...Mental Rotation: The Effect of Orientation towards the Reaction Time in Determining the Version of Letter UNIMKL- 012480 University of Nottingham Malaysia Campus Abstract This study is the replication of Cooper and Shepard’s (1973) study on mental rotation. This experiment is mainly designed to investigate a) the relationship between the angles of rotation of the alphabetical characters and the reaction time to determine whether the letter presented is normal or reversed position and b) whether the mean of the correlation coefficient is significantly greater than zero. A group of fifty- five first year undergraduate students who are studying Psychology course were recruited in the within- subjects experiment. In this experiment, the participants were showed the alphabetical characters (capital letter G and R) in both normal and reversed position in which oriented at different angles of rotation, the participants were required to determine whether the letter presented was in normal or reversed version as accurate and quickly as they can. The results obtains showed that the reaction time increases as the angle of rotation larger and the mean of the correlation coefficient was significantly greater than zero. Thus, this study suggesting that the orientation does affect the reaction time and correlate each other. Keywords: mental rotation, mental imagery, orientation, correlation coefficient, alphabetical characters, normal, reversed The Effect of Orientation towards the...
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...The PsychSim5 Activities Psychology’s Timeline Purpose: To provide a more comprehensive synopsis of the origins of psychology, the early history of psychology as a discipline, and the major themes in twentieth century psychology. Summary: This activity will take you on a tour through the history of psychology. You will learn how psychology grew out of philosophy and medical physiology, and will become acquainted with some of the pioneers of psychology as a scientific discipline. Descriptive Statistics Purpose: To describe the common measures of central tendency and variability and demonstrate their use in summarizing a data set. Summary: This activity introduces you to the basic statistics that researchers use to summarize their sets of data. You will learn how to produce a distribution of scores and how to graph the distribution. After descriptions of the measures of central tendency (mode, median, and mean) and variability (range and standard deviation), you will be able to manipulate the scores in a distribution to see how each score affects the descriptive statistics for that distribution. Hemispheric Specialization Purpose: To explain how research on split-brain patients has helped us understand the special abilities of the two halves of the brain. Summary: This activity describes what researchers have learned about the special abilities of the left and right sides of the brain. After a brief review of the way...
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...Attach rubric to cover of careplan submitted RUBRIC For Grading Patient Assessment and Care Plan | GRADE:(total < 40; must redo) Success/Unsuccess | | Maternal Child Nursing Course - Care Plan | | | Student: Tiffany Rogers | Clinical Date: 11/07/2015 | Site: St. Vincent’s South | | | | | | Sections | Grading Criteria | Possible Points | Points Earned | Comments | Patient Information | General Information | 10 | | | | OB/Medical/Surgical Hx | | | | | Psychosocial Hx | | | | | Lab Information/Vital Signs | | | | | | | | | Postpartum/L&D | L&D Complications (or) | 10 | | | | PP Complications | | | | | Interventions | | | | Nursing Diagnosis (3) | Problems (Exclude Pain) | 10 | | | | Goals (2 goals (short/long term) per dx | 5 | | | | Interventions (5 min per goal) | | | | | | | | | | APA 6th edition reference page | 5 | | | Medication - Classifications | Name of Drug: | 10 | | | | Dose, Range, Route | | | | | Side Effects, Time Schedule | | | | | Action | | | | | Rationale for Drug Therapy | | | | L&D or Postpartum Clinical Rotation Worksheet Chamberlain College of Nursing Student: Tiffany Rogers Date: 11/07/2015 Faculty: Ellis Vaginal Delivery Client’s Initials: JL Age: 24 G: 1 T: 1 P: 0 A: 0 L: 1 Admission...
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...CONTENTS 1 2 3 4 5 6 Abbreviations/Definitions Code of Conduct and Ethics for Students Important Academic Rules Scheme of Studies Important Notes Detailed Syllabus 1 2 3 17 19 20 Lingaya’s University, Faridabad ABBREVIATIONS/DEFINITIONS "AC" means, Academic Council of the University. "BOM" means, the Board of Management of the University. "BOS" means, the Board of Studies of the Department. “CAU/AUC-option” CAU/AUC means change from Credit to Audit option / change from Audit to Credit option "Class/Course Committee" means, the Class/Course Committee of a class/course. "Course" means, a specific subject usually identified by its course-number and course-title, with a specified syllabus / course-description, a set of references, taught by some teacher(s) / course- instructor(s) to a specific class (group of students) during a specific academic-semester / semester. “Course Instructor" means, the teacher or the Course Instructor of a Course. "Curriculum" means the set of Course-Structure and Course-Contents. "DAA" means, the Dean of Academic Affairs. “DAAB” means Departmental Academic Appeals Board. “DEC/PEC” means Dissertation Evaluation Committee / Project Evaluation committee. “Department” means a group in the University devoted to a specific discipline also called a School. Department and School are used interchangeably. "DSA" means, Dean Student Affairs. “ESE” means End-Semester Examination “EYE” means End-Year Examination. "Faculty Advisor/Class Counsellor”...
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...PUEBLO COMMUNITY COLLEGE NURSING NUR 211 Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity ...
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...of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication are subject...
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...Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the University any student at any time, if it is deemed by the University to be in the best interest of the University, the University community, or the student to do so. The provisions of this publication ...
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...document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral in preparing you to lead and succeed. I encourage you to take advantage of these opportunities to become the best you can be. We also invite our students to connect to the campus and the neighbouring communities. UOIT students enjoy a stimulating campus life experience that includes a wide variety of clubs, cultural and community...
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... ______ Aristotle (______) 320 b.c. A. British philosopher, empiricist ______ Darwin (______) 360 b.c. B. Greek philosopher, nativist ______ Descartes (______) 1600 C. British biologist ______ Helmholz (______) 1700 D. German physiologist ______ Locke (______) 1830 E. French philosopher, nativist, and dualist ______ Plato (______) 1860 F. Greek philosopher, empiricist Pioneers of Psychology Match each of the pioneers of psychology with their descriptions AND write in the approximate year of their main contribution. ______ Calkins (______) 1879 A. Studied memory ______ Ebbinghaus (______) 1882 B. First psychotherapy ______ Freud (______) 1885 C. First lab in USA ______ Hall (______) 1888 D. Used introspection ______ James (______) 1890 E. First comprehensive textbook ______ Titchener (______) 1895 F. First psychology laboratory ______ Wundt (______) 1900 G. First woman president of APA Twentieth Century Psychology Match each of the key contributors with their descriptions AND write in the approximate year of their main contribution. ______ Chomsky (______) 1905 A. Studied learning in cats ______ Maslow (______) 1910 B. First woman...
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... Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer Blue, Tom Foster, Charles Henderson, Mark Hollabough, Ron Keith (deceased), and Laura McCullough. We are indebted to our colleagues in the Physics Education community for their ideas, insights, and research. Finally we would like to thank Arnold Arons for his inspiration and guidance that has lasted a lifetime. Table of Contents Chapter 1. Introduction How to Use This Book...
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...INSTRUCTOR GUIDE Human Anatomy & Physiology Laboratory Manual MAIN VERSION, Eighth Edition Update CAT VERSION, Ninth Edition Update FETAL PIG VERSION, Ninth Edition Update ELAINE N. MARIEB, R.N., Ph.D Holyoke Community College SUSAN T. BAXLEY, M.A. Troy University, Montgomery Campus NANCY G. KINCAID, Ph.D Troy University, Montgomery Campus PhysioEx™ Exercises authored by Peter Z. Zao, North Idaho College Timothy Stabler, Indiana University Northwest Lori Smith, American River College Greta Peterson, Middlesex Community College Andrew Lokuta, University of Wisconsin—Madison San Francisco • Boston • New York Cape Town • Hong Kong • London • Madrid • Mexico City Montreal • Munich • Paris • Singapore • Sydney • Tokyo • Toronto Editor-in-Chief: Serina Beauparlant Project Editor: Sabrina Larson PhysioEx Project Editor: Erik Fortier Editorial Assistant: Nicole Graziano Managing Editor: Wendy Earl Production Editor: Leslie Austin Composition: Cecelia G. Morales Cover Design: Riezebos Holzbaur Design Group Senior Manufacturing Buyer: Stacey Weinberger Marketing Manager: Gordon Lee Copyright © 2009 Pearson Education, Inc., publishing as Pearson Benjamin Cummings, 1301 Sansome St., San Francisco, CA 94111. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means...
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...Emergency Medical Technician-Basic: National Standard Curriculum EMT-Basic: National Standard Curriculum Instructor's Course Guide ------------------------------------- EMT-BASIC: NATIONAL STANDARD CURRICULUM PROJECT DIRECTOR David J. Samuels, MBA System Director Samaritan AirEvac/Emergency Medical Services Samaritan Health System Phoenix, AZ CO-MEDICAL DIRECTORS Henry C. Bock, MD, FACEP Emergency Physician Methodist Hospital of Indiana, Inc. Indianapolis, IN Kimball I. Maull, MD, FACS Director R Adams Cowley Shock Trauma Center Baltimore, MD PRINCIPAL INVESTIGATOR Walt A. Stoy, Ph.D., EMT-P Director of Educational Programs Center for Emergency Medicine Research Assistant Professor of Medicine University of Pittsburgh School of Medicine Pittsburgh, PA Contract Number DTNH22-90-C-05189 -------------------------------------United States Department of Transportation National Highway Traffic Safety Administration EMT-Basic: National Standard Curriculum i EMT-Basic: National Standard Curriculum Instructor's Course Guide ------------------------------------- CURRICULUM DEVELOPMENT GROUP James Bothwell, EMT-P National Flight Paramedics Association William Brown, RN, NREMT-P National Registry of Emergency Medical Technicians Ricky Davidson International Association of Fire Chiefs Karla Holmes, RN National Council of State EMS Training Coordinators Richard Judd, Ph.D., EMSI National Association of Emergency Medical Technicians Kathryn Lewis, RN, Ph...
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...Instructor’s Manual for the Laboratory Manual to Accompany Hole’s Essentials of Human Anatomy and Physiology Eighth Edition Terry R. Martin Kishwaukee College [pic] [pic] Instructor’s Manual for the Laboratory Manual to Accompany Hole’s essentials of human anatomy and physiology, eighth edition David shier, jackie butler, and ricki lewis Published by McGraw-Hill Higher Education, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © The McGraw-Hill Companies, Inc, 2003, 2000, 1998. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with Hole’s essentials of human anatomy and physiology, eighth edition, provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. www.mhhe.com Contents PREFACE V An Overview vi Instructional Approaches viii Correlation of Textbook Chapters and Laboratory Exercises ix Suggested Time Schedule xi Fundamentals of Human Anatomy and Physiology Exercise 1 Scientific Method and Measurements 1 Exercise 2 Body Organization...
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...CHAPTER 15 Job Design LEARNING OBJECTIVES When you have finished studying this chapter, you should be able to: 1. Describe and contrast the common approaches to job design. 2. Discuss the linkages between job design and technology. 3. Explain the job characteristics enrichment model and its relationship to work motivation. 4. Describe the sociotechnical systems model and its relationship to organizational effectiveness. Preview Case: Texas Nameplate Company COMMON JOB DESIGN APPROACHES Comparative Framework Job Rotation Job Engineering Job Enlargement Competency: Managing Change—Westinghouse Air Brake Job Enrichment Sociotechnical Systems Ergonomics Competency: Managing Diversity—Benteler Automotive Corporation JOB DESIGN AND TECHNOLOGY Role of Workflow Uncertainty Role of Task Uncertainty Combined Effects of Workflow and Task Uncertainty Role of Task Interdependence Competency: Managing Communication— David Berdish Fosters Dialogue Interrelationships among Job Design and Technology Concepts JOB CHARACTERISTICS ENRICHMENT MODEL Framework Job Characteristics Individual Differences Job Diagnosis Implementation Approaches Job Characteristics and Technology Social Information Processing SOCIOTECHNICAL SYSTEMS MODEL Competency: Managing Across Cultures—Job Design in the Malaysian Nursing Context Social Systems Technological Systems Moderators Core Concepts Implementation Issues Competency: Managing Teams—Consolidated Diesel’s Engine Plant CHAPTER SUMMARY Key Terms and...
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...Forces and Motion For Students of Baldwin Wallace College Spring Semester 2011 Monday – Wednesday 10:00 – 11:15 am Room 139 Wilker Faculty Richard Heckathorn The materials for this course were organized and edited by Richard Heckathorn using materials from a program called Operation Physics and includes materials developed by him. The original OPERATION PHYSICS activity sequence to improve physics teaching and learning in upper elementary and middle schools was funded by the National Science Foundation. Original Material Copyright 1992 by American Institute of Physics Materials edited and photoduplicated with permission. FORCES & MOTION INTRODUCTION WORKSHOP LEADER’S TOPIC INFORMATION INTRODUCTION TO FORCES & MOTION An understanding of force and motion is fundamental to the study of almost all other physics-related topics. Yet it is a topic often overlooked or only cursorily introduced in elementary and middle school science, even though it is a topic typically identified for inclusion in the curriculum for these grades. A primary reason for this is that many teachers do not feel comfortable about their own understanding of the topic. Consequently, this may be the most needed of all of the OPERATION PHYSICS workshops. This workshop leader’s notebook is divided into two parts: PART ONE Motion Part One begins by introducing participants to the concepts of space and time....
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