ライフサイエンスコーパス: classroom

1 tests and questionnaires administered in the classroom.

2 t awareness of genetic issues outside of the classroom.

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

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

5 ation sequencing (NGS) technologies into the classroom.

6 undertaken on a personal computer or in the classroom.

7 e and outside the high school and university classroom.

8 ecision making in both the boardroom and the classroom.

9 rized standard errors clustered by state and classroom.

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

11 cing modern methodology in the undergraduate classroom.

12 s investigated practical microbiology in the classroom.

13 ognitive fatigue in an undergraduate biology classroom.

14 d offers discussion questions for use in the classroom.

15 ddress common conceptual difficulties in the classroom.

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

17 ith few opportunities for integration in the classroom.

18 ted that no transmission had occurred within classrooms.

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

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

21 cally validated teaching practice in regular classrooms.

22 ect airborne dust samples during one week in classrooms.

23 d from 29 Berkeley, California public school classrooms.

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

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

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

27 We tested whether classroom activities that encourage students to connect

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

56 : 58%; clinical graduate education: 45%; and classroom-based graduate education: 37%), from different

57 : 60%; clinical graduate education: 61%; and classroom-based graduate education: 42%).

58 : 74%; clinical graduate education: 74%; and classroom-based graduate education: 60%), and on Medicai

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

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

61 rs did not report significant differences in classroom behaviors.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

76 ettings assisting teachers and enriching the classroom environment.

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

78 The classroom example of a visible evolutionary response is

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

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

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

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

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

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

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

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

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

88 pment by their positions within kindergarten classroom hierarchies.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

104 th grasping bioinformatic concepts only from classroom lectures.

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

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

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

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

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

110 om relationships with the temporally nearest classroom NO2 level.

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

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

113 Classroom NO2 was collected by means of passive sampling

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

137 versities is complicated by typical computer classroom settings.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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