, providing transparency to a previously opaque process and providing the instructor with better information for course modification. Habitable Worlds is an introductory level online-only astrobiology lab course that has been offered at Arizona State University since Fall 2011. The course is built and offered through an intelligent tutoring system, Smart Sparrow's Adaptive eLearning Platform, which provides in-depth analytics that allow the instructor to investigate detailed student behavior, from time spent on question to number of attempts to patterns of answers. We will detail the process we employ of informed modification of course content, including time and trial comparisons between semesters, analysis of submitted answers, analysis of alternative learning pathways taken, and A/B testing.

D1 Receptor Activation in the Mushroom Bodies Rescues Sleep Loss Induced Learning Impairments in Drosophila

PubMed Central

Seugnet, Laurent; Suzuki, Yasuko; Vine, Lucy; Gottschalk, Laura; Shaw, Paul J

2008-01-01

Background Extended wakefulness disrupts acquisition of short term memories in mammals. However, the underlying molecular mechanisms triggered by extended waking and restored by sleep are unknown. Moreover, the neuronal circuits that depend on sleep for optimal learning remain unidentified. Results Learning was evaluated using Aversive Phototaxic Suppression (APS). In this task, flies learn to avoid light that is paired with an aversive stimulus (quinine /humidity). We demonstrate extensive homology in sleep deprivation induced learning impairment between flies and humans. Both 6 h and 12 h of sleep deprivation are sufficient to impair learning in Canton-S (Cs) flies. Moreover, learning is impaired at the end of the normal waking-day in direct correlation with time spent awake. Mechanistic studies indicate that this task requires intact mushroom bodies (MBs) and requires the Dopamine D1-like receptor (dDA1). Importantly, sleep deprivation induced learning impairments could be rescued by targeted gene expression of the dDA1 receptor to the MBs. Conclusion These data provide direct evidence that extended wakefulness disrupts learning in Drosophila. These results demonstrate that it is possible to prevent the effects of sleep deprivation by targeting a single neuronal structure and identify cellular and molecular targets adversely affected by extended waking in a genetically tractable model organism. PMID:18674913

Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning.

PubMed

Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhang, Junxue; Zhu, Wenbo; Yang, Jiaying; Liu, Pei

2017-09-19

Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). This educational reform that combined Moodle with a traditional class achieved good results in terms of students' e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

The effect of food environments on fruit and vegetable intake as modified by time spent at home: a cross-sectional study.

PubMed

Chum, Antony; Farrell, Eddie; Vaivada, Tyler; Labetski, Anna; Bohnert, Arianne; Selvaratnam, Inthuja; Larsen, Kristian; Pinter, Theresa; O'Campo, Patricia

2015-06-04

There is a growing body of research that investigates how the residential neighbourhood context relates to individual diet. However, previous studies ignore participants' time spent in the residential environment and this may be a problem because time-use studies show that adults' time-use pattern can significantly vary. To better understand the role of exposure duration, we designed a study to examine 'time spent at home' as a moderator to the residential food environment-diet association. Cross-sectional observational study. City of Toronto, Ontario, Canada. 2411 adults aged 25-65. Frequency of vegetable and fruit intake (VFI) per day. To examine how time spent at home may moderate the relationship between residential food environment and VFI, the full sample was split into three equal subgroups--short, medium and long duration spent at home. We detected significant associations between density of food stores in the residential food environment and VFI for subgroups that spend medium and long durations at home (ie, spending a mean of 8.0 and 12.3 h at home, respectively--not including sleep time), but no associations exist for people who spend the lowest amount of time at home (mean=4.7 h). Also, no associations were detected in analyses using the full sample. Our study is the first to demonstrate that time spent at home may be an important variable to identify hidden population patterns regarding VFI. Time spent at home can impact the association between the residential food environment and individual VFI. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Effect of rubber flooring in front of the feed bunk on the time budgets of dairy cattle.

PubMed

Fregonesi, Jose A; Tucker, Cassandra B; Weary, Daniel M; Flower, Frances C; Vittie, Tyler

2004-05-01

The objective of this experiment was to study the effect of rubber flooring in front of the feed bunk on the immediate behavioral response of dairy cattle. Four groups of 12 dairy cattle were alternately housed in sections of a free-stall barn with either 1.85 m of rubber flooring or grooved concrete in the area in front of the feed bunk. Rubber flooring did not affect time spent eating. However, animals showed a slight, but detectable, increase in time standing without eating on the rubber surface (5.5%) compared with concrete (4.8%). For reasons that are unclear, this increase in time spent standing was not limited to the area in front of the feed bunk; animals spent 11.0% of the available time standing elsewhere in the pen (outside of the free stall but not in front of the feed bunk) when they had access to the rubber flooring, compared with 9.0% when housed with access to only concrete floors. In addition, animals spent slightly less time lying in the free stall when they had access to rubber in front of the feed bunk (52.5 vs. 54.3%). Time spent engaged in behaviors such as standing elsewhere in the pen and eating were variable over time. For example, time spent eating declined from 23.1 to 17.4% over the 6-wk trial. In conclusion, dairy cattle with access to rubber flooring in front of the feeder showed small differences in where and how much time they spent standing, although the biological implications of these small changes are unclear.

The effect of food environments on fruit and vegetable intake as modified by time spent at home: a cross-sectional study

PubMed Central

Chum, Antony; Farrell, Eddie; Vaivada, Tyler; Labetski, Anna; Selvaratnam, Inthuja; Larsen, Kristian; Pinter, Theresa; O'Campo, Patricia

2015-01-01

Objective There is a growing body of research that investigates how the residential neighbourhood context relates to individual diet. However, previous studies ignore participants’ time spent in the residential environment and this may be a problem because time-use studies show that adults’ time-use pattern can significantly vary. To better understand the role of exposure duration, we designed a study to examine ‘time spent at home’ as a moderator to the residential food environment-diet association. Design Cross-sectional observational study. Settings City of Toronto, Ontario, Canada. Participants 2411 adults aged 25–65. Primary outcome measure Frequency of vegetable and fruit intake (VFI) per day. Results To examine how time spent at home may moderate the relationship between residential food environment and VFI, the full sample was split into three equal subgroups—short, medium and long duration spent at home. We detected significant associations between density of food stores in the residential food environment and VFI for subgroups that spend medium and long durations at home (ie, spending a mean of 8.0 and 12.3 h at home, respectively—not including sleep time), but no associations exist for people who spend the lowest amount of time at home (mean=4.7 h). Also, no associations were detected in analyses using the full sample. Conclusions Our study is the first to demonstrate that time spent at home may be an important variable to identify hidden population patterns regarding VFI. Time spent at home can impact the association between the residential food environment and individual VFI. PMID:26044756

Planning for youth days: planting the SEED to get youth outdoors in nature

Treesearch

Deborah J. Chavez; John D. Fehr

2009-01-01

In a statewide survey in Oregon, parents indicated how much time their child spent relative to their own outdoor childhood experiences. The results indicated children spent as much time as their parents at that age in structured outdoor activities, such as organized sports, but they spent much less time than their parents did at that age in outdoor chores and...

The Effects of Employment Status and Daily Stressors on Time Spent on Daily Household Chores in Middle-Aged and Older Adults

ERIC Educational Resources Information Center

Wong, Jen D.; Almeida, David M.

2013-01-01

Purpose of the study: This study examines how employment status (worker vs. retiree) and life course influences (age, gender, and marital status) are associated with time spent on daily household chores. Second, this study assesses whether the associations between daily stressors and time spent on daily household chores differ as a function of…

Application of queuing theory to patient satisfaction at a tertiary hospital in Nigeria

PubMed Central

Ameh, Nkeiruka; Sabo, B.; Oyefabi, M. O.

2013-01-01

Background: Queuing theory is the mathematical approach to the analysis of waiting lines in any setting where arrival rate of subjects is faster than the system can handle. It is applicable to healthcare settings where the systems have excess capacity to accommodate random variations. Materials and Methods: A cross-sectional descriptive survey was done. Questionnaires were administered to patients who attended the general outpatient department. Observations were also made on the queuing model and the service discipline at the clinic. Questions were meant to obtain demographic characteristics and the time spent on the queue by patients before being seen by a doctor, time spent with the doctor, their views about the time spent on the queue and useful suggestions on how to reduce the time spent on the queue. A total of 210 patients were surveyed. Results: Majority of the patients (164, 78.1%) spent 2 h or less on the queue before being seen by a doctor and less than 1 h to see the doctor. Majority of the patients (144, 68.5%) were satisfied with the time they spent on the queue before being seen by a doctor. Useful suggestions proffered by the patients to decrease the time spent on the queue before seeing a doctor at the clinic included: that more doctors be employed (46, 21.9%), that doctors should come to work on time (25, 11.9%), that first-come-first served be observed strictly (32, 15.2%) and others suggested that the records staff should desist from collecting bribes from patients in order to place their cards before others. The queuing method employed at the clinic is the multiple single channel type and the service discipline is priority service. The patients who spent less time on the queue (<1 h) before seeing the doctor were more satisfied than those who spent more time (P < 0.05). Conclusion: The study has revealed that majority of the patients were satisfied with the practice at the general outpatient department. However, there is a need to employ measures to respond to the suggestions given by the patients who are the beneficiaries of the hospital services. PMID:23661902

Method for calculating the duration of vacuum drying of a metal-concrete container for spent nuclear fuel

NASA Astrophysics Data System (ADS)

Karyakin, Yu. E.; Nekhozhin, M. A.; Pletnev, A. A.

2013-07-01

A method for calculating the quantity of moisture in a metal-concrete container in the process of its charging with spent nuclear fuel is proposed. A computing method and results obtained by it for conservative estimation of the time of vacuum drying of a container charged with spent nuclear fuel by technologies with quantization and without quantization of the lower fuel element cluster are presented. It has been shown that the absence of quantization in loading spent fuel increases several times the time of vacuum drying of the metal-concrete container.

The influence of the application of personal response systems on the effects of teaching and learning physics at the high school level

NASA Astrophysics Data System (ADS)

Binek, Sławomir; Kimla, Damian; Jarosz, Jerzy

2017-01-01

We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students simultaneously. Our investigation has confirmed this method to be highly effective and powerful. In particular, students’ ability to acquire knowledge increased with the time spent using clickers. We have successfully applied the system also to entire physics courses. As a result, a positive feedback from students has been observed: not only did they learn more but also the teachers were able to improve their own methods.

Attitudes of Students towards Learning Objects in Web-Based Language Learning

ERIC Educational Resources Information Center

Basal, Ahmet; Gurol, Mehmet; Sevindik, Tuncay

2012-01-01

Language education is important in the rapidly changing world. Every year much effort has spent on preparing teaching materials for language education. Since positive attitudes of learners towards a teaching material enhance the effectiveness of that material, it is important to determine the attitudes of learners towards the material used.…

Growing Pains and the Zen Rx: Surviving Success after the 6-Year Mark

ERIC Educational Resources Information Center

Peterson, Newland Charles; McCrimmon, Miles

2014-01-01

Subsequent to participating in the 2006 National Summer Institute on Learning Communities sponsored by the Washington Center for Improving the Quality of Undergraduate Education at The Evergreen State College, J. Sargeant Reynolds Community College's Learning Communities Team spent the next several months preparing the college for a fall 2007…

Electronic Portfolios for Distance Learning: A Case from a Nursing Clinical Course

ERIC Educational Resources Information Center

Josephsen, Jayne

2012-01-01

Clinical nursing courses can already be challenging, in the traditional context of placements and hours spent in a health care setting. These types of courses are additionally problematic when offered via distance learning, due to geographic separation of students, lack of clinical placement sites in the student's community, and lack of…

Website of the Systems and Analysis Branch Supported Projects and Graph Analysis

NASA Technical Reports Server (NTRS)

Kellerman, Corinne

2004-01-01

Throughout the past few weeks I have learned a great amount of information about many interesting aspects that go on here at NASA Glenn Research Center Branch 7820. Branch 7820 is the Systems and Analysis Branch. The people involved in this Branch deal with in a nutshell the analysis of propulsion systems for Earth to orbit and space transportation systems. The first project that I had worked on was helping my mentor learn more about lunar geography and the most recommended way to maintain communication for our future lunar missions. During this time I studied the craters of the moon, especially the South Pole, to provide her with information so that she can make decisions. I also researched to provide her with contact information on those people who are specialized in lunar geography so that she may talk to them to find out more in depth information. Most of my time spent here has been helping to develop a comprehensive explanation and background of the different projects our Branch has supported. When I first came to NASA Glenn and started working with the 7820 Branch there website had many holes that needed to be filled in. I have spent numerous weeks researching information about topics such as Project Prometheus itself and one of its components Jupiter s Icy Moons Orbiter (JIMO). I have also done a large amount of research on propulsion systems and how different kinds work. I have learned many facts about Nuclear Electric Propulsion (NEP) all the way to Nuclear Thermal Propulsion (NTP) systems. I will continue to do this until all the holes are filled and find out about Global Integrated Design Environment (GLIDE) and Next Generation Launch technology (NGLT). Since most of my job was providing information to go onto a website I has to learn how to put my information into a HTML format. I had no previous knowledge on how to do that kind of task and had to study how to do it and am now able to create a document in HTML format. There has been reorganizing done here at NASA Glenn and our Branch was moved to another building. Therefore, our library had to be moved with us. I spent time helping to put together the boxes, pack the library, and label them accordingly. This was not an easy task but was an experience in itself. I was able to see old posters that NASA had produced about different space missions and look at Russian map of the US and books on space missions. I was also about to see what was in the library in terms of reference material helped because now I can make use of the information for my research on the website. Throughout my internship my mentor will provide me with graphs to analyze and recreate so that she may use them to her advantage. I will learn from every piece of data that comes my way. Later, I will study and analysis gravity-loss for Earth departure trajectories. Since I haven't done that yet I cannot really describe what 1 will learn or what exactly the project entails. The whole experience has been great and I have no doubt that it will exceed every expectation previously thought.

Comparative analysis of LWR and FBR spent fuels for nuclear forensics evaluation

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

Permana, Sidik; Suzuki, Mitsutoshi; Su'ud, Zaki

2012-06-06

Some interesting issues are attributed to nuclide compositions of spent fuels from thermal reactors as well as fast reactors such as a potential to reuse as recycled fuel, and a possible capability to be manage as a fuel for destructive devices. In addition, analysis on nuclear forensics which is related to spent fuel compositions becomes one of the interesting topics to evaluate the origin and the composition of spent fuels from the spent fuel foot-prints. Spent fuel compositions of different fuel types give some typical spent fuel foot prints and can be estimated the origin of source of those spentmore » fuel compositions. Some technics or methods have been developing based on some science and technological capability including experimental and modeling or theoretical aspects of analyses. Some foot-print of nuclear forensics will identify the typical information of spent fuel compositions such as enrichment information, burnup or irradiation time, reactor types as well as the cooling time which is related to the age of spent fuels. This paper intends to evaluate the typical spent fuel compositions of light water (LWR) and fast breeder reactors (FBR) from the view point of some foot prints of nuclear forensics. An established depletion code of ORIGEN is adopted to analyze LWR spent fuel (SF) for several burnup constants and decay times. For analyzing some spent fuel compositions of FBR, some coupling codes such as SLAROM code, JOINT and CITATION codes including JFS-3-J-3.2R as nuclear data library have been adopted. Enriched U-235 fuel composition of oxide type is used for fresh fuel of LWR and a mixed oxide fuel (MOX) for FBR fresh fuel. Those MOX fuels of FBR come from the spent fuels of LWR. Some typical spent fuels from both LWR and FBR will be compared to distinguish some typical foot-prints of SF based on nuclear forensic analysis.« less

Neurobehavioural Changes and Brain Oxidative Stress Induced by Acute Exposure to GSM900 Mobile Phone Radiations in Zebrafish (Danio rerio)

PubMed Central

Nirwane, Abhijit; Sridhar, Vinay; Majumdar, Anuradha

2016-01-01

The impact of mobile phone (MP) radiation on the brain is of specific interest to the scientific community and warrants investigations, as MP is held close to the head. Studies on humans and rodents revealed hazards MP radiation associated such as brain tumors, impairment in cognition, hearing etc. Melatonin (MT) is an important modulator of CNS functioning and is a neural antioxidant hormone. Zebrafish has emerged as a popular model organism for CNS studies. Herein, we evaluated the impact of GSM900MP (GSM900MP) radiation exposure daily for 1 hr for 14 days with the SAR of 1.34W/Kg on neurobehavioral and oxidative stress parameters in zebrafish. Our study revealed that, GSM900MP radiation exposure, significantly decreased time spent near social stimulus zone and increased total distance travelled, in social interaction test. In the novel tank dive test, the GSM900MP radiation exposure elicited anxiety as revealed by significantly increased time spent in bottom half; freezing bouts and duration and decreased distance travelled, average velocity, and number of entries to upper half of the tank. Exposed zebrafish spent less time in the novel arm of the Y-Maze, corroborating significant impairment in learning as compared to the control group. Exposure decreased superoxide dismutase (SOD), catalase (CAT) activities whereas, increased levels of reduced glutathione (GSH) and lipid peroxidation (LPO) was encountered showing compromised antioxidant defense. Treatment with MT significantly reversed the above neurobehavioral and oxidative derangements induced by GSM900MP radiation exposure. This study traced GSM900MP radiation exposure induced neurobehavioral aberrations and alterations in brain oxidative status. Furthermore, MT proved to be a promising therapeutic candidate in ameliorating such outcomes in zebrafish. PMID:27123163

Longitudinal associations between time spent using technology and sleep duration among adolescents.

PubMed

Mazzer, K; Bauducco, S; Linton, S J; Boersma, K

2018-07-01

Technology use has been the focus of much concern for adolescents' sleep health. However, few studies have investigated the bidirectional association between sleep duration and time spent using technology. The aim of this study was to test whether time spent using technology predicted shorter sleep duration, and/or vice versa using cross-lagged analyses over one year. Participants were 1620 high school students in the 8th and 9th grade at baseline from 17 public schools in three middle Sweden communities. Students completed questionnaires at school during the spring of 2015 and 2016. Time spent using technology was self-reported and sleep duration was calculated from reported bed-times, wake-times and sleep onset latency. Time spent using technology significantly predicted shorter subsequent sleep duration and vice versa. Public health advocates educating others about the negative impacts of technology on sleep must also be mindful of the opposite, that many young people may turn to technological devices when experiencing difficulty sleeping. Copyright © 2018 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A Better Future for Us All: A Policy Paper on Older People and Learning

ERIC Educational Resources Information Center

National Institute of Adult Continuing Education, 2015

2015-01-01

This report is about learning and older people. In the UK, one person in three is over 50, and the numbers are rising. People are living longer, and while some of these years are healthy active retirement, some are spent in poor health. In both cases, learning can make a major contribution both to the well-being of older people, and their…

Expanding potential of radiofrequency nurse call systems to measure nursing time in patient rooms.

PubMed

Fahey, Linda; Dunn Lopez, Karen; Storfjell, Judith; Keenan, Gail

2013-05-01

The objective of this study was to determine the utility and feasibility of using data from a nurse call system equipped with radiofrequency identification data (RFID) to measure nursing time spent in patient rooms. Increasing the amount of time nurses spend with hospitalized patients has become a focus after several studies demonstrating that nurses spend most of their time in nondirect care activities rather than delivering patient care. Measurement of nursing time spent in direct care often involves labor-intensive time and motion studies, making frequent or continuous monitoring impractical. Mixed methods were used for this descriptive study. We used 30 days of data from an RFID nurse call system collected on 1 unit in a community hospital to examine nurses time spent in patient rooms. Descriptive statistics were applied to calculate this percentage by role and shift. Data technologists were surveyed to assess how practical the access of data would be in a hospital setting for use in monitoring nursing time spent in patient rooms. The system captured 7393 staff hours. Of that time, 7% did not reflect actual patient care time, so these were eliminated from further analysis. The remaining 6880 hours represented 91% of expected worked time. RNs and nursing assistants spent 33% to 36% of their time in patient rooms, presumably providing direct care. Radiofrequency identification data technology was found to provide feasible and accurate means for capturing and evaluating nursing time spent in patient rooms. Depending on the outcomes per unit, leaders should work with staff to maximize patient care time.

Japanese professional nurses spend unnecessarily long time doing nursing assistants' tasks.

PubMed

Kudo, Yasushi; Yoshimura, Emiko; Shahzad, Machiko Taruzuka; Shibuya, Akitaka; Aizawa, Yoshiharu

2012-09-01

In environments in which professional nurses do simple tasks, e.g., laundry, cleaning, and waste disposal, they cannot concentrate on technical jobs by utilizing their expertise to its fullest benefit. Particularly, in Japan, the nursing shortage is a serious problem. If professional nurses take their time to do any of these simple tasks, the tasks should be preferentially allocated to nursing assistants. Because there has been no descriptive study to investigate the amount of time Japanese professional nurses spent doing such simple tasks during their working time, their actual conditions remain unclear. Professional nurses recorded their total working time and the time they spent doing such simple tasks during the week of the survey period. The time an individual respondent spent doing one or more simple tasks during that week was summed up, as was their working time. Subsequently, the percentage of the summed time he or she spent doing any of those tasks in his or her summed working time was calculated. A total of 1,086 respondents in 19 hospitals that had 87 to 376 beds were analyzed (response rate: 53.3%). The average time (SD) that respondents spent doing those simple tasks and their total working time were 2.24 (3.35) hours and 37.48 (10.88) hours, respectively. The average percentage (SD) of the time they spent doing the simple tasks in their working time was 6.00% (8.39). Hospital administrators must decrease this percentage. Proper working environments in which professional nurses can concentrate more on their technical jobs must be created.

The Association between Physical Activity During the Day and Long-Term Memory Stability.

PubMed

Pontifex, Matthew B; Gwizdala, Kathryn L; Parks, Andrew C; Pfeiffer, Karin A; Fenn, Kimberly M

2016-12-02

Despite positive associations between chronic physical activity and memory; we have little understanding of how best to incorporate physical activity during the day to facilitate the consolidation of information into memory, nor even how time spent physically active during the day relates to memory processes. The purpose of this investigation was to examine the relation between physical activity during the day and long-term memory. Ninety-two young adults learned a list of paired-associate items and were tested on the items after a 12-hour interval during which heart rate was recorded continuously. Although the percentage of time spent active during the day was unrelated to memory, two critical physical activity periods were identified as relating to the maintenance of long-term memory. Engaging in physical activity during the period 1 to 2-hours following the encoding of information was observed to be detrimental to the maintenance of information in long-term memory. In contrast, physical activity during the period 1-hour prior to memory retrieval was associated with superior memory performance, likely due to enhanced retrieval processing. These findings provide initial evidence to suggest that long-term memory may be enhanced by more carefully attending to the relative timing of physical activity incorporated during the day.

AIR SHIPMENT OF SPENT NUCLEAR FUEL FROM THE BUDAPEST RESEARCH REACTOR

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

Dewes, J.

2014-02-24

The shipment of spent nuclear fuel is usually done by a combination of rail, road or sea, as the high activity of the SNF needs heavy shielding. Air shipment has advantages, e.g. it is much faster than any other shipment and therefore minimizes the transit time as well as attention of the public. Up to now only very few and very special SNF shipments were done by air, as the available container (TUK6) had a very limited capacity. Recently Sosny developed a Type C overpack, the TUK-145/C, compliant with IAEA Standard TS-R-1 for the VPVR/M type Skoda container. The TUK-145/Cmore » was first used in Vietnam in July 2013 for a single cask. In October and November 2013 a total of six casks were successfully shipped from Hungary in three air shipments using the TUK-145/C. The present paper describes the details of these shipments and formulates the lessons learned.« less

Very Low Levels of Physical Activity in Older Patients During Hospitalization at an Acute Geriatric Ward: A Prospective Cohort Study.

PubMed

Villumsen, Morten; Jorgensen, Martin Gronbech; Andreasen, Jane; Rathleff, Michael Skovdal; Mølgaard, Carsten Møller

2015-10-01

Lack of activity during hospitalization may contribute to functional decline. The purpose of this study was to investigate (1) the time spent walking during hospitalization by geriatric patients referred to physical and/or occupational therapy and (2) the development in time spent walking during hospitalization. In this observational study, 24-hr accelerometer data (ActivPal) were collected from inclusion to discharge in 124 patients at an acute geriatric ward. The median time spent walking was 7 min per day. During the first quartile of hospitalization, the patients spent 4 (IQR:1;11) min per day walking, increasing to 10 (IQR:1;29) min during the last quartile. Improvement in time spent walking was primarily observed in the group able to perform the Timed Up & Go task at admission. When walking only 7 min per day, patients could be classified as inactive and at risk for functional decline; nonetheless, the physical activity level increased significantly during hospitalization.

Nicotinic Receptors in the Dorsal and Ventral Hippocampus Differentially Modulate Contextual Fear Conditioning

PubMed Central

Kenney, Justin W.; Raybuck, Jonathan D.; Gould, Thomas J.

2012-01-01

Nicotine administration alters various forms of hippocampus-dependent learning and memory. Increasing work has found that the dorsal and ventral hippocampus differentially contribute to multiple behaviors. Thus, the present study examined whether the effects of nicotine in the dorsal and ventral hippocampus have distinct influences on contextual fear learning in male C57BL/6J mice. Direct infusion of nicotine into the dorsal hippocampus resulted in an enhancement of contextual fear learning, whereas nicotine infused into the ventral hippocampus resulted in deficits. Nicotine infusions into the ventral hippocampus did not alter hippocampus-independent cued fear conditioning or time spent in the open arm of the elevated plus maze, a measure of anxiety, suggesting the effects are due to alterations in contextual learning and not other general processes. Finally, results from using direct infusions of MLA, a low-affinity α7 nicotinic acetylcholine receptor (nAChR) antagonist, in conjunction with systemic nicotine, provide evidence that α7-nAChRs in the ventral hippocampus mediate the detrimental effect of ventral hippocampal nicotine on contextual fear learning. These results suggest that with systemic nicotine administration, competition exists between the dorsal and ventral hippocampus for behavioral control over contextual learning. PMID:22271264

Hippocampal CA1 local field potential oscillations induced by olfactory cue of liked food.

PubMed

Samerphob, Nifareeda; Cheaha, Dania; Chatpun, Surapong; Kumarnsit, Ekkasit

2017-07-01

Eating motivation is induced not only by negative energy balance but also food related cues. However, neural processing for acquisition of learned food preference remains to be established. This study aimed to identify hippocampal neural signaling in response to olfactory cue (chocolate scent) after completion of repetitive chocolate sessions. Male Swiss albino mice implanted with intracranial electrode into the hippocampus were used for local field potential (LFP) recording. Animals were given chocolate sessions (a piece of 2g chocolate per each mouse to eat on day 1, 3, 5 and 7). Hippocampal CA1 LFP signals and exploratory behavior of animals receiving chocolate scent were analyzed before and after chocolate sessions. The experiment was performed in a place preference-like apparatus with the zones of normal food pellet and chocolate (both kept in a small perforated cup for smell dispersion) at the opposite ends. Following chocolate sessions, time spent in a chocolate zone and CA1 LFP patterns were analyzed in comparison to control levels. Two-way ANOVA revealed significant increase in time spent seeking for chocolate. Frequency analysis of LFP power spectra revealed significant increases in delta and theta powers. Phase-amplitude analysis showed significant increase in maximal modulation index and decrease in frequency for phase of theta-high gamma coupling. Taken together, neural signaling in the hippocampus was sensitive to chocolate olfactory cue that might underlie learning process in response to repeated chocolate consumptions that primed intense food approaching behavior. Ultimately, these LFP patterns might reflect motivation to eat and predict feeding probability. Copyright © 2017 Elsevier Inc. All rights reserved.

Enhaced D2-type receptor activity facilitates the development of conditioned same-sex partner preference in male rats.

PubMed

Cibrian-Llanderal, Tamara; Rosas-Aguilar, Viridiana; Triana-Del Rio, Rodrigo; Perez, Cesar A; Manzo, Jorge; Garcia, Luis I; Coria-Avila, Genaro A

2012-08-01

Animal models have shown that the neural bases of social attachment, sexual preference and pair bonds, depend on dopamine D2-type receptor and oxytocin activity. In addition, studies have demonstrated that cohabitation can shape partner preference via conditioning. Herein, we used rats to explore the development of learned same-sex partner preferences in adulthood as a result of cohabitation during enhanced D2 activity. Experimental Wistar males (N=20), received saline or the D2 agonist (quinpirole) and were allowed to cohabitate during 24 h, with a stimulus male partner that bore almond scent on the back as conditioned stimulus. This was repeated every 4 days, for a total of three trials. Four days later they were drug-free tested for partner preference between the scented male partner and a sexually receptive female. Sexual partner preference was analyzed by measuring frequency and latency for appetitive and consummatory sexual behaviors, as well as non-contact erections. Social preference was also analyzed by measuring the frequency and latency of visits, body contacts and time spent together. Results indicated that only quinpirole-treated males displayed sexual and social preference for the scented male over the sexually receptive female. They spent more time together, displayed more body contacts, more female-like proceptive behaviors, and more non-contact erections. Accordingly, conditioned males appeared to be more sexually aroused and motivated by the known male than by a receptive female. We discuss the implications of this animal model on the formation of learned homosexual partner preferences. Copyright © 2012 Elsevier Inc. All rights reserved.

Electronic screen media for persons with autism spectrum disorders: results of a survey.

PubMed

Shane, Howard C; Albert, Patti Ducoff

2008-09-01

Social and anecdotal reports suggest a predilection for visual media among individuals on the autism spectrum, yet no formal investigation has explored the extent of that use. Using a distributed questionnaire design, parents and caregivers report on time allotted toward media, including observable behaviors and communicative responses. More time was spent engaged with electronic screen media (ESM) than any other leisure activity. Television and movie viewing was more popular than computer usage. Across media platforms, animated programs were more highly preferred. Prevalent verbal and physical imitation was reported to occur during and following exposure to ESM. Clinical implications to strategically incorporate ESM into learning approaches for children with autism spectrum disorders (ASD) are provided.

Technology Programs...for All or for Some?

NASA Astrophysics Data System (ADS)

Giancola, Susan P.

2001-12-01

The 1990s have been a decade of great spending and great introspection, particularly when it comes to educational allocations. Citizens, corporations, and public officials are becoming increasingly inquisitive about where their money is going and if the dollars spent are making a difference. For 5 years, the multimillion-dollar Delaware Technology Innovation Challenge project has implemented LightspanTM educational software in the classrooms and homes of elementary school students. Program goals are to increase parent involvement, generate more time for learning, and improve student achievement. On the surface, the program seems to have met its goals. Parents report being more involved in their child's education. Students and parents describe the time spent on the software at home as not replacing traditional homework, but rather television watching. And, student achievement in both reading and mathematics has increased at rates higher than would be expected. However, a closer examination of evaluation results reveals the program has worked best for lower achieving students; students who scored below the 50th percentile in fall testing had much greater achievement gains than their higher scoring peers. This paper investigates whether evaluation findings are reflective of the program's implementation or rather reveal a limitation of the technology.

Habitual Physical Activity in Children With Cerebral Palsy Aged 4 to 5 Years Across All Functional Abilities.

PubMed

Keawutan, Piyapa; Bell, Kristie L; Oftedal, Stina; Davies, Peter S W; Ware, Robert S; Boyd, Roslyn N

2017-01-01

To compare ambulatory status in children with cerebral palsy aged 4 to 5 years with their habitual physical activity and time spent sedentary, and to compare their activity with physical activity guidelines. Sixty-seven participants-independently ambulant, marginally ambulant, and nonambulant-wore accelerometers for 3 days. Time spent sedentary as a percentage of wear time and activity counts were compared between groups. There were significant differences in time spent sedentary and activity counts between groups. Children who were independently ambulant were more likely to meet physical activity guidelines. Children with cerebral palsy spent more than half of their waking hours in sedentary time. Interventions to reduce sedentary behavior and increase habitual physical activity are needed in children with cerebral palsy at age 4 to 5 years.

Television viewing, computer game playing, and Internet use and self-reported time to bed and time out of bed in secondary-school children.

PubMed

Van den Bulck, Jan

2004-02-01

To investigate the relationship between the presence of a television set, a gaming computer, and/or an Internet connection in the room of adolescents and television viewing, computer game playing, and Internet use on the one hand, and time to bed, time up, time spent in bed, and overall tiredness in first- and fourth-year secondary-school children on the other hand. A random sample of students from 15 schools in Flanders, Belgium, yielded 2546 children who completed a questionnaire with questions about media presence in bedrooms; volume of television viewing, computer game playing, and Internet use; time to bed and time up on average weekdays and average weekend days; and questions regarding the level of tiredness in the morning, at school, after a day at school, and after the weekend. Children with a television set in their rooms went to bed significantly later on weekdays and weekend days and got up significantly later on weekend days. Overall, they spent less time in bed on weekdays. Children with a gaming computer in their rooms went to bed significantly later on weekdays. On weekdays, they spent significantly less time in bed. Children who watched more television went to bed later on weekdays and weekend days and got up later on weekend days. They spent less time in bed on weekdays. They reported higher overall levels of being tired. Children who spent more time playing computer games went to bed later on weekdays and weekend days and got up later on weekend days. On weekdays, they actually got up significantly earlier. They spent less time in bed on weekdays and reported higher levels of tiredness. Children who spent more time using the Internet went to bed significantly later during the week and during the weekend. They got up later on weekend days. They spent less time in bed during the week and reported higher levels of tiredness. Going out was also significantly related to sleeping later and less. Concerns about media use should not be limited to television. Computer game playing and Internet use are related to sleep behavior as well. Leisure activities that are unstructured seem to be negatively related to good sleep patterns. Imposing more structure (eg, end times) might reduce impact.

A Time Study of Plastic Surgery Residents.

PubMed

Lau, Frank H; Sinha, Indranil; Jiang, Wei; Lipsitz, Stuart R; Eriksson, Elof

2016-05-01

Resident work hours are under scrutiny and have been subject to multiple restrictions. The studies supporting these changes have not included data on surgical residents. We studied the workday of a team of plastic surgery residents to establish prospective time-study data of plastic surgery (PRS) residents at a single tertiary-care academic medical center. Five trained research assistants observed all residents (n = 8) on a PRS service for 10 weeks and produced minute-by-minute activity logs. Data collection began when the team first met in the morning and continued until the resident being followed completed all non-call activities. We analyzed our data from 3 perspectives: 1) time spent in direct patient care (DPC), indirect patient care, and didactic activities; 2) time spent in high education-value activities (HEAs) versus low education-value activities; and 3) resident efficiency. We defined HEAs as activities that surgeons must master; other activities were LEAs. We quantified resident efficiency in terms of time fragmentation and time spent waiting. A total of 642.4 hours of data across 50 workdays were collected. Excluding call, residents worked an average of 64.2 hours per week. Approximately 50.7% of surgical resident time was allotted to DPC, with surgery accounting for the largest segment of this time (34.8%). Time spent on HEAs demonstrated trended upward with higher resident level (P = 0.086). Time in spent in surgery was significantly associated with higher resident levels (P < 0.0001); 57.7% of activities require 4 minutes or less, suggesting that resident work was highly fragmented. Residents spent 10.7% of their workdays waiting for other services. In this first-time study of PRS residents, we found that compared with medicine trainees, surgical residents spent 3.23 times more time on DPC. High education-value activities comprised most of our residents' workdays. Surgery was the leading component of both DPC and HEAs. Our residents were highly efficient and fragmented, with the majority of all activities requiring 4 minutes or less. Residents spent a large portion of their time waiting for other services. In light of these data, we suggest that future changes to residency programs be pilot tested, with preimplantation and postimplementation time studies performed to quantify the changes' impact.

[Nphe1]-Nociceptin (1-13)-NH2, a nociceptin receptor antagonist, reverses nociceptin-induced spatial memory impairments in the Morris water maze task in rats

PubMed Central

Redrobe, J P; Calo, G; Guerrini, R; Regoli, D; Quirion, R

2000-01-01

The present study was undertaken to investigate the effects of the novel nociceptin receptor antagonist, [Nphe1]-Nociceptin (1-13)-NH2 (bilateral intrahippocampal injection, 50 nmole rat−1) on purported nociceptin-induced (bilateral intrahippocampal injection, 5 nmole rat−1) deficits in spatial learning in the rat Morris water maze task. In addition, experiments were performed in an ‘open field' to investigate possible peptide-induced changes in exploratory behaviour. Nociceptin significantly impaired the ability of the animal to locate the hidden platform throughout training (P<0.001 versus control group). Pretreatment with [Nphe1]-Nociceptin (1-13)-NH2 significantly blocked nociceptin-induced impairment of spatial learning (P<0.001 versus nociceptin group). A probe trial revealed that vehicle-treated animals spent more time in the quadrant that had previously contained the hidden platform, whereas nociceptin-treated animals did not spend more time in any one quadrant. Learning impairments were not attributable to non-specific deficits in motor performance or change in exploratory behaviour. Taken together, our results reveal that [Nphe1]-Nociceptin (1-13)-NH2 represents an effective and useful in vivo antagonist at the nociceptin receptors involved in learning and memory. PMID:11090110

The Role of High School Racial Composition and Opportunities to Learn in Students' STEM College Participation

ERIC Educational Resources Information Center

Bottia, Martha Cecilia; Mickelson, Roslyn Arlin; Giersch, Jason; Stearns, Elizabeth; Moller, Stephanie

2018-01-01

We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major.…

Achieving Teaching and Learning Excellence with Technology

ERIC Educational Resources Information Center

Marcoux, Elizabeth; Loertscher, David V.

2009-01-01

Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people…

Visualizing topography: Effects of presentation strategy, gender, and spatial ability

NASA Astrophysics Data System (ADS)

McAuliffe, Carla

2003-10-01

This study investigated the effect of different presentation strategies (2-D static visuals, 3-D animated visuals, and 3-D interactive, animated visuals) and gender on achievement, time-spent-on visual treatment, and attitude during a computer-based science lesson about reading and interpreting topographic maps. The study also examined the relationship of spatial ability and prior knowledge to gender, achievement, and time-spent-on visual treatment. Students enrolled in high school chemistry-physics were pretested and given two spatial ability tests. They were blocked by gender and randomly assigned to one of three levels of presentation strategy or the control group. After controlling for the effects of spatial ability and prior knowledge with analysis of covariance, three significant differences were found between the versions: (a) the 2-D static treatment group scored significantly higher on the posttest than the control group; (b) the 3-D animated treatment group scored significantly higher on the posttest than the control group; and (c) the 2-D static treatment group scored significantly higher on the posttest than the 3-D interactive animated treatment group. Furthermore, the 3-D interactive animated treatment group spent significantly more time on the visual screens than the 2-D static treatment group. Analyses of student attitudes revealed that most students felt the landform visuals in the computer-based program helped them learn, but not in a way they would describe as fun. Significant differences in attitude were found by treatment and by gender. In contrast to findings from other studies, no gender differences were found on either of the two spatial tests given in this study. Cognitive load, cognitive involvement, and solution strategy are offered as three key factors that may help explain the results of this study. Implications for instructional design include suggestions about the use of 2-D static, 3-D animated and 3-D interactive animations as well as a recommendation about the inclusion of pretests in similar instructional programs. Areas for future research include investigating the effects of combinations of presentation strategies, continuing to examine the role of spatial ability in science achievement, and gaining cognitive insights about what it is that students do when learning to read and interpret topographic maps.

Attending Rounds and Bedside Case Presentations: Medical Student and Medicine Resident Experiences and Attitudes

PubMed Central

Gonzalo, Jed D.; Masters, Philip A.; Simons, Richard J.; Chuang, Cynthia H.

2009-01-01

Background Attending rounds have transitioned away from the patient's bedside toward the hallway and conference rooms. This transition has brought into question how to best teach on medicine services. Purpose The purpose is to describe learner experiences and attitudes regarding bedside attending rounds at an academic medical institution. Method: Cross-sectional Web-based survey of 102 medical students and 51 internal medicine residents (75% response rate). Results The mean time spent at the bedside during attending rounds was 27.7% (SD = 20.1%). During 73% of the rotations, case presentations occurred at the bedside 25% of the time or less. Learners experiencing bedside case presentations were more likely to prefer bedside case presentations. Despite their stated concerns, learners believe bedside rounds are important for learning core clinical skills. Conclusions Timespentatthe bedside is waning despite learners’ beliefs that bedside learning is important for professional development. Our findings suggest the necessity to re-examine our current teaching methods on internal medicine services. PMID:19330687

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children.

PubMed

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-06-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

PubMed Central

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2011-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children’s language scores but profiles were not associated with measures of children’s math reasoning or socio-emotional behavior. Consideration of teachers’ structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. PMID:22665945

Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates.

PubMed

George, Darren; Dixon, Sinikka; Stansal, Emory; Gelb, Shannon Lund; Pheri, Tabitha

2008-01-01

A sample of 231 students attending a private liberal arts university in central Alberta, Canada, completed a 5-day time diary and a 71-item questionnaire assessing the influence of personal, cognitive, and attitudinal factors on success. The authors used 3 success measures: cumulative grade point average (GPA), Personal Success--each participant's rating of congruence between stated goals and progress toward those goals--and Total Success--a measure that weighted GPA and Personal Success equally. The greatest predictors of GPA were time-management skills, intelligence, time spent studying, computer ownership, less time spent in passive leisure, and a healthy diet. Predictors of Personal Success scores were clearly defined goals, overall health, personal spirituality, and time-management skills. Predictors of Total Success scores were clearly defined goals, time-management skills, less time spent in passive leisure, healthy diet, waking up early, computer ownership, and less time spent sleeping. Results suggest alternatives to traditional predictors of academic success.

A Machine Learning Classifier for Fast Radio Burst Detection at the VLBA

NASA Astrophysics Data System (ADS)

Wagstaff, Kiri L.; Tang, Benyang; Thompson, David R.; Khudikyan, Shakeh; Wyngaard, Jane; Deller, Adam T.; Palaniswamy, Divya; Tingay, Steven J.; Wayth, Randall B.

2016-08-01

Time domain radio astronomy observing campaigns frequently generate large volumes of data. Our goal is to develop automated methods that can identify events of interest buried within the larger data stream. The V-FASTR fast transient system was designed to detect rare fast radio bursts within data collected by the Very Long Baseline Array. The resulting event candidates constitute a significant burden in terms of subsequent human reviewing time. We have trained and deployed a machine learning classifier that marks each candidate detection as a pulse from a known pulsar, an artifact due to radio frequency interference, or a potential new discovery. The classifier maintains high reliability by restricting its predictions to those with at least 90% confidence. We have also implemented several efficiency and usability improvements to the V-FASTR web-based candidate review system. Overall, we found that time spent reviewing decreased and the fraction of interesting candidates increased. The classifier now classifies (and therefore filters) 80%-90% of the candidates, with an accuracy greater than 98%, leaving only the 10%-20% most promising candidates to be reviewed by humans.

l-fenfluramine in tests of dominance and anxiety in the rat.

PubMed

File, S E; Guardiola-Lemaitre, B J

1988-01-01

l-Fenfluramine (1.25 and 2.5 mg/kg) significantly reduced the success of dominant rats competing with untreated middle rank rats for chocolate. In resident rats, l-fenfluramine (2.5 mg/kg) significantly increased the number of submissions, and the time spent submitting, to untreated rats intruding into their home-cage territory; it also significantly reduced the number of kicks directed at, and the time spent kicking, the intruder; and the incidence of, and time spent in, aggressively grooming the intruder. When the intruder rats were treated with l-fenfluramine the only significantly change was a decrease in the number of wrestling bouts and the time spent wrestling. Since l-fenfluramine did not change other behaviours in this test (e.g. sniffing the opponent) the decrease in dominance behaviours was probably not secondary to nonspecific sedation. In the social interaction test of anxiety, l-fenfluramine (2.5 and 5 mg/kg) significantly reduced the time spent in active social interaction, and decreased motor activity. Analyses of covariance indicated that these were two independent effects. In the elevated plus-maze, l-fenfluramine (1.25-5 mg/kg) significantly decreased the percent number of entries made onto open arms, and (2.5 and 5 mg/kg) significantly decreased the percent of times spent on the open arms. The total number of arm entries was reduced by all doses (0.625-5 mg/kg). Analysis of covariance indicated that the decrease in percent of time spent on the open arms was secondary to the drop in overall activity. Thus there was no evidence of anxiolytic action in either of these tests, the changes indicating, if anything, anxiogenic effects.(ABSTRACT TRUNCATED AT 250 WORDS)

Sedentary behaviours and its association with bone mass in adolescents: the HELENA cross-sectional study

PubMed Central

2012-01-01

Background We aimed to examine whether time spent on different sedentary behaviours is associated with bone mineral content (BMC) in adolescents, after controlling for relevant confounders such as lean mass and objectively measured physical activity (PA), and if so, whether extra-curricular participation in osteogenic sports could have a role in this association. Methods Participants were 359 Spanish adolescents (12.5-17.5 yr, 178 boys,) from the HELENA-CSS (2006–07). Relationships of sedentary behaviours with bone variables were analysed by linear regression. The prevalence of low BMC (at least 1SD below the mean) and time spent on sedentary behaviours according to extracurricular sport participation was analysed by Chi-square tests. Results In boys, the use of internet for non-study was negatively associated with whole body BMC after adjustment for lean mass and moderate to vigorous PA (MVPA). In girls, the time spent studying was negatively associated with femoral neck BMC. Additional adjustment for lean mass slightly reduced the negative association between time spent studying and femoral neck BMC. The additional adjustment for MVPA did not change the results at this site. The percentage of girls having low femoral neck BMC was significantly smaller in those participating in osteogenic sports (≥ 3 h/week) than in the rest, independently of the cut-off selected for the time spent studying. Conclusions The use of internet for non-study (in boys) and the time spent studying (in girls) are negatively associated with whole body and femoral neck BMC, respectively. In addition, at least 3 h/week of extra-curricular osteogenic sports may help to counteract the negative association of time spent studying on bone health in girls. PMID:23148760

Are environmental influences on physical activity distinct for urban, suburban, and rural schools? A multilevel study among secondary school students in Ontario, Canada.

PubMed

Hobin, Erin P; Leatherdale, Scott; Manske, Steve; Dubin, Joel A; Elliott, Susan; Veugelers, Paul

2013-05-01

This study examined differences in students' time spent in physical activity (PA) across secondary schools in rural, suburban, and urban environments and identified the environment-level factors associated with these between school differences in students' PA. Multilevel linear regression analyses were used to examine the environment- and student-level characteristics associated with time spent in PA among grades 9 to 12 students attending 76 secondary schools in Ontario, Canada, as part of the SHAPES-Ontario study. This approach was first conducted with the full data set testing for interactions between environment-level factors and school location. Then, school-location specific regression models were run separately. Statistically significant between-school variation was identified among students attending urban (σ(2) μ0  = 8959.63 [372.46]), suburban (σ(2) μ0  = 8918.75 [186.20]), and rural (σ(2) μ0  = 9403.17 [203.69]) schools, where school-level differences accounted for 4.0%, 2.0%, and 2.1% of the variability in students' time spent in PA, respectively. Students attending an urban or suburban school that provided another room for PA or was located within close proximity to a shopping mall or fast food outlet spent more time in PA. Students' time spent in PA varies by school location and some features of the school environment have a different impact on students' time spent in PA by school location. Developing a better understanding of the environment-level characteristics associated with students' time spent in PA by school location may help public health and planning experts to tailor school programs and policies to the needs of students in different locations. © 2013, American School Health Association.

Photoprotection by sunscreen depends on time spent on application.

PubMed

Heerfordt, Ida M; Torsnes, Linnea R; Philipsen, Peter A; Wulf, Hans Christian

2018-03-01

To be effective, sunscreens must be applied in a sufficient quantity and reapplication is recommended. No previous study has investigated whether time spent on sunscreen application is important for the achieved photoprotection. To determine whether time spent on sunscreen application is related to the amount of sunscreen used during a first and second application. Thirty-one volunteers wearing swimwear applied sunscreen twice in a laboratory environment. Time spent and the amount of sunscreen used during each application was measured. Subjects' body surface area accessible for sunscreen application (BSA) was estimated from their height, weight and swimwear worn. The average applied quantity of sunscreen after each application was calculated. Subjects spent on average 4 minutes and 15 seconds on the first application and approximately 85% of that time on the second application. There was a linear relationship between time spent on application and amount of sunscreen used during both the first and the second application (P < .0001). Participants applied 2.21 grams of sunscreen per minute during both applications. After the first application, subjects had applied a mean quantity of sunscreen of 0.71 mg/cm 2 on the BSA, and after the second application, a mean total quantity of 1.27 mg/cm 2 had been applied. We found that participants applied a constant amount of sunscreen per minute during both a first and a second application. Measurement of time spent on application of sunscreen on different body sites may be useful in investigating the distribution of sunscreen in real-life settings. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Workloads of Secondary School Teachers. Final Report.

ERIC Educational Resources Information Center

Campbell, R. J.; Neill, S. R. St. J.

This study investigated the amount of time secondary school teachers spent working and the types of work activities, based on records and survey forms from 348 teachers in secondary schools in England and Wales. Findings include: (1) the weekly mean time spent on work was 54.4 hours; (2) teachers spent an average of 16.9 hours teaching, 12.9 hours…

Predicting Time Spent in Treatment in a Sample of Danish Survivors of Child Sexual Abuse.

PubMed

Fletcher, Shelley; Elklit, Ask; Shevlin, Mark; Armour, Cherie

2017-07-01

The aim of this study was to identify significant predictors of length of time spent in treatment. In a convenience sample of 439 Danish survivors of child sexual abuse, predictors of time spent in treatment were examined. Assessments were conducted on a 6-month basis over a period of 18 months. A multinomial logistic regression analysis revealed that the experience of neglect in childhood and having experienced rape at any life stage were associated with less time in treatment. Higher educational attainment and being male were associated with staying in treatment for longer periods of time. These factors may be important for identifying those at risk of terminating treatment prematurely. It is hoped that a better understanding of the factors that predict time spent in treatment will help to improve treatment outcomes for individuals who are at risk of dropping out of treatment at an early stage.

EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes

NASA Astrophysics Data System (ADS)

Wagh, Aditi; Wilensky, Uri

2018-04-01

Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education.

Integrating dynamic stopping, transfer learning and language models in an adaptive zero-training ERP speller.

PubMed

Kindermans, Pieter-Jan; Tangermann, Michael; Müller, Klaus-Robert; Schrauwen, Benjamin

2014-06-01

Most BCIs have to undergo a calibration session in which data is recorded to train decoders with machine learning. Only recently zero-training methods have become a subject of study. This work proposes a probabilistic framework for BCI applications which exploit event-related potentials (ERPs). For the example of a visual P300 speller we show how the framework harvests the structure suitable to solve the decoding task by (a) transfer learning, (b) unsupervised adaptation, (c) language model and (d) dynamic stopping. A simulation study compares the proposed probabilistic zero framework (using transfer learning and task structure) to a state-of-the-art supervised model on n = 22 subjects. The individual influence of the involved components (a)-(d) are investigated. Without any need for a calibration session, the probabilistic zero-training framework with inter-subject transfer learning shows excellent performance--competitive to a state-of-the-art supervised method using calibration. Its decoding quality is carried mainly by the effect of transfer learning in combination with continuous unsupervised adaptation. A high-performing zero-training BCI is within reach for one of the most popular BCI paradigms: ERP spelling. Recording calibration data for a supervised BCI would require valuable time which is lost for spelling. The time spent on calibration would allow a novel user to spell 29 symbols with our unsupervised approach. It could be of use for various clinical and non-clinical ERP-applications of BCI.

Integrating dynamic stopping, transfer learning and language models in an adaptive zero-training ERP speller

NASA Astrophysics Data System (ADS)

Kindermans, Pieter-Jan; Tangermann, Michael; Müller, Klaus-Robert; Schrauwen, Benjamin

2014-06-01

Objective. Most BCIs have to undergo a calibration session in which data is recorded to train decoders with machine learning. Only recently zero-training methods have become a subject of study. This work proposes a probabilistic framework for BCI applications which exploit event-related potentials (ERPs). For the example of a visual P300 speller we show how the framework harvests the structure suitable to solve the decoding task by (a) transfer learning, (b) unsupervised adaptation, (c) language model and (d) dynamic stopping. Approach. A simulation study compares the proposed probabilistic zero framework (using transfer learning and task structure) to a state-of-the-art supervised model on n = 22 subjects. The individual influence of the involved components (a)-(d) are investigated. Main results. Without any need for a calibration session, the probabilistic zero-training framework with inter-subject transfer learning shows excellent performance—competitive to a state-of-the-art supervised method using calibration. Its decoding quality is carried mainly by the effect of transfer learning in combination with continuous unsupervised adaptation. Significance. A high-performing zero-training BCI is within reach for one of the most popular BCI paradigms: ERP spelling. Recording calibration data for a supervised BCI would require valuable time which is lost for spelling. The time spent on calibration would allow a novel user to spell 29 symbols with our unsupervised approach. It could be of use for various clinical and non-clinical ERP-applications of BCI.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.

PubMed

Elliott, Emily R; Reason, Robert D; Coffman, Clark R; Gangloff, Eric J; Raker, Jeffrey R; Powell-Coffman, Jo Anne; Ogilvie, Craig A

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. © 2016 E. R. Elliott et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Online Activity Levels Are Related to Caffeine Dependency.

PubMed

Phillips, James G; Landhuis, C Erik; Shepherd, Daniel; Ogeil, Rowan P

2016-05-01

Online activity could serve in the future as behavioral markers of emotional states for computer systems (i.e., affective computing). Hence, this study considered relationships between self-reported stimulant use and online study patterns. Sixty-two undergraduate psychology students estimated their daily caffeine use, and this was related to study patterns as tracked by their use of a Learning Management System (Blackboard). Caffeine dependency was associated with less time spent online, lower rates of file access, and fewer online activities completed. Reduced breadth or depth of processing during work/study could be used as a behavioral marker of stimulant use.

No time for teaching? Inpatient attending physicians' workload and teaching before and after the implementation of the 2003 duty hours regulations.

PubMed

Roshetsky, Lisa M; Coltri, Ainoa; Flores, Andrea; Vekhter, Ben; Humphrey, Holly J; Meltzer, David O; Arora, Vineet M

2013-09-01

Understanding the association between attending physicians' workload and teaching is critical to preserving residents' learning experience. The authors tested the association between attending physicians' self-reported workload and perceptions of time for teaching before and after the 2003 resident duty hours regulations. From 2001 to 2008, the authors surveyed all inpatient general medicine attending physicians at a teaching hospital. To measure workload, they used a conceptual framework to create a composite score from six domains (mental demand, physical demand, temporal demand, effort, performance, frustration). They measured time for teaching using (1) open-ended responses to hours per week spent doing didactic teaching and (2) responses (agree, strongly agree) to the statement "I had enough time for teaching." They conducted multivariate logistic regression analyses, controlling for month, year, and clustering by attending physicians, to test the association between workload scores and time for teaching. Of 738 eligible attending physicians, 482 (65%) completed surveys. Respondents spent a median of three hours per week dedicated to teaching. Less than half (198; 43%) reporting enough time for teaching. The composite workload scores were normally distributed (median score of 15) and demonstrated a weak positive correlation with actual patient volume (r = 0.25). The odds of an attending physician reporting enough time for teaching declined by 21% for each point increase in composite workload score (odds ratio = 0.79 [95% confidence interval 0.69-0.91]; P = .001). The authors found that attending physicians' greater self-perceived workload was associated with decreased time for teaching.

[Effect of selenium deficiency on the F344 inbred line offspring rats' neuro-behavior, ability of learning and memory].

PubMed

Hong, Liang-Li; Tian, Dong-Ping; Su, Min; Shen, Xiu-Na; Gao, Yuxia

2006-01-01

To establish the selenium (Se) deficient animal model on F344 inbred line rats and observe the effects of a long-term Se-deficiency on the offspring's neuro-behavior, abilities of learning and memory. Feeding F344 inbred line rats on Se-deficient diet to establish Se-deficient animal model. For the offspring, the body weight, physiological indexes nervous reflections for growth and development were monitored during the early postnatal period. The Se-deficient diet contained less than 0.01 mg/kg and the glutathione peroxidase (GSH-Px) activity in blood of the Se-deficient group rats is lower than the Se-normal group after feeding on Se-deficient diet for 4 weeks. For the offspring, the birth weight and the body weight of Se-deficient group were obviously lower than the Se-normal group before weaning. Se-deficient offspring rats differed from Se-normal controls in lower scores in surface righting reflex (RR) test at postnatal 4th day after delivery, cliff avoidance test at postnatal 7th day and auditory acuity trial at postnatal 10th day respectively. But these differences disappear after a few days in the same tests. In addition, no significant differences between two groups in suspending test and walking ability test at postnatal 12th and 14th day. In open field test, Se-deficient male offspring stayed less time in the middle grid and moved less. In Morris water maze test, the Se-deficient offspring spent more time to find the hidden platform at the 6th and 9th training tests in the place navigation trial. Furthermore, the Se-deficient group spent less time in target quadrant when giving the spatial probe trial. A Se-deficient animal model have been established on F344 inbred line rats successfully. A long-term Se deficiency could retard the development of the offspring in uterus and after delivery. Se deficiency also decreased the offspring's abilities of spatial learning and memory in Morris water maze test and resulted in the male offspring's nervousness to new stimulant.

A hinting strategy for online learning of radiograph interpretation by medical students.

PubMed

Boutis, Kathy; Pecaric, Martin; Shiau, Maria; Ridley, Jane; P Gladding, Sophie; S Andrews, John; V Pusic, Martin

2013-09-01

We examined whether a 'hint' manoeuvre increases the time novice medical learners spend on reviewing a radiograph, thereby potentially increasing their interpretation accuracy. Senior year medical students were recruited into a randomised control, three-arm, multicentre trial. Students reviewed an online 50-case learning set that varied in degree of 'hint' intervention. The 'hint' was a dialogue box that appeared after a student submitted an answer, encouraging the student to re-evaluate their interpretation. The students in the control group received no hints. In the weak intervention group, students received 'hints' with 66% of their incorrect interpretations and 33% of those that were correct. In the strong intervention group, the incorrect interpretation hint frequency was 80%, whereas for correct responses it was 20%. All students completed a 20-case post-test immediately and 2 weeks after the 50 cases. The primary outcome was student performance on the immediate post-test, measured as the ability to discriminate between normal and abnormal films (dPrime). Secondary outcomes included the probability of considering the hint, time spent on learning cases and knowledge retention at 2 weeks. We enrolled 117 medical students from three sites into the three study groups: control (36), weak intervention (40) and strong intervention (41) groups. The mean (standard deviation) dPrime in the control, weak and strong groups were 0.4 (1.1), 0.7 (1.1) and 0.4 (0.9), respectively (P = 0.4). In the weak and strong groups, participants reconsidered answers in 556 of 1944 (28.6%) hinting opportunities, and those who reconsidered their answers spent a mean (95% confidence interval) of 13.9 (11.9, 16.0) seconds longer on each case. There were no significant differences in knowledge retention at 2 weeks between the groups (P = 0.2). Although the implemented hinting strategy did result in students spending more time considering a proportion of the cases, overall it was not effective in improving student performance. © John Wiley & Sons Ltd.

Food preparation patterns in German family households. An econometric approach with time budget data.

PubMed

Möser, Anke

2010-08-01

In Germany, the rising importance of out-of-home consumption, increasing usage of convenience products and decreasing knowledge of younger individuals how to prepare traditional dishes can be seen as obvious indicators for shifting patterns in food preparation. In this paper, econometric analyses are used to shed more light on the factors which may influence the time spent on food preparation in two-parent family households with children. Two time budget surveys, carried out 1991/92 and 2001/02 through the German National Statistical Office, provide the necessary data. Time budget data analyses reveal that over the last ten years the time spent on food preparation in Germany has decreased. The results point out that time resources of a household, for example gainful employment of the parents, significantly affect the amount of time spent on food preparation. The analysis confirms further that there is a more equal allocation of time spent on cooking, baking or laying the table between women and men in the last ten years. Due to changing attitudes and conceivably adaption of economic conditions, differences in time devoted to food preparation seem to have vanished between Eastern and Western Germany. Greater time spent on eating out in Germany as well as decreasing time spent on food preparation at home reveal that the food provisioning of families is no longer a primarily private task of the households themselves but needs more public attention and institutional offers and help. Among other points, the possibility of addressing mothers' lack of time as well as growing "food illiteracy" of children and young adults are discussed. 2010 Elsevier Ltd. All rights reserved.

Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

PubMed Central

Sy, Alice; Wong, Eric; Boisvert, Leslie

2014-01-01

Abstract Objective To determine family medicine residents’ learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Design Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. Setting London, Ont. Participants All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Main outcome measures Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. Results A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians’ teaching sessions (20%), and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents’ homes (32%), and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Conclusion Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents’ various learning preferences and habits while providing guidance and training in the use of more effective learning methods and resources to maximize educational outcomes. PMID:25551133

Community detection in complex networks using deep auto-encoded extreme learning machine

NASA Astrophysics Data System (ADS)

Wang, Feifan; Zhang, Baihai; Chai, Senchun; Xia, Yuanqing

2018-06-01

Community detection has long been a fascinating topic in complex networks since the community structure usually unveils valuable information of interest. The prevalence and evolution of deep learning and neural networks have been pushing forward the advancement in various research fields and also provide us numerous useful and off the shelf techniques. In this paper, we put the cascaded stacked autoencoders and the unsupervised extreme learning machine (ELM) together in a two-level embedding process and propose a novel community detection algorithm. Extensive comparison experiments in circumstances of both synthetic and real-world networks manifest the advantages of the proposed algorithm. On one hand, it outperforms the k-means clustering in terms of the accuracy and stability thus benefiting from the determinate dimensions of the ELM block and the integration of sparsity restrictions. On the other hand, it endures smaller complexity than the spectral clustering method on account of the shrinkage in time spent on the eigenvalue decomposition procedure.

Science for Diplomacy, Diplomacy for Science

NASA Astrophysics Data System (ADS)

Colglazier, E. Wiliam

2015-04-01

I was a strong proponent of ``science diplomacy'' when I became Science and Technology Adviser to the Secretary of State in 2011. I thought I knew a lot about the subject after being engaged for four decades on international S&T policy issues and having had distinguished scientists as mentors who spent much of their time using science as a tool for building better relations between countries and working to make the world more peaceful, prosperous, and secure. I learned a lot from my three years inside the State Department, including great appreciation and respect for the real diplomats who work to defuse conflicts and avoid wars. But I also learned a lot about science diplomacy, both using science to advance diplomacy and diplomacy to advance science. My talk will focus on the five big things that I learned, and from that the one thing where I am focusing my energies to try to make a difference now that I am a private citizen again.

50 CFR 260.79 - Travel and other expenses.

Code of Federal Regulations, 2013 CFR

2013-10-01

... based on an hourly rate, an additional hourly charge may be made for travel time including time spent waiting for transportation as well as time spent traveling, but not to exceed 8 hours of travel time for... charge may be made for travel time outside the employee's official work hours. ...

50 CFR 260.79 - Travel and other expenses.

Code of Federal Regulations, 2014 CFR

2014-10-01

... based on an hourly rate, an additional hourly charge may be made for travel time including time spent waiting for transportation as well as time spent traveling, but not to exceed 8 hours of travel time for... charge may be made for travel time outside the employee's official work hours. ...

50 CFR 260.79 - Travel and other expenses.

Code of Federal Regulations, 2011 CFR

2011-10-01

... based on an hourly rate, an additional hourly charge may be made for travel time including time spent waiting for transportation as well as time spent traveling, but not to exceed 8 hours of travel time for... charge may be made for travel time outside the employee's official work hours. ...

50 CFR 260.79 - Travel and other expenses.

Code of Federal Regulations, 2012 CFR

2012-10-01

... based on an hourly rate, an additional hourly charge may be made for travel time including time spent waiting for transportation as well as time spent traveling, but not to exceed 8 hours of travel time for... charge may be made for travel time outside the employee's official work hours. ...

50 CFR 260.79 - Travel and other expenses.

Code of Federal Regulations, 2010 CFR

2010-10-01

... based on an hourly rate, an additional hourly charge may be made for travel time including time spent waiting for transportation as well as time spent traveling, but not to exceed 8 hours of travel time for... charge may be made for travel time outside the employee's official work hours. ...

Basic guidelines to introduce electric circuit simulation software in a general physics course

NASA Astrophysics Data System (ADS)

Moya, A. A.

2018-05-01

The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and shows how students can use the simulation software to do simple activities associated with a lab exercise itself and with related topics. By introducing electric circuit simulation programs in a general physics course as a brief activitiy complementing lab exercise, students develop basic skills in using simulation software, improve their knowledge on the topology of electric circuits and perceive that the technology contributes to their learning, all without reducing the time spent on the actual content of the course.

[Motor asymmetry and learning new skills in animals].

PubMed

Budilin, S Iu; Pletneva, E V; Ioffe, M E; Arsen'ev, G N

2014-01-01

The aim was to examine the relationship between the ability to learn new motor skills and preference to the right or left front paw when performing manipulation movements in rats. As a new skill used the Morris water maze, in which the animals are initially trained to detect platform hidden under water at the swim of the sector of the opposite platform, and then when sailing from sectors on the left or the right of the platform. Preference paw was determined by using the taking of animal food from a narrow horizontal tube and, accordingly, the rats were divided into left-handedness and right-handedness. We found that when changing the place of launch, that is the first voyage from the left or right of the sector, are right-handed, unlike left-handed, spent significantly more time to find the platform.

Big data analytics for early detection of breast cancer based on machine learning

NASA Astrophysics Data System (ADS)

Ivanova, Desislava

2017-12-01

This paper presents the concept and the modern advances in personalized medicine that rely on technology and review the existing tools for early detection of breast cancer. The breast cancer types and distribution worldwide is discussed. It is spent time to explain the importance of identifying the normality and to specify the main classes in breast cancer, benign or malignant. The main purpose of the paper is to propose a conceptual model for early detection of breast cancer based on machine learning for processing and analysis of medical big dataand further knowledge discovery for personalized treatment. The proposed conceptual model is realized by using Naive Bayes classifier. The software is written in python programming language and for the experiments the Wisconsin breast cancer database is used. Finally, the experimental results are presented and discussed.

The role of oculomotor information in the learning of sequential aiming movements.

PubMed

Helsen, Werner F; Tremblay, Luc; Van Den Berg, Miek; Elliott, Digby

2004-03-01

With their eyes initially on either the home, midline, or final end position, 30 participants practiced a 2-target aiming movement. After 120 acquisition trials, participants performed a retention test and were then transferred to each of the other 2 eye conditions. During acquisition, all groups improved over practice, but the home group showed the greatest improvement. The temporal improvement was most pronounced in the times spent after peak velocity. Retention and transfer tests indicated that participants performed best under eye-movement conditions that were the same as the 1 they had practiced in. There was also positive transfer of training between conditions in which the oculomotor information was similar. Thus, to optimize learning, one should practice under the same afferent and oculomotor conditions that will be required for the final performance.

Unobtrusive in-home detection of time spent out-of-home with applications to loneliness and physical activity

PubMed Central

Austin, Daniel; Kaye, Jeffrey A.; Pavel, Misha; Hayes, Tamara L.

2014-01-01

Loneliness is a common condition in elderly associated with severe health consequences including increased mortality, decreased cognitive function, and poor quality of life. Identifying and assisting lonely individuals is therefore increasingly important—especially in the home setting—as the very nature of loneliness often makes it difficult to detect by traditional methods. One critical component in assessing loneliness unobtrusively is to measure time spent out-of-home, as loneliness often presents with decreased physical activity, decreased motor functioning, and a decline in activities of daily living, all of which may cause decreases in the amount of time spent outside the home. Using passive and unobtrusive in-home sensing technologies, we have developed a methodology for detecting time spent out-of-home based on logistic regression. Our approach was both sensitive (0.939) and specific (0.975) in detecting time out-of-home across over 41,000 epochs of data collected from 4 subjects monitored for at least 30 days each in their own homes. In addition to linking time spent out-of-home to loneliness (r=−0.44, p=0.011) as measured by the UCLA Loneliness Index, we demonstrate its usefulness in other applications such as uncovering general behavioral patterns of elderly and exploring the link between time spent out-of-home and physical activity (r=0.415, p=0.031), as measured by the Berkman Social Disengagement Index. PMID:25192570

Age at Menarche and Time Spent in Education: A Mendelian Randomization Study.

PubMed

Gill, D; Del Greco M, F; Rawson, T M; Sivakumaran, P; Brown, A; Sheehan, N A; Minelli, C

2017-09-01

Menarche signifies the primary event in female puberty and is associated with changes in self-identity. It is not clear whether earlier puberty causes girls to spend less time in education. Observational studies on this topic are likely to be affected by confounding environmental factors. The Mendelian randomization (MR) approach addresses these issues by using genetic variants (such as single nucleotide polymorphisms, SNPs) as proxies for the risk factor of interest. We use this technique to explore whether there is a causal effect of age at menarche on time spent in education. Instruments and SNP-age at menarche estimates are identified from a Genome Wide Association Study (GWAS) meta-analysis of 182,416 women of European descent. The effects of instruments on time spent in education are estimated using a GWAS meta-analysis of 118,443 women performed by the Social Science Genetic Association Consortium (SSGAC). In our main analysis, we demonstrate a small but statistically significant causal effect of age at menarche on time spent in education: a 1 year increase in age at menarche is associated with 0.14 years (53 days) increase in time spent in education (95% CI 0.10-0.21 years, p = 3.5 × 10 -8 ). The causal effect is confirmed in sensitivity analyses. In identifying this positive causal effect of age at menarche on time spent in education, we offer further insight into the social effects of puberty in girls.

DeepPicker: A deep learning approach for fully automated particle picking in cryo-EM.

PubMed

Wang, Feng; Gong, Huichao; Liu, Gaochao; Li, Meijing; Yan, Chuangye; Xia, Tian; Li, Xueming; Zeng, Jianyang

2016-09-01

Particle picking is a time-consuming step in single-particle analysis and often requires significant interventions from users, which has become a bottleneck for future automated electron cryo-microscopy (cryo-EM). Here we report a deep learning framework, called DeepPicker, to address this problem and fill the current gaps toward a fully automated cryo-EM pipeline. DeepPicker employs a novel cross-molecule training strategy to capture common features of particles from previously-analyzed micrographs, and thus does not require any human intervention during particle picking. Tests on the recently-published cryo-EM data of three complexes have demonstrated that our deep learning based scheme can successfully accomplish the human-level particle picking process and identify a sufficient number of particles that are comparable to those picked manually by human experts. These results indicate that DeepPicker can provide a practically useful tool to significantly reduce the time and manual effort spent in single-particle analysis and thus greatly facilitate high-resolution cryo-EM structure determination. DeepPicker is released as an open-source program, which can be downloaded from https://github.com/nejyeah/DeepPicker-python. Copyright © 2016 Elsevier Inc. All rights reserved.

Spatiotemporal characteristics of gaze of children with autism spectrum disorders while looking at classroom scenes

PubMed Central

Higuchi, Takahiro; Noritake, Atsushi; Yanagimoto, Yoshitoki; Kobayashi, Hodaka; Nakamura, Kae; Kaneko, Kazunari

2017-01-01

Children with autism spectrum disorders (ASD) who have neurodevelopmental impairments in social communication often refuse to go to school because of difficulties in learning in class. The exact cause of maladaptation to school in such children is unknown. We hypothesized that these children have difficulty in paying attention to objects at which teachers are pointing. We performed gaze behavior analysis of children with ASD to understand their difficulties in the classroom. The subjects were 26 children with ASD (19 boys and 7 girls; mean age, 8.6 years) and 27 age-matched children with typical development (TD) (14 boys and 13 girls; mean age, 8.2 years). We measured eye movements of the children while they performed free viewing of two movies depicting actual classes: a Japanese class in which a teacher pointed at cartoon characters and an arithmetic class in which the teacher pointed at geometric figures. In the analysis, we defined the regions of interest (ROIs) as the teacher’s face and finger, the cartoon characters and geometric figures at which the teacher pointed, and the classroom wall that contained no objects. We then compared total gaze time for each ROI between the children with ASD and TD by two-way ANOVA. Children with ASD spent less gaze time on the cartoon characters pointed at by the teacher; they spent more gaze time on the wall in both classroom scenes. We could differentiate children with ASD from those with TD almost perfectly by the proportion of total gaze time that children with ASD spent looking at the wall. These results suggest that children with ASD do not follow the teacher’s instructions in class and persist in gazing at inappropriate visual areas such as walls. Thus, they may have difficulties in understanding content in class, leading to maladaptation to school. PMID:28472111

Spatiotemporal characteristics of gaze of children with autism spectrum disorders while looking at classroom scenes.

PubMed

Higuchi, Takahiro; Ishizaki, Yuko; Noritake, Atsushi; Yanagimoto, Yoshitoki; Kobayashi, Hodaka; Nakamura, Kae; Kaneko, Kazunari

2017-01-01

Children with autism spectrum disorders (ASD) who have neurodevelopmental impairments in social communication often refuse to go to school because of difficulties in learning in class. The exact cause of maladaptation to school in such children is unknown. We hypothesized that these children have difficulty in paying attention to objects at which teachers are pointing. We performed gaze behavior analysis of children with ASD to understand their difficulties in the classroom. The subjects were 26 children with ASD (19 boys and 7 girls; mean age, 8.6 years) and 27 age-matched children with typical development (TD) (14 boys and 13 girls; mean age, 8.2 years). We measured eye movements of the children while they performed free viewing of two movies depicting actual classes: a Japanese class in which a teacher pointed at cartoon characters and an arithmetic class in which the teacher pointed at geometric figures. In the analysis, we defined the regions of interest (ROIs) as the teacher's face and finger, the cartoon characters and geometric figures at which the teacher pointed, and the classroom wall that contained no objects. We then compared total gaze time for each ROI between the children with ASD and TD by two-way ANOVA. Children with ASD spent less gaze time on the cartoon characters pointed at by the teacher; they spent more gaze time on the wall in both classroom scenes. We could differentiate children with ASD from those with TD almost perfectly by the proportion of total gaze time that children with ASD spent looking at the wall. These results suggest that children with ASD do not follow the teacher's instructions in class and persist in gazing at inappropriate visual areas such as walls. Thus, they may have difficulties in understanding content in class, leading to maladaptation to school.

Physical activity, sedentary time and physical capability in early old age: British birth cohort study.

PubMed

Cooper, Andrew J M; Simmons, Rebecca K; Kuh, Diana; Brage, Soren; Cooper, Rachel

2015-01-01

To investigate the associations of time spent sedentary, in moderate-to-vigorous-intensity physical activity (MVPA) and physical activity energy expenditure (PAEE) with physical capability measures at age 60-64 years. Time spent sedentary and in MVPA and, PAEE were assessed using individually calibrated combined heart rate and movement sensing among 1727 participants from the MRC National Survey of Health and Development in England, Scotland and Wales as part of a detailed clinical assessment undertaken in 2006-2010. Multivariable linear regression models were used to examine the cross-sectional associations between standardised measures of each of these behavioural variables with grip strength, chair rise and timed up-&-go (TUG) speed and standing balance time. Greater time spent in MVPA was associated with higher levels of physical capability; adjusted mean differences in each capability measure per 1 standard deviation increase in MVPA time were: grip strength (0.477 kg, 95% confidence interval (CI): 0.015 to 0.939), chair rise speed (0.429 stands/min, 95% CI: 0.093 to 0.764), standing balance time (0.028 s, 95% CI: 0.003 to 0.053) and TUG speed (0.019 m/s, 95% CI: 0.011 to 0.026). In contrast, time spent sedentary was associated with lower grip strength (-0.540 kg, 95% CI: -1.013 to -0.066) and TUG speed (-0.011 m/s, 95% CI: -0.019 to -0.004). Associations for PAEE were similar to those for MVPA. Higher levels of MVPA and overall physical activity (PAEE) are associated with greater levels of physical capability whereas time spent sedentary is associated with lower levels of capability. Future intervention studies in older adults should focus on both the promotion of physical activity and reduction in time spent sedentary.

Quantifying faculty teaching time in a department of obstetrics and gynecology.

PubMed

Emmons, S

1998-10-01

The goal of this project was to develop a reproducible system that measures quantity and quality of teaching in unduplicated hours, such that comparisons of teaching activities could be drawn within and across departments. Such a system could be used for allocating teaching monies and for assessing teaching as part of the promotion and tenure process. Various teaching activities, including time spent in clinic, rounds, and doing procedures, were enumerated. The faculty were surveyed about their opinions on the proportion of clinical time spent in teaching. The literature also was reviewed. Based on analysis of the faculty survey and the literature, a series of calculations were developed to divide clinical time among resident teaching, medical student teaching, and patient care. The only input needed was total time spent in the various clinical activities, time spent in didactic activities, and the resident procedure database. This article describes a simple and fair database system to calculate time spent teaching from activities such as clinic, ward rounds, labor and delivery, and surgery. The teaching portfolio database calculates teaching as a proportion of the faculty member's total activities. The end product is a report that provides a reproducible yearly summary of faculty teaching time per activity and per type of learner.

Physical activity patterns in morbidly obese and normal-weight women.

PubMed

Kwon, Soyang; Mohammad, Jamal; Samuel, Isaac

2011-01-01

To compare physical activity patterns between morbidly obese and normal-weight women. Daily physical activity of 18 morbidly obese and 7 normal-weight women aged 30-58 years was measured for 2 days using the Intelligent Device for Energy Expenditure and Activity (IDEEA) device. The obese group spent about 2 hr/day less standing and 30 min/day less walking than did the normal-weight group. Time spent standing (standing time) was positively associated with time spent walking (walking time). Age- and walking time-adjusted standing time did not differ according to weight status. Promoting standing may be a strategy to increase walking.

The Impact of External Employment on 12th Grade Student Participation in Extracurricular Activities as a Function of School Size

ERIC Educational Resources Information Center

Garcia, Miguel A.

2012-01-01

Data from the Educational Longitudinal Study of 2002 were used to compare 11,000 high school students on school size, time spent participating in extracurricular activities (ECA), and hours spent in employment. Findings indicated that students from small schools spent more time participating in ECA than students from larger schools for equivalent…

Differences between 9-11 year old British Pakistani and White British girls in physical activity and behavior during school recess.

PubMed

Pollard, Tessa M; Hornby-Turner, Yvonne C; Ghurbhurrun, Adarshini; Ridgers, Nicola D

2012-12-18

School recess provides an important opportunity for children to engage in physical activity. Previous studies indicate that children and adults of South Asian origin are less active than other ethnic groups in the United Kingdom, but have not investigated whether activity differs within the shared school environment. The aim of this study was to test the hypothesis that British Pakistani girls aged 9-11 years are less active during recess than White British girls. In Study One, the proportion of recess spent by 137 White British (N = 70) and British Pakistani (N = 67) girls in sedentary behavior, moderate-to-vigorous activity (MVPA) and vigorous activity (VPA) was determined using accelerometry. In Study Two, 86 White British (N = 48) and British Pakistani (N = 38) girls were observed on the playground using the System for Observing Children's Activity and Relationships during Play (SOCARP). Accelerometry data were collected during observations to allow identification of activities contributing to objectively measured physical activity. Accelerometry data indicated that British Pakistani girls spent 2.2% (95% CI: 0.2, 4.3) less of their total recess time in MVPA and 1.3% (95% CI: 0.2, 2.4) less in VPA than White British girls. Direct observation showed that British Pakistani girls spent 12.0% (95% CI: 2.9, 21.1) less playground time being very active, and 12.3% (95% CI: 1.7, 23.0) less time playing games. Time spent being very active according to direct observation data correlated significantly with accelerometer-assessed time spent in MVPA and VPA, and time spent playing games correlated significantly with accelerometer-assessed time spent in VPA, suggesting that differences in behavior observed in Study Two may have contributed to the differences in time spent in MVPA and VPA in Study One. British Pakistani girls were less active than White British girls during school recess. Recess has been identified as a potentially important target for the delivery of physical activity interventions; such interventions should consider ways in which the activity levels of British Pakistani girls could be increased.

Differences between 9–11 year old British Pakistani and White British girls in physical activity and behavior during school recess

PubMed Central

2012-01-01

Background School recess provides an important opportunity for children to engage in physical activity. Previous studies indicate that children and adults of South Asian origin are less active than other ethnic groups in the United Kingdom, but have not investigated whether activity differs within the shared school environment. The aim of this study was to test the hypothesis that British Pakistani girls aged 9–11 years are less active during recess than White British girls. Methods In Study One, the proportion of recess spent by 137 White British (N = 70) and British Pakistani (N = 67) girls in sedentary behavior, moderate-to-vigorous activity (MVPA) and vigorous activity (VPA) was determined using accelerometry. In Study Two, 86 White British (N = 48) and British Pakistani (N = 38) girls were observed on the playground using the System for Observing Children’s Activity and Relationships during Play (SOCARP). Accelerometry data were collected during observations to allow identification of activities contributing to objectively measured physical activity. Results Accelerometry data indicated that British Pakistani girls spent 2.2% (95% CI: 0.2, 4.3) less of their total recess time in MVPA and 1.3% (95% CI: 0.2, 2.4) less in VPA than White British girls. Direct observation showed that British Pakistani girls spent 12.0% (95% CI: 2.9, 21.1) less playground time being very active, and 12.3% (95% CI: 1.7, 23.0) less time playing games. Time spent being very active according to direct observation data correlated significantly with accelerometer-assessed time spent in MVPA and VPA, and time spent playing games correlated significantly with accelerometer-assessed time spent in VPA, suggesting that differences in behavior observed in Study Two may have contributed to the differences in time spent in MVPA and VPA in Study One. Conclusions British Pakistani girls were less active than White British girls during school recess. Recess has been identified as a potentially important target for the delivery of physical activity interventions; such interventions should consider ways in which the activity levels of British Pakistani girls could be increased. PMID:23249170

Effects of guest feeding programs on captive giraffe behavior.

PubMed

Orban, David A; Siegford, Janice M; Snider, Richard J

2016-01-01

Zoological institutions develop human-animal interaction opportunities for visitors to advance missions of conservation, education, and recreation; however, the animal welfare implications largely have yet to be evaluated. This behavioral study was the first to quantify impacts of guest feeding programs on captive giraffe behavior and welfare, by documenting giraffe time budgets that included both normal and stereotypic behaviors. Thirty giraffes from nine zoos (six zoos with varying guest feeding programs and three without) were observed using both instantaneous scan sampling and continuous behavioral sampling techniques. All data were collected during summer 2012 and analyzed using linear mixed models. The degree of individual giraffe participation in guest feeding programs was positively associated with increased time spent idle and marginally associated with reduced time spent ruminating. Time spent participating in guest feeding programs had no effect on performance of stereotypic behaviors. When time spent eating routine diets was combined with time spent participating in guest feeding programs, individuals that spent more time engaged in total feeding behaviors tended to perform less oral stereotypic behavior such as object-licking and tongue-rolling. By extending foraging time and complexity, guest feeding programs have the potential to act as environmental enrichment and alleviate unfulfilled foraging motivations that may underlie oral stereotypic behaviors observed in many captive giraffes. However, management strategies may need to be adjusted to mitigate idleness and other program consequences. Further studies, especially pre-and-post-program implementation comparisons, are needed to better understand the influence of human-animal interactions on zoo animal behavior and welfare. © 2016 Wiley Periodicals, Inc.

Sedentary behavior, physical activity, and concentrations of insulin among US adults.

PubMed

Ford, Earl S; Li, Chaoyang; Zhao, Guixiang; Pearson, William S; Tsai, James; Churilla, James R

2010-09-01

Time spent watching television has been linked to obesity, metabolic syndrome, and diabetes, all conditions characterized to some degree by hyperinsulinemia and insulin resistance. However, limited evidence relates screen time (watching television or using a computer) directly to concentrations of insulin. We examined the cross-sectional associations between time spent watching television or using a computer, physical activity, and serum concentrations of insulin using data from 2800 participants aged at least 20 years of the 2003-2006 National Health and Nutrition Examination Survey. The amount of time spent watching television and using a computer as well as physical activity was self-reported. The unadjusted geometric mean concentration of insulin increased from 6.2 microU/mL among participants who did not watch television to 10.0 microU/mL among those who watched television for 5 or more hours per day (P = .001). After adjustment for age, sex, race or ethnicity, educational status, concentration of cotinine, alcohol intake, physical activity, waist circumference, and body mass index using multiple linear regression analysis, the log-transformed concentrations of insulin were significantly and positively associated with time spent watching television (P = < .001). Reported time spent using a computer was significantly associated with log-transformed concentrations of insulin before but not after accounting for waist circumference and body mass index. Leisure-time physical activity but not transportation or household physical activity was significantly and inversely associated with log-transformed concentrations of insulin. Sedentary behavior, particularly the amount of time spent watching television, may be an important modifiable determinant of concentrations of insulin. Published by Elsevier Inc.

Fast Gaussian kernel learning for classification tasks based on specially structured global optimization.

PubMed

Zhong, Shangping; Chen, Tianshun; He, Fengying; Niu, Yuzhen

2014-09-01

For a practical pattern classification task solved by kernel methods, the computing time is mainly spent on kernel learning (or training). However, the current kernel learning approaches are based on local optimization techniques, and hard to have good time performances, especially for large datasets. Thus the existing algorithms cannot be easily extended to large-scale tasks. In this paper, we present a fast Gaussian kernel learning method by solving a specially structured global optimization (SSGO) problem. We optimize the Gaussian kernel function by using the formulated kernel target alignment criterion, which is a difference of increasing (d.i.) functions. Through using a power-transformation based convexification method, the objective criterion can be represented as a difference of convex (d.c.) functions with a fixed power-transformation parameter. And the objective programming problem can then be converted to a SSGO problem: globally minimizing a concave function over a convex set. The SSGO problem is classical and has good solvability. Thus, to find the global optimal solution efficiently, we can adopt the improved Hoffman's outer approximation method, which need not repeat the searching procedure with different starting points to locate the best local minimum. Also, the proposed method can be proven to converge to the global solution for any classification task. We evaluate the proposed method on twenty benchmark datasets, and compare it with four other Gaussian kernel learning methods. Experimental results show that the proposed method stably achieves both good time-efficiency performance and good classification performance. Copyright © 2014 Elsevier Ltd. All rights reserved.

Time budgets of Snow Geese Chen caerulescens and Ross's Geese Chen rossii in mixed flocks: Implications of body size, ambient temperature and family associations

USGS Publications Warehouse

Jonsson, J.E.; Afton, A.D.

2009-01-01

Body size affects foraging and forage intake rates directly via energetic processes and indirectly through interactions with social status and social behaviour. Ambient temperature has a relatively greater effect on the energetics of smaller species, which also generally are more vulnerable to predator attacks than are larger species. We examined variability in an index of intake rates and an index of alertness in Lesser Snow Geese Chen caerulescens caerulescens and Ross's Geese Chen rossii wintering in southwest Louisiana. Specifically we examined variation in these response variables that could be attributed to species, age, family size and ambient temperature. We hypothesized that the smaller Ross's Geese would spend relatively more time feeding, exhibit relatively higher peck rates, spend more time alert or raise their heads up from feeding more frequently, and would respond to declining temperatures by increasing their proportion of time spent feeding. As predicted, we found that Ross's Geese spent more time feeding than did Snow Geese and had slightly higher peck rates than Snow Geese in one of two winters. Ross's Geese spent more time alert than did Snow Geese in one winter, but alert rates differed by family size, independent of species, in contrast to our prediction. In one winter, time spent foraging and walking was inversely related to average daily temperature, but both varied independently of species. Effects of age and family size on time budgets were generally independent of species and in accordance with previous studies. We conclude that body size is a key variable influencing time spent feeding in Ross's Geese, which may require a high time spent feeding at the expense of other activities. ?? 2008 The Authors.

Time Outdoors and Physical Activity as Predictors of Incident Myopia in Childhood: A Prospective Cohort Study

PubMed Central

Guggenheim, Jeremy A.; Northstone, Kate; McMahon, George; Ness, Andy R.; Deere, Kevin; Mattocks, Calum; Pourcain, Beate St; Williams, Cathy

2012-01-01

Purpose. Time spent in “sports/outdoor activity” has shown a negative association with incident myopia during childhood. We investigated the association of incident myopia with time spent outdoors and physical activity separately. Methods. Participants in the Avon Longitudinal Study of Parents and Children (ALSPAC) were assessed by noncycloplegic autorefraction at ages 7, 10, 11, 12, and 15 years, and classified as myopic (≤−1 diopters) or as emmetropic/hyperopic (≥−0.25 diopters) at each visit (N = 4,837–7,747). Physical activity at age 11 years was measured objectively using an accelerometer, worn for 1 week. Time spent outdoors was assessed via a parental questionnaire administered when children were aged 8–9 years. Variables associated with incident myopia were examined using Cox regression. Results. In analyses using all available data, both time spent outdoors and physical activity were associated with incident myopia, with time outdoors having the larger effect. The results were similar for analyses restricted to children classified as either nonmyopic or emmetropic/hyperopic at age 11 years. Thus, for children nonmyopic at age 11, the hazard ratio (95% confidence interval, CI) for incident myopia was 0.66 (0.47–0.93) for a high versus low amount of time spent outdoors, and 0.87 (0.76–0.99) per unit standard deviation above average increase in moderate/vigorous physical activity. Conclusion. Time spent outdoors was predictive of incident myopia independently of physical activity level. The greater association observed for time outdoors suggests that the previously reported link between “sports/outdoor activity” and incident myopia is due mainly to its capture of information relating to time outdoors rather than physical activity. PMID:22491403

Measured sedentary time and physical activity during the school day of European 10- to 12-year-old children: the ENERGY project.

PubMed

van Stralen, Maartje M; Yıldırım, Mine; Wulp, Anouk; te Velde, Saskia J; Verloigne, Maïté; Doessegger, Alain; Androutsos, Odysseas; Kovács, Éva; Brug, Johannes; Chinapaw, Mai J M

2014-03-01

This study aims to describe the time devoted to sedentary and physical activities at school in five European countries and to examine differences according to country, sex, ethnicity, parental education and weight status. cross-European cross-sectional survey. Primary schoolchildren (n=1025) aged 10-12 years in Belgium, Greece, Hungary, the Netherlands, and Switzerland wore accelerometers for at least six consecutive days. Only weekdays were used for this study to calculate the percentages of school-time spent in sedentary activities and moderate to vigorous intensity activity. Trained research assistants measured height and weight. Sex and date of birth were self-reported by the child and parental education and ethnicity were parent-reported. European schoolchildren spent on average 65% of their time at school in sedentary activities and 5% on moderate to vigorous intensity activities, with small differences between countries. Girls spent a significant larger amount of school-time in sedentary activities (67%) than boys (63%; p<0.0001), and spent less time in moderate to vigorous intensity activities (4% versus 5%; p<0.001). Overweight children spent significantly less time in moderate to vigorous intensity activities (4%) than normal weight children (5%,p < 0.01) [corrected]. Parental education or ethnicity were not associated with time spent in sedentary or physical activities. European schoolchildren spend a small amount of their school-time in moderate to vigorous intensity activities and a large amount in sedentary activities, with small but significant differences across countries. Future interventions should target more physical activities and less sedentary time at school particularly in girls. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

[Change of hippocampal NMDA receptor and emotional behavior and spatial learning and memory in status epilepticus rat model].

PubMed

Wang, Wei-Ping; Lou, Yan; Li, Zhen-Zhong; Li, Pan; Duan, Rui-Sheng

2007-02-01

SD rats were utilized for the purpose of the exploration of effects of status epilepticus (SE) on their emotional behavior, spatial learning and memory, and explorating its molecular mechanism. Forty maturity male SD rats, weighing (200 +/- 20) g were divided randomly and equally into SE group (SG) and normal control group (NG). The SG rats were induced by Pentylenetetrazole (PTZ) and the control animals received a saline (0.9%) solution. The change of emotional behavior in two groups were tested in elevated plus maze. Furthermore, Morris water maze was applied to evaluate the effects by SE on spatial learning and memory in rats. At the same time, N-methyl-D-aspartate (NMDA) receptor NR1 subunit mRNA in the hippocampus was determined by reverse transcription polymerase chain reaction (RT-PCR). In elevated plus test, SE rats increased the times of visits as well as the time spent on the open arms of the elevated plus maze (P < 0.01). In Morris water maze, the mean escape latency for the SE rats looking for hidden platform in the place navigation test prolonged (P < 0.01). The efficiency of their search strategy was poor (P < 0.05). The swimming time in platform region and the percentage of their swimming time decreased (P < 0.01). The number of times they crossed the platform area decreased (P < 0.01). Meanwhile the expression of NR1 subunit mRNA in hippocampus was lower (P < 0.01). The experimental results showed that SE could result in the change of emotional behavior and damage of spatial learning and memory in rats. NR1 might be involved in the patho- and physiological process in causing these behavioral changes.

How Much Is Too Much to Pay for Internet Access? A Behavioral Economic Analysis of Internet Use.

PubMed

Broadbent, Julie; Dakki, Michelle A

2015-08-01

The popularity of online recreational activities, such as social networking, has dramatically increased the amount of time spent on the Internet. Excessive or inappropriate use of the Internet can result in serious adverse consequences. The current study used a behavioral economic task to determine if the amount of time spent online by problematic and nonproblematic users can be modified by price. The Internet Purchase Task was used to determine how much time undergraduate students (N=233) would spend online at 13 different prices. Despite high demand for Internet access when access was free, time spent online by both problematic and nonproblematic users decreased dramatically, even at low prices. These results suggest that the amount of time spent online may be modified by having a tangible cost associated with use, whereas having free access to the Internet may encourage excessive, problematic use.

The Place of Rock and Mineral Identification in Geoscience Programs

NASA Astrophysics Data System (ADS)

Nicholls, J.

2011-12-01

Geoscience programs traditionally required a significant amount of class and laboratory time for students to learn to identify Earth materials: minerals, rocks, soils, and fossils. Two decades ago, courses devoted to the mineral sciences, mineralogy and petrology, constituted approximately 20% of a geoscience program. Today, they make up between 5% and 10% of the courses in such a program. Two decades ago students spent their laboratory time learning to identify Earth materials. Today, they do the same thing, even though the time set aside for students to achieve proficiency is limited. A typical learning objective for a geoscience program reads: Identify common Earth materials and interpret their composition, origin and uses. The three underlined words convey the essence of the objective: We ask students to identify and interpret common Earth materials, which begs the questions: Do the common Earth materials provide adequate information for interpreting the composition, origin, and use of Earth materials? Do modern curricula contain enough laboratory time for students to learn to identify Earth materials? Do all geoscientists need to be able to identify Earth materials? The assemblage kyanite plus sillimanite is crucial for interpreting metamorphic history yet they are not common minerals. The IUGS classification contains 179 rock names yet we expect students to identify only a handful of them. The upper mantle is dominated by peridotite yet do geophysicists need to be able to identify peridotite in order to study the upper mantle? All geoscientists should be able to interpret Earth materials, at least at some level, and deduce the information Earth materials provide about Earth history and processes. Only a subset of geoscientists needs to learn how to identify them. Identification skills can be learned in upper level courses designed for those who will become mineral scientists. Many of the interpretations derived from Earth materials can be learned in the lower level courses required of all geoscience students.

Development of Neutron Energy Spectral Signatures for Passive Monitoring of Spent Nuclear Fuels in Dry Cask Storage

NASA Astrophysics Data System (ADS)

Harkness, Ira; Zhu, Ting; Liang, Yinong; Rauch, Eric; Enqvist, Andreas; Jordan, Kelly A.

2018-01-01

Demand for spent nuclear fuel dry casks as an interim storage solution has increased globally and the IAEA has expressed a need for robust safeguards and verification technologies for ensuring the continuity of knowledge and the integrity of radioactive materials inside spent fuel casks. Existing research has been focusing on "fingerprinting" casks based on count rate statistics to represent radiation emission signatures. The current research aims to expand to include neutron energy spectral information as part of the fuel characteristics. First, spent fuel composition data are taken from the Next Generation Safeguards Initiative Spent Fuel Libraries, representative for Westinghouse 17ˣ17 PWR assemblies. The ORIGEN-S code then calculates the spontaneous fission and (α,n) emissions for individual fuel rods, followed by detailed MCNP simulations of neutrons transported through the fuel assemblies. A comprehensive database of neutron energy spectral profiles is to be constructed, with different enrichment, burn-up, and cooling time conditions. The end goal is to utilize the computational spent fuel library, predictive algorithm, and a pressurized 4He scintillator to verify the spent fuel assemblies inside a cask. This work identifies neutron spectral signatures that correlate with the cooling time of spent fuel. Both the total and relative contributions from spontaneous fission and (α,n) change noticeably with respect to cooling time, due to the relatively short half-life (18 years) of the major neutron source 244Cm. Identification of this and other neutron spectral signatures allows the characterization of spent nuclear fuels in dry cask storage.

What Do Teachers Perceive as the Most Important Use of Reading Time?

ERIC Educational Resources Information Center

McNinch, George H.; Schaffer, Gary L.; Cambell, Patricia; Rakes, Sondra

1999-01-01

Considers what teachers perceive as the appropriate time allocation among the distinct instructional areas during a typical reading session. Evaluates 58 teachers using a questionnaire that investigates four questions concerning ideal use of instruction time. Suggests that time spent reading must exceed time spent talking and writing about reading…

Do Physicians Spend More Time with Non-English-Speaking Patients?

PubMed Central

Tocher, Thomas M; Larson, Eric B

1999-01-01

OBJECTIVE To determine whether physicians at a general internal medicine clinic spend more time with non-English-speaking patients. DESIGN A time-motion study comparing physician time spent with non-English-speaking patients and time spent with English-speaking patients during 5 months of observation. We also tested physicians’ perceptions of their time use with a questionnaire. SETTING Primary care internal medicine clinic at a county hospital. PATIENTS/PARTICIPANTS One hundred sixty-six established clinic patients, of whom 57 were non-English speaking and 109 were English speaking, and 15 attending physicians and 8 third-year resident physicians. MEASUREMENTS AND MAIN RESULTS Outcome measures included total patient time in clinic, wait for first nurse or physician contact, time in contact with the nurse or physician, physician time spent on the visit, and physician perceptions of time use with non-English-speaking patients. After adjustment for demographic and comorbidity variables, non-English-speaking and English-speaking patients did not differ on any time-motion variables, including physician time spent on the visit (26.0 vs 25.8 minutes). A significant number of clinic physicians believed that they spent more time during a visit with non-English-speaking patients (85.7%) and needed more time to address important issues during a visit (90.4%), (both p < .01). Physicians did not perceive differences in the amount they accomplished during a visit with non-English-speaking patients. CONCLUSIONS There were no differences in the time these physicians spent providing care to non-English-speaking patients and English-speaking patients. An important limitation of this study is that we were unable to measure quality of care provided or patients’ satisfaction with their care. Physicians may believe that they are spending more time with non-English-speaking patients because of the challenges of language and cultural barriers. PMID:10337040

Medical students' perceptions of their housestaffs' ability to teach physical examination skills.

PubMed

Smith, Miriam A; Gertler, Tracy; Freeman, Katherine

2003-01-01

To evaluate the amount of time housestaff spent at the bedside on physical examination skills with third-year medical students and whether housestaff enhanced physical examination skills. All Albert Einstein College of Medicine students who completed the third-year medicine inpatient clerkship at one of five participating sites evaluated housestaff (interns and residents) with whom they spent at least ten days. The students quantified the amount of time housestaff spent with them at the bedside and used a modified five-point Likert scale to evaluate housestaff's enhancement of students' physical examination skills. Data were analyzed separately for interns, but pooled for residents (years two and three). Differences between groups were tested using Wilcoxon rank-sum and by Mantel-Haenszel chi-square tests. Totals of 191 responses for interns and 166 responses for residents were collected from October 1999 to October 2000. Fifteen (8%) of the intern group and 59 (36%) of the resident group spent no time at the bedside (p <.0001). Students were most satisfied with enhancement of pulmonary, cardiovascular, and gastrointestinal skills and least satisfied with enhancement of ENT, eye, and genitourinary skills (p <.0001). Interns spent more time with students than did residents. Almost one third of the residents spent no time on physical examination skills with students. Training programs should re-emphasize the importance of housestaff's teaching at the bedside and address areas of deficiency.

Fathers' and Mothers' Involvement with Their Adolescents

ERIC Educational Resources Information Center

Phares, Vicky; Fields, Sherecce; Kamboukos, Dimitra

2009-01-01

We explored mothers' and fathers' time spent with their adolescents and found that mothers reported spending more time with their adolescents than did fathers. Developmental patterns were found for some aspects of time involvement, with both mothers and fathers reporting higher involvement with younger adolescents. Ratings of time-spent were not…

Adult learners in a novel environment use prestige-biased social learning.

PubMed

Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex

2012-08-13

Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions.  These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

Early olfactory environment influences social behaviour in adult Octodon degus.

PubMed

Márquez, Natalia; Martínez-Harms, Jaime; Vásquez, Rodrigo A; Mpodozis, Jorge

2015-01-01

We evaluated the extent to which manipulation of early olfactory environment can influence social behaviours in the South American Hystricognath rodent Octodon degus. The early olfactory environment of newborn degus was manipulated by scenting all litter members with eucalyptol during the first month of life. The social behaviour of sexually mature animals (5-7 months old) towards conspecifics was then assessed using a y-maze to compare the response of control (naïve) and treated animals to two different olfactory configurations (experiment 1): (i) a non-familiarized conspecific impregnated with eucalyptol (eucalyptol arm) presented against (ii) a non-familiarized unscented conspecific (control arm). In addition, in dyadic encounters, we assessed the behaviour of control and eucalyptol treated animals towards a non-familiarized conspecific scented with eucalyptol (experiment 2). We found that control subjects explored and spent significantly less time in the eucalyptol arm, indicating neophobic behaviours towards the artificially scented conspecific. Treated subjects explored and spent similar time in both arms of the maze, showing the same interest for both olfactory stimuli presented. During dyadic encounters in experiment 2, an interaction effect between early experience and sex was observed. Control males escaped and avoided their scented partner more frequently than eucalyptol treated male subjects and than females. Both groups did not differ in the exploration of their scented partners, suggesting that avoidance within agonistic context does not relate to neophobic behaviours. Our results suggest that the exposure to eucalyptol during early ontogeny decreases evasive behaviours within an agonistic context as a result of olfactory learning. Altogether, these results indicate that olfactory cues learned in early ontogeny can influence olfactory-guided behaviours in adult degus.

Evaluation of ConPrim: A three-part model for continuing education in primary health care.

PubMed

Berggren, Erika; Strang, Peter; Orrevall, Ylva; Ödlund Olin, Ann; Sandelowsky, Hanna; Törnkvist, Lena

2016-11-01

To overcome the gap between existing knowledge and the application of this knowledge in practice, a three-part continuing educational model for primary health care professionals (ConPrim) was developed. It includes a web-based program, a practical exercise and a case seminar. To evaluate professionals' perceptions of the design, pedagogy and adaptation to primary health care of the ConPrim continuing educational model as applied in a subject-specific intervention. A total of 67 professionals (nurses and physicians) completed a computer-based questionnaire evaluating the model's design, pedagogy and adaptation to primary health care one week after the intervention. Descriptive statistics were used. Over 90% found the design of the web-based program and case seminar attractive; 86% found the design of the practical exercise attractive. The professionals agreed that the time spent on two of the three parts was acceptable. The exception was the practical exercise: 32% did not fully agree. Approximately 90% agreed that the contents of all parts were relevant to their work and promoted interactive and interprofessional learning. In response to the statements about the intervention as whole, approximately 90% agreed that the intervention was suitable to primary health care, that it had increased their competence in the subject area, and that they would be able to use what they had learned in their work. ConPrim is a promising model for continuing educational interventions in primary health care. However, the time spent on the practical exercise should be adjusted and the instructions for the exercise clarified. ConPrim should be tested in other subject-specific interventions and its influence on clinical practice should be evaluated. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Influence of static electric field on cognition in mice.

PubMed

Xu, Yaqian; Wu, Sixia; Di, Guoqing; Ling, Ping; Jiang, Jianhua; Bao, Hailong

2016-07-03

With the rapid development of high voltage direct current transmission, the possibility of health effects associated with static electric field (SEF) has caused wide public concern. To examine the effects of long-lasting, full-body exposure to SEF on cognition, Institute of Cancer Research mice were exposed to SEF for 35 d. The intensities of SEF in experimental group I (EG-I), experimental group II (EG-II) and control group (CG) were 2.30∼15.40 kV/m, 9.20∼21.85 kV/m and 0 kV/m, respectively. The performance in learning and memory of mice were tested by Morris water maze (MWM) on days 2∼6, 16∼20 and 30∼34 during the exposure period. The concentrations of hippocampal amino acid neurotransmitters were evaluated on days 7, 21 and 35. Results showed that the latency in the MWM test had no significant difference among the EG-I, EG-II and CG (P > 0.05) during the exposure period. The percentage of time spent in the target quadrant was significantly decreased in the EG-II on day 34 during the exposure period (P < 0.05), whereas the percentage of time spent in the opposite quadrant increased markedly (P < 0.01). The glutamate and gamma-aminobutyric acid concentrations showed no significant differences among the EG-I, EG-II and CG (P > 0.05) during the exposure period. These results indicated that long-lasting, full-body exposure to SEF with certain intensity would not cause significant influence on learning ability, but it might associate with memory impairment of receptors. Meanwhile, this effect of memory impairment was dose-dependent and not causally linked to the glutamate and gamma-aminobutyric acid levels in the hippocampus.

Influence of static electric field on cognition in mice

PubMed Central

Xu, Yaqian; Wu, Sixia; Di, Guoqing; Ling, Ping; Jiang, Jianhua; Bao, Hailong

2016-01-01

ABSTRACT With the rapid development of high voltage direct current transmission, the possibility of health effects associated with static electric field (SEF) has caused wide public concern. To examine the effects of long-lasting, full-body exposure to SEF on cognition, Institute of Cancer Research mice were exposed to SEF for 35 d. The intensities of SEF in experimental group I (EG-I), experimental group II (EG-II) and control group (CG) were 2.30∼15.40 kV/m, 9.20∼21.85 kV/m and 0 kV/m, respectively. The performance in learning and memory of mice were tested by Morris water maze (MWM) on days 2∼6, 16∼20 and 30∼34 during the exposure period. The concentrations of hippocampal amino acid neurotransmitters were evaluated on days 7, 21 and 35. Results showed that the latency in the MWM test had no significant difference among the EG-I, EG-II and CG (P > 0.05) during the exposure period. The percentage of time spent in the target quadrant was significantly decreased in the EG-II on day 34 during the exposure period (P < 0.05), whereas the percentage of time spent in the opposite quadrant increased markedly (P < 0.01). The glutamate and gamma-aminobutyric acid concentrations showed no significant differences among the EG-I, EG-II and CG (P > 0.05) during the exposure period. These results indicated that long-lasting, full-body exposure to SEF with certain intensity would not cause significant influence on learning ability, but it might associate with memory impairment of receptors. Meanwhile, this effect of memory impairment was dose-dependent and not causally linked to the glutamate and gamma-aminobutyric acid levels in the hippocampus. PMID:27282242

Grey Literature Searching for Health Sciences Systematic Reviews: A Prospective Study of Time Spent and Resources Utilized.

PubMed

Saleh, Ahlam A; Ratajeski, Melissa A; Bertolet, Marnie

To identify estimates of time taken to search grey literature in support of health sciences systematic reviews and to identify searcher or systematic review characteristics that may impact resource selection or time spent searching. A survey was electronically distributed to searchers embarking on a new systematic review. Characteristics of the searcher and systematic review were collected along with time spent searching and what resources were searched. Time and resources were tabulated and resources were categorized as grey or non-grey. Data was analyzed using Kruskal-Wallis tests. Out of 81 original respondents, 21% followed through with completion of the surveys in their entirety. The median time spent searching all resources was 471 minutes, and of those a median of 85 minutes were spent searching grey literature. The median number of resources used in a systematic review search was four and the median number of grey literature sources searched was two. The amount of time spent searching was influenced by whether the systematic review was grant funded. Additionally, the number of resources searched was impacted by institution type and whether systematic review training was received. This study characterized the amount of time for conducting systematic review searches including searching the grey literature, in addition to the number and types of resources used. This may aid searchers in planning their time, along with providing benchmark information for future studies. This paper contributes by quantifying current grey literature search patterns and associating them with searcher and review characteristics. Further discussion and research into the search approach for grey literature in support of systematic reviews is encouraged.

Grey Literature Searching for Health Sciences Systematic Reviews: A Prospective Study of Time Spent and Resources Utilized

PubMed Central

Saleh, Ahlam A.; Ratajeski, Melissa A.; Bertolet, Marnie

2015-01-01

Objective To identify estimates of time taken to search grey literature in support of health sciences systematic reviews and to identify searcher or systematic review characteristics that may impact resource selection or time spent searching. Methods A survey was electronically distributed to searchers embarking on a new systematic review. Characteristics of the searcher and systematic review were collected along with time spent searching and what resources were searched. Time and resources were tabulated and resources were categorized as grey or non-grey. Data was analyzed using Kruskal-Wallis tests. Results Out of 81 original respondents, 21% followed through with completion of the surveys in their entirety. The median time spent searching all resources was 471 minutes, and of those a median of 85 minutes were spent searching grey literature. The median number of resources used in a systematic review search was four and the median number of grey literature sources searched was two. The amount of time spent searching was influenced by whether the systematic review was grant funded. Additionally, the number of resources searched was impacted by institution type and whether systematic review training was received. Conclusions This study characterized the amount of time for conducting systematic review searches including searching the grey literature, in addition to the number and types of resources used. This may aid searchers in planning their time, along with providing benchmark information for future studies. This paper contributes by quantifying current grey literature search patterns and associating them with searcher and review characteristics. Further discussion and research into the search approach for grey literature in support of systematic reviews is encouraged. PMID:25914722

Flipped classroom instructional approach in undergraduate medical education

PubMed Central

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071

Flipped classroom instructional approach in undergraduate medical education.

PubMed

Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather

2017-01-01

In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.

Active sensing associated with spatial learning reveals memory-based attention in an electric fish

PubMed Central

Longtin, André; Maler, Leonard

2016-01-01

Active sensing behaviors reveal what an animal is attending to and how it changes with learning. Gymnotus sp., a gymnotiform weakly electric fish, generates an electric organ discharge (EOD) as discrete pulses to actively sense its surroundings. We monitored freely behaving gymnotid fish in a large dark “maze” and extracted their trajectories and EOD pulse pattern and rate while they learned to find food with electrically detectable landmarks as cues. After training, they more rapidly found food using shorter, more stereotyped trajectories and spent more time near the food location. We observed three forms of active sensing: sustained high EOD rates per unit distance (sampling density), transient large increases in EOD rate (E-scans) and stereotyped scanning movements (B-scans) were initially strong at landmarks and food, but, after learning, intensified only at the food location. During probe (no food) trials, after learning, the fish's search area and intense active sampling was still centered on the missing food location, but now also increased near landmarks. We hypothesize that active sensing is a behavioral manifestation of attention and essential for spatial learning; the fish use spatial memory of landmarks and path integration to reach the expected food location and confine their attention to this region. PMID:26961107

Active sensing associated with spatial learning reveals memory-based attention in an electric fish.

PubMed

Jun, James J; Longtin, André; Maler, Leonard

2016-05-01

Active sensing behaviors reveal what an animal is attending to and how it changes with learning. Gymnotus sp, a gymnotiform weakly electric fish, generates an electric organ discharge (EOD) as discrete pulses to actively sense its surroundings. We monitored freely behaving gymnotid fish in a large dark "maze" and extracted their trajectories and EOD pulse pattern and rate while they learned to find food with electrically detectable landmarks as cues. After training, they more rapidly found food using shorter, more stereotyped trajectories and spent more time near the food location. We observed three forms of active sensing: sustained high EOD rates per unit distance (sampling density), transient large increases in EOD rate (E-scans) and stereotyped scanning movements (B-scans) were initially strong at landmarks and food, but, after learning, intensified only at the food location. During probe (no food) trials, after learning, the fish's search area and intense active sampling was still centered on the missing food location, but now also increased near landmarks. We hypothesize that active sensing is a behavioral manifestation of attention and essential for spatial learning; the fish use spatial memory of landmarks and path integration to reach the expected food location and confine their attention to this region. Copyright © 2016 the American Physiological Society.

Prospective examination of visual attention during play in infants at high-risk for autism spectrum disorder: a longitudinal study from 6 to 36 months of age.

PubMed

Sacrey, Lori-Ann R; Bryson, Susan E; Zwaigenbaum, Lonnie

2013-11-01

Regulation of visual attention is essential to learning about one's environment. Children with autism spectrum disorder (ASD) exhibit impairments in regulating their visual attention, but little is known about how such impairments develop over time. This prospective longitudinal study is the first to describe the development of components of visual attention, including engaging, sustaining, and disengaging attention, in infants at high-risk of developing ASD (each with an older sibling with ASD). Non-sibling controls and high-risk infant siblings were filmed at 6, 9, 12, 15, 18, 24, and 36 months of age as they engaged in play with small, easily graspable toys. Duration of time spent looking at toy targets before moving the hand toward the target and the duration of time spent looking at the target after grasp were measured. At 36 months of age, an independent, gold standard diagnostic assessment for ASD was conducted for all participants. As predicted, infant siblings subsequently diagnosed with ASD were distinguished by prolonged latency to disengage ('sticky attention') by 12 months of age, and continued to show this characteristic at 15, 18, and 24 months of age. The results are discussed in relation to how the development of visual attention may impact later cognitive outcomes of children diagnosed with ASD. Copyright © 2013 Elsevier B.V. All rights reserved.

Real-time use of the iPad by third-year medical students for clinical decision support and learning: a mixed methods study.

PubMed

Nuss, Michelle A; Hill, Janette R; Cervero, Ronald M; Gaines, Julie K; Middendorf, Bruce F

2014-01-01

Despite widespread use of mobile technology in medical education, medical students' use of mobile technology for clinical decision support and learning is not well understood. Three key questions were explored in this extensive mixed methods study: 1) how medical students used mobile technology in the care of patients, 2) the mobile applications (apps) used and 3) how expertise and time spent changed overtime. This year-long (July 2012-June 2013) mixed methods study explored the use of the iPad, using four data collection instruments: 1) beginning and end-of-year questionnaires, 2) iPad usage logs, 3) weekly rounding observations, and 4) weekly medical student interviews. Descriptive statistics were generated for the questionnaires and apps reported in the usage logs. The iPad usage logs, observation logs, and weekly interviews were analyzed via inductive thematic analysis. Students predominantly used mobile technology to obtain real-time patient data via the electronic health record (EHR), to access medical knowledge resources for learning, and to inform patient care. The top four apps used were Epocrates(®), PDF Expert(®), VisualDx(®), and Micromedex(®). The majority of students indicated that their use (71%) and expertise (75%) using mobile technology grew overtime. This mixed methods study provides substantial evidence that medical students used mobile technology for clinical decision support and learning. Integrating its use into the medical student's daily workflow was essential for achieving these outcomes. Developing expertise in using mobile technology and various apps was critical for effective and efficient support of real-time clinical decisions.

Mobile technology in radiology resident education.

PubMed

Korbage, Aiham C; Bedi, Harprit S

2012-06-01

The authors hypothesized that ownership of a mobile electronic device would result in more time spent learning radiology. Current trends in radiology residents' studying habits, their use of electronic and printed radiology learning resources, and how much of the funds allotted to them are being used toward printed vs electronic education tools were assessed in this study. A survey study was conducted among radiology residents across the United States from June 13 to July 5, 2011. Program directors listed in the Association of Program Directors in Radiology e-mail list server received an e-mail asking for residents to participate in an online survey. The questionnaire consisted of 12 questions and assessed the type of institution, the levels of training of the respondents, and book funds allocated to residents. It also assessed the residents' study habits, access to portable devices, and use of printed and electronic radiology resources. Radiology residents are adopters of new technologies, with 74% owning smart phones and 37% owning tablet devices. Respondents spend nearly an equal amount of time learning radiology from printed textbooks as they do from electronic resources. Eighty-one percent of respondents believe that they would spend more time learning radiology if provided with tablet devices. There is considerable use of online and electronic resources and mobile devices among the current generation of radiology residents. Benefits, such as more study time, may be obtained by radiology programs that incorporate tablet devices into the education of their residents. Copyright © 2012 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Parental care in Tundra Swans during the pre-fledgling period

USGS Publications Warehouse

Earnst, Susan L.

2002-01-01

Among studies that have quantified the care of precocial young, few have investigated forms of parental care other than vigilance. During the pre-fledging period, Tundra Swan (Cygnus columbianus columbianus) parents provided simultaneous biparental care by foraging near each other and their cygnets, and cygnets spent more time foraging during bouts in which both parents were foraging nearby than when only one parent was foraging nearby. Parents spent nearly twice as much foraging time on land than did non-parents, a habitat in which cygnets foraged more intensely than parents (i.e., spent more time foraging during foraging bouts) and could graze on protein-rich sedges rather than use more difficult below-water foraging methods. Parents also spent more than twice as much time being vigilant and more than three times as much time defending their territory than non-parents, behaviors that presumably benefited cygents by decreasing predation risk and indirect foraging competition, respectively. Parents therefore incurred the costs of foraging less intensely during foraging bouts, spending more time interacting, more time in vigilance, and less time sleeping/preening than non-parents.

Changes in time-use and drug use by young adults in poor neighbourhoods of Greater Buenos Aires, Argentina, after the political transitions of 2001-2002: Results of a survey

PubMed Central

2011-01-01

Background In some countries, "Big Events" like crises and transitions have been followed by large increases in drug use, drug injection and HIV/AIDS. Argentina experienced an economic crisis and political transition in 2001/2002 that affected how people use their time. This paper studies how time use changes between years 2001 and 2004, subsequent to these events, were associated with drug consumption in poor neighbourhoods of Greater Buenos Aires. Methods In 2003-2004, 68 current injecting drug users (IDUs) and 235 young non-IDUs, aged 21-35, who lived in impoverished drug-impacted neighbourhoods in Greater Buenos Aires, were asked about time use then and in 2001. Data on weekly hours spent working or looking for work, doing housework/childcare, consuming drugs, being with friends, and hanging out in the neighbourhood, were studied in relation to time spent using drugs. Field observations and focus groups were also conducted. Results After 2001, among both IDUs and non-IDUs, mean weekly time spent working declined significantly (especially among IDUs); time spent looking for work increased, and time spent with friends and hanging out in the neighbourhood decreased. We found no increase in injecting or non-injecting drug consumption after 2001. Subjects most affected by the way the crises led to decreased work time and/or to increased time looking for work--and by the associated increase in time spent in one's neighbourhood--were most likely to increase their time using drugs. Conclusions Time use methods are useful to study changes in drug use and their relationships to every day life activities. In these previously-drug-impacted neighbourhoods, the Argentinean crisis did not lead to an increase in drug use, which somewhat contradicts our initial expectations. Nevertheless, those for whom the crises led to decreased work time, increased time looking for work, and increased time spent in indoor or outdoor neighbourhood environments, were likely to spend more time using drugs. These data suggest that young adults in traditionally less-impoverished neighbourhoods may be more vulnerable to Big Events than those in previously drug-impacted impoverished neighbourhoods. Since Big Events will continue to occur, research on the pathways that determine their sequelae is needed. PMID:21251290

Changes in time-use and drug use by young adults in poor neighbourhoods of Greater Buenos Aires, Argentina, after the political transitions of 2001-2002: Results of a survey.

PubMed

Rossi, Diana; Zunino Singh, Dhan; Pawlowicz, María Pía; Touzé, Graciela; Bolyard, Melissa; Mateu-Gelabert, Pedro; Sandoval, Milagros; Friedman, Samuel R

2011-01-20

In some countries, "Big Events" like crises and transitions have been followed by large increases in drug use, drug injection and HIV/AIDS. Argentina experienced an economic crisis and political transition in 2001/2002 that affected how people use their time. This paper studies how time use changes between years 2001 and 2004, subsequent to these events, were associated with drug consumption in poor neighbourhoods of Greater Buenos Aires. In 2003-2004, 68 current injecting drug users (IDUs) and 235 young non-IDUs, aged 21-35, who lived in impoverished drug-impacted neighbourhoods in Greater Buenos Aires, were asked about time use then and in 2001. Data on weekly hours spent working or looking for work, doing housework/childcare, consuming drugs, being with friends, and hanging out in the neighbourhood, were studied in relation to time spent using drugs. Field observations and focus groups were also conducted. After 2001, among both IDUs and non-IDUs, mean weekly time spent working declined significantly (especially among IDUs); time spent looking for work increased, and time spent with friends and hanging out in the neighbourhood decreased.We found no increase in injecting or non-injecting drug consumption after 2001. Subjects most affected by the way the crises led to decreased work time and/or to increased time looking for work--and by the associated increase in time spent in one's neighbourhood--were most likely to increase their time using drugs. Time use methods are useful to study changes in drug use and their relationships to every day life activities. In these previously-drug-impacted neighbourhoods, the Argentinean crisis did not lead to an increase in drug use, which somewhat contradicts our initial expectations. Nevertheless, those for whom the crises led to decreased work time, increased time looking for work, and increased time spent in indoor or outdoor neighbourhood environments, were likely to spend more time using drugs. These data suggest that young adults in traditionally less-impoverished neighbourhoods may be more vulnerable to Big Events than those in previously drug-impacted impoverished neighbourhoods. Since Big Events will continue to occur, research on the pathways that determine their sequelae is needed.

A Study of the School to Work Transition for Learning Disabled Students and the Learning Disabled Adult in Society in the Netherlands and Denmark. Final Report, April 14, 1984 to May 26, 1984.

ERIC Educational Resources Information Center

Gerber, Paul Jay

The report summarizes findings of 6 weeks spent in the Netherlands and Denmark to study services provided to learning disabled (LD) young adults and adults. The school to work transition for LD students is examined along with the LD adult in society, and comparisons are made between Dutch and Danish approaches. The Dutch system, highly structured…

A survey of time management and particular tasks undertaken by consultant microbiologists in the UK.

PubMed

Riordan, Terry; Cartwright, Keith; Cunningham, Richard; Logan, Margaret; Wright, Paul

2007-05-01

Medical microbiology practice encompasses a diverse range of activities. Consultant medical microbiologists (CMMs) attribute widely differing priorities to, and spend differing proportions of time on various components of the job. To obtain a professional consensus on what are high-priority and low-priority activities, and to identify the time spent on low-priority activities. National survey. Many respondents felt that time spent on report authorisation and telephoning of results was excessive, whereas time spent on ward-based work was inadequate. Timesaving could also be achieved through better prioritisation of infection-control activities. CMMs should apportion their time at work focusing on high-priority activities identified through professional consensus.

Indoor and Outdoor Context-Specific Contributions to Early Adolescent Moderate to Vigorous Physical Activity as Measured by Combined Diary, Accelerometer, and GPS.

PubMed

Pearce, Matthew; Saunders, David H; Allison, Peter; Turner, Anthony P

2018-01-01

The distribution of adolescent moderate to vigorous physical activity (MVPA) across multiple contexts is unclear. This study examined indoor and outdoor leisure time in terms of being structured or unstructured and explored relationships with total daily MVPA. Between September 2012 and January 2014, 70 participants (aged 11-13 y) from 4 schools in Edinburgh wore an accelerometer and global positioning system receiver over 7 days, reporting structured physical activity using a diary. Time spent and MVPA were summarized according to indoor/outdoor location and whether activity was structured/unstructured. Independent associations between context-specific time spent and total daily MVPA were examined using a multivariate linear regression model. Very little time or MVPA was recorded in structured contexts. Unstructured outdoor leisure time was associated with an increase in total daily MVPA almost twice that of unstructured indoor leisure time [b value (95% confidence interval), 8.45 (1.71 to 14.48) vs 4.38 (0.20 to 8.22) minute increase per hour spent]. The association was stronger for time spent in structured outdoor leisure time [35.81 (20.60 to 52.27)]. Research and interventions should focus on strategies to facilitate time outdoors during unstructured leisure time and maximize MVPA once youth are outdoors. Increasing the proportion of youth engaging in structured activity may be beneficial given that, although time spent was limited, association with MVPA was strongest.

Can methadone maintenance for heroin-dependent patients retained in general practice reduce criminal conviction rates and time spent in prison?

PubMed Central

Keen, J; Rowse, G; Mathers, N; Campbell, M; Seivewright, N

2000-01-01

A retrospective analysis was made of the criminal records of 57 patients successfully retained in methadone maintenance at two general practices in Sheffield. Their criminal conviction rates and time spent in prison per year were compared for the periods before and after the start of their methadone programme. Overall, patients retained on methadone programmes in the general practices studied had significantly fewer convictions and cautions, and spent significantly less time in prison than they had before the start of treatment. PMID:10695069

Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

NASA Astrophysics Data System (ADS)

Sadeh, Irit; Zion, Michal

2012-10-01

In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant differences between the two groups: Open inquiry students were more satisfied and felt they gained benefits from implementing the project to a greater extent than guided inquiry students. On the other hand, regarding documentation throughout the project, guided inquiry students believed that they conducted more documentation, as compared to their open inquiry peers. No significant differences were found regarding `the investment of time', but significant differences were found in the time invested and difficulties which arose concerning the different stages of the inquiry process: Open inquiry students believed they spent more time in the first stages of the project, while guided inquiry students believed they spent more time in writing the final paper. In addition, other differences were found: Open inquiry students felt more involved in their project, and felt a greater sense of cooperation with others, in comparison to guided inquiry students. These findings may help teachers who hesitate to teach open inquiry to implement this method of inquiry; or at least provide their students with the opportunity to be more involved in inquiry projects, and ultimately provide their students with more autonomy, high-order thinking, and a deeper understanding in performing science.

7 CFR 52.50 - Travel and other expenses.

Code of Federal Regulations, 2010 CFR

2010-01-01

... and other expenses. Charges may be made to cover the cost of travel time incurred in connection with... hour. This includes time spent waiting for transportation as well as time spent traveling, but not to exceed eight hours of travel time for any one person for any one day: And provided further, that if...

7 CFR 52.50 - Travel and other expenses.

Code of Federal Regulations, 2011 CFR

2011-01-01

... and other expenses. Charges may be made to cover the cost of travel time incurred in connection with... hour. This includes time spent waiting for transportation as well as time spent traveling, but not to exceed eight hours of travel time for any one person for any one day: And provided further, that if...

7 CFR 52.50 - Travel and other expenses.

Code of Federal Regulations, 2012 CFR

2012-01-01

... and other expenses. Charges may be made to cover the cost of travel time incurred in connection with... hour. This includes time spent waiting for transportation as well as time spent traveling, but not to exceed eight hours of travel time for any one person for any one day: And provided further, that if...

Effect of Quality and Quantity of Study on Student Grades.

ERIC Educational Resources Information Center

Dickinson, Donald J.; O'Connell, Debra Q.

1990-01-01

Findings from a study which examined the relationship between study time and test scores indicate that time spent organizing had a stronger relationship with course test scores than did total study time or time spent reading and reviewing. Subjects were 113 undergraduates who kept daily self-monitoring logs of study activities. (IAH)

Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Ten-Year Study

NASA Astrophysics Data System (ADS)

Stewart, John

2015-04-01

The amount of time spent on out-of-class activities such as working homework, reading, and studying for examinations is presented for 10 years of an introductory, calculus-based physics class at a large public university. While the class underwent significant change in the 10 years studied, the amount of time invested by students in weeks not containing an in-semester examination was constant and did not vary with the length of the reading or homework assignments. The amount of time spent preparing for examinations did change as the course was modified. The time spent on class assignments, both reading and homework, did not scale linearly with the length of the assignment. The time invested in both reading and homework per length of the assignment decreased as the assignments became longer. The class average time invested in examination preparation did change with the average performance on previous examinations in the same class, with more time spent in preparation for lower previous examination scores (R2 = 0 . 70).

Physical inactivity post-stroke: a 3-year longitudinal study.

PubMed

Kunkel, Dorit; Fitton, Carolyn; Burnett, Malcolm; Ashburn, Ann

2015-01-01

To explore change in activity levels post-stroke. We measured activity levels using the activPAL™ in hospital and at 1, 2 and 3 years' post-stroke onset. Of the 74 participants (mean age 76 (SD 11), 39 men), 61 were assessed in hospital: 94% of time was spent in sitting/lying, 4% standing and 2% walking. Activity levels improved over time (complete cases n = 15); time spent sitting/lying decreased (p = 0.001); time spent standing, walking and number of steps increased (p = 0.001, p = 0.028 and p = 0.03, respectively). At year 3, 18% of time was spent in standing and 9% walking. Time spent upright correlated significantly with Barthel (r = 0.69 on admission, r = 0.68 on discharge, both p < 0.01) and functional ambulation category scores (r = 0.55 on admission, 0.63 on discharge, both p < 0.05); correlations remained significant at all assessment points. Depression (in hospital), left hemisphere infarction (Years 1-2), visual neglect (Year 2), poor mobility and balance (Years 1-3) correlated with poorer activity levels. People with stroke were inactive for the majority of time. Time spent upright improved significantly by 1 year post-stroke; improvements slowed down thereafter. Poor activity levels correlated with physical and psychological measures. Larger studies are indicated to identify predictors of activity levels. Implications for Rehabilitation Activity levels (measured using activPAL™ activity monitor), increased significantly by 1 year post-stroke but improvements slowed down at 2 and 3 years. People with stroke were inactive for the majority of their day in hospital and in the community. Poor activity levels correlated with physical and psychological measures. Larger studies are indicated to identify the most important predictors of activity levels.

Objectively measured sedentary time and physical activity in women with fibromyalgia: a cross-sectional study.

PubMed

Ruiz, Jonatan R; Segura-Jiménez, Víctor; Ortega, Francisco B; Alvarez-Gallardo, Inmaculada C; Camiletti-Moirón, Daniel; Aparicio, Virginia A; Carbonell-Baeza, Ana; Femia, Pedro; Munguía-Izquierdo, Diego; Delgado-Fernández, Manuel

2013-06-20

To characterise levels of objectively measured sedentary time and physical activity in women with fibromyalgia. Cross-sectional study. Local Association of Fibromyalgia (Granada, Spain). The study comprised 94 women with diagnosed fibromyalgia who did not have other severe somatic or psychiatric disorders, or other diseases that prevent physical loading, able to ambulate and to communicate and capable and willing to provide informed consent. Sedentary time and physical activity were measured by accelerometry and expressed as time spent in sedentary behaviours, average physical activity intensity (counts/minute) and amount of time (minutes/day) spent in moderate intensity and in moderate-to-vigorous-intensity physical activity (MVPA). The proportion of women meeting the physical activity recommendations of 30 min/day of MVPA on 5 or more days a week was 60.6%. Women spent, on average, 71% of their waking time (approximately 10 h/day) in sedentary behaviours. Both sedentary behaviour and physical activity levels were similar across age groups, waist circumference and percentage body fat categories, years since clinical diagnosis, marital status, educational level and occupational status, regardless of the severity of the disease (all p>0.1). Time spent on moderate-intensity physical activity and MVPA was, however, lower in those with greater body mass index (BMI) (-6.6 min and -7 min, respectively, per BMI category increase, <25, 25-30, >30 kg/m(2); p values for trend were 0.056 and 0.051, respectively). Women spent, on average, 10 min less on MVPA (p<0.001) and 22 min less on sedentary behaviours during weekends compared with weekdays (p=0.051). These data provide an objective measure of the amount of time spent on sedentary activities and on physical activity in women with fibromyalgia.

Trends in marriage and time spent single in sub-Saharan Africa: a comparative analysis of six population-based cohort studies and nine Demographic and Health Surveys.

PubMed

Marston, M; Slaymaker, E; Cremin, I; Floyd, S; McGrath, N; Kasamba, I; Lutalo, T; Nyirenda, M; Ndyanabo, A; Mupambireyi, Z; Zaba, B

2009-04-01

To describe trends in age at first sex (AFS), age at first marriage (AFM) and time spent single between events and to compare age-specific trends in marital status in six cohort studies. Cohort data from Uganda, Tanzania, South Africa, Zimbabwe and Malawi and Demographic and Health Survey (DHS) data from Uganda, Tanzania and Zimbabwe were analysed. Life table methods were used to calculate median AFS, AFM and time spent single. In each study, two surveys were chosen to compare marital status by age and identify changes over time. Median AFM was much higher in South Africa than in the other sites. Between the other populations there were considerable differences in median AFS and AFM (AFS 17-19 years for men and 16-19 years for women, AFM 21-24 years and 18-19 years, respectively, for the 1970-9 birth cohort). In all surveys, men reported a longer time spent single than women (median 4-7 years for men and 0-2 years for women). Median years spent single for women has increased, apart from in Manicaland. For men in Rakai it has decreased slightly over time but increased in Kisesa and Masaka. The DHS data showed similar trends to those in the cohort data. The age-specific proportion of married individuals has changed little over time. Median AFS, AFM and time spent single vary considerably among these populations. These three measures are underlying determinants of sexual risk and HIV infection, and they may partially explain the variation in HIV prevalence levels between these populations.

Trends in marriage and time spent single in sub-Saharan Africa: a comparative analysis of six population-based cohort studies and nine Demographic and Health Surveys

PubMed Central

Marston, M; Slaymaker, E; Cremin, I; Floyd, S; McGrath, N; Kasamba, I; Lutalo, T; Nyirenda, M; Ndyanabo, A; Mupambireyi, Z; Żaba, B

2009-01-01

Objectives: To describe trends in age at first sex (AFS), age at first marriage (AFM) and time spent single between events and to compare age-specific trends in marital status in six cohort studies. Methods: Cohort data from Uganda, Tanzania, South Africa, Zimbabwe and Malawi and Demographic and Health Survey (DHS) data from Uganda, Tanzania and Zimbabwe were analysed. Life table methods were used to calculate median AFS, AFM and time spent single. In each study, two surveys were chosen to compare marital status by age and identify changes over time. Results: Median AFM was much higher in South Africa than in the other sites. Between the other populations there were considerable differences in median AFS and AFM (AFS 17–19 years for men and 16–19 years for women, AFM 21–24 years and 18–19 years, respectively, for the 1970–9 birth cohort). In all surveys, men reported a longer time spent single than women (median 4–7 years for men and 0–2 years for women). Median years spent single for women has increased, apart from in Manicaland. For men in Rakai it has decreased slightly over time but increased in Kisesa and Masaka. The DHS data showed similar trends to those in the cohort data. The age-specific proportion of married individuals has changed little over time. Conclusions: Median AFS, AFM and time spent single vary considerably among these populations. These three measures are underlying determinants of sexual risk and HIV infection, and they may partially explain the variation in HIV prevalence levels between these populations. PMID:19307343

Associations between active commuting and physical activity in working adults: Cross-sectional results from the Commuting and Health in Cambridge study

PubMed Central

Yang, Lin; Panter, Jenna; Griffin, Simon J.; Ogilvie, David

2012-01-01

Objective To quantify the association between time spent in active commuting and in moderate to vigorous physical activity (MVPA) in a sample of working adults living in both urban and rural locations. Methods In 2009, participants in the Commuting and Health in Cambridge study were sent questionnaires enquiring about sociodemographic characteristics and weekly time spent in active commuting. They were also invited to wear an accelerometer for seven days. Accelerometer data were used to compute the time spent in MVPA. Multiple regression models were used to examine the association between time spent in active commuting and MVPA. Results 475 participants (70% female) provided valid data. On average, participants recorded 55 (SD: 23.02) minutes of MVPA per day. For women, reporting 150 or more minutes of active commuting per week was associated with an estimated 8.50 (95% CI: 1.75 to 51.26, p = 0.01) additional minutes of daily MVPA compared to those who reported no time in active commuting. No overall associations were found in men. Conclusions Promoting active commuting might be an important way of increasing levels of physical activity, particularly in women. Further research should assess whether increases in time spent in active commuting are associated with increases in physical activity. PMID:22964003

One-day quantitative cross-sectional study of family information time in 90 intensive care units in France.

PubMed

Fassier, Thomas; Darmon, Michel; Laplace, Christian; Chevret, Sylvie; Schlemmer, Benoit; Pochard, Frédéric; Azoulay, Elie

2007-01-01

Providing family members with clear, honest, and timely information is a major task for intensive care unit physicians. Time spent informing families has been associated with effectiveness of information but has not been measured in specifically designed studies. To measure time spent informing families of intensive care unit patients. One-day cross-sectional study in 90 intensive care units in France. Clocked time spent by physicians informing the families of each of 951 patients hospitalized in the intensive care unit during a 24-hr period. Median family information time was 16 (interquartile range, 8-30) mins per patient, with 20% of the time spent explaining the diagnosis, 20% on explaining treatments, and 60% on explaining the prognosis. One third of the time was spent listening to family members. Multivariable analysis identified one factor associated with less information time (room with more than one bed) and seven factors associated with more information time, including five patient-related factors (surgery on the study day, higher Logistic Organ Dysfunction score, coma, mechanical ventilation, and worsening clinical status) and two family-related factors (first contact with family and interview with the spouse). Median information time was 20 (interquartile range, 10-39) mins when three factors were present and 106.5 (interquartile range, 103-110) mins when five were present. This study identifies factors associated with information time provided by critical care physicians to family members of critically ill patients. Whether information time correlates with communication difficulties or communication skills needs to be evaluated. Information time provided by residents and nurses should be studied.

The effect of urban and rural habitats and resource type on activity budgets of commensal rhesus macaques (Macaca mulatta) in Bangladesh.

PubMed

Jaman, M Firoj; Huffman, Michael A

2013-01-01

Macaques are characterized by their wide distribution and ability to adapt to a variety of habitats. Activity budgets are affected by habitat type, season, and food availability in relation to differing age-sex class and individual requirements. We conducted a comparative study on two commensal rhesus groups, one living in a rural village and the other in the center of urban Dhaka, Bangladesh. The study was conducted in three different seasons between 2007 and 2009 in order to evaluate how habitat type and season affects their behavioral activities. Differences in food type and its availability between these two habitats were mainly responsible for the variations in activity budgets between groups. Feeding time in the rural group was significantly longer than that in the urban group. In contrast, grooming and object manipulation/play were significantly greater in the urban than the rural group. Seasonal variations in all major behaviors were significantly affected by group, with more time spent feeding in summer than in winter/dry season, and more time spent grooming and moving in winter/dry season than summer in the rural group. In contrast, time spent resting was greater in the monsoon and summer seasons than the winter/dry season in the urban group. Grooming time was greater in the winter/dry season than the monsoon and summer seasons. In both groups, immature of both sexes spent significantly more time on feeding and object manipulation/playing and less time resting than adults. Adult females spent more time grooming than males and immatures, of both sexes, in both groups. Moreover, the rural group spent most of their time feeding on garden/crop produce and wild plant food resources, while the urban group spent more time feeding on provisioned foods. These results showed that differences in the activity budgets of rural and urban dwelling macaques were due largely to the differences in available food resources. Commensal rhesus macaques show a high degree of behavioral flexibility in response to habitat and resource variability, and knowledge of these differences is important for the conservation and management of highly commensal primates.

Lessons learned in the transition to ADA from FORTRAN at NASA/Goddard. M.S. Thesis

NASA Technical Reports Server (NTRS)

Brophy, Carolyn Elizabeth

1989-01-01

A case study was done at Goddard Space Flight Center, in which two dynamics satellite simulators are developed from the same requirements, one in Ada and the other in FORTRAN. The purpose of the research was to find out how well the prescriptive Ada development model worked to develop the Ada simulator. The FORTRAN simulator development, as well as past FORTRAN developments, provided a baseline for comparison. Since this was the first simulator developed here, the prescriptive Ada development model had many similarities to the usual FORTRAN development model. However, it was modified to include longer design and shorter testing phases, which is generally expected with Ada development. One surprising result was that the percentage of time the Ada project spent in the various development activities was very similar to the percentage of time spent in these activities when doing a FORTRAN project. Another surprising finding was the difficulty the Ada team had with unit testing as well as with integration. In retrospect it is realized that adding additional steps to the design phase, such as an abstract data type analysis, and certain guidelines to the implementation phase, such as to use primarily library units and nest sparingly, would have made development much easier.

Why "Working Smarter" Isn't Working: White-Collar Productivity Improvement.

ERIC Educational Resources Information Center

Shaw, Edward

2001-01-01

Discusses the productivity and work days of white collar workers. Topics include productivity improvement; task analysis; the amount of time spent reading, and how to reduce it by improving writing skills; time spent in meetings; empowered time management; and sustaining a climate for change. (LRW)

Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children

PubMed Central

Magallón, Sara; Narbona, Juan; Crespo-Eguílaz, Nerea

2016-01-01

Background Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. Methods The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6–12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. Results TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. Conclusions These findings indicate that three consecutive trials at a procedural task increased speed and efficiency, and that age affected basal performance in motor-cognitive procedures. PMID:27384671

"Back to Bedside": Residents' and Fellows' Perspectives on Finding Meaning in Work.

PubMed

Hipp, Dustin M; Rialon, Kristy L; Nevel, Kathryn; Kothari, Anai N; Jardine, Lcdr Dinchen A

2017-04-01

Physician burnout is common and associated with significant consequences for physicians and patients. One mechanism to combat burnout is to enhance meaning in work. To provide a trainee perspective on how meaning in work can be enhanced in the clinical learning environment through individual, program, and institutional efforts. "Back to Bedside" resulted from an appreciative inquiry exercise by 37 resident and fellow members of the ACGME's Council of Review Committee Residents (CRCR), which was guided by the memoir When Breath Becomes Air by Paul Kalanithi. The exercise was designed to (1) discover current best practices in existing learning environments; (2) dream of ideal ways to enhance meaning in work; (3) design solutions that move toward this optimal environment; and (4) support trainees in operationalizing innovative solutions. Back to Bedside consists of 5 themes for how the learning environment can enhance meaning in daily work: (1) more time at the bedside, engaged in direct patient care, dialogue with patients and families, and bedside clinical teaching; (2) a shared sense of teamwork and respect among multidisciplinary health professionals and trainees; (3) decreasing the time spent on nonclinical and administrative responsibilities; (4) a supportive, collegial work environment; and (5) a learning environment conducive to developing clinical mastery and progressive autonomy. Participants identified actions to achieve these goals. A national, multispecialty group of trainees developed actionable recommendations for how clinical learning environments can be improved to combat physician burnout by fostering meaning in work. These improvements can be championed by trainees.

Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children.

PubMed

Magallón, Sara; Narbona, Juan; Crespo-Eguílaz, Nerea

2016-01-01

Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6-12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. These findings indicate that three consecutive trials at a procedural task increased speed and efficiency, and that age affected basal performance in motor-cognitive procedures.

The world's best-known surgeon.

PubMed

Walt, A J

1983-10-01

Henry Norman Bethune was born in Ontario in 1890 and was to become the best-known physician in the world. Bethune, a thoracic surgeon, spent his professional life in Detroit and Montreal, with these periods separated by a year spent as a patient in a tuberculosis sanatorium. This was where his interest in pulmonary disease was stimulated. Pioneer thoracic surgeon, councillor to the American Association for Thoracic Surgery, artist, poet, polemist, conservative-turned-communist, iconoclast, and soldier, Bethune was a highly complex individual. Diverting his energies from surgery to social issues during the depression, Bethune participated in the Spanish Civil War, at which time he designed the world's first mobile blood transfusion unit. Eight months later, Bethune joined Mao Tse-tung's Eight Route Army in China. In 1939 he died of septicemia acquired from a sliver of infected bone while he was operating on a wounded Chinese patient. Bethune's fame today derives principally from the popularization of his accomplishments by Mao, whom he met once and who subsequently decreed that all in China should learn about him. Bethune's posthumous influence played an important role in the reopening of relations between China and the West.

Sri Lankan health care provision and medical education: a discussion

PubMed Central

Paskins, Z

2001-01-01

My elective was spent at a teaching hospital in Galle, in Sri Lanka. My time was spent shadowing final year students in the specialties of general medicine and paediatrics. This period provided me with much food for thought in comparing and contrasting the health service in Sri Lanka with that of the UK and also considering the differences in the style of medical education. In addition, during my stay, I was able to gain some appreciation of the political and organisational problems faced by a country in the midst of a civil war.
In this report, I have attempted to integrate an account of my observations with a discussion of the thoughts and emotions that I experienced while working in a developing country. Studying in Sri Lanka facilitated my appreciation of facets of British health care and medical education that I had not previously considered. However, fewer resources do not necessarily mean poorer patient care: could Britain have something to learn from the Sri Lankan Health Service?


Keywords: Sri Lanka; elective; medical education PMID:11161103

Parental Involvement, Child Temperament, and Parents’ Work Hours: Differential Relations for Mothers and Fathers

PubMed Central

Brown, Geoffrey L.; McBride, Brent A.; Bost, Kelly K.; Shin, Nana

2014-01-01

This study examined how child temperament was related to parents’ time spent accessible to and interacting with their 2-year-olds. Bivariate analyses indicated that both fathers and mothers spent more time with temperamentally challenging children than easier children on workdays, but fathers spent less time with challenging children than easier children on non-workdays. After accounting for work hours, some associations between temperament and fathers’ workday involvement dropped to non-significance. For fathers, work hours also moderated the relation between irregular temperament and workday play. For mothers, work hours moderated the relation between both difficult and irregular temperament and workday interaction. Mothers also spent more time with girls (but not boys) who were temperamentally irregular. Results speak to the influence of child temperament on parenting behavior, and the differential construction of parenting roles as a function of child characteristics and patterns of work. PMID:25960588

Parental Involvement, Child Temperament, and Parents' Work Hours: Differential Relations for Mothers and Fathers.

PubMed

Brown, Geoffrey L; McBride, Brent A; Bost, Kelly K; Shin, Nana

2011-01-01

This study examined how child temperament was related to parents' time spent accessible to and interacting with their 2-year-olds. Bivariate analyses indicated that both fathers and mothers spent more time with temperamentally challenging children than easier children on workdays, but fathers spent less time with challenging children than easier children on non-workdays. After accounting for work hours, some associations between temperament and fathers' workday involvement dropped to non-significance. For fathers, work hours also moderated the relation between irregular temperament and workday play. For mothers, work hours moderated the relation between both difficult and irregular temperament and workday interaction. Mothers also spent more time with girls (but not boys) who were temperamentally irregular. Results speak to the influence of child temperament on parenting behavior, and the differential construction of parenting roles as a function of child characteristics and patterns of work.

Learning approaches as predictors of academic performance in first year health and science students.

PubMed

Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

2013-07-01

To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Time allocation by Greater White-fronted Geese: Influence of diet, energy reserves and predation

USGS Publications Warehouse

Ely, Craig R.

1992-01-01

I determined the amount of time Greater White-fronted Geese (Anser albifrons frontalis) allocated to various activities from September to May, 1980-1982 at their primary wintering areas in the Pacific Flyway of North America. The length of time spent on roosts during the day was positively correlated to day length. Geese at roost sites spent the majority of their time sleeping (24-46%), alert (17-40%), walking or swimming (6-24%), and in comfort behaviors (3-25%). The amount of time geese fed each day varied little from early autumn to late spring (4.5-4.9 hr), except during mid-winter when minimum temperatures were below freezing (3.9 hr), and immediately before migration in spring (6.3 hr). The proportion of time devoted to feeding and alert behavior, the two most dominant activities at field sites, varied significantly among seasons and locations. The amount of time geese were actively engaged in foraging each season was more dependent on feeding intensity than the amount of time spent at foraging sites (fields), and varied almost three-fold, from 1.8 hr during late winter to 5.1 hr during late spring. Geese fed in closer proximity to conspecifics, were more frequently disturbed, and spent less time feeding during the hunting season. Exploitation of high energy foods and catabolism of substantial energy reserves probably enabled geese to minimize foraging time during periods of harsh weather and high predation pressure. Seasonal variation in the proportion of time spent feeding corresponded closely to changes in body mass. Greater White-fronted Geese wintering in the Pacific Flyway spent substantially less time feeding than they do in Europe, as geese in California fed primarily on high energy cereal grains, while in Europe they subsist on green vegetation which has relatively less digestible energy than cereal grains.

The relations between sleep, time of physical activity, and time outdoors among adult women

PubMed Central

Godbole, Suneeta; Natarajan, Loki; Full, Kelsie; Hipp, J. Aaron; Glanz, Karen; Mitchell, Jonathan; Laden, Francine; James, Peter; Quante, Mirja; Kerr, Jacqueline

2017-01-01

Physical activity and time spent outdoors may be important non-pharmacological approaches to improve sleep quality and duration (or sleep patterns) but there is little empirical research evaluating the two simultaneously. The current study assesses the role of physical activity and time outdoors in predicting sleep health by using objective measurement of the three variables. A convenience sample of 360 adult women (mean age = 55.38 ±9.89 years; mean body mass index = 27.74 ±6.12) was recruited from different regions of the U.S. Participants wore a Global Positioning System device and ActiGraph GT3X+ accelerometers on the hip for 7 days and on the wrist for 7 days and 7 nights to assess total time and time of day spent outdoors, total minutes in moderate-to-vigorous physical activity per day, and 4 measures of sleep health, respectively. A generalized mixed-effects model was used to assess temporal associations between moderate-to-vigorous physical activity, outdoor time, and sleep at the daily level (days = 1931) within individuals. There was a significant interaction (p = 0.04) between moderate-to-vigorous physical activity and time spent outdoors in predicting total sleep time but not for predicting sleep efficiency. Increasing time outdoors in the afternoon (versus morning) predicted lower sleep efficiency, but had no effect on total sleep time. Time spent outdoors and the time of day spent outdoors may be important moderators in assessing the relation between physical activity and sleep. More research is needed in larger populations using experimental designs. PMID:28877192

Is physical activity differentially associated with different types of sedentary pursuits?

PubMed

Feldman, Debbie Ehrmann; Barnett, Tracie; Shrier, Ian; Rossignol, Michel; Abenhaim, Lucien

2003-08-01

To determine whether there is a relationship between the time adolescents spend in physical activity and time they spend in different sedentary pursuits: watching television, playing video games, working on computers, doing homework, and reading, taking into account the effect of part-time work on students' residual time. Cross-sectional cohort design. Seven hundred forty-three high school students from 2 inner-city public schools and 1 private school. Students completed a self-administered questionnaire that addressed time spent in physical activity, time spent in sedentary pursuits, musculoskeletal pain, and psychosocial issues and were also measured for height and weight. Main Outcome Measure Level of physical activity (low, moderate, high). There were more girls than boys in the low and moderate physical activity groups and more boys than girls in the high activity group. Ordinal logistic regression showed that increased time spent in "productive sedentary behavior" (reading or doing homework and working on computers) was associated with increased physical activity (odds ratio, 1.7; 95% confidence interval, 1.2-2.4), as was time spent working (odds ratio, 1.3; 95% confidence interval, 1.2-1.4). Time spent watching television and playing video games was not associated with decreased physical activity. Physical activity was not inversely associated with watching television or playing video games, but was positively associated with productive sedentary behavior and part-time work. Some students appear capable of managing their time better than others. Future studies should explore the ability of students to manage their time and also determine what characteristics are conducive to better time management.

The relations between sleep, time of physical activity, and time outdoors among adult women.

PubMed

Murray, Kate; Godbole, Suneeta; Natarajan, Loki; Full, Kelsie; Hipp, J Aaron; Glanz, Karen; Mitchell, Jonathan; Laden, Francine; James, Peter; Quante, Mirja; Kerr, Jacqueline

2017-01-01

Physical activity and time spent outdoors may be important non-pharmacological approaches to improve sleep quality and duration (or sleep patterns) but there is little empirical research evaluating the two simultaneously. The current study assesses the role of physical activity and time outdoors in predicting sleep health by using objective measurement of the three variables. A convenience sample of 360 adult women (mean age = 55.38 ±9.89 years; mean body mass index = 27.74 ±6.12) was recruited from different regions of the U.S. Participants wore a Global Positioning System device and ActiGraph GT3X+ accelerometers on the hip for 7 days and on the wrist for 7 days and 7 nights to assess total time and time of day spent outdoors, total minutes in moderate-to-vigorous physical activity per day, and 4 measures of sleep health, respectively. A generalized mixed-effects model was used to assess temporal associations between moderate-to-vigorous physical activity, outdoor time, and sleep at the daily level (days = 1931) within individuals. There was a significant interaction (p = 0.04) between moderate-to-vigorous physical activity and time spent outdoors in predicting total sleep time but not for predicting sleep efficiency. Increasing time outdoors in the afternoon (versus morning) predicted lower sleep efficiency, but had no effect on total sleep time. Time spent outdoors and the time of day spent outdoors may be important moderators in assessing the relation between physical activity and sleep. More research is needed in larger populations using experimental designs.

Who children spend time with after school: associations with objectively recorded indoor and outdoor physical activity.

PubMed

Pearce, Matthew; Page, Angie S; Griffin, Tom P; Cooper, Ashley R

2014-03-30

Understanding how the determinants of behaviour vary by context may support the design of interventions aiming to increase physical activity. Such factors include independent mobility, time outdoors and the availability of other children. At present little is known about who children spend their time with after school, how this relates to time spent indoors or outdoors and activity in these locations. This study aimed to quantify who children spend their time with when indoors or outdoors and associations with moderate to vigorous physical activity (MVPA). Participants were 427 children aged 10-11 from Bristol, UK. Physical activity was recorded using an accelerometer (Actigraph GT1M) and matched to Global Positioning System receiver (Garmin Foretrex 201) data to differentiate indoor and outdoor location. Children self-reported who they spent time with after school until bed-time using a diary. Each 10 second epoch was coded as indoors or outdoors and for 'who with' (alone, friend, brother/sister, mum/dad, other grown-up) creating 10 possible physical activity contexts. Time spent and MVPA were summarised for each context. Associations between time spent in the different contexts and MVPA were examined using multiple linear regression adjusting for daylight, age, deprivation and standardised body mass index. During the after school period, children were most often with their mum/dad or alone, especially when indoors. When outdoors more time was spent with friends (girls: 32.1%; boys: 28.6%) than other people or alone. Regression analyses suggested hours outdoors with friends were positively associated with minutes of MVPA for girls (beta-coefficient [95% CI]: 17.4 [4.47, 30.24]) and boys (17.53 [2.76, 32.31]). Being outdoors with brother/sister was associated with MVPA for girls (21.2 [14.17, 28.25]) but not boys. Weaker associations were observed for time indoors with friends (girls: 4.61 [1.37, 7.85]; boys: (7.42 [2.99, 11.85]) and other adults (girls: 5.33 [2.95, 7.71]; boys: (4.44 [1.98, 6.90]). Time spent alone was not associated with MVPA regardless of gender or indoor/outdoor location. Time spent outdoors with other children is an important source of MVPA after school. Interventions to increase physical activity may benefit from fostering friendship groups and limiting the time children spend alone.

Who children spend time with after school: associations with objectively recorded indoor and outdoor physical activity

PubMed Central

2014-01-01

Background Understanding how the determinants of behaviour vary by context may support the design of interventions aiming to increase physical activity. Such factors include independent mobility, time outdoors and the availability of other children. At present little is known about who children spend their time with after school, how this relates to time spent indoors or outdoors and activity in these locations. This study aimed to quantify who children spend their time with when indoors or outdoors and associations with moderate to vigorous physical activity (MVPA). Methods Participants were 427 children aged 10–11 from Bristol, UK. Physical activity was recorded using an accelerometer (Actigraph GT1M) and matched to Global Positioning System receiver (Garmin Foretrex 201) data to differentiate indoor and outdoor location. Children self-reported who they spent time with after school until bed-time using a diary. Each 10 second epoch was coded as indoors or outdoors and for ‘who with’ (alone, friend, brother/sister, mum/dad, other grown-up) creating 10 possible physical activity contexts. Time spent and MVPA were summarised for each context. Associations between time spent in the different contexts and MVPA were examined using multiple linear regression adjusting for daylight, age, deprivation and standardised body mass index. Results During the after school period, children were most often with their mum/dad or alone, especially when indoors. When outdoors more time was spent with friends (girls: 32.1%; boys: 28.6%) than other people or alone. Regression analyses suggested hours outdoors with friends were positively associated with minutes of MVPA for girls (beta-coefficient [95% CI]: 17.4 [4.47, 30.24]) and boys (17.53 [2.76, 32.31]). Being outdoors with brother/sister was associated with MVPA for girls (21.2 [14.17, 28.25]) but not boys. Weaker associations were observed for time indoors with friends (girls: 4.61 [1.37, 7.85]; boys: (7.42 [2.99, 11.85]) and other adults (girls: 5.33 [2.95, 7.71]; boys: (4.44 [1.98, 6.90]). Time spent alone was not associated with MVPA regardless of gender or indoor/outdoor location. Conclusions Time spent outdoors with other children is an important source of MVPA after school. Interventions to increase physical activity may benefit from fostering friendship groups and limiting the time children spend alone. PMID:24679149

The CEO hits the road (and other sales tales).

PubMed

Mackay, H B

1990-01-01

Kenneth Macke, CEO of Dayton-Hudson, the soft goods and discount store chain, often spends weekends prowling his own and competitors' stores, observing. Edwin Artzt, CEO of Procter & Gamble, once interrupted a global marketing jaunt to work with a division on its promotion plans. These are CEOs in the trenches, a place where they ought to spend a certain amount of their time so that they can learn how the business is going. "A desk is a dangerous place from which to view the world," says John le Carré, as quoted approvingly by the author. Mackay asserts that time spent on the road with the sales force is especially valuable. You will learn: Whether all the sales team knows its prospects and sets reasonable expectations. How much the salespeople know about the product, particularly in ways that differentiate it from the competition. Whether the sellers keep abreast of changes in customers' businesses. If the salespeople feel they have a stake in the business. As a rookie envelope salesman, Mackay was taken in tow by a veteran and shown the value of learning the competition's local customer base intimately. Later, as the CEO with a junior salesperson in tow, he demonstrated the value of learning not only the competition's moves but also the customers'. To close sales, salespeople and the CEO have to look over their customers' shoulders as well as their competitors'.

Feedback: an essential element of student learning in clinical practice.

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

The role of sleep and sleep deprivation in consolidating fear memories.

PubMed

Menz, M M; Rihm, J S; Salari, N; Born, J; Kalisch, R; Pape, H C; Marshall, L; Büchel, C

2013-07-15

Sleep, in particular REM sleep, has been shown to improve the consolidation of emotional memories. Here, we investigated the role of sleep and sleep deprivation on the consolidation of fear memories and underlying neuronal mechanisms. We employed a Pavlovian fear conditioning paradigm either followed by a night of polysomnographically monitored sleep, or wakefulness in forty healthy participants. Recall of learned fear was better after sleep, as indicated by stronger explicitly perceived anxiety and autonomous nervous responses. These effects were positively correlated with the preceding time spent in REM sleep and paralleled by activation of the basolateral amygdala. These findings suggest REM sleep-associated consolidation of fear memory in the human amygdala. In view of the critical participation of fear learning mechanisms in the etiology of anxiety and post-traumatic stress disorder, deprivation of REM sleep after exposure to distressing events is an interesting target for further investigation. Copyright © 2013 Elsevier Inc. All rights reserved.

NAC/NINE Program Building Radio Jove's and Brining Radio Astronomy to the Community

NASA Astrophysics Data System (ADS)

Ramona Gallego, Angelina; Paul Gueye, Al Amin Kabir,

2018-01-01

During the course of the 8-week program, (NINE, National and International Non-Traditional Exchange Program), the summer was spent in Socorro, New Mexico, working on building a Radio Jove, and making observations with the Radio Jove as well as working on learning project management practices in order to take the CAPM PMI Exam. The NINE built the Radio Jove’s at the same time and in doing so learned to replicate it to teach it to others. The final portion of the program that was worked on was to create a NINE hub and do outreach with the community teaching them about radio astronomy and teaching students how to build their own Radio Jove’s and make observations. An important aspect of the summer program was to bring back the knowledge received about radio astronomy and teach it to high school students with the help of the institution each NINE participants came from.

A Lengthy Career's Lessons on Risk

NASA Technical Reports Server (NTRS)

Guastaferro, Angelo

2005-01-01

I BECAME A PROJECT MANAGER AT AGE TWENTY-TWO AT Eglin Air Force Base. I managed the droning of the B47 to fly unmanned, and 1 had zero experience to take on that task. What 1 learned is the real way you acquire risk aversion: 1 was scared to death that I d fail. This developed a characteristic that 1 carried with me throughout my career. The strongest thing a project leader can feel, in terms of risk, is the risk of failing. So I took it upon myself to learn everything about the airplane and the guidance control system by searching out the best in the aerospace community. At that time, Lockheed was doing a modification of the aircraft. Boeing designed and built the aircraft, and Sperry was doing the guidance control system. I made sure that I spent hours and hours with each of them to understand exactly what 1 was responsible for.