ライフサイエンスコーパス: classroom

1 he continuous performance task in a "virtual classroom".

2 ics in general, are subsequently used in the classroom.

3 cing modern methodology in the undergraduate classroom.

4 s investigated practical microbiology in the classroom.

5 ognitive fatigue in an undergraduate biology classroom.

6 d offers discussion questions for use in the classroom.

7 ddress common conceptual difficulties in the classroom.

8 ners/educators can adopt and adapt for their classroom.

9 ith few opportunities for integration in the classroom.

10 tests and questionnaires administered in the classroom.

11 t awareness of genetic issues outside of the classroom.

12 ved) particle filtration were placed in each classroom.

13 l practices to create a culturally inclusive classroom.

14 s' response to being actively engaged in the classroom.

15 sts in the real classroom and in the virtual classroom.

16 rized standard errors clustered by state and classroom.

17 rds real-time inference of engagement in the classroom.

18 and can be used to introduce ideas into the classroom.

19 ation sequencing (NGS) technologies into the classroom.

20 undertaken on a personal computer or in the classroom.

21 e and outside the high school and university classroom.

22 ecision making in both the boardroom and the classroom.

23 ect airborne dust samples during one week in classrooms.

24 d from 29 Berkeley, California public school classrooms.

25 ted that no transmission had occurred within classrooms.

26 d 75 in grade 10 were enrolled through their classrooms.

27 eys (modal age 18) were self-administered in classrooms.

28 orted mathematics content presented in these classrooms.

29 c DNA was detected frequently in high school classrooms.

30 ever, they are less rejected in more diverse classrooms.

31 who completed questionnaires on computers in classrooms.

32 ic acid (PFNA) in air inside cars and school classrooms.

33 e complexity and dynamic nature of real-life classrooms.

34 tives: To detect airborne MTB genomic DNA in classrooms.

35 by whether the district required masking in classrooms.

36 ention has been paid to the use of robots in classrooms.

37 cally validated teaching practice in regular classrooms.

38 s to children attending 52 Navajo Head Start classrooms (26 INT, 26 usual care [UC]).

39 of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refugees).

40 [95% CI, 4.5%-31.8%]), and elementary school classrooms (9.5% [95% CI, 6.5%-12.5%]).

41 quasi-experimental design in real-world STEM classrooms, a curriculum devised to foster spatial cogni

42 se of a semester (11 classes) during regular classroom activities (Figures 1A-1C; Supplemental Experi

43 Learning opportunities can be introduced in classroom activities and on internship.

44 We tested whether classroom activities that encourage students to connect

45 trategies that encompass physical education, classroom activities, after-school sports, and active tr

46 The first 4 sessions were classroom activities, and the last 3 involved working on

47 PFOS concentrations in classroom air exceeded significantly (p <= 0.05) those i

48 School and classroom allergens and particles are associated with as

49 e museum TOOC was comparable to a university classroom and 3x less than residential environments.

50 child behavior in a simulated (clinic-based) classroom and behavior rating scales completed by parent

51 in patient safety knowledge acquired in the classroom and clinical settings across the three years o

52 compare responses across learning settings (classroom and clinical), and year of nursing course.

53 The review concludes with a plea for greater classroom and curricular involvement by those in the ent

54 tical needs to transfer new knowledge to the classroom and for further investment in the field were a

55 During that same school year, classroom and home dust samples linked to the students w

56 approaches to be implemented both inside the classroom and in less formal settings.

57 Bioethical discourse-both in the classroom and in practice-should be accompanied by effor

58 lete a series of cognitive tests in the real classroom and in the virtual classroom.

59 lty engagement, leading to innovation in the classroom and laboratory.

60 We discuss classroom and online teaching modalities in terms of cha

61 of a random subsample of 588 students in the classroom and playground/cafeteria settings.

62 t goal framework to examine the influence of classroom and school environments on students' academic

63 id not significantly differ between the real classroom and the identical VE.

64 ires working with undergraduates in both the classroom and the research lab.

65 ted strong similarity between the real-world classroom and the VE, with a single exception related to

66 significantly altered between the real-world classroom and the VE.

67 uired in real-world settings transfer to the classroom and vice versa.

68 ddPCR assays were positive in 13/72 (18.1%) classrooms and 4/39 (10.3%) clinic measurements (P = 0.2

69 ree-level model-i.e., students nested within classrooms and classrooms nested within schools.

70 were randomly assigned to one of two similar classrooms and completed a standardized English test on

71 , families were recruited from public school classrooms and enrolled in the Peers and Wellness Study

72 ere recruited from fourth- and seventh-grade classrooms and followed annually in schools in 12 southe

73 ceutical interventions, was employed to keep classrooms and laboratories open.

74 Horse allergen was present in classrooms and levels were higher in classrooms where ma

75 Case studies are presented for classrooms and nursing homes, and a spreadsheet and onli

76 However, despite widespread use of masks in classrooms and offices around the world, almost nothing

77 As) working in virtual inverted (or flipped) classrooms and on small group projects.

78 daily activities in a childcare setting (in classrooms and outdoor playground) to capture fall event

79 ducing intentional prosocial activities into classrooms and recommending that such activities be perf

80 halography (EEG) from multiple students in a classroom, and measured the inter-subject correlation (I

81 acher noticed a 'gasoline-like' smell in her classroom, and soon thereafter she had a headache, nause

82 g-specific survey data on household, school, classroom, and workplace composition combined with empir

83 blind direct observation of behavior in the classroom, and--for 8/9-year-old children only--a comput

84 rooms, two (2%) of 127 samples in non-bubble classrooms, and five (4%) of 130 samples in washrooms.

85 Baseline surveys were self-administered in classrooms, and follow-ups were conducted by mail.

86 Nowadays, the "flipped classroom" approach is taking the center stage within me

87 n studies employ designs in which schools or classrooms are assigned to different treatment condition

88 environments where learning occurs, such as classrooms, are inherently multisensory in nature.

89 he educational framework, highlight favorite classroom arthropods and less well-known examples, and g

90 omy-supportive policies effectively increase classroom attendance and subject mastery.

91 For example, predict the fraction of a classroom attending college at age 20 given the test sco

92 ment (IPT) in reducing anaemia and improving classroom attention and educational achievement in semi-

93 ence of P. falciparum infection or scores of classroom attention.

94 epresented students in traditional lecturing classrooms, averaged across all science, technology, eng

95 Social networks were constructed for each classroom based on the children's peer selections during

96 ch tasks can be used on both large-scale and classroom-based assessments.

97 We investigated the effect of a classroom-based cognitive behaviour therapy prevention p

98 wledge in a wide range of domains, including classroom-based education research, machine learning, an

99 : 58%; clinical graduate education: 45%; and classroom-based graduate education: 37%), from different

100 : 60%; clinical graduate education: 61%; and classroom-based graduate education: 42%).

101 : 74%; clinical graduate education: 74%; and classroom-based graduate education: 60%), and on Medicai

102 M]), respectively, alongside a standardised, classroom-based life skills Adolescence Education Progra

103 Most peer-led approaches have been classroom-based, and rigorous assessments are scarce.

104 However, changes in classroom behavior varied depending on the quality of th

105 rs did not report significant differences in classroom behaviors.

106 mulation is therefore useful not only in the classroom but also as a skill for independent self-learn

107 Teachers who lead outside the classroom but do not lose their connection to students a

108 n to assess the impact of the CDP process on classroom climate is ongoing.

109 rent-reported family SES, and child-reported classroom climate were used in estimating multilevel, ra

110 lar in composition in the most water-damaged classrooms compared to the least water-damaged, indicati

111 yalgia syndrome (JPFS) compared with matched classroom comparison peers (MCCPs) without a chronic ill

112 herence, heavy shedding of S pyogenes by few classroom contacts might perpetuate outbreaks, and airbo

113 carlet fever, 17 household contacts, and 278 classroom contacts were recruited between March 1 and Ma

114 he child's 4 household members, 16 of his 24 classroom contacts, 10 of 32 school-bus riders, and 9 of

115 A 2-week classroom curriculum for children, a 1-hour parent works

116 entary school received an 18-lesson, 6-month classroom curriculum to reduce television, videotape, an

117 ents completed self-report surveys during in-classroom data collections.

118 Classroom data were benchmarked against public health cl

119 ajority of students had better VA than their classroom demands, for students with reduced vision, lea

120 students per class had VA poorer than their classroom demands.

121 Our assessment results in the classroom demonstrate that the genome browsers produced

122 f DNA electrophoresis are important, such as classroom demonstrations.

123 Reduction of classroom density to half capacity was associated with a

124 ol in a range of applications, including the classroom, diagnostic centres, and research labs.

125 me, served in schools, or having peanut-free classrooms did not affect epinephrine administration rat

126 s to the TV series and facilitated follow-up classroom discussions in which students constructively a

127 benchmark, and summative assessments across classroom, district, state, national, and international

128 t, trainers pre-recorded their lectures, and classrooms downloaded and watched these locally during b

129 no persistent indoor particle sources in the classrooms during the measurements.

130 tence, student-teacher relationship quality, classroom emotional and instructional quality, and acade

131 a link between brain-to-brain synchrony and classroom engagement.

132 utcomes were higher for students enrolled in classrooms engaging in scientific practices through a st

133 Integrating research into the classroom environment is an influential pedagogical tool

134 4.93; 50.9% females), we capitalized on a VR classroom environment that allowed the integration of ex

135 ettings assisting teachers and enriching the classroom environment.

136 eparate the student population into distinct classroom environments.

137 t compared with more typical module-based or classroom ethics instruction that is divorced from the e

138 mproving teacher-student interactions in the classroom--examined the efficacy of the approach in impr

139 The classroom example of a visible evolutionary response is

140 Past research with simulated laboratory or classroom exercises has demonstrated either a first offe

141 underrepresented students in active-learning classrooms experience narrower achievement gaps than und

142 Standardized classroom experiments provide evidence about how well sc

143 Chemical clocks are often used as exciting classroom experiments, where an induction time is follow

144 to increase susceptibility to the effects of classroom exposure to mouse allergen on lung function in

145 Instantaneous risk of classroom exposure was similar to the risk in public hea

146 anguage in later reading, describes home and classroom factors that foster early language growth, and

147 We assessed the impact of classroom FM system use for 1 year on auditory neurophys

148 Assistive listening devices (classroom FM systems) may reduce auditory processing var

149 teaching are presented, such as: the flipped classroom focuses on the student's previous study and th

150 h that the resident learner need not be in a classroom for a didactic talk, or even in the operating

151 e interaction time in the operating room and classroom for training the student in advanced concepts

152 Data on friendship quality and classroom friendships were gathered.

153 e sampled the nares of 1,163 children in 200 classrooms from 24 CCCs in North Carolina and Virginia t

154 From these schools, 26 classrooms from first to fourth grade were included, com

155 (FRs) from Norwegian households (n = 48) and classrooms from two primary schools (n = 6).

156 3.9) symptom-days with asthma and 98% of the classrooms had detectable levels of mouse allergen.

157 xample, a combination of mask wearing in the classroom, halving attendance regularity to enable physi

158 idual and combined EDCs levels were found in classrooms having more children with asthma and obesity.

159 tions, enhanced physical education (PE), and classroom health curricula.

160 asthma, use of a school-wide IPM program or classroom HEPA filter purifiers did not significantly re

161 pment by their positions within kindergarten classroom hierarchies.

162 ities or rural regions, day care facilities, classrooms (ie, primary, elementary, or high school), co

163 y and Activity Impairment Questionnaire plus Classroom Impairment Questions (WPAI+CIQ).

164 atter, is it possible to successfully flip a classroom in an advanced, heavily specialized course lik

165 xperimental campaign carried out in a school classroom in Marseille.

166 reports on the implementation of the flipped classroom in neurology have been published to date, and

167 logical Education analyze reports of flipped classroom in other medical/surgical subspecialties, revi

168 Limiting the number of students per classroom in the early years has been shown to improve e

169 same teacher and given the test score for a classroom in the same school with a different teacher.

170 age 20 given the test score for a different classroom in the same school with the same teacher and g

171 naire was designed to be administered in the classroom in two 30-min sessions.

172 ere used to precisely replicate a real-world classroom in virtual space.

173 hildren enrolled in 4th, 7th, and 10th grade classrooms in 12 Southern California communities.

174 From 148 primary and secondary school classrooms in Edo State, Nigeria, the habitual distance

175 Students (n = 7,686) enrolled in 398 classrooms in grades K-12 were recruited for a onetime s

176 d dust from cars, homes, offices, and school classrooms in Ireland, along with drinking water from ho

177 All teachers and classrooms in the selected schools participated in the s

178 snacks for 5 d to 53 children aged 3-5 y in classrooms in their childcare centers.

179 In a longitudinal experiment conducted in 19 classrooms in Vancouver, 9- to 11-year olds were instruc

180 allergen levels were significantly higher in classrooms, in which many children had horse contact, re

181 chool setting (eg, sports, elementary school classroom), index case role (ie, staff, student), and in

182 o help teachers identify, rear, and maintain classroom insects and find equipment and supplies are in

183 ing (MMFT), a program comprising 20 hours of classroom instruction plus daily homework exercises.

184 word-like letter strings) after just 14 h of classroom instruction.

185 or assessment design and use, whether at the classroom instructional level or the system level for mo

186 -0.002; 95% CI, -0.004 to -0.001; P = .02), classroom instructional quality (b = -0.012; 95% CI, -0.

187 status, longstanding illness, and extent of classroom insulation against noise.

188 while preventing an increase in cases due to classroom interactions.

189 s (STEM) educational outreach to students in classrooms is challenging because of the need to form pa

190 learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a

191 Students in active classrooms learned more (as would be expected based on p

192 Classroom learning occurs within a multidimensional cont

193 nd it difficult to maintain attention during classroom learning.

194 onals to keep up with research but attending classroom lectures is a major barrier.

195 th grasping bioinformatic concepts only from classroom lectures.

196 Integrative strategies that combine classroom-level and student-level interventions have muc

197 s responses in pre-service teachers, whereas classroom management self-efficacy and cognitive (reason

198 Classroom measures included children's attentive behavio

199 re identified, accounting for 0.0045% of all classroom meetings.

200 tcome-based education theory and the flipped classroom model.

201 The 'Flipped Classroom' model seems to combine the best of both world

202 dhood, policy makers may eliminate preschool classroom nap opportunities due to increasing curriculum

203 Here we show evidence that classroom naps support learning in preschool children by

204 -i.e., students nested within classrooms and classrooms nested within schools.

205 Classroom NO(2) data, linked to enrolled students, were

206 We sought to evaluate relationships between classroom NO(2) exposure and asthma symptoms and morbidi

207 status appears to increase susceptibility to classroom NO(2) exposure effects on asthma symptoms in i

208 We determined the relationship between classroom NO(2) levels and asthma outcomes by BMI strati

209 om relationships with the temporally nearest classroom NO2 level.

210 In children with asthma, indoor classroom NO2 levels can be associated with increased ai

211 We aimed to determine the effect of indoor classroom NO2 on lung function and symptoms in inner-cit

212 Classroom NO2 was collected by means of passive sampling

213 ived inadequacy of questions, cross-cultural classroom norms, and the legacy of prior educational soc

214 teacher, and clinician reports and by direct classroom observations.

215 Methods: We studied 72 classrooms occupied by 2,262 students in two South Afric

216 shopping for food, or paying attention in a classroom of boisterous teenagers, it's often hard to ma

217 te-of-the-art social robot was immersed in a classroom of toddlers for >5 months.

218 Children in classrooms of 24 trained teachers scored 0.29 SD higher

219 Yet although the flipped classroom offers a compelling approach for fostering a c

220 materials or activities for students in the classroom or provide science research opportunities for

221 be carried out in real environments, such as classrooms or session rooms, but there are also interest

222 verted-U-shaped dose-response curves) versus classroom/overt behavior (broad inverted U) in children

223 han children in 25 randomly assigned control classrooms (P = 0.005).

224 and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the preki

225 In English-medium postgraduate classrooms, particularly within MSc/MA TESOL programs in

226 A comparison with their classroom peers indicates a level of impairment that is

227 ements were conducted on day 2 of the 10-day classroom phase of training (PRE), following completion

228 is known about the health effects of school classroom pollution exposure.

229 Classroom portable HEPA filter purifiers were deployed a

230 on attend public schools, making schools and classrooms potential sites for interaction between more-

231 tructional technology provides new tools for classroom presentations, communication with students, re

232 significant differences for teacher-reported classroom problems in acting out (-1.0; 95% CI, -2.5 to

233 t; range, 0-70 points), and teacher-reported classroom problems using the Teacher-Child Rating Scale

234 ticipants to explore resources and providing classroom-ready materials to support them in sharing thi

235 Control classrooms received sham HEPA filters that looked and so

236 DART analyzes the volume and variance of classroom recordings to predict the quantity of time spe

237 ing properties of these goals and prevailing classroom reward structures.

238 consisted of performing a recess outside the classroom (ROC) program that encouraged children to go o

239 ime, 95%-CI 1.01-1.33), while time in shared classrooms (RR 3.17, 95%-CI 1.96-5.17) and suboptimal ai

240 orted symptoms on the first day came from 36 classrooms scattered throughout the school.

241 re randomly assigned are typically families, classrooms, schools, worksites, or counties.

242 d) intervention was used to enrich preschool classrooms serving children from low-income families wit

243 rm attended 11 one-hour weekly and 2 booster classroom sessions of an intervention based on cognitive

244 aneously the brains of a dozen students in a classroom setting and demonstrates a link between brain-

245 d from teachers, peers, and self report in a classroom setting with no focus on JPFS.

246 to facilitate the use of the materials in a classroom setting, simplifying the contribution flow for

247 In a classroom setting, subjects were presented with six writ

248 %); notably, no transmission was traced to a classroom setting.

249 lso be used to enhance student learning in a classroom setting.

250 uals to learn on their own outside of formal classroom settings have grown.

251 riments conducted by high school students in classroom settings highlight the kit's utility for relia

252 ployability skills in both large and smaller classroom settings, and through individual student proje

253 for lifelong learning outside of formal K-16 classroom settings, from museums to online media, often

254 versities is complicated by typical computer classroom settings.

255 neration and education in research and large-classroom settings.

256 siting, peer coaching, reading tutoring, and classroom social-emotional curricula.

257 In a flipped classroom, students complete automated modules to replac

258 experiment conducted in ninth grade science classrooms, students were asked to complete a control ex

259 A 4-hour classroom-style course on dengue clinical management was

260 antly improved following implementation of a classroom-style course taught by master trainers.

261 To ensure that classroom success did not depend on stable internet, tra

262 Inherent limitations of classroom teaching and institutional core support highli

263 its include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14

264 orse condition and to have more students per classroom than districts that chose to lift masking requ

265 n the general curriculum and in the genetics classroom than is currently being given.

266 or using annotated primary literature in the classroom that minimizes the use of valuable classroom t

267 en natural sampling pools (e.g., workplaces, classrooms) that induce correlated risk via local transm

268 ial and academic goals students bring to the classroom, the motivating properties of these goals and

269 Across all classrooms, the average risk of an occupant inhaling one

270 hydes identified as EDCs were measured in 71 classrooms throughout 1 week.

271 classroom that minimizes the use of valuable classroom time and requires no additional pedagogical tr

272 Given the loss of classroom time, cost, and lack of lasting benefit, we ca

273 ers during informal interactions outside the classroom to encourage their peers not to smoke.

274 red by the teacher-student interactions in a classroom to upgrade the overall knowledge of a topic th

275 In Jamaican preschools, the Irie Classroom Toolbox effectively reduced violence against c

276 Simulation results of classroom transmission dynamics may inform public policy

277 tified in four (2%) of 189 samples in bubble classrooms, two (2%) of 127 samples in non-bubble classr

278 This includes minor customisations for classroom use and includes our Open Access bioinformatic

279 of these concepts, and a sample approach to classroom use of the original article, including discuss

280 In a simulated, occupied classroom using a 222 nm lamp with an average room irrad

281 real-time inside and outside of a university classroom using a high-resolution time-of-flight chemica

282 elated gaseous VOC emissions in a university classroom using a proton-transfer-reaction time-of-fligh

283 TB RD9 was 3.61 copies per 180,000 liters in classrooms versus 1.74 copies per 180,000 liters in clin

284 concentration was 886 (IQR, 747-1223) ppm in classrooms versus 490 (IQR, 405-587) ppm in clinics (P <

285 ma after use of HEPA filter purifiers in the classrooms vs 1.8 symptom-days after use of sham HEPA fi

286 into a senior-level biochemistry laboratory classroom was developed.

287 hievement of the students in these teachers' classrooms was also assessed.

288 IPM program and HEPA filter purifiers in the classrooms was conducted from 2015 to 2020 (School Inner

289 ndicating differential effects of individual classroom water-damage on fungal compositions.

290 Videotapes of the simulated classroom were scored by coders who were blind to treatm

291 sent in classrooms and levels were higher in classrooms where many children had regular horse contact

292 based educational disparities are smaller in classrooms where teachers express a belief that students

293 or the first iteration of the course (2016), classrooms with a total of 364 enrolled participants wer

294 ip K-12, undergraduate, and science outreach classrooms with fleets of fluorescence microscopes that

295 ientific literature in undergraduate science classrooms with minimal disruption to existing syllabi.

296 during occupied periods in a well-ventilated classroom, with ventilation supply air the second most i

297 effects that condition on averages over many classrooms, with and without the same teacher.

298 g of students across schools; sorting across classrooms within schools plays a substantially smaller

299 s in basic and translational research and in classrooms would benefit from software that facilitates

300 rect OH radical measurements within a school classroom yielded OH radical peak values at moderate lig