Twenty lessons in domestic science : a condensed home study course : marketing, food principals, functions of food, methods of cooking, glossary of usual culinary terms, pronunciations and definitions, etc. /

Some recipes use liquor as an ingredient.

Mathematics for the practical engineer. Engineers' study course from Power; a mathematical manual for the power plant engineer. Contains simplified lessons for home-study in fractions, ratio and proportion, percentage, involution and evolution, square root, cube root, formulas, logarithms, mensuration and plane trigonometry,

Mode of access: Internet.

Fuel economy in boiler rooms; a development of Fuel economy and CO₂ recorders, published in the engineers' study course from Power.

First edition, 1914, has title: Fuel economy and CO₂ recorders.

Office workers and trade unions; a study course.

Bibliography: 1. 12-13.

Home nature-study course.

Mode of access: Internet.

Using Reengineering Techniques for Distance Study Course Improvement

The paper analyses the reengineering concept as it comes from software engineering and management fields. We combine two viewpoints and apply them to solve a problem of reengineering of a distance study system, in general, and the unit of learning, in particular. We propose a framework for reengineering of unit of learning, based on general model of software reengineering, and present a case study, in which we describe, how one topic of distance study course was reengineered, considering triple consistency principle and requirements for computer science. The proposed framework contributes to increasing quality, effectiveness and systematization of delivering distance studies.

Practical course in concrete /

Mode of access: Internet.

Evaluar el trabajo con foros electrónicos: propuesta de un sistema

[spa] El presente texto resume la estrategia y resultados del trabajo con foros electrónicos entre octubre y diciembre del 2006 en dos grupos de una asignatura de la licenciatura de Pedagogía de la Universidad de Barcelona. En continuidad con proyectos anteriores, se partió de un objetivo inicial: facilitar un sistema de evaluación transparente y compartida con los estudiantes al usar el foro electrónico de la asignatura como instrumento de aprendizaje colaborativo.

Akzeptanz und Motivation beim selbstregulierten Lernen unter Einsatz von neuen Medien in der berufsbegleitenden Weiterbildung

Das Ziel der Dissertation war die Untersuchung des Computereinsatzes zur Lern- und Betreuungsunterstützung beim selbstgesteuerten Lernen in der Weiterbildung. In einem bisher konventionell durchgeführten Selbstlernkurs eines berufsbegleitenden Studiengangs, der an das Datenmanagement der Bürodatenverarbeitung heranführt, wurden die Kursunterlagen digitalisiert, die Betreuung auf eine online-basierte Lernbegleitung umgestellt und ein auf die neuen Lernmedien abgestimmtes Lernkonzept entwickelt. Dieses neue Lernkonzept wurde hinsichtlich der Motivation und der Akzeptanz von digitalen Lernmedien evaluiert. Die Evaluation bestand aus zwei Teilen: 1. eine formative, den Entwicklungsprozess begleitende Evaluation zur Optimierung der entwickelten Lernsoftware und des eingeführten Lernkonzeptes, 2. eine sowohl qualitative wie quantitative summative Evaluation der Entwicklungen. Ein zentraler Aspekt der Untersuchung war die freie Wahl der Lernmedien (multimediale Lernsoftware oder konventionelles Begleitbuch) und der Kommunikationsmedien (online-basierte Lernplattform oder die bisher genutzten Kommunikationskanäle: E-Mail, Telefon und Präsenztreffen). Diese Zweigleisigkeit erlaubte eine differenzierte Gegenüberstellung von konventionellen und innovativen Lernarrangements. Die Verbindung von qualitativen und quantitativen Vorgehensweisen, auf Grund derer die subjektiven Einstellungen der Probanden in das Zentrum der Betrachtung rückten, ließen einen Blickwinkel auf den Nutzen und die Wirkung der Neuen Medien in Lernprozessen zu, der es erlaubte einige in der Literatur als gängig angesehene Interpretationen in Frage zu stellen und neu zu diskutieren. So konnten durch eine Kategorisierung des Teilnehmerverhaltens nach online-typisch und nicht online-typisch die Ursache-Wirkungs-Beziehungen der in vielen Untersuchungen angeführten Störungen in Online-Seminaren verdeutlicht werden. In den untersuchten Kursen zeigte sich beispielsweise keine Abhängigkeit der Drop-out-Quote von den Lern- und Betreuungsformen und dass diese Quote mit dem neuen Lernkonzept nur geringfügig beeinflusst werden konnte. Die freie Wahl der Lernmedien führte zu einer gezielten Nutzung der multimedialen Lernsoftware, wodurch die Akzeptanz dieses Lernmedium stieg. Dagegen war die Akzeptanz der Lernenden gegenüber der Lernbegleitung mittels einer Online-Lernplattform von hoch bis sehr niedrig breit gestreut. Unabhängig davon reichte in allen Kursdurchgängen die Online-Betreuung nicht aus, so dass Präsenztreffen erbeten wurde. Hinsichtlich der Motivation war die Wirkung der digitalen Medien niedriger als erwartet. Insgesamt bieten die Ergebnisse Empfehlungen für die Planung und Durchführung von computerunterstützten, online-begleiteten Kursen.

Example uses of a learning object

A self study course for learning to program using the C programming language has been developed. A Learning Object approach was used in the design of the course. One of the benefits of the Learning Object approach is that the learning material can be reused for different purposes. 'Me course developed is designed so that learners can choose the pedagogical approach most suited to their personal learning requirements. For all learning approaches a set of common Assessment Learning Objects (ALOs or tests) have been created. The design of formative assessments with ALOs can be carried out by the Instructional Designer grouping ALOs to correspond to a specific assessment intention. The course is non-credit earning, so there is no summative assessment, all assessment is formative. In this paper examples of ALOs and their uses is presented together with their uses as decided by the Instructional Designer and learner. Personalisation of the formative assessment of skills can be decided by the Instructional Designer or the learner using a repository of pre-designed ALOs. The process of combining ALOs can be carried out manually or in a semi-automated way using metadata that describes the ALO and the skill it is designed to assess.

In vivo assessment of intratumoral aspirin injection to treat hepatic tumors

AIM: To study the antineoplastic efficacy of 10% aspirin intralesional injection on VX2 hepatic tumors in a rabbit model. METHODS: Thirty-two male rabbits (age: 6-9 wk; body weight: 1700-2500 g) were inoculated with VX2 hepatic tumor cells (104 cells/rabbit) via supraumbilical median laparotomy. On day 4 post-implantation, when the tumors were about 1 cm in diameter, the rabbits were randomly divided into the following groups (n = 8 each group) to assess early (24 h) and late (7 d) antineoplastic effects of intratumoral injection of 10% bicarbonate aspirin solution (experimental groups) in comparison to intratumoral injection of physiological saline solution (control groups): group 1, 24 h control; group 2, 24 h experimental; group 3, 7 d control; group 4, 7 d experimental. The serum biochemistry profile (measurements of glycemia, alkaline phosphatase, gamma-glutamyl transferase, aspartate aminotransferase, and alanine aminotransferase) and body weight measurements were obtained for all animals at the following time points: D0, before tumor implant; D4, day of treatment; D5, day of sacrifice for groups 1 and 2; D11, day of sacrifice for groups 3 and 4. Gross assessments of the abdominal and thoracic cavities were carried out upon sacrifice. The resected liver tissues, including hepatic tumors, were qualitatively (general morphology, signs of necrosis) and quantitatively (tumor area) assessed by histopathological analysis. RESULTS: Gross examination showed no alterations, besides the left hepatic lobe tumors, had occurred in the thoracic and abdominal cavities of any animal at any time point evaluated. However, the features of the tumor foci were distinctive between the groups. Compared to the control groups, which showed normal unabated tumor progression, the aspirin-treated groups showed imprecise but limited tumor boundaries and a general red-white coloration (indicating hemorrhaging) at 24 h post-treatment, and development of yellow-white areas of a cicatricial aspect at 7 d after treatment. At all time points evaluated, all except one biochemical parameters tested within the reference range (P > 0.05); a significant increase was detected in the alkaline phosphatase level of the control group 3 on D11 (P < 0.05). At 24 h post-treatment, the aspirintreated groups showed extensive coagulation necrosis accompanied by a remarkable absence of viable tumor foci; at 7 d after treatment, the tumors had completely disappeared in these animals and fibrous necrotic nodules had developed. In contrast, throughout the study course, the tumors of the control groups remained unchanged, showing tumor nodules without necrosis at the time point corresponding to 24 h post-treatment and increased amounts of tumor nodules at the time point corresponding to 7 d post-treatment. Quantitative analysis of the remaining tumor area revealed that the aspirin-treated groups had significantly smaller tumor foci at 24 h post-treatment (8.5% ± 0.7%) andat 7 d after treatment (11.0% ± 4.2%), compared to those in the control groups (24 h: 98.5% ± 1.5% and 7 d: 94.0% ± 2.7%; both, P < 0.005). CONCLUSION: Intralesional injection of a 10% aspirin solution causes destruction of VX2 hepatic tumors in rabbits without evidence of relapse at 7 d after treatment administration. © 2013 Baishideng.

Análise do processo formativo de professores para a educação não formal realizada em organizações não governamentais

This article presents research academic-scientific aimed to examine the definition and theoretical approach or model curriculum that organizes and guides the training of teachers to work in the field of non-formal education made in non-governmental organizations (NGOs). We chose to adopt the perspective of qualitative research was conducted and the case study course called Teacher Training for NGOs, developed by an NGO based in the city of São Paulo. The research instruments were used: document analysis course, semi-directive interviews with their trainers and coordinator and literature review. Examined in the course curriculum is defined as a path to be followed by students and instructors and as organizer of the subjects studied. Adopts the approach named Integrated Curriculum, in which teaching occurs through the study of problem situations and integration projects of learning. At the end of the study, it is suggested that the improvement of the course and follow information that, hopefully, support the production of further comparative research.

Annual report.

The "Bulletin" is also included, 1888- and various other contributions, e. g.: Nature-study quarterlies; Reading course for farmers, Reading course for farmers' wives; Junior-naturalist monthlies; Press bulletins; Home nature-study course; Rural school leaflet, etc., etc.

English and state government /

Originally published as section 3 of A home study course in English and government for candidates for naturalization.

Global citizenship education. Politische Bildung für die Weltgesellschaft

Der Beitrag gibt einen kurzen Einblick in ein neues Masterprogramm zu Global Citizenship Education und die damit verbundene Konzeptentwicklung, die sich um eine enge Verknüpfung von Globalem Lernen, Politischer Bildung und Friedenspädagogik bemüht. Dabei werden auch Spannungsfelder und Perspektiven für Kompetenzorientierung und -entwicklung in einer global orientierten politischen Bildung beleuchtet. (DIPF/Orig.)