Teaching Device Research Articles

How and What Can We Learn from Replicating Historical Experiments? A Case Study.

This article focusses on the topic of replicating historical experiments as learning and teaching devices. It will be argued that historical experiments replicated as close as possible to the original enable experiences that are intellectual as well as sensual in kind. It will be demonstrated that learning by replicating makes it possible to learn on different levels of human activity related to the mind and the body. It will be discussed what the notion of replication means and what one can learn by replicating. Furthermore, a case study will be introduced, the replication of a rotation apparatus (a kind of electric motor) which was developed by Michael Faraday in 1821. The case study reveals that reconstructing and redoing historical experimental situations disclose laboratory dimensions of natural sciences. I will give an account of the process of replicating this experiment and its relation to the historical background. At the end, the experiment will be placed in a broad historical context of electricity and motion in order to demonstrate that the case study is related to a history of experiments by which mechanical motion is produced through electrical means.

A pilot program to evaluate pain assessment skills of hospice nurses

A program was developed to evaluate pain assessment skills of hospice nurses in the home setting, utilizing standardized patients (SPs). Hospice nurses were sent on a routine visit to a "patient's" home to evaluate someone dying of pancreatic cancer. They were not informed in advance that the "patient" was actually an SP, who had undergone intensive training from the staff to prepare him for his role. They performed their usual evaluation and then reported back to the referring physician by telephone. The referring physician, who used a written series of evaluation criteria, graded their assessments. The SP also evaluated the assessment skills of each nurse. After the exercise, the nurses were informed of the "patient's" identity and were provided with the written critique prepared by the SP. A second part of the program included a written examination of their pain assessment and treatment skills, followed by a didactic presentation. This is the first report we know of that has utilized SPs in the home setting to evaluate pain assessment skills in a blind fashion. Our findings indicate that this can be an effective method for measuring pain assessment skills as well as a valuable teaching device.

Évaluation d'un dispositif didactique utilisant une approche conceptuelle en écologie, l'apprentissage par résolution de problèmes et le débat socio-cognitif à l'université : compte rendu d'innovation / Appraisal of a university teaching device which deals with a concept of ecology, the problems based learning and the socio-cognitive debate : report of innovation

A teaching device which aims at the learning of the paralic ecosystems concept has been tested with university students. We present results obtained with four experimental groups and a reference one. Principles which had directed the elaboration of the device, and in particular the introduction of a phase of socio-cognitive “debate”, are analysed.

Remarks on Some Basic Issues in Quantum Mechanics

Abstract Two-way interferometers with which-way detectors are not only of importance in physical research, they are also a useful teaching device. A number of basic issues can be illustrated and discussed, even at the level of undergraduate teaching. Among these issues are: the physical meaning of a state vector; entangled systems; Einstein-Podolsky-Rosen correlations; statistical operators and the as-if realities associated with them; quantum erasure; Schrödinger's cat; and, finally, wave-particle duality.

A teaching device for Furlow palatoplasty.

The Furlow double-opposing z-plasty technique of palate repair has become a common treatment for cleft palate. The procedure is more complicated than other methods of palate closure and is difficult for the trainee to visualize; It is even more difficult for the layperson without prior understanding of the concept of z-plasty to understand. A simple, inexpensive, portable model is described that shows the key elements of the repair and can be used for parent, patient, student, and resident teaching.

E-Mail and the Internet as International Business Communication Teaching and Research Tools—A Case Study

This study addresses the efficiency and effectiveness of email and the Internet as international business communication teaching devices. To examine a business case and discuss its solution, we paired students in a Japanese business English seminar with students in a U.S. business communication class. Results of the project are discussed, as are the project implications for e-mail/Internet-based international business communication teaching and research.

A Teaching Device for Furlow Palatoplasty

The Furlow double-opposing z-plasty technique of palate repair has become a common treatment for cleft palate. The procedure is more complicated than other methods of palate closure and is difficult for the trainee to visualize; It is even more difficult for the layperson without prior understanding of the concept of z-plasty to understand. A simple, inexpensive, portable model is described that shows the key elements of the repair and can be used for parent, patient, student, and resident teaching.

THE NUCLEUS OF TRANSLATING AS ONE CRITICAL CONCERN IN TRANSLATION PEDAGOGY AND ASSESSMENT

The nucleus of translating is defined as those elements in the source-language text (SLT) which, when mishandled, most seriously affect pragmatic equivalence. Given that each SLT has its own unique purpose, the nucleus of translating will vary from text to text. To illustrate the significance of the nucleus in the achievement of translation equivalence, a sample text in English is introduced, and the translation of the nucleus -in that particular case the title, the nominal and pronominal markers- into Standard Modern Chinese is studied. It is also argued here that using the nucleus as a teaching device introduces objectivity, efficiency, and practicality into the educational process. In sum, in both the training of translators and assessment of translation quality, the nucleus is a concept that should receive central attention.

Use of a paper-cut as an adjunct to teaching the Whipple procedure by video

Background: Medical students often experience difficulty comprehending anatomic relationships of complex operations to which they are exposed during surgical clerkship. Pancreaticoduodenectomy, the Whipple procedure, is one such operation. Although video recordings are available to facilitate the learning of the Whipple procedure, commercially available tapes are not self-explanatory to the uninitiated. Since we have previously demonstrated that third-year medical students could learn the operative steps of inguinal herniorraphy by a paper-cutting exercise, we set out to determine whether an exercise of similar design could enhance a student’s comprehension of the Whipple procedure. Methods: Using Adobe Illustrator 5.5 for MacIntosh, an exercise was developed on a 8.5 × 11- inch paper that could be distributed to students for self-administration. The exercise was performed using a #15 scalpel or an iris scissors. Thirty-seven students were randomized into two groups. Each student received a pretest of questions focusing on the Whipple procedure. Group I was shown an 18-minute commercially available teaching video on the Whipple procedure. Group II was given the Whipple origami exercise, which required 20 minutes to complete. A first posttest was administered to each group. Next, the groups switched exercises, and a second posttest was administered. Results: There was no significant difference between the groups’ pretest scores (two-tailed t test, P = 0.290). Group I improved its score from an average of 64.21 (SD 14.27) to 67.89 (SD 13.16) after watching the video, and further to 77.89 (SD 14.37) after completing the paper-cut exercise. Group II improved from 60.00 (SD 9.43) to 78.95 (SD 11.00) after performing the paper-cut, but derived no additional measurable benefit from watching the video, average score 74.74 (SD 18.37). After the first exercise, students who performed the paper-cut showed a significantly greater improvement in test scores compared with students who saw the video ( P = 0.0035 by Mann-Whitney U). After both groups had completed the exercises, the mean changes from baseline were no longer significantly different ( P = 0.58 by Mann-Whitney U). Conclusion: As a single educational intervention, the paper-cut exercise was a more effective teaching device than the video in the given time frame. The origami model may be generalized to a variety of surgical procedures and appears to be a valuable adjunct to traditional teaching.

Low-budget flow-injection device for teaching: A $10 six-port valve

A novel sample introduction valve, based on the tubing clamp operation principle, is described for teaching flow-injection analysis. It was developed to overcome the shortage of instrumentation in elementary instruction courses in analytical chemistry at Fachhochschule Hamburg. The materials for one valve, which can be easily build-up by the students, is <$10.

Use of analogy to educate clients about the roles of neurotransmitters in addictions.

1 The professional nurse who practices within the field of addictions is in an ideal position to serve as an educational conduit and catalyst for promoting understanding of the addictive process. 2 Historically, the use of analogy as a teaching device can be seen in the readings of the Bible to as far back as Plato. 3 The client's level of functioning must be assessed by the professional nurse so that any educational approach or intervention will be designed to meet the appropriate level of the client.

Models from Research as Structuring Aids in Civics Teaching and Primary Social Studies

This article discusses some empirical findings from the use of models in civics teaching and primary social studies. The nature of the models used in research is compared to the usefulness of similar models in the planning of teaching processes. A set of empirical studies, conducted by student teachers using models in primary and secondary schools, are summarised. A more detailed description is given of David Easton's systems analysis model, which has been used as a structuring device for teaching in primary school during an in-service education course. The results are mostly encouraging with regards to the effects on all the groups investigated. The authors argue that models derived from research can be useful even in early primary education, if they are used with care, and serve mainly as a structuring tool for teachers. They also present two models for teachers planning, both based on the use of models and concepts from research as a point of departure for decision-making both before and during the teaching process.

Evaluation of an Auditory Feedback Equipped Metered Dose Inhaler.

BACKGROUND: Although metered dose inhalers are one of the most frequently prescribed drug delivery systems for pulmonary disease, patients usually do not employ ideal technique when using these systems. We studied the effect of a new teaching device, the MDI Tutor (MDI Tutor Inc., Palatine, IL), on patients with unsatisfactory inhalation technique. METHODS: Twelve patients with an average of 10 years' experience with metered dose inhalers (mean age, 41 years) were evaluated by two observers. All patients had deficits in their inspiratory technique such as actuation of inhaler coordinating with the beginning of inhalation cycle, uninterrupted inhalation, and incorrect length of inspiration. Following evaluation, the patients were given metered dose inhalers equipped with a MDI Tutor prototype as well as written instructions on how to use the device most effectively. RESULTS: All patients corrected their inspiratory technique deficits. CONCLUSIONS: Equipping a metered dose inhaler with a MDI Tutor allows patients to rapidly recognize correct the errors in their inspiratory technique.

Selecting infusion devices for use in ambulatory care.

Intravenous infusion devices commonly used in home care and ambulatory care settings are reviewed and factors to consider in selecting a device are suggested. The type of therapy to be administered, the patient or caregiver's ability to understand and carry out instructions, staff time required for patient teaching and drug and device preparation, drug stability, frequency of doses, reservoir volume, control of flow rate, type of venous access, cost and availability of devices and supplies, and reimbursement should be considered. Cost-effectiveness of a device can be evaluated only by analyzing all of the costs associated with administering a medication. Decisions must be based on an individual agency's needs, but usually one type of single-dose infuser and one brand of electronic ambulatory-care infusion pump can meet the needs of most of an agency's patients. For patients self-administering up to four doses per day, appropriate methods may include slow intravenous injection (i.v. push), infusion from minibags and tubing, and the use of elastomeric infusers, electronic or mechanical syringe pumps, or a new device based on infusion across a bioelectric membrane. Some of these types of infusers can also be used for continuous infusion. Syringe pumps are reliable and affordable and control infusion rates well, but infusion volume is limited and these devices must be recovered, cleaned, and tested between patients. Although elastomeric pumps may have higher price tags than other devices, they are simple for patients to use and dispose of. While elastomeric devices have tubing permanently attached, the disposable tubing of some other devices is detachable and can be reused if institutional policy permits. Electronic ambulatory-care infusion pumps can meet a wide range of infusion requirements. They vary in size, weight, ability to detect occlusions, features, and reliability. All use proprietary infusion sets, but the costs of sets and disposable supplies vary. Some pumps can be used for a single infusion mode, such as patient-controlled analgesia (PCA); others offer two or more modes (for example, continuous, intermittent, and PCA). "Multichannel" pumps can be used for simultaneous infusion of up to four medications; the rate of each infusion is programmed separately, and some multichannel devices offer multiple infusion modes. Some can be programmed remotely by telephone. Before an agency decides on a pump, it can investigate current users' and rental firms' experiences with the device. Also, all relevant personnel should try programming the device. Determining which devices to use requires a comparison of features that are pertinent to the particular agency or institution and a cost analysis that considers acquisition, reimbursement, patient training time, and the cost of disposable supplies.

Similarities in responses to extreme and unremitting stress: Cultures of communities under siege.

During World War II, eastern European ghettos served to contain and oppress ghetto residents. The organizational structures and processes that emerged within the ghetto are directly analogous to those in patients with Dissociative Identity Disorder (DID, formerly MPD). This article explores the analogues between ghetto organization and the internal worlds of DID patients. Complex DID patients, like ghetto residents subjected to extreme and unremitting stress, develop homeostatic systems characterized by competing forces that serve agendas of help-seeking, communication to outsiders about atrocities and utilitarian efforts to prevent destabilization. The ghetto analogue to DID is offered as a descriptive teaching device for both clinicians and patients.

Fiction and Imagination: How They Affect Public Administration

For more than 50 years, scholars and practitioners have examined the role that fiction plays in public administration. For the most part, attention has centered on the degree to which practitioners can learn something about administration by exposing themselves to works of fiction (Egger, 1944, 1959; Waldo, 1968; Kroll, 1965, 1981). Fiction has been used as a teaching device, like the case study, to illustrate principles and expand experience (Holzer, Morris, and Ludwin, 1979; Argyle and Bright, 1992; Hunker, 1992; Marini, 1992a, 1992b). In this article, I suggest that fiction plays an additional role in public administration. I argue that fiction (and other works of imagination) affect what public managers do and how they do it. Fiction appears to shape the policies that public servants carry out and the way in which they conduct their duties. It probably influences the choice of administrative methods. It does this by entering the public consciousness or popular culture and becoming part of the cognitive base for making decisions about public policy and administration. This expanded view of fiction complements broader efforts currently underway to examine ways in which managers imagine the world around them (Morgan, 1986; Kass and Catron, 1990; Hummel, 1991; Kramer, 1992). It is also part of the effort to understand the relationship between humanistic arts and public administration. The latter is being advanced by a new Section on Humanistic, Artistic, and Reflective Expression in the American Society for Public Administration; by the section's new journal Public Voices, and by a new book on the role of the arts by Charles Goodsell and Nancy Murray (1995). Conventionally, fiction is a term that encompasses works of art portraying imaginary events and persons, as in novels, cinema, television drama, and the theater. I have broadened the subject matter to include additional works that seek to portray events or places in imaginative ways, especially those in the future. Television docu-dramas, various types of paintings, theme parks, and popular science thus join fiction in a broader class of media that affect administration through imagination. In this article, I present three cases that illustrate the influence of fiction and imagination upon public administration. The debate over the best way to treat the mentally ill shows how fiction can influence the outcome of policy debates, especially those for which empirical evidence remains inconclusive. The creation of the U.S. space program shows why other works of imagination must be included along with the study of fiction. The case of the National Performance Review illustrates the way in which fiction affects the course of administrative reform. These cases are followed by some suggestions on the ways in which the study of fiction and imagination might improve the understanding of public administration. Fiction and Mental Institutions Fiction can influence the choice of public policies and the methods for carrying them out, especially in areas where experts cannot agree. This phenomenon is well illustrated by the history of the deinstitutionalization movement. During the 1960s, a great debate took place in the United States on the best way to organize public facilities for the mentally ill. It culminated in the effort to replace large state institutions with community-based mental health centers. The debate began within fairly narrow policy circles, among specialists who treated the mentally ill. The issues they raised could not be settled conclusively through scientific investigation, as is often the case with public policy. Works of fiction slipped into this intellectual vacuum, creating vivid images that lent support to the advocates of deinstitutionalization. Sociologists and psychologists had begun the debate before the 1960s, with a small group of reformers suggesting that government incarceration of the mentally ill served to remove the powerless and odd from society. …

Teaching yes, practice no

The method introduced by B.J. Evans for accomplishing deterministic deconvolution by long division is the method of polynomial division in a different guise. Evans’ notation is nonetheless intriguing and may have considerable merit as a teaching device. But for deconvolving geophysical data, long division is impractical because it can fail disastrously. This is shown empirically in the following.

An Educational Mobile Robot

Abstract: The need for construction automation instruction in the civil engineering curriculum is reviewed. A mobile robot suitable for use as a laboratory teaching device was developed. Obstacle sensing and avoidance were performed using ultrasonic sensors and a fuzzy logic controller. Experiences of the students who developed the robot are discussed. It is concluded that a class project provides valuable hands‐on experience that reinforces the students' understanding of theory. A background on microcontrollers is provided.

The use of case studies in public administrative education in the USA

In the USA, there is sustained interest in the use of case studies in public administrative education in management and administrative law dates from the 1940s. Public administration and law both turned to cases as teaching devices when their dominant intellectual traditions were no longer viable. Although it has since declined, a public management case study movement was very influential in the late 1940s and 1950s. Administrative law casebooks have remained popular, and there are several titles specifically intended for public administration programmes. Efforts to “reinvent” public administration are likely to generate renewed interest in management‐oriented cases.

A Fresh Slant: Rethinking Emily Dickinson with Guest Artist Stuart Sherman

A FRESH SLANT: Rethinking Emily Dickinson with Guest Artist Stuart Sherman Ellen Donkin The whole piece is an attempt to get inside Emily Dickinson. I'm not her but I'm very open about it. I show myself doing it. I catch myself in the act of doing it and I let people see that. I don't try to hide it. When I wear her dress it's another way of saying,"here is this monstrous presumption we all make about EmilyDickinson." I'm writing on that presumption, filling in that white dress. We don't know who she was. -----Stuart Sherman Preparation Stuart Sherman's SLANT (concerning Emily Dickinson) provided a formative experience for our theatre program, both in the way it taught us how to integrate a visiting artist into our curriculum and in the way his work changed our thinking about performance itself. In 1986, we were offered a guest artist residency in order to create a performance piece commemorating the hundredth anniversary of Emily Dickinson's death. The project was perfect for us. It combined our proximity to the Dickinson homestead and gravesites (Hampshire College is just six miles down the road) with our program's stated commitment to explore non-traditional theatre. Furthermore, our state arts council had a serious interest in funding such a residency.1 We were intrigued by the prospect; certainly teaching avant-garde theatre through textbooks paled next to the possibility of having our students watch a piece develop firsthand . We plunged ahead with the funding request. We selected Stuart Sherman, a New York-based performance artist, because of his special interest in creating personal reconsiderations of classical literary figures; he had just completed a trilogy about Chekhov, Strindberg, and Brecht.2 After recovering from the initial rapture of receiving funding for Stuart's residency, however, we began asking ourselves the hard questions. How precisely would the students benefit from this experience? How could we integrate the needs of the resident artist with the needs of the program? We realized Stuart's personal response to Emily Dickinson had to emerge not only as a production but also as a teaching device for students—and faculty— attempting to think about theatre in new ways. 145 146 Ellen Donkin At all costs, we wanted to avoid the kind of apprenticeship which sets up students as mute observers on the sidelines while the resident artist and the faculty have all the fun. Nevertheless, Stuart had such a precise and fully conceived vision for the piece that we didn't foresee a great deal of room for creative improvising around the production itself. Also, although the piece would use four student performers in addition to Stuart, it would not require traditional acting. In other words, we had to be careful about creating unrealistic expectations. And even assuming that we successfully integrated students into the technical mounting of the show, their exposure could not stop there. Because we run a liberal arts program rather than a conservatory program, we were determined to find ways of incorporating the intellectual and historical content of the project as an integral part of the production work. Dramaturgy, which has always been a component of our program, now became central. Given our curricular structure, Stuart's production had to situate itself in the context of a course we call Theatre Three.3 This course creates a point of entry for incoming theatre students and transmits to them an ethos for the program by setting up a tripartite emphasis on skills combining performance, production, and dramaturgy. We urge students not to specialize. If Theatre Three does its job properly, students become "multi-lingual" in theatre, taking dramaturgical research and crew work as seriously as stage management, directing, or acting. Theatre Three treats dramaturgy as a fundamental strategy for creating a show with a point of view. The more we considered how to situate Stuart's project into the context of Theatre Three, the more important dramaturgy became. The enrollment of our class consisted of twenty-four new students (with unknown skills and exposure to theatre), ten senior theatre students functioning as teaching assistants , two faculty members, one staff technical director, and...