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AN INTRINSIC PROGRAM ON THE SUBJECT OF CONSTRUCTION OF TEACHING UNITS WAS DESIGNED AND TESTED TO ASCERTAIN WHETHER STUDENTS OF EDUCATION WOULD LEARN AS EFFICIENTLY BY THE PROGRAM METHOD AS BY TRADITIONAL METHODS. THE 116 PAGE PROGRAMED TEXT COMPRISES FOUR SECTIONS--THE DEFINITION AND BACKGROUND OF THE TEACHING UNIT, THE YEARLY PLAN, THE TEACHING UNIT, AND THE DAILY LESSON PLAN. EIGHT CLASSES TOTALING 152 STUDENTS WERE EXPOSED TO TRADITIONAL INSTRUCTION, AND FOUR OF THESE USED THE PROGRAMEDD TEXT. A NONSTANDARDIZED, MULTIPLE-CHOICE, OBJECTIVE TEST, WHICH HAD BEEN DEVELOPED DURING THE TWO PILOT TESTS OF THE PROGRAM, WAS ADMINISTERED TO BOTH GROUPS AS A PRE AND POST-TEST. THE INSTRUCTOR AND TWO JUDGES GRADED THE TEACHING UNITS PRODUCED BY THE STUDENTS. A SHORT QUESTIONNAIRE WAS ALSO GIVEN. RESULTS INDICATED THAT STUDENTS WHO STUDIED THE PROGRAMED TEXT GAINED MORE KNOWLEDGE AND UNDERSTANDING OF THE SUBJECT THAN THOSE WHO WERE TAUGHT CONVENTIONALLY, BUT THAT THE PROGRAMED LEARNERS DID NOT DISPLAY GREATER ABILITY TO PREPARE TEACHING UNITS. THE TWO METHODS WERE EQUALLY EFFICIENT IN TERMS OF LEARNING TIME OUTSIDE OF CLASS, BUT WHEN CLASSROOM TIME WAS INCLUDED, THE PROGRAMED METHOD WAS MORE EFFICIENT. CONCLUSIONS WERE THAT THE PROGRAMED METHOD CAN BE SUBSTITUTED FOR THE CONVENTIONAL METHOD WITHOUT LOSS OF EFFICIENCY. THE ENTIRE PROGRAM, THE TEST AND QUESTIONNAIRES USED, AND RELEVANT TABLES ARE INCLUDED. (BB)

AN INTRINSIC PROGRAM ON THE SUBJECT OF CONSTRUCTION OF TEACHING UNITS WAS DESIGNED AND TESTED TO ASCERTAIN WHETHER STUDENTS OF EDUCATION WOULD LEARN AS EFFICIENTLY BY THE PROGRAM METHOD AS BY TRADITIONAL METHODS. THE 116 PAGE PROGRAMED TEXT COMPRISES FOUR SECTIONS--THE DEFINITION AND BACKGROUND OF THE TEACHING UNIT, THE YEARLY PLAN, THE TEACHING UNIT, AND THE DAILY LESSON PLAN. EIGHT CLASSES TOTALING 152 STUDENTS WERE EXPOSED TO TRADITIONAL INSTRUCTION, AND FOUR OF THESE USED THE PROGRAMEDD TEXT. A NONSTANDARDIZED, MULTIPLE-CHOICE, OBJECTIVE TEST, WHICH HAD BEEN DEVELOPED DURING THE TWO PILOT TESTS OF THE PROGRAM, WAS ADMINISTERED TO BOTH GROUPS AS A PRE AND POST-TEST. THE INSTRUCTOR AND TWO JUDGES GRADED THE TEACHING UNITS PRODUCED BY THE STUDENTS. A SHORT QUESTIONNAIRE WAS ALSO GIVEN. RESULTS INDICATED THAT STUDENTS WHO STUDIED THE PROGRAMED TEXT GAINED MORE KNOWLEDGE AND UNDERSTANDING OF THE SUBJECT THAN THOSE WHO WERE TAUGHT CONVENTIONALLY, BUT THAT THE PROGRAMED LEARNERS DID NOT DISPLAY GREATER ABILITY TO PREPARE TEACHING UNITS. THE TWO METHODS WERE EQUALLY EFFICIENT IN TERMS OF LEARNING TIME OUTSIDE OF CLASS, BUT WHEN CLASSROOM TIME WAS INCLUDED, THE PROGRAMED METHOD WAS MORE EFFICIENT. CONCLUSIONS WERE THAT THE PROGRAMED METHOD CAN BE SUBSTITUTED FOR THE CONVENTIONAL METHOD WITHOUT LOSS OF EFFICIENCY. THE ENTIRE PROGRAM, THE TEST AND QUESTIONNAIRES USED, AND RELEVANT TABLES ARE INCLUDED. (BB)

AN INTRINSIC PROGRAM ON THE SUBJECT OF CONSTRUCTION OF TEACHING UNITS WAS DESIGNED AND TESTED TO ASCERTAIN WHETHER STUDENTS OF EDUCATION WOULD LEARN AS EFFICIENTLY BY THE PROGRAM METHOD AS BY TRADITIONAL METHODS. THE 116 PAGE PROGRAMED TEXT COMPRISES FOUR SECTIONS--THE DEFINITION AND BACKGROUND OF THE TEACHING UNIT, THE YEARLY PLAN, THE TEACHING UNIT, AND THE DAILY LESSON PLAN. EIGHT CLASSES TOTALING 152 STUDENTS WERE EXPOSED TO TRADITIONAL INSTRUCTION, AND FOUR OF THESE USED THE PROGRAMEDD TEXT. A NONSTANDARDIZED, MULTIPLE-CHOICE, OBJECTIVE TEST, WHICH HAD BEEN DEVELOPED DURING THE TWO PILOT TESTS OF THE PROGRAM, WAS ADMINISTERED TO BOTH GROUPS AS A PRE AND POST-TEST. THE INSTRUCTOR AND TWO JUDGES GRADED THE TEACHING UNITS PRODUCED BY THE STUDENTS. A SHORT QUESTIONNAIRE WAS ALSO GIVEN. RESULTS INDICATED THAT STUDENTS WHO STUDIED THE PROGRAMED TEXT GAINED MORE KNOWLEDGE AND UNDERSTANDING OF THE SUBJECT THAN THOSE WHO WERE TAUGHT CONVENTIONALLY, BUT THAT THE PROGRAMED LEARNERS DID NOT DISPLAY GREATER ABILITY TO PREPARE TEACHING UNITS. THE TWO METHODS WERE EQUALLY EFFICIENT IN TERMS OF LEARNING TIME OUTSIDE OF CLASS, BUT WHEN CLASSROOM TIME WAS INCLUDED, THE PROGRAMED METHOD WAS MORE EFFICIENT. CONCLUSIONS WERE THAT THE PROGRAMED METHOD CAN BE SUBSTITUTED FOR THE CONVENTIONAL METHOD WITHOUT LOSS OF EFFICIENCY. THE ENTIRE PROGRAM, THE TEST AND QUESTIONNAIRES USED, AND RELEVANT TABLES ARE INCLUDED. (BB)

Introduction.  It is noted that the use of adaptive grids in calculations makes it possible to improve the accuracy and efficiency of computational algorithms without increasing the number of nodes. This approach is especially efficient when calculating nonstationary problems. The objective of this study is the development, construction and software implementation of methods for constructing computational two-dimensional optimal boundary-adaptive grids for complex configuration regions while maintaining the specified features of the shape and boundary of the region. The application of such methods contributes to improving the accuracy, efficiency, and cost-effectiveness of computational algorithms. Materials and Methods.  The problem of automatic construction of an optimal boundary-adaptive grid in a simply connected region of arbitrary geometry, topologically equivalent to a rectangle, is considered. A solution is obtained for the minimum set of input information: the boundary of the region in the physical plane and the number of points on it are given. The creation of an algorithm and a mesh generation program is based on a model of particle dynamics. This provides determining the trajectories of individual particles and studying the dynamics of their pair interaction in the system under consideration. The interior and border nodes of the grid are separated through using the mask tool, and this makes it possible to determine the speed of movement of nodes, taking into account the specifics of the problem being solved. Results.  The developed methods for constructing an optimal boundary-adaptive grid of a complex geometry region provides solving the problem on automatic grid construction in two-dimensional regions of any configuration. To evaluate the results of the algorithm research, a test problem was solved, and the solution stages were visualized. The computational domain of the test problem and the operation of the function for calculating the speed of movement of interior nodes are shown in the form of figures. Visualization confirms the advantage of this meshing method, which separates the border and interior nodes. Discussion and Conclusions.  The theoretical and numerical studies results are important both for the investigation of the grids qualitative properties and for the computational grid methods that provide solving numerical modeling problems efficiently and with high accuracy.

Introduction.  It is noted that the use of adaptive grids in calculations makes it possible to improve the accuracy and efficiency of computational algorithms without increasing the number of nodes. This approach is especially efficient when calculating nonstationary problems. The objective of this study is the development, construction and software implementation of methods for constructing computational two-dimensional optimal boundary-adaptive grids for complex configuration regions while maintaining the specified features of the shape and boundary of the region. The application of such methods contributes to improving the accuracy, efficiency, and cost-effectiveness of computational algorithms. Materials and Methods.  The problem of automatic construction of an optimal boundary-adaptive grid in a simply connected region of arbitrary geometry, topologically equivalent to a rectangle, is considered. A solution is obtained for the minimum set of input information: the boundary of the region in the physical plane and the number of points on it are given. The creation of an algorithm and a mesh generation program is based on a model of particle dynamics. This provides determining the trajectories of individual particles and studying the dynamics of their pair interaction in the system under consideration. The interior and border nodes of the grid are separated through using the mask tool, and this makes it possible to determine the speed of movement of nodes, taking into account the specifics of the problem being solved. Results.  The developed methods for constructing an optimal boundary-adaptive grid of a complex geometry region provides solving the problem on automatic grid construction in two-dimensional regions of any configuration. To evaluate the results of the algorithm research, a test problem was solved, and the solution stages were visualized. The computational domain of the test problem and the operation of the function for calculating the speed of movement of interior nodes are shown in the form of figures. Visualization confirms the advantage of this meshing method, which separates the border and interior nodes. Discussion and Conclusions.  The theoretical and numerical studies results are important both for the investigation of the grids qualitative properties and for the computational grid methods that provide solving numerical modeling problems efficiently and with high accuracy.

In Hanoi, there are currently 70 industrial clusters (CCNs) operating, contributing significantly to economic growth and ensuring social security. Hanoi has good infrastructure in terms of traffic, electricity, water, post office, etc. Besides, Hanoi has been invested heavily in infrastructure development, this is a good condition. to develop CCNs (industrial clusters). CCN is the geographical concentration of production - business establishments, organizations related to each other in terms of production, use of infrastructure and limiting environmental pollution. Therefore, CCN can be considered as the focal point for implementing internal linkages between industries and services and linking industry with rural areas in the region and locality. Therefore, CCN is the nucleus that promotes regional and local socio-economic development.

This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real teachers--their understandings, voices, selves, and practices--into professional development by providing an experiential, collaborative and school-centered context for ongoing reflection on teachers' practice. It is important to understand the complexities of teacher development in the context of a project that sought to break with the short-term transmission model that Richardson (2003) described as the still dominant approach to in-service professional development. By investigating the ongoing collaboration created by the program, the authors seek to provide a multi-layered understanding of how collegial and collaborative professional development affects teachers and how teachers affect professional development. Therefore, their purpose is to add to the existing research that explains the complexity of teacher collaboration by uncovering the meaning of teacher resistance and by providing an in depth look into how a group of teachers co-constructed knowledge and negotiated their identities over time.

This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real teachers--their understandings, voices, selves, and practices--into professional development by providing an experiential, collaborative and school-centered context for ongoing reflection on teachers' practice. It is important to understand the complexities of teacher development in the context of a project that sought to break with the short-term transmission model that Richardson (2003) described as the still dominant approach to in-service professional development. By investigating the ongoing collaboration created by the program, the authors seek to provide a multi-layered understanding of how collegial and collaborative professional development affects teachers and how teachers affect professional development. Therefore, their purpose is to add to the existing research that explains the complexity of teacher collaboration by uncovering the meaning of teacher resistance and by providing an in depth look into how a group of teachers co-constructed knowledge and negotiated their identities over time.

A challenge for educational employing authorities is the provision of high-quality, sustainable professional development opportunities that will lead to positive growth in teachers' pedagogical practices. The study reported here sought to devise and implement a model of teacher professional development that would result in such growth by increasing mathematics content knowledge and pedagogical content knowledge. While there were a number of components to the study, including the investigation of a relationship between teacher professional learning and improved student learning outcomes, this paper focuses upon the changes in teachers' beliefs and practices as reported by the teacher participants, their students, and observed by the researcher. A variety of qualitative methods for data collection were used in order to develop a complete picture of the nature of teacher growth. (Contains 2 figures and 2 tables.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

The Meadow Lake Tribal Council (MLTC) (Saskatchewan) and the University of Victoria (British Columbia) developed a bicultural postsecondary training curriculum in early childhood care and development that incorporated both Euro-Western and Aboriginal knowledge. Since the MLTC sought curricula using representative Cree and Dene cultures rather than generic pan-Aboriginal culture, seven groups of Aboriginal communities partnered with the university to co-construct a 2-year curriculum delivered entirely in their communities. Tribal elders played key roles in developing the curriculum. A steering committee in each community had responsibility to raise funds; recruit instructors, students, elders, and practicum supervisors; and provide facilities and supports for teaching and learning. Four of the community groups were able to recruit Native American instructors. A 2-year evaluation using interviews, questionnaires, focus groups, participant observations, community forums, and record reviews was completed in 2000. Positive program impacts included unprecedented high rates of Aboriginal student retention, program completion, leadership, and application of training to relevant vocations within their communities; revitalization of intergenerational relationships through tribal elders' involvement in curriculum construction, teaching, and learning; enhanced community cohesion; and reinforcement of valued cultural concepts and practices. (Contains 37 references.) (TD)

This article is from Trials , volume 15 . Abstract None

Title: Constructing Oyama -An Alternative Approach for Rural Development-(Albanian ver.) Published on: 2020-04-01 Original video URL: https://www.youtube.com/watch?v=FwQShFChiqY

This article is from JMIR Research Protocols , volume 2 . Abstract Background: Due to limited reporting of intervention rationale, little is known about what distinguishes a good intervention from a poor one. To support improved design, there is a need for comprehensive reports on novel and complex theory-based interventions. Specifically, the emerging trend of just-in-time tailoring of content in response to change in target behavior or emotional state is promising. Objective: The objective of this study was to give a systematic and comprehensive description of the treatment rationale of an online alcohol intervention called Balance. Methods: We used the intervention mapping protocol to describe the treatment rationale of Balance. The intervention targets at-risk drinking, and it is delivered by email, mobile phone text messaging, and tailored interactive webpages combining text, pictures, and prerecorded audio. Results: The rationale of the current treatment was derived from a self-regulation perspective, and the overarching idea was to support continued self-regulation throughout the behavior change process. Maintaining the change efforts over time and coping adaptively during critical moments (eg, immediately before and after a lapse) are key factors to successful behavior change. Important elements of the treatment rationale to achieving these elements were: (1) emotion regulation as an inoculation strategy against self-regulation failure, (2) avoiding lapses by adaptive coping, and (3) avoiding relapse by resuming the change efforts after a lapse. Two distinct and complementary delivery strategies were used, including a day-to-day tunnel approach in combination with just-in-time therapy. The tunnel strategy was in accordance with the need for continuous self-regulation and it functions as a platform from which just-in-time therapy was launched. Just-in-time therapy was used to support coping during critical moments, and started when the client reports either low self-efficacy or that they were drinking above target levels. Conclusions: The descriptions of the treatment rationale for Balance, the alcohol intervention reported herein, provides an intervention blueprint that will aid in interpreting the results from future program evaluations. It will ease comparisons of program rationales across interventions, and may assist intervention development. By putting just-in-time therapy within a complete theoretical and practical context, including the tunnel delivery strategy and the self-regulation perspective, we have contributed to an understanding of how multiple delivery strategies in eHealth interventions can be combined. Additionally, this is a call for action to improve the reporting practices within eHealth research. Possible ways to achieve such improvement include using a systematic and structured approach, and for intervention reports to be published after peer-review and separately from evaluation reports.

This article is from JMIR Research Protocols , volume 2 . Abstract Background: Due to limited reporting of intervention rationale, little is known about what distinguishes a good intervention from a poor one. To support improved design, there is a need for comprehensive reports on novel and complex theory-based interventions. Specifically, the emerging trend of just-in-time tailoring of content in response to change in target behavior or emotional state is promising. Objective: The objective of this study was to give a systematic and comprehensive description of the treatment rationale of an online alcohol intervention called Balance. Methods: We used the intervention mapping protocol to describe the treatment rationale of Balance. The intervention targets at-risk drinking, and it is delivered by email, mobile phone text messaging, and tailored interactive webpages combining text, pictures, and prerecorded audio. Results: The rationale of the current treatment was derived from a self-regulation perspective, and the overarching idea was to support continued self-regulation throughout the behavior change process. Maintaining the change efforts over time and coping adaptively during critical moments (eg, immediately before and after a lapse) are key factors to successful behavior change. Important elements of the treatment rationale to achieving these elements were: (1) emotion regulation as an inoculation strategy against self-regulation failure, (2) avoiding lapses by adaptive coping, and (3) avoiding relapse by resuming the change efforts after a lapse. Two distinct and complementary delivery strategies were used, including a day-to-day tunnel approach in combination with just-in-time therapy. The tunnel strategy was in accordance with the need for continuous self-regulation and it functions as a platform from which just-in-time therapy was launched. Just-in-time therapy was used to support coping during critical moments, and started when the client reports either low self-efficacy or that they were drinking above target levels. Conclusions: The descriptions of the treatment rationale for Balance, the alcohol intervention reported herein, provides an intervention blueprint that will aid in interpreting the results from future program evaluations. It will ease comparisons of program rationales across interventions, and may assist intervention development. By putting just-in-time therapy within a complete theoretical and practical context, including the tunnel delivery strategy and the self-regulation perspective, we have contributed to an understanding of how multiple delivery strategies in eHealth interventions can be combined. Additionally, this is a call for action to improve the reporting practices within eHealth research. Possible ways to achieve such improvement include using a systematic and structured approach, and for intervention reports to be published after peer-review and separately from evaluation reports.

Title: Constructing Oyama -An Alternative Approach for Rural Development-(Full ver.) Published on: 2020-03-30 Original video URL: https://www.youtube.com/watch?v=04diuAvzQ7o

Title: Constructing Oyama -An Alternative Approach for Rural Development-(Full ver.) Published on: 2020-03-30 Original video URL: https://www.youtube.com/watch?v=04diuAvzQ7o

Title: Constructing Oyama -An Alternative Approach for Rural Development-(Full ver.) Published on: 2020-03-30 Original video URL: https://www.youtube.com/watch?v=04diuAvzQ7o

Title: Constructing Oyama -An Alternative Approach for Rural Development-(Full ver.) Published on: 2020-03-30 Original video URL: https://www.youtube.com/watch?v=04diuAvzQ7o

Title: Constructing Oyama -An Alternative Approach for Rural Development-(Full ver.) Published on: 2020-03-30 Original video URL: https://www.youtube.com/watch?v=04diuAvzQ7o

This paper examines collaborative research by a Brazilian public university and public elementary school, highlighting a thematic program of applied research and teaching that addressed improvement in teaching and learning quality through inservice teacher education. The project was designed to build a knowledge base of teacher learning and professional development processes and to define when, where, and how participants would intervene in these processes to refine the knowledge. Researchers examined how the constructive-collaborative intervention, which drew upon reflection of teachers' practice could help improve pedagogical actions in order to overcome school, teacher, and student failure. Data from descriptive and analytical studies, follow-up studies, ethnographic studies, case studies, observation, diary entries, interviews, and document analysis indicated it was impossible to divide practice and conceptions into reflective and nonreflective groupings. Different levels and types of reflection were evident. Teachers' degree of intensity in participation increased when discussion related to the daily practice, problems, and challenges they faced in the classroom. Teachers considered their practice their only realm of competence. Personal theories developed by teachers matched most formal theoretical knowledge. Teaching and learning experiences were important strategies in professional learning. Teachers' learning processes were more practical than theoretical oriented. (Contains 43 references.) (SM)

The manual was designed to help vocational education curriculum experts learn procedures for constructing task inventories and for analyzing occupational performance. The manual opens with definitions of a task inventory and other terms, and an overview of the procedure. The first six steps involve the overall construction of an initial task inventory (define scope of performance situation; locate written sources of activity statements; draft task and duty statements; obtain knowledgeable consultants to review, edit and group items; and pilot test items). The second six steps cover the acquisition of information about each task (determine task information needed; determine appropriate job incumbent sources; prepare and pilot test questions; develop sampling plan and analysis design; print questionnaire; and administer questionnaires). The final five steps describe the analysis of the task data derived from the previous steps (develop inventory record procedures; key punch task inventory data; compute general summary statistics; record additional tasks written in by respondents; and prepare report of analysis results). Each of these three sections concludes with selftest items, designed to help the readers evaluate their learning of the concepts introduced. Duty statements, background information questions, the inventory and instructions, and sample letters are appended. (JB)

It has recently been claimed by Cheon and Cheoun that the discrepancy between the experimental value of the induced pseudoscalar g_P, obtained at TRIUMF from a measurement of the radiative muon capture by proton, and its value predicted by using PCAC and pion pole dominance can be explained by a contact term generated from a simple pion-nucleon Lagrangian. We show in our comment that this claim is ill founded.

This study aimed to build a model to detect the factors to enhance student engagement and learning development in mobile learning during the COVID-19 Pandemic. Data from a total of 400 junior-high-school students were collected in China in the fall semester of 2020, and a large proportion of students preferred accessing their study with cellphones (67.0%) than with computers (11.8%), laptops (11.3%) or pads (10.0%). Exploratory factor analysis and structural equation modeling (SEM) were used for data analysis. The fitness of the items for each scale of the student engagement and learning development indicated a sufficient fit (X[superscript 2][subscript (19)] = 41.252, GIF = 0.974, AGFI = 0.951, CFI = 0.986, RMSEA = 0.054, NNFI = 0.979, IFI = 0.986). The results of SEM analysis show that emotional engagement is the most important factor (r[superscript 2] = 0.859) in the model, and student engagement has a significant positive impact on learning development in mobile learning. The findings of this study provide a good reference for enhancing student engagement or fostering students' learning development in mobile learning. [For the full proceedings, see ED639391.]

Reliability practitioners advocate getting reliability involved early in a product development process. However, when assigned to estimate or assess the (potential) reliability of a product or system early in the design and development phase, they are faced with lack of reasonable models or methods for useful reliability estimation. Developing specific data is costly and time consuming. Instead, analysts rely on available data to assess reliability. Finding data relevant to the specific use and environment for any project is difficult, if not impossible. Instead, analysts attempt to develop the \"best\" or composite analog data to support the assessments. Industries, consortia and vendors across many areas have spent decades collecting, analyzing and tabulating fielded item and component reliability performance in terms of observed failures and operational use. This data resource provides a huge compendium of information for potential use, but can also be compartmented by industry, difficult to find out about, access, or manipulate. One method used incorporates processes for reviewing these existing data sources and identifying the available information based on similar equipment, then using that generic data to derive an analog composite. Dissimilarities in equipment descriptions, environment of intended use, quality and even failure modes impact the \"best\" data incorporated in an analog composite. Once developed, this composite analog data provides a \"better\" representation of the reliability of the equipment or component. It can be used to support early risk or reliability trade studies, or analytical models to establish the predicted reliability data points. It also establishes a baseline prior that may updated based on test data or observed operational constraints and failures, i.e., using Bayesian techniques. This tutorial presents a descriptive compilation of historical data sources across numerous industries and disciplines, along with examples of contents and data characteristics. It then presents methods for combining failure information from different sources and mathematical use of this data in early reliability estimation and analyses.

A survey was designed to assist in constructing a picture of new vocational education and training professionals working in organizational settings in Australia. They were practitioners whose positional titles included training and development (T&D), human resource development, or human resource practitioners who work within organizational settings or as consultants to organizations. The subscriber data base for "Managing T&D" was used as a research sample. Of 1,200 surveys circulated throughout Australia, 197 usable responses were received. Results indicated respondents perceived that training is increasingly being afforded a high priority in Australian workplaces; 80 percent worked in organizations that employed T&D staff; the naming or labeling of the profession as practiced in organizations is not consistent and could be seen as an indicator that this is still an evolving field of practice in organizations; the lack of requirement by organizations of a constant or specialist qualification of its practitioners could also be seen as supporting the claim the field is still evolving; there was considerable consistency in the nominated current skill requirements for practitioners and in perceptions about current areas of high importance to organizations and predictions about future areas that would be of high importance to organizations; and there was a relatively commonly held sense of the purpose of this field of professional practice. (YLB)

This article is from Trials , volume 15 . Abstract Background: Many candidate vaccine strategies against human immunodeficiency virus (HIV) infection are under study, but their clinical development is lengthy and iterative. To accelerate HIV vaccine development optimised trial designs are needed. We propose a randomised multi-arm phase I/II design for early stage development of several vaccine strategies, aiming at rapidly discarding those that are unsafe or non-immunogenic. Methods: We explored early stage designs to evaluate both the safety and the immunogenicity of four heterologous prime-boost HIV vaccine strategies in parallel. One of the vaccines used as a prime and boost in the different strategies (vaccine 1) has yet to be tested in humans, thus requiring a phase I safety evaluation. However, its toxicity risk is considered minimal based on data from similar vaccines. We newly adapted a randomised phase II trial by integrating an early safety decision rule, emulating that of a phase I study. We evaluated the operating characteristics of the proposed design in simulation studies with either a fixed-sample frequentist or a continuous Bayesian safety decision rule and projected timelines for the trial. Results: We propose a randomised four-arm phase I/II design with two independent binary endpoints for safety and immunogenicity. Immunogenicity evaluation at trial end is based on a single-stage Fleming design per arm, comparing the observed proportion of responders in an immunogenicity screening assay to an unacceptably low proportion, without direct comparisons between arms. Randomisation limits heterogeneity in volunteer characteristics between arms. To avoid exposure of additional participants to an unsafe vaccine during the vaccine boost phase, an early safety decision rule is imposed on the arm starting with vaccine 1 injections. In simulations of the design with either decision rule, the risks of erroneous conclusions were controlled

This article is from Trials , volume 15 . Abstract Background: Many candidate vaccine strategies against human immunodeficiency virus (HIV) infection are under study, but their clinical development is lengthy and iterative. To accelerate HIV vaccine development optimised trial designs are needed. We propose a randomised multi-arm phase I/II design for early stage development of several vaccine strategies, aiming at rapidly discarding those that are unsafe or non-immunogenic. Methods: We explored early stage designs to evaluate both the safety and the immunogenicity of four heterologous prime-boost HIV vaccine strategies in parallel. One of the vaccines used as a prime and boost in the different strategies (vaccine 1) has yet to be tested in humans, thus requiring a phase I safety evaluation. However, its toxicity risk is considered minimal based on data from similar vaccines. We newly adapted a randomised phase II trial by integrating an early safety decision rule, emulating that of a phase I study. We evaluated the operating characteristics of the proposed design in simulation studies with either a fixed-sample frequentist or a continuous Bayesian safety decision rule and projected timelines for the trial. Results: We propose a randomised four-arm phase I/II design with two independent binary endpoints for safety and immunogenicity. Immunogenicity evaluation at trial end is based on a single-stage Fleming design per arm, comparing the observed proportion of responders in an immunogenicity screening assay to an unacceptably low proportion, without direct comparisons between arms. Randomisation limits heterogeneity in volunteer characteristics between arms. To avoid exposure of additional participants to an unsafe vaccine during the vaccine boost phase, an early safety decision rule is imposed on the arm starting with vaccine 1 injections. In simulations of the design with either decision rule, the risks of erroneous conclusions were controlled

This article is from Trials , volume 15 . Abstract Background: Many candidate vaccine strategies against human immunodeficiency virus (HIV) infection are under study, but their clinical development is lengthy and iterative. To accelerate HIV vaccine development optimised trial designs are needed. We propose a randomised multi-arm phase I/II design for early stage development of several vaccine strategies, aiming at rapidly discarding those that are unsafe or non-immunogenic. Methods: We explored early stage designs to evaluate both the safety and the immunogenicity of four heterologous prime-boost HIV vaccine strategies in parallel. One of the vaccines used as a prime and boost in the different strategies (vaccine 1) has yet to be tested in humans, thus requiring a phase I safety evaluation. However, its toxicity risk is considered minimal based on data from similar vaccines. We newly adapted a randomised phase II trial by integrating an early safety decision rule, emulating that of a phase I study. We evaluated the operating characteristics of the proposed design in simulation studies with either a fixed-sample frequentist or a continuous Bayesian safety decision rule and projected timelines for the trial. Results: We propose a randomised four-arm phase I/II design with two independent binary endpoints for safety and immunogenicity. Immunogenicity evaluation at trial end is based on a single-stage Fleming design per arm, comparing the observed proportion of responders in an immunogenicity screening assay to an unacceptably low proportion, without direct comparisons between arms. Randomisation limits heterogeneity in volunteer characteristics between arms. To avoid exposure of additional participants to an unsafe vaccine during the vaccine boost phase, an early safety decision rule is imposed on the arm starting with vaccine 1 injections. In simulations of the design with either decision rule, the risks of erroneous conclusions were controlled

Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional and artistic aspects. Cognition refers to reasoning and thinking skills in education. In this context, thinking skills and specifically critical thinking is to be considered in curriculum development process. The critical thinking helps the learners to express their opinions on the scientific or social issues, making decisions, constructing plans and solving their problems. This study aims to determine the impact of utilizing critical thinking skills in education. In fact, educators believe that critical thinking is important because criticism leads to creativity, criticism and creativity. The results of this process will help problem solving, innovation and development. But the challenge here is how learners can have the required critical thinking skills. The role of the teacher in developing the skills of critical thinking is another challenge. The data for this qualitative research was collected with the help of face to face interview, focus group discussion with participation of 8 teachers of Science and Religion for the intermediate stage in Palestine during 2018-2019. The data were analyzed and the findings were given under subtitles.

While some recent pioneering work (e.g., Eslami-Rasekh, 2005; Eslami & Eslami-Rasekh, 2008; Yates & Wigglesworth, 2005) has begun to investigate the effects of instructional pragmatics in teacher education, little has been explored in depth as to the way in which teacher cognition develops in the classroom discourse of language teacher development. This ethnographic case study describes the co-constructed development of teacher cognition as it relates to pragmatic awareness documented during a professional development seminar that focused specifically on instructional pragmatics. The seminar was a five-hour component in an intensive 30-hour teacher development program for re-certifying secondary teaching licensure in Japan. Following Vygotsky's sociocultural theory of learning (Vygotsky, 1978; Johnson, 2009), the pragmatics-focused seminar was built on interaction among participants and the instructor. Data consisted of seven of the participant teachers' documents, the instructor's field notes, and recordings of the teacher development seminar. The findings and analysis will place a particular focus on the process in which one of the teacher's pragmatic awareness was challenged, co-constructed, and reshaped in interaction through a critical learning episode (Kiely & Davis, 2010). Implications of this study include the effectiveness and limitations of the efforts to promote instructional pragmatics with an intention to further explore effective teacher development in this area. (Contains 3 notes.)

The Army's current emphasis on providing ET-capability (Embedded Training) in its tactical data systems has produced a requirement for the development of an Army in-house capability to produce its own courseware; to update and modify contractor developed automated instruction materials and to provide a quality assurance capability for user assessment of contractor delivered TACFIRE ET modules. The research approach taken here was to develop a courseware package on how to program lessons for an automated system. Since PLANIT (Programming Language for Interactive Teaching) is the student/author language for providing ET modules for Army tactical data systems, such as TACFIRE, PLANIT was chosen as both the course and the vehicle of instruction. The research effort had two phases: to develop a courseware package to teach subject matter experts, who are novices with respect to computer-assisted instruction (CAI), how to program PLANIT lessons, and to evaluate the effectiveness of the package for select Army users. The resultant courseware package was found to be successful in teaching people who are subject matter experts, but who are CAI novices, to program lessons over a diverse set of topics and to execute and edit their lessons on-line. The majority (93%) of the participants strongly indorsed this method for learning how to develop instructional materials.

In Herat, Afghanistan, during the late months of 2006, a group of military and civilian workers presented over 12,000 fruit trees to districts in Herat to help the economy and provide an alternative to the illegal opium field farming. The medley of government, military, and aid workers operating together under a Provincial Reconstruction Team (PRT) facilitated this donation through the United Nations' Disbandment of Illegal Armed Groups. The Afghani local government officials had worked with the PRT and the UN to complete this donation, allowing the Afghani leaders not only to benefit from the economic and agricultural development, but also from playing a direct role with the PRTs to improve their province. Since 2002, PRTs have played a vital role in Iraq and Afghanistan as they perform counterinsurgency (COIN) through development and stability operations, such as working with local councils, providing veterinary and other agriculture and livestock services, building schools and essential infrastructure, and post-war reconstruction. With over fifty active teams, the military has taken on an unprecedentedly large role in stability and reconstruction efforts in these two countries in what many deem a civilian responsibility. However, with the funding, manpower, mass organizational capabilities, and ability to send forces into dangerous areas, the military seems most capable at this time to carry out these operations. With the ability to react swiftly to natural disasters and the organization and manpower to handle large aid operations, the military is the most capable organization for development, aid, and reconstruction missions, to the chagrin of the military's civilian development counterparts.

In this article, the author explains how a writing center can be a potential host for housing writing instruction across the disciplines. She recommends writing centers act as hosts for various faculty development opportunities throughout the semester, and states that these centers can also hold faculty development resources and collaborative opportunities (such as workshops and discussions). She provides an example of a hands-on workshop that hosts the type of activities that centers might provide in order to craft or maintain sustainable faculty development that enhances writing education across the campus.

This report presents estimates of the amounts of lumber, laminated lumber, poles and piling, and plywood used in constructing civil conservation and development projects by the Corps of Engineers in the United States during 1962 and 1978. The use of these materials is shown by category of nonmilitary construction (Public Use, Navigation, Erosion Control, Multiple Purpose Dam, and Flood Control), and by type of use (structural, millwork, and facilitating). Factors of wood use are shown per $1,000 of construction value in both current and constant (1972) dollars. Constant dollars are used in order to provide a relatively uniform base for comparing 1962 and 1978 wood products use factors. Construction expenditures for conservation and development projects in the United States, as reported by the Bureau of the Census are separated into (1) Federal and (2) State and local projects. Federal construction expenditures amount to about 80 percent of the total and development projects (table 1). Expenditures for construction of Federal conservation and development projects between 1958 and 1978 increased at an average annual rate of 7.6 percent in current dollars and 2.6 percent in constant (1972) dollars. (Author)

This study describes a novel interactive platform for faculty development, particularly focusing on transmitting some subtle teaching experiences, e.g., interaction with students inside and outside of class, face to face and via the Internet. This work examined two outstanding instructional faculties at the National Central University, including an astronomy faculty (called professor A) and a mathematics faculty (called professor B). The data collected from the website can benefit for assist in further study on identifying some subtle but important characteristics of these outstanding teaching faculties. Moreover, these characteristics may exert long term influence on both new faculty members and students. (Contains 2 figures.)

The primary objective of the audit was to determine whether DOD and its Components were planning and implementing the American Recovery and Reinvestment Act of 2009 (Recovery Act) by meeting the requirements in the Recovery Act, Office of Management and Budget (OMB) Memorandum M-09-10, Initial Implementing Guidance for the American Recovery and Reinvestment Act of 2009, February 18, 2009, and subsequent related guidance. For this audit, we reviewed the planning, funding, contracting, and the initial execution of Recovery Act projects at Fort Hood that included military construction (MILCON) of a child development center (CDC), valued at $10.9 million. We also reviewed the Facilities Sustainment, Restoration, and Modernization (FSRM) of building 422, valued at $7.6 million. In addition, we determined whether the efforts of the Army complied with Recovery Act requirements, OMB guidance, the Federal Acquisition Regulation (FAR), and DOD implementing guidance.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with the following topics: the role of crib talk in language acquisition; syntactic parsing strategies; a case study of the first use of words; how two modes of literature presentation affect oral language development; children's cognition and acquisition of selected syntactic structures; language use in constructing/testing social scientific theories; the functions of language in discussions; visual literacy as a factor in language development; form and function as a basis for referential development in children; discriminating synthetic speech sounds; assessing secondary school students' knowledge of prefixes; language within power relationships; a flexible child-talk code; developing spatial and syntactic transformations; the acquisition of five syntactic structures by elementary school children; the developmental relationship between comprehension and production of grammatical morphemes in preschool children; how preschool children sequence narrative events; classifying preschool children's uses of meaningful language on selected conceptual tasks; maternal self-repetition and child feedback; and the mastery of specific conjunctions by elementary school children. (RL)

The successful acquisition and development of mathematics skills and concepts is a critical aspect of children's early academic growth. The purpose of this study was to systematically evaluate the unique relations of working memory and language to a range of specific early mathematics skills in a sample of preschool and kindergarten age children. Data were collected in 45 public and private preschools and elementary schools. Children were assessed on all tasks in the spring of the academic year. Individuals who had either completed or were working toward completion of a Bachelor's degree in psychology or education conducted the assessments. Assessments took place in the local preschools or kindergarten classrooms during non-instructional time in a quiet room designated by the individual school directors or teachers. Children were assessed on 10 measures of early mathematics skills/concepts. To evaluate the relations of language and working memory with specific early mathematics skills, a series of separate mixed-effects regression analyses were conducted. The results of this study suggest that both language skills and working memory are related to a range of early mathematics skills. Although both domains are correlated with all early mathematics skills that were assessed, the nature of these relations differs when accounting for the other domain and controlling for background variables. Tables are appended.