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Zeitschriftenartikel zum Thema „Teaching blocks“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Taylor-Cox, Jennifer. „Early Childhood Corner: Teaching with Blocks“. Teaching Children Mathematics 15, Nr. 8 (April 2009): 460–63. http://dx.doi.org/10.5951/tcm.15.8.0460.

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Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and spatial thinking.

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Pasquinelli, Elena, und Sidney Strauss. „Introduction: Teaching and its Building Blocks“. Review of Philosophy and Psychology 9, Nr. 4 (Dezember 2018): 719–49. http://dx.doi.org/10.1007/s13164-018-0422-3.

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Lau, Shiew Wei, Terence Peng Lian Tan und Suk Meng Goh. „Teaching Engineering Ethics using BLOCKS Game“. Science and Engineering Ethics 19, Nr. 3 (13.10.2012): 1357–73. http://dx.doi.org/10.1007/s11948-012-9406-3.

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4

K. Kuzmina, Elena, Valentina N. Vassilie, Gulnara I. Galeeva und Cécile Leblanc. „Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills“. International Journal of Engineering & Technology 7, Nr. 4.7 (27.09.2018): 82. http://dx.doi.org/10.14419/ijet.v7i4.7.20389.

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The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the setting of an educational task, an indicative basis for speech actions, task performance training, carrying out control actions and competence level determination that is being developed. The authors set out an experimental study to teach grammatical skills of French language on the basis of the technology being developed. Empirically obtained data, subjected to statistical processing on the basis of Student's t criterion, demonstrate the value of T criterion > 3.3, which indicates the reliability of the conclusions about Techno-R technology effectiveness. In the article the authors made conclusions about the peculiarities of the abovementioned technology, its correctional nature, the combination with the known pedagogical technologies, the availability of language problems, creating the conditions for the transfer of grammatical skills and the production of student self-esteem in language competence development that stimulates the motivation of learning.

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Duschl, Richard A. „Using Wood Blocks in Teaching Data Process Skills“. Science Activities: Classroom Projects and Curriculum Ideas 22, Nr. 4 (Dezember 1985): 26–29. http://dx.doi.org/10.1080/00368121.1985.10112914.

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6

Kim, Sang Jo, Lauren Wilson, Jiabin Liu, David H. Kim, Megan Fiasconaro, Jashvant Poeran, Carrie Freeman, Jonathan Beathe und Stavros Memtsoudis. „Lack of July effect in the utilization of neuraxial and peripheral nerve block in US teaching hospitals: a retrospective analysis“. Regional Anesthesia & Pain Medicine 45, Nr. 5 (24.03.2020): 357–61. http://dx.doi.org/10.1136/rapm-2020-101318.

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BackgroundGiven the steep learning curve for neuraxial and peripheral nerve blocks, utilization of general anesthesia may increase as new house staff begin their residency programs. We sought to determine whether “July effect” affects the utilization of neuraxial anesthesia, peripheral nerve blocks, and opioid prescribing for lower extremity total joint arthroplasties (TJA) in July compared with June in teaching and non-teaching hospitals.MethodsNeuraxial anesthesia, peripheral nerve block use, and opioid prescribing trends were assessed using the Premier database (2006–2016). Analyses were conducted separately for teaching and non-teaching hospitals. Differences in proportions were evaluated via χ2 test, while differences in opioid prescribing were analyzed via Wilcoxon rank-sum tests.ResultsA total of 1 723 256 TJA procedures were identified. The overall proportion of neuraxial anesthesia use in teaching hospitals was 14.4% in both June and July (p=0.940). No significant changes in neuraxial use were seen in non-teaching hospitals (24.5% vs 24.9%; p=0.052). Peripheral nerve block utilization rates did not differ in both teaching (15.4% vs 15.3%; p=0.714) and non-teaching hospitals (10.7% vs 10.5%; p=0.323). Overall median opioid prescribing at teaching hospitals changed modestly from 262.5 oral morphine equivalents (OME) in June to 260 in July (p=0.026) while median opioid prescribing remained at a constant value of 255 OME at non-teaching hospitals (p=0.893).ConclusionUtilization of neuraxial and regional anesthesia techniques was not affected during the initial transition period of new house staff in US teaching institutions. It is feasible that enough resources are available in the system to accommodate periods of turnover and maintain levels of regional anesthetic care including additional attending anesthesiologist oversight.

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Фролов, Шабурова, Galina Shaburova, Курочкин, Anatoliy Kurochkin, Воронина und Polina Voronina. „Methodological Bases of Teaching-Control Systems Development“. Socio-Humanitarian Research and Technology 5, Nr. 4 (19.11.2016): 44–49. http://dx.doi.org/10.12737/22494.

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The purpose of research is studying methodology modernization of test technologies based on the teaching-control systems. The research task was to study the structural components and basic methodological principles for developing teaching-control systems that contribute to the expansion of their educational functions. The paper presents reasoned information that in recent decades the test technology is used not only for monitoring and evaluation of students´ knowledge, but also are used in this learning process, for example, for a more efficient organization of independent work. Experience to date in creating e-learning shows that the development of this process is mainly through the integration of educational information, teaching innovation and information technologies, which could result in a qualitatively new learning environment with their products. As proposed by the authors of scientificmethodological concept, improvement of test technology provided by the transfer of some functions of the teacher teaching-controlling complex is complete software with three structural components (blocks). The methodological basis of the development of the complex are the justification of the scope and depth of knowledge in the discipline of study (first block), transforming them in the form of test tasks (second unit), as well as complex solutions, providing consultancy in the field of knowledge (the third block). The paper presents practical guidelines for the design of each of these blocks, and an analysis of the most frequent mistakes made by developers of complexes. The proposed methodology was the basis for the development of teaching-electronic control complexes in various disciplines taught at the Department "Food production", Penza State Technological University. Complexes passed wide approbation and implemented in the educational process more than thirty universities in Russia.

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Lou, Hongli. „Situational Cognition of College English Education Based on Image Block Gain Optimization in Pseudo-haze State“. International Journal of Emerging Technologies in Learning (iJET) 14, Nr. 18 (30.09.2019): 53. http://dx.doi.org/10.3991/ijet.v14i18.11183.

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Situational cognition can help students to construct their knowledge to a great extent. In order to solve the problem of lack of situational cognition in College English teaching, this paper studies the validity of students' situational cognition in College English teaching based on the method of image block gain optimization. First, this paper analyses the general situation of situational cognition capacity in College English teaching in China at present, and puts forward the function of device image in constructing situational cognitive competence in teaching. Then, it divides device image into blocks under pseudo-haze conditions, and proposes the optimization method of block gain. Finally, on the basis of block gain, it makes an empirical test of situational cognitive competence in College English teaching. The empirical results show that image block gain optimization can effectively improve the construction of situational cognition capacity in College English teaching. With the help of this study, some new and useful ideas can be traced for the development of computer science and college English teaching, and also stimulate the further improvement of College English education in China.

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Beattie, Ian D. „Building Understanding with Blocks“. Arithmetic Teacher 34, Nr. 2 (Oktober 1986): 5–11. http://dx.doi.org/10.5951/at.34.2.0005.

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The model of instruction that goes from the concrete to the abstract is widely accepted. Texts that describe me thods of teaching e lementary school mathematics use it, and instructors of mathematics methods classes for prospective elementary school teachers advocate its use. The intent of such texts and c lasses is obviously to prepare teachers who are familiar with such a model and can apply it in the classroom.

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KLOMKARN, KITDAKORN, und PITIKHATE SOORAKSA. „SIMPLE SELF-INSTRUCTIONAL MODULES BASED ON CHAOTIC OSCILLATORS: FEW BLOCKS GENERATING MANY PATTERNS“. International Journal of Bifurcation and Chaos 21, Nr. 05 (Mai 2011): 1469–91. http://dx.doi.org/10.1142/s021812741102915x.

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Chaotic circuits have been widely used in the teaching of nonlinear dynamics disciplines, where a common practice is pedagogically based on the circuit point of view. Chua's circuit is the most popular platform for the demonstration of its components with rich dynamical patterns. However, engineering students majoring in control systems are more familiar with feedback systems rather than physical electronics with nonlinear components. This may lead to some difficulty in understanding the nonlinear properties of Chua's circuit, at least on first sight. This paper provides an alternative approach to teaching and learning chaotic oscillators by using the inherent understanding of feedback systems with simple modules at the undergraduate level. Utilizing the idea of chaotification, which means to make a nonchaotic module chaotic, the modules consist of only four blocks yet can generate more than thirty types of chaotic patterns via their various combinations. Conceptually, the blocks can be assembled as various mixed-mode chaotic circuits. Functionally, the blocks are easy-to-use in a Simulink-like fashion. Structurally, they are a LEGO-like educational kit. With low-cost implementation employing a few op-amps for each block, the newly proposed modules are simple, self-instructional and suitable for teaching and training students in school laboratories and in experimental environments.

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Hertting, Scott. „Energy Blocks — A Physical Model for Teaching Energy Concepts“. Physics Teacher 54, Nr. 1 (Januar 2016): 31–33. http://dx.doi.org/10.1119/1.4937969.

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Adeyeye, Kemi, Poorang Piroozfar, Noel Painting und Abdullahi Ahmed. „Intensive Teaching Blocks in Design Disciplines: A Practical Application“. Transactions 8, Nr. 1 (August 2011): 74–98. http://dx.doi.org/10.11120/tran.2011.08010074.

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Clements, Douglas H., Julie Sarama, Mary Elaine Spitler, Alissa A. Lange und Christopher B. Wolfe. „Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial“. Journal for Research in Mathematics Education 42, Nr. 2 (März 2011): 127–66. http://dx.doi.org/10.5951/jresematheduc.42.2.0127.

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This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the mathematics education of very young children. This intervention includes the Building Blocks mathematics curriculum, which is structured in research-based learning trajectories, and congruous professional development emphasizing teaching for understanding via learning trajectories and technology. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,375 preschoolers in 106 classrooms. Teachers implemented the intervention with adequate fidelity. Pre- to posttest scores revealed that the children in the Building Blocks group learned more mathematics than the children in the control group (effect size, g = 0.72). Specific components of a measure of the quantity and quality of classroom mathematics environments and teaching partially mediated the treatment effect.

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Sparks, C. J., G. E. Rudkin, K. Agiomea und J. R. Faarondo. „Inguinal Field Block for Adult Inguinal Hernia Repair Using a Short-Bevel Needle. Description and Clinical Experience in Solomon Islands and an Australian Teaching Hospital“. Anaesthesia and Intensive Care 23, Nr. 2 (April 1995): 143–48. http://dx.doi.org/10.1177/0310057x9502300202.

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One of the limitations of an inguinal field block is that it does not reliably produce complete anaesthesia. The purpose of this study was to describe a modified short-bevel needle technique, facilitating correct needle placement, for inguinal hernia repair. Anaesthetists from two different institutions performed the described infiltration blocks. Prospective data were collected from these groups, each having 30 patients. We evaluated the safety and reliability of the described block. Of the 60 patients, two were “failed” blocks, requiring conversion to general anaesthesia. There were no other major intraoperative or recovery room complications. Results of the modified inguinal field block showed a 97% ability to achieve a “fair” block or better. Intraoperative and postoperative data showed high surgeon and patient satisfaction for the block. The described block using a short-bevel needle is recommended as a suitable method for adult patients undergoing inguinal hernia repair.

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Moss, Erin, und Brenda Camaligan. „Pattern Blocks: How Does Your Igloo Grow?“ Teaching Children Mathematics 21, Nr. 3 (Oktober 2014): 140–43. http://dx.doi.org/10.5951/teacchilmath.21.3.0140.

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Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics.

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ROSENBERG, S. „Fluoroscopy times in commonly performed blocks in a teaching institution“. Regional Anesthesia and Pain Medicine 24, Nr. 3 (Juni 1999): 27. http://dx.doi.org/10.1016/s1098-7339(99)90204-3.

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Fox, Lise. „Book Review: Building Blocks for Teaching Preschoolers with Special Needs“. Research and Practice for Persons with Severe Disabilities 27, Nr. 4 (Dezember 2002): 280–81. http://dx.doi.org/10.2511/rpsd.27.4.280.

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VEYCKEMANS, F., L. J. VAN OBBERGH und J. M. GOUVERNEUR. „Lessons from 1100 Pediatric Caudal Blocks in a Teaching Hospital“. Survey of Anesthesiology 37, Nr. 2 (April 1993): 100???101. http://dx.doi.org/10.1097/00132586-199304000-00045.

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Schwarz, Gerhard, Georg Feigl, Reinhold Kleinert, Christian Dorn, Gerhard Litscher, Andreas Sandner-Kiesling und Norbert Bock. „Pneumatic Pulse Simulation for Teaching Peripheral Plexus Blocks in Cadavers“. Anesthesia & Analgesia 95, Nr. 6 (Dezember 2002): 1822–23. http://dx.doi.org/10.1097/00000539-200212000-00078.

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Rosenberg, SK, MV Boswell, C. Kooser und V. Cwiklinski. „Fluoroscopy Times in Commonly Performed Blocks in a Teaching Institution“. Regional Anesthesia and Pain Medicine 24, Supplement 1 (Mai 1999): 27. http://dx.doi.org/10.1097/00115550-199924031-00027.

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Koscielniak-Nielsen, Zbigniew J., Henrik Rasmussen und Lars Hesselbjerg. „An Animal Model for Teaching Ultrasound-Guided Peripheral Nerve Blocks“. Regional Anesthesia and Pain Medicine 34, Nr. 4 (Juli 2009): 379–80. http://dx.doi.org/10.1097/aap.0b013e3181ac9b35.

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French, G. Richard, und Manuel A. Tipgos. „Teaching accountants to learn and "building blocks" for accounting education“. International Advances in Economic Research 1, Nr. 1 (Februar 1995): 71–78. http://dx.doi.org/10.1007/bf02295854.

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Oliynyk, Viktor V., Olekandr M. Samoylenko, Ilona V. Batsurovska, Nataliia A. Dotsenko und Olena A. Gorbenko. „PEDAGOGICAL MODEL OF PREPARATION OF FUTURE ENGINEERS IN SPECIALTY "ELECTRIC POWER, ELECTRICAL ENGINEERING AND ELECTRICAL MECHANICS" WITH USE OF MASSIVE ONLINE COURSES“. Information Technologies and Learning Tools 73, Nr. 5 (22.10.2019): 161–73. http://dx.doi.org/10.33407/itlt.v73i5.2864.

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The article presents an experimental model of training future engineers in specialty“Electric Power Engineering, Electrical Engineering and Electromechanics”in conditions of massive open online courses (MOOC). The article reveals the concepts of modeling, designing and validity in pedagogy. The stages of construction of the pedagogical model are presented. Four blocks of the model of training the students in specialty”Electric Power Engineering, Electrical Engineering and Electromechanics”for educational and scientific activities in the conditions of MOOC are presented: motivational, content and procedural, technological and productive. The motivational block is characterized by the definition of the main goals of the introduction of pedagogical technology: the preparation of a highly qualified specialist. The content and procedural block is based on the implementation of pedagogical conditions of educational and scientific training. The technological block consists of three stages: motivational, cognitive-procedural and control-evaluation. The productive block provides monitoring of educational and scientific training of students in the specialty "Electrical power, electrical engineering and electromechanics".It is determined that there is feedback between all blocks of the model, which allows to make changes in the content, forms and methods of teaching. The principles of construction and the main structural elements of each of the blocks are analyzed. The general principles for the training of future engineers in specialty ‘Electric Power Engineering, Electrical Engineering and Electromechanics” are determined in conditions of MOOC; forms, methods and means of instruction are described. It is considered that educational and scientific training is implemented through such forms of teaching as lectures, video lectures, webinars, workshops, video conferences, discussion in forums, participation in scientific conferences and seminars. It is determined that the result of the developed model is readiness of the students majoring in ‘Electric Power Engineering, Electrical Engineering and Electromechanics” for research and study.

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Curran, Stephen, und Peter C. W. Bowie. „Teaching old age psychiatry to medical undergraduates“. Advances in Psychiatric Treatment 4, Nr. 3 (Mai 1998): 183–85. http://dx.doi.org/10.1192/apt.4.3.183.

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There are many different course designs for the teaching of old age psychiatry. It may be taught in blocks or spread over the undergraduate curriculum and/or integrated with either psychiatry or medicine for the elderly. Whichever approach is used, at the end of their undergraduate training, students should have the same core knowledge, skills and attitudes.

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Ridzuan, Razreena, und Zanaton H. Iksan. „The Effectiveness of Using Coloured Blocks in Teaching the Concept of Balancing Chemical Equation in Chemistry“. JOURNAL OF EDUCATIONAL SCIENCES 1, Nr. 1 (04.09.2017): 45. http://dx.doi.org/10.31258/jes.1.1.p.45-55.

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The aim of this study is to study the effectiveness of using coloured blocks in teaching the concept of balancing chemical equation in chemistry. It is expected that students will improve their understanding in this concept and students interest in chemistry. This study examined how by using coloured blocks will help students understand the concept of balancing chemical equation which is an important concept to master in Form 4 Chemistry. Using pre and post-test control group design, the study involved a comparison between a control group (n=20) which were taught using the conventional chalk and talk method to balance chemical equation while the treatment group (n=20) were taught to balance chemical equations using coloured blocks. After pre-test, there was a significant difference between control and treatment group on their post-test scores with effect size of 1.31. Students who had used coloured blocks to balance chemical equations showed significant development in their post-test compared to the students who were taught using the conventional method. Students also showed high interest in chemistry upon using coloured blocks in teaching the concept of balancing chemical equation. The research results recommended the use of coloured blocks as a potential tool to teach the concept of balancing chemical equations..

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Schildkamp, Kim, Iwan Wopereis, Marian Kat-De Jong, Annette Peet und IJsbrand Hoetjes. „Building blocks of instructor professional development for innovative ICT use during a pandemic“. Journal of Professional Capital and Community 5, Nr. 3/4 (13.07.2020): 281–93. http://dx.doi.org/10.1108/jpcc-06-2020-0034.

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PurposeInnovative use of information and communications technology (ICT) requires (new) knowledge and skills for the group that has the biggest impact on the quality of education: instructors. Facilitating professional development (PD) of instructors is crucial for the quality of one’s education system(s), perhaps even more so in times of a pandemic.Design/methodology/approachBased on the authors’ analysis of reviews published in the last decade, this paper summarizes the key building blocks of effective PD on the innovative use of ICT during a pandemic. The authors used these building blocks to reflect on two national PD initiatives developed to support institutions of higher education in instructional use of ICT while dealing with the consequences of the COVID-19 pandemic.FindingsBoth PD initiatives include the same building blocks: (1) content-related building blocks focused on technological knowledge, (2) active learning and expert-supported PD (didactics-related building blocks) and (3) contextual building blocks consisting of clearly defined goals focused on the instructor's own practice, use of technology, sustained duration (e.g. taking place over a longer period of time) and evidence-informed PD. One contextual building block that was not evident in the reviews but emerged as a vital building block is “responsiveness” to the situation and needs of the participants.Originality/valueHigh-quality PD is crucial if one wants to safeguard the quality of (online) instruction and learning to ensure high-quality education for all students. This paper can contribute to enhancing the quality of much-needed PD on online teaching (during, but also after COVID-19).

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Kobayashi, Kent D. „COMPUTER SIMULATION PROGRAMS FOR TEACHING CROP MODELING“. HortScience 27, Nr. 6 (Juni 1992): 671e—671. http://dx.doi.org/10.21273/hortsci.27.6.671e.

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The simulation programs Stella® (High Performance Systems) and Extend™ (Imagine That!) were used on Apple® Macintosh® computers in a graduate course on crop modeling to develop crop simulation models. Students developed models as part of their homework and laboratory assignments and their semester project Stella offered the advantage of building models using a relational diagram displaying state, rate, driving, and auxiliary variables. Arrows connecting the variables showed the relationships among the variables as information or material flows. Stella automatically kept track of differential equations and integration. No complicated programming was required of the students. Extend used the idea of blocks representing the different parts of a system. Lines connected the inputs and outputs to and from the different blocks. Extend was more flexible than Stella by giving the students the opportunity to do their own programming in a language similar to C. Also, with its dialog boxes, Extend more easily allowed the students to run multiple simulations answering “What if” questions. Both programs quickly enabled students to develop crop simulation models without the hindrance of extensive learning of a programming language or delving deeply into the mathematics of modeling.

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Seidu, Raphael Kanyire. „The art produced by substitute surfaces in hand block printing“. Research Journal of Textile and Apparel 23, Nr. 2 (03.06.2019): 111–23. http://dx.doi.org/10.1108/rjta-08-2018-0047.

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Purpose The purpose of this study is to identify the print effects produced on selected fabrics due to the adaptation of styrofoam, plastic net and wood as stamp blocks for printing. Design/methodology/approach The art-based experimental research approach was used to produce and identify the art (prints) produced by stamp blocks on different fabrics using water-soluble print paste. Findings They stamp block surfaces used in the block printing process produced interesting effects or prints that are uniquely associated with each other. Fabrics such as silver and satin produced shinny print effects coupled with a tough hand or feel as compared to a paperish hand produced on the surfaces of cotton-polyester blend and linen fabrics. The addition of white glue to the paste produced a smooth and embossed-like print effect on fabrics like mercerised cotton and linen. Further results were captured to indicate the hand of these fabrics after printing due to the change in viscosity of the print paste. Originality/value The use of calabash and wood surfaces as stamp blocks used in Ghana and the rest of the world is common for printing patterns on fabrics. This study essentially reveals the possibility of using different surfaces for stamp blocks which produce aesthetically pleasing print effects. This when adopted by craftsmen and students would widen the teaching and creative scope in block printing and further produce viable prints for the market using available materials in the environment. These activities would promote and maintain the philosophy of block printing even in the era of advance printing technologies.

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Chong, Yeong-Ok. „On the Teaching of Building with Blocks in Primary School Mathematics“. Journal of Curriculum and Evaluation 7, Nr. 2 (Dezember 2004): 75–101. http://dx.doi.org/10.29221/jce.2004.7.2.75.

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McGlashan, Nicholas, Benjamin Rea, Nicholas Skipper, Ruth Batty und Daniel Connolly. „Documentation of nerve root blocks performed in a tertiary teaching hospital“. Clinical Radiology 72 (September 2017): S20. http://dx.doi.org/10.1016/j.crad.2017.06.031.

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Eastin, T., D. L. Gorgas und J. L. Schwaab. „61 A Low-Fidelity Hand Model for Teaching Digital Nerve Blocks“. Annals of Emergency Medicine 60, Nr. 5 (November 2012): S182. http://dx.doi.org/10.1016/j.annemergmed.2012.07.084.

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Vanany, Iwan, und Ahmad Syamil. „Teaching Supply Chain Management Using an Innovative Practical Game“. International Journal of Information Systems and Supply Chain Management 9, Nr. 4 (Oktober 2016): 82–99. http://dx.doi.org/10.4018/ijisscm.2016100105.

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This paper presents a new practical game which helps undergraduate students to understand how the concept of supply chain management (SCM) works. The game uses a simple supply chain structure incorporating three entities of the supply chain: supplier, plant, and customer. The game employs a set of toy building blocks such as LEGO® blocks and has the rules of the game, responsibility of each player, product descriptions and bill of materials. This competitive game is used supply chain cost as the measuring to determine the winner team of the game and the Bloom's taxonomy as guidelines to develop the assessment testing based on the learning objectives of courses. This proposed board game has been tested by many undergraduate students who are taking SCM and Logistics Management courses. The results show that the students who played the game reached the higher scores of assessment testing than students who didn't play the game. Furthermore, most students have also positive view about this game.

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Papadakis, Stamatios, Michail Kalogiannakis, Vasileios Orfanakis und Nicholas Zaranis. „The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education“. International Journal of Web-Based Learning and Teaching Technologies 12, Nr. 4 (Oktober 2017): 58–77. http://dx.doi.org/10.4018/ijwltt.2017100106.

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Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in textual programming environments. These environments designed for education allow students to program without the obstacle of syntax errors (errors in typing commands) found in traditional text-based languages. In this paper, the authors focus on the use of App Inventor and Scratch as blocks-based programming environments designed explicitly with novices in mind. In the authors' analysis, both Novice Programming Environments (NPEs) seemed to be attractive platforms for introducing fundamental concepts in computer programming and both look appealing for both majors and non-majors.

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Hughes, Patricia. „Learning objectives for teaching and training“. Advances in Psychiatric Treatment 5, Nr. 4 (Juli 1999): 305–10. http://dx.doi.org/10.1192/apt.5.4.305.

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“Everywhere increased complexity and mind-burdening terminology. What is the teacher to do? And more important, what can the poor student do, confronted with so much new knowledge and a Rabelaisian onomatomania?” (Osier, 1913).The publication of Tomorrow's Doctors(General Medical Council, 1993) opened our minds to the need for a more thoughtful and evaluated approach to education in medicine. The expansion of medical knowledge has shown no sign of slowing, which makes it imperative that we find ways to prioritise and organise what we teach so that students are given a clear structure. Learning objectives are one of the building blocks that give order to what we do with and for our students.

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Paoli, J., C. Halldin und C. Sandberg. „Teaching peripheral nerve blocks for the head and neck area to dermatologists“. Journal of the European Academy of Dermatology and Venereology 26, Nr. 8 (13.09.2011): 1035–37. http://dx.doi.org/10.1111/j.1468-3083.2011.04218.x.

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Soffer, Robert J., und Meg A. Rosenblatt. „Teaching ultrasound-guided interscalene blocks: description of a simple and effective technique“. Journal of Clinical Anesthesia 19, Nr. 3 (Mai 2007): 241–42. http://dx.doi.org/10.1016/j.jclinane.2007.02.001.

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Easby, S., und J. Dilley. „416 ANALGESIA AND PERI-OPERATIVE PRACTICE IN FRACTURED NECK OF FEMURS AT YORK TEACHING HOSPITALS NHS FOUNDATION TRUST“. Age and Ageing 50, Supplement_2 (Juni 2021): ii14—ii18. http://dx.doi.org/10.1093/ageing/afab119.02.

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Abstract Introduction Fractured neck of femurs are a significant public health issue. Prompt assessment and response to pain as per NICE guidelines aids speedy recovery and helps to prevent complications such as delirium in and already high risk, elderly population. Previous audits have found poor documentation of the assessment of pain and the rate of nerve blocks in A + E and theatres. This completed cycle audit will assess the interventions made in response to these audits including adding pain scores to e-observations and training staff to perform nerve blocks. The aim of this audit was to assess current anaesthetic and analgesic practice. Method This was a retrospective review of 32 case notes and electronic prescribing over November—December 2019. Data collected included documentation of pain assessment, which analgesia was prescribed as per NICE guideline CG124 [1] and rate of nerve block in A + E and theatres. Results The audit found that 100% of patients received analgesia as per NICE guidelines. Documenting the assessment of pain scores has improved from 44% to 63% in A + E, 64% to 81% on the ward pre-operatively and 0 to 100% post op. On admission, 41% of patients received a nerve block and 94% intra-operatively, up from 22% and 55% respectively, the majority of patients received a fascia iliaca block (FIB). Conclusions The large increase in post op pain assessment is likely credited to mandatory input as part of e-observations and overall practice has improved significantly. A refresher training session will be provided for nursing staff to re-iterate the importance of assessing and responding to pain. The Hip Fracture Specialist Nurse is now competent to perform FIBs which may further increase the number performed on admission. Reference 1. NICE. Hip fracture: management. Clinical guideline [CG124]. https://www.nice.org.uk/guidance/cg124 (accessed 15/11/2020).

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Damadi, Amir A., Elizabeth A. Lax, Lauren Smithson und Ralph D. Pearlman. „Comparison of Therapeutic Benefit of Bupivacaine HCl Transversus Abdominis Plane (TAP) Block as Part of an Enhanced Recovery Pathway versus Traditional Oral and Intravenous Pain Control after Minimally Invasive Colorectal Surgery: A Prospective, Randomized, Double-Blind Trial“. American Surgeon 85, Nr. 12 (Dezember 2019): 1363–68. http://dx.doi.org/10.1177/000313481908501230.

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Enhanced recovery pathways (ERPs), when combined with transversus abdominis plane (TAP) blocks, have been proven to reduce the length of stay (LOS) and improve quality outcomes. Nonopioid pain management is an essential component of this pathway, leading to a reduction in immobility, postoperative ileus, and an increase in patient satisfaction. TAP block variations have been studied in general and gynecologic surgery. This study evaluates the effectiveness of laparoscopic TAP blocks in conjunction with the benefit of an ERP. One hundred thirty-seven consecutive laparoscopic and robotic-assisted Colorectal Surgery patients received TAP blocks under laparoscopic guidance while under anesthesia, randomized to a placebo, bupivacaine TAP block, or bupivacaine TAP block with an ERP arm of the trial. Patient demographics, operative techniques, and postoperative outcomes were analyzed using statistical analysis software. Our main objective was to determine short-term benefits of TAP blocks on reducing total narcotic consumption. Secondary objectives included effects of TAP blocks on time to ambulation, time to bowel function, and LOS. To isolate the effect of the TAP blocks, no efforts were made to control nursing or patient education in patients managed without an ERP. Of 137 patients, 14 were withdrawn. All cases were elective, with the main diagnosis colon cancer or dysplastic polyps (47.1%). The median age in each group was comparable ( P = 0.12), with female majority in both groups (58.5%). Most procedures were segmental colon resections (74.7%). Thirty-one patients received a placebo, 41 bupivacaine TAP, and 51 bupivacaine TAP plus ERP. In terms of primary endpoints, the bupivacaine plus ERP arm used statistically significant less IV narcotics on postoperative day 1 and in total ( P = 0.001, P = 0.008). All patients ambulated on average within the first 24 hours postoperatively, with the TAP plus ERP group approximately 0.5 days sooner ( P = 0.001). The TAP plus ERP group also had a return of bowel function and LOS approximately 24 hours early ( P = 0.001 and P = 0.001). This study shows that a laparoscopically placed bupivacaine TAP block when used as part of an ERP can reduce LOS, postoperative narcotics, time to ambulation and bowel function, and LOS. Defined pain regimens with auxiliary staff teaching can add to the improvement in quality outcomes in laparoscopic colorectal surgery and, with the addition of the TAP block, can add to patient satisfaction and lower hospital costs.

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Jo, Yunju, Seok-Ju Chun und Jungwoo Ryoo. „Tactile Scratch Electronic Block System: Expanding Opportunities for Younger Children to Learn Programming“. International Journal of Information and Education Technology 11, Nr. 7 (2021): 319–23. http://dx.doi.org/10.18178/ijiet.2021.11.7.1529.

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This paper introduces our work on the development of a novel system for applying MIT’s Scratch to teaching classes of four to eight-years-old students. Scratch is a visual, block-based programming language designed for anybody to create a computer program without the worry of syntax errors by assembling icon-like command blocks. However, four to eight-year-old students have trouble using a computer mouse or keyboard and face difficulties when trying Scratch programming. This research developed a tactile, electronic block system that allows students to manipulate physical objects in a tangible way to conduct their programming tasks. The system consists of a Scratch simulator and physical, electronic blocks embodying the Scratch user interface shapes. We taught programming to the classes of second-grade elementary school students (eight-years-old) using our system. The results are encouraging. Our subjects’ interest in programming improved from 3.23 to 4.0 out of the scale of 5, and fifteen students out of twenty five were able to solve nine questions on sequence, loop, and control structure successfully, which are fundamental concepts of programming.

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Chun, Seok-Ju, Yunju Jo und Seungmee Lee. „The Effect of Programming Classes with Tangible Scratch Blocks on the Programming Interest of 6th Grade Elementary School Students“. International Journal of Information and Education Technology 11, Nr. 9 (2021): 405–9. http://dx.doi.org/10.18178/ijiet.2021.11.9.1542.

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In this paper, we introduce an original, classroom-based approach for teaching Scratch programming to 6th grade elementary school students. Scratch is a programming language that involves assembling icon-based command blocks. It was designed to avoid the complex syntax errors seen in other programming languages, making it especially accessible for younger learners. While Scratch does provide a visual programming environment in which potentially just about anyone can learn to read and write programming code, there can still be a reduced overall interest in learning programming, because younger learners in particular can find it difficult to intuitively understand or be stimulated by abstract concepts of programming such as sequences, conditions, and repetition, which are present in Scratch. Our research involves the development of a tangible, electronic block system that allows students to manipulate physical objects with their hands to perform programming tasks. The system consists of a Scratch simulator and physical, Scratch electronic blocks embodying Scratch user interface shapes. We devised and delivered a programming course to 6th grade Korean elementary school students using our block system. The results are encouraging.

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Shunhaji, Akhmad, und Nur Fadiyah. „Efektivitas Alat Peraga Edukatif (APE) Balok Dalam Mengembangkan Kognitif Anak Usia Dini“. Alim | Journal of Islamic Education 2, Nr. 1 (01.04.2020): 1–30. http://dx.doi.org/10.51275/alim.v2i1.157.

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The effectiveness of the use of teaching aids that are associated with cognitive development of early childhood, with the strategy of applying the method of playing blocks in the Kindergarten Plus Cinangka Sawangan Depok conducted by the teachers will determine the success of the effectiveness of the cognitive development of students, which are then developed routinely in accordance with the learning objectives It has been planned to be associated with the strategy of applying the method of playing blocks in accordance with basic competencies and learning indicators. Learning practices that use block media at TK Permata Plus are less than optimal due to the ratio of learners whose number exceeds the number of available beam props, so learning cannot be maximized. The active involvement of children is needed to improve their abilities and further research is needed from various variations to contribute to the learning problem. Playing with blocks can improve cognitive abilities of early childhood including: recognizing geometric shapes, recognizing colors. Make a Beam shape creation, sort objects based on five size or color seriations and classify objects into the same or similar group or in pairs with two variations.

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Dronov, Ivan S. „Methodical system of masters students written academic discourse education with group blog using“. Tambov University Review. Series: Humanities, Nr. 184 (2020): 35–45. http://dx.doi.org/10.20310/1810-0201-2020-25-184-35-45.

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A characteristic feature of the vast majority of activity spheres in the modern education system is their systematization. The latest higher education standards center the teacher’s activity around the system and activity approach. That causes the need for its application in the use of information and communications technologies as a means of teaching a foreign language. We give the author’s definition of the term “methodical learning system”, which is interpreted as a component-related system of learning conditions, realizing its methodological potential through the interaction of participants in the educational process aimed at achieving the goal. This system includes five consecutive blocks, including: 1) prerequisites (modern requirements of the Federal Educational Standard of Higher Education), social order for training in the field of written academic discourse, contradictions between the linguodidactic potential of the study group blog, the lack of practical methods of teaching written academic discourse; 2) block target definition (goals and objectives of training); 3) theoretical justification block (list of principles of teaching written academic discourse, approaches to teaching written academic discourse); 4) functional block (organizational and pedagogical conditions, contents and methods of training, means and organizational forms of training); 5) evaluation block system operation results (components of evaluation of educational and cognitive activity, the learning process result). We note methodical system training integrity on the basis of property of integrativity promoting optimization of all components which general interaction is directed on achievement of the training purpose. The goal, for its part, is a system-forming element.

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Iyiola, Sina, Enweani Ifeoma, Anthony Ngokere, Godwin Avwioro und Akinwumi Komolafe. „Evaluation of the Proliferation of Breast Cancer Cells Among Women in Osun State, Southwest Nigeria“. American Journal of Clinical Pathology 152, Supplement_1 (11.09.2019): S139. http://dx.doi.org/10.1093/ajcp/aqz128.000.

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Abstract Objectives Nigeria has one of the highest morbidity rates from breast cancer; therefore, this work examined the proliferation rate of breast cancer and the hospital presentation time lag among women in Osun State, Nigeria. Methods This cross-sectional study was carried out in Obafemi Awolowo University Teaching Hospital Complex, Ile-Ife and Ladoke Akintola University Teaching Hospital, Oshogbo, Nigeria. The request cards and tissue blocks were sorted from the year 2014 to 2017. The time lag it took the patients to report at the hospitals was retrieved from the request cards. The breast tissue blocks were sectioned, stained with H&E, and graded. A representative tissue block was selected for each patient. Sections obtained from the blocks were stained with Mki67 antibody using a diaminobenzidine horseradish peroxidase technique. The cells were semiquantitatively scored as percentage of tumor cells stained brown. The mean ± SD was calculated. Results Out of 240 breast cancer patients sampled, 6 (2.5%), 97 (40.4), and 137 (57.1%), respectively, were grades 1, 2, and 3. The mean value of MKi67 was 23.90 ± 20.38, median 16.00. The mean value for grade 2 cancer was 15.31 ± 14.34; grade 3 cancer was 37.95 ± 22.47. Only 21.9% of breast cancer patients came to clinic within 3 months of lumps awareness in their breasts while 64.5% attended clinic after 6 months. Conclusions Breast cancer among the Osun State women was not very aggressive when comparing the Mki67 values obtained in this study with the values obtained in the developed world. Greater percentages of women with breast cancer waited too long before presenting themselves at the hospital. Thus, a high morbidity rate was recorded.

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Rebesco, Denise Barth, William Marcos, William Cordeiro de Souza, André De Camargo Smolarek und Luis Paulo Gomes Mascarenhas. „O ensino médio por blocos de disciplinas semestrais e o nível de atividade física dos estudantes“. Caderno de Educação Física e Esporte 16, Nr. 2 (02.07.2018): 65–71. http://dx.doi.org/10.36453/2318-5104.2018.v16.n2.p65.

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O objetivo do estudo foi avaliar o nível de atividade física de adolescentes inseridos no programa Ensino Médio por Blocos de Disciplinas Semestrais. A amostra foi composta por 197 adolescentes, divididos em dois grupos (Bloco 1 - que tiveram aula de educação física no primeiro semestre e Bloco 2 - que não tiveram aula de educação física). Para caracterização da amostra foram coletados os dados de massa corporal e estatura para cálculo do índice de massa corporal. O nível de atividade física foi obtido através do International Physical Activity Questionnaire, versão curta. Para a análise dos dados foi realizada a estatística descritiva. O teste de Qui-quadrado foi realizado para verificar a comparação entre as proporções do nível de atividade física. Para identificar a associação entre as variáveis ensino em bloco e nível de atividade física foi utilizado o teste de risco relativo. Foi adotado um intervalo de confiança de 95% com nível de significância de p0,05. Não foi observada diferença significativa (p=0,678) nas frequências percentuais obtidas no nível de atividade física entre o Bloco 1 e o Bloco 2, mas foi constatado que os alunos que tiveram aulas de educação física no primeiro semestre apresentaram um fator de risco 2,90 vezes maior de serem menos ativos no segundo semestre. Conclui-se que o ensino médio em blocos influencia no nível de atividade física de forma negativa.ABSTRACT. The high school per blocks of semiannual subjects and the physical activity level of students. The aim of this study was to evaluate the level of physical activity level of adolescents enrolled in a high school per blocks of semiannual subjects’ program. The sample consisted of 197 adolescents, divided into two groups (Block 1 - who had a physical education class in the first semester and Block 2 - who did not have a physical education class). To characterize the sample, data on body mass and height were collected to calculate body mass index. The physical activity level was obtained through the International Physical Activity Questionnaire short version. Descriptive statistics were used to analyze the data. The chi-square test was performed to verify the comparison between the physical activity level proportions. To identify the association between the variables teaching in block and physical activity level, the relative risk test was used. A 95% confidence interval was adopted with significance level of p 0.05. The Chi-square test showed no significant difference (p=0.678) in the percentage frequencies obtained in the physical activity level between Blocks 1 and 2, but it was observed that students who had physical education classes in the first semester presented a 2.90-fold higher risk factor were less active in the second semester. It was concluded that high school in blocks influences physical activity level negatively.

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Lu, Yi-Ling, und Chih-Wei Wu. „An Integrated Evaluation Model of Teaching and Learning“. Journal of University Teaching and Learning Practice 15, Nr. 3 (01.07.2018): 116–33. http://dx.doi.org/10.53761/1.15.3.8.

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Knowledge transmission and knowledge construction are two common approaches adopted for teaching and learning in higher education. Applying the two different approaches, this paper developed an evaluation model of teaching and learning, which comprises three main conceptual blocks: teaching, learning and learning assistance. A quantitative survey was utilised, collecting data from the Student Assessment of Learning Gains (SALG) along with the Student Evaluation of Teaching (SET) from 108 randomly selected courses at a university in Taiwan. The results demonstrated an R² value of 0.794. The route between teaching and learning was not statistically significant (t=0.0359), indicating that knowledge is constructed in the mind of the student with learning assistance as the mediator.

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Tanna, Mira. „Goats, Giants, and . . . Science? Teaching Engineering Concepts through Fairy Tales“. Children and Libraries 14, Nr. 4 (13.12.2016): 21. http://dx.doi.org/10.5860/cal.14n4.21.

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In the past several years, STEM activities for children in libraries have exploded—literally and figuratively; LEGO contests, building blocks, snap circuits, coding challenges, maker spaces, computer classes, and science programs with exploding bags and bottles take place in libraries across the country. Anxious to rebrand ourselves for the modern age, we tell people that we are “not your grandmother’s library” and let patrons know that we have much to offer beyond books.

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Lee, Jung-Hun, und Nan-Joo Kwon. „The Development and Application of Elementary Science Teaching and Learning Program using Blocks“. Institute for Education and Research Gyeongin National University of Education 35, Nr. 2 (31.07.2015): 99–116. http://dx.doi.org/10.25020/je.2015.35.2.99.

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Soo, W. K. M., und Y. L. Thong. „Construction Of Standardised Simulated Root Canals In Resin Blocks For Pre-clinical Teaching“. Annals of Dentistry 9, Nr. 1 (31.12.2002): 7–10. http://dx.doi.org/10.22452/adum.vol19no1.2.

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Soo, W. K. M., und Y. L. Thong. „Construction Of Standardised Simulated Root Canals In Resin Blocks For Pre-clinical Teaching“. Annals of Dentistry 9, Nr. 1 (31.12.2002): 7–10. http://dx.doi.org/10.22452/adum.vol9no1.2.

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Anwar, Khurshid, Muhammad Raihan Sajid, Peter Cahusac, Abdul Ahad Shaikh, Ahmad Elgammal, Ahlam Alshedoukhy und Junaid Kashir. „Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?“ Advances in Physiology Education 41, Nr. 3 (01.09.2017): 472–77. http://dx.doi.org/10.1152/advan.00065.2017.

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The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.

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