An Evaluation of the Nineteeth Century English Hymn Tune for American Lutheran Worship

Lutheran hymnals continue to increase in size and in choice of hymn tunes. A brief study of The Lutheran Hymnal (1941) of the Missouri Synod shows that the composers of the 380 tunes of the hymnal come in the main from three countries: 18 from America, 59 from England, and 58 from Germany. This trend is borne out in the other Lutheran hymnals published in America during the first 40 years of this century, to perhaps an even more marked degree. If so many of these tunes are coming into the Lutheran Services from extra-Lutheran sources, we also do well to study these sources with the aim of evaluating their usage in the Lutheran Church of America. In this paper we shall study the contribution of the Anglican Church

Active learning engagement classrooms at the University of Central Missouri : practical strategies to implement and sustain utilization of active learning in higher education using technology

The tradition of lecturing in higher education is synonymous to teaching (Morrison, 2014). Fortunately, those in higher education today are pushing for viable alternatives such as active learning because several studies have shown the positive impact on student performance, student achievement, and other learning goals (Auerbach and Andrews, 2018; Beichner, 2014; Cattaneo, 2017; Eddy, Converse, Wenderoth, and Schinske, 2015; Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014; Heim and Holt, 2018; Lumpkin, Achen, and Dodd, 2015; Morrison, 2014). Additional research should therefore focus on topics besides whether active learning works. This qualitative study aims to add to the literature of the next generation of active learning research by exploring faculty and student perceptions of active learning engagement classrooms (ALECs), actions that a university can take to encourage the use of active learning engagement classrooms, and support for faculty transitioning from traditional lecturing to active learning using technology. Focus group meetings and interviews were conducted with 44 faculty, staff, and student participants at the University of Central Missouri. While mostly positive, faculty and students had mixed reviews about the ALEC experience. Also, most participants pointed to the need for training to support the sustained utilization of the ALECs. The qualitative findings are discussed and connected to the theoretical frameworks guiding this study. The paper concludes with three phases of recommendations for practice and ideas for future research.Includes bibliographical reference

Aguas residuales y plantas acu?ticas "Berros". Un estudio de construcci?n de conceptos en el aula con estudiantes del grado cuarto y quinto de la instituci?n educativa Normal Superior Fabio Lozano Torrijos de Falan, Tolima

79 P?ginasRecurso Electr?nicoAguas Residuales y Plantas Acu?ticas ?Berros? es resultado del trabajo liderado desde el Proyecto Construcci?n conceptual en el aula de clases dentro del proyecto Aula Viva del programa de Licenciatura para la Educaci?n B?sica en Ciencias Naturales y Educaci?n Ambiental de la Universidad del Tolima. La investigaci?n es un aporte a la construcci?n conceptual en la escuela, a trav?sde la realizaci?n de las estrategias pedag?gicas y did?cticas, se construyen losconceptos de manera colaborativa o individual. El trabajo investigativo buscadar respuesta al siguiente interrogante: ?C?mo reconocer el concepto de plantas acu?ticas especialmente los berros y su utilizaci?n en la descontaminaci?n de aguas residuales con los estudiantes del grado cuarto y quinto de la sede santa filomena de la I.E. Normal superior de Falan ? Tolima? El trabajo responde a la investigaci?n de tipo formativo, centrada en el estudiantey el docente; la aprehensi?n de conceptos surge de la experimentaci?n a trav?s delas siguientes etapas: ?Las plantas acu?ticas una maravilla en el agua? resultado deuna salida pedag?gica al medio en el que viven; una segunda etapa ?El berro m?gico ?oportunidad de caracterizar, analizar, experimentar y generar conceptos con las plantas y ?El triunfo acu?tico digital? en el que se incorporan las TIC al aulade clase mediante la construcci?n de una catilla digital. El territorio de observaci?n fue en la Sede Santa Filomena de la Instituci?n Educativa Normal Superior Fabio Lozano Torrijos del municipio de Falan Tolima, con 12 estudiantes del grado cuarto y quinto de b?sica primaria, en edades que oscilan entre los 8 a 12 a?os, durante el a?o 2013.ABSTRACT. The paper residual waters and aquatic plants ?CRESS? is a partial result of the research liderated from the Project conceptual construction in the classroom in the Project living classroom in the program of Degree in Basic Education with emphasis in Natural Sciences of the Tolima?s University. The research is a contribution at the conceptual construction in the school through pedagogical and didactic strategies; the concepts are building in a collaborative and individual way. The research searches to answer the following question: How can we recognize the aquatic plants concept specially the Cress and its uses in the residual waters decontamination with the students of fourth and fifth grade in Santa Filomena?s School in the I. E. Normal Superior in Falan Tolima? The paper answers at formative research; it is centered in the student and the teacher; the conceptual apprehension are originated from the experimentation through the following steps: ?The aquatic plants a wonder in the water? that is the result of a field trip at the environment; a second step ?The magic cress? that is an opportunity for characterize, analyze, experiment and generate concepts with the water and ?The aquatic digital triumph? where we incorporated the I.C.T at the classroom through the building of a digital magazine. The observation territory was the Santa Filomena School in the I. E. Normal Superior Fabio Lozano Torrijos in de Falan Tolima, It has 12 students in fourth to fifth grade, their ages are from 8 to 12 years old, It was in the year 2013.INTRODUCCI?N 12 1. LA AVENTURA DEL CONOCIMIENTO 15 1.1 FORMULACI?N DEL PROBLEMA 15 1.2 OBJETIVOS 16 1.2.1 Objetivos Generales 16 1.2.2 Objetivos Espec?ficos 16 1.3JUSTIFICACI?N 17 2. LA ESTRATEGIA DEL SABER 19 2.1. TIPO DE INVESTIGACI?N 19 2.2. T?CNICAS PARA LA RECOLECCI?N DE INFORMACI?N 21 2.3. POBLACION Y MUESTRA 24 2.4. ETAPAS DE LA INVESTIGACI?N 27 2.4.1. Las plantas acu?ticas una maravilla 27 2.4.2. El berro m?gico 27 2.4.3. El triunfo acu?tico digital 28 3. CONSTRUCCI?N CONCEPTUAL EN EL AULA DE CLASES 29 3.1. VISI?N LEGAL SOBRE LOS PROCESOS EDUCATIVOS 29 3.2. APROXIMACI?N PSICOL?GICA 31 3.3. PROCESO DE APRENDIZAJE 33 3.4. LUGAR PARA APREHENDER 39 3.5. TIC PARA LA EDUCACI?N 43 3.6. AMBIENTE Y NATURALEZA 49 4. PUERTAS ABIERTAS AL APRENDIZAJE 51 5. CONCLUSIONES 66 RECOMENDACIONES 67 REFERENCIAS BIBLIOGR?FICAS 6

Improving question formulation for use in evidence appraisal in a tertiary care setting: a randomised controlled trial [ISRCTN66375463]

BACKGROUND: The specificity of clinical questions is gauged by explicit descriptions of four dimensions: subjects, interventions, comparators and outcomes of interest. This study determined whether adding simple instructions and examples on clinical question formulation would increase the specificity of the submitted question compared to using a standard form without instructions and examples. METHODS: A randomised controlled trial was conducted in an evidence-search and appraisal service. New participants were invited to reformulate clinical queries. The Control Group was given no instructions. The Intervention Group was given a brief explanation of proper formulation, written instructions, and diagrammatic examples. The primary outcome was the change in the proportion of reformulated questions that described each the dimensions of specificity. RESULTS: Fifty-two subjects agreed to participate in the trial of which 13 were lost to follow-up. The remaining 17 Intervention Group and 22 Control Group participants were analysed. Baseline characteristics were comparable. Overall, 20% of initially submitted questions from both groups were properly specified (defined as an explicit statement describing all dimensions of specificity). On follow-up, 7/14 questions previously rated as mis-specified in the Intervention Group had all dimensions described at follow-up (p = 0.008) while the Control Group did not show any changes from baseline. Participants in the Intervention Group were also more likely to explicitly describe patients (p = 0.028), comparisons (p = 0.014), and outcomes (p = 0.008). CONCLUSIONS: This trial demonstrated the positive impact of specific instructions on the proportion of properly-specified clinical queries. The evaluation of the long-term impact of such changes is an area of continued research

Stick-slip motion of solids with dry friction subject to random vibrations and an external field

We investigate a model for the dynamics of a solid object, which moves over a randomly vibrating solid surface and is subject to a constant external force. The dry friction between the two solids is modeled phenomenologically as being proportional to the sign of the object's velocity relative to the surface, and therefore shows a discontinuity at zero velocity. Using a path integral approach, we derive analytical expressions for the transition probability of the object's velocity and the stationary distribution of the work done on the object due to the external force. From the latter distribution, we also derive a fluctuation relation for the mechanical work fluctuations, which incorporates the effect of the dry friction.Comment: v1: 23 pages, 9 figures; v2: Reference list corrected; v3: Published version, typos corrected, references adde

Resonant steps and spatiotemporal dynamics in the damped dc-driven Frenkel-Kontorova chain

Kink dynamics of the damped Frenkel-Kontorova (discrete sine-Gordon) chain driven by a constant external force are investigated. Resonant steplike transitions of the average velocity occur due to the competitions between the moving kinks and their radiated phasonlike modes. A mean-field consideration is introduced to give a precise prediction of the resonant steps. Slip-stick motion and spatiotemporal dynamics on those resonant steps are discussed. Our results can be applied to studies of the fluxon dynamics of 1D Josephson-junction arrays and ladders, dislocations, tribology and other fields.Comment: 20 Plain Latex pages, 10 Eps figures, to appear in Phys. Rev.

On the driven Frenkel-Kontorova model: II. Chaotic sliding and nonequilibrium melting and freezing

The dynamical behavior of a weakly damped harmonic chain in a spatially periodic potential (Frenkel-Kontorova model) under the subject of an external force is investigated. We show that the chain can be in a spatio-temporally chaotic state called fluid-sliding state. This is proven by calculating correlation functions and Lyapunov spectra. An effective temperature is attributed to the fluid-sliding state. Even though the velocity fluctuations are Gaussian distributed, the fluid-sliding state is clearly not in equilibrium because the equipartition theorem is violated. We also study the transition between frozen states (stationary solutions) and=7F molten states (fluid-sliding states). The transition is similar to a first-order phase transition, and it shows hysteresis. The depinning-pinning transition (freezing) is a nucleation process. The frozen state contains usually two domains of different particle densities. The pinning-depinning transition (melting) is caused by saddle-node bifurcations of the stationary states. It depends on the history. Melting is accompanied by precursors, called micro-slips, which reconfigurate the chain locally. Even though we investigate the dynamics at zero temperature, the behavior of the Frenkel-Kontorova model is qualitatively similar to the behavior of similar models at nonzero temperature.Comment: Written in RevTeX, 13 figures in PostScript, appears in PR

Cotton 1970

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