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At least 1,207 records · Page 67Linked to original sources
PubMed1996

Promoting cognitive and ego development of African-American rural youth: a program of deliberate psychological education

The purpose of this study was to investigate the effects of a role-taking, action learning program on the cognitive and ego development of African-American rural high school students. The program employed instruction in scientific problem-solving in relation to past and current contributions of African-American scientists. There were two experimental and two comparison groups during the one semester program. The main effects were assessed in two related domains: (1) concrete to abstract thinking (a Piagetian measure); and (2) self-concept development (Loevinger's Ego Stages). The results indicated statistically significant gains in both abstract thinking and ego stage. Implications for school curriculum modification are also detailed.

Journal Article↗
PubMed1976

Punishment contingencies for the reduction of incorrect responses during articulation instruction.

A comparison was made between the effects of punishment combined with positive reinforcement and reinforcement alone for the reduction of incorrect articulation responses. Three different punishers (a buzzer, response cost, and "No!") were studied for six young children while they were receiving programmed articulation instruction. The results indicated (1) that punishment in combination with positive reinforcement was generally more effective than positive reinforcement alone; (2) that whether or not a particular stimulus acted as a punisher could be determined only be empirical demonstration; and (3) that the introduction of punishment contingencies did not produce increased rates of disruptive, off-task behaviors. Conversely, off-task behaviors tended to increase in rate when punishement contingencies for articulation responses were removed.

Child Behavior↗
PubMedDate not supplied

[Training before departure of volunteers during nutritional emergencies. From inception to evaluation].

Predeparture training is rarely undertaken within emergency nongovernmental organizations. Although field-training is considered as the only real school, the technical requirements are increasingly more constraining. To cope with this problem, the technical officers of Action contre la faim planned a predeparture training project based on self-instruction of any volunteer leaving for a nutritional emergency mission. The project began in 1994. Six self-instruction sessions were produced to enable volunteers to learn. To improve the quality of work, this framework encouraged creativity, constant research and motivation. The training supervisor accompanied the volunteers and put them in simulated situations where various tools were made available to them. A series of measures have been used to improve this basic training: 1) a training contract meant to make the volunteer responsible for his training; 2) better programming to ensure adequate relay from one volunteer to the next; 3) an apprentice report covering the first 15 days of the volunteer's integration into the field, thereby providing important feed-back to the supervisor; 4) an evaluation of the monthly report and an interview-grid used to follow the volunteer in the short and medium-term; 5) and an evaluation form completed by the volunteer which enables the updating of sessions and simulated situations. This initiative has made us aware of the importance of following the volunteers at all stages: this can increase the volunteer's efficiency and their fidelity to the non-governmental organization. Currently, the main objective is to gain the support of qualified technical coordinators who will be the most important factor in continuous training.

Creativity↗
PubMedDate not supplied

High speed solution of 2nd order curves with special application to planar sections of blood vessels.

Rapid determination of the areas of planar sections through a blood vessel are required in an on-line blood flow measurement system which utilizes an intravascular ultrasonic catheter. Vessel areas are determined by: (1) using a fast algorithm to fit an ellipse to 6 data points of the vessel wall's location measured with the ultrasonic catheter; (2) computing the area of the determined ellipse. The program is implemented in a general purpose computer with a hardware floating point processor, using 3320 of 16 bit words of memory for storing variables, data, look-up tables, and computation instructions. The program executes in 3 ms, which, when combined with the other computations and timing requirements of the system, allows instantaneous flow computation every 7.3 ms. The system is fast enough to follow pulsatile blood flow. The algorithm applies in other areas which also require fast quantitative measurement; for example, in determining organ or tissue structural contours describable with a 2nd order equation.

Animals↗
PubMed2001

Basic sciences education in the dental curriculum in Southern Europe.

A survey was conducted to determine the current status of the basic sciences education in Southern European dental schools. Responses were collected from schools in Malta, Greece, Portugal, Italy, France and Spain. The results show that there is some uniformity across Southern Europe, even if there are some variations among dental schools both within one country and among the different countries. The links with Medicine seem to be strong. Most basic sciences dental educators have a medical degree and usually have their main appointment in a medical school. The only exception to this is found in France, where the faculty, who are mostly dentists, have their main appointment in a dental school. In half of the countries, courses are given jointly to both dental and medical students. There is, in general, poor coordination between the basic science subjects and other subjects in the dental curriculum. All the surveyed schools maintain traditional curricula and teaching methodologies. However, there is an increased movement towards self-directed learning, computer-assisted learning and improved coordination with clinical subjects.

Computer-Assisted Instruction↗