Lozier Corporation Workplace Literacy Modules. Alabama Partnership for Training.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This packet contains 10 learning modules developed for new employees at the Lozier Corporation, as well as a facilitator's manual for teaching the modules. The modules cover the following topics: (1) introduction; (2) Lozier history; (3) personal protective equipment, heat stress and back injuries, and evacuation and housekeeping; (4) bloodborne…

Introduction to CAD/Computers. High-Technology Training Module.

ERIC Educational Resources Information Center

Lockerby, Hugh

This learning module for an eighth-grade introductory technology course is designed to help teachers introduce students to computer-assisted design (CAD) in a communications unit on graphics. The module contains a module objective and five specific objectives, a content outline, suggested instructor methodology, student activities, a list of six…

Calibrating a Respirable Dust Sampling Device. Module 24. Vocational Education Training in Environmental Health Sciences.

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on calibrating a respirable dust sampling device. Following guidelines for students and instructors and an introduction that explains what the student will learn, are three lessons: (1) naming each part of…

Organizing. MAS-108. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to organize work activities efficiently and effectively. The first section of the module is an introduction that includes a terminal objective and…

Purchasing and Accounting. MAS-116. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to perform purchasing and accounting tasks efficiently and effectively. The first section is an introduction to the module. The next three…

Environmental Modeling 101: Training Module

EPA Pesticide Factsheets

The U.S. Environmental Protection Agency (EPA) uses a variety of models to inform decisions that support its missions, this module provides an introduction to environmental modeling with examples of various models and life-cycles.

Introduction to Student Assistance Programs August, 1988. Alcohol and Drug Defense Program Substance Abuse Intervention 10-Hour Training Module.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

A complete outline is presented of a 2-day, 10-hour training program for establishing a student assistance program dealing with the problems of alcohol and drug abuse. The sessions are presented in the following sequence: (1) registration and introductions; (2) presentation of the problem; (3) clarification of expectations and establishment of a…

Communications. MAS-106. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to communicate effectively in the workplace. The first section of the module is an introduction that includes a terminal objective and opening remarks…

Introduction to the MAST Program. MAS-100. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to provide participants with knowledge and skills necessary to take full advantage of the MAST learning experience. The module contains program guidelines, sample…

Introduction to MacDraft. High-Technology Training Module.

ERIC Educational Resources Information Center

Traxler, Gene

This training module on MacDraft is part of a computer drafting skills unit on communications technology for grades 9-12. The objective is for each student to complete a drawing on the MacIntosh computer using the MacDraft software program. This drawing is to be dimensioned with a dual system and is to include a border and title block. This module…

RCRA, Superfund and EPCRA hotline training module. Introduction to: the Superfund response program (updated February 1998); Directive

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

NONE

1998-06-01

This module includes the following: Regulatory Summary (Definitions; National Contingency Plan; Notification or Discovery; Response Process; Removal Process; Remedial Process; Community Involvement; State Role; Natural Resource Damage Assessments; Federal Facility Response; and Contractor Support); and Module Summary.

RCRA, Superfund and EPCRA hotline training module. Introduction to: Superfund accelerated cleanup model (updated February 1998); Directive

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

NONE

1998-06-01

This module presents the primary aspects of SACM compared to the traditional Superfund response process. In addition, this module discusses presumptive remedies by covering what they are, and providing an overview of the guidance EPA has developed.

Student Motivational Skill Training Package: Evaluation for Air Force Technical Training.

DTIC Science & Technology

1982-12-01

for individuals to volunteer to critique the materials and to give a module to one of their students for critique. The first module, the Introduction...was then handed out to the instructor volunteers . One week later the contractor returned, picked up the first set of module critiques, and...incorporating their own ideas and procedures in group discussions as they saw fit. One of the instructors volunteered to be the first Senior Instructor for

Trowel Trades. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide accompanies the self-paced student training modules on trowel trades, four of which are available separately as CE 032 869-872. Introductory materials include an introduction to pre-apprenticeship and its three phases of training, a recommended procedure for conducting pre-apprenticeship training, and a course outline.…

Problem Solving and Decision Making. MAS-105. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

ERIC Educational Resources Information Center

Westinghouse Electric Corp., Carlsbad, NM.

This module is part of a set of management and supervisor training (MAST) materials developed by the Department of Energy for the Waste Isolation Division. Its stated purpose is to enable trainees to solve problems and make decisions in an efficient and effective manner. The first section of the module is an introduction that includes a terminal…

National Plant Diagnostic Network, Taxonomic training videos: Introduction to AphID

USDA-ARS?s Scientific Manuscript database

Training is a critical part of aphid (Hemiptera: Aphididae) identification. This video provides visual instruction on the use of the expert system, AphID, for aphid examination and identification. The video demonstrates the use of different training modules that allow the user to gain familiarity wi...

Getting Down to Business: Health Spa, Module 16. [Student Module]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a health spa is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA treatment, storage, and disposal facilities (40 cfr parts 264/265, subparts a-e) updated July 1996

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

NONE

1996-07-01

The management of hazardous waste at treatment, storage, and disposal facilities (TSDFs) plays a large and critical role in the Resource Conservation and Recovery Act (RCRA) regulatory scheme. The training module presents an overview of the general TSDF standards found in 40 CFR Parts 264/265, Subparts A through E.

Acute Effects of Online Mind-Body Skills Training on Resilience, Mindfulness, and Empathy.

PubMed

Kemper, Kathi J; Khirallah, Michael

2015-10-01

Some studies have begun to show benefits of brief in-person mind-body skills training. We evaluated the effects of 1-hour online elective mind-body skills training for health professionals on mindfulness, resilience, and empathy. Between May and November, 2014, we described enrollees for the most popular 1-hour modules in a new online mind-body skills training program; compared enrollees' baseline stress and burnout to normative samples; and assessed acute changes in mindfulness, resilience, and empathy. The 513 enrollees included dietitians, nurses, physicians, social workers, clinical trainees, and health researchers; about 1/4 were trainees. The most popular modules were the following: Introduction to Stress, Resilience, and the Relaxation Response (n = 261); Autogenic Training (n = 250); Guided Imagery and Hypnosis for Pain, Insomnia, and Changing Habits (n = 112); Introduction to Mindfulness (n = 112); and Mindfulness in Daily Life (n = 102). Initially, most enrollees met threshold criteria for burnout and reported moderate to high stress levels. Completing 1-hour modules was associated with significant acute improvements in stress (P < .001), mindfulness (P < .001), empathy (P = .01), and resilience (P < .01). Online mind-body skills training reaches diverse, stressed health professionals and is associated with acute improvements in stress, mindfulness, empathy, and resilience. Additional research is warranted to compare the long-term cost-effectiveness of different doses of online and in-person mind-body skills training for health professionals. © The Author(s) 2015.

Designing Web-based Telemedicine Training for Military Health Care Providers.

ERIC Educational Resources Information Center

Bangert, David; Doktor, Boert; Johnson, Erik

2001-01-01

Interviews with 48 military health care professionals identified 20 objectives and 4 learning clusters for a telemedicine training curriculum. From these clusters, web-based modules were developed addressing clinical learning, technology, organizational issues, and introduction to telemedicine. (Contains 19 references.) (SK)

Introduction to Instrumentation. Teacher Edition.

ERIC Educational Resources Information Center

Brown, A. O., III

This module contains instructional materials on instrumentation to help teachers train students in the job skills they will need as beginning instrumentation technicians. The module addresses the nature of accessing, measuring, and controlling phenomena such as level, flow, pressure, and temperature. Students are introduced to the devices and…

Russian: An Active Introduction.

ERIC Educational Resources Information Center

De La Cruz, Nina

The Active Introduction is one of the modules in an array of materials used in Russian training for beginners at the Foreign Service Institute. It is essentially a catalog of sentences relating to typical daily activities which can be combined to form different communication sequences in dialog form. Students learn to speak Russian through…

Elderly Service Workers' Training Project. Block B: Cultural Gerontology. Module B.4: Native Culture.

ERIC Educational Resources Information Center

Harvey, Dexter; Cap, Orest

This learning module, which is part of a three-block series intended to help human service workers develop the skills necessary to solve the problems encountered in their daily contact with elderly clients of different cultural backgrounds, deals with the cultural heritage of Native Canadians. The module begins with a brief introduction and…

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

ERIC Educational Resources Information Center

Mustian, R. David; And Others

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

Communication Module. Technology in the Classroom, Applications and Strategies for the Education of Children with Severe Disabilities.

ERIC Educational Resources Information Center

Blackstone, Sarah W.

This training module is part of a series that provides a basic introduction to using assistive technology with young children (ages 2 to 7) who have severe disabilities in more than one area of development. This module focuses on technology that gives children another way to communicate when speaking is difficult or impossible. The module presents…

Getting Down to Business: Plumbing Business, Module 35. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a plumbing business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Guard Service, Module 27. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating a guard service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Welding Business, Module 32. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a welding business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Bicycle Store, Module 10. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a bicycle store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Pest Control Service, Module 28. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating a pest control service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Answering Service, Module 17. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating an answering service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Construction Electrician Business, Module 33. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a construction electrician business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning…

Getting Down to Business: Bookkeeping Service, Module 19. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a bookkeeping service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Housecleaning Service, Module 24. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McFarlane, Carolyn

This module on owning and operating a housecleaning service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Specialty Food Store, Module 8. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a specialty food store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Word Processing Service, Module 21. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a word processing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Farm Equipment Repair, Module 2. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan

This module on owning and operating a farm equipment repair business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning…

Getting Down to Business: Home Attendant Service, Module 26. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a home attendant service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Fertilizer and Pesticide Service, Module 5. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a fertilizer and pesticide service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning…

Getting Down to Business: Garden Center, Module 4. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a garden center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Software Design Company, Module 20. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a software design company is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Carpentry Business, Module 34. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a carpentry business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Sewing Service, Module 25. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a sewing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Restaurant Business, Module 22. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a restaurant is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Energy Specialist Service, Module 29. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating an energy specialist service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Wheelchair Transportation Service, Module 15. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a wheelchair transportation service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning…

Getting Down to Business: Secretarial Service, Module 18. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a secretarial service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Nursing Service, Module 14. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a nursing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Dairy Farming, Module 6. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a dairy farm is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Apparel Store, Module 7. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating an apparel store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Innkeeping, Module 13. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating an inn is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

RCRA, superfund and EPCRA hotline training module. Introduction to: Groundwater monitoring (40 cfr parts 264/265, subpart f) updated July 1996

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

NONE

1996-07-01

The module presents the requirements for groundwater monitoring at interim status and permitted treatment, storage, and disposal facilities (TSDFs) under the Resource Conservation and Recovery Act (RCRA). The goal of the module is to explain the standards and specific requirements for groundwater monitoring programs at interim status and permitted facilities.

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA state programs updated June 1996

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

NONE

1996-06-01

The module outlines the requirements and procedures for a state to become authorized to manage and oversee its own RCRA program. It also describes how the state authorization system can affect the applicability of certain rules. When one has completed the module they will be familiar with the state authorization process for hazardous waste management programs.

RCRA, Superfund and EPCRA hotline training module. Introduction to: Oil Pollution Prevention Regulation and the Oil Pollution Act of 1990 (updated February 1998); Directive

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

NONE

1998-06-01

The goal of this module is to explain the purpose, scope, and reporting requirements under the Spill Prevention Control and Countermeasures (SPCC) and related regulations and the Oil Pollution Act of 1990.

An NGO Training Guide for Peace Corps Volunteers.

ERIC Educational Resources Information Center

Peace Corps, Washington, DC. Information Collection and Exchange Div.

This training guide provides Peace Corps volunteers (PCVs) with knowledge, tools, and techniques to work with a nongovernmental organization's (NGO's) staff, board of directors, clients, and donors to build its capacity. An introduction provides information on the trainer role, trainer's notes at the end of each module, and guidelines for placing…

Education, Training and the Future of Work I: Social, Political and Economic Contexts of Policy Development.

ERIC Educational Resources Information Center

Ahier, John, Ed.; Esland, Geoff, Ed.

This first of two volumes is organized around the theme of the social, political, and economic contexts of education and training. (Volume II focuses on the development of vocational policy. Both volumes form part of the Open University MA Module, Education, Training, and the Future of Work.) An introduction (Geoff Esland, John Ahier) provides an…

Emergency Victim Care. A Training Manual for Emergency Medical Technicians. Module 14. Appendix I: Communicating with Deaf and Hearing Impaired Patients. Appendix II: Medical Terminology. Appendix III: EMS Organizations. Appendix IV: Legislation (Ohio). Glossary of Terms. Index. Revised.

ERIC Educational Resources Information Center

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

This training manual for emergency medical technicians, one of 14 modules that comprise the Emergency Victim Care textbook, contains appendixes, a glossary, and an index. The first appendix is an article on communicating with deaf and hearing-impaired patients. Appendix 2, the largest section in this manual, is an introduction to medical…

Getting Down to Business: Flower and Plant Store, Module 11. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a flower and plant store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Air Conditioning and Heating Service, Module 36. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating an air conditioning and heating service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning…

Getting Down to Business: Business and Personal Service, Module 12. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a business and personal service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities…

Getting Down to Business: Auto Body Shop, Module 31. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McFarlane, Carolyn

This module on owning and operating an auto repair shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Day Care Center, Module 23. [Student Manual]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a day care center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Tree Service, Module 3. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a tree service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit activity. Units (and subject matter) in this module…

Getting Down to Business: Hair Styling Shop, Module 30. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a hair styling shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Designing an Affordable Usability Test for E-Learning Modules

ERIC Educational Resources Information Center

O'Bryan, Corliss A.; Johnson, Donald M.; Shores-Ellis, Katrina D.; Crandall, Philip G.; Marcy, John A.; Seideman, Steve C.; Ricke, Steven C.

2010-01-01

This article provides background and an introduction to a user-centered design and usability test in an inexpensive format that allows content experts who are novices in e-learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of…

RCRA, Superfund and EPCRA hotline training module. Introduction to: Superfund administrative improvements/reforms (update February 1998); Directive

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

NONE

1998-06-01

This module includes the following: Administrative Improvements (Round 1) (Enhance Enforcement Fairness and Reduce Transaction Costs; Enhance Cleanup Effectiveness and Consistency; Enhance Public Involvement; Enhance State Role; and On-going Initiatives); Administration Reforms (February 1995 Reforms (Round 2); and October 1995 Reforms (Round 3)); and Summary.

RCRA, superfund and EPCRA hotline training module. Introduction to: Containment buildings (40 cfr parts 264/265, subpart dd) updated July 1996

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

NONE

1996-07-01

The module outlines the regulatory history and purpose of containment buildings. It disucsses the relationship between LDR and containment buildings. It summarizes the design and operating standard applicable to containment buildings and describes the relationship between generator accumulation standards and containment buildings.

Brief Online Mindfulness Training: Immediate Impact.

PubMed

Kemper, Kathi J

2017-01-01

Online training is feasible, but the impact of brief mindfulness training on health professionals needs to be better understood. We analyzed data from health professionals and trainees who completed self-reflection exercises embedded in online mindfulness training between May 2014 and September, 2015; their changes in mindfulness were measured using standardized scales. Participants included nurses (34%), physicians (24%), social workers and psychologists (10%), dietitians (8%), and others (25%); 85% were women, and 20% were trainees. The most popular module was Introduction to Mindfulness (n = 161), followed by Mindfulness in Daily Life (n = 146), and Mindful Breathing and Walking (n = 129); most (68%) participants who took 1 module took all 3 modules. There were no differences in participation in any module by gender, trainee status, or profession. Completing modules was associated with small but significant improvements on the Cognitive and Affective Mindfulness Scale-Revised, the Mindful Attention Awareness Scale, and the Five Facet Mindfulness Questionnaire (P < 0.001 for all). Online training reaches diverse health professionals and is associated with immediate improvements in mindfulness. Additional research is warranted to compare the long-term cost-effectiveness of different doses of online and in-person mindfulness training on clinician burnout and quality of care. © The Author(s) 2016.

Brief Online Mindfulness Training

PubMed Central

Kemper, Kathi J.

2016-01-01

Background. Online training is feasible, but the impact of brief mindfulness training on health professionals needs to be better understood. Methods. We analyzed data from health professionals and trainees who completed self-reflection exercises embedded in online mindfulness training between May 2014 and September, 2015; their changes in mindfulness were measured using standardized scales. Results. Participants included nurses (34%), physicians (24%), social workers and psychologists (10%), dietitians (8%), and others (25%); 85% were women, and 20% were trainees. The most popular module was Introduction to Mindfulness (n = 161), followed by Mindfulness in Daily Life (n = 146), and Mindful Breathing and Walking (n = 129); most (68%) participants who took 1 module took all 3 modules. There were no differences in participation in any module by gender, trainee status, or profession. Completing modules was associated with small but significant improvements on the Cognitive and Affective Mindfulness Scale–Revised, the Mindful Attention Awareness Scale, and the Five Facet Mindfulness Questionnaire (P < 0.001 for all). Conclusion. Online training reaches diverse health professionals and is associated with immediate improvements in mindfulness. Additional research is warranted to compare the long-term cost-effectiveness of different doses of online and in-person mindfulness training on clinician burnout and quality of care. PMID:27002136

Tennessee ESOL in the Workplace: A Training Manual for ESOL Supervisors and Instructors.

ERIC Educational Resources Information Center

Tennessee State Dept. of Labor and Workforce Development, Nashville. Office of Adult Education.

This training manual is designed to help English for Speakers of Other Languages (ESOL) teachers and supervisors successfully develop a workplace ESOL class. Four modules include: (1) "Knowing and Presenting Your Adult Education Program to Business and Industry" (e.g., introduction to Tennessee's Workplace ESOL Initiative, the four-step…

RCRA, Superfund and EPCRA hotline training module. Introduction to: Statutory overview of the Comprehensive Environmental Response, Compensation, and Liability Act (updated February 1998); Directive

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

NONE

1998-06-01

This module presents a brief overview of the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA), the statute through which Congress established EPA`s hazardous substance release reporting and cleanup program, known as the Superfund program. This module presents information of the CERCLA statute only, not the regulations promulgated pursuant to the statute.

Promote the Vocational Education Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-9.

ERIC Educational Resources Information Center

Quinn, Karen M.; And Others

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and…

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA statutory overview updated July 1996

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

NONE

1996-07-01

The module presents a brief overview of the Resource Conservation and Recovery Act (RCRA). It explains the relationship between RCRA statutory language and codified regulatory language. It describes the major components of each subtitle of RCRA and identifies the major provisions established by the Hazardous and Solid Waste Amendments (HSWA).

Helping Young Children Develop Cognitive Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VIII.

ERIC Educational Resources Information Center

Coleman, Joyce H.

This Child Development Associate (CDA) training module, the seventh in a series of 16, provides an introduction to cognitive development in young children for bilingual/bicultural preschool teacher trainees. Perceptual skills (visual, figure-ground, part-whole, spatial, auditory and tactile discrimination) and cognitive processes and concepts…

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: RCRA statutory overview, updated as of July 1995

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

NONE

1995-11-01

The module presents a brief overview of the Resource Conservation and Recovery Act (RCRA). It explains the relationship between RCRA statutory language and codified regulatory language. It describes the major components of each subtitle of RCRA and identifies the major provisions established by the Hazardous and Solid Waste Amendments (HSWA).

Interprofessional Emergency Training Leads to Changes in the Workplace

PubMed Central

Eisenmann, Dorothea; Stroben, Fabian; Gerken, Jan D.; Exadaktylos, Aristomenis K.; Machner, Mareen; Hautz, Wolf E.

2018-01-01

Introduction Preventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders. Methods We developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one’s roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants’ “Commitment to Change.” In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes. Results In total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories: communication, behavior, knowledge and attitude. Roughly one third of behavior- and attitude-related commitments were directly related to interprofessional topics (e.g., “acknowledge other professions’ work”), and these were equally distributed among professions. At the two-month follow-up, 32 participants (50%) provided written feedback on their original commitments: 57 of 62 (91.9%) commitments were at least partly realized at the follow-up, and only five (8.1%) commitments lacked realization entirely. Conclusion A structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly. PMID:29383079

RCRA, Superfund and EPCRA hotline training module. Introduction to: Brownfields economic redevelopment initiative and environmental justice (updated february 1998)

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

NONE

Topics addressed include the following: Authority for the Brownfields Initiative; The Brownfields Economic Redevelopment Initiative; (Brownfields Assessment Demonstration Pilots; Brownfields Revolving Loan Funds Pilots; Brownfields National Partnership Action Agenda; Brownfields Showcase Communities; Clarification of Liability Issues; Partnership and Outreach; Job Development and Training; and Brownfields Tax Incentive); Environmental Justice; and Summary.

[Research and development of portable hypertension therapeutic apparatus based on biofeedback mechanism].

PubMed

Huang, Rong; He, Hongmei; Pi, Xitian; Diao, Ziji; Zhao, Suwen

2014-06-01

Non-drug treatment of hypertension has become a research hotspot, which might overcome the heavy economic burden and side effects of drug treatment for the patients. Because of the good treatment effect and convenient operation, a new treatment based on slow breathing training is increasingly becoming a kind of physical therapy for hypertension. This paper explains the principle of hypertension treatment based on slow breathing training method, and introduces the overall structure of the portable blood pressure controlling instrument, including breathing detection circuit, the core control module, audio module, memory module and man-machine interaction module. We give a brief introduction to the instrument and the software in this paper. The prototype testing results showed that the treatment had a significant effect on controlling the blood pressure.

The "art" of science communication in undergraduate research training

NASA Astrophysics Data System (ADS)

Fatemi, F. R.; Stockwell, J.; Pinheiro, V.; White, B.

2016-12-01

Student creation of well-designed and engaging visuals in science communication can enhance their deep learning while streamlining the transmission of information to their audience. However, undergraduate research training does not frequently emphasize the design aspect of science communication. We devised and implemented a new curricular component to the Lake Champlain NSF Research Experiences for Undergraduates (REU) program in Vermont. We took a holistic approach to communication training, with a targeted module in "art and science". Components to the module included: 1) an introduction to environmental themes in fine art, 2) a photography assignment in research documentation, 3) an overview of elements of design (e.g., color, typography, hierarchy), 4) a graphic design workshop using tools in Powerpoint, and 5) an introduction to scientific illustration. As part of the REU program, students were asked to document their work through photographs, and develop an infographic or scientific illustration complementary to their research. The "art and science" training culminated with a display and critique of their visual work. We report on student responses to the "art and science" training from exit interviews and survey questions. Based on our program, we identify a set of tools that mentors can use to enhance their student's ability to engage with a broad audience.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: Groundwater monitoring (40 CFR parts 264/265, subpart F) updated as of July 1995

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

NONE

1995-11-01

The module presents the requirements for groundwater monitoring at interim status and permitted treatment, storage, and disposal facilities. It describes the groundwater monitoring criteria for interim status and permitted facilities. It explains monitoring well placement and outlines the three stages of the groundwater monitoring program for permitted facilities.

RCRA/UST, superfund and EPCRA hotline training module. Introduction to: Strategy for hazardous waste minimization and combustion, updated as of July 1995

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

NONE

1995-11-01

The module presents a general overview of the issues EPA has addressed in the hazardous waste minization and combustion strategy. It provides a detailed description of the history and goals of the strategy. It presents an in-depth discussion of hazardous waste minimization and combustion issues and includes a section on environmental justice.

Online education about herbs and dietary supplements: margin or mission?

PubMed

Kemper, Kathi J; Patel, Sejal

2015-01-01

Online education is increasingly used to train health professionals, but little is known about how variations in cost affect use of elective training. We assessed whether offering registration for free increased the number of modules consumed in both absolute terms (# modules consumed per person, pp) and relative terms (# modules consumed per # modules registered). We analyzed results of the 'natural experiment' on learner's use of the OSU Center for Integrative Health and Wellness online elective curriculum, Introduction Herbs and Dietary Supplements Across the Lifespan, in which costs varied based on monthly discounts for students, faculty, staff, alumni, and members of selected professional associations. Over 7 months there were a total of 905 registrants for 8553 modules. Most (847/905, 94%) registered for free; they completed 1505 (18%) of 8344 modules for which they registered. Fewer (58/905, 6%) people paid for registration; they completed a significantly higher percentage 90/209 (43%, P < 0.001) of modules for which they registered; those who paid full, non-discount rates had the highest completion rates (62%, P < 0.001). Free and paid registrants completed about the same average number of modules per person, pp, (1.8 pp free vs.1.6 pp paid). Although it may not contribute to financial margins, offering free online elective training addresses the institutional mission of increasing the number health professionals trained and the number of modules consumed compared with charging for training. Additional research is needed to determine the impact of pricing on educational outcomes and ultimately on patient care. © The Author(s) 2014.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: Treatment, storage, and disposal facilities (40 CFR parts 264/265, subparts A-E) updated as of July 1995

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

NONE

1995-11-01

The module presents an overview of the general treatment, storage, and disposal facility (TSDF) standards found in 40 CFR parts 264/265, subparts A through E. It identifies and explains each exclusion from parts 264/265, and provides definitions of excluded units, such as wastewater treatment unit and elementary neutralization unit. It locates and describes the requirements for waste analysis and personnel training. It also describes the purpose of a contingency plan and lists the emergency notification procedures. It describes manifest procedures and responsibilities, and lists the unmanifested waste reporting requirements.

RCRA, Superfund and EPCRA hotline training module. Introduction to: Applicable or relevant and appropriate requirements (updated February 1998)

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

NONE

1998-06-01

Topics addressed include the following: Regulatory Summary (Role and Definition of Applicable or Relevant and Appropriate Requirements); Types of ARARs; Extent of ARARs: On-Site vs. Off-Site Management; Remedial vs. Removal Actions; To-Be-Considered Guidelines and Other Controls; ARAR Identification (ARAR Identification Process); Federal ARARs: RCRA, CAA, CWA, SDWA, TSCA; State and Local ARARs and ARAR Waivers; and Module Summary.

Assessing Inactivated Polio Vaccine Introduction and Utilization in Kano State, Nigeria, April-November 2015.

PubMed

Osadebe, Lynda U; MacNeil, Adam; Elmousaad, Hashim; Davis, Lora; Idris, Jibrin M; Haladu, Suleiman A; Adeoye, Olorunsogo B; Nguku, Patrick; Aliu-Mamudu, Uneratu; Hassan, Elizabeth; Vertefeuille, John; Bloland, Peter

2017-07-01

Kano State, Nigeria, introduced inactivated polio vaccine (IPV) into its routine immunization (RI) schedule in March 2015 and was the pilot site for an RI data module for the National Health Management Information System (NHMIS). We determined factors impacting IPV introduction and the value of the RI module on monitoring new vaccine introduction. Two assessment approaches were used: (1) analysis of IPV vaccinations reported in NHMIS, and (2) survey of 20 local government areas (LGAs) and 60 associated health facilities (HF). By April 2015, 66% of LGAs had at least 20% of HFs administering IPV, by June all LGAs had HFs administering IPV and by July, 91% of the HFs in Kano reported administering IPV. Among surveyed staff, most rated training and implementation as successful. Among HFs, 97% had updated RI reporting tools, although only 50% had updated microplans. Challenges among HFs included: IPV shortages (20%), hesitancy to administer 2 injectable vaccines (28%), lack of knowledge on multi-dose vial policy (30%) and age of IPV administration (8%). The introduction of IPV was largely successful in Kano and the RI module was effective in monitoring progress, although certain gaps were noted, which should be used to inform plans for future vaccine introductions. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America.

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA enforcement and compliance updated July 1996

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

NONE

1996-07-01

The module describes enforcement procedures and cites the statutory authority and describes the two different types of enforcement (i.e., administrative and judicial). It explains when and how EPA can enforce the RCRA regulations in authorized states. It describes the enforcement mechanisms available to EPA. It states the differences between enforcement at interim status and permitted facilities. It describes enforcement at federal facilities and identifies relevant resource documents.

RCRA/UST, superfund and EPCRA hotline training module. Introduction to: Transporters (40 CFR part 263) updated as of July 1995

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

NONE

1995-11-01

This module provides an overview of the regulatory requirements of transporters of hazardous waste. It lists the conditions and requirements for a transfer facility. Identifies the transporter`s recordkeeping and manifesting requirements. It identifies the transporter requirements when exporting hazardous waste and states the conditions under which a transporter is subject to generator regulations. It cites the CFR section covering the transporter responsibilities for hazardous waste discharges.

RCRA, superfund and EPCRA hotline training module. Introduction to: Boilers and industrial furnaces (40 cfr part 266, subpart h) updated July 1996

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

NONE

1996-07-01

The module summarizes the regulations affecting hazardous waste processes in boilers and industrial furnaces (BIFs). If defines boilers and industrial furnaces and describes the criteria associated with the definitions. It describes the requirements for processing hazardous waste in BIFs, including the distinctions between permitted and interim status units. It explains the requirements for the specially regulated BIFs and gives examples of each.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: RCRA enforcement and compliance, update as of July 1995

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

NONE

1995-11-01

The module describds enforcement procedures and cites the statutory authority. It describes the two different types of enforcement (i.e., administrative and judicial) and explains when and how EPA can enforce the RCRA regulations in authorized states. It describes the enforcement mechanisms available to EPA. It states the differences between enforcement at interim status, permitted facilities, and Federal facilities. It also identifies relevant resources documents.

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA corrective action updated July 1996

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

NONE

1996-07-01

The module discusses the regulatory and statutory requirements and authorities governing the Resource Conservation and Recovery Act (RCRA) corrective action process. There are minimal regulatory requirements at present, but the Agency has issued a proposed rule (55 FR 30798; July 27, 1990) that would establish a comprehensive regulatory framework for implementing the corrective action program. This proposed rule and other guidance developed pursuant to statutory authorities are used to structure corrective action requirements in facility permits and orders. This module describes the current statutory and regulatory structure and discusses the future of the proposed rule.

RCRA/UST, Superfund, and EPCRA hotline training module. Introduction to applicable or relevant and appropriate requirements. Directive

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

NONE

1996-03-01

This module, describes the overall role played by ARARs in the Superfund response process; Explains the difference between applicable and relevant and appropriate requirements; Explains how ARARs apply to on- and off-site response actions; Describes how and at what stages of the response process ARARs are identified; Discusses the type and extent of ARARs that may apply to a given respone action; and Discusses specific laws and requirements that may come into play at a Superfund site.

RCRA, superfund and EPCRA hotline training module. Introduction to: Land disposal units (40 cfr parts 264/265, subparts k, l, m, n) updated July 1996

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

NONE

1996-07-01

The module provides an overview of the requirements for landfills, surface impoundments, waste piles, and land treatment units. It summarizes the differences between interim status (Part 265) and permitted (Part 264) standards for land disposal units. It defines `surface impoundment` and distinguishes surface impoundments from tanks and describes surface impoundment retrofitting and retrofitting variance procedures. It explains the connection between land disposal standards, post-closure, and groundwater monitoring.

RCRA, superfund and EPCRA hotline training module. Introduction to: Hazardous waste identification (40 cfr part 261) updated July 1996

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

NONE

1996-07-01

The module introduces a specific hazardous waste identification process, which involves asking and analyzing a series of questions about any waste being evaluated. It analyzes in detail the Resource Conservation and Recovery Act (RCRA) definition of `hazardous waste.` It explains concepts that are essential to identifying a RCRA hazardous waste: hazardous waste listing, hazardous waste characteristics, the `mixture` and `derived-from` rules, the `contained-in` policy, and the hazardous waste identification rules (HWIR).

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to toxics release inventory: Pollution Prevention Act requirements (EPCRA section 313, 40 CFR part 372). Updated as of November 1995

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

NONE

1996-03-01

The module explains the connection between the Pollution Prevention Act and EPCRA. It details the reporting requirements under the Pollution Prevention Act, Section 6607(b) and lists the items to be included in source reduction reporting under Section 6607(b). It outlines the availability of technical assistance grant programs for states. It describes the information included in EPA`s biennial report to congress.

RCRA, superfund and EPCRA hotline training module. Introduction to: Solid waste programs updated July 1996

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

NONE

1996-07-01

The module focuses on EPA`s efforts in two areas: municipal and industrial solid waste. The garbage that is managed by the local governments is known as municipal solid waste (MSW). Garbage excluded from hazardous waste regulation but not typically collected by local governments is commonly known as industrial solid waste. This category includes domestic sewage and other wastewater treatment sludge, demolition and construction wastes, agricultural and mining residues, combustion ash, and industrial process wastes.

RCRA/UST, Superfund, and EPCRA hotline training module. Introduction to superfund community involvement. Directive

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

NONE

1996-03-01

This module covers EPA`s Superfund community involvement program, a set of requirements under the National Contingency Plan (NCP) designed to ensure that public is informed about site conditions and given the opportunity to comment on the proposed remedy of a Superfund site. The NCP serves to uphold the public`s right to voice opinions and express concerns about Superfund site activities. EPA must involve communities throughout Superfund process - particularly at critical decision-making steps in the process.

RCRA, superfund and EPCRA hotline training module. Introduction to: Permits and interim status (40 cfr part 270) updated July 1996

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

NONE

1996-07-01

Owners/operators of facilities that treat, store, or dispose of hazardous waste must obtain an operating permit, as required by Subtitle C of the Resource Conservation and Recovery Act (RCRA). The module presents an overview of the RCRA permitting process and the requirements that apply to TSDFs operating under interim status until a permit is issued. The regulations governing the permit process are found in 40 CFR Parts 124 through 270.

Raising the Bar in Freshman Science Education: Student Lectures, Scientific Papers, and Independent Experiments

ERIC Educational Resources Information Center

Collins, Eva-Maria S.; Calhoun, Tessa R.

2014-01-01

This article presents the combination of three enhanced educational approaches for training future scientists. These methods incorporate skills generally not introduced in the freshman year: student-led blackboard introductions; the writing of scientific papers; and the design, execution, and presentation of an independent lab module. We tested…

Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training

PubMed Central

Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

2015-01-01

Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice. PMID:26788056

Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training.

PubMed

Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

2015-01-01

Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

Designing Online Resources in Preparation for Authentic Laboratory Experiences

PubMed Central

Boulay, Rachel; Parisky, Alex; Leong, Peter

2013-01-01

Professional development for science teachers can be benefited through active learning in science laboratories. However, how online training materials can be used to complement traditional laboratory training is less understood. This paper explores the design of online training modules to teach molecular biology and user perception of those modules that were part of an intensive molecular biology “boot camp” targeting high school biology teachers in the State of Hawaii. The John A. Burns School of Medicine at the University of Hawaii had an opportunity to design and develop professional development that prepares science teachers with an introduction of skills, techniques, and applications for their students to conduct medical research in a laboratory setting. A group of 29 experienced teachers shared their opinions of the online materials and reported on how they used the online materials in their learning process or teaching. PMID:24319698

Interest in online interprofessional elective mind-body skills (MBS) training.

PubMed

Gupta, Suman J; Kemper, Kathi J; Lynn, Joanne

2018-02-01

There is growing interest in mind-body skills (MBS) education and online interprofessional elective MBS training for health professionals. We conducted this study to understand a) the demand among different health professionals for an online MBS course; b) engagement with different MBS topics; and c) planned behavior changes. We examined registrations from May 1 through August 31, 2014 for a new online MBS elective, analyzing the percentage of registrants who engaged with one or more of 12 modules by September 30, 2014. We also reviewed written comments about planned behavior change. The 693 registrants included physicians, nurses, social workers, dietitians, psychologists, and others. The two most popular topics were "Introduction: to Stress, Resilience, and Relaxation Response" and "Autogenic Training". Half of registrants (57%) engaged with at least one module and 9% completed all 12 modules within the study period. Nearly all (90%) of those who completed evaluations planned to use the technique they learned for themselves, introduce it to patients, or both. Online elective MBS training attracts diverse health professionals and leads to plans for personal and professional behavior change. Additional research is necessary to understand the impact of different amounts and kinds of MBS training on professionals' resilience, burnout, and quality of care. Copyright © 2018 Elsevier Ltd. All rights reserved.

A Season of Loss: Training Manual for the Prevention of Elderly Depression and Suicide.

ERIC Educational Resources Information Center

Praeger, Susan; And Others

This instructional module emphasizes that depression and suicide are real problems for elderly people, shows how depression and suicidal thoughts can arise in older people, and describes interventions that can be used. Chapter 1 presents an introduction and overview of elderly suicide and includes sections on the plight of the elderly, community…

RCRA, superfund and EPCRA hotline training module. Introduction to: Solid and hazardous waste exclusions (40 cfr section 261.4) updated July 1996

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

NONE

1996-07-01

The Resources Conservation and Recovery Act`s (RCRA) Subtitle C hazardous waste management program is a comprehensive and carefully constructed system to ensure wastes are managed safely and lawfully. This program begins with a very specific, formal process to categorize wastes accurately and appropriately called waste identification. The module explains each waste exclusion and its scope, so you can apply this knowledge in determining whether a given waste is or is not regulated under RCRA Subtitle C.

RCRA, superfund and EPCRA hotline training module. Introduction to: Miscellaneous and other units (40 cfr part 264, subpart x and 40 cfr part 265, subparts p, q, and r) updated July 1996

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

NONE

1996-07-01

The module describes the basic requirements and types of units of 40 CFR Part 264, Subpart X and standards for broadly defined treatment processes - Thermal treatment (Part 265, Subpart P); chemical, physical, and biological treatment (Subpart Q); and underground injection (Subpart R). Explains when corrective action applies to these subparts. It presents the relationship between Part 264, Subpart X, and Part 265, Subparts P, Q, and R.

RCRA/UST, superfund and EPCRA hotline training module. Introduction to: Hazardous waste identification (40 CFR part 261) updated as of July 1995

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

NONE

1995-11-01

This module introduces a specific hazardous waste identification process, which involves asking and analyzing a series of questions about any waste being evaluated. Analyzes in detail the Resource Conservation and Recovery Act (RCRA) definition of hazardous waste. It explains the following concepts that are essential to identifying a RCRA hazardous waste: hazardous waste listing, hazardous waste characteristics, the mixture and derived-from rules, the contained-in policy, and the Hazardous Waste Identification Rule (HWIR).

RCRA, superfund and EPCRA hotline training module. Introduction to: Drip pads (40 cfr parts 264/265, subpart w) updated July 1996

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

NONE

1996-07-01

In 1990, EPA promulgated listings for wastes from wood preserving processes. Many of these wastes are generated by allowing preservative to drip from wood onto concrete pads, called drip pads. To facilitate proper handling of these wastes, EPA developed design and operating standards for drip pads used to manage hazardous wastes. This module explains these standards. It defines a drip pad and summarizes the design and operating standards for drip pads. It describes the relationship between generator accumulation provisions and drip pads.

Interactive eLearning - a safe place to practice.

PubMed

Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

2009-01-01

Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.

Interprofessional Emergency Training Leads to Changes in the Workplace.

PubMed

Eisenmann, Dorothea; Stroben, Fabian; Gerken, Jan D; Exadaktylos, Aristomenis K; Machner, Mareen; Hautz, Wolf E

2018-01-01

Preventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders. We developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one's roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants' "Commitment to Change." In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes. In total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories: communication , behavior , knowledge and attitude . Roughly one third of behavior- and attitude-related commitments were directly related to interprofessional topics (e.g., "acknowledge other professions' work"), and these were equally distributed among professions. At the two-month follow-up, 32 participants (50%) provided written feedback on their original commitments: 57 of 62 (91.9%) commitments were at least partly realized at the follow-up, and only five (8.1%) commitments lacked realization entirely. A structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly.

RCRA, Superfund and EPCRA hotline training module. Introduction to: CERCLA and EPCRA release reporting requirements (CERCLA section 103 and EPCRA section 304)

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

NONE

1998-06-01

The release reporting requirements set out in the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) and the Emergency Planning and Community Right-to-Know Act (EPCRA) enable federal, state, and local authorities to effectively prepare for and respond to chemical accidents. This module reviews the regulations found at 40 CFR Part 302 promulgated pursuant to CERCLA section 103, and the regulations found at 40 CFR section 355.40 promulgated pursuant to EPCRA section 304. The goal of this module is to explain the notification requirements triggered by releases of CERCLA hazardous substances and EPCRA-designated extremely hazardous substances (EHSs).

RCRA/UST, Superfund, and EPCRA hotline training module. Introduction to statutory overview of CERCLA

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

NONE

1996-03-01

This module presents a brief overview of the Comprehensive Environmental Response, Compensation, and Liability Act of 1980 (CERCLA), the statute through which Congress established EPA`s hazardous substance release reporting and cleanup program, known as the `Superfund` program. The statute provides the legal authority and general framework for the program, while specific procedural requirements can be found in the regulations and guidance documents. It is vital that Hotline Information Specialist be knowledgeable about the statute itself because it is the primary reference used to answer questions relating to the Superfund program. This module presents information on the CERCLA statute only, notmore » the regulations promulgated pursuant to the statute.« less

Face validation of the Simbionix LAP Mentor virtual reality training module and its applicability in the surgical curriculum.

PubMed

Ayodeji, I D; Schijven, M; Jakimowicz, J; Greve, J W

2007-09-01

The goal of our study was to determine expert and referent face validity of the LAP Mentor, the first procedural virtual reality (VR) laparoscopy trainer. In The Netherlands 49 surgeons and surgical trainees were given a hands-on introduction to the Simbionix LAP Mentor training module. Subsequently, a standardized five-point Likert-scale questionnaire was administered. Respondents who had performed over 50 laparoscopic procedures were classified as "experts." The others constituted the "referent" group, representing nonexperts such as surgical trainees. Of the experts, 90.5% (n = 21) judge themselves to be average or above-average laparoscopic surgeons, while 88.5% of referents (n = 28) feel themselves to be less-than-average laparoscopic surgeons (p = 0.000). There is agreement between both groups on all items concerning the simulator's performance and application. Respondents feel strongly about the necessity for training on basic skills before operating on patients and unanimously agree on the importance of procedural training. A large number (87.8%) of respondents expect the LAP Mentor to enhance a trainee's laparoscopic capability, 83.7% expect a shorter laparoscopic learning curve, and 67.3% even predict reduced complication rates in laparoscopic cholecystectomies among novice surgeons. The preferred stage for implementing the VR training module is during the surgeon's residency, and 59.2% of respondents feel the surgical curriculum is incomplete without VR training. Both potential surgical trainees and trainers stress the need for VR training in the surgical curriculum. Both groups believe the LAP Mentor to be a realistic VR module, with a powerful potential for training and monitoring basic laparoscopic skills as well as full laparoscopic procedures. Simulator training is perceived to be both informative and entertaining, and enthusiasm among future trainers and trainees is to be expected. Further validation of the system is required to determine whether the performance results agree with these favorable expectations.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: Boilers and indutrial furnaces (40 CFR part 266, subpart H) updated as of July 1995

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

NONE

1995-11-01

The module summarizes the regulations affecting hazardous waste processes in boilers and industrial furnaces (BIFs). It defines boilers and industrial furnaces and describes the criteria associated with the definitions. It explains the difference in applicability between regulations found in Part 266, Subpart H, and those found in Part 266, Subpart E. It describes the requirements for processing hazardous waste in BIFs, including the distinctions between permitted and interim status units and explains the requirements for the specially regulated BIF units and gives examples of each.

RCRA, superfund and EPCRA hotline training module. Introduction to: Air emission standards (40 cfr parts 264/265, subparts aa, bb, and cc) updated July 1996

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

NONE

1996-07-01

The module provides a regulatory overview of the RCRA air emission standards as they apply to hazardous waste facilities. It outlines the history of RCRA air emission standards as well as the air emission controls required by the standards. It explains the difference in the parts 264/265 and subparts AA, BB and CC, air emission standards. It summarizes the requirements of each of these subparts and identifies the types of units subject to these requirements as well as specific exemptions.

Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State.

PubMed

Patel, Sapana R; Margolies, Paul J; Covell, Nancy H; Lipscomb, Cristine; Dixon, Lisa B

2018-01-01

Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that learners rated the modules positively, and self-report of knowledge acquisition was high (mean range: 4.4-4.6 out of 5). About half of learners indicated that they would change their practice after watching the modules (range: 48-51%). All learners who completed the level 1 evaluation demonstrated 80% or better mastery of knowledge on the level 2 evaluation embedded in each module. The CFIR was used to identify implementation barriers and facilitators among the evaluation data which facilitated planning for subsequent implementation support activities in the IPS initiative. Instructional design approaches such as ADDIE may offer implementation scientists and practitioners a flexible and systematic approach for the development of e-learning modules as a single component or one strategy in a multifaceted approach for training in EBPs.

Impact of the European Working Time Directive on exposure to operative cardiac surgical training.

PubMed

Lim, Eric; Tsui, Steven

2006-10-01

To evaluate the impact of the reduced working hours, an anticipated decline in case load and increasing patient risk profile, we performed a cohort study to determine the factors that influenced operative surgical training. A historic cohort study design was utilised, and data were acquired from a prospective operative surgical database a year before, and a year after the introduction of the European Working Time Directive (EWTD) compliant rota (1st August 2004). Logistic regression was used to determine the predictors of operative surgical training, and individual variables were ranked by likelihood ratio. In total, 3312 cardiac surgical operations were performed over a 2-year period between 3rd August 2003 and 31st July 2005. The proportion of cases performed by trainees was 39% (626/1587) in the year before and 40% (695/1725) in the year after the introduction of WTD compliant rota. There were no differences in operative risk (logistic EuroSCORE of 8, P=0.853). Independent predictors for surgery performed by a trainee (in descending order of influence) were the consultant in charge (chi11(2) 273.1; P<0.001), procedure performed (chi5(2) 163.5; P<0.001), increasing seniority of trainee (chi2(2) 142.3; P<0.001), revision surgery (chi1(2) 45.9; P<0.001), lower EuroSCORE (chi1(2) 17.6; P<0.001), and better ventricular function (chi2(2) 7.8; P=0.020). The odds ratio of an operation performed by a trainee increased after the introduction of the EWTD compliant rota to 1.19 (95% CI 1.00-1.41; P=0.045). With a successful institution-specific training module and a commitment to training, exposure to operative surgical training can be sustained despite shortening of working hours.

A Hypermedia Training Module for the Navy’s P-3C Armament System

DTIC Science & Technology

1993-07-01

procedures. Both aural , and visual cues are used throughout the program as necessary to alert the learner to specific items requiring his attention... learner the opportunity for a great deal of interactivity and feedback. The project is divided into five chapters including an introduction, review of the...literature, methodology, program description, and summary and conclusions. The literature review concentrates on the foliowing topics: adult learners

RCRA, Superfund and EPCRA hotline training module. Introduction to: Superfund liability, enforcement, and settlements (updated February 1998); Directive

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

NONE

1998-06-01

The goal of this module is to describe the liability, enforcement, and settlement provisions of CERCLA; list the CERCLA enforcement mechanisms available to EPA; explain CERCLA sections 104 and 106 provisions; define potentially responsible party; explain CERCLA section 107 liability; cite and locate the relevant CERCLA documents on enforcement and liability; explain the differences between administrative and judicial enforcement and settlement procedures; list and compare the differences between enforcement authorities as they apply to removal and remedial actions; list the key enforcement steps in EPA`s response process; and specify noncompliance penalties and provide statutory citations.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: Solid and hazardous waste exclusions (40 CFR section 261.4) updated as of July 1995

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

NONE

1995-11-01

This module explains each waste exclusion and its scope, so one can apply this knowledge in determining wheather a given waste is or is not regulated under RCRA Subtitle C. It cites the regulatory section for exclusions and identifies materials that are not solid wastes and solid wastes that are not hazardous wastes. It locates the manufacturing process unit exclusion and identifies the sample and treatability study exclusions and their applicability. It outlines and specifies the conditions for meeting the exclusions for household wastes and mixtures of domestic sewage.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to toxics release inventory: Estimating releases (EPCRA section 313; 40 CFR part 372). Updated as of November 1995

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

NONE

1996-03-01

The module provides an overview of general techniques that owners and operators of reporting facilities may use to estimate their toxic chemical releases. It exlains the basic release estimation techniques used to determine the chemical quantities reported on the Form R and uses those techniques, along with fundamental chemical or physical principles and properties, to estimate releases of listed toxic chemicals. It converts units of mass, volume, and time. It states the rules governing significant figures and rounding techniques, and references general and industry-specific estimation documents.

RCRA, superfund and EPCRA hotline training module. Introduction to: Other laws that interface with RCRA, updated July 1996

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

NONE

1996-07-01

The module provides a brief overview of some of the major environmental laws that interface with RCRA: Clean Air Act (CAA); Clean Water Act (CWA); Safe Drinking Water Act (SDWA); Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA); Toxic Substances Control Act (TSCA); Pollution Prevention Act (PPA); and Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA or Superfund). It also covers regulations administered by other agencies that interface with RCRA, such as health and safety requirements under the occupational health and safety administration, and the hazardous materials transportation requirements administered by the Department of Transportation.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to accidental release prevention program (CAA section 112(r); 40 CFR part 68). Updated as of November 1995

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

NONE

1996-03-01

The module explains the purpose of Section 112(r) of the Clean Air Act and how it relates to the goals and requirements of the Emergency Planning and Community Right-to-know Act (EPCRA). It describes the promulgation of the list of regulated substances. It discusses the risk management planning requirements and explains how the risk management rule is being promulgated. It identifies the presidential review and describes the similarity of the risk management program to the occupational health and safety administration`s process safety management standard.

Introducing a curricular program culminating in a certificate for training peer tutors in medical education.

PubMed

Fellmer-Drüg, Erika; Drude, Nina; Sator, Marlene; Schultz, Jobst-Hendrik; Irniger, Erika; Chur, Dietmar; Neumann, Boris; Resch, Franz; Jünger, Jana

2014-01-01

Student tutorials are now firmly anchored in medical education. However, to date there have only been isolated efforts to establish structured teacher training for peer tutors in medicine. To close this gap, a centralized tutor training program for students, culminating in an academic certificate, was implemented at Heidelberg University Medical School. The program also counts within the scope of the post-graduate Baden-Württemberg Certificate in Academic Teaching (Baden-Württemberg Zertifikat für Hochschuldidaktik). Based on a needs assessment, a modular program comprised of four modules and a total of 200 curricular units was developed in cooperation with the Department for Key Competencies and Higher Education at Heidelberg University and implemented during the 2010 summer semester. This program covers not only topic-specific training sessions, but also independent teaching and an integrated evaluation of the learning process that is communicated to the graduates in the form of structured feedback. In addition, to evaluate the overall concept, semi-structured interviews (N=18) were conducted with the program graduates. To date, 495 tutors have been trained in the basic module on teaching medicine, which is rated with a mean overall grade of 1.7 (SW: 0.6) and has served as Module I of the program since 2010. A total of 17% (N=83) of these tutors have gone on to enroll in the subsequent training modules of the program; 27 of them (m=12, f=15) have already successfully completed them. Based on qualitative analyses, it is evident that the training program certificate and its applicability toward the advanced teacher training for university instructors pose a major incentive for the graduates. For successful program realization, central coordination, extensive coordination within the medical school, and the evaluation of the attained skills have proven to be of particular importance. The training program contributes sustainably to both quality assurance and professionalism, as well as to solving the issue of resources in medical education. The introduction and continued development of similar programs is desirable.

Pressure Safety: Advanced Self-Study 30120

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

Glass, George

2016-02-29

Pressure Safety Advance Self-Study (Course 30120) consists of an introduction, five modules, and a quiz. To receive credit in UTrain for completing this course, you must score 80% or better on the 15-question quiz (check UTrain). Directions for initiating the quiz are appended to the end of this training manual. This course contains several links to LANL websites. UTrain might not support active links, so please copy links into the address line in your browser.

RCRA, superfund and EPCRA hotline training module. Introduction to: Transporters (40 cfr part 263) updated July 1996

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

NONE

1996-07-01

The report provides an overview of the regulatory requirements of transporters of hazardous waste. It lists the conditions and requirements for a transfer facility. It identifies transporter recordkeeping and manifesting requirements. It identifies transporter requirements when exporting hazardous waste. It states the conditions under which a transporter is subject to the generator regulations and cites the CFR section covering the transporter responsibilities for hazardous waste discharges.

A Study on Capabilities Required In Military Medicine to Develop Modular Training Courses: A Qualitative Study

PubMed Central

DANA, ALI; MOHAMMADIMEHR, MOJGAN

2017-01-01

Introduction: The main mission of military medicine in the world is to support the health and treatment of the military in relation to issues, risks, injuries and diseases that arise due to the specific occupational conditions. The current study was carried out with the aim of determining the required skills of military physicians to define and determine the required training modules. Methods: The study was a qualitative research. Semi-structured interviews were used to collect the data and qualitative content analysis was used to analyze the data. The study population included all the professors and experts in the field of military medicine and medical sciences at the medical universities of Tehran. Snowball sampling technique was used to sample the study participants. Results: Based on the results, the required skills of military physicians in 5 categories and 29 sub- categories were identified; then based on the identified skills, 60 training modules at two introductory and advanced levels were determined including 39 introductory levels and 21 advanced levels. Conclusion: We can conclude that some of the important skills that military physicians need and can achieved through training have not been provided in any educational program and to achieve such skills and capabilities, other programs should be developed and modular training can be one of them. PMID:28761887

Report on short course in educational methodology for university teachers in complementary and alternative medicine (CAM) disciplines - a pilot study conducted at Rajiv Gandhi University of Health Sciences, Karnataka, India.

PubMed

Munir, Ahmed R; Prem, Kumar D

2016-03-01

There is a growing awareness among teachers in the complementary and alternative medicine (CAM) disciplines that a formal training in educational methodology can improve their performance as teachers and student evaluators. The Training of Trainers programs conducted by Rajiv Gandhi University of Health Sciences, Karnataka, in the previous years have brought about a transformation among the teachers who attended those programs. Also the teachers were witness to a changing perception among students towards teachers who adapt innovative teaching/assessment strategies. This report illustrates an innovative training activity that was adapted to design a reference model that can be developed as an operational model for large-scale execution. Teachers who are under the affiliated CAM Institutions in Rajiv Gandhi University of Health Sciences, Karnataka, participated in a three-month 'Short Course in Educational Methodology'. This program was delivered on distance learning mode. The course was organised into four modules. Study material was provided for each of the module in the form of a study guide and related reference articles in electronic form. There were three contact programs - Induction and Introduction that also addressed overview of entire course and the subject matter of Module 1, and this was at the beginning of the course, first contact program to address the learner needs of Modules 2 and 3 and second contact program for the contents in Module 4. The participants were engaged during the entire course duration with interactive contact programs, self-study and application of concepts in their teaching/assessment practices, submission of assignments online, and microteaching presentation and peer review. The documentation and raw data generated during the course of training were used to generate an operational model for training of university teachers of health sciences faculty in general and teachers of CAM disciplines in particular. Establishing a model of training for university teachers who are engaged in health sciences education provides a strong platform to realise the roles of teacher, evolve as a conscientious and committed teacher and infuse their learners with passion and commitment to become competent in their professional performance.

RCRA, superfund and EPCRA hotline training module. Introduction to: Tanks (40 cfr parts 264/265, subpart j) updated July 1996

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

NONE

1996-07-01

The module identifies, based on tank contents and operation, tanks that are regulated under parts 264/265, subpart J. It defines specific terms pertaining to hazardous waste tanks, and provides CFR or Federal Register citations. It distinguishes `new tanks` from `existing tanks` and identifies how this status affects applicable regulations. It discusses secondary containment requirements for liners, vaults, and double-walled tanks, as well as secondary containment for ancillary equipment. It identifies which of the hazardous waste requirements were promulgated under the Hazardous and Solid Waste Amendments (HSWA) and non-HSWA authority and explains how each applies in authorized and unauthorized states.

RCRA, superfund and EPCRA hotline training module. Introduction to: Containers (40 cfr parts 264/265, subpart i; section 261.7) updated July 1996

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

NONE

1996-07-01

The module reviews two sets of regulatory requirements for containers: requirements that pertain to the management of hazardous waste containers and regulations governing residues of hazardous waste in empty containers. It defines `container` and `empty container` and provides examples and citations for each. It provides an overview of the requirements for the design and operation of hazardous waste containers. It explains the difference between the container standards set out in part 264 and part 265. It states the requirements for rendering a hazardous waste container `RCRA empty`. It explains when container rinsate must be managed as a hazardous waste.

RCRA/UST, superfund and EPCRA hotline training module. Introduction to: Definition of solid waste and hazardous waste recycling (40 CFR sections 261.2 and 261.9) updated as of July 1995

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

NONE

1995-11-01

The module explains the statutory and regulatory definitions of solid waste, including the standards governing the recycling and management of specific types of wastes. It lists and cites three use/reuse scenarios where the materials are not solid wastes and states the requirements for documentation. It lists examples of sham recycling and describes the conditions under which hazardous waste-derived products may be excluded from regulation. It cites the provisions for precious metal recovery and discusses potential regulatory developments affecting the definition of solid waste and hazardous waste recycling.

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: RCRA subtitle I. Underground storage tanks (40 cfr part 280). Updated as of July 1996

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

NONE

1996-07-01

This module explains the Underground Storage Tank Regulatory Program established in 1988, that includes technical requirements to prevent, protect, and clean up releases from Underground Storage Tanks (USTs), as well as financial responsibility requirements to guarantee that UST owners and operators have enough money set aside to clean up releases and compensate third parties. Describes the Universe of USTs and the technical and financial requirements that apply to them. Defines underground storage tank and provides criteria for determining which USTs are subject to regulation. Discusses deadlines for upgrading tanks and the closure and corrective action requirements.

Zero tolerance for incorrect data: Best practices in SQL transaction programming

NASA Astrophysics Data System (ADS)

Laiho, M.; Skourlas, C.; Dervos, D. A.

2015-02-01

DBMS products differ in the way they support even the basic SQL transaction services. In this paper, a framework of best practices in SQL transaction programming is given and discussed. The SQL developers are advised to experiment with and verify the services supported by the DBMS product used. The framework has been developed by DBTechNet, a European network of teachers, trainers and ICT professionals. A course module on SQL transactions, offered by the LLP "DBTech VET Teachers" programme, is also presented and discussed. Aims and objectives of the programme include the introduction of the topics and content of SQL transactions and concurrency control to HE/VET curricula and addressing the need for initial and continuous training on these topics to in-company trainers, VET teachers, and Higher Education students. An overview of the course module, its learning outcomes, the education and training (E&T) content, virtual database labs with hands-on self-practicing exercises, plus instructions for the teacher/trainer on the pedagogy and the usage of the course modules' content are briefly described. The main principle adopted is to "Learn by verifying in practice" and the transactions course motto is: "Zero Tolerance for Incorrect Data".

Training order and structural location of meaningful stimuli: effects on equivalence class formation.

PubMed

Nartey, Richard K; Arntzen, Erik; Fields, Lanny

2015-12-01

In the present study, equivalence class formation was influenced by the temporal point of inclusion of a meaningful stimulus when baseline relations were serially or sequentially trained, and much less so by the location of the meaningful stimulus in the nodal structure of the class. In Experiment 1, participants attempted to form three 3-node, 5-member classes (A→B→C→D→E) under the simultaneous protocol. After serially training the baseline relations AB, BC, CD, and DE, in that order, the emergence of all emergent relations was tested concurrently. In the A-as-PIC condition, A was meaningful stimulus and B to E were meaningless stimulus, and 60 % of the participants formed classes. In addition, classes were formed by 40 %, 70 %, 40 %, and 20 % of the participants in the B-as-PIC, C-as-PIC, D-as-PIC, and E-as-PIC groups, respectively. Thus, the likelihood of class formation could have been influenced by the location of a meaningful stimulus in the class structure and/or by its order of introduction during training. In Experiment 2, we controlled for any effect of order of introduction by the concurrent training of all of the baseline relations. Regardless of the location of the meaningful stimulus, 0-20 % of participants formed classes. Thus, the temporal order of introducing a meaningful stimulus was the primary modulator of the class-enhancing property of meaningful stimuli, and not the location of the meaningful stimulus in the class structure.

RCRA, superfund and EPCRA hotline training module. Introduction to: Hazardous waste incinerators (40 cfr parts 264/265, subpart o) updated July 1996

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

NONE

1996-07-01

The module introduces the concept of burning hazardous wastes in units regulated under RCRA and outlines the requirements for one type of device - the incinerator. It explains what an incinerator is and how incinerators are regulated, and states the conditions under which an owner/operator may be exempt from subpart O. It defines principal organic hazardous constituent (POHC) and describes the criteria under which a POHC is selected. It defines destruction and removal efficiency (DRE) and describes the interaction between compliance with performance standards and compliance with incinerator operating conditions established in the permit. It defines and explains the purposemore » of a `trial burn`.« less

RCRA, superfund and EPCRA hotline training module. Introduction to: Land disposal restrictions (40 cfr parts 268) updated July 1996

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

NONE

1996-07-01

The module presents an overview of the land disposal restrictions (LDR) program. It defines the basic terms and describes the structure of the LDR regulations. It identifies the statutory basis for LDR and describes the applicability of LDR. It explains how EPA sets treatment standards and identifies treatment standards for wastes subject to land disposal restrictions and cites the CFR section. It describes and identifies how exemptions and variances from treatment requirements are obtained, including federal register citations. It defines generator and Treatment, Storage, and Disposal Facility (TSDF) requirements under the LDR program. It summarizes the schedule of existing restrictionsmore » and the plan for restricting newly identified wastes.« less

The application of LANDSAT remote sensing technology to natural resources management. Section 1: Introduction to VICAR - Image classification module. Section 2: Forest resource assessment of Humboldt County.

NASA Technical Reports Server (NTRS)

Fox, L., III (Principal Investigator); Mayer, K. E.

1980-01-01

A teaching module on image classification procedures using the VICAR computer software package was developed to optimize the training benefits for users of the VICAR programs. The field test of the module is discussed. An intensive forest land inventory strategy was developed for Humboldt County. The results indicate that LANDSAT data can be computer classified to yield site specific forest resource information with high accuracy (82%). The "Douglas-fir 80%" category was found to cover approximately 21% of the county and "Mixed Conifer 80%" covering about 13%. The "Redwood 80%" resource category, which represented dense old growth trees as well as large second growth, comprised 4.0% of the total vegetation mosaic. Furthermore, the "Brush" and "Brush-Regeneration" categories were found to be a significant part of the vegetative community, with area estimates of 9.4 and 10.0%.

Comparing Online and In-Person Delivery Formats of the OSHA 10-Hour General Industry Health and Safety Training for Young Workers.

PubMed

Shendell, Derek G; Milich, Lindsey J; Apostolico, Alexsandra A; Patti, Alexa A; Kelly, Siobhan

2017-05-01

Seven school districts or comprehensive high schools were enrolled in online OSHA 10-hour General Industry or Construction health and safety training via CareerSafe to determine the feasibility of online training for students, given limited resources for in-person trainings. A two-campus school district was analyzed comparing OSHA 10 for General Industry across in-person, supervisor-level teachers as authorized trainers, and online course formats. The online training courses were completed by 86 of 91 students, while another 53 of 57 students completed in-person training. Both groups completed identical OSHA-approved quizzes for "Introduction to OSHA," the initial 2-h module consistently provided in OSHA 10 courses across topics and formats. Results indicated teacher supervision was critical, and girls had higher online course completion rates, overall quiz scores, and never failed. Though both cohorts passed, in-person had significantly higher scores than online; both struggled with two questions. Online OSHA 10 for General Industry can be an efficient learning tool for students when limited resources prevent widespread availability of in-person courses.

Three methods of delivering clinic-based training on syndromic management of sexually transmitted diseases in South Africa: a pilot study

PubMed Central

Weaver, Marcia R; Pillay, Erushka; Jed, Suzanne L; de Kadt, Julia; Galagan, Sean; Gilvydis, Jennifer; Marumo, Eva; Mawandia, Shreshth; Naidoo, Evasen; Owens, Tamara; Prongay, Vickery; O'Malley, Gabrielle

2016-01-01

Introduction The South African National Department of Health sought to improve syndromic management of sexually transmitted infections (STIs). Continuing medical education on STIs was delivered at primary healthcare (PHC) clinics using one of three training methods: (1) lecture, (2) computer and (3) paper-based. Clinics with training were compared with control clinics. Methods Ten PHC clinics were randomly assigned to control and 10 to each training method arm. Clinicians participated in on-site training on six modules; two per week for three weeks. Each clinic was visited by three or four unannounced standardised patient (SP) actors pre-training and post-training. Male SPs reported symptoms of male urethritis syndrome and female SPs reported symptoms of vaginal discharge syndrome. Quality of healthcare was measured by whether or not clinicians completed five tasks: HIV test, genital exam, correct medications, condoms and partner notification. Results An average of 31% of clinicians from each PHC attended each module. Quality of STI care was low. Pre-training (n=128) clinicians completed an average of 1.63 tasks. Post-training (n=114) they completed 1.73. There was no change in the number of STI tasks completed in the control arm and an 11% increase overall in the training arms relative to the control (ratio of relative risk (RRR)=1.11, 95% CI 0.67 to 1.84). Across training arms, there was a 26% increase (RRR=1.26, 95% CI 0.77 to 2.06) associated with lecture, 17% increase (RRR=1.17, 95% CI 0.59 to 2.28) with paper-based and 13% decrease (RRR=0.87, 95% CI 0.40 to 1.90) with computer arm relative to the control. Conclusions Future interventions should address increasing training attendance and computer-based training effectiveness. Trial registration number AEARCTR-0000668. PMID:26430128

Availability and Diversity of Training Programs for Responders to International Disasters and Complex Humanitarian Emergencies

PubMed Central

Jacquet, Gabrielle A.; Obi, Chioma C.; Chang, Mary P.; Bayram, Jamil D.

2014-01-01

Introduction: Volunteers and members of relief organizations increasingly seek formal training prior to international field deployment. This paper identifies training programs for personnel responding to international disasters and complex humanitarian emergencies, and provides concise information – if available- regarding the founding organization, year established, location, cost, duration of training, participants targeted, and the content of each program. Methods: An environmental scan was conducted through a combination of a peer-reviewed literature search and an open Internet search for the training programs. Literature search engines included EMBASE, Cochrane, Scopus, PubMed, Web of Science databases using the search terms “international,” “disaster,” “complex humanitarian emergencies,” “training,” and “humanitarian response”. Both searches were conducted between January 2, 2013 and September 12, 2013. Results: 14 peer-reviewed articles mentioned or described eight training programs, while open Internet search revealed 13 additional programs. In total, twenty-one training programs were identified as currently available for responders to international disasters and CHE. Each of the programs identified has different goals and objectives, duration, expenses, targeted trainees and modules. Each of the programs identified has different goals and objectives, duration, expenses, targeted trainees and modules. Seven programs (33%) are free of charge and four programs (19%) focus on the mental aspects of disasters. The mean duration for each training program is 5 to 7 days. Fourteen of the trainings are conducted in multiple locations (66%), two in Cuba (9%) and two in Australia (9%). The cost-reported in US dollars- ranges from $100 to $2,400 with a mean cost of $480 and a median cost of $135. Most of the programs are open to the public, but some are only available by invitation only, such as the International Mobilization Preparation for Action (IMPACT) and the United Nations Humanitarian Civil-Military Coordination (UN-CMCoord) Field Course. Conclusions: A variety of training programs are available for responders to disasters and complex humanitarian emergencies. These programs vary in their objectives, audiences, modules, geographical locations, eligibility and financial cost. This paper presents an overview of available programs and serves as a resource for potential responders interested in capacity-building training prior to deployment. PMID:24987573

RCRA, superfund and EPCRA hotline training module. Introduction to: Generators (40 cfr part 262) updated July 1996

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

NONE

1996-07-01

The module presents an overview of regulations applicable to generators of hazardous waste. It defines the terms `generator` and `co-generator,` and lists the three classes of generators, outlines the different generation and accumulation limits, and provides specific regulatory and CFR citations. It defines episodic generation and explains the use of EPA identification numbers and manifests. It outlines the accumulation standards, defines `empty tank` and `start time` for waste accumulation purposes, and identifies regulations pertaining to accumulation in tanks, containers, containment buildings, and on drip pads. It defines `satellite accumulation` and provides applicable federal register citations. It cites the CFR sectionmore » covering recordkeeping and reporting requirements for generators. It explains how to obtain copies of notification forms and manifests.« less

Designing Web-based telemedicine training for military health care providers.

PubMed

Bangert, D; Doktor, R; Johnson, E

2001-01-01

The purpose of the study was to ascertain those learning objectives that will initiate increased use of telemedicine by military health care providers. Telemedicine is increasingly moving to the center of the health care industry's service offerings. As this migration occurs, health professionals will require training for proper and effective change management. The United States Department of Defense (DoD) is embracing the use of telemedicine and wishes to use Web-based training as a tool for effective change management to increase use. This article summarizes the findings of an educational needs assessment of military health care providers for the creation of the DoD Web-based telemedicine training curriculum. Forty-eight health care professionals were interviewed and surveyed to capture their opinions on what learning objectives a telemedicine training curriculum should include. Twenty learning objectives were found to be needed in a telemedicine training program. These 20 learning objectives were grouped into four learning clusters that formed the structure for the training program. In order of importance, the learning clusters were clinical, technical, organizational, and introduction to telemedicine. From these clusters, five Web-based modules were created, with two addressing clinical learning needs and one for each of the other learning objective clusters.

Le journal: une introduction (The Newspaper: An Introduction). Teacher's Guide [and Module].

ERIC Educational Resources Information Center

Scane, Joyce; Ullmann, Rebecca

A reading activity module based on the newspaper was designed for students in grades 6-8 who have had two years of instruction in French as a second language. The module includes the teacher's guide, the facsimile newspaper, and transparencies for class activities. Module objectives are to introduce students to both newspaper reading and…

Structured Smoking Cessation Training for Medical Students: A Prospective Study

PubMed Central

Herold, Ronja; Schiekirka, Sarah; Brown, Jamie; Bobak, Alex; McEwen, Andy

2016-01-01

Introduction: Physician adherence to guideline recommendations regarding the provision of counseling and support for smokers willing to quit is low. A lack of training during undergraduate medical education has been identified as a potential cause. This prospective intervention study evaluated a novel teaching module for medical students. Methods: As part of a 6-week cardiovascular course, 125 fourth-year undergraduate medical students received a multimodal and interactive teaching module on smoking cessation, including online learning material, lectures, seminars, and practical skills training. Short- and medium-term effects on knowledge, skills, attitudes, and self-reported practice were measured using written examinations and an objective structured clinical examination at the end of the module and 6 months later. Results were compared to data obtained from a historical control cohort (n = 70) unexposed to the intervention. Results: At the 6-month follow-up, scores in the knowledge test were significantly higher in the intervention than the control group (61.1% vs. 51.7%; p < .001). A similar pattern was observed in the objective structured clinical examination (71.5% vs. 60.5%; p < .001). More students in the intervention than control group agreed that smoking was a chronic disease (83.1% vs. 68.1%; p = .045). The control group was more likely to report recording smoking status (p = .018), but no group difference was detected regarding the report of advising to quit (p = .154). Conclusions: A novel teaching module for undergraduate medical students produced a sustained learning outcome in terms of knowledge, skills, and attitudes but not self-reported practice. Implications: Studies across the world have identified considerable knowledge gaps and deficits in practical training with regard to smoking cessation counseling in undergraduate medical students. This paper describes a teaching intervention informed by current recommendations for the design of educational activities aimed at enabling medical students to deliver adequate behavior change counseling. The teaching module was tailored to the needs of a specific healthcare system. Given its effectiveness as demonstrated in this prospective study, a rollout of this intervention in medical schools might have the potential to substantially improve medical students’ knowledge, skills, and attitudes in relation to smoking cessation counseling. PMID:27613926

Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

An improved PSO-SVM model for online recognition defects in eddy current testing

NASA Astrophysics Data System (ADS)

Liu, Baoling; Hou, Dibo; Huang, Pingjie; Liu, Banteng; Tang, Huayi; Zhang, Wubo; Chen, Peihua; Zhang, Guangxin

2013-12-01

Accurate and rapid recognition of defects is essential for structural integrity and health monitoring of in-service device using eddy current (EC) non-destructive testing. This paper introduces a novel model-free method that includes three main modules: a signal pre-processing module, a classifier module and an optimisation module. In the signal pre-processing module, a kind of two-stage differential structure is proposed to suppress the lift-off fluctuation that could contaminate the EC signal. In the classifier module, multi-class support vector machine (SVM) based on one-against-one strategy is utilised for its good accuracy. In the optimisation module, the optimal parameters of classifier are obtained by an improved particle swarm optimisation (IPSO) algorithm. The proposed IPSO technique can improve convergence performance of the primary PSO through the following strategies: nonlinear processing of inertia weight, introductions of the black hole and simulated annealing model with extremum disturbance. The good generalisation ability of the IPSO-SVM model has been validated through adding additional specimen into the testing set. Experiments show that the proposed algorithm can achieve higher recognition accuracy and efficiency than other well-known classifiers and the superiorities are more obvious with less training set, which contributes to online application.

Pretests or advance organizers for Web-based allergy-immunology medical education? A randomized controlled trial.

PubMed

Rank, Matthew A; Volcheck, Gerald W; Swagger, Timothy; Cook, David A

2012-01-01

Web-based modules may facilitate instruction on core topics in allergy and immunology (AI). Pretests (PTs) have been shown to improve learning in Web-based courses, but their effectiveness in comparison with advance organizers (AOs) is unknown. We performed a randomized controlled trial of a Web-based educational intervention for teaching the practical aspects of allergen immunotherapy (AIT). AI Fellows-in-Training were randomly assigned to receive the introduction to the modules in an AO outline (AO group) or as PT questions (PT group). The primary outcome was the difference in posttest scores between groups. The secondary outcome was the difference in PT and posttest scores in the PT group. Thirty participants in the AO group and 35 in the PT group completed the modules and the posttest. The mean (SD) posttest score for the AO group was 74% (14%) compared with 73% (9%) for the PT group, a mean difference of -1% (95% CI, -7%, 5%; p = 0.67). A multivariate analysis controlling for year-in-training and total time spent on the modules revealed virtually identical results. The mean (SD) PT score for the PT group increased from 49 (10%) to 73% (9%), a mean difference of 24% (95% CI, 19%, 28%; p < 0.0001). Introducing Web-based allergy education with PT questions or an AO resulted in similar posttest scores. Posttest scores in the PT group improved significantly compared with PT scores.

Typewriting Syllabus: Part II: Modules. 1976 Revision.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The document is the second of a two-part set on typewriting and focuses on the nine modules of instruction. The nine modules are: (1) keyboard mastery and skill development, (2) basic typewriting competencies, (2a) personal use typewriting, (3) introduction to office typewriting I, (4) introduction to office typewriting II, (5) intermediate office…

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

ERIC Educational Resources Information Center

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

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

Introduction to Concrete Reinforcing. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This module on concrete reinforcing is one of a series of modules designed to teach basic skills necessary for entry-level employment in this field. This module contains three instructional units that cover the following topics: (1) concrete reinforcing materials; (2) concrete reinforcing tools; and (3) concrete reinforcing basic skills. Each…

RCRA/UST, superfund, and EPCRA hotline training module. Introduction to: Generators (40 CFR part 262) updated as of July 1995

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

NONE

1995-11-01

The module presents an overview of regulations applicable to generators of hazardous waste. It defines the terms generator and co-generator. Lists the three classes of generators, outlines the different generation and accumulation limits, and provides specific regulatory and CFR citations. It also defines episodic generation. It explains the use of EPA identification numbers and manifests. It outlines the accumulation standards, defines empty tank and start time for waste accumulation purposes, and identifies regulations pertaining to accumulation in tanks, containers, containment buildings, and on drip pads. It defines satellite accumulation and provides applicable federal register citations. It cites the CFR sectionmore » covering recordkeeping and reporting requirements for generators. It explains how to obtain copies of notification forms and manifests.« less

RCRA, superfund and EPCRA hotline training module. Introduction to: Municipal solid waste disposal facility criteria updated July 1996

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

NONE

1996-07-01

The module provides a summary of the regulatory criteria for municipal solid waste landfills (MSWLFs) and provides the statutory authority under RCRA and the Clean Water Act (CWA) directing EPA to develop the MSWLF criteria in 40 CFR Part 258. It gives the part 258 effective date and the compliance dates for providing demonstrations to satisfy individual regulatory requirements. It identifies the types of facilities that qualify for the small landfill exemption. It explains the requirements of each subpart of part 258 as they apply to states with EPA-approved MSWLF permit programs and states without approved permit programs. It comparesmore » the MSWLF environmental performance standards described in part 258 to the corresponding requirements for hazardous waste TSDFs in part 264, which are generally more stringent.« less

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

ERIC Educational Resources Information Center

Consumer Dynamics Inc., Rockville, MD.

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

Epigenetic programming during monocyte to macrophage differentiation and trained innate immunity

PubMed Central

Saeed, Sadia; Quintin, Jessica; Kerstens, Hindrik H.D.; Rao, Nagesha A; Aghajanirefah, Ali; Matarese, Filomena; Cheng, Shih-Chin; Ratter, Jacqueline; Berentsen, Kim; van der Ent, Martijn A.; Sharifi, Nilofar; Janssen-Megens, Eva M.; Huurne, Menno Ter; Mandoli, Amit; van Schaik, Tom; Ng, Aylwin; Burden, Frances; Downes, Kate; Frontini, Mattia; Kumar, Vinod; Giamarellos-Bourboulis, Evangelos J; Ouwehand, Willem H; van der Meer, Jos W.M.; Joosten, Leo A.B.; Wijmenga, Cisca; Martens, Joost H.A.; Xavier, Ramnik J.; Logie, Colin; Netea, Mihai G.; Stunnenberg, Hendrik G.

2014-01-01

Structured Abstract Introduction Monocytes circulate in the bloodstream for up to 3–5 days. Concomitantly, immunological imprinting of either tolerance (immunosuppression) or trained immunity (innate immune memory) determines the functional fate of monocytes and monocyte-derived macrophages, as observed after infection or vaccination. Methods Purified circulating monocytes from healthy volunteers were differentiated under the homeostatic M-CSF concentrations present in human serum. During the first 24 hours, trained immunity was induced by β-glucan (BG) priming, while post-sepsis immunoparalysis was mimicked by exposure to LPS, generating endotoxin-induced tolerance. Epigenomic profiling of the histone marks H3K4me1, H3K4me3 and H3K27ac, DNase I accessibility and RNA sequencing were performed at both the start of the experiment (ex vivo monocytes) and at the end of the six days of in vitro culture (macrophages). Results Compared to monocytes (Mo), naïve macrophages (Mf) display a remodeled metabolic enzyme repertoire and attenuated innate inflammatory pathways; most likely necessary to generate functional tissue macrophages. Epigenetic profiling uncovered ~8000 dynamic regions associated with ~11000 DNase I hypersensitive sites. Changes in histone acetylation identified most dynamic events. Furthermore, these regions of differential histone marks displayed some degree of DNase I accessibility that was already present in monocytes. H3K4me1 mark increased in parallel with de novo H3K27ac deposition at distal regulatory regions; H3K4me1 mark remained even after the loss of H3K27ac, marking decommissioned regulatory elements. β-glucan priming specifically induced ~3000 distal regulatory elements, whereas LPS-tolerization uniquely induced H3K27ac at ~500 distal regulatory regions. At the transcriptional level, we identified co-regulated gene modules during monocyte to macrophage differentiation, as well as discordant modules between trained and tolerized cells. These indicate that training likely involves an increased expression of modules expressed in naïve macrophages, including genes that code for metabolic enzymes. On the other hand, endotoxin tolerance involves gene modules that are more active in monocytes than in naïve macrophages. About 12% of known human transcription factors display variation in expression during macrophage differentiation, training and tolerance. We also observed transcription factor motifs in DNase I hypersensitive sites at condition-specific dynamic epigenomic regions, implying that specific transcription factors are required for trained and tolerized macrophage epigenetic and transcriptional programs. Finally, our analyses and functional validation indicate that the inhibition of cAMP generation blocked trained immunity in vitro and during an in vivo model of lethal C. albicans infection, abolishing the protective effects of trained immunity. Discussion We documented the importance of epigenetic regulation of the immunological pathways underlying monocyte-to-macrophage differentiation and trained immunity. These dynamic epigenetic elements may inform on potential pharmacological targets that modulate innate immunity. Altogether, we uncovered the epigenetic and transcriptional programs of monocyte differentiation to macrophages that distinguish tolerant and trained macrophage phenotypes, providing a resource to further understand and manipulate immune-mediated responses. PMID:25258085

Mechanical simulators for training for laparoscopic surgery in urology.

PubMed

Rassweiler, Jens; Klein, Jan; Teber, Dogu; Schulze, Michael; Frede, Thomas

2007-03-01

The introduction of laparoscopic surgery into urology has led to new training concepts differing significantly from previous concepts of training for open surgery. This paper focuses on the type and importance of mechanical simulators in laparoscopic training. On the basis of our own studies and experience with the development of various concepts of laparoscopic training, including different modules (i.e., Pelvi-trainer, animal models, clinical mentoring) since 1991, we reviewed the current literature concerning all types of simulators. We focused on training for laparoscopic ablative and reconstructive surgery using mechanical simulators. The principle of a mechanical simulator (i.e., a box with the possibility of trocar insertion) has not changed during the last decade. However, the types of Pelvi-trainers and the models used inside have been improved significantly. According to the task of the simulator, various sophisticated models have been developed, including standardized phantoms, animal organs, and even perfused segments of porcine organs. For laparoscopic suturing, various step-by-step training concepts have been presented. These can be used for determination of the ability of a physician with an interest in laparoscopic surgery, but also to classify the training status of a laparosopic surgeon. Training in laparoscopic surgery has become an important topic, not only in learning a procedure, but also in maintaining skills and preparing for the management of complications. For these purposes, mechanical simulators will definitely play an important role in the future.

Introduction to Heating, Ventilation and Air Conditioning (HVAC). Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Associated General Contractors of America, Washington, DC.

This module on introductory heating, ventilating, and air conditioning (HVAC) is one of a series of modules designed to teach basic skills necessary for entry-level employment in this field. The module contains four instructional units that cover the following topics: (1) HVAC materials; (2) HVAC tools; (3) HVAC layout; and (4) HVAC basic skills.…

Land Application of Wastes: An Educational Program. Societal and Legal Constraints - Module 1.

ERIC Educational Resources Information Center

Clarkson, W. W.; And Others

This module is an introduction to the legal and societal considerations which must be appraised when land application systems are being designed. It serves as an introduction to the federal legislation and state guidelines pertaining to land treatment. The main thrust of this module is to point out some of the concerns which a community is likely…

Optional part-time and longer GP training modules in GP practices associated with more trainees becoming GPs - a cohort study in Switzerland.

PubMed

Studerus, Lara; Ahrens, Regina; Häuptle, Christian; Goeldlin, Adrian; Streit, Sven

2018-01-05

Switzerland, like many other countries, has a shortage of General Practitioners (GPs). Optional GP training modules in GP practices were offered during the at least 5-year GP training program to increase student and trainee interest in becoming a GP. The training modules had not yet been evaluated. We determined how many Swiss GP trainees became practicing GPs after they completed optional training modules, and if longer modules were associated with higher rates of GP specialization. In this population-based cohort study, we included GP trainees who chose an optional GP training module in GP practice, provided by the Foundation to Promote Training in General Practice (WHM) between 2006 and 2015. GP trainees were invited to complete an online survey to assess the primary outcome (becoming a practicing GP by 2016). Data on non-responders was collected via an internet search. We calculated univariate time-to-event curves to become a practicing GP, stratified by trainee's gender, length, part-time training, and number of years after graduation until training modules were completed. We used a multivariate model to adjust for characteristics of participants, training, and satisfaction with training modules. We assessed primary outcome for 351 (92.1%) of 381 former GP trainees who participated in a WHM program between 2006 and 2015. Of these 218 (57%) were practicing GPs by 2016. When focusing on the trainees who had completed training between 2006 and 2010, the rate of practicing GPs was even 73%. Longer (p = 0.018) and part-time training modules (p = 0.003) were associated with higher rates of being a practicing GP. Most (81%) practicing GPs thought their optional GP training module was (very) important in their choice of specialty. GP trainees who spent more time training in a GP practice, or who trained part-time were more likely to become practicing GPs. Most (80%) rated their training module as (very) important in their choice of career, highlighting that these modules effectively encourage the interests of those already inclined towards the GP specialty. Longer GP training modules and more opportunities for part-time training may attract and retain more interested trainees, and possibly increase the number of practicing GPs.

Plumbing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Brath, Ed

These 26 Student Training Modules on plumbing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 577.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Plastering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Hamblen, Ron

These 20 Student Training Modules on plastering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 569.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Drywall. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Moore, Doug

These 18 Student Training Modules on drywall comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 573.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Floor Covering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Hamblen, Ron

These 21 Student Training Modules on floor covering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 565.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Tilesetting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Ausland, Greg

These 24 Student Training Modules on tilesetting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 563.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Bricklaying. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Cholewinski, Scott

These 23 Student Training Modules on bricklaying comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 567.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Parts Counter. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Snyder, James A.

These 23 Student Training Modules on parts counter comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 571.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Cement Finishing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Nama, Joe

These 20 Student Training Modules on cement finishing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 575.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of…

Painting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

ERIC Educational Resources Information Center

Kracht, Shannon

These 21 Student Training Modules on painting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 561.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

Adapting the Training Site to Training Needs. Self-Paced Instructional Module. Module Number VII-A.

ERIC Educational Resources Information Center

King, Sylvester; Brooks, Kent

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on adapting the training site to training needs. The first learning activity is designed to…

Hands-on lessons in ergonomics for youth

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

Bennett, C; Alexandre, M; Jacobs, K

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

Making Milestones: Development and Implementation of a Formal Socioeconomic Curriculum in a Neurosurgical Residency Training Program.

PubMed

Youngerman, Brett E; Zacharia, Brad E; Hickman, Zachary L; Bruce, Jeffrey N; Solomon, Robert A; Benzil, Deborah L

2016-09-01

Improved training in the socioeconomic aspects of medicine is a priority of the Accreditation Council for Graduate Medical Education and the American Board of Neurological Surgeons. There is evidence that young neurosurgeons feel ill equipped in these areas and that additional education would improve patient care. To present our experience with the introduction of a succinct but formal socioeconomic training course to the residency curriculum at our institution. A monthly series of twelve 1-hour interactive modules was designed to address the pertinent Accreditation Council for Graduate Medical Education-American Board of Neurological Surgeons outcomes-based educational milestones. Slide-based lectures provided a comprehensive overview of social, legal, and business issues, and a monthly forum for open discussion allowed residents to draw on their applied experience. Residents took a 20-question pre- and postcourse knowledge assessment, as well as feedback surveys at 6 and 12 months. Residents were able to participate in the lectures, with an overall attendance rate of 91%. Residents felt that the course goals and objectives were well defined and communicated (4.88/5) and rated highly the content, quality, and relevance of the lectures (4.94/5). Performance on the knowledge assessment improved from 58% to 66%. Our experience demonstrates the feasibility of including a formal socioeconomic course in neurosurgical residency training with positive resident feedback and achievement of outcomes-based milestones. Extension to a 2-year curriculum cycle may allow the course to cover more material without compromising other residency training goals. Online modules should also be explored to allow for wider and more flexible participation. ABNS, American Board of Neurological SurgeonsACGME, Accreditation Council for Graduate Medical Education.

RCRA, superfund and EPCRA hotline training module. Introduction to: RCRA financial assurance (40 cfr parts 264/265, subpart h) updated July 1996

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

NONE

1996-07-01

The module addresses financial assurance standards explaining first mechanisms and then the extent of coverage required. It describes the applicability of financial assurance for closure and post-closure and identifies necessary factors for calculating cost estimates. It explains allowable mechanisms for financial assurance, including which mechanisms can be used together and under what conditions. It explains how financial assurance works when a company owns several facilities or when a company is owned by one or more larger companies. It presents the financial assurance requirements for accident liability coverage. It identifies who is subject to sudden versus nonsudden liability provisions and citesmore » applicable definitions. It specifies the amount of liability coverage required for single and multiple facilities. It lists allowable mechanisms and combinations of mechanisms that can be used to satisfy financial assurance liability requirements.« less

RCRA, superfund and EPCRA hotline training module. Introduction to: Closure/post-closure (40 cfr parts 264/265, subpart g) updated July 1996

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

NONE

1996-07-01

The module explains the difference between closure and post-closure. It lists the types of facilities that are subject to closure/post-closures and defines the difference between partial and final closure. It specifies who submits a closure plan and when a closure plan must be submitted, lists the steps in the process, and states the time frame for submittal. It identifies when and how a closure must be amended. It explains the time frame for notification of closure and the deadlines for beginning and completing closure. It specifies which facilities need contingent post-closure plans and lists and the elements of post-closure andmore » cites the requirements. It specifies the conditions and timing for amending a post-closure plan and states who must certify closure/post-closure.« less

Roles of Modern Information Technology in Graduate Training

ERIC Educational Resources Information Center

Li, Ruixian; Gao, Song

2009-01-01

Introduction of information technology into the education field has greatly enriched teaching content and forms, and facilitated transformation of teaching mode, teaching approaches and training concepts. Especially for training of graduates, its introduction seems extraordinarily prominent. In this paper, the authors will analyze and discuss…

Anatomy and Physiology. Module Set I: Introduction to Anatomy and Physiology. Teacher Edition [and] Student Edition. Surgical Technology.

ERIC Educational Resources Information Center

Hilley, Robert

This document, which is the first part in a two-part set of modules on anatomy and physiology for future surgical technicians, contains the teacher and student editions of an introduction to anatomy and physiology that consists of modules on the following topics: (1) organization of the human body; (2) biochemistry and microbiology; (3) infection,…

A Self-Instructional Course in Student Financial Aid Administration. Module 1--Student Financial Aid Administration: Course Study Guide & Introduction to the Field. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

The first of a 17-module self-instructional course, this module provides neophyte financial aid administrators and other instructional personnel with a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher Education Act. It is an introductory course that presents the major responsibilities…

Teller Training Module: Off-Line Banking System. High-Technology Training Module.

ERIC Educational Resources Information Center

Lund, Candyce J.

This teller training module on offline banking systems is intended to be part of a postsecondary financial applications course. The module contains the following sections: module objective; specific objective; content--electronic audit machine key functions, practice packet--sample bank transactions and practicing procedures, and…

47 CFR 73.14 - AM broadcast definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., from which an AM station may broadcast for short periods without prior Commission authorization or... envelope without modulation. Plate modulation. The modulation produced by introduction of the modulating...

Contemporary Cambodian: The Social Institutions.

ERIC Educational Resources Information Center

Kheang, Lim Hack; And Others

"Contemporary Cambodian" consists of seven parts: the "Grammatical Sketch," the "Introduction," four intermediate modules, and a Cambodian-English glossary containing all the words in the series. After completing the "Introduction," a student can study the intermediate modules in any order, since each serves as a partial review of the others. This…

Microscopy imaging system and method employing stimulated raman spectroscopy as a contrast mechanism

DOEpatents

Xie, Xiaoliang Sunney [Lexington, MA; Freudiger, Christian [Boston, MA; Min, Wei [Cambridge, MA

2011-09-27

A microscopy imaging system includes a first light source for providing a first train of pulses at a first center optical frequency .omega..sub.1, a second light source for providing a second train of pulses at a second center optical frequency .omega..sub.2, a modulator system, an optical detector, and a processor. The modulator system is for modulating a beam property of the second train of pulses at a modulation frequency f of at least 100 kHz. The optical detector is for detecting an integrated intensity of substantially all optical frequency components of the first train of pulses from the common focal volume by blocking the second train of pulses being modulated. The processor is for detecting, a modulation at the modulation frequency f, of the integrated intensity of the optical frequency components of the first train of pulses to provide a pixel of an image for the microscopy imaging system.

Towards a framework of nuclear competencies

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

Ghitescu, P.

For the countries considering the introduction of a nuclear energy program, the management of human resources should be a part of the wider integrated management system in order to ensure long term safe and reliable operation. Nuclear energy strategy and approaches to human resources development should take into consideration such fundamental aspects as: development and implementation of a workforce plan, required competencies and qualifications, prerequisites for staffing a nuclear energy program, needed training programs and training facilities, qualification and training requirements. Development of common instruments that respond to the above needs and vision has lead to a new concept ofmore » European Credit System for Vocational Education and Training. The European Credit System for Vocational Education and Training (ECVET) is based on definition of 'learning outcomes ' in terms of knowledge, skills and competence, and on identification of portfolios of learning outcomes that allow an individual to prove competencies in a coherent manner. ECVET proposes a common understanding of basic definitions of education and training as well as of the new proposed concepts and it should be recognized by all employers in the EU. In this context, a number of 'Euratom Fission Training Schemes' (EFTS) have been launched in specific areas where a shortage of skilled professionals has been identified. In these schemes the competence building is the result of traditional education plus life-long learning, non-traditional learning, and other forms of educational experiences, relying, in particular, on border-less mobility to get acquainted with various sectors. Each particular Training Scheme should follow a similar path for the achievement of the designed learning outcomes (knowledge, skills, and attitudes). This path to the Training Scheme consists of different activities regarding: definition of training scheme learning outcomes and modules, assessment of prerequisites and student selection, student interview for development of individual training plan, start of the training activities under a specific training scheme. The introduction and recognition of ECVET will lead to a common taxonomy of competencies, and will provide also information about qualifications and units in numerical form, enabling mutual recognition of a training scheme. The description of the learning outcomes to be achieved for qualifying to a specific job profile may follow the analysis phase of the systematic approach to training (SAT). This would ensure a common tool, already used by all trainers. All these steps contribute to establishing of a framework of nuclear competencies recognized and accepted throughout member states. (authors)« less

Regulation of Muscle Glycogen Metabolism during Exercise: Implications for Endurance Performance and Training Adaptations

PubMed Central

Hearris, Mark A.; Hammond, Kelly M.; Fell, J. Marc; Morton, James P.

2018-01-01

Since the introduction of the muscle biopsy technique in the late 1960s, our understanding of the regulation of muscle glycogen storage and metabolism has advanced considerably. Muscle glycogenolysis and rates of carbohydrate (CHO) oxidation are affected by factors such as exercise intensity, duration, training status and substrate availability. Such changes to the global exercise stimulus exert regulatory effects on key enzymes and transport proteins via both hormonal control and local allosteric regulation. Given the well-documented effects of high CHO availability on promoting exercise performance, elite endurance athletes are typically advised to ensure high CHO availability before, during and after high-intensity training sessions or competition. Nonetheless, in recognition that the glycogen granule is more than a simple fuel store, it is now also accepted that glycogen is a potent regulator of the molecular cell signaling pathways that regulate the oxidative phenotype. Accordingly, the concept of deliberately training with low CHO availability has now gained increased popularity amongst athletic circles. In this review, we present an overview of the regulatory control of CHO metabolism during exercise (with a specific emphasis on muscle glycogen utilization) in order to discuss the effects of both high and low CHO availability on modulating exercise performance and training adaptations, respectively. PMID:29498691

Low-cost Computer-Aided Instruction/Computer-Managed Instruction (CAI/ CMI) System: Feasibility Study

DTIC Science & Technology

1979-12-01

capabilities that are not essential to routine support of the majority of Air Force training. TABLE OF CONTENTS PAGE 1.0 INTRODUCTION ...66 APPEINDIX A Listing of All Survey Items ---------------------- 67 APPENDIX B Introduction to Survey Form and...5 6 1.0 INTRODUCTION Prototype computer-based individualized training systems have been developed and implemented at a number of

Towards More Flexibility in Training: A Review of Some Experiences in Rationalizing the Provision of Vocational Qualifications. Employment and Training Papers.

ERIC Educational Resources Information Center

Tchaban, A., Ed.

This document presents five papers, each describing different experiences in the introduction, promotion and implementation of innovative adult training approaches aimed at achieving more flexibility in skill development. An introduction (Anatoli Tchaban) presents background information and a synthesis of the studies covering definitions, concepts…

The Role of Education and Training in the Economy. Working Paper No. 2.

ERIC Educational Resources Information Center

Maglen, Leo

This paper is intended to provide a brief introduction to how economists assess the importance of education and training in the Australian economy and how the allocation of resources to education can be assessed. Included in the introduction are statistics illustrating the enormous impact of education and training on Australia's economy and a…

Introduction to Insulation. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Associated General Contractors of America, Washington, DC.

This module on introductory insulation is one of a series of modules designed to teach basic skills necessary for entry-level employment in this field. The instructor's guide contains three instructional units that cover the following topics: (1) insulation materials; (2) insulation tools; and (3) insulation layout and basic skills. Each…

Project T.E.A.M. (Technical Education Advancement Modules). Introduction to Industrial Physics.

ERIC Educational Resources Information Center

Whisenhunt, James E.

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour introduction to industrial physics that explains and demonstrates to industrial maintenance mechanics the direct relationship of physics to machinery. Project TEAM is intended to upgrade basic technical competencies of…

Responses to amplitude modulated infrared stimuli in the guinea pig inferior colliculus

NASA Astrophysics Data System (ADS)

Richter, Claus-Peter; Young, Hunter

2013-03-01

Responses of units in the central nucleus of the inferior colliculus of the guinea pig were recorded with tungsten electrodes. The set of data presented here is limited to high stimulus levels. The effect of changing the modulation frequency and the modulation depth was explored for acoustic and laser stimuli. The selected units responded to sinusoidal amplitude modulated (AM) tones, AM trains of clicks, and AM trains of laser pulses with a modulation of their spike discharge. At modulation frequencies of 20 Hz, some units tended to respond with 40 Hz to the acoustic stimuli, but only at 20 Hz for the trains of laser pulses. For all modes of stimulation the responses revealed a dominant response to the first cycle of the modulation, with decreasing number of action potential during successive cycles. While amplitude modulated tone bursts and amplitude modulated trains of acoustic clicks showed similar patterns, the response to trains of laser pulses was different.

Virtual Reality for Pediatric Sedation: A Randomized Controlled Trial Using Simulation

PubMed Central

Davis, Aisha B; O'Connell, Karen J; Willner, Emily; Aronson Schinasi, Dana A; Ottolini, Mary

2016-01-01

Introduction: Team training for procedural sedation for pediatric residents has traditionally consisted of didactic presentations and simulated scenarios using high-fidelity mannequins. We assessed the effectiveness of a virtual reality module in teaching preparation for and management of sedation for procedures. Methods: After developing a virtual reality environment in Second Life® (Linden Lab, San Francisco, CA) where providers perform and recover patients from procedural sedation, we conducted a randomized controlled trial to assess the effectiveness of the virtual reality module versus a traditional web-based educational module. A 20 question pre- and post-test was administered to assess knowledge change. All subjects participated in a simulated pediatric procedural sedation scenario that was video recorded for review and assessed using a 32-point checklist. A brief survey elicited feedback on the virtual reality module and the simulation scenario. Results: The median score on the assessment checklist was 75% for the intervention group and 70% for the control group (P = 0.32). For the knowledge tests, there was no statistically significant difference between the groups (P = 0.14). Users had excellent reviews of the virtual reality module and reported that the module added to their education. Conclusions: Pediatric residents performed similarly in simulation and on a knowledge test after a virtual reality module compared with a traditional web-based module on procedural sedation. Although users enjoyed the virtual reality experience, these results question the value virtual reality adds in improving the performance of trainees. Further inquiry is needed into how virtual reality provides true value in simulation-based education. PMID:27014520

Hybrid modeling of nitrate fate in large catchments using fuzzy-rules

NASA Astrophysics Data System (ADS)

van der Heijden, Sven; Haberlandt, Uwe

2010-05-01

Especially for nutrient balance simulations, physically based ecohydrological modeling needs an abundance of measured data and model parameters, which for large catchments all too often are not available in sufficient spatial or temporal resolution or are simply unknown. For efficient large-scale studies it is thus beneficial to have methods at one's disposal which are parsimonious concerning the number of model parameters and the necessary input data. One such method is fuzzy-rule based modeling, which compared to other machine-learning techniques has the advantages to produce models (the fuzzy-rules) which are physically interpretable to a certain extent, and to allow the explicit introduction of expert knowledge through pre-defined rules. The study focuses on the application of fuzzy-rule based modeling for nitrate simulation in large catchments, in particular concerning decision support. Fuzzy-rule based modeling enables the generation of simple, efficient, easily understandable models with nevertheless satisfactory accuracy for problems of decision support. The chosen approach encompasses a hybrid metamodeling, which includes the generation of fuzzy-rules with data originating from physically based models as well as a coupling with a physically based water balance model. For the generation of the needed training data and also as coupled water balance model the ecohydrological model SWAT is employed. The conceptual model divides the nitrate pathway into three parts. The first fuzzy-module calculates nitrate leaching with the percolating water from soil surface to groundwater, the second module simulates groundwater passage, and the final module replaces the in-stream processes. The aim of this modularization is to create flexibility for using each of the modules on its own, for changing or completely replacing it. For fuzzy-rule based modeling this can explicitly mean that the re-training of one of the modules with newly available data will be possible without problem, while the module assembly does not have to be modified. Apart from the concept of hybrid metamodeling first results are presented for the fuzzy-module for nitrate passage through the unsaturated zone.

Welding Materials. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module on welding materials is one of three modules (see CE 032 889-890) on welding developed for Pre-Apprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 888.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet…

Child Development Programs (CDPs)

DTIC Science & Technology

1993-01-19

Child Abuse Training Modules for Caregivers, DoD Child Abuse Training Modules for Family Child Care Providers, DoD Family Child Care Training Modules, DoD CDP Standards and Inspection Checklist, DoD Child Development Need Survey, The DoD School-Age Care Training Modules, and DD Form 2636, DoD Certificate to Operate Child Development Programs, consistent with reference (9). 4. Implements Pub. L. No. 101-189, Title XV (reference (h)). 5. Replaces references (i) through

Online dimensionality reduction using competitive learning and Radial Basis Function network.

PubMed

Tomenko, Vladimir

2011-06-01

The general purpose dimensionality reduction method should preserve data interrelations at all scales. Additional desired features include online projection of new data, processing nonlinearly embedded manifolds and large amounts of data. The proposed method, called RBF-NDR, combines these features. RBF-NDR is comprised of two modules. The first module learns manifolds by utilizing modified topology representing networks and geodesic distance in data space and approximates sampled or streaming data with a finite set of reference patterns, thus achieving scalability. Using input from the first module, the dimensionality reduction module constructs mappings between observation and target spaces. Introduction of specific loss function and synthesis of the training algorithm for Radial Basis Function network results in global preservation of data structures and online processing of new patterns. The RBF-NDR was applied for feature extraction and visualization and compared with Principal Component Analysis (PCA), neural network for Sammon's projection (SAMANN) and Isomap. With respect to feature extraction, the method outperformed PCA and yielded increased performance of the model describing wastewater treatment process. As for visualization, RBF-NDR produced superior results compared to PCA and SAMANN and matched Isomap. For the Topic Detection and Tracking corpus, the method successfully separated semantically different topics. Copyright © 2011 Elsevier Ltd. All rights reserved.

Standardization of Clinical Skill Evaluation in Physical/Occupational Therapist Education –Effects of Introduction of an Education System Using OSCE–

PubMed Central

Sakurai, Hiroaki; Kanada, Yoshikiyo; Sugiura, Yoshito; Motoya, Ikuo; Yamada, Masayuki; Tomita, Masao; Naka, Toru; Teranishi, Toshio; Tanabe, Shigeo; Tsujimura, Toru; Okanishi, Tetsuo

2013-01-01

[Purpose] A major issue in physical/occupational therapist education is the improvement of students' clinical techniques. In this study, we introduced an education system using an Objective Structured Clinical Examination (OSCE), and made an attempt at standardization of its evaluation. [Subjects] The subjects were 227 students in the classes of 2008 to 2010 who enrolled at our university between 2004 and 2006, before the introduction of the education system using OSCE, and 221 students in the classes of 2011 to 2013 who enrolled between 2007 and 2009, after the introduction. [Methods] Performances in attitude and skills (performance in clinical training and OSCE) were compared between before and after the introduction of OSCE. OSCE results were compared between before and after clinical trainings at each OSCE Level; and the correlation of between performances in clinical training and OSCE was examined. [Results] Performances in OSCE and clinical training (attitude, skills) were improved by the introduction of the education system using OSCE, but no significant correlation was observed in the relationship between performances in OSCE and clinical training. [Conclusion] Further studies should be conducted aiming at the standardization of clinical skill evaluation in postgraduate education to establish an education system using OSCE. PMID:24259918

Capacity building from the inside out: development and evaluation of a CITI ethics certification training module for American Indian and Alaska Native community researchers.

PubMed

Pearson, Cynthia R; Parker, Myra; Fisher, Celia B; Moreno, Claudia

2014-02-01

Current human subject research training modules fail to capture ethically relevant cultural aspects of research involving American Indian and Alaska Native (AI/AN) community members. Applying a Community Engaged Research (CEnR) approach, we adapted the Collaborative IRB Training Initiative training module "assessing risk and benefits." In a two-arm randomized controlled trial, followed by debriefing interviews, we evaluated module acceptability and understandability (test scores) among 40 reservation-based community members. Participants who took the adapted module, compared to those who took the standard module, reported higher scores on relevance of the material overall satisfaction, module quiz scores, and a trend toward higher self-efficacy. Implications of the efficacy of this approach for enhancing ethics training and community participation in research within AI/AN and other cultural populations within and outside the United States are discussed.

A System Approach to Navy Medical Education and Training. Appendix 30. Curriculum for General Hospital Corpsman.

DTIC Science & Technology

1974-08-31

vision, guidance and outstanding direction of Ouida C. Upchurch, Capt., NC, USN, Project Manager. 1 TABLE OF CONTENTS Unit Page IA INTRODUCTION TO THE...DEPARTMENT .. ......... ... 19 ICI. Orientation to the Navy Medical Department ... ...... 21 ID INTRODUCTION TO OBSERVATION, COMMUNICATION, AND INSTRUCTIONAL...Surgical Wounds: Irrigations .... ............ ... 597 IR8. Surgical Wounds: Suture Removal .. .......... ... 601 vi AhI TRAINING UNIT IA INTRODUCTION TO

Welding Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This student training module on welding tools is one of three modules (see CE 032 889-891) on welding developed for Pre-Apprenticeship Phase 1 Training. (A companion instructor's guide is available separately as CE 032 888.) The modules are designed to introduce trade knowledge and skills to the student. This module contains a cover sheet listing…

Occupational Safety. Hand Tools. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on safety when using hand tools is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to teach students the correct safety techniques for operating common hand- and arm-powered tools, including selection, maintenance, technique, and uses. The module may…

Obtaining Training Stations. Module Number 3. Work Experience Program Modules. Coordination Techniques Series.

ERIC Educational Resources Information Center

Schmalle, Bonnie

This self-instructional module, one of 16 on techniques for coordinating work experience programs, provides preservice and inservice educational materials for teacher-coordinators supervising on the job training. The three goals stated for this module are (1) to know the types of information needed to obtain an appropriate training station, (2) to…

The Texas Remote Sensing Training Project

NASA Technical Reports Server (NTRS)

Wells, J. B.

1975-01-01

The project was designed to train federal, state and regional agency managers, scientists and engineers. A one-week seminar was designed and implemented to build vocabulary, introduce technical subject areas and give students enough training to allow them to relate remote sensing technology to operational agency projects. The seminar was designed to perform the dual function of conveying enough remote sensing information to be of value as a stand-alone and preparing students for detailed pattern recognition training. The LARSYS III portion of the training project was executed exactly as designed in the LARSYS training materials package; the LARSYS package did not contain a LANDSAT training module. Two LANDSAT training modules were developed using Texas LANDSAT data. One module contained central Texas data and the second module contained coastal zone data.

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

ERIC Educational Resources Information Center

Dwiggins, Donna; And Others

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

Supplementing research ethics training in psychiatry residents: A five-tier approach.

PubMed

Viswanath, Biju; Jayarajan, Rajan Nishanth; Chandra, Prabha S; Chaturvedi, Santosh K

2018-04-01

Ethics training is a key step in the research supervision of psychiatry trainees and there is need for a structured educational module. We developed a new research ethics training module for psychiatry residents - The Five-Tier Approach. Twenty-five first year psychiatry residents of an academic psychiatric training centre in India participated in this multi-session workshop. Module 1 included the completion of NIH online certification course for research ethics training. Module 2 was a one-hour interactive group discussion on ethical principles in research. Module 3 was a two-hour session consisting of case-based group discussion of nine selected research vignettes. Module 4 involved preparation of an informed consent form. Module 5 was a mock ethics committee role-played by seven students while the larger group observed using a Fish Bowl technique and provided feedback. Assessments were done during the third and final modules. During the third module, understanding regarding certain areas - autonomy, benefits and justice was found to be inadequate. In the final step, all ethical aspects were covered by the students. This five-tier approach seems like a superior tool for research ethics training in academic institutions, especially in Southeast Asia, where the student-teacher ratios are generally very high. Copyright © 2018 Elsevier B.V. All rights reserved.

Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

PubMed

Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

2018-02-01

Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

City and County Solar PV Training Program, Module 3: Detailed Site Evaluation, Project Validation, and Permitting

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

Day, Megan H; Lisell, Lars J

This is the third of five training modules recorded for the City and County Solar PV Training Program. The program is focused on training local government staff in the PV procurement process. This module focuses on siting and permitting for both rooftop and larger, ground-mounted systems rand includes a link to a video.

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

ERIC Educational Resources Information Center

Leone, Peter; And Others

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

Health Occupations Module. The Skeletal System--I.

ERIC Educational Resources Information Center

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

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

Medical Terminology: Suffixes. Health Occupations Education Module.

ERIC Educational Resources Information Center

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

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

Improving Intercultural Interactions. Modules for Cross-Cultural Training Programs. Multicultural Aspects of Counseling Series 3.

ERIC Educational Resources Information Center

Brislin, Richard W., Ed.; Yoshida, Tomoko, Ed.

This book contains modules for use in cross-cultural training programs. A module differs from a chapter in that it is a collection of materials that guide the reader both on the content of a defined unit of training and the method of delivery of that content. The modules are grouped into four sections, three corresponding to organizations in which…

Assessing safety awareness and knowledge and behavioral change among West Virginia loggers

PubMed Central

Helmkamp, J; Bell, J; Lundstrom, W; Ramprasad, J; Haque, A

2004-01-01

Objective: To determine if a video used during logger training influences safety attitude, knowledge, and workplace habits. Method: From April 2002 to October 2003, loggers receiving training through the West Virginia Division of Forestry were given a new safety module. This consisted of a pre-training survey, viewing video, brief introduction to field safety guide, and an immediate post-training survey. Six months after training, loggers were contacted by telephone to assess workplace behavioral changes. Results: 1197 loggers attended 80 training sessions and completed surveys; 21% were contacted at follow up. Pre-training surveys indicated that half said "accidents" were part of the job and had experienced a "close call" in their work. An overwhelming majority felt that safety management and periodic meetings were important. Over 75% indicated they would not take risks in order to make a profit. Several statistically significant improvements were noted in safety knowledge after viewing the video: logger's location in relation to the tree stump during fatal incidents and the pictorial identification of an overloaded truck and the safest cutting notch. At follow up, many of the loggers said they related to the real life victim stories portrayed in the video. Further, the field guide served as a quick and easy reference and taught them valuable tips on safe cutting and felling. Conclusions: Significant changes in safety knowledge and attitude among certified loggers resulted from viewing the video during training. Subsequent use of the video and field guide at the worksite encouraged positive change in self reported work habits and practices. PMID:15314051

Expedition One crew in Russian with Service Module

NASA Image and Video Library

2000-07-14

Photographic documentation of Expedition One crew in Russia with Service Module. Views include: The three crew members for ISS Expedition One train with computers on the trainer / mockup for the Zvezda Service Module. From the left are cosmonauts Yuri Gidzenko, Soyuz commander; and Sergei Krikalev, flight engineer; and astronaut William Shepherd, mission commander. The session took place at the Gagarin Cosmonaut Training Center in Russia (18628). View looking toward the hatch inside the Zvezda Service Module trainer / mockup at the Gagarin Cosmonaut Training Center in Russia (18629). A wide shot of the Zvezda Service Module trainer / mockup, with the transfer compartment in the foreground (18630). Side view of the Zvezda Service Module (18631). An interior shot of the Zarya / Functional Cargo Bay (FGB) trainer / mockup (18632). Astronaut Scott Kelly, director of operations - Russia, walks through a full scale trainer / mockup for the Zvezda Service Module at the Gagarin Cosmonaut Training Center in Russia (18633). Astronaut William Shepherd (right) mission commander for ISS Expedition One, and Sergei Krikalev, flight engineer, participate in a training session in a trainer / mockup of the Zvezda Service Module (18634).

Systems and methods for selective detection and imaging in coherent Raman microscopy by spectral excitation shaping

DOEpatents

Xie, Xiaoliang Sunney; Freudiger, Christian; Min, Wei

2016-03-15

A microscopy imaging system is disclosed that includes a light source system, a spectral shaper, a modulator system, an optics system, an optical detector and a processor. The light source system is for providing a first train of pulses and a second train of pulses. The spectral shaper is for spectrally modifying an optical property of at least some frequency components of the broadband range of frequency components such that the broadband range of frequency components is shaped producing a shaped first train of pulses to specifically probe a spectral feature of interest from a sample, and to reduce information from features that are not of interest from the sample. The modulator system is for modulating a property of at least one of the shaped first train of pulses and the second train of pulses at a modulation frequency. The optical detector is for detecting an integrated intensity of substantially all optical frequency components of a train of pulses of interest transmitted or reflected through the common focal volume. The processor is for detecting a modulation at the modulation frequency of the integrated intensity of substantially all of the optical frequency components of the train of pulses of interest due to the non-linear interaction of the shaped first train of pulses with the second train of pulses as modulated in the common focal volume, and for providing an output signal for a pixel of an image for the microscopy imaging system.

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

ERIC Educational Resources Information Center

Moshier, Kenneth

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

AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT XVIII, ALTERNATOR AND REGULATOR SERVICING AND TESTING, AND AN INTRODUCTION TO TRANSISTOR REGULATORS.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

THIS MODULE OF A 25-MODULE COURSE IS DESIGNED AS A REVIEW OF THE OPERATING PRINCIPLES AND SERVICING PROCEDURES FOR GENERATORS AND AS AN INTRODUCTION TO TRANSISTOR CONTROLLED VOLTAGE REGULATION FOR GENERATORS USED ON DIESEL POWERED EQUIPMENT. TOPICS ARE (1) REVIEW OF GENERATOR PRINCIPLES, AC AND DC, (2) SERVICING AND TESTING ALTERNATORS, AND (3)…

Developing Climate Resilience Toolkit Decision Support Training Sectio

NASA Astrophysics Data System (ADS)

Livezey, M. M.; Herring, D.; Keck, J.; Meyers, J. C.

2014-12-01

The Climate Resilience Toolkit (CRT) is a Federal government effort to address the U.S. President's Climate Action Plan and Executive Order for Climate Preparedness. The toolkit will provide access to tools and products useful for climate-sensitive decision making. To optimize the user experience, the toolkit will also provide access to training materials. The National Oceanic and Atmospheric Administration (NOAA) has been building a climate training capability for 15 years. The target audience for the training has historically been mainly NOAA staff with some modified training programs for external users and stakeholders. NOAA is now using this climate training capacity for the CRT. To organize the CRT training section, we collaborated with the Association of Climate Change Officers to determine the best strategy and identified four additional complimentary skills needed for successful decision making: climate literacy, environmental literacy, risk assessment and management, and strategic execution and monitoring. Developing the climate literacy skills requires knowledge of climate variability and change, as well as an introduction to the suite of available products and services. For the development of an environmental literacy category, specific topics needed include knowledge of climate impacts on specific environmental systems. Climate risk assessment and management introduces a process for decision making and provides knowledge on communication of climate information and integration of climate information in planning processes. The strategic execution and monitoring category provides information on use of NOAA climate products, services, and partnership opportunities for decision making. In order to use the existing training modules, it was necessary to assess their level of complexity, catalog them, and develop guidance for users on a curriculum to take advantage of the training resources to enhance their learning experience. With the development of this CRT training section, NOAA has made significant progress in sharing resources with the external community.

Assembly and evaluation of a training module and dataset with feedback for improved interpretation of digital breast tomosynthesis examinations

NASA Astrophysics Data System (ADS)

Gur, David; Zuley, Margarita L.; Sumkin, Jules H.; Hakim, Christiane M.; Chough, Denise M.; Lovy, Linda; Sobran, Cynthia; Logue, Durwin; Zheng, Bin; Klym, Amy H.

2012-02-01

The FDA recently approved Digital Breast Tomosynthesis (DBT) for use in screening for the early detection of breast cancer. However, MQSA qualification for interpreting DBT through training was noted as important. Performance issues related to training are largely unknown. Therefore, we assembled a unique computerized training module to assess radiologists' performances before and after using the training module. Seventy-one actual baseline mammograms (no priors) with FFDM and DBT images were assembled to be read before and after training with the developed module. Fifty examinations of FFDM and DBT images enriched with positive findings were assembled for the training module. Depicted findings were carefully reviewed, summarized, and entered into a specially designed training database where findings were identified by case number and synchronized to the display of the related FFDM plus DBT examinations on a clinical workstation. Readers reported any findings using screening BIRADS (0, 1, or 2) followed by instantaneous feedback of the verified truth. Six radiologists participated in the study and reader average sensitivity and specificity were compared before and after training. Average sensitivity improved and specificity remained relatively the same after training. Performance changes may be affected by disease prevalence in the training set.

An Alpha and Theta Intensive and Short Neurofeedback Protocol for Healthy Aging Working-Memory Training

PubMed Central

Reis, Joana; Portugal, Ana Maria; Fernandes, Luís; Afonso, Nuno; Pereira, Mariana; Sousa, Nuno; Dias, Nuno S.

2016-01-01

The present study tested the effects of an intensive and short alpha and theta neurofeedback (NF) protocol in working memory (WM) performance in a healthy elder population and explored the effects of a multimodal approach, by supplementing NF with cognitive tasks. Participants were allocated to four groups: NF (N = 9); neurofeedback supplemented with cognitive training (NFCT) (N = 8); cognitive training (CT) (N = 7) and sham neurofeedback (Sham-NF) (N = 6). The intervention consisted in 30-min sessions for 8 days. The NF group presented post intervention increases of alpha and theta relative power as well as performance in the matrix rotation task. In addition, a successful up training of frontal theta showed positive correlation with an improvement of post-training alpha and a better performance in the matrix rotation task. The results presented herein suggest that an intensive and short NF protocol enables elders to learn alpha and theta self-modulation and already presents moderate improvements in cognition and basal EEG. Also, CT group showed moderate performance gains on the cognitive tasks used during the training sessions but no clear improvements on neurophysiology and behavioral measurements were observed. This study represents a first attempt to study the effects of an intensive and short NF protocol in WM performance of elders. The evidence presented here suggests that an intensive and short NF intervention could be a valid alternative for introduction of older populations to NF methodologies. PMID:27458369

A prospective audit on the effect of training and educational workshops on the incidence of urethral catheterization injuries

PubMed Central

Bhatt, Nikita R.; Davis, Niall F.; Quinlan, Mark R.; Flynn, Robert J.; McDermott, T.E.D.; Manecksha, Rustom P.; Thornhill, John A.

2017-01-01

Introduction The incidence of iatrogenic urethral catheterization (UC) injuries is approximately 0.3%. Resultant complications are associated with patient morbidity and unnecessary healthcare costs. Our aim was to investigate whether educational training workshops decreased the incidence of UC-related injuries. Methods A prospective audit was performed to calculate incidence, morbidity, and costs associated with iatrogenic UC injury from January to July 2015. Educational workshops were then conducted with healthcare staff and training modules for junior doctors. UC-related incidence, morbidity, and costs in the subsequent six-month period were recorded prospectively and compared with the previous data. Results The incidence of iatrogenic UC injuries was reduced from 4.3/1000 catheters inserted to 3.8/1000 catheters after the intervention (p=0.59). Morbidity from UC increased in the second half in the form of increase in cumulative additional inpatient hospital stay (22 to 79 days; p=0.25), incidence of urosepsis (n=2 to n=4), and need for operative intervention (n=1 to n=2). The cost of managing UC injuries almost doubled in the period after the training intervention (€50 449 to €90 100). Conclusions Current forms of educational and training interventions for UC did not significantly change morbidity or cost of iatrogenic UC injuries despite a decrease in incidence. Improved and intensive training protocols are necessary for UC to prevent avoidable iatrogenic complications, as well as a safer urethral catheter design. PMID:28761592

Aviation Maintenance Technology. General. G101 Aviation Mathematics and Physics. Instructor Material.

ERIC Educational Resources Information Center

Oklahoma State Board of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

These instructor materials for an aviation maintenance technology course contain three instructional modules covering safety, aviation mathematics, and aviation physics. Each module may contain an introduction and module objective, specific objectives, an instructor's module implementation guide, technical information supplements, transparency…

Production-orientated education and training of the mentally disabled in sheltered employment (PIONIER).

PubMed

Eicker, A; Schneider, S

2000-03-10

The development and realization of a production-orientated education and training system for mentally disabled people in sheltered employment in the course of the project PIONIER. It focuses on the metal and electronic branches of a workshop with a mentally disabled workforce in Alsdorf, Germany. For the development of the modules an assessment tool called MELBA was used to determine the abilities of the disabled people and the requirements of the tasks. Methods for the collection of this information was: observation, questionnaires and documents. Three months after the introduction of educational measures the improvements of the capacity for learning and education of disabled persons was visible. In the same way the development of their self-reliance and social abilities was recorded. The metal working branch was capable of fulfilling every task with respect to quality issues and within set delivery times. The electro working branch was accomplished enough to create new workplaces and to get orders from the computer industry. By the use of a qualification system like PIONIER the tasks of the disabled employees have been enlarged and enriched. In order to cope with the increase competition sheltered workshops have to realize new ways of vocational training for mentally disabled employees.

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

ERIC Educational Resources Information Center

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

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

Health Occupations Module. The Skeletal System--II.

ERIC Educational Resources Information Center

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

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

Medical Terminology: Root Words. Health Occupations Education Module.

ERIC Educational Resources Information Center

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

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

Special-Study Modules in a Problem-Based Learning Medical Curriculum: An Innovative Laboratory Research Practice Supporting Introduction to Research Methodology in the Undergraduate Curriculum

ERIC Educational Resources Information Center

Guner, Gul Akdogan; Cavdar, Zahide; Yener, Nilgun; Kume, Tuncay; Egrilmez, Mehtap Yuksel; Resmi, Halil

2011-01-01

We describe the organization of wet-lab special-study modules (SSMs) in the Central Research Laboratory of Dokuz Eylul Medical School, Izmir, Turkey with the aim of discussing the scientific, laboratory, and pedagogical aspects of this educational activity. A general introduction to the planning and functioning of these SSMs is given, along with…

Rescue Manual. Module 5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Instructional Materials Lab.

This learner manual for rescuers covers the current techniques or practices required in the rescue service. The fifth of 10 modules contains information on hazardous materials. Key points, an introduction, and conclusion accompany substantive material in this module. In addition, the module contains a Department of Transportation guide chart on…

The COMET° Program: Empowering Faculty via Environmental Science Education Resources and Training Opportunities

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Spangler, T. C.; Page, E. M.

2011-12-01

For 20+ years, the COMET Program has provided education to a wide spectrum of users in the atmospheric and related sciences, including faculty and students. COMET's training covers many areas including: climate science; tropical meteorology; marine, coastal, aviation and fire weather; satellite and mesoscale meteorology; numerical weather prediction; hydrometeorology; observational systems; and emergency management and societal impacts. The majority of the training is delivered as self-paced web modules. The entry point to 600+ hours of material is COMET's http://meted.ucar.edu website. This site hosts >400 training modules. Included in these courses are ~100 lessons which have been translated into primarily Spanish and French. Simple, free registration is required. As of summer 2011, there were 200,000 registered users of the site from 200 countries who are taking advantage of this free education and training. Over 9000 of the users are faculty and another 38,000+ are college students. Besides using and re-purposing the high quality multimedia training, faculty often choose to use the registration and assessment system that allows users to take quizzes with each lesson to receive a certificate of completion. With the student's permission, then results can also be e-mailed to an instructor. Another relevant initiative is the creation of a free online, peer reviewed Textbook, "Introduction to Tropical Meteorology" (http://www.meted.ucar.edu/tropical/textbook/). This multimedia textbook is intended for undergraduate and early graduate students, forecasters, and others interested in the impacts of tropical weather and climate. Lastly, with funding from the NOAA/NESDIS/GOES-R Program, COMET recently offered a course for faculty entitled, "Integrating Satellite Data and Products into Geoscience Courses with Emphasis on Advances in Geostationary Satellite Systems." Twenty-four faculty from across the US and the Caribbean participated. Via lectures, lab exercises, and student projects attendees are now prepared to teach future meteorologists about current advanced capabilities as well as next generation data and products. Since many attendees also teach survey courses, they are now prepared to impart this knowledge to many non-science majors (including future K-12 teachers).

Medical Terminology: Prefixes. Health Occupations Education Module.

ERIC Educational Resources Information Center

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

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

Occupational Safety. Hygiene Safety. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on hygiene safety is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to familiarize students with the different types of airborne contaminants--including noise--which may be health hazards and with the proper hygienic measures for dealing with them. The…

Development of Prototype Outcomes-Based Training Modules for Aesthetic Dentistry

ERIC Educational Resources Information Center

Andres, Maricar Joy T.; Borabo, Milagros L.

2015-01-01

The objective of the study is to know the essential components of Aesthetic Dentistry that will be a basis for prototype Outcomes-based training modules. Using a 5-point Likert scale, the researcher-made questionnaire assessed the different elements of Aesthetic Dentistry which are needed in the designing of the training module, the manner of…

Training for Leisure. Flexible Training Packages for Operatives in Leisure-Related Industries. Part 2.

ERIC Educational Resources Information Center

Hunt, Merle; Specht, Carolynne

This curriculum guide for training for leisure occupations in the United Kingdom includes eight modules that have been tested and evaluated. Each module includes objectives and teaching strategies. Programs are encouraged to adapt the materials to particular local needs. The modules included are as follows: (1) personal development; (2) center…

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

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

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

Partnering for Quality under the Workforce Investment Act: A Tool Kit for One-Stop System Building. Module 5: Building a Process for Continuous Improvement. Training Manual with Participant Workbook.

ERIC Educational Resources Information Center

Kogan, Deborah; Koller, Vinz; Kozumplik, Richalene; Lawrence, Mary Ann

This document is part of a five-module training package to help employment and training service providers comply with the Workforce Investment Act (WIA) of 1998 and develop a one-stop training and employment services system. It consists of the participant workbook, trainer manual, and activity worksheets for a module on building a process for…

Assessment of a novel module for training dental students in child abuse recognition and reporting.

PubMed

Shapiro, Michael C; Anderson, O Roger; Lal, Shantanu

2014-08-01

This study assessed the merits of introducing a novel, online interactive training module designed to positively engage dental students and teach them to recognize and report signs of child abuse and neglect. The study aimed to determine if the online training module educated the students equivalently or better than a lecture presentation of the same content. Seventy-two students from Columbia University College of Dental Medicine's class of 2015 (90 percent of the class) agreed to participate and were randomly assigned to either a traditional lecture-based presentation or the online training module. Study participants were given a twenty-question multiple-choice pretest on their knowledge of child abuse recognition and reporting prior to the start of the study. The same instrument was administered as a posttest. At the end of the training, questionnaires were also given to both groups to assess students' perceptions of the two educational methodologies. The results showed that the interactive online training module was more effective than the lecture-based method. Results of the posttest comparison of the two groups were statistically significant (p<0.05) in favor of the online training group. Additionally, the students reported that the interactive online training module was engaging and a helpful resource, but on average they did not prefer it as a total replacement for the lecture-based approach.

Using Community-Based Participatory Research (CBPR) to Develop a Community-Level HIV Prevention Intervention for Latinas: A Local Response to a Global Challenge

PubMed Central

Rhodes, Scott D.; Kelley, Casey; Simán, Florence; Cashman, Rebecca; Alonzo, Jorge; McGuire, Jamie; Wellendorf, Teresa; Hinshaw, Kathy; Allen, Alex Boeving; Downs, Mario; Brown, Monica; Martínez, Omar; Duck, Stacy; Reboussin, Beth

2013-01-01

Introduction and Background The arsenal of interventions to reduce the disproportionate rates of HIV and sexually transmitted disease (STD) infection among Latinos in the United States lags behind what is available for other populations. The purpose of this project was to develop an intervention that builds on existing community strengths to promote sexual health among immigrant Latinas. Methods Our community-based participatory research (CBPR) partnership engaged in a multistep intervention development process. The steps were to (1) increase Latina participation in the existing partnership, (2) establish an intervention team, (3) review the existing sexual health literature, (4) explore health-related needs and priorities of Latinas, (5) narrow priorities based on what is important and changeable, (6) blend health behavior theory with Latinas’ lived experiences, (7) design an intervention conceptual model, (8) develop training modules and (9) resource materials, and (10) pretest and (11) revise the intervention. Results The MuJEReS intervention contains five modules to train Latinas to serve as lay health advisors (LHAs) known as “Comadres.” These modules synthesize locally collected data with other local and national data, blend health behavior theory with the lived experiences of immigrant Latinas, and harness a powerful existing community asset, namely, the informal social support Latinas provide one another. Conclusion This promising intervention is designed to meet the sexual health priorities of Latinas. It extends beyond HIV and STDs and frames disease prevention within a sexual health promotion framework. It builds on the strong, preexisting social networks of Latinas and the preexisting, culturally congruent roles of LHAs. PMID:22483581

Label Review Training: Module 1: Label Basics, Page 29

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This page is a quiz on Module 1.

Mirrors of Excellence: Reflections for Teacher Education from Training Programs in Ten Corporations and Agencies.

ERIC Educational Resources Information Center

Houston, W. Robert, Ed.

Ten separate articles reviewing the training programs operated by 10 corporations and agencies are collected in this booklet. The articles describe the programs and assess their implications for teacher education. An introduction and a summary of the implications complete the document. The titles and authors of the articles are "Introduction:…

Are teachers of children and young adolescents responsive to suicide prevention training modules? Yes.

PubMed

Davidson, M W; Range, L M

1999-01-01

Both before and after a 1-hour suicide prevention training module, 75 elementary teachers-in-training read a 4-sentence vignette about a suicidal student ("Pat"), then completed 8 questions about their responses. Compared with pretraining, at post-training these teachers were more likely to say that they would send or escort Pat to the counselor's office, use written or verbal no-suicide agreements, call Pat's parents, believe Pat to be serious rather than simply seeking attention, and feel comfortable handling a similar situation. Increased proactive attitudes after one hour of training imply that teachers would benefit from periodic suicide awareness and prevention training modules.

Millwright Apprenticeship. Related Training Modules. 8.1-8.5 Turbines.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains five modules covering turbines. The modules provide information on the following topics: types, components, and auxiliaries of steam turbines; operation and maintenance of steam turbines; and gas turbines. Each module consists…

Stationary Engineers Apprenticeship. Related Training Modules. 20.1-23.1 Miscellaneous.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with miscellaneous job skills needed by persons working in power plants. Addressed in the individual instructional packages included in the module are the following topics: transformers, circuit protection, construction of foundations…

Millwright Apprenticeship. Related Training Modules. 11.1-11.2 Generators.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains two modules covering generators. The modules provide information on the following topics: types and construction of generators and generator operation. Each module consists of a goal, performance indicators, student study guide,…

A conceptual curriculum framework designed to ensure quality student health visitor training in practice.

PubMed

Hollinshead, Jayne; Stirling, Linda

2014-07-01

This paper describes the challenges faced by a trust in England following the introduction of the Health Visitor Implementation Plan. Two practice education facilitators designed a conceptual curriculum framework to ensure quality student health visitor education in practice. This curriculum complimented the excellent academic course already delivered by the University. A justification is provided for the design of the curriculum framework, including a rationale for the introduction of specific training sessions. Student and practice teacher feedback demonstrate the success of the introduction of this programme to ensure the development of student health visitors fit for practice. The conclusion places emphasis on the importance of continuous evaluation of the training programme to meet the needs of the students and the service.

ASTP crewmen in Docking Module trainer during training session at JSC

NASA Technical Reports Server (NTRS)

1975-01-01

An interior view of the Docking Module trainer in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. Astronaut Donald K. Slayton (right) is the docking module pilot of the American ASTP prime crew. The other man is Cosmonaut Valeriy N. Kubasov, engineer on the Soviet ASTP first (prime) crew. The training session simulated activities on the second day in space. The Docking module is designed to link the Apollo and Soyuz spacecraft.

APOLLO 17 PRELAUNCH ASTRONAUT TRAINING

NASA Technical Reports Server (NTRS)

1972-01-01

Apollo 17 Mission Commander Eugene A. Cernan, a Navy Captain, and Lunar Module Pilot Dr. Harrison H. [Jack] Schmitt, civilian scientist-astronaut, at right, familiarize themselves with equipment used in the Lunar Module in which the pair will descent to the lunar surface during December. Cernan and Dr. Schmitt are undergoing prelaunch training in the Lunar Module Simulator at the Flight Crew Training Building at the Kennedy Space Center. Navy Commander Ronald E. Evans, Command Module Pilot, will accompany Cernan and Dr. Schmitt on the mission.

Mapping, Awareness, And Virtualization Network Administrator Training Tool Virtualization Module

DTIC Science & Technology

2016-03-01

AND VIRTUALIZATION NETWORK ADMINISTRATOR TRAINING TOOL VIRTUALIZATION MODULE by Erik W. Berndt March 2016 Thesis Advisor: John Gibson...REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE MAPPING, AWARENESS, AND VIRTUALIZATION NETWORK ADMINISTRATOR TRAINING TOOL... VIRTUALIZATION MODULE 5. FUNDING NUMBERS 6. AUTHOR(S) Erik W. Berndt 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate School

Appropriate Work Habits and Attitudes. Pre-Apprenticeship Phase 1 Training.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This self-paced student training module on work attitudes and habits is one of a number of modules developed for Pre-apprenticeship Phase 1 Training. Purpose of the module is to make students aware of the importance of developing appropriate work habits and attitudes and to teach them how best to prove these to fellow workers, supervisors, and…

CREW TRAINING - APOLLO XVI (EGRESS) - GULF

NASA Image and Video Library

1972-02-25

S72-30166 (5 May 1972) --- The Apollo 16 prime crew relax aboard the NASA Motor Vessel Retriever during water egress training activity in the Gulf of Mexico. They are, left to right, astronauts Thomas K. Mattingly II, command module pilot; John W. Young, commander; and Charles M. Duke Jr., lunar module pilot. The Command Module trainer was used in the training exercise.

Getting Down to Business: Pest Control Service, Module 28. Teacher Guide. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This is the twenty-eighth in a set of 36 teacher guides to the Entrepreneurship Training modules and accompanies CE 031 084. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions…

Interprofessional Learning – Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald

PubMed Central

Partecke, Maud; Balzer, Claudius; Finkenzeller, Ingmar; Reppenhagen, Christiane; Hess, Ulrike; Hahnenkamp, Klaus; Meissner, Konrad

2016-01-01

Introduction: Interprofessional collaboration is of great importance in clinical practice, particularly in the field of emergency medicine. The professions involved in providing emergency care must work hand in hand, and tasks and routines must be coordinated effectively. However, medical and nursing students have only few opportunities to experience interprofessional cooperation during their formal training. Addressing this situation, the Department of Anesthesiology and the Vocational School of Greifswald University Medical School initiated a project to increase patient safety by integrating interprofessional human factor training into the curriculum of both health professions. This manuscript addresses how an interprofessional course module focusing on clinical emergency medicine can be taught with an emphasis on competency and problem-solving. In addition, it was important to identify suitable instruments for systematic quality development and assurance of this teaching and learning format. Project description: The aim of the project, which took place from October 2013 to September 2015, was the development, implementation and evaluation of a simulation-based, interprofessional course module on clinical emergency medicine. Target groups were medical and nursing students. Modern pedagogical models and methods were applied to the design and teaching of the course content. The project was carried out in separate phases: definition, planning, practical implementation, evaluation and documentation. The project was accompanied by systematic quality development. Established guidelines for quality-centered school development were applied to quality development, assurance and evaluation. Results: Over two years, a 16 credit-hour course module was developed and then taught and evaluated during the 2014 and 2015 summer semesters. A total of 120 medical students and 120 nursing students participated in the course module. Eighteen teachers from medicine and nursing were trained as instructors and assisted by 12 student tutors. Regular evaluations focused on different aspects of the project, using instruments for empirical educational research. Excellent ratings given to the course by the attendees indicate a high degree of satisfaction in both participating professions regarding course design and content, as well as the quality of teaching. Discussion: In a position paper, the GMA committee on Interprofessional Education in Health Professions issued recommendations for interprofessional education. The recommendations given for teaching and quality assurance are drawn upon here, and relevant examples from the course concept presented. Conclusion: The design of the course corresponds to the recommendations of the GMA committee on Interprofessional Education in the Health Professions. Based on these, and considering the satisfactory evaluations, both continuation and further development of this interprofessional teaching format are justified. PMID:27280143

Resource Conservation and Recovery Act Training Module about Treatment, Storage and Disposal Facilities

EPA Pesticide Factsheets

This training module describes:general requirements applicable to treatment, storage, and disposal facilitiesrequirements for waste analysis and personnel training purpose of a contingency plan and list the emergency notification procedures.

Label Review Training: Module 3: Special Issues, Page 12

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

Label Review Training: Module 3: Special Issues, Page 23

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

Label Review Training: Module 3: Special Issues, Page 3

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

Label Review Training: Module 3: Special Issues, Page 9

EPA Pesticide Factsheets

This module further describes and provides strategies for reviewing some of the label parts introduced in Module 2 of the pesticide label training, such as precautionary statements, directions for use, worker protection labeling, and more.

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

ERIC Educational Resources Information Center

Greenville Technical Coll., SC.

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

Nuclear Technology. Course 28: Welding Inspection. Module 28-5, Qualifications.

ERIC Educational Resources Information Center

Espy, John

This fifth in a series of ten modules for a course titled Welding Inspection describes qualification requirements for welding procedures and welders and the role of the nuclear quality assurance/quality control technician. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3)…

Nuclear Technology. Course 28: Welding Inspection. Module 28-4, Weld Joint Verification.

ERIC Educational Resources Information Center

Espy, John

This fourth in a series of ten modules for a course titled Welding Inspection discusses the nomenclature, symbols, and the purposes of most common joint designs, preparations, and fit-ups. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to…

Nuclear Technology. Course 28: Welding Inspection. Module 28-1, Welding Fundamentals and Processes.

ERIC Educational Resources Information Center

Espy, John

This first in a series of ten modules for a course titled Welding Inspection describes the role and responsbilities of the quality assurance/quality control technician in welding inspections. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to…

Ionizing and Nonionizing Radiation Protection. Module SH-35. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on ionizing and nonionizing radiation protection is one of 50 modules concerned with job safety and health. This module describes various types of ionizing and nonionizing radiation, and the situations in the workplace where potential hazards from radiation may exist. Following the introduction, 13 objectives (each keyed to a…

Nuclear Technology. Course 28: Welding Inspection. Module 28-9, Weld Repair Control.

ERIC Educational Resources Information Center

Espy, John

This ninth in a series of ten modules for a course titled Welding Inspection describes the purposes, essential elements, and application of a weld control program. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to instructor/student, (5) subject…

Nuclear Technology. Course 31: Quality Assurance Practices. Module 31-5, Nonconforming Materials.

ERIC Educational Resources Information Center

Pritchard, Jim; Espy, John

This fifth in a series of eight modules for a course titled Quality Assurance Practices describes the essential elements of a nonconforming material control system, including purpose and application. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to…

Recognizing Job Health Hazards. Module SH-08. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on recognizing job health hazards is one of 50 modules concerned with job safety and health. This module presents the four general categories of environmental conditions or stresses: chemical, physical, biological, and ergonomic. Following the introduction, 14 objectives (each keyed to a page in the text) the student is…

Safety Features of Material and Personnel Movement Devices. Module SH-25. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on safety features of material and personnel movement devices is one of 50 modules concerned with job safety and health. This module covers safe conditions and operating practices for conveyors, elevators, escalators, moving walks, manlifts, forklifts, and motorized hand trucks. Following the introduction, 10 objectives (each…

Nuclear Technology. Course 28: Welding Inspection. Module 28-6, Process Controls.

ERIC Educational Resources Information Center

Espy, John

This sixth in a series of ten modules for a course titled Welding Inspection describes procedures review, process monitoring, and weld defect analysis. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to instructor/student, (5) subject matter, (6)…

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

ERIC Educational Resources Information Center

Clarkson, W. W.; And Others

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

Stationary Engineers Apprenticeship. Related Training Modules. 13.1-13.7 Pumps.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with pumps. Addressed in the individual instructional packages included in the module are the following topics: types, classifications, and applications of pumps; pump construction; procedures for calculating pump heat and pump flow;…

Stationary Engineers Apprenticeship. Related Training Modules. 3.1-3.4 Drawing.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of four learning modules on drawing is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a…

Millwright Apprenticeship. Related Training Modules. 17.1-17.13 Hydraulics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 13 learning modules on hydraulics is 1 of 6 such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check list of…

Stationary Engineers Apprenticeship. Related Training Modules. 10.1-10.5 Machine Components.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on machine components is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, statement…

Millwright Apprenticeship. Related Training Modules. 10.1-10.5 Combustion.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains five modules covering combustion. The modules provide information on the following topics: the combustion process, types of fuel, air and fuel gases, heat transfer, and combustion in wood. Each module consists of a goal,…

Stationary Engineers Apprenticeship. Related Training Modules. 15.1-15.5 Turbines.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with turbines. addressed in the individual instructional packages included in the module are the following topics: types and components of steam turbines, steam turbine auxiliaries, operation and maintenance of steam turbines, and gas…

Stationary Engineers Apprenticeship. Related Training Modules. 8.1-8.13 Hydraulics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 13 learning modules on hydraulics is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a…

Stationary Engineers Apprenticeship. Related Training Modules. 9.1-9.6 Refrigeration.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of six learning modules on refrigeration is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, statement of…

Stationary Engineers Apprenticeship. Related Training Modules. 12.1-12.9. Boilers.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with boilers. Addressed in the individual instructional packages included in the module are the following topics: firetube and watertube boilers; boiler construction; procedures for operating and cleaning boilers; and boiler fittings,…

Stationary Engineers Apprenticeship. Related Training Modules. 16.1-16.5 Combustion.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with combustion. Addressed in the individual instructional packages included in the module are the following topics: the combustion process, types of fuel, air and flue gases, heat transfer during combustion, and wood combustion. Each…

Stationary Engineers Apprenticeship. Related Training Modules. 5.1-5.17 Electricity/Electronics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 17 learning modules on electricity/electronics is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators,…

Millwright Apprenticeship. Related Training Modules. 15.1-15.5 Miscellaneous.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on miscellaneous topics is one of six such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a…

Millwright Apprenticeship. Related Training Modules. 13.1-13.2 Air Compressors.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of two learning modules on air compressors is one of six such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Millwright Apprenticeship. Related Training Modules. 12.1-12.3 Feedwater.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of three learning modules on feedwater is one of six such packets developed for apprenticeship training for millwrights. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check list…

Stationary Engineers Apprenticeship. Related Training Modules. 4.1-4.5 Tools.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on tools is one of 20 such packets developed for apprenticeship training for stationary engineers. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: a lesson goal, performance indicators, study guide…

The views of key stakeholders in Zimbabwe on the introduction of postgraduate family medicine training: A qualitative study.

PubMed

Sururu, Cherifa; Mash, Robert

2017-09-12

Strengthening primary health care (PHC) is a priority for all effective health systems, and family physicians are seen as a key member of the PHC team. Zimbabwe has joined a number of African countries that are seriously considering the introduction of postgraduate family medicine training. Implementation of training, however, has not yet happened. To explore the views of key stakeholders on the introduction of postgraduate family medicine training. Key academic, governmental and professional stakeholders in Zimbabwean health and higher education systems. Twelve semi-structured interviews were conducted with purposively selected key stakeholders. Data were recorded, transcribed and analysed using the framework method. Anticipated benefits: More effective functioning of PHC and district health services with reduced referrals, improved access to more comprehensive services and improved clinical outcomes. Opportunities: International trend towards family medicine training, government support, availability of a small group of local trainers, need to revise PHC policy. Anticipated barriers: Family medicine is unattractive as a career choice because it is largely unknown to newly qualified doctors and may not be recognised in private sector. There is concern that advocacy is mainly coming from the private sector. Threats: Economic conditions, poor remuneration, lack of funding for resources and new initiatives, resistance from other specialists in private sector. Stakeholders anticipated significant benefits from the introduction of family medicine training and identified a number of opportunities that support this, but also recognised the existence of major barriers and threats to successful implementation.

Tailoring Shipboard Training to Fleet Performance Needs: IV. Training Modules and Administrative Aids for the Shipboard Propulsion Plant Operator Training (SPPOT) Program.

DTIC Science & Technology

1982-08-01

technology , main propulsion systems, on- board training, on-the-job training, performance-oriented training, shipboard training, shipboard training...ensure that the trainee has a general idea of the role played by the system or equipment in the operation of the propulsion plant. If a system is...the watchstation modules, greater care is taken in their design. When the amount ofinformation involved in a diagram is not excessive, both names and

Apollo 9 prime crew inside Apollo command module boilerplate during training

NASA Image and Video Library

1968-11-05

S68-54850 (5 Nov. 1968) --- The prime crew of the Apollo 9 (Spacecraft 104/Lunar Module 3/Saturn 504) space mission are seen inside an Apollo command module boilerplate during water egress training activity in the Gulf of Mexico. From foreground, are astronauts James A. McDivitt, commander; David R. Scott, command module pilot; and Russell L. Schweickart, lunar module pilot.

Introduction to Space Station Freedom

NASA Technical Reports Server (NTRS)

Kohrs, Richard

1992-01-01

NASA field centers and contractors are organized to develop 'work packages' for Space Station Freedom. Marshall Space Flight Center and Boeing are building the U.S. laboratory and habitation modules, nodes, and environmental control and life support system; Johnson Space Center and McDonnell Douglas are responsible for truss structure, data management, propulsion systems, thermal control, and communications and guidance; Lewis Research Center and Rocketdyne are developing the power system. The Canadian Space Agency (CSA) is contributing a Mobile Servicing Center, Special Dextrous Manipulator, and Mobile Servicing Center Maintenance Depot. The National Space Development Agency of Japan (NASDA) is contributing a Japanese Experiment Module (JEM), which includes a pressurized module, logistics module, and exposed experiment facility. The European Space Agency (ESA) is contributing the Columbus laboratory module. NASA ground facilities, now in various stages of development to support Space Station Freedom, include: Marshall Space Flight Center's Payload Operations Integration Center and Payload Training Complex (Alabama), Johnson Space Center's Space Station Control Center and Space Station Training Facility (Texas), Lewis Research Center's Power System Facility (Ohio), and Kennedy Space Center's Space Station Processing Facility (Florida). Budget appropriations impact the development of the Space Station. In Fiscal Year 1988, Congress appropriated only half of the funds that NASA requested for the space station program ($393 million vs. $767 million). In FY 89, NASA sought $967 million for the program, and Congress appropriated $900 million. NASA's FY 90 request was $2.05 billion compared to an appropriation of $1.75 billion; the FY 91 request was $2.45 billion, and the appropriation was $1.9 billion. After NASA restructured the Space Station Freedom program in response to directions from Congress, the agency's full budget request of $2.029 billion for Space Station Freedom in FY 92 was appropriated. For FY 93, NASA is seeking $2.25 billion for the program; the planned budget for FY 94 is $2.5 billion. Further alterations to the hardware configuration for Freedom would be a serious setback; NASA intends 'to stick with the current baseline' and continue planning for utilization.

Volume 1 - Introduction

EPA Pesticide Factsheets

An introduction to the Emissions Inventory Improvement Program (EIIP) materials. Describes EIIP development, use of EIIP, inventory staff training, and planning, development, documentation, and reporting of inventories.

High-Impact Training Solutions: Top Issues Troubling Trainers.

ERIC Educational Resources Information Center

Burke, Lisa A., Ed.

Designed for front-line training professionals, this book addresses the most pressing issues in the training and development field (T&D). "Introduction" (Lisa A. Burke) discusses the importance of viewing training as a subsystem of human resources, training as a systematic process, and indicators of high impact training.…

N-Substituted carbazolyloxyacetic acids modulate Alzheimer associated gamma-secretase.

PubMed

Narlawar, Rajeshwar; Pérez Revuelta, Blanca I; Baumann, Karlheinz; Schubenel, Robert; Haass, Christian; Steiner, Harald; Schmidt, Boris

2007-01-01

N-Sulfonylated and N-alkylated carbazolyloxyacetic acids were investigated for the inhibition and modulation of the Alzheimer's disease associated gamma-secretase. The introduction of a lipophilic substituent, which may vary from arylsulfone to alkyl, turned 2-carbazolyloxyacetic acids into potent gamma-secretase modulators. This resulted in the selective reduction of Abeta(42) and an increase of the less aggregatory Abeta(38) fragment by several compounds (e.g., 7d and 8c). Introduction of an electron donating group at position 6 and 8 of N-substituted carbazolyloxyacetic acids either decreased the activity or inversed modulation. The most active compounds displayed activity on amyloid precursor protein (APP) overexpressing cell lines in the low micromolar range and little or no effect on the gamma-secretase cleavage at the epsilon-site.

Reaching consensus: a review on sexual health training modules for professional capacity building.

PubMed

Karimian, Zahra; Azin, Seied Ali; Javid, Nasrin; Araban, Marzieh; Maasoumi, Raziyeh; Aghayan, Shahrokh; Merghati Khoie, Effat

2018-01-01

Background: Professional capacity building (PCB) is the focus point in health-related subjects.The present study was conducted to systematically review the existing sexual health training modules for health care providers. Methods: The following keywords were used to search: training, education, professional capacity, practitioner, sexual health, skill education, module, course, package and curriculum.The term MESH is referred to Medical Subject Headings and the following databases were investigated: MEDLINE, EMBASE, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), The Cochrane Library and Web of Science, Scopus, Google Scholar, SID,Magiran, and Iranmedex. All articles from 1980 to 2015 were extracted. Online modules were excluded. Considering that lesson plan was the basis of instruction, the modules were selected based on the characteristics of the lesson plans. Results: A total number of 38 published training modules in the field of sexuality we redetermined. In total, more than half of the modules (58%) were designed for medical doctor sand allied health professionals and the remaining (42%) were for nurses and midwives. Almost all the modules (97%) were introduced and utilized in developed countries, and only 3% were disseminated in developing countries. Conclusion: There are invaluable modules to build professional capacity in the field of sexual health. As a number of modules have been designed for nurses and midwifes, as the first-line health care providers, the use of these groups in sexual counseling and empowerment for sexual health is essential. No sexual health training program was designed in Iran. Therefore, designing such modules according to Iranian culture is strongly recommended.

Reaching consensus: a review on sexual health training modules for professional capacity building

PubMed Central

Karimian, Zahra; Azin, Seied Ali; Javid, Nasrin; Araban, Marzieh; Maasoumi, Raziyeh; Aghayan, Shahrokh; Merghati Khoie, Effat

2018-01-01

Background: Professional capacity building (PCB) is the focus point in health-related subjects.The present study was conducted to systematically review the existing sexual health training modules for health care providers. Methods: The following keywords were used to search: training, education, professional capacity, practitioner, sexual health, skill education, module, course, package and curriculum.The term MESH is referred to Medical Subject Headings and the following databases were investigated: MEDLINE, EMBASE, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), The Cochrane Library and Web of Science, Scopus, Google Scholar, SID,Magiran, and Iranmedex. All articles from 1980 to 2015 were extracted. Online modules were excluded. Considering that lesson plan was the basis of instruction, the modules were selected based on the characteristics of the lesson plans. Results: A total number of 38 published training modules in the field of sexuality we redetermined. In total, more than half of the modules (58%) were designed for medical doctor sand allied health professionals and the remaining (42%) were for nurses and midwives. Almost all the modules (97%) were introduced and utilized in developed countries, and only 3% were disseminated in developing countries. Conclusion: There are invaluable modules to build professional capacity in the field of sexual health. As a number of modules have been designed for nurses and midwifes, as the first-line health care providers, the use of these groups in sexual counseling and empowerment for sexual health is essential. No sexual health training program was designed in Iran. Therefore, designing such modules according to Iranian culture is strongly recommended. PMID:29423357

Changes in auditory nerve responses across the duration of sinusoidally amplitude-modulated electric pulse-train stimuli.

PubMed

Hu, Ning; Miller, Charles A; Abbas, Paul J; Robinson, Barbara K; Woo, Jihwan

2010-12-01

Response rates of auditory nerve fibers (ANFs) to electric pulse trains change over time, reflecting substantial spike-rate adaptation that depends on stimulus parameters. We hypothesize that adaptation affects the representation of amplitude-modulated pulse trains used by cochlear prostheses to transmit speech information to the auditory system. We recorded cat ANF responses to sinusoidally amplitude-modulated (SAM) trains with 5,000 pulse/s carriers. Stimuli delivered by a monopolar intracochlear electrode had fixed modulation frequency (100 Hz) and depth (10%). ANF responses were assessed by spike-rate measures, while representation of modulation was evaluated by vector strength (VS) and the fundamental component of the fast Fourier transform (F(0) amplitude). These measures were assessed across the 400 ms duration of pulse-train stimuli, a duration relevant to speech stimuli. Different stimulus levels were explored and responses were categorized into four spike-rate groups to assess level effects across ANFs. The temporal pattern of rate adaptation to modulated trains was similar to that of unmodulated trains, but with less rate adaptation. VS to the modulator increased over time and tended to saturate at lower spike rates, while F(0) amplitude typically decreased over time for low driven rates and increased for higher driven rates. VS at moderate and high spike rates and degree of F(0) amplitude temporal changes at low and moderate spike rates were positively correlated with the degree of rate adaptation. Thus, high-rate carriers will modify the ANF representation of the modulator over time. As the VS and F(0) measures were sensitive to adaptation-related changes over different spike-rate ranges, there is value in assessing both measures.

ASTP crewmen in Apollo Command Module Trainer during training session at JSC

NASA Technical Reports Server (NTRS)

1975-01-01

The three members of the American ASTP prime crew are photographed inside the Apollo Command Module (CM) trainer in a water tank in bldg 260 during water egress training at JSC. They are, left to right, Astronauts Thomas P. Stafford, commander; Vance D. Brand, command module pilot; and Donald K. Slayton, docking module pilot (23430); Slayton attaches his life preserver as he egresses an Apollo Command Module trainer in a water tank in bldg 260 during water egresss training at JSC. Astronauts Brand (on left) and Stafford have already egressed the trainer and are seated in a three-man life raft.

Vibrotactile sensory substitution for object manipulation: amplitude versus pulse train frequency modulation.

PubMed

Stepp, Cara E; Matsuoka, Yoky

2012-01-01

Incorporating sensory feedback with prosthetic devices is now possible, but the optimal methods of providing such feedback are still unknown. The relative utility of amplitude and pulse train frequency modulated stimulation paradigms for providing vibrotactile feedback for object manipulation was assessed in 10 participants. The two approaches were studied during virtual object manipulation using a robotic interface as a function of presentation order and a simultaneous cognitive load. Despite the potential pragmatic benefits associated with pulse train frequency modulated vibrotactile stimulation, comparison of the approach with amplitude modulation indicates that amplitude modulation vibrotactile stimulation provides superior feedback for object manipulation.

Human Development Student Modules.

ERIC Educational Resources Information Center

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

This set of 61 student learning modules deals with various topics pertaining to human development. The modules, which are designed for use in performance-based vocational education programs, each contain the following components: an introduction for the student, a performance objective, a variety of learning activities, content information, a…

Dutch Research on Knowledge-Based Instructional Systems: Introduction to the Special Issue.

ERIC Educational Resources Information Center

van Merrienboer, Jeroen J. G.

1994-01-01

Provides an overview of this issue that reviews Dutch research concerning knowledge-based instructional systems. Topics discussed include experimental research, conceptual models, design considerations, and guidelines; the design of student diagnostic modules, instructional modules, and interface modules; second-language teaching; intelligent…

Apollo 9 prime crew on deck of ship prior to water egress training

NASA Image and Video Library

1968-11-05

S68-54841 (5 Nov. 1968) --- The prime crew of the Apollo 9 (Spacecraft 104/Lunar Module 3/Saturn 504) space mission stands on the deck of the NASA Motor Vessel Retriever (MVR) prior to participating in water egress training in the Gulf of Mexico. Left to right, are astronauts Russell L. Schweickart, lunar module pilot; David R. Scott, command module pilot; and James A. McDivitt, commander. In background is the Apollo Command Module (CM) boilerplate which was used in the training exercise.

Leadership for All: An Internal Medicine Residency Leadership Development Program.

PubMed

Moore, Jared M; Wininger, David A; Martin, Bryan

2016-10-01

Developing effective leadership skills in physicians is critical for safe patient care. Few residency-based models of leadership training exist. We evaluated residents' readiness to engage in leadership training, feasibility of implementing training for all residents, and residents' acceptance of training. In its fourth year, the Leadership Development Program (LDP) consists of twelve 90-minute modules (eg, Team Decision Making and Bias, Leadership Styles, Authentic Leadership) targeting all categorical postgraduate year (PGY) 1 residents. Modules are taught during regularly scheduled educational time. Focus group surveys and discussions, as well as annual surveys of PGY-1s assessed residents' readiness to engage in training. LDP feasibility was assessed by considering sustainability of program structures and faculty retention, and resident acceptance of training was assessed by measuring attendance, with the attendance goal of 8 of 12 modules. Residents thought leadership training would be valuable if content remained applicable to daily work, and PGY-1 residents expressed high levels of interest in training. The LDP is part of the core educational programming for PGY-1 residents. Except for 2 modules, faculty presenters have remained consistent. During academic year 2014-2015, 45% (13 of 29) of categorical residents participated in at least 8 of 12 modules, and 72% (21 of 29) participated in at least 7 of 12. To date, 125 categorical residents have participated in training. Residents appeared ready to engage in leadership training, and the LDP was feasible to implement. The attendance goal was not met, but attendance was sufficient to justify program continuation.

Accounting Fundamentals for Non-Accountants

EPA Pesticide Factsheets

The purpose of this module is to provide an introduction and overview of accounting fundamentals for non-accountants. The module also covers important topics such as communication, internal controls, documentation and recordkeeping.

Low Voltage Alarm Apprenticeship. Related Training Modules. 29.1-29.5 Drawing.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of five learning modules on drawing is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 8.0: Excretory System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the excretory system is the eighth (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

View of Apollo 14 crewmen in Command Module simulation training

NASA Image and Video Library

1970-07-15

S70-45580 (July 1970) --- The members of the prime crew of the Apollo 14 lunar landing mission participate in Command Module (CM) simulation training at the Kennedy Space Center (KSC). Left to right are astronauts Edgar D. Mitchell, lunar module pilot; Stuart A. Roosa, command module pilot; and Alan B. Shepard Jr., commander.

Low Voltage Alarm Apprenticeship. Related Training Modules. 28.1-28.12 Human Relations.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 12 learning modules on human relations is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Low Voltage Alarm Apprenticeship. Related Training Modules. 6.1-6.6 Safety.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of six learning modules on safety is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Low Voltage Alarm Apprenticeship. Related Training Modules. 27.1-27.4 Computer Usage.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of four learning modules on computer usage is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide…

Low Voltage Alarm Apprenticeship. Related Training Modules. 0.1 History of Alarms.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of one learning module on the history of alarms is one of eight such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study…

Low Voltage Alarm Apprenticeship. Related Training Modules. 7.1-26.10 Alarm Basics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 70 learning modules on alarm basics is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 7.0: Endocrine System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to…

Low Voltage Alarm Apprenticeship. Related Training Modules. 2.1-5.3 Electricity/Electronics.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 29 learning modules on electricity/electronics is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 10.0: Circulatory System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the circulatory or vascular system is the tenth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 1.0: Bacteriology.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on bacteriology is the first of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

Nuclear Technology. Course 28: Welding Inspection. Module 28-7, Acceptance Inspection.

ERIC Educational Resources Information Center

Espy, John; Selleck, Ben

This seventh in a series of ten modules for a course titled Welding Inspection describes how to determine what inspection is required for a given weld, when the inspection should be performed, and what acceptance standards apply. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites,…

Coast Guard Regulations Applied to Offshore Drilling. Module SH-45. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on Coast Guard regulations applied to offshore drilling is one of 50 modules concerned with job safety and health. This module presents requirements that apply to the design, construction, equipment, inspection, and operation of offshore drilling units. Following the introduction, 10 objectives (each keyed to a page in the…

Agricultural Chemical and Pesticide Hazards. Module SH-50. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on agricultural chemical and pesticide hazards is one of 50 modules concerned with job safety and health. This module contains information concerning the safe handling, use, and storage of many chemicals that are frequently used in the control of pests. Following the introduction, 10 objectives (each keyed to a page in the…

Recognizing Job Safety Hazards. Module SH-09. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on recognizing job safety hazards is one of 50 modules concerned with job safety and health. This module details employee and employer responsibilities in correcting and monitoring safety hazards. Following the introduction, 10 objectives (each keyed to a page in the text) the student is expected to accomplish are listed (e.g.,…

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

ERIC Educational Resources Information Center

Day, Nancy; And Others

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

Steel Erection Safety. Module SH-39. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on steel erection safety is one of 50 modules concerned with job safety and health. This module identifies typical jobsite hazards encountered by steel erectors, as well as providing safe job procedures for general and specific construction activities. Following the introduction, 11 objectives (each keyed to a page in the text)…

Industrial Sanitation and Personal Facilities. Module SH-13. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on industrial sanitation and personal facilities is one of 50 modules concerned with job safety and health. This module deals wth many facets of industrial sanitation and the facilities industries should provide so that proper health procedures may be followed. Following the introduction, 14 objectives (each keyed to a page in…

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

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Univ. Extension.

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

Personal Protective Equipment. Module SH-12. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on personal protective equipment is one of 50 modules concerned with job safety and health. This module explains the need for personal protective equipment, how it is selected, and the way in which the equipment is supposed to work. Following the introduction, 13 objectives (each keyed to a page in the text) the student is…

Fire Prevention and Emergency Procedures. Module SH-05. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on fire prevention and emergency procedures is one of 50 modules concerned with job safety and health. This module discusses the chemistry of fire and the methods for extinguishment, along with the steps necessary for emergency action. Following the introduction, 10 objectives (each keyed to a page in the text) the student is…

Fundamentals of Electrical Safety. Module SH-03. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on fundamentals of electrical safety is one of 50 modules concerned with job safety and health. This module describes electricity and how it can affect the human body. Following the introduction, nine objectives (each keyed to a page in the text) the student is expected to accomplish are listed (e.g., Name five common…

Nuclear Technology. Course 26: Nondestructive Examination (NDE) Techniques I. Module 26-3, Hydrostatic Tests.

ERIC Educational Resources Information Center

Pelton, Rick; Espy, John

This third in a series of seven modules for a course titled Nondestructive Examination (NDE) Techniques I describes the principles and practices associated with hydrostatic testing. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to instructor/student,…

Walking and Working Surfaces. Module SH-06. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on walking and working surfaces is one of 50 modules concerned with job safety and health. This module describes safety requirements for floors, stairways, ladders, and scaffolds, as well as OSHA standards for the construction, use, and maintenance of each of these. Following the introduction, nine objectives (each keyed to a…

Machine and Woodworking Tool Safety. Module SH-24. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on machine and woodworking tool safety is one of 50 modules concerned with job safety and health. This module discusses specific practices and precautions concerned with the efficient operation and use of most machine and woodworking tools in use today. Following the introduction, 13 objectives (each keyed to a page in the…

Nuclear Technology. Course 32: Nondestructive Examination (NDE) Techniques II. Module 32-5, Fundamentals of Eddy Current Testing.

ERIC Educational Resources Information Center

Espy, John

This fifth in a series of six modules for a course titled Nondestructive Examination (NDE) Techniques II describes the fundamental concepts applicable to eddy current testing in general. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to…

Stereotypes of Aging. Module A-2. Block A. Basic Knowledge of the Aging Process.

ERIC Educational Resources Information Center

Harvey, Dexter; Cap, Orest

This instructional module on stereotypes of aging is one in a block of 10 modules designed to provide the human services worker who works with older adults with basic information regarding the aging process. An introduction provides an overview of the module content. A listing of general objectives follows. Three sections present informative…

NASA's Applied Remote Sensing Training (ARSET) Webinar Series

Atmospheric Science Data Center

2016-07-12

NASA's Applied Remote Sensing Training (ARSET) Webinar Series Tuesday, July 12, 2016 ... you of a free training opportunity: Introduction to Remote Sensing for Air Quality Applications Webinar Series Beginning in ...

Transferable Training Modules: Building Environmental Education Opportunities With and for Mexican Community Health Workers (Promotores de Salud).

PubMed

Ramírez, Denise Moreno; Vea, Lourdes; Field, James A; Baker, Paul B; Gandolfi, A Jay; Maier, Raina M

Community health workers (promotores de salud) have the ability to empower communities to mitigate negative health outcomes. Current training efforts in environmental topics are lacking. This project addressed this gap by developing 4 transferable training modules on environmental health. By applying a series of surveys, interviews, and trainings, we evaluated their relevance. Partners provided favorable feedback for 3 of the 4 modules. It was also learned that the development method could be improved by engaging technically trained promotores de salud in the role of co-creators. This project has implications for environmental justice communities as it can lessen information disparities.

Electromechanical Componentry. High-Technology Training Module.

ERIC Educational Resources Information Center

Lindemann, Don

This training module on electromechanical components contains 10 units for a two-year vocational program packaging system equipment control course at Wisconsin Indianhead Technical College. This module describes the functions of electromechanical devices essential for understanding input/output devices for Programmable Logic Control (PLC)…

Temporal and spectral properties of the songs of the southern green stink bug Nezara viridula (L.) from Slovenia.

PubMed

Cokl, A; Virant-Doberlet, M; Stritih, N

2000-01-01

Substrate born songs of the southern green stinkbug Nezara viridula (L.) from Slovenia were recorded and analysed. The male calling song is composed of narrow-band regularly repeated single pulses and of broad-band frequency modulated pulses grouped into pulse trains. The female calling song is characterised by broad-band pulsed and narrow-band non-pulsed pulse trains. A frequency modulated pre-pulse precedes the narrow-band pulse train. A frequency-modulated post-pulse usually follows the pulse train of the male courtship song. The male calling song triggers broad-band pulse trains of the female courtship song. The female also produces a repelling low-frequency vibration that inhibits male calling and courtship. The male rival song is characterised by prolonged pulses with a typical frequency modulation.

CADDIS Volume 2. Sources, Stressors and Responses: Herbicides

EPA Pesticide Factsheets

Introduction to the herbicides module, when to list herbicides as a candidate cause, ways to measure herbicides, simple and detailed conceptual diagrams for herbicides, herbicides module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Insecticides

EPA Pesticide Factsheets

Introduction to the insecticides module, when to list insecticides as a candidate cause, ways to measure insecticides, simple and detailed conceptual diagrams for insecticides, insecticides module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Nutrients

EPA Pesticide Factsheets

Introduction to the nutrients module, when to list nutrients as a candidate cause, ways to measure nutrients, simple and detailed conceptual diagrams for nutrients, nutrients module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Sediments

EPA Pesticide Factsheets

Introduction to the Sediments module, when to list Sediments as a candidate cause, ways to measure Sediments, simple and detailed conceptual diagrams for Sediments, Sediments module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Metals

EPA Pesticide Factsheets

Introduction to the metals module, when to list metals as a candidate cause, ways to measure metals, simple and detailed conceptual diagrams for metals, metals module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Temperature

EPA Pesticide Factsheets

Introduction to the temperature module, when to list temperature as a candidate cause, ways to measure temperature, simple and detailed conceptual diagrams for temperature, temperature module references and literature reviews.

Average Likelihood Methods of Classification of Code Division Multiple Access (CDMA)

DTIC Science & Technology

2016-05-01

case of cognitive radio applications. Modulation classification is part of a broader problem known as blind or uncooperative demodulation the goal of...Introduction 2 2.1 Modulation Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2.2 Research Objectives...6 3 Modulation Classification Methods 7 3.0.1 Ad Hoc

Concept of an Exchange Network for the Development of Vocational Training in Small and Medium-Sized Enterprises.

ERIC Educational Resources Information Center

Boudet, Rene

An examination of the ways in which vocational training can be extended to small and medium-sized enterprises in the European Economic Community, this document consists of: an introduction; four parts containing multiple chapters; 10 case studies; and a bibliography. Following the introduction, which is an update of a report made in 1985, part one…

A "Quiet Revolution"? The Impact of Training Schools on Initial Teacher Training Partnerships

ERIC Educational Resources Information Center

Brooks, Val

2006-01-01

This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established…

Evaluation of a Pre-Service Training Module in Microcomputer Applications for the Teaching of Reading.

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Discussion of the need for increased teacher training in computer applications in education focuses on the evaluation of a training module developed to train preservice teachers in computer applications for reading courses. Student ratings of the importance of computers, self-perception of knowledge of computers, and attitudes toward computers are…

An intelligent training system for payload-assist module deploys

NASA Technical Reports Server (NTRS)

Loftin, R. Bowen; Wang, Lui; Baffes, Paul; Rua, Monica

1987-01-01

An autonomous intelligent training system which integrates expert system technology with training/teaching methodologies is described. The Payload-Assist Module Deploys/Intelligent Computer-Aided Training (PD/ICAT) system has, so far, proven to be a potentially valuable addition to the training tools available for training Flight Dynamics Officers in shuttle ground control. The authors are convinced that the basic structure of PD/ICAT can be extended to form a general architecture for intelligent training systems for training flight controllers and crew members in the performance of complex, mission-critical tasks.

Taking time to feel our body: Steady increases in heartbeat perception accuracy and decreases in alexithymia over 9 months of contemplative mental training.

PubMed

Bornemann, Boris; Singer, Tania

2017-03-01

The ability to accurately perceive signals from the body has been shown to be important for physical and psychological health as well as understanding one's emotions. Despite the importance of this skill, often indexed by heartbeat perception accuracy (HBPa), little is known about its malleability. Here, we investigated whether contemplative mental practice can increase HBPa. In the context of a 9-month mental training study, the ReSource Project, two matched cohorts (n = 77 and n = 79) underwent three training modules of 3 months' duration that targeted attentional and interoceptive abilities (Presence module), socio-affective (Affect module), and socio-cognitive (Perspective module) abilities. A third cohort (n = 78) underwent 3 months of practice (Affect module) and a retest control group (n = 84) did not undergo any training. HBPa was measured with a heartbeat tracking task before and after each training module. Emotional awareness was measured by the Toronto Alexithymia Scale (TAS). Participants with TAS scores > 60 at screening were excluded. HBPa was found to increase steadily over the training, with significant and small- to medium-sized effects emerging after 6 months (Cohen's d = .173) and 9 months (d = .273) of mental training. Changes in HBPa were concomitant with and predictive of changes in emotional awareness. Our results suggest that HBPa can indeed be trained through intensive contemplative practice. The effect takes longer than the 8 weeks of typical mindfulness courses to reach meaningful magnitude. These increments in interoceptive accuracy and the related improvements in emotional awareness point to opportunities for improving physical and psychological health through contemplative mental training. © 2016 Society for Psychophysiological Research.

Designing a Community-Based Lay Health Advisor Training Curriculum to Address Cancer Health Disparities

PubMed Central

Gwede, Clement K.; Ashley, Atalie A.; McGinnis, Kara; Montiel-Ishino, F. Alejandro; Standifer, Maisha; Baldwin, Julie; Williams, Coni; Sneed, Kevin B.; Wathington, Deanna; Dash-Pitts, Lolita; Green, B. Lee

2012-01-01

Introduction Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. Approach and Strategies Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic–community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Discussion and Conclusions Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research. PMID:22982709

Bilingual Skills Training Program. Barbering/Cosmetology. Module 2.0: Sterilization and Sanitation.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on sterlization and sanitation is the second of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 6.0: Muscular System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the muscular system is the sixth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

Low Voltage Alarm Apprenticeship. Related Training Modules. 1.1-1.14 Trade Math.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet of 14 learning modules on trade math is 1 of 8 such packets developed for apprenticeship training for low voltage alarm. Introductory materials are a complete listing of all available modules and a supplementary reference list. Each module contains some or all of these components: goal, performance indicators, study guide (a check list…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 5.0: Nervous System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the nervous system is the fifth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

Bilingual Skills Training Program. Barbering/Cosmetology. Module 4.0: Skeletal System.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on the skeletal system is the fourth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skill training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop…

ASTP crewmen in Soyuz orbital module mock-up during training session at JSC

NASA Technical Reports Server (NTRS)

1975-01-01

An interior view of the Soyuz orbital module mock-up in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. The ASTP crewmen are Astronaut Vance D. Brand (on left), command module pilot of the American ASTP prime crew; and Cosmonaut Valeriy N. Kubasov, engineer on the Soviet ASTP first (prime) crew. The training session simulated activities on the second day in Earth orbit.

A Stromal Immune Module Correlated with the Response to Neoadjuvant Chemotherapy, Prognosis and Lymphocyte Infiltration in HER2-Positive Breast Carcinoma Is Inversely Correlated with Hormonal Pathways

PubMed Central

Lae, Marick; Moarii, Matahi; Sadacca, Benjamin; Pinheiro, Alice; Galliot, Marion; Abecassis, Judith; Laurent, Cecile; Reyal, Fabien

2016-01-01

Introduction HER2-positive breast cancer (BC) is a heterogeneous group of aggressive breast cancers, the prognosis of which has greatly improved since the introduction of treatments targeting HER2. However, these tumors may display intrinsic or acquired resistance to treatment, and classifiers of HER2-positive tumors are required to improve the prediction of prognosis and to develop novel therapeutic interventions. Methods We analyzed 2893 primary human breast cancer samples from 21 publicly available datasets and developed a six-metagene signature on a training set of 448 HER2-positive BC. We then used external public datasets to assess the ability of these metagenes to predict the response to chemotherapy (Ignatiadis dataset), and prognosis (METABRIC dataset). Results We identified a six-metagene signature (138 genes) containing metagenes enriched in different gene ontologies. The gene clusters were named as follows: Immunity, Tumor suppressors/proliferation, Interferon, Signal transduction, Hormone/survival and Matrix clusters. In all datasets, the Immunity metagene was less strongly expressed in ER-positive than in ER-negative tumors, and was inversely correlated with the Hormonal/survival metagene. Within the signature, multivariate analyses showed that strong expression of the “Immunity” metagene was associated with higher pCR rates after NAC (OR = 3.71[1.28–11.91], p = 0.019) than weak expression, and with a better prognosis in HER2-positive/ER-negative breast cancers (HR = 0.58 [0.36–0.94], p = 0.026). Immunity metagene expression was associated with the presence of tumor-infiltrating lymphocytes (TILs). Conclusion The identification of a predictive and prognostic immune module in HER2-positive BC confirms the need for clinical testing for immune checkpoint modulators and vaccines for this specific subtype. The inverse correlation between Immunity and hormone pathways opens research perspectives and deserves further investigation. PMID:28005906

Automatic Transmissions and Transaxles. Auto Mechanics Curriculum Guide. Module 8. Instructor's Guide.

ERIC Educational Resources Information Center

Hevel, David; Tannehill, Dana, Ed.

This module is the eighth of nine modules in the competency-based Missouri Auto Mechanics Curriculum Guide. Six units cover: introduction to automatic transmission/transaxle; hydraulic control systems; transmission/transaxle diagnosis; automatic transmission/transaxle maintenance and adjustment; in-vehicle transmission repair; and off-car…

Technology for the Organic Chemist: Three Exploratory Modules

ERIC Educational Resources Information Center

Esteb, John J.; McNulty, LuAnne M.; Magers, John; Morgan, Paul; Wilson, Anne M.

2010-01-01

The ability to use computer-based technology is an essential skill set for students majoring in chemistry. This exercise details the introduction of appropriate uses for this technology in the organic chemistry series. The incorporation of chemically appropriate online resources (module 1), scientific databases (module 2), and the use of a…

Pittsburgh Science Technology Society Project: Instruction Modules. Interrelationships Science--Technology--Society.

ERIC Educational Resources Information Center

O'Brien, George, Ed.

This collection of instruction modules studies the interactions of science, technology, and society (STS) using five activity sets. The introduction module includes activities which show students the STS relationships in their world, develop good organizational skills, develop an understanding of who and what a scientist is, develop graphing…

Materials Handling. Module SH-01. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on materials handling is one of 50 modules concerned with job safety and health. It presents the procedures for safe materials handling. Discussed are manual handling methods (lifting and carrying by hand) and mechanical lifting (lifting by powered trucks, cranes or conveyors). Following the introduction, 15 objectives (each…

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

ERIC Educational Resources Information Center

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

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

Ethical Statistics and Statistical Ethics: Making an Interdisciplinary Module

ERIC Educational Resources Information Center

Lesser, Lawrence M.; Nordenhaug, Erik

2004-01-01

This article describes an innovative curriculum module the first author created on the two-way exchange between statistics and applied ethics. The module, having no particular mathematical prerequisites beyond high school algebra, is part of an undergraduate interdisciplinary ethics course which begins with a 3-week introduction to basic applied…

Knowledge Boosting Curriculum for New Wind Industry Professionals Final Technical Report

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

Marsh, Ruth H; Rogers, Anthony L

DNV Renewables (USA) Inc. (DNV KEMA) received a grant from the U.S. Department of Energy (DOE) to develop the curriculum for a series of short courses intended to address Topic Area 5 Workforce Development, one of the focus areas to achieve the goals outlined in 20% Wind by 2030: Increasing Wind Energy's Contribution to Electricity Supply. The aim of the curriculum development project was to provide material for instructors to use in a training program to help professionals transition into careers in wind energy. Under this grant DNV KEMA established a knowledge boosting program for the wind energy industry withmore » the following objectives: 1. Develop technical training curricula and teaching materials for six key topic areas that can be implemented in a flexible format by a knowledgeable instructor. The topic areas form a foundation that can be leveraged for subsequent, more detailed learning modules (not developed in this program). 2. Develop an implementation guidance document to accompany the curricula outlining key learning objectives, implementation methods, and guidance for utilizing the curricula. This curriculum is intended to provide experienced trainers course material that can be used to provide course participants with a basic background in wind energy and wind project development. The curriculum addresses all aspects of developing a wind project, that when implemented can be put to use immediately, making the participant an asset to U.S. wind industry employers. The curriculum is comprised of six short modules, together equivalent in level of content to a one-semester college-level course. The student who completes all six modules should be able to understand on a basic level what is required to develop a wind project, speak with a reasonable level of confidence about such topics as wind resource assessment, energy assessment, turbine technology and project economics, and contribute to the analysis and review of project information. The content of the curriculum is based on DNV KEMA's extensive experience in consulting and falls under six general topics: 1. Introduction to wind energy 2. Wind resource and energy assessment 3. Wind turbine systems and components 4. Wind turbine installation, integration, and operation 5. Feasibility studies 6. Project economics Each general topic (module) covers 10-15 sub-topics. Representatives from industry provided input on the design and content of the modules as they were developed. DNV KEMA developed guidance documents to accompany the training curricula and materials in order to facilitate usage of the curricula in a manner consistent with industries requirements. Internal and external pilot trainings using selections of the curriculum provided valuable feedback that was then used to modify and improve the material and make it more relevant to participants. The pilot trainings varied in their content and intensity, and each served as an opportunity for the trainers to better understand which techniques proved to be the most successful for accelerated learning. In addition, the varied length and content of the trainings, which were adjusted to suit the focus and budget for each particular situation, highlight the flexibility of the format. The material developed under this program focused primarily on onshore wind project development. The course material could be extended in the future to address the unique aspects of offshore project development.« less

Astronaut Fred Haise participates in simulation training

NASA Image and Video Library

1970-04-07

S70-34412 (4 April 1970) --- Astronaut Fred W. Haise Jr., Apollo 13 lunar module pilot, participates in simulation training in preparation for the scheduled lunar landing mission. He is in the Apollo Lunar Module Mission Simulator in the Kennedy Space Center's Flight Crew Training building.

CADDIS Volume 2. Sources, Stressors and Responses: Ammonia

EPA Pesticide Factsheets

Introduction to the ammonia module, when to list ammonia as a candidate cause, ways to measure ammonia, simple and detailed conceptual diagrams for ammonia, literature reviews and references for the ammonia module.

CADDIS Volume 2. Sources, Stressors and Responses: Temperature - Detailed Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the temperature module, when to list temperature as a candidate cause, ways to measure temperature, simple and detailed conceptual diagrams for temperature, temperature module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Temperature - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the temperature module, when to list temperature as a candidate cause, ways to measure temperature, simple and detailed conceptual diagrams for temperature, temperature module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Nutrients - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the nutrients module, when to list nutrients as a candidate cause, ways to measure nutrients, simple and detailed conceptual diagrams for nutrients, nutrients module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Sediments - Detailed Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the Sediments module, when to list Sediments as a candidate cause, ways to measure Sediments, simple and detailed conceptual diagrams for Sediments, Sediments module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Herbicides - Detailed Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the herbicides module, when to list herbicides as a candidate cause, ways to measure herbicides, simple and detailed conceptual diagrams for herbicides, herbicides module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Insecticides - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the insecticides module, when to list insecticides as a candidate cause, ways to measure insecticides, simple and detailed conceptual diagrams for insecticides, insecticides module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Insecticides - Detailed Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the insecticides module, when to list insecticides as a candidate cause, ways to measure insecticides, simple and detailed conceptual diagrams for insecticides, insecticides module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Herbicides - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the herbicides module, when to list herbicides as a candidate cause, ways to measure herbicides, simple and detailed conceptual diagrams for herbicides, herbicides module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Sediments - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the Sediments module, when to list Sediments as a candidate cause, ways to measure Sediments, simple and detailed conceptual diagrams for Sediments, Sediments module references and literature reviews.

Introduction to Listening: A Training Unit for Adults

ERIC Educational Resources Information Center

Schieber, Lisa M.

2009-01-01

The following instructional unit contains all the elements needed to complete a two hour training unit on Listening. Included in the unit are: training objectives, task analysis, needs analysis assessment, training plan, participant guide, and Power Point Presentation slides. A bibliography is included.

Millwright Apprenticeship. Related Training Modules. 6.1-6.12 Human Relations.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains 12 modules covering human relations. The modules provide information on the following topics: communications skills, feedback, individual strengths, interpersonal conflicts, group problem solving, goal setting and decision…

Millwright Apprenticeship. Related Training Modules. 9.1-9.7 Pumps.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains seven modules covering pumps. The modules provide information on the following topics: types and classification of pumps, applications, construction, calculating heat and flow, operation, monitoring and troubleshooting, and…

Mechanized Off-Road Equipment Safety. Module SH-17. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on mechanized off-road equipment safety is one of 50 modules concerned with job safety and health. This module aims to encourage the development of a positive approach to safety as it concerns the heavy equipment industry. Following the introduction, 15 objectives (each keyed to a page in the text) the student is expected to…

Physiological Aspects of Aging. Module A-5. Block A. Basic Knowledge of the Aging Process.

ERIC Educational Resources Information Center

Harvey, Dexter; Cap, Orest

This instructional module on physiological aspects of aging is one in a block of 10 modules designed to provide the human services worker who works with older adults with basic information regarding the aging process. An introduction provides an overview of the module content. A listing of general objectives follows. Nine sections present…

Safety for Compressed Gas and Air Equipment. Module SH-26. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on safety for compressed gas and air equipment is one of 50 modules concerned with job safety and health. This module presents technical data about commonly used gases and stresses the procedures necessary for safe handling of compressed gases. Following the introduction, 14 objectives (each keyed to a page in the text) the…

Safe Handling and Use of Flammable and Combustible Materials. Module SH-30. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on safe handling and use of flammable and combustible materials is one of 50 modules concerned with job safety and health. This module introduces the student to the hazards of flammable and combustible materials and the measures necessary to control those hazards. Following the introduction, 14 objectives (each keyed to a page…

Nuclear Technology. Course 31: Quality Assurance Practices. Module 31-7, Auditing for Quality Assurance.

ERIC Educational Resources Information Center

Pritchard, Jim; Espy, John

This seventh in a series of eight modules for a course titled Quality Assurance Practices describes the key features of an audit system and offers practice in carrying out tasks of the technicians. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to…

Nuclear Technology. Course 27: Metrology. Module 27-4, Angle Measurement Instruments, Optical Projections and Surface Texture Gages.

ERIC Educational Resources Information Center

Selleck, Ben; Espy, John

This fourth in a series of eight modules for a course titled Metrology describes the universal bevel protractor and the sine bar, the engineering microscope and optical projector, and several types of surface texture gages. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3)…

Safety with Hand and Portable Power Tools. Module SH-14. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on safety with hand and portable power tools is one of 50 modules concerned with job safety and health. This module discusses the proper use and maintenance of tools, including the need for protective equipment for the worker. Following the introduction, 16 objectives (each keyed to a page in the text) the student is expected…

Confusion and the Older Adult. Module A-8. Block A. Basic Knowledge of the Aging Process.

ERIC Educational Resources Information Center

Harvey, Dexter; Cap, Orest

This instructional module on confusion and the older adult is one in a block of 10 modules designed to provide the human services worker who works with older adults with basic information regarding the aging process. An introduction provides an overview of the module content. A listing of general objectives follows. Three sections present…

Nuclear Technology. Course 32: Nondestructive Examination (NDE) Techniques II. Module 32-6, Operation of Eddy Current Test Equipment.

ERIC Educational Resources Information Center

Espy, John; Selleck, Ben

This sixth in a series of six modules for a course titled Nondestructive Examination (NDE) Techniques II details eddy current examination of steam generator tubing. The module follows a typical format that includes the following sections: (1) introduction, (2) module prerequisites, (3) objectives, (4) notes to instructor/student, (5) subject…

Working Safety in Confined Spaces. Module SH-32. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on working safely in confined spaces in one of 50 modules concerned with job safety and health. This module explains how to recognize potential hazards in confined spaces, how to deal with these hazards, and how planning can prevent accidents. Following the introduction, 17 objectives (each keyed to a page in the text) the…

Effectiveness of introducing blood culture collection packs to reduce contamination rates.

PubMed

Bamber, A I; Cunniffe, J G; Nayar, D; Ganguly, R; Falconer, E

2009-01-01

Contaminated blood cultures result in a significant waste of healthcare resources and can lead to inappropriate antibiotic therapy. Practitioners have taken measures to reduce contamination rates. These include thorough skin disinfection, effective hand decontamination, introduction of a standardised approach to collection, and the introduction of blood culture collection packs (BCCP). This study aims to assess the impact of introducing BCCP and staff training on the rate of contamination. The study demonstrated that contamination rates are greatest in high patient throughput units where practitioners are under most pressure. The introduction of blood culture packs and staff training has reduced contamination rate significantly from 43% to 25% of the total number of positives, equating to an overall reduction of 42%. Thus, there is a demonstrable benefit in the purchase of commercially produced blood culture packs and the investment in staff training.

Introduction to Carpentry. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This competency-based curriculum guide on the specialty area of carpentry is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in…

Introduction to Bricklaying. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This competency-based curriculum guide on the specialty area of bricklaying is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in…

Leadership for All: An Internal Medicine Residency Leadership Development Program

PubMed Central

Moore, Jared M.; Wininger, David A.; Martin, Bryan

2016-01-01

ABSTRACT Background  Developing effective leadership skills in physicians is critical for safe patient care. Few residency-based models of leadership training exist. Objective  We evaluated residents' readiness to engage in leadership training, feasibility of implementing training for all residents, and residents' acceptance of training. Methods  In its fourth year, the Leadership Development Program (LDP) consists of twelve 90-minute modules (eg, Team Decision Making and Bias, Leadership Styles, Authentic Leadership) targeting all categorical postgraduate year (PGY) 1 residents. Modules are taught during regularly scheduled educational time. Focus group surveys and discussions, as well as annual surveys of PGY-1s assessed residents' readiness to engage in training. LDP feasibility was assessed by considering sustainability of program structures and faculty retention, and resident acceptance of training was assessed by measuring attendance, with the attendance goal of 8 of 12 modules. Results  Residents thought leadership training would be valuable if content remained applicable to daily work, and PGY-1 residents expressed high levels of interest in training. The LDP is part of the core educational programming for PGY-1 residents. Except for 2 modules, faculty presenters have remained consistent. During academic year 2014–2015, 45% (13 of 29) of categorical residents participated in at least 8 of 12 modules, and 72% (21 of 29) participated in at least 7 of 12. To date, 125 categorical residents have participated in training. Conclusions  Residents appeared ready to engage in leadership training, and the LDP was feasible to implement. The attendance goal was not met, but attendance was sufficient to justify program continuation. PMID:27777672

Improving Abnormality Detection on Chest Radiography Using Game-Like Reinforcement Mechanics.

PubMed

Chen, Po-Hao; Roth, Howard; Galperin-Aizenberg, Maya; Ruutiainen, Alexander T; Gefter, Warren; Cook, Tessa S

2017-11-01

Despite their increasing prevalence, online textbooks, question banks, and digital references focus primarily on explicit knowledge. Implicit skills such as abnormality detection require repeated practice on clinical service and have few digital substitutes. Using mechanics traditionally deployed in video games such as clearly defined goals, rapid-fire levels, and narrow time constraints may be an effective way to teach implicit skills. We created a freely available, online module to evaluate the ability of individuals to differentiate between normal and abnormal chest radiographs by implementing mechanics, including instantaneous feedback, rapid-fire cases, and 15-second timers. Volunteer subjects completed the modules and were separated based on formal experience with chest radiography. Performance between training and testing sets were measured for each group, and a survey was administered after each session. The module contained 74 cases and took approximately 20 minutes to complete. Thirty-two cases were normal radiographs and 56 cases were abnormal. Of the 60 volunteers recruited, 25 were "never trained" and 35 were "previously trained." "Never trained" users scored 21.9 out of 37 during training and 24.0 out of 37 during testing (59.1% vs 64.9%, P value <.001). "Previously trained" users scored 28.0 out of 37 during training and 28.3 out of 37 during testing phases (75.6% vs 76.4%, P value = .56). Survey results showed that 87% of all subjects agreed the module is an efficient way of learning, and 83% agreed the rapid-fire module is valuable for medical students. A gamified online module may improve the abnormality detection rates of novice interpreters of chest radiography, although experienced interpreters are less likely to derive similar benefits. Users reviewed the educational module favorably. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Introduction of Core Based Subjects in the Curriculum of Technical and Vocational Institutions in Ghana: Assessment of Its Effect on Practical Training Sessions

ERIC Educational Resources Information Center

William, Otu

2015-01-01

Technical education among other things focuses on training the skill manpower needs of the youth in most countries of which Ghana is no exception. This study looks at Ghana Education Service technical and vocational sector reform programme introduced in 2010 with emphasis on the introduction of compulsory core based subjects and its effect on…

The Introduction of Innovative Educational Technologies in the Personnel Training Process for Sport and Tourism Industries through the Application of Professional Standards

ERIC Educational Resources Information Center

Zaitseva, Natalia A.; ?ndryushchenko, Lilia ?.

2016-01-01

The relevance of the research stems from the importance of modernization of the system of training for sport and tourism, without which the intensive development of this kind of professional activity is not possible. The aim of the study was the generalization of the experience of introduction of the innovative educational technologies in the…

Millwright Apprenticeship. Related Training Modules. 5.1-5.16 Drafting.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains 16 modules covering drafting. The modules provide information on the following topics: types of drawing and views, sketching, blueprint reading/working drawings, working drawings for machines and welding, machine and welding…

Fieldcrest Cannon Workplace Literacy Modules for Supervisors. Alabama Partnership for Training.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This packet contains eight learning modules developed for use in Fieldcrest Cannon workplace literacy classes for supervisors. The modules cover the following topics: (1) coaching/communication; (2) coaching/communication and motivation; (3) communication skills; (4) training/coaching; (5) time management; (6) policy and procedures; (7) safety;…

Transportation. The Neglected Related Service.

ERIC Educational Resources Information Center

Carter, Mary; And Others

This monograph presents a five-module staff training program used to improve the related service of transportation of children with disabilities in Union County, North Carolina. Each module takes from 4 to more than 8 hours of training and bus drivers and transportation safety assistants with current certificates in all five modules receive a…

Parent Skill Training (Trainer Modules). LEAP Outreach Project.

ERIC Educational Resources Information Center

Colorado Univ., Denver. Center for Collaborative Educational Leadership.

This training manual, designed for teaching parents of young children with autism, contains nine modules on behavior modification techniques. The modules address: (1) the ABC's of behavior, which discusses discriminating among words that describe feelings and words that describe behaviors, identifying examples of learned behavior, and defining and…

Parent Skill Training (Self-Study Modules). LEAP Outreach Project.

ERIC Educational Resources Information Center

Colorado Univ., Denver. Center for Collaborative Educational Leadership.

This self-study training manual for parents of children with autism contains nine modules on behavior modification techniques. The modules address: (1) the ABC's of behavior, which discusses discriminating among words that describe feelings and words that describe behaviors, identifying examples of learned behavior, and defining and identifying…

Programming Programmable Logic Controller. High-Technology Training Module.

ERIC Educational Resources Information Center

Lipsky, Kevin

This training module on programming programmable logic controllers (PLC) is part of the memory structure and programming unit used in a packaging systems equipment control course. In the course, students assemble, install, maintain, and repair industrial machinery used in industry. The module contains description, objectives, content outline,…

Millwright Apprenticeship. Related Training Modules. 7.1-7.9 Boilers.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains nine modules covering boilers. The modules provide information on the following topics: fire and water tube types of boilers, construction, fittings, operation, cleaning, heat recovery systems, instruments and controls, and…

Survival Skills. Pre-Apprenticeship Phase 2 Training. Instructors Guide

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide contains the 43 Survival Skills modules developed for Pre-Apprenticeship Phase 2 Training. Introductory materials include a description of components of the pre-apprenticeship project, recommendations for module implementation, and synopses of the modules that were developed to prompt social skills development. Each module…

Millwright Apprenticeship. Related Training Modules. 1.1-1.8 Safety.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This packet, part of the instructional materials for the Oregon apprenticeship program for millwright training, contains eight modules covering safety. The modules provide information on the following topics: general safety, hand tool safety, power tool safety, fire safety, hygiene, safety and electricity, types of fire and fire prevention, and…

ASTP crewmen in Docking Module trainer during training session at JSC

NASA Technical Reports Server (NTRS)

1975-01-01

An interior view of the Docking Module trainer in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. Astronaut Thomas P. Stafford, commander of the American ASTP prime crew, is on the right. The other crewman is Cosmonaut Aleksey A. Leonov, commander of the Soviet ASTP prime crew. The training session simulated activities on the second day in Earth orbit. The Docking Module is designed to link the Apollo and Soyuz spacecraft.

Astronaut Ronald Evans is suited up for EVA training

NASA Technical Reports Server (NTRS)

1972-01-01

Astronaut Ronald E. Evans, command module pilot of the Apollo 17 lunar landing mission, is assisted by technicians in suiting up for extravehicular activity (EVA) training in a water tank in bldg 5 at the Manned Spacecraft Center (49970); Evans participates in EVA training in a water tank in bldg 5 at the Manned Spacecraft Center. The structure in the picture simulates the Scientific Instrument Module (SIM) bay of the Apollo 17 Service Module (49971).

Responding empathically to patients: Development, implementation, and evaluation of a communication skills training module for oncology nurses.

PubMed

Pehrson, Cassandra; Banerjee, Smita C; Manna, Ruth; Shen, Megan Johnson; Hammonds, Stacey; Coyle, Nessa; Krueger, Carol A; Maloney, Erin; Zaider, Talia; Bylund, Carma L

2016-04-01

The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) module for inpatient oncology nurses on how to respond empathically to patients. 248 nurses from a USA cancer center participated in a CST module on responding empathically to patients. Nurses completed pre- and post-training Standardized Patient Assessments (SPAs), a survey on their confidence in and intent to utilize skills taught, and a six-month post-training survey of self-reported use of skills. Results indicate that nurses were satisfied with the module, reporting that agreement or strong agreement to 5 out of 6 items assessing satisfaction 96.7%-98.0% of the time. Nurses' self-efficacy in responding empathically significantly increased pre- to post-training. Additionally, nurses showed empathy skill improvement in the post-SPAs. Finally, 88.2% of nurses reported feeling confident in using the skills they learned post-training and reported an increase of 42-63% in the use of specific empathic skills. A CST module for nurses in responding empathically to patients showed feasibility, acceptability, and improvement in self-efficacy as well as skill uptake. This CST module provides an easily targeted intervention for improving nurse-patient communication and patient-centered care. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Responding empathically to patients: Development, implementation, and evaluation of a communication skills training module for oncology nurses

PubMed Central

Pehrson, Cassandra; Banerjee, Smita C.; Manna, Ruth; Shen, Megan Johnson; Hammonds, Stacey; Coyle, Nessa; Krueger, Carol A.; Maloney, Erin; Zaider, Talia; Bylund, Carma L.

2016-01-01

Objective The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) module for inpatient oncology nurses on how to respond empathically to patients. Methods 248 nurses from a USA cancer center participated in a CST module on responding empathically to patients. Nurses completed pre- and post-training Standardized Patient Assessments (SPAs), a survey on their confidence in and intent to utilize skills taught, and a six-month post-training survey of self-reported use of skills. Results Results indicate that nurses were satisfied with the module, reporting that agreement or strong agreement to 5 out of 6 items assessing satisfaction 96.7%–98.0% of the time. Nurses’ self-efficacy in responding empathically significantly increased pre- to post-training. Additionally, nurses showed empathy skill improvement in the post-SPAs. Finally, 88.2% of nurses reported feeling confident in using the skills they learned post-training and reported an increase of 42–63% in the use of specific empathic skills. Conclusions A CST module for nurses in responding empathically to patients showed feasibility, acceptability, and improvement in self-efficacy as well as skill uptake. Practice implications This CST module provides an easily targeted intervention for improving nurse–patient communication and patient-centered care. PMID:26686992

Getting Down to Business: Dairy Farming, Module 6. Teacher Guide. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This is the sixth in a set of 36 teacher guides to the Entrepreneurship Training Modules and accompanies CE 031 040. Its purpose is to give students some idea of what it is like to own and operate a dairy farm. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the…

Getting Down to Business: Travel Agency, Module 9. Teacher Guide. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This is the ninth in a set of 36 teacher guides to the Entrepreneurship Training modules and accompanies CE 031 046. Its purpose is to give students some idea of what it is like to own and operate a travel agency. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the…

The Association For Preservation Technology International (APT)

Science.gov Websites

Heritage Library Introduction to Early American Masonry Conferences & Training Current Annual Conference Future Past Future/Past Conferences Other Conferences & Training APT Training & Education from the National Center for Preservation Technology and Training (NCPTT). Registration fee is $35 for

Introduction to Drywall. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This competency-based curriculum guide on the specialty area of drywall is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind.…

Introduction to Concrete Masonry. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This competency-based curriculum guide on the specialty area of concrete masonry is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs…

Introduction to Plumbing. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This competency-based curriculum guide on the specialty area of plumbing is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in mind.…

Introduction to Sheet Metal. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This competency-based curriculum guide on the specialty area of sheet metal is part of the Introduction to Construction series. The series is designed with the flexible training requirements of open shop contractors, preapprenticeship programs, multicraft high school programs, technology education programs, and cooperative education programs in…

CADDIS Volume 2. Sources, Stressors and Responses: Ammonia - Detailed Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the ammonia module, when to list ammonia as a candidate cause, ways to measure ammonia, simple and detailed conceptual diagrams for ammonia, literature reviews and references for the ammonia module.

CADDIS Volume 2. Sources, Stressors and Responses: Ammonia - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the ammonia module, when to list ammonia as a candidate cause, ways to measure ammonia, simple and detailed conceptual diagrams for ammonia, literature reviews and references for the ammonia module.

CADDIS Volume 2. Sources, Stressors and Responses: Metals - Simple Conceptual Model Diagram

EPA Pesticide Factsheets

Introduction to the metals module, when to list metals as a candidate cause, ways to measure metals, simple and detailed conceptual diagrams for metals, metals module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Metals - Point Sources from Industry

EPA Pesticide Factsheets

Introduction to the metals module, when to list metals as a candidate cause, ways to measure metals, simple and detailed conceptual diagrams for metals, metals module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Nutrients - Detailed Conceptual Diagram (N)

EPA Pesticide Factsheets

Introduction to the nutrients module, when to list nutrients as a candidate cause, ways to measure nutrients, simple and detailed conceptual diagrams for nutrients, nutrients module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Metals - Detailed Conceptual Model Diagram

EPA Pesticide Factsheets

Introduction to the metals module, when to list metals as a candidate cause, ways to measure metals, simple and detailed conceptual diagrams for metals, metals module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Nutrients - Detailed Conceptual Diagram (P)

EPA Pesticide Factsheets

Introduction to the nutrients module, when to list nutrients as a candidate cause, ways to measure nutrients, simple and detailed conceptual diagrams for nutrients, nutrients module references and literature reviews.

A tailored Internet-delivered intervention for smoking cessation designed to encourage social support and treatment seeking: usability testing and user tracing.

PubMed

Houston, Tom K; Ford, Daniel E

2008-03-01

While Internet technologies show promise for changing behavior, new methods for engaging individuals are needed to maximize effectiveness. The aim of this study is to design and evaluate an Internet-delivered intervention for smoking cessation that encouraged seeking support from family and treatment from doctors. To evaluate different introductions to the Internet site. We conducted usability testing and analyzed server logs to trace user participation in the website. Two groups of users (current smokers) were recruited using Google advertisements. In Phase 1, 58% (75/126) of users accessed the self-management strategies, but few users accessed the social support (28%) and treatment-seeking modules (33%). Then, a brief motivational introduction was added, stating the proven effectiveness of content in the unused modules, low use of these modules, and recommendations by two doctors to use all modules. Compared with Phase 1, in Phase 2 the mean time spent on the website per session increased (8 to 18 min, p = 0.01) and use of the social support (50%) and treatment seeking modules (56%) increased (both p < 0.01). At 1-month follow-up, reports of talking to family about smoking cessation also increased from 84% to 100% (p = 0.038). Changing the rationale and context of Web-based health information using a motivational introduction can change user behavior.

Drinking outcomes following drink refusal skills training: differential effects for African American and non-Hispanic White clients.

PubMed

Witkiewitz, Katie; Villarroel, Nadia Aracelliz; Hartzler, Bryan; Donovan, Dennis M

2011-03-01

Determining whether a particular treatment works for specific groups of people can help tailor dissemination of evidence-based alcohol treatments. It has been proposed that individuals from different racial groups might have better outcomes in treatments that are sensitive to sociocultural issues that impact alcohol use among these groups. The current study was a secondary analysis of data from the combined behavioral intervention (CBI) condition of the COMBINE study. Those randomly assigned to CBI (n = 776) had the opportunity to receive up to 9 skills training modules, which were chosen by the therapist. The goal of the current study was to determine whether receiving 1 of the CBI modules, drink refusal and social pressure skills training, predicted differential outcomes among African American clients. Results indicated that African American clients who received the drink refusal skills training module (n = 25) had significantly fewer heavy drinking days (d = 0.79) 1 year following treatment than African Americans clients who did not receive the module (n = 35). African American clients who received the module also had significantly fewer heavy drinking days (d = 0.86) than non-Hispanic White clients who received the module (n = 241). Good clinical outcomes at 1 year posttreatment were observed among 80% of African Americans who received the module, compared with 54% of African Americans who did not receive the module and 52% of non-Hispanic White clients who did receive the module. Although small sample size limits interpretation, findings provide preliminary evidence supporting the inclusion of drink refusal skills training as part of alcohol interventions for African American clients.

Tilesetting. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Ausland, Greg

This instructor's guide accompanies the self-paced student training modules on tilesetting, available separately as CE 031 564. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of…

Learning and Visualizing Modulation Discriminative Radio Signal Features

DTIC Science & Technology

2016-09-01

implemented as a mapping of a sequence of in-phase quadrature ( IQ ) measurements generated by a software-defined radio to a probability distri- bution...over modulation classes. 3.1 TRAINING SNR EVALUATION Training CNNs on RF data raises the unique question of determining an optimal training SNR, that

Development Strategies for Online Volunteer Training Modules: A Team Approach

ERIC Educational Resources Information Center

Robideau, Kari; Vogel, Eric

2014-01-01

Volunteers are central to the delivery of 4-H programs, and providing quality, relevant training is key to volunteer success. Online, asynchronous modules are an enhancement to a training delivery menu for adult volunteers, providing consistent, accessible options traditionally delivered primarily face to face. This article describes how Minnesota…

T-4G Methodology: Undergraduate Pilot Training T-37 Phase.

ERIC Educational Resources Information Center

Woodruff, Robert R.; And Others

The report's brief introduction describes the application of T-4G methodology to the T-37 instrument phase of undergraduate pilot training. The methodology is characterized by instruction in trainers, proficiency advancement, a highly structured syllabus, the training manager concept, early exposure to instrument training, and hands-on training.…

Islam and family planning: changing perceptions of health care providers and medical faculty in Pakistan

PubMed Central

Mir, Ali Mohammad; Shaikh, Gul Rashida

2013-01-01

ABSTRACT A USAID-sponsored family planning project called “FALAH” (Family Advancement for Life and Health), implemented in 20 districts of Pakistan, aimed to lower unmet need for family planning by improving access to services. To enhance the quality of care offered by the public health system, the FALAH project trained 10,534 facility-based health care providers, managers, and medical college faculty members to offer client-centered family planning services, which included a module to explain the Islamic viewpoint on family planning developed through an iterative process involving religious scholars and public health experts. At the end of the FALAH project, we conducted a situation analysis of health facilities including interviews with providers to measure family planning knowledge of trained and untrained providers; interviewed faculty to obtain their feedback about the training module; and measured changes in women's contraceptive use through baseline and endline surveys. Trained providers had a better understanding of family planning concepts than untrained providers. In addition, discussions with trained providers indicated that the training module on Islam and family planning helped them to become advocates for family planning. Faculty indicated that the module enhanced their confidence about the topic of family planning and Islam, making it easier to introduce and discuss the issue with their students. Over the 3.5-year project period, which included several components in addition to the training activity, we found an overall increase of 9 percentage points in contraceptive prevalence in the project implementation districts—from 29% to 38%. The Islam and family planning module has now been included in the teaching program of major public-sector medical universities and the Regional Training Institutes of the Population Welfare Department. Other countries with sizeable Muslim populations and low contraceptive prevalence could benefit from this module. PMID:25276535

Computerized Training in Critical Thinking (CT)2: A Skill-Based Program for Army Personnel

DTIC Science & Technology

2008-06-01

15-minute break, and then completed the Skill 8 posttest . After completing the Skill 8 pretest , the experimental group completed the Skill training...including pretests , training modules, and posttests for each of eight CT skills. The pretests and training modules are highly interactive, include...usability evaluations .....................................26 Table 6: Pretest and posttest means and standard deviations by group, investigation 1

Remote sensing training for Corps of Engineering personnel: The university training module concept

NASA Technical Reports Server (NTRS)

1982-01-01

A concept to permit Corps of Engineers personnel to obtain and maintain an appropriate level of individual proficiency in the application of remote sensing to water resource management is described. Recommendations are made for specific training courses and include structure and staffing requirements, syllabi and methods of operation, supporting materials, and procedures for integrating information systems management into the University Training Modules.

Nuclear Technology. Course 30: Mechanical Inspection. Module 30-2, Pump Functional Testing.

ERIC Educational Resources Information Center

Wasel, Ed; Espy, John

This second in a series of eight modules for a course titled Mechanical Inspection describes typical pump functional tests which are performed after pump installation and prior to release of the plant for unrestricted power operation. The module follows a typical format that includes the following sections: (1) introduction, (2) module…

Environmental Microbiology Modules. Final Report.

ERIC Educational Resources Information Center

Walke, Raymond H.; Walke, Jayne G.

This publication is the result of a project to develop microbiology instructional materials for vocational college students. These materials are a series of self-paced modules. Each module includes a pre-test, an introduction and historical packet, an organizational packet to set the framework for in-depth study, one or more in-depth packets, a…

Introduction to Reactor Statics Modules, RS-1. Nuclear Engineering Computer Modules.

ERIC Educational Resources Information Center

Edlund, Milton C.

The nine Reactor Statics Modules are designed to introduce students to the use of numerical methods and digital computers for calculation of neutron flux distributions in space and energy which are needed to calculate criticality, power distribution, and fuel burn-up for both slow neutron and fast neutron fission reactors. The diffusion…

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level II.

ERIC Educational Resources Information Center

Lillo, Robert E.; Soffiotto, Nicholas S.

Designed for students in the ninth grade, this electricity/electronics curriculum guide contains instructional modules for twenty-four units of instruction. Among the modules included are (1) introduction to the world of electricity, (2) electrical safety, (3) the electrical team, (4) resistance and resistors, (5) electric lamps and heating…

Brakes. Auto Mechanics Curriculum Guide. Module 6. Instructor's Guide.

ERIC Educational Resources Information Center

Allain, Robert

This module is the sixth of nine modules in the competency-based Missouri Auto Mechanics Curriculum Guide. Eight units cover: introduction to automotive brake systems; disc and drum brake system components and how they operate; properties of brake fluid and procedures for bleeding the brake system; diagnosing and determining needed repairs on…

Related Mechanics 12-22-32. Industrial Education Curriculum.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

This curriculum guide contains learning module outlines for a series of related mechanics courses to be given in high schools in Alberta. Each module provides selected learning experiences to develop basic competence in a number of related trades. Each module consists of an introduction, objectives, learning resources list, content summary, and a…

Collaborative Experiments Online in a Module Presented Globally

ERIC Educational Resources Information Center

Robinson, David J.

2011-01-01

A new module for Level 1 students called "Science Investigations" provides an introduction to practical work, in an on-line environment. Most of the activities in the module require observational or experimental work done at home, with only the field work being "virtual". The aim is to encourage practical and group work in an…

Water Fit to Drink.

ERIC Educational Resources Information Center

Donovan, Edward P.

The major objective of this module is to help students understand how water from a source such as a lake is treated to make it fit to drink. The module, consisting of five major activities and a test, is patterned after Individualized Science Instructional System (ISIS) modules. The first activity (Planning) consists of a brief introduction and a…

The Role of OSHA in Safety and Health. Module SH-02. Safety and Health.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This student module on the role of OSHA (Occupational Safety and Health Act) in Safety and Health is one of 50 modules concerned with job safety and health. This module looks at the OSHA Act, its aims, and the rights and responsibilities of employers and workers under the Act. Following the introduction, 16 objectives (each keyed to a page in the…

Apollo 16 astronauts in Apollo Command Module Mission Simulator

NASA Technical Reports Server (NTRS)

1972-01-01

Astronaut Thomas K. Mattingly II, command module pilot of the Apollo 16 lunar landing mission, participates in extravehicular activity (EVA) training in bldg 5 at the Manned Spacecraft Center (MSC). In the right background is Astronaut Charles M. Duke Jr., lunar module pilot. They are inside the Apollo Command Module Mission Simulator (31046); Mattingly (right foreground) and Duke (right backgroung) in the Apollo Command Module Mission Simulator for EVA simulation and training. Astronaut John W. Young, commander, can be seen in the left background (31047).

Stepwise introduction of laparoscopic liver surgery: validation of guideline recommendations.

PubMed

van der Poel, Marcel J; Huisman, Floor; Busch, Olivier R; Abu Hilal, Mohammad; van Gulik, Thomas M; Tanis, Pieter J; Besselink, Marc G

2017-10-01

Uncontrolled introduction of laparoscopic liver surgery (LLS) could compromise postoperative outcomes. A stepwise introduction of LLS combined with structured training is advised. This study aimed to evaluate the impact of such a stepwise introduction. A retrospective, single-center case series assessing short term outcomes of all consecutive LLS in the period November 2006-January 2017. The technique was implemented in a stepwise fashion. To evaluate the impact of this stepwise approach combined with structured training, outcomes of LLS before and after a laparoscopic HPB fellowship were compared. A total of 135 laparoscopic resections were performed. Overall conversion rate was 4% (n = 5), clinically relevant complication rate 13% (n = 18) and mortality 0.7% (n = 1). A significant increase in patients with major LLS, multiple liver resections, previous abdominal surgery, malignancies and lesions located in posterior segments was observed after the fellowship as well as a decrease in the use of hand-assistance. Increasing complexity in the post fellowship period was reflected by an increase in operating times, but without comprising other surgical outcomes. A stepwise introduction of LLS combined with structured training reduced the clinical impact of the learning curve, thereby confirming guideline recommendations. Copyright © 2017 International Hepato-Pancreato-Biliary Association Inc. Published by Elsevier Ltd. All rights reserved.

Apollo 12 crewmen participate in water egress training

NASA Technical Reports Server (NTRS)

1969-01-01

The three prime crewmen of the Apollo 12 lunar landing mission participate in water egress training in the Gulf of Mexico. They have just egressed the Apollo Command Module trainer. The man standing at left is a Manned Spacecraft Center (MSC) swimmer. The crewmen await life raft for helicopter pickup. All four persons are wearing biological isoloation garments. Participating in the training exercise were Astronauts Charles Conrad Jr., commander; Richard F. Gordon Jr., command module pilot; and Alan L. Bean, lunar module pilot.

Crew Training - Apollo IX (Egress) - Gulf

NASA Image and Video Library

1968-11-20

S68-50960 (20 Nov. 1968) --- The Apollo 9 prime crew participates in water egress training in the Gulf of Mexico. Apollo Command Module Boilerplate 1102 was used in the training. In life raft is astronaut David R. Scott, command module pilot. Egressing the boilerplate is astronaut Russell L. Schweickart, lunar module pilot. Still inside boilerplate, out of view, is astronaut James A. McDivitt, commander. A team of MSC swimmers assisted in the exercise. The inflated bags were used to upright the boilerplate prior to egress.

Crew Training - Apollo IX (Egress) - Gulf

NASA Image and Video Library

1968-11-20

S68-50977 (20 Nov. 1968) --- The Apollo 9 prime crew participates in water egress training in the Gulf of Mexico. Apollo Command Module Boilerplate 1102 was used in the training. Egressing the boilerplate is astronaut David R. Scott, command module pilot. Inside the boilerplate, out of view, are astronauts James A. McDivitt, commander; and Russell L. Schweickart, lunar module pilot. A team of MSC swimmers assisted in the exercise. The inflated bags were used to upright the boilerplate prior to egress.

Getting Down to Business: Fertilizer and Pesticide Service, Module 5. Teacher Guide. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This is the fifth in a set of 36 teacher guides for the Entrepreneurship Training modules and accompanies CE 031 038. Its purpose is to give students some idea of what it is like to own and operate a fertilizer and pesticide service. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on…

Apollo 9 prime crew participate in water egress training

NASA Image and Video Library

1968-11-01

S68-54859 (November 1968) --- The prime crew of the Apollo 9 (Spacecraft 104/Lunar Module 3/Saturn 504) space mission participates in water egress training in a tank in Building 260 at the Manned Spacecraft Center. Egressing the Apollo command module boilerplate is astronaut James A. McDivitt, commander. In life raft are astronauts David R. Scott (background), command module pilot; and Russell L. Schweickart, lunar module pilot.

Development and pilot testing of an online module for ethics education based on the Nigerian National Code for Health Research Ethics.

PubMed

Ogunrin, Olubunmi A; Ogundiran, Temidayo O; Adebamowo, Clement

2013-01-02

The formulation and implementation of national ethical regulations to protect research participants is fundamental to ethical conduct of research. Ethics education and capacity are inadequate in developing African countries. This study was designed to develop a module for online training in research ethics based on the Nigerian National Code of Health Research Ethics and assess its ease of use and reliability among biomedical researchers in Nigeria. This was a three-phased evaluation study. Phase one involved development of an online training module based on the Nigerian Code of Health Research Ethics (NCHRE) and uploading it to the Collaborative Institutional Training Initiative (CITI) website while the second phase entailed the evaluation of the module for comprehensibility, readability and ease of use by 45 Nigerian biomedical researchers. The third phase involved modification and re-evaluation of the module by 30 Nigerian biomedical researchers and determination of test-retest reliability of the module using Cronbach's alpha. The online module was easily accessible and comprehensible to 95% of study participants. There were significant differences in the pretest and posttest scores of study participants during the evaluation of the online module (p = 0.001) with correlation coefficients of 0.9 and 0.8 for the pretest and posttest scores respectively. The module also demonstrated excellent test-retest reliability and internal consistency as shown by Cronbach's alpha coefficients of 0.92 and 0.84 for the pretest and posttest respectively. The module based on the Nigerian Code was developed, tested and made available online as a valuable tool for training in cultural and societal relevant ethical principles to orient national and international biomedical researchers working in Nigeria. It would complement other general research ethics and Good Clinical Practice modules. Participants suggested that awareness of the online module should be increased through seminars, advertisement on government websites and portals used by Nigerian biomedical researchers, and incorporation of the Code into the undergraduate medical training curriculum.

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

ERIC Educational Resources Information Center

Reetz, Linda J.; Hoover, John H.

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

Apollo 14 prime crew during water egress training in the Gulf of Mexico

NASA Technical Reports Server (NTRS)

1970-01-01

The prime crewmen of the Apollo 14 lunar landing mission are shown inside a Command Module trainer during water egress training in the Gulf of Mexico. Left to right, are Astronauts Stuart A. Roosa, command module pilot; Alan B. Shepard Jr., commander; and Edgar D. Mitchell, lunar module pilot.

A Database Training Module for Nassau Community College Staff and Faculty.

ERIC Educational Resources Information Center

Goodman, Harriett Ziskin

A training module developed following the Instructional System Design model was implemented at Nassau Community College (NCC) to teach its administration, faculty, and staff members computer skills that would enable them to use the available computer equipment more efficiently. Using this module, each trainee designed a file to be used for the…

Emergency Victim Care. A Training Manual for Emergency Medical Technicians. Module 5. CPR, Oxygen Therapy. Revised.

ERIC Educational Resources Information Center

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

This student manual, the fifth in a set of 14 modules, is designed to train emergency medical technicians (EMTs) in Ohio. The module contains two sections covering the following course content; cardiopulmonary resuscitation (CPR) (including artificial ventilation, foreign body obstructions, adjunctive equipment and special techniques, artificial…

Field Testing Vocational Education Metric Modules. Final Report.

ERIC Educational Resources Information Center

Oldsen, Carl F.

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

CADDIS Volume 2. Sources, Stressors and Responses: Flow Alteration

EPA Pesticide Factsheets

Introduction to the flow alteration module, when to list flow alteration as a candidate cause, ways to measure flow alteration, simple and detailed conceptual model diagrams for flow alteration, flow alteration module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Dissolved Oxygen

EPA Pesticide Factsheets

Introduction to the dissolved oxygen module, when to list dissolved oxygen as a candidate cause, ways to measure dissolved oxygen, simple and detailed conceptual model diagrams for dissolved oxygen, references for the dissolved oxygen module.

CADDIS Volume 2. Sources, Stressors and Responses: Ionic Strength

EPA Pesticide Factsheets

Introduction to the ionic strength module, when to list ionic strength as a candidate cause, ways to measure ionic strength, simple and detailed conceptual diagrams for ionic strength, ionic strength module references and literature reviews.

June 7, 2017 Webinar: Heavy-Duty Highway Trailers Verify Certification Module and Manufacturer Testing Information

EPA Pesticide Factsheets

This EPA webinar provides information on the Verify module for heavy-duty highway trailer manufacturers including introduction, user registration process, submitting certification information, request for certificate, testing and deployment information.

CADDIS Volume 2. Sources, Stressors and Responses: Physical Habitat

EPA Pesticide Factsheets

Introduction to the Physical Habitat module, when to list Physical Habitat as a candidate cause, ways to measure Physical Habitat, simple and detailed conceptual diagrams for Physical Habitat, Physical Habitat module references and literature reviews.

Multiservice Procedures for the Tactical Employment of Nonlethal Weapons (NLW)

DTIC Science & Technology

1998-10-01

capsicum (OC) spray, impact weapons, and internationally recognized open-hand control techniques. The US Army will award an additional skill identifier...dealing with people are truly the first line of nonlethal options. d. Oleoresin Capsicum Aerosol Train- ing. The subcourse is an introduction to the uses...Oleoresin Capsicum Aerosol Training 8.0 Open Hand Control 24.0 Impact Weapons 36.0 Introduction to Military Working Dogs 1.0 ROE/Law of War

Validation of the GreenLight™ Simulator and development of a training curriculum for photoselective vaporisation of the prostate.

PubMed

Aydin, Abdullatif; Muir, Gordon H; Graziano, Manuela E; Khan, Muhammad Shamim; Dasgupta, Prokar; Ahmed, Kamran

2015-06-01

To assess face, content and construct validity, and feasibility and acceptability of the GreenLight™ Simulator as a training tool for photoselective vaporisation of the prostate (PVP), and to establish learning curves and develop an evidence-based training curriculum. This prospective, observational and comparative study, recruited novice (25 participants), intermediate (14) and expert-level urologists (seven) from the UK and Europe at the 28th European Association of Urological Surgeons Annual Meeting 2013. A group of novices (12 participants) performed 10 sessions of subtask training modules followed by a long operative case, whereas a second group (13) performed five sessions of a given case module. Intermediate and expert groups performed all training modules once, followed by one operative case. The outcome measures for learning curves and construct validity were time to task, coagulation time, vaporisation time, average sweep speed, average laser distance, blood loss, operative errors, and instrument cost. Face and content validity, feasibility and acceptability were addressed through a quantitative survey. Construct validity was demonstrated in two of five training modules (P = 0.038; P = 0.018) and in a considerable number of case metrics (P = 0.034). Learning curves were seen in all five training modules (P < 0.001) and significant reduction in case operative time (P < 0.001) and error (P = 0.017) were seen. An evidence-based training curriculum, to help trainees acquire transferable skills, was produced using the results. This study has shown the GreenLight Simulator to be a valid and useful training tool for PVP. It is hoped that by using the training curriculum for the GreenLight Simulator, novice trainees can acquire skills and knowledge to a predetermined level of proficiency. © 2014 The Authors. BJU International © 2014 BJU International.

Appropriate Community Technology: A Training Manual. Training for Development. Peace Corps Information Collection & Exchange Training Manual No. T-28.

ERIC Educational Resources Information Center

Clavaud, Donna; And Others

Based on experience in the field, this training program was developed to help Peace Corps trainers teach appropriate community technology to Peace Corps volunteers and community workers. The 8-week, 104-session training program is organized in six phases that cover the following topics: introduction to training; earthen construction and…

Emerging themes for sensitivity training modules of African healthcare workers attending to men who have sex with men: a systematic review.

PubMed

Dijkstra, Maartje; van der Elst, Elise M; Micheni, Murugi; Gichuru, Evanson; Musyoki, Helgar; Duby, Zoe; Lange, Joep M A; Graham, Susan M; Sanders, Eduard J

2015-05-01

Sensitivity training of front-line African health care workers (HCWs) attending to men who have sex with men (MSM) is actively promoted through national HIV prevention programming in Kenya. Over 970 Kenyan-based HCWs have completed an eight-modular online training free of charge (http://www.marps-africa.org) since its creation in 2011. Before updating these modules, we performed a systematic review of published literature of MSM studies conducted in sub-Saharan Africa (sSA) in the period 2011-2014, to investigate if recent studies provided: important new knowledge currently not addressed in existing online modules; contested information of existing module topics; or added depth to topics covered already. We used learning objectives of the eight existing modules to categorise data from the literature. If data could not be categorised, new modules were suggested. Our review identified 142 MSM studies with data from sSA, including 34 studies requiring module updates, one study contesting current content, and 107 studies reinforcing existing module content. ART adherence and community engagement were identified as new modules. Recent MSM studies conducted in sSA provided new knowledge, contested existing information, and identified new areas of MSM service needs currently unaddressed in the online training. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.

Label Review Training: Module 1: Label Basics, Page 21

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. Learn about types of labels.

General Conformity Training Modules: Appendix A Sample Emissions Calculations

EPA Pesticide Factsheets

Appendix A of the training modules gives example calculations for external and internal combustion sources, construction, fuel storage and transfer, on-road vehicles, aircraft operations, storage piles, and paved roads.

A prospective interrupted time series study of interventions to improve the quality, rating, framing and structure of goal-setting in community-based brain injury rehabilitation.

PubMed

Hassett, Leanne; Simpson, Grahame; Cotter, Rachel; Whiting, Diane; Hodgkinson, Adeline; Martin, Diane

2015-04-01

To investigate whether the introduction of an electronic goals system followed by staff training improved the quality, rating, framing and structure of goals written by a community-based brain injury rehabilitation team. Interrupted time series design. Two interventions were introduced six months apart. The first intervention comprised the introduction of an electronic goals system. The second intervention comprised a staff goal training workshop. An audit protocol was devised to evaluate the goals. A random selection of goal statements from the 12 months prior to the interventions (Time 1 baseline) were compared with all goal statements written after the introduction of the electronic goals system (Time 2) and staff training (Time 3). All goals were de-identified for client and time-period, and randomly ordered. A total of 745 goals (Time 1 n = 242; Time 2 n = 283; Time 3 n = 220) were evaluated. Compared with baseline, the introduction of the electronic goals system alone significantly increased goal rating, framing and structure (χ(2) tests 144.7, 18.9, 48.1, respectively, p < 0.001). The addition of staff training meant that the improvement in goal quality, which was only a trend at Time 2, was statistically significant at Time 3 (χ(2) 15.0, p ≤ 001). The training also led to a further significant increase in the framing and structuring of goals over the electronic goals system (χ(2) 11.5, 12.5, respectively, p ≤ 0.001). An electronic goals system combined with staff training improved the quality, rating, framing and structure of goal statements. © The Author(s) 2014.

Employer-Sponsored Training: Current Status, Future Possibilities.

ERIC Educational Resources Information Center

Vaughan, Roger J.; Berryman, Sue E.

This document summarizes the conclusions of research papers and participant discussions at a conference on employer-sponsored training in 1988. Following an introduction, the first section offers support for the statement that employers invest heavily in training their best-educated and trained employees. The following are among the conclusions…

Training an Aging Work Force.

ERIC Educational Resources Information Center

Allen, Annamary Zappia

This manual provides information and suggestions on training the increasingly older work force. An introduction addresses a needed emphasis on training programs to retain older workers as employees and development of effective training that focuses on needs and limitations of older adults as learners. It introduces McDonald's McMaster's Program,…

Re-Employment Training: Evaluation of the Oakland University RECAP/JETS Program.

ERIC Educational Resources Information Center

Ramey, Luellen

This document provides a description and evaluation of the RECAP (Re-employment Career Planning)/JETS (Job, Education/Training, Selection) program, a cooperative re-employment training program for displaced automobile industry workers in Michigan. Following the brief introduction, program development and pre-training preparation are discussed,…

Drywall. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Moore, Doug

This instructor's guide accompanies the self-paced student training modules on drywall available separately as CE 031 574. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the 18…

Bricklaying. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Cholewinski, Scott

This instructor's guide accompanies the self-paced student training modules on bricklaying available separately as CE 031 568. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the…

Parts Counter. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Snyder, James A.

This instructor's guide accompanies the self-paced student training modules on parts counter, available separately as CE 031 572. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of…

Private Security Training. Phase 1: Basic. Instructor Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This basic module on private security training was designed under the direction of the Oklahoma Council on Law Enforcement Education and Training to teach basic skills necessary for entry-level employment in this field. This module contains six instructional units that cover the following topics: (1) interpreting the Oklahoma Security Guard and…

Cement Finishing. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Nama, Joe

This instructor's guide accompanies the self-paced student training modules on cement finishing, available separately as CE 031 576. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each…

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum.

PubMed

Rafai, Nicole; Lemos, Martin; Kennes, Lieven Nils; Hawari, Ayichah; Gerhardt-Szép, Susanne; Classen-Linke, Irmgard

2016-11-25

Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes. For the curricular development of the expanded course module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes. The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study. The "Palpation of the Head and Neck Muscles" interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

Introduction to the Danish Vocational Education and Training System.

ERIC Educational Resources Information Center

Ministry of Education, Copenhagen (Denmark).

Vocational education and training is a concept that covers a sandwich-type course in which school-based education alternates with firm-based training. Broader courses in Denmark include simultaneous work at companies and school training. The advantage to this system is that students do not waste time training for an occupation that they may not…

Can Competency-Based Training Fly?: An Overview of Key Issues for "Ab Initio" Pilot Training

ERIC Educational Resources Information Center

Franks, Peter; Hay, Stephen; Mavin, Tim

2014-01-01

Competency-based training (CBT) for pilots was formally introduced in 1999 by the Civil Aviation Safety Authority (CASA) for training leading to the issue of aeroplane private and commercial pilot licences. This initiative followed the Australian government's introduction of CBT policy for vocational and workplace training in the late 1980's.…

The Telematic Training of Pedagogical Resource Centre Staff as Part of the Introduction of Information Technologies into Educational Resource Management.

ERIC Educational Resources Information Center

Alocer, Josep Garcia

1993-01-01

Describes the implementation of a training course in computerized educational resource management provided for staff of Pedagogical Resource Centres in Catalonia (Spain). Training in telematics is explained, including documentary training and an ongoing process of permanent training assistance; the telematics infrastructure is discussed; and the…

20 CFR 626.1 - Scope and purpose of the Job Training Partnership Act.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Scope and purpose of the Job Training... LABOR INTRODUCTION TO THE REGULATIONS UNDER THE JOB TRAINING PARTNERSHIP ACT § 626.1 Scope and purpose of the Job Training Partnership Act. It is the purpose of the Job Training Partnership Act (JTPA or...

Label Review Training: Module 1: Label Basics, Page 20

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This section focuses on supplemental labeling.

Label Review Training: Module 1: Label Basics, Page 22

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. Learn about what labels require review.

Label Review Training: Module 1: Label Basics, Page 18

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This section discusses the types of labels.

Label Review Training: Module 1: Label Basics, Page 26

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. Learn about mandatory and advisory label statements.

Label Review Training: Module 1: Label Basics, Page 19

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. This section covers supplemental distributor labeling.

Label Review Training: Module 1: Label Basics, Page 15

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. Learn about the consequences of improper labeling.

Label Review Training: Module 1: Label Basics, Page 14

EPA Pesticide Factsheets

This module of the pesticide label review training provides basic information about pesticides, their labeling and regulation, and the core principles of pesticide label review. Learn about positive effects from proper labeling.

The Development of Multicultural Counselling Competencies (MCC) Training Module Based on MCC Matrix Model by Sue et al. (1992)

ERIC Educational Resources Information Center

Anuar, Azad Athahiri; Rozubi, Norsayyidatina Che; Abdullah, Haslee Sharil

2015-01-01

The aims of this study were to develop and validate a MCC training module for trainee counselor based on MCC matrix model by Sue et al. (1992). This module encompassed five sub modules and 11 activities developed along the concepts and components of the MCC matrix model developed by Sue, Arredondo dan McDavis (1992). The design method used in this…

Progress & Frontiers in PV Performance

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

Deline, Chris; DiOrio, Nick; Jordan, Dirk

2016-09-12

PowerPoint slides for a presentation given at Solar Power International 2016. Presentation includes System Advisor Model (SAM) introduction and battery modeling, bifacial PV modules and modeling, shade modeling and module level power electronics (MLPE), degradation rates, and PVWatts updates and validation.

CADDIS Volume 2. Sources, Stressors and Responses: Temperature - Figure 1. Major Heat Flux Processes in Streams

EPA Pesticide Factsheets

Introduction to the temperature module, when to list temperature as a candidate cause, ways to measure temperature, simple and detailed conceptual diagrams for temperature, temperature module references and literature reviews.

CADDIS Volume 2. Sources, Stressors and Responses: Dissolved Oxygen - Simple Conceptual Diagram

EPA Pesticide Factsheets

Introduction to the dissolved oxygen module, when to list dissolved oxygen as a candidate cause, ways to measure dissolved oxygen, simple and detailed conceptual model diagrams for dissolved oxygen, references for the dissolved oxygen module.