Suggested approach for establishing a rehabilitation engineering information service for the state of California

An ever expanding body of rehabilitation engineering technology is developing in this country, but it rarely reaches the people for whom it is intended. The increasing concern of state and federal departments of rehabilitation for this technology lag was the stimulus for a series of problem-solving workshops held in California during 1977. As a result of the workshops, the recommendation emerged that the California Department of Rehabilitation take the lead in the development of a coordinated delivery system that would eventually serve the entire state and be a model for similar systems across the nation

Use of Instructional Technology as an Integral Part of a Non-Major Science Laboratory Course: A New Design

The use of instructional technology to learn and teach science is a natural approach for today's undergraduate. This online journal article discusses the advantages and outcomes of adding computers to a non-major laboratory to serve as the research laboratory notebook. The computers converted the course into a dynamic student- centered classroom. Cooperative teams became very active in doing inquiries, using the tools of technology to gather background information and presenting the information in a variety of forms. The article also provides student and instructor comments supporting the design of this new biology non-major laboratory course. Educational levels: Graduate or professional

Special Libraries, January 1966

Volume 57, Issue 1https://scholarworks.sjsu.edu/sla_sl_1966/1000/thumbnail.jp

Simplification of Health and Social Services Enrollment and Eligibility: Lessons for California From Interviews in Four States

Explores state officials' and advocates' views on issues involved in streamlining enrollment and eligibility processes, including the importance of staff buy-in, community partners' outreach efforts, and technological challenges and lessons learned

Visual display panel functions as computer input/output device

Display panel permits information entry and erasure using a probe, and has an inherent storage capability for use on time-shared systems. Data input need not be online. Other advantages include direct display of input and output, simplicity, and low fabrication cost

First Steps Toward Change in Teacher Preparation for Elementary Science

Unless introductory undergraduate science classes for prospective elementary teachers actively incorporate the philosophy of inquiry-based learning called for in K-l2 science education refom little will change in elementary science education. Thus, at James Madison University, we have developed a new integrated science core curriculum called Understanding our World [1]. This course sequence was not only designed to fulfill general education science requirements. but also to focus on content areas our students will need to know as teachers. The objectives of these courses are based on the National Science Education Standards and Virginia’s Science Standards of Learning, including earth and space science, chemistry, physics, life sciences, and environmental science [2,3]. As an integrated package, this course sequence addresses basic science content, calculation skills, the philosophy and history of science, the process of how science is done, the role of science in society, and applications of computers and technology in science. Keeping in mind that students tend to teach in the same way they were taught, Understanding our World core classes embrace the concepts associated with reform in elementary math and science

System/360 Computer Assisted Network Scheduling (CANS) System

Computer assisted scheduling techniques that produce conflict-free and efficient schedules have been developed and implemented to meet needs of the Manned Space Flight Network. CANS system provides effective management of resources in complex scheduling environment. System is automated resource scheduling, controlling, planning, information storage and retrieval tool

A design-based study of Citizen Inquiry for geology

Citizen Inquiry forms a new method of informal science learning and aims to enable the engagement of citizens in online scientific investigations. Citizen Inquiry combines aspects from Citizen Science and Inquiry-based learning and is implemented through a community of practice where people having a shared interest interact and exchange knowledge and methods supported and guided by online systems and tools within a web-based inquiry environment. To explore the potential of Citizen Inquiry, a series of design-based studies will be developed to help in understanding and improving the engagement of citizens in online scientific investigation. “Inquiring Rock Hunters” is the first design-study of Citizen Inquiry, applied to Geology, and it explores the experience of participants with inquiries, other participants and tools

Techniques for improving reliability of computers

Modular design techniques improve methods of error detection, diagnosis, and recovery. Theoretical computer (MARCS (Modular Architecture for Reliable Computer Systems)) study deals with postulated and modeled technology indigenous to 1975-1980. Study developments are discussed

Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, however, relatively little is known about how this impacts teachers' educational beliefs, even though these beliefs ultimately determine their classroom behavior. The present study therefore investigates how immersion in inquiry-based learning affects student teachers' beliefs about knowledge goals, in addition to their self-efficacy for inquiry. In total, 302 student history teachers participated in a 4-h long inquiry activity designed within the WISE learning environment, and completed a pre- and posttest right before and after the intervention. Multilevel analyses suggest that the intervention had a significant positive effect on the value that student teachers attributed to procedural knowledge goals, or learning how historical knowledge is constructed, and on student teachers' self-efficacy for conducting inquiries. Despite these general positive results, however, the results also show that the impact of the intervention differed significantly across students. In particular, it appears that immersion in IBL had little effect on a subgroup of 25 student-teachers, who held largely content-oriented beliefs. Based on these findings, the present study discusses a number of implications for professional development on IBL