Metric Training for the Transportation Industry Module III - Road and Bridge Design, HR-376

"Metric Training For The Highway Industry", HR-376 was designed to produce training materials for the various divisions of the Iowa DOT, local government and the highway construction industry. The project materials were to be used to introduce the highway industry in Iowa to metric measurements in their daily activities. Five modules were developed and used in training over 1,000 DOT, county, city, consultant and contractor staff in the use of metric measurements. The training modules developed deal with the planning through operation areas of highway transportation. The materials and selection of modules were developed with the aid of an advisory personnel from the highway industry. Each module is design as a four hour block of instruction and a stand along module for specific types of personnel. Each module is subdivided into four chapters with chapter one and four covering general topics common to all subjects. Chapters two and three are aimed at hands on experience for a specific group and subject. This module includes: Module 3 - Road and Bridge Design. This module provides hands on examples of how to use metric measurements in the design of roads and structures.

Metric Training for the Transportation Industry Module IV - Transportation Planning and Traffic Monitoring, HR-376

"Metric Training For The Highway Industry", HR-376 was designed to produce training materials for the various divisions of the Iowa DOT, local government and the highway construction industry. The project materials were to be used to introduce the highway industry in Iowa to metric measurements in their daily activities. Five modules were developed and used in training over 1,000 DOT, county, city, consultant and contractor staff in the use of metric measurements. The training modules developed deal with the planning through operation areas of highway transportation. The materials and selection of modules were developed with the aid of an advisory personnel from the highway industry. Each module is design as a four hour block of instruction and a stand along module for specific types of personnel. Each module is subdivided into four chapters with chapter one and four covering general topics common to all subjects. Chapters two and three are aimed at hands on experience for a specific group and subject. This module includes: Module 4 - Transportation Planning and Traffic Monitoring. Hands on examples of applications of metric measurements in the development of planning reports and traffic data collection are included in this module.

Metric Training for the Transportation Industry Module V - Motor Vehicle Licensing and Enforcement, HR-376

"Metric Training For The Highway Industry", HR-376 was designed to produce training materials for the various divisions of the Iowa DOT, local government and the highway construction industry. The project materials were to be used to introduce the highway industry in Iowa to metric measurements in their daily activities. Five modules were developed and used in training over 1,000 DOT, county, city, consultant and contractor staff in the use of metric measurements. The training modules developed deal with the planning through operation areas of highway transportation. The materials and selection of modules were developed with the aid of an advisory personnel from the highway industry. Each module is design as a four hour block of instruction and a stand along module for specific types of personnel. Each module is subdivided into four chapters with chapter one and four covering general topics common to all subjects. Chapters two and three are aimed at hands on experience for a specific group and subject. This module includes: Module 5 - Motor Vehicle Enforcement. Examples from Iowa and Federal Motor Vehicle Codes are used as examples for hands on training for the vehicle enforcement type personnel using this module.

Enzyme activities and pectin breakdown of sapodilla submitted to 1-methylcyclopropene

The objective of this work was to investigate the influence of 1-methylcyclopropene (1-MCP) at 300 nL L-1 on activities of cell wall hidrolytic enzymes and pectin breakdown changes which Sapodilla (Manilkara zapota cv. Itapirema 31) cell wall undergoes during ripening. Sapodilla were treated with ethylene antagonist 1-MCP at 300 nL L-1 for 12 hours and then, stored under a modified atmosphere at 25º C for 23 days. Firmness, total and soluble pectin and cell wall enzymes were monitored during storage. 1-MCP at 300 nL L-1 for 12 hours delayed significantly softening of sapodilla for 11 days at 25º C. 1-MCP postharvest treatment affected the activities of cell wall degrading enzymes pectinmethylesterase and polygalacturonase and completely suppressed increases in beta-galactosidase for 8 days, resulting in less pectin solubilization. Beta-galactosidase seems relevant to softening of sapodilla and is probably responsible for modification of both pectin and xyloglucan-cellulose microfibril network.

Social Networking Sites as a part of Medical Device Manufacturer's Marketing Communications

The purpose of the thesis is to examine how a medical device manufacturer can exploit social networking sites as a part of its everyday marketing communications. The ultimate goal is to create an ideal process of developing marketing communications in social networking sites as a medical device manufacturer with the help of theoretical knowledge and hands-on experience. Theoretical part examines the traditional process of developing marketing communications, defines social networking sites and presents marketing activities carried out on these sites as well as introduces the characteristics of healthcare technology industry. Empirical part is collected through participation in medical device manufacturer’s marketing operations and by observing effects of different factors and actions on social media marketing. In addition, completed interviews and a meeting with company’s personnel have been utilized for data collection. This part offers comprehensive information on the examined company’s current marketing operations, industry, and activities carried out on social networking sites. As a result of the thesis a comprehensive process description of integrating and using social networking sites as a part of company’s marketing communications was formed. With the help of the process description factors and actions which have an effect on marketing operations in social networking sites are presented and methods for further developing these activities are introduced.

Closing the summer learning gap for vulnerable junior kindergarten students

Under current academic calendars across North America, summer vacation creates a significant gap in the learning cycle. I t has been argued that this gap actually decreases student achievement levels over the course of the summer. In a synthesis of 39 studies Cooper, Nye, Charlton, Lindsay, & Greathouse (1996) indicated that summer learning loss equaled at least one month of instruction as measured by grade level equivalents on standardized test scores whereby children's test scores were at least one month lower when they returned to school in the fall than scores were when students left in the summer. Specifically, Cooper et aI., (1996) found that the summer learning loss phenomena may be particularly troublesome for less advantaged children including those with speech and language delays, children at-risk for reading disabilities, children from lower socio-economic backgrounds, and children learning English as a second language. In general, research illustrated clearly that the summer learning gap can be particularly problematic for vulnerable children and furthermore, that literacy skills may be the area of achievement that is most affected. A foundational pillar to this research project is including primary caregivers as authentic partners in a summer literacy program designed to support their children's literacy needs. This pillar led the research team to use the Learning Begins at Home: A Research-Based Family Literacy Program Curriculum designed by Antoinette Doyle, Kathleen Hipfner-Boucher, and Janette Pelletier from the Ontario Institute for the Studies of Education. The LBH program is designed to be flexibly adapted to suit the needs of each individual participating family. As indicated by Timmons (2008) literacy interventions are most powerful when they include authentic family involvement. Based on this research, a requirement for participating in the summer literacy program was involvement of a child and one of their primary caregivers. The participating caregiver was integrally involved in the program, participating in workshop activities prior to and following hands-on literacy work with their child. By including primary caregivers as authentic partners, the research team encouraged a paradigmatic shift in the family whereby literacy activities become routine within their household. 5 Participants in this study were 14 children from junior kindergarten classrooms within the Niagara Catholic District School Board. As children were referred to the program, they were assessed by a trained emergent literacy specialist (from Speech Services Niagara) to identify whether they met the eligibility requirements for participation in the summer program. To be eligible to participate, children demonstrated significant literacy needs (i.e. below 25%ile on the Test of Preschool Early Literacy described below). Children with low incidence disabilities (i.e. profound sensory impairments, severe intellectual impairments, developmental disabilities, etc) were excluded as participants. The research team used a standard pre- and posttest design whereby all participating children were assessed with the Test of Preschool Early Literacy (Lonigan et aI., 2007), and a standard measure of letter names and sounds. Pretests were administered two weeks prior to the commencement of the program and the first set of posttests was administered immediately following the program. A second set of posttests was administered in December 2009 to measure the sustainability of the program. As a result of the program, all children scored statistically significantly higher on their literacy scores at the post-program assessment point immediately following the program and also at the Dec-post-program assessment point. These results in general indicated that the summer family literacy program made an immediate impact on the emergent literacy skills of participating children. All participating children demonstrated significant increases in print and phonological awareness as well as their letter sound understanding.

Closing the Summer Learning Gap for Vulnerable Children: An Examination of a Summer Family Literacy Program for Junior Kindergarten Children At-Risk for Reading Difficulties

The learning gap created by summer vacation creates a significant breach in the learning cycle, where student achievement levels decrease over the course ofthe summer (Cooper et aI., 2000). In a review of 39 studies, Cooper and colleagues (1996) specified that the summer learning shortfall equals at least one month loss of instruction as measured by grade level equivalents on standardized test scores. Specifically, the achievement gap has a more profound effect on children as they grow older, where there is a steady deterioration in knowledge and skills sustained during the summer months (Cooper et aI., 1996; Kerry & Davies, 1998). While some stakeholders believe that the benefits of a summer vacation overshadow the reversing effect on achievement, it is the impact of the summer learning gap on vulnerable children, including children who are disadvantaged as a result of requiring special educational needs, children from low socioeconomic backgrounds, and children learning English as a second language, that is most problematic. More specifically, research has demonstrated that it is children's literacy-based skills that are most affected during the summer months. Children from high socioeconomic backgrounds recurrently showed gains in reading achievement over the summer whereas disadvantaged children repeatedly illustrate having significant losses. Consequently, the summer learning gap was deemed to exaggerate the inequality experienced by children from low socioeconomic backgrounds. Ultimately, the summer learning gap was found to have the most profound on vulnerable children, placing these children at an increased chance for academic failure. A primary feature of this research project was to include primary caregivers as authentic partners in a summer family literacy program fabricated to scaffold their children's literacy-based needs. This feature led to the research team adapting and implementing a published study entitled, Learning Begins at Home (LBH): A Research-Based Family Literacy Program Curriculum. Researchers at the Ontario Institute designed this program for the Study of Education, University of Toronto. The LBH program capitalized on incorporating the flexibility required to make the program adaptable to meet the needs of each participating child and his or her primary caregiver. As it has been well documented in research, the role primary caregivers have in an intervention program are the most influential on a child's future literacy success or failure (Timmons, 2008). Subsequently, a requirement for participating in the summer family literacy program required the commitment of one child and one of his or her primary caregivers. The primary caregiver played a fundamental role in the intervention program through their participation in workshop activities prior to and following hands on work with their child. The purpose of including the primary caregiver as an authentic partner in the program was to encourage a definitive shift in the family, whereby caregivers would begin to implement literacy activities in their home on a daily basis. The intervention program was socially constructed through the collaboration of knowledge. The role ofthe author in the study was as the researcher, in charge of analyzing and interpreting the results of the study. There were a total of thirty-six (36) participants in the study; there were nineteen (19) participants in the intervention group and seventeen (17) participants in the control group. All of the children who participated in the study were enrolled in junior kindergarten classrooms within the Niagara Catholic District School Board. Once children were referred to the program, a Speech and Language Pathologist assessed each individual child to identify if they met the eligibility requirements for participation in the summer family literacy intervention program. To be eligible to participate, children were required to demonstrate having significant literacy needs (i.e., below 25%ile on the Test of Preschool Early Literacy described below). Children with low incident disabilities (such as Autism or Intellectual Disabilities) and children with significant English as a Second Language difficulties were excluded from the study. The research team utilized a standard pre-test-post-test comparison group design whereby all participating children were assessed with the Test of Preschool Early Literacy (Lonigan et aI., 2007), and a standard measure of letter identification and letter sound understanding. Pre-intervention assessments were conducted two weeks prior to the intervention program commencing, and the first set of the post-intervention assessments were administered immediately following the completion of the intervention program. The follow-up post-intervention assessments took place in December 2010 to measure the sustainability of the gains obtained from the intervention program. As a result of the program, all of the children in the intervention program scored statistically significantly higher on their literacy scores for Print Knowledge, Letter Identification, and Letter Sound Understanding scores than the control group at the postintervention assessment point (immediately following the completion of the program) and at the December post-intervention assessment point. For Phonological Awareness, there was no statistically significant difference between the intervention group and the control at the postintervention assessment point, however, there was a statistically significant difference found between the intervention group and the control group at the December post-intervention assessment point. In general, these results indicate that the summer family literacy intervention program made an immediate impact on the emergent literacy skills of the participating children. Moreover, these results indicate that the summer family literacy intervention program has the ability to foster the emergent literacy skills of vulnerable children, potentially reversing the negative effect the summer learning gap has on these children.

L’incidence d’un dispositif de soutien en gestion de classe sur les pratiques disciplinaires et le sentiment d’efficacité d’enseignants débutants

Résumé Cette étude quasi expérimentale consistait à élaborer et à mettre à l’essai une mesure de soutien à l’intention d’enseignants débutants ainsi qu’à évaluer l’efficacité de celle-ci. L’une des particularités de cette mesure, appelée Dispositif de soutien en gestion de classe, était qu’elle était centrée essentiellement sur le développement de la compétence à gérer la classe. L’application du dispositif, échelonnée sur une année scolaire, portait sur une trentaine d’enseignants débutants œuvrant au primaire, en milieu défavorisé, à Montréal. Basé sur les trois phases du modèle théorique d’Archambault et Chouinard (2003), le dispositif se déclinait selon trois cycles de formation : l’établissement du fonctionnement de la classe, le maintien de celui-ci et le soutien à la motivation scolaire, ainsi que l’intervention pour résoudre des problèmes de comportement. Chaque cycle commençait par une journée de formation et d’appropriation (JFA) durant laquelle il y avait présentation d’un contenu théorique puis des ateliers d’appropriation. Par la suite, les enseignants effectuaient des mises en pratique dans leur classe. Pour terminer le cycle, un autre type de rencontre, la rencontre de suivi (RS), servait entre autres à objectiver la pratique. L’aspect original de cette mesure de soutien était que la première rencontre de formation était offerte une semaine avant la rentrée scolaire. Sur le thème « Commencer l’année du bon pied en gestion de classe », cette journée avait pour objectif de soutenir les enseignants débutants dans l’installation du fonctionnement de leur classe. L’efficacité du dispositif a été évaluée sur la base de trois dimensions : l’établissement et le maintien de l’ordre et de la discipline, le sentiment d’efficacité personnelle ainsi que la motivation professionnelle. Les perceptions du groupe d’enseignants débutants ayant pris part aux activités du dispositif (n = 27) ont été comparées à celles d’un groupe témoin (n = 44). Les participants avaient, en moyenne, 2,9 années d’expérience et leur âge variait de 23 à 56 ans. Les données ont été recueillies à l’aide d’un questionnaire auto rapporté rempli en deux temps, soit au deuxième et au huitième mois de l’année scolaire. Les scores des enseignants débutants du dispositif ont augmenté dans le temps pour l’ensemble des variables à l’étude. De plus, les analyses de variance à mesures répétées ont révélé que le dispositif a eu une triple incidence positive, attestée par des effets d’interaction. Les enseignants débutants engagés dans la démarche ont connu une augmentation de leur capacité à implanter les règles de classe, de leur sentiment d’efficacité personnelle à gérer les situations d’apprentissage et de leur motivation professionnelle. En effet, alors que, au début de l’étude, ils rapportaient des scores significativement inférieurs à ceux du groupe témoin, à la fin, les scores étaient équivalents. Les résultats ont aussi montré que les participants du groupe expérimental se distinguaient en affichant un meilleur sentiment d’efficacité à faire apprendre leurs élèves. L’étude nous apprend également que le sentiment d’efficacité personnelle à faire face aux problèmes de comportement et la capacité à gérer les comportements se sont renforcés de façon significative dans le temps chez l’ensemble des enseignants débutants. Finalement, aucun changement significatif n’a été détecté pour deux des huit variables à l’étude : le sentiment d’efficacité personnelle à avoir un effet sur le comportement des élèves et l’application des règles de classe. En définitive, ces résultats sont encourageants. Ils montrent l’enrichissement professionnel que les enseignants débutants peuvent retirer lorsqu’ils sont soutenus adéquatement. Nous croyons que la journée de formation portant sur l’installation du fonctionnement de la classe, avant la rentrée scolaire, a joué un rôle central dans les succès vécus par les enseignants débutants participants. C’est pourquoi nous recommandons ce type de formation assorti d’un suivi à long terme, où d’autres composantes entrent en jeu, afin de nourrir le sentiment d’efficacité personnelle et la motivation professionnelle des nouveaux enseignants.

Enhancing learning beyond the classroom: blogging and other social networking tools

Blogging has become one of the key ingredients of the so-called socials networks. This phenomenon has indeed invaded the world of education. Connections between people, comments on each other posts, and assessment of innovation are usually interesting characteristics of blogs related to students and scholars. Blogs have become a kind of new form of authority, bringing about (divergent) discussions which lead to creation of knowledge. The use of blogs as an innovative, educational tool is not at all new. However, their use in universities is not very widespread yet. Blogging for personal affairs is rather commonplace, but blogging for professional affairs – teaching, research and service, is scarce, despite the availability of ready-to-use, free tools. Unfortunately, Information Society has not reached yet enough some universities: not only are (student) blogs scarcely used as an educational tool, but it is quite rare to find a blog written by University professors. The Institute of Computational Chemistry of the University of Girona and the Department of Chemistry of the Universitat Autònoma de Barcelona has joined forces to create “InnoCiència”, a new Group on Digital Science Communitation. This group, formed by ca. ten researchers, has promoted the use of blogs, twitters. wikis and other tools of Web 2.0 in activities in Catalonia concerning the dissemination of Science, like Science Week, Open Day or Researchers’ Night. Likewise, its members promote use of social networking tools in chemistry- and communication-related courses. This communication explains the outcome of social-network experiences with teaching undergraduate students and organizing research communication events. We provide live, hands-on examples and interactive ground to show how blogs and twitters can be used to enhance the yield of teaching and research. Impact of blogging and other social networking tools on the outcome of the learning process is very depending on the target audience and the environmental conditions. A few examples are provided and some proposals to use these techniques efficiently to help students are hinted

Impact of the quantity and flavonoid content of fruits and vegetables on markers of intake in adults with an increased risk of cardiovascular disease: the FLAVURS Trial

Purpose Limited robust randomised controlled trials investigating fruit and vegetable (F&V) intake in people at risk of cardiovascular disease (CVD) exist. We aimed to design and validate a dietary strategy of increasing flavonoid-rich versus flavonoid-poor F&V consumption on nutrient biomarker profile. Methods A parallel, randomised, controlled, dose–response dietary intervention study. Participants with a CVD relative risk of 1.5 assessed by risk scores were randomly assigned to one of the 3 groups: habitual (control, CT), high-flavonoid (HF) or low-flavonoid (LF) diets. While the CT group (n = 57) consumed their habitual diet throughout, the HF (n = 58) and LF (n = 59) groups sequentially increased their daily F&V intake by an additional 2, 4 and 6 portions for 6-week periods during the 18-week study. Results Compliance to target numbers and types of F&V was broadly met and verified by dietary records, and plasma and urinary biomarkers. Mean (±SEM) number of F&V portions/day consumed by the HF and LF groups at baseline (3.8 ± 0.3 and 3.4 ± 0.3), 6 weeks (6.3 ± 0.4 and 5.8 ± 0.3), 12 weeks (7.0 ± 0.3 and 6.8 ± 0.3) and 18 weeks (7.6 ± 0.4 and 8.1 ± 0.4), respectively, was similar at baseline yet higher than the CT group (3.9 ± 0.3, 4.3 ± 0.3, 4.6 ± 0.4, 4.5 ± 0.3) (P = 0.015). There was a dose-dependent increase in dietary and urinary flavonoids in the HF group, with no change in other groups (P = 0.0001). Significantly higher dietary intakes of folate (P = 0.035), non-starch polysaccharides (P = 0.001), vitamin C (P = 0.0001) and carotenoids (P = 0.0001) were observed in both intervention groups compared with CT, which were broadly supported by nutrient biomarker analysis. Conclusions The success of improving nutrient profile by active encouragement of F&V intake in an intervention study implies the need for a more hands-on public health approach.

Teknoland - popular science park with solar energy exhibits

The new Popular Science Park TEKNOLAND in Falun contains a number of interactive solar energy exhibits, including The Solar Heated Chess Board, The Solar Electric Playhouse, The Sudanese Solar Oven, and Solar Collector Optics. The TeknoTrix tutored children activities include solar thermal activities. Some related interactive exhibits are planned to be included during the summer and during coming years.

Solar energy studies and extramural learning

Extramural learning refers to the educational process that takes place outside the walls of the school (or the university). Extramural learning that takes place in a science center is characterized by hands-on and interactivity. Interactive solar energy exhibits are particularly well suited for out-door science centers. The paper presents some solar energy hands-on exhibits and extramural activities that the author has initiated and participated in.

Are the anticipatory trunk movements occurring during load-carrying activities protective or risky?

This study evaluated anteroposterior trunk movements and the time spent on activities of load-carrying to surfaces at different heights, among experienced and inexperienced individuals. Thirty-six healthy males (16 experienced and 20 inexperienced in load-carrying) had their trunk movements recorded by an electrogoniometer while transporting boxes (7 and 15 kg) to surfaces of variable heights (low, low intermediate, high intermediate and high). Longer time was spent on trunk flexion when carrying loads to low surfaces and on trunk extension when carrying to high surfaces (p<0.05). Differences in time spent on trunk flexion/extension were identified between loads, and between groups for the heavier load. There were no differences in flexion/extension amplitudes between groups or loads. Although unnecessary flexion/extension occurring prior to a task may increase the exposure of the trunk to risky movements, the amplitudes reported here were relatively small and seemed to have occurred to facilitate the final tasks.Relevance to industryLifting devices and technological assistance are increasingly available in industrial settings. However, distribution centers and delivery services represent new demands on workers and involve an expressive amount of manual handling and carrying activities. Thus, studies on carrying strategies are necessary as they can provide guidelines for safer activities. (C) 2007 Elsevier B.V. All rights reserved.

Políticas públicas para o ensino superior a distância e a implementação do sistema do Universidade Aberta do Brasil no estado do Paraná

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Effect of short training on vaginal fluid microscopy (wet mount) learning

Objective: Is it feasible to learn the basics of wet mount microscopy of vaginal fluid in 10 hours?Materials and Methods: This is a pilot project wherein 6 students with different grades of education were invited for being tested on their ability to read wet mount microscopic slides before and after 10 hours of hands-on training. Microscopy was performed according to a standard protocol (Femicare, Tienen, Belgium). Before and after training, all students had to evaluate a different set of 50 digital slides. Different diagnoses and microscopic patterns had to be scored. kappa indices were calculated compared with the expert reading. Results: All readers improved their mean scores significantly, especially for the most important types of altered flora (p < .0001). The mean increase in reading concordance (kappa from 0.64 to 0.75) of 1 student with a solid previous experience with microscopy did not reach statistical significance, but the remaining 5 students all improved their scores from poor performance (all kappa < 0.20) to moderate (kappa = 0.53, n = 1) to good (kappa > 0.61, n = 4) concordance. Reading quality improved and reached fair to good concordance on all microscopic items studied, except for the detection of parabasal cells and cytolytic flora. Conclusions: Although further improvement is still possible, a short training course of 10 hours enables vast improvement on wet mount microscopy accuracy and results in fair to good concordance of the most important variables of the vaginal flora compared to a reference reader.