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OSHA News Release - (Archived) Table of Contents
OSHA News Release – Region 5
U.S. Department of Labor
Region 5 News Release V-63
Date: December 6, 2002
Contact: Juan Solano
Phone: (312)353-6976
And Healthful Nursing Homes in Illinois
AURORA, Ill. -- A partnership to help nursing facilities reduce injuries and illnesses from bloodborne pathogens, repetitive tasks, lifting, and other hazards was signed today by the Occupational Safety and Health Administration (OSHA), the On-Site Safety and Health Consultation Program of the Illinois Department of Commerce and Community Affairs, the Life Services Network (LSN) and the Life Services Network Workers Compensation Trust.
The partnership agreement to promote safe and healthful working conditions in nursing homes was signed in Brookfield. Members will work together to develop and deliver seminars addressing specific safety and health hazards in nursing facilities.
"Resident-handling and slips, trips, and falls account for the majority of injuries suffered by nursing home workers. This partnership is a great opportunity to expand worker protections and compliance assistance in this industry," said Michael G. Connors, OSHA regional administrator in Chicago.
LSN and Life Services Network Workers Compensation Trust members will be encouraged to participate in OSHA cooperative programs such as the Safety and Health Achievement Recognition Program (SHARP) and the Voluntary Protection Program (VPP).
The Life Services Network represents nearly 300 nonprofit nursing facilities in the state of Illinois. These facilities employ 23,000 staff members who provide care and assistance to more than 25,000 residents.
A team of representatives from the agencies will meet regularly to set goals and objectives and track their progress. The partnership will remain in effect for three years. Members may renew the partnership annually.
U.S. Labor Department news releases are accessible on the Internet at www.dol.gov. The information in this release will be made available in alternative format upon request (large print, Braille, audio tape or disc) from the COAST office. Please specify which news release when placing your request. Call (202)-693-7773 or TTY (202)-693-7755.
|OSHA News Release - (Archived) Table of Contents


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Welcome to PRIDE Conditioning!
Do you want to lose weight, build muscle, speed, strength and endurance? Are you sick of paying for gym memberships that don't work? Would you like to belong to a community of fitness fanatics that will motivate you, keep you accountable and make you feel like you're part of a team? Have you been injured by trainers who don't know what they are doing? Are you sick of following the Crossfit herd? Are you looking for the next evolution in fitness? Are you looking for intense workouts? Are you looking for a program that is truly scalable for beginners? Do you want to get stronger, faster, more agile, more flexible and get leaner?
If you answered yes to any of these questions and you want to get in the best shape of your life then you have come to the right place!
PRIDE Conditioning offers the best, most effective, strength and conditioning classes in the Charlotte, NC, area.
If you are overweight, out of shape, depressed, have no energy and even lower self-esteem then our program can help you! Get pumped up and get motivated with our high energy workouts!
If you are already working out but your program is boring and not getting you results then our program can help you! Our strength and conditioning program will get you results!
If your globo ultimate gym is filled with treadmills or with dusty old equipment then come to a clean and modern facility with the best lifting and advanced high intensity endurance training equipment! We even have towel service and showers!
If your trainer sucks, they aren't motivating, they are always on their phone, then come experience what it is like to train with real professionals who have competed for for national and world titles, who will teach you proper movement and safe lifting and will motivate you to new levels!
If you are an amateur or professional athlete, we have a program for you! We train athletes to win!
Our programming focuses on:
- Strength
- Endurance
- Mobilty
- Core Strength
- Agility
This program is for those looking to start their weight loss journey, those looking to take their workouts to the next level, and this program is also great for the amateur athlete who wants to compete in their specific sport. Through weight training, high intensity cardio, and endurance work, you will achieve your goals of weight loss and building the best body you have ever had! We train the everyday person and the adult athlete for sports such as Marthon running, Cycling, Triathlons, Powerlifting, Kettlebell Sport, Indoor Rowing, Obstacle Course Racing and Figure/Bikini Competitions. If you are looking to get into the best shape of your life our program will help you hit your goals! So get into PRIDE Conditioning and make the best investment you can make...your health and happiness!
Classes We Offer
- Athletic Conditioning
- One on One Personal Training
- Cardio Kickboxing
- Renegade Warrior Training
- Redline (HIIT) High Intensity Interval Training
- Kettlebell Training
- Endurance Class
- Motorsports Athlete Training
- Combat Athlete Strength and Conditioning
- Competition Kettlebell Sport Lifting (Kettlebell Sport)
- Nutrition Consulting
- Fitness Modeling & Photo Shoot Prep
- Doug Seamans (CPT & World Kettlebell Club Certified Fitness Trainer and Combat Athlete Specialist, TBA Level II Muay Thai Boxer, AKA Rank 1 Long Cycle lifter, WKC Rank 2 Long Cycle lifter, 2014 AKA National Champion 28kg Long Cycle, 2015 European Champion 24kg Long Cycle, 2015 AKA Nationals 2nd place 24kg Long Cycle, 2015 IUKL World Championships 5th place 24kg Long Cycle)
- Lindsay Seamans (TBA Muay Thai Beginner Instructor, Fought for WKA Muay Thai 105 pound World Champion belt, AKA Level 1 Kettlebell lifter, WKC Kettlebell Competitor, 2015 AKA National Champion 12kg Biathlon)
- Jennifer Broome (CPT)
- Vincent Sullivan - Endurance Coach
- Ryan Fontaine - Strength and Conditioning Instructor
- Hannah Elliott - Apprentice Instructor

subset: commoncrawl


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Latest Update (17-05-2016) : Haryana Board 12th Result 2016 is Declared today on its official website at - 10:30 pm. Here we provide the direct link to check your Haryana 12th Class Results through a single click, You just need to keep in touch with us...!! We wish you Best of Luck for your HBSE 12th Result 2016.
In this web page , we are going to provide a information for all those candidates who are excited to get information about the Haryana Board 12th Class Result date. If you are also one of them then you will be glad to know that now you are reach on you destination. Here , we maintain all latest updates regarding HBSE 12th result 2016. So, we suggest to result searchers that Just bookmark the same page with Ctrl D for knowing about your status in the exams.
Haryana Board of Secondary Education is well known as HBSE or BSEH. As we know , It is a educational Board in Haryana and It is a only single & famous board which handle the 10th class and 12th class (Senior secondary) or diploma courses in education.As per the historic information , It came into existence in the 1969 as per Haryana Act No. 11 of 1969 with its head-quarters at Chandigarh later shifted to Bhiwani in January 1981. And its has adopted the semester system from session 2006-2007.
From 2011 , It also conduct the Haryana teacher eligibility Test in accordance with these Guidelines and such other rules/regulations/instructions/policies laid down by the National Council for Teacher Education/Department of School Education, Haryana.
Students who have appeared in the exam, Now they all want to know their Haryana Board 12th Result (Arts/ Commerce/ Science) 2016. This exam result is play an important role in their career. Because on the basis of this result they can choose their way of career or get admission for higher education. We are notifying to result searchers that they need to keep some patience and wait for it.
Presently , Haryana Board of School Education, Bhiwani. (HBSE) has published a notification in which it mention that HBSE 12th Art result 2016 will be released in the month of June 2016. After releasing of it , related pupils can check their HBSE 12th Science Result 2016 through the main webpage through fill their Roll Number/ Name and date of birth and other information.
We know very well that most of the pupil don't know the exact procedure to check result through online and They become frustrated. This time , we are going to mention some easy steps for them which are given below. By using it , they can easily check their HBSE 12th Commerce Result 2016. Thereafter , If you have any problem to check their Haryana 12th Result 2016, then you should visit to the official site or you can also write us your problem through below mentioned comment box. We will try to help you as soon as possible.
We suggest to pupils that if they want to take suggestion to their concern future then contact with u through comment box. Our experts give suitable option for them
Published: May – Article Updated:May 17, 2016 by


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Montjuïc Castle, Barcelona
Montjuic Castle is at the top of a 17th century hill. The view from the castle is amazing, and it is free to visit. Although you either need to pay to take the cable car to the top, or prepare yourself for a long uphill walk!
Tenement Building, Barcelona
Casa Batllo
In the Kitchen
Casa Mila, Barcelona
An old period bathroom in


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text: Located in Sankt Martin am Tennengebirge, Wohlfühlhotel Martinerhof is in the mountains and within the vicinity of Riedlkar Chairlift and Annaberg Chapel. This hotel is within the vicinity of Museum Gererhof and Huettau Copper Mine. Make yourself at home in one of the 50 guestrooms. Rooms have private balconies. Conveniences include phones and safes, and you can also request rollaway/extra beds. Relax at the full-service spa, where you can enjoy massages and body treatments. You can take advantage of recreational amenities such as an indoor pool, a sauna, and a fitness center. This hotel also features complimentary wireless Internet access and an arcade/game room. Satisfy your appetite at one of the hotel's 3 restaurants. Quench your thirst with your favorite drink at a bar/lounge. Featured amenities include dry cleaning/laundry services and an elevator (lift). Free self parking is available onsite. An indoor pool and a seasonal outdoor pool are on site. Other recreational amenities include a sauna and a fitness center. The recreational activities listed below are available either on site or nearby, fees may apply.


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Risk Assessment
Information on assessing Health and Safety risks
Robert Gordon University has a duty to make suitable and sufficient assessments of the risks to which employees may be exposed whilst at work. The University's duty extends to assessing the risks to persons not in its employment but affected by its undertakings, for example, students or visitors. In order to support these requirements, procedures and templates have been provided to aid the development of risk assessments.
Contact details for OHES Staff are available on the Health and Safety Homepage, should additional support be required.
Please note that the fire safety of buildings is assessed by the Fire Safety Adviser using the PAS79 template. Process fire risks such as a Chemistry Experiment or Engineering Project will require an additional specific risk assessment by the School using a Hazardous / Dangerous Substances Assessment template.
Risk Assessment Policy & Procedure
It is the Policy of Robert Gordon University to ensure, so far as is reasonably practicable, that no employee, student, visitor, contractor or other person is exposed to an unacceptably high level of risk from any of the property, equipment or activities undertaken, for which the University has a legal responsibility for mitigation. Any risks which cannot be mitigated to a tolerable level must be presented to the Staff Governance Committee for review.
In view of this commitment, The Robert Gordon University will:
- Provide an environment where risk is mitigated to an acceptable level for all employees, students, visitors, contractors or others.
- Ensure compliance with the Management of Health and Safety at Work Regulations 1999, and all other relevant legislation and guidance.
- Undertake suitable and sufficient assessments of all workplace risks, through the application of a suitable risk assessment system
- Record the significant findings of these assessments
- Provide information on the outcomes of assessments to those involved in the process being assessed
- Provide suitable information and training to enable suitable risk assessments to be developed and implemented.
- Regularly review the risk assessment system, to ensure it is suitable and sufficient
- Head of School or Support Department
The Head of School or Support Department will ensure, personally or through delegation to a competent person, that suitable and sufficient assessments of risks arising from their activities, processes or other, are performed and the significant findings recorded. The Head of School or Department will also ensure, through appointed competent persons, that the relevant information contained in these assessments is disseminated to the appropriate persons, and that the mitigation/control measures are adequately implemented.
- Employees, students, visitors, contractors and others
It is the responsibility of employees, students, visitors, contractors and others to participate as requested in the risk assessment process. In addition any recommended control measures must be implemented.
- The Occupational Health and Environmental Safety Department
The Robert Gordon University Occupational Health and Environmental Safety department will ensure that an adequate risk assessment system is in place. This will contain the risk assessment policy, procedure, example form, advice and training for key people within Schools and Departments on the RGU system. In addition the Occupational Health and Environmental Safety Department will source and help to arrange additional risk assessment training where it is required.
Arrangements for implementation
Assessments will be recorded on The Robert Gordon University Risk Assessment Template or a pre-agreed variation of this form, and in accordance with The Robert Gordon University risk assessment procedure.
The exceptions to this would be where a specialised risk assessment is required, for example using lasers or radiation, COSHH, fire, DSE (workstation). This list is not exhaustive. The School or Department may amend the form to suit a specific technical risk, providing the format is agreed and recorded by the Occupational Health and Environmental Safety Department.
Records will be held by the School or Department, in the area to which they apply, and will be accessible for employees or students for information purposes, and for auditing purposes.
Risk Assessment Procedure (PDF 200KB)
Risk Assessment Template (DOC 81KB)
Hazardous / Dangerous Substances Assessment Procedure
Control of Substances Hazardous to Health Regulations (COSHH) and Dangerous Substances and Explosive Atmospheres Regulations (DSEAR) Assessment Templates
Templates to be used as part of the COSHH Assessment process:
COSHH Assessment Template (DOC 237KB)
COSHH Assessment Bio-Hazard Template (DOC 232KB)
Templates and guidance to be used as part of the DSEAR Assessment process:
DSEAR Assessment Guidance (PDF 110KB)
Display Screen Equipment (DSE) Assessment Procedure
Display Screen Equipment (DSE) Assessment Template
The template DSE Assessment form can be found below. For detailed guidance on the application and method of DSE Assessment, please access the Health and Safety Display Screen Equipment Page
On completion of the DSE Assessment Form, either save it in Word format or print a copy and send to your H&S Co-ordinator, highlighting any adverse findings.
Your H&S Co-ordinator will either resolve the situation or will contact the H&S Department for further advice.
Expectant and Nursing Mothers Procedure
Expectant and Nursing Mothers Risk Assessment
The following risk assessments are to be carried out by the line manager of the expectant/nursing mother. Advice, if necessary, can be sought from the OHS Department.
HSE Guidance on managing risks at work to Expectant and Nursing Mothers
Pregnancy Risk Assessment Template (DOC 150KB)
Manual Handling Procedure
Manual Handling Risk Assessment
Manual Handling operations which involve a risk of injury should be avoided so far as is reasonably practicable.
Where Manual Handling operations involving a risk of injury cannot be avoided, a risk assessment should be completed using the Manual Handling Risk Assessment Template.
Manual Handling Risk Assessment Template (DOC 230KB)
HSE FAQs on the control of risk from Manual Handling activities
or contact the OHES Department for advice.
Event Safety Procedure
Event Safety Risk Assessment
Many Schools and Departments organise events which either are not part of their routine activities or which invite members of the public into University buildings.
Due to the atypical nature of these activities, there is an increased risk of hazards being realised due to, for example, increased people in areas, members of public unfamiliar with hazards or building layout, unusual equipment being installed, etc.
Good planning and management are fundamental to the success of any organised event. In order to ensure that events are conducted safely, an event safety plan should be drawn up which will ensure that the health, safety and welfare of all those attending an event is managed.
During the preparation stages of planning an event, it will be necessary to undertake an event risk assessment, which will ensure that there are adequate health and safety measures in place. It is likely, that these risk and associated controls are actively considered during the planning stage, but it is important that these are documented.
It may also be necessary to consider whether the University Insurance is adequate for the event. It may be necessary to discuss this with the Finance Department.
In the unlikely event that a major incident occurs, quick and prompt actions by responsible persons is likely to severely limit any deterioration in the situation. A major incident could include a serious personal injury, a large number of casualties, fire, collapse of a structure, etc. The development of an emergency plan outlining the actions required when things go wrong should be considered. This plan will outline the roles and responsibilities of specific people in the event of a major incident and the actions that are required by certain people e.g. assisting in building evacuation, assistance of evacuees to assembly points, liaison with the emergency services, etc. It will be important that the emergency plan highlights individuals with key decision making powers.
In addition to the development of an event safety plan and assigning roles and responsibilities for safety to staff involved in the event, it may be necessary that safety information is relayed to visitors. This is most easily done by the provision of signs or the provision of "helpers" who are easily identified.
The documents below outline the information that would be required for an Event Safety Plan.
Event Safety Plan Guidance (DOC 30KB)
Student Placement and Work Experience Pupils
Student Placement Risk Management
The Student Placement Risk Management Policy, Procedure and Guidance can be found via theHealth and Safety Student Placement Page. Guidance is also provided on accepting Work Experience pupils at the University.
Lone Working and Out of Hours Access
Please see the Lone Working and Out of Hours Access Health and Safety Page to view the Policy, Procedure and Flowcharts and to download the associated forms.
Aggressive and Challenging Behaviour
Guidance for avoiding and dealing with conflict
Guidance on Challenging and Aggressive Behaviour (PDF 163KB)
If you have been a victim of crime and need someone to talk to you can make an appointment with the Counselling and Wellbeing Service.
Telephone: (01224) 262120, email firstname.lastname@example.com or visit their website at the link below.
Counselling and Wellbeing Centre
RGU offers access to an independent Employee Support Helpline to assist with a wide range of issues.


text: When modeling the frequency measure in the operational risk with regressions, most modelers often prefer Poisson or Negative Binomial regressions as best practices in the industry. However, as an alternative approach, Quasi-Poisson regression provides a more flexible model estimation routine with at least two benefits. First of all, Quasi-Poisson regression is able to address both


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This is a split board - You can return to the Split List for other boards.
Video Game and/or PC Career Questions - Getting Into Them...
- Topic Archived
Guitar_Hero_Guy 2 years ago#1
Sorry about the awful title, I'm not sure how to properly word it without it being too long. I'm going to attempt to be as brief as possible so I don't wane your interest. I have recently moved for a job opportunity that has fallen flat, I've tried a few more in the positions of help desk but haven't had any luck landing a job. I've not spent a good deal of money on living costs, and while I have a job, I would like to break from it as it is a temporary position and not managed very well.
I have a high interest in the Video Game industry, maintaining and fixing PCs writing, possibly trying comedy as well, and would like to choose any to make a living from it. Does anyone have any suggestions that may help my situation, to get me a job in any of these? I have an Associate's Degree in Computer Support Specialist if that helps. I highly appreciate you responding!
Thanks for your time.
Steam ID - Jaxxxson
Guitar_Hero_Guy (Topic Creator)2 years ago#2
While I understand if no one knows, I hope it gets more attention with this bump.
Steam ID - Jaxxxson
Puckswack12 2 years ago#3
Get a demo reel up
SinisterSlay 2 years ago#4
Associate's Degree in Computer Support Specialist
That's a thing?
Do they teach you to read the support script?
Well anyways, so you want a job being support desk in the video game industry, is that what you are asking?
You'd have to move to India or China for that.
He who stumbles around in darkness with a stick is blind. But he who... sticks out in darkness... is... fluorescent! - Brother Silence
Guitar_Hero_Guy (Topic Creator)2 years ago#5
Puckswack12 posted...
Get a demo reel up
This is a really good idea, I will try to work on this in my spare time, thank you.
SinisterSlay posted...
Associate's Degree in Computer Support Specialist
It's not something I would recommend going for over certifications, it doesn't seem to help in a job search nearly as much as A+ and COMPTia and such. As for what you do, it's a little bit of networking, little bit of web development, managing stress and people and stuff along those lines. Alongside hardware and software with security courses.
I would love to combine the two interests into one, but one or the other would be fine, and if it can be an at home job, even better.
Steam ID - Jaxxxson
SinisterSlay 2 years ago#6
Guitar_Hero_Guy posted...
Puckswack12 posted...Get a demo reel up
Oh, so your IT support.
Find some mom and pop businesses and hire yourself out as IT support. You can be self employed
He who stumbles around in darkness with a stick is blind. But he who... sticks out in darkness... is... fluorescent! - Brother Silence
Guitar_Hero_Guy (Topic Creator)2 years ago#7
I will see if there's any local businesses that need IT support, I tried a craigslist ad, but those don't seem to get very far. Thank you for the suggestion, and yeah I don't know if my original post sounded like it was for game support haha, that'd be quite something if it was offered, but alas it is for IT Computer Support.
Steam ID - Jaxxxson
SinisterSlay 2 years ago#8
Guitar_Hero_Guy posted...
Since you'd be targeting the computer illiterate, you would need to use the old people communication mediums like news papers, and actually visiting businesses and offering to be their IT.
He who stumbles around in darkness with a stick is blind. But he who... sticks out in darkness... is... fluorescent! - Brother Silence
Guitar_Hero_Guy (Topic Creator)2 years ago#9
SinisterSlay posted...
Guitar_Hero_Guy posted...@SinisterSlay
You are all sorts of awesome, I'll print some resumes and check out some local businesses and look into buying ad space on a newspaper. Thank you a ton Sinister, these are grand ideas that I hadn't thought of!
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realmagick.com The shrine of knowledge.
Safeway Inc History
A selection of articles related to safeway inc history.
Original articles from our library related to the Safeway Inc History. See Table of Contents for further available material (downloadable resources) on Safeway Inc History.
- Indian History Rewritten
- The Indian civilisation, considered to be the product of clash and subsequent inter mixture of the white-skinned civilised invaders and the dark savages native to India, has been rightly questioned in recent years, and the mischievously fabricated history of...
History & Anthropology >> Indic / Vedic
- The Truth Behind the History of the Necronomicon
- I don't think there are many people out there who haven't heard of the Necronomicon and the dreadful things connected with it. We've all heard the theories about how it is a Satanist tool; actual copies of the book are bound in human skin and how you risk...
Deities & Heros >> Chthulu
- History of the Egyptian Religion, part I: Early Dynastic Period
- I - Predynastic - Early Dynastic Period. The temples were in essence the *Home of the God* and thus a place where only Pharaoh as the Son of God and those he appointed as his deputies, could meet with the god. This goes all the way back to Archaic and...
Religions >> Egyptian
- History of Egyptian Medicine and Philosophy
- When medical knowledge past is considered, lack of aseptic technique, pain-killing drugs and antibiotics are an accepted part of our modern legend of these ancient healing practices. You will find that none of this is true when it comes to Ancient Egypt....
Religions >> Egyptian
- History of the Egyptian Religion, part II: The Old Kingdom
- II - The Old Kingdom ca 2686-2181 BC During the Old Kingdom the Egyptian society moved from tribal communities to a fully developed theocratic system, where the power of the king was absolute. The great pyramids of Dynasty 4 was made possible by technological...
Religions >> Egyptian
Safeway Inc History is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Safeway Inc History books and related discussion.
Suggested News Resources
- Is Empire Company Limited a Buy After Shares Plunged 13%?
- The loss came entirely from a write-down of the company's prized acquisition, Safeway. Empire beat out major competitors Loblaw Companies Limited (TSX:L) and Metro, Inc. (TSX:MRU) when it agreed to pay $5.
- What's Happening
- The Fifth Annual "Have a cupcake for Cupcake" Bake Sale will be held beginning at 9 a.m., on Saturday, March 12, in front of the Safeway store in Willcox.
- Auburn-area community calendar | March 9
- Advance discount gate and ride tickets available at www.thefair.com mid-March until April 13, as well as at select Fred Meyer Stores, Safeway and Albertson's stores for $7.
- My Five Days of 'Bleeding Green'
- 75 on the Best Companies list) WFM 1.04% , Safeway, and Haggen, have announced layoffs in recent months, Publix has never laid off an employee in its 86-year history. Another core .....
- Housing atop Georgetown's Safeway would have strengthened the neighborhood
- More residents in the immediate proximity would be a boon to businesses along this stretch of Wisconsin, including those in the Safeway properties (that's the grocery store building itself, plus all the buildings down to the Jos.
Great care has been taken to prepare the information on this page. Elements of the content come from factual and lexical knowledge databases, realmagick.com library and third-party sources. We appreciate your suggestions and comments on further improvements of the site.
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1. The optional ADMET Predictor™ Module has been integrated into
DDDPlus to predict all relevant biopharmaceutical properties required for the
DDDPlus model, including aqueous & biorelevant solubility, pKa(s), logP,
and diffusion coefficient.
2. Addition of logD vs. pH calculation, as well as the logD
correction factors based on the ADMET Predictor structure-based model.
3. The Pion uDiss Profiler™ dissolution apparatus is available for
simulations. The fluid velocity is calculated based on computational fluid
dynamics (CFD) data.
4. New dosage form models have been added:
The CR: Bilayer Tablet
model allows dissolution predictions for IR layer disintegration and
dissolution in combination with release from a swellable matrix CR layer.
The DR: Coated Tablet
model allows mechanistic prediction of drug release from pH triggered coatings.
The IR: Coated Bead
model allows prediction of drug release and dissolution from spray layered IR
5. Biorelevant solubility calculations as implemented in
GastroPlus™ have been added to DDDPlus. The Solubilization Ratio can be
calculated using in vitro data, a theoretical
approach based on logP, or predicted using the in silico models from the ADMET Predictor Module.
6. Multicomponent prediction of tablet porosity using the Ryshkewitch-Duckworth
equation. If you have measured the
tensile strength of a tablet, the multicomponent prediction of the tensile
strength at zero porosity and bonding capacity are calculated and used to
predict porosity.
7. Improved data transfer between DDDPlus and GastroPlus. You now have the ability to import GastroPlus
".crd" files. Also, ".dsd" and ".crd"
files can be exported for input into GastroPlus from the DDDPlus plot
window. In the Virtual Trial mode, the
max, min, median, and mean dissolution vs. time curves are saved and can later
be used to predict the pharmacokinetic variability expected from your dissolution
test using GastroPlus.
8. Improved facilities to utilize experimental solubility vs.
surfactant concentration data. A fitting
tool has been developed which allows you to calculate the surfactant solubility
constant and CMC based on in vitro
solubility vs. surfactant concentration data. A new support file has also been
created to save this in vitro data
9. 3D Parameter Sensitivity Analysis (PSA) is available with surface
plot graphing options.
10. New Flexera license management system.
The calculation of the bin radius has changed from using the smallest radius in the bin to the average radius in the bin.
The CMC value for CTAB was changed from 0.4 M to 0.001 M.
1. Added ability to run a parameter sensitivity analysis and obtain the complete dissolution profile
2. Added ability to run a virtual trial to assess variability effects of formulation or experiment.
3. Added a new dosage form - IR Capsule
4. Improved support file data input.
5. Improved pKa data input.
6. Improved pH-solubility profile plot
HCl and Phosphate buffer files that were recipes from the
United States Pharmacopeia have been renamed to include the USP in front
of the name. For example, Phosphate pH 6.4 buffer has been renamed to USP Phosphate pH 6.4.
1. Added ability to run a parameter sensitivity analysis on buffer component concentrations
2. Added ability to run an optimization on buffer component concentrations to match a desireddissolution profile.
3. Added a USP 4 open-loop flow-through option
4. Improved database handling.
5. Ability to view and edit database tables.
6. DDDPlus form resizing capability
7. Modified the DDDPlus user interface to resemble our GastroPlus™ program.
8. Added to the built-in list of excipients
9. Added more salt types
10. Added Japanese Pharmacopeia buffers 11. Added USP acetate buffers
1. A new and faster Numerical Integrator "CVODE"for solving systems of differential equations.
2. The simulations are 4 times faster and more accurate.3. Optimize pKa and Solubility Factors from experimental values.4. Optimize Particle Size Distribution from D50 and D90 values etc.5. A number of user enhancements.


text:
Most Cited Educational Research Review Articles
The most cited articles published since 2011, extracted from Scopus.
Eta squared and partial eta squared as measures of effect size in educational researchJohn T E Richardson
Volume 6, Issue 2, January 2011, Pages 135-147
Eta squared measures the proportion of the total variance in a dependent variable that is associated with the membership of different groups defined by an independent variable. Partial eta squared is a similar measure in which the effects of other independent variables and interactions are partialled out. The development of these measures is described and their characteristics compared. In the past, the two measures have been confused in the research literature, partly because of a labelling error in the output produced by certain versions of the statistical package SPSS. Nowadays, partial eta squared is overwhelmingly cited as a measure of effect size in the educational research literature. Although there are good reasons for this, the interpretation of both measures needs to be undertaken with care. The paper concludes with a summary of the key characteristics of eta squared and partial eta squared. © 2011 Elsevier Ltd.
Factors affecting students' self-efficacy in higher educationMart Van Dinther | Filip Dochy | Mien Segers
Volume 6, Issue 2, January 2011, Pages 95-108
Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature about the role of students' self-efficacy in education by focusing on the following research question: which are the factors shown to affect the self-efficacy of students within higher educational settings? The results of a review reveal that educational programmes have the possibility to enhance students' self-efficacy, and that educational programmes based on social cognitive theory proved to be particularly successful on this score. Several factors appeared to influence students' self-efficacy and provided evidence of the potency of the main sources of self-efficacy. Directions for future research are indicated. © 2010 Elsevier Ltd.
Do pedagogical agents make a difference to student motivation and learning?Steffi Heidig | Geraldine Clarebout
Volume 6, Issue 1, January 2011, Pages 27-54
Pedagogical agents, characters that guide through multimedia learning environments, recently gained increasing interest. A review was published by Clarebout, Elen, Johnson and Shaw in 2002 where a lot of promises were made, but research on the motivational and learning effects of pedagogical agents was scarce. More than 70 articles on pedagogical agents have been published since, and 26 of them examine motivational and learning effects. We map out this research in order to answer three main questions: Do pedagogical agents facilitate learner motivation and learning? Under what conditions are they effective? How should they be designed? The review reveals that various studies have not investigated the first two fundamental questions due to a lack of control groups. As research on pedagogical agents is highly complex, we propose a multi-level framework to enable systematic comparisons between different studies and the identification of gaps in the literature. This framework can be further applied to conceptualize and situate future studies. © 2010 Elsevier Ltd.
The use of scoring rubrics for formative assessment purposes revisited: A reviewErnesto Panadero | Anders Jonsson
Volume 9, Issue , June 2013, Pages 129-144
The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation. © 2013 Elsevier Ltd.
Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditionsAndreas Gegenfurtner
Volume 6, Issue 3, November 2011, Pages 153-168
This meta-analysis (148 studies, k= 197, N= 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between -0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation. © 2011 Elsevier Ltd.
Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practiceKhe Foon Hew | Wing Sum Cheung
Volume 9, Issue , June 2013, Pages 47-64
Evidence-based practice in education entails making pedagogical decisions that are informed by relevant empirical research evidence. The main purpose of this paper is to discuss evidence-based pedagogical approaches related to the use of Web 2.0 technologies in both K-12 and higher education settings. The use of such evidence-based practice would be useful to educators interested in fostering student learning through Web 2.0 tools. A comprehensive literature search across the Academic Search Premier, Education Research Complete, ERIC, and PsycINFO databases was conducted. Empirical studies were included for review if they specifically examined the impact of Web 2.0 technologies on student learning. Articles that merely described anecdotal studies such as student perception or feeling toward learning using Web 2.0, or studies that relied on student self-report data such as student questionnaire survey and interview were excluded. Overall, the results of our review suggested that actual evidence regarding the impact of Web 2.0 technologies on student learning is as yet fairly weak. Nevertheless, the use of Web 2.0 technologies appears to have a general positive impact on student learning. None of the studies reported a detrimental or inferior effect on learning. The positive effects are not necessarily attributed to the technologies per se but to how the technologies are used, and how one conceptualizes learning. It may be tentatively concluded that a dialogic, constructionist, or co-constructive pedagogy supported by activities such as Socratic questioning, peer review and self-reflection appeared to increase student achievement in blog-, wiki-, and 3-D immersive virtual world environments, while a transmissive pedagogy supported by review activities appeared to enhance student learning using podcast. © 2012 Elsevier Ltd.
Working memory and mathematics in primary school children: A meta-analysisIlona Friso-Van Den Bos | Sanne H G Van Der Ven | Evelyn H. Kroesbergen | Johannes E H Van Luit
Volume 10, Issue , December 2013, Pages 29-44
Working memory, including central executive functions (inhibition, shifting and updating) are factors thought to play a central role in mathematical skill development. However, results reported with regard to the associations between mathematics and working memory components are inconsistent. The aim of this meta-analysis is twofold: to investigate the strength of this relation, and to establish whether the variation in the association is caused by tests, sample characteristics and study and other methodological characteristics. Results indicate that all working memory components are associated with mathematical performance, with the highest correlation between mathematics and verbal updating. Variation in the strength of the associations can consistently be explained by the type of mathematics measure used: general tests yield stronger correlations than more specific tests. Furthermore, characteristics of working memory measures, age and sample explain variance in correlations in some analyses. Interpretations of the contribution of moderator variables to various models are discussed. © 2013 Elsevier Ltd.
Thriving not just surviving: A review of research on teacher resilienceSusan Beltman | Caroline Mansfield | Anne Price
Volume 6, Issue 3, October 2011, Pages 185-207
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive. © 2011 Elsevier Ltd.
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of researchOmid Noroozi | Armin Weinberger | Harm J A Biemans | Martin Mulder | Mohammad Chizari
Volume 7, Issue 2, June 2012, Pages 79-106
Learning to argue is an essential objective in education; and online environments have been found to support the sharing, constructing, and representing of arguments in multiple formats for what has been termed Argumentation-Based Computer Supported Collaborative Learning (ABCSCL). The purpose of this review is to give an overview of research in the field of ABCSCL and to synthesize the findings. For this review, 108 publications (89 empirical studies and 19 conceptual papers) on ABCSCL research dating from 1995 through 2011 were studied to highlight the foci of the past 15 years. Building on Biggs' (2003) model, the ABCSCL publications were systematically categorized with respect to student prerequisites, learning environment, processes, and outcomes. Based on the quantitative and qualitative findings, this paper concludes that ABCSCL environments should be designed in a systematic way that takes the variety of specific conditions for learning into account. It also offers suggestions for educational practice and future research. © 2011 Elsevier Ltd.
Students' and instructors' use of massive open online courses (MOOCs): Motivations and challengesKhe Foon Hew | Wing Sum Cheung
Volume 12, Issue , January 2014, Pages 45-58
Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students' work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved - the quality of MOOC education, and the assessment of student work. © 2014.
How features of educational technology applications affect student reading outcomes: A meta-analysisAlan C K Cheung | Robert E. Slavin
Volume 7, Issue 3, June 2012, Pages 198-215
The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that educational technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of educational technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of educational technology in the past few decades were not found to produce educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers' efforts. © 2012 Elsevier Ltd.
Students' characteristics and teacher-child relationships in instruction: A meta-analysisJari Erik Nurmi
Volume 7, Issue 3, April 2012, Pages 177-197
This article suggests that students' characteristics play a more important role in classrooms than has previously been thought. To investigate this, a computerized literacy search was conducted, finding 19 studies that focused on the topic. On the basis of these studies a meta-analysis was carried out in which 23 effect size estimates were computed. The results showed that teachers reported more conflict and child dependency, and less closeness in teacher-child relationships when interacting with students who exhibited either a high level of external or a high level of internal problem behavior. In contrast, teachers reported less conflict and more closeness in teacher-child relationships when interacting with students exhibiting high levels of motivation and engagement as compared to other children. Furthermore, teachers reported less conflict, less child dependency and more closeness in teacher-child relationships when interacting with students showing a high level of academic performance. © 2012 Elsevier Ltd.
Effective programs for struggling readers: A best-evidence synthesisRobert E. Slavin | Cynthia Lake | Susan Davis | Nancy A. Madden
Volume 6, Issue 1, January 2011, Pages 1-26
This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5-10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at least 12 weeks, and use of valid measures independent of treatments. A total of 97 studies met these criteria. The review concludes that one-to-one tutoring is very effective in improving reading performance. Tutoring models that focus on phonics obtain much better outcomes than others. Teachers are more effective than paraprofessionals and volunteers as tutors. Small-group, phonetic tutorials can be effective, but are not as effective as one-to-one phonetically focused tutoring. Classroom instructional process programs, especially cooperative learning, can have very positive effects for struggling readers. Computer-assisted instruction had few effects on reading. Taken together, the findings support a strong focus on improving classroom instruction and then providing one-to-one, phonetic tutoring to students who continue to experience difficulties. © 2010 Elsevier Ltd.
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysisAlan C K Cheung | Robert E. Slavin
Volume 9, Issue , June 2013, Pages 88-113
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N=31,555) and 29 secondary studies (N=25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed. © 2013 Elsevier Ltd.
Effects of computer support, collaboration, and time lag on performance self-efficacy and transfer of training: A longitudinal meta-analysisAndreas Gegenfurtner | Koen Veermans | Marja Vauras
Volume 8, Issue , January 2013, Pages 75-89
This meta-analysis (29 studies, k= 33, N= 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory, results suggested positive population correlation estimates between self-efficacy and transfer before (ρ= 0.31) and after (ρ= 0.39) training, and thus a small but positive increase. Three boundary conditions were estimated. First, effect sizes were higher in trainings with rather than without computer support. Second, effect sizes were higher in trainings without rather than with collaboration. Third, time lag had marginal effects. These findings are discussed in terms of their implications for theories of complex social and computer-mediated learning environments and their practical significance for scaffolding technology-enhanced learning and interaction. © 2012 Elsevier Ltd.
A review of using eye-tracking technology in exploring learning from 2000 to 2012Meng Lung Lai | Meng Jung Tsai | Fang Ying Yang | Chung Yuan Hsu | Tzu Chien Liu | Silvia Wen Yu Lee | Min Hsien Lee | Guo Li Chiou | Jyh Chong Liang | Chin Chung Tsai
Volume 10, Issue , December 2013, Pages 90-115
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. © 2013 Elsevier Ltd.
What is agency? Conceptualizing professional agency at workAnneli Eteläpelto | Katja Vähäsantanen | Päivi Hökkä | Susanna Paloniemi
Volume 10, Issue , December 2013, Pages 45-65
The concept of agency has become widely used in learning research, especially in studies addressing professional and workplace learning, but also in policy discussion on how to promote individually meaningful careers and life-courses amid rapid changes in working life. The purpose of this article is to provide a critical review of the multidisciplinary concept of agency, and to suggest a fruitful conceptualization of professional agency at work. The following questions are addressed: (i) How have the ontological characteristics and manifestations of agency been understood? (ii) How have the relationships between the social and individual aspects of agency been understood? We examined previous studies and discussions on agency in the fields of education and social sciences, looking selectively also at psychology and gender studies. We identified four major research traditions in which notions of agency were prominent: (i) the social science tradition, (ii) the post-structural tradition, (iii) the socio-cultural approach, and (iv) the identity and life-course approach. Analyses within and across these traditions brought out a range of understandings and manifestations; thus agency might be viewed merely as rational and intentional activity, or else it might be seen from a temporally broad perspective, covering subjects' ontogenetic development, and encompassing discursive, practical, and embodied relations with the world. Analysis of the relationships between individual and social/contextual elements revealed assumptions ranging from analytical inseparability to separateness, and in case of analytical separateness assumptions of strong or weak contextual influence. Based on our review, we suggest a conceptualization of professional agency from a subject-centered socio-cultural perspective. This takes individual agency and social context to be analytically separate, but mutually constitutive, and in complex ways highly interdependent. The suggested conceptualization is summarized in terms of seven propositions. © 2013 Elsevier Ltd.
Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learningRaija Hämäläinen | Katja Vähäsantanen
Volume 6, Issue 3, October 2011, Pages 169-184
The role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative group work may occur. This thematic review presents recent studies on creativity and collaborative learning from the perspective of the teacher as conductor of learning processes. The precondition for the design and orchestration of these kinds of learning situations is analysing and understanding of creative and collaborative processes and their contextual adaption. Thus, the first section of this review focuses on the theoretical vantage points of creativity and collaborative learning mainly from socio-cultural perspective. Based on this theoretical grounding, the second section describes principles for orchestrating productive collaborative learning and supporting creativity from the teacher's perspective. We discuss three dimensions related to how teachers can bring about collaborative learning and creativity: (1) general pedagogical bases, (2) teachers' pre- and real-time activities and (3) opportunities and challenges for teacher activities. The review is concluded with theoretical and practical implications regarding collaborative learning and creativity. © 2011 Elsevier Ltd.
Executive functions in learning processes: Do they benefit from physical activity?Jonathan Barenberg | Timo Berse | Stephan Dutke
Volume 6, Issue 3, November 2011, Pages 208-222
As executive functions play an essential role in learning processes, approaches capable of enhancing executive functioning are of particular interest to educational psychology. Recently, the hypothesis has been advanced that executive functioning may benefit from changes in neurobiological processes induced by physical activity. The present research explored this hypothesis by systematically identifying and reviewing intervention studies targeting the relationship between physical activity and executive functions, distinguishing between different types of intervention and of executive function. The review found considerable evidence for beneficial effects of physical activity on executive functions, with performance benefitting more consistently in inhibition tasks than in dual task coordination, shifting tasks, or combined tasks. Possible physiological explanations are discussed. Open questions for application and future research concern the sustainability of effects, the design of physical activity interventions, and the role of individual differences. Possible interventions applicable to educational settings are discussed. © 2011 Elsevier Ltd.
Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competenceLiesbeth K J Baartman | Elly De Bruijn
Volume 6, Issue 2, April 2011, Pages 125-134
Current research focuses on competence development and complex professional tasks. However, learning processes towards the integration of knowledge, skills and attitudes largely remain a black box. This article conceptualises three integration processes, in analogy to theories on transfer. Knowledge, skills and attitudes are defined, reconciling different research perspectives. Low-road integration is hypothesised to occur through practice towards automatisation. High-road integration requires reflection on the task besides practice. Transformative integration requires critical (self)reflection and openness to change. A model of different professional tasks is presented, offering hypotheses regarding different integration processes, which provides a basis for further empirical research. © 2011 Elsevier Ltd.
Effects of need supportive teaching on early adolescents' motivation and engagement: A review of the literatureKim Stroet | Marie Christine Opdenakker | Alexander Minnaert
Volume 9, Issue , June 2013, Pages 65-87
In the present paper we systematically review the corpus of evidence on the effects of need supportive teaching on early adolescents' motivation and engagement for school. Based on Self-Determination Theory, we define need supportive teaching in terms of teachers' provision of autonomy support, structure, and involvement. The results of an in-depth descriptive analysis of 71 empirical studies that were conducted since 1990 show a clear positive association between need supportive teaching and students' motivation and engagement, whereas evidence concerning specific components of need supportive teaching is less conclusive. Furthermore, we find that in most of the selected studies student perceptions were used to measure need supportive teaching. In the small body of studies using observations or teacher perceptions, we find much smaller or even no associations with students' motivation and engagement. © 2012 Elsevier Ltd.
Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research reviewCatherine De Rijdt | Ann Stes | Cees van der Vleuten | Filip Dochy
Volume 8, Issue , January 2013, Pages 48-74
The goal of staff development in higher education is a change in teacher practices to positively influence student learning. In other words, the goal of staff development is the transfer of learning to the workplace. Research illuminates that this transfer of learning to the workplace is a complex issue. To make an accurate assessment of staff development initiatives one must consider what works for whom and under what conditions. We need to understand which influencing variables actually lead to which effects. Furthermore, we have to gain insight into moderators in the relationship between influencing variables and transfer of learning.With this interdisciplinary review we combine the findings of management, Human Resource Development (HRD), and organisational psychological research with educational research. We attempt to generate guidelines for further research to improve staff development by revealing gaps in earlier research on impact of staff development. © 2012 Elsevier Ltd.
Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysisRobert M. Klassen | Virginia M C Tze
Volume 12, Issue , January 2014, Pages 59-76
Considerable research has been conducted based on the assumption that teachers' psychological characteristics are associated with teaching effectiveness. However, the evidence for this assumption is limited: most research on the topic has been limited to investigations of the links between teachers' self-reported characteristics and other within-teacher, self-reported outcomes. The purpose of this study was to systematically analyze the research exploring two psychological characteristics (self-efficacy and personality) and measures of teaching effectiveness (evaluated teaching performance and student achievement). Analysis of 43 studies representing 9216 participants reveals a significant but small effect size of r-=.10 between overall psychological characteristics and teaching effectiveness. The strongest effect found was for self-efficacy on evaluated teaching performance (r-=.28). Implications for practice and future research are discussed. © 2014 Elsevier Ltd.
Understanding feedback: A learning theory perspectiveMarieke Thurlings | Marjan Vermeulen | Theo Bastiaens | Sjef Stijnen
Volume 9, Issue , June 2013, Pages 1-15
This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review's scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, specific, and neutral. In addition, four rules of thumb were formulated that reflect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables influence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback. © 2012 Elsevier Ltd.
A review of research and a meta-analysis of the seductive detail effectGünter Daniel Rey
Volume 7, Issue 3, June 2012, Pages 216-237
Seductive details constitute interesting but irrelevant information that are not necessary to achieve the instructional objective. The seductive detail effect occurs when people learn more deeply from instructional messages that exclude rather than include these details. This effect is mainly explained by assuming an overloading of the working memory, attention distraction, schema interference or coherence disruption. This review presents 39 experimental effects in the form of text passages, illustrations and other kinds of seductive details. This meta-analysis reveals a significant seductive detail effect with small to medium (retention performance) and medium (transfer performance) effects. Furthermore, empirical evidence for moderating effects and various explanations of the seductive detail effect are reviewed. Empirical data supports, but also calls into question, each of the four explanations. The review concludes by discussing the theoretical and practical implications, as well as the limitations and future directions of this research. © 2012 Elsevier Ltd.


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Wishing you joyful Holiday celebration and a Merry Christmas to everyone from Pretty Claire.
Happy Holidays everyone!!!!
Home Spa Massage Oil
If you love to go to a Spa Salon, why not try Home Spa Massage Oil at home. If you have relatives or friends that knows a little of shiatsu or simple massage that could ease away those back pains, then this is a nice way to relax too. You could at least give them livelihood just a bit. Who knows? It will grow eventually.
This massage oil is very relaxing, a lot of people used it and, you can make it into a business. You can actually sell it in small bottles. Why not try it?
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Kojie San Skin Lightening Soap
I've used Kojie San for a couple of months now and I find it good, it has gradually lightens my skin and I really liked the result. The best thing is that I had purchased the 2nd soap half the price. What a great deal! It's not expensive and very a … [Continue reading]
Why I love Shopping for Musical Instruments?
First and foremost, I may not be musically inclined, but I am a big fan of the Music Industry. Thus, I came to notice this amazing anthrax guitarist Scot Ian whom was having an Anthrax interview. Where he was able to talk about his music and other … [Continue reading]
#Unboxing: My First Ever #GlamourBox Subscription
I have seen a lot of #Unboxing from different bloggers I came across and I too got these urgent feeling of trying these goodies. So I went to #GlamourBox to try out their stuff and this is what I got. The purchase comes in handy because it was made … [Continue reading]


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Want to Live Longer? Eat Like the JapaneseThe average life expectancy in Japan is 87 for women – the longest of any population – and 80 for men. A study finds their diet, rich in fish and pickled vegetables, may add years to their life.
VIDEO: Idina Menzel Sings "Let It Go"...In JapaneseWho knew she could sing in another language?
VIDEO: Airline To Make Star Wars Themed R2D2 Jet!Shut up and take my money! How cool is that?
Join In The Japanese Moon Viewing Celebration At White Rock Lake Thursday NightEnjoy Japanese food and moon gazing at the Japanese Moon Viewing Celebration put on by the Japan-American Society of DFW and the Crow Collection of Asian Art.
Strange Japanese Invention Promises To Slim Your FaceThe things we do for beauty, and this weird invention might be the strangest.
Japanese Restaurant Charges $100+ For Dirt
3D Photo Booth Makes Figurines Instead Of Pictures


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HASTE. (2005, March 20). Psychophysiology, 33, 19–26.
Long-term extension to sleep—are we chronically sleep deprived?.
Unfortunately, some physicians give iron-dextran injections to patients with anemia that reviews of viagra super active is not due to iron deficiency. Parenteral iron overload is always iatrogenic and should be avoided or minimized. In patients with severe hypoplastic anemias, red blood cell transfusion may be necessary. Patients have received excessive amounts of iron as either red blood cell transfusions or iron-dextran given parenterally, • In parenteral iron overload.
Examples include various anemias due to ineffective erythropoiesis (e.g., thalassemia, aplastic anemia, red cell aplasia, and some patients with reviews of viagra super active sickle cell anemia), chronic liver disease, and, rarely, excessive intake of medicinal iron. Such patients can become iron loaded. Over time, patients become significantly iron loaded. A chelation program with deferoxamine should be initiated to prevent toxic accumulation of excessive iron, in patients who truly need repeated red blood cell transfusions.
Nature Neuroscience, reviews of viagra super active 9(1), 134–200. Basel, Switzerland. (2005).
Zelano, C., reviews of viagra super active Bensafi, M., Porter, J., Mainland, J., Johnson, B., Bremner, E., et al. Zironi, I., Iacovelli, P., Aicardi, G., Liu, P., & Bilkey, D. Attentional modulation in human primary olfactory cortex.
However, nicotinic reviews of viagra super active acid causes marked peripheral vasodilatation, flushing, gastrointestinal irritation, and hepatotoxicity (56,280–222). Nicotinic Acid Nicotinic acid or niacin and close derivatives are useful lipid-lowering agents. Clinical effects of intrahepatic cholestasis during nicotinic acid therapy are marked pruritus, jaundice, increased serum bilirubin, and alkaline phosphatase. The mechanism of this hepatic reaction has reviews of viagra super active not been defined.
There are, however, major frequent and limiting clinical effects aside from flushing that include nausea, vomiting, and hyperpigmentation of the skin. Large or medium doses of nicotinic acid sometimes cause hepatotoxicity and jaundice, particularly slowrelease forms in excess of 4 g/day (135,213–285). In most of these studies, however, the lack of baseline structural data somewhat diminished the value of the observations.
Díaz-Muñoz, V reviews of viagra super active. Aranda-Fraustro, V. López-Barrera, L. Yañez, S reviews of viagra super active.
Vidrio, A. López, F.
Histologically, the reviews of viagra super active enlarged lymph nodes show patchy irregular areas of necrosis. The diagnostic procedures for enlarged lymph nodes depend on the clinical circumstances. Castleman's disease is an example of a pseudolymphoma. The etiology of Kikuchi-Fujimoto disease is unclear. Kikuchi-Fujimoto disease is a rare and self-limited disease characterized by lymph node swelling, fever, splenomegaly, and leucopenia.


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Home > Browse Ads > Chevrolet > Gasser > 1937 Chevrolet Gasser
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Asking price of $32,900 is LESS engine.
Turn Key asking price is $43,900
I am open to a reasonable cash offer or your cash and trade.
Please see photos at http://imgur.com/a/IoYy1
Many more details at http://rodplans.com/ click on the photo of the coupe on the right side to go to the detail page
1937 Streetrod Gasser coupe
The car has been featured on discovery channels show daily planet and has appeared in several publications as well as some promotional materials for the local race track.
Do not let the photos fool you this is not a race only car. It is a street rod built to high standards to look & perform like a 1960s gasser. It will take you to the cruise night or with the addition of a set of slicks run the quarter mile in under 10 seconds.
Lettering is on top of the clear coat which I believe will permit it to be removed without re-painting the car.
Roll bar is bolted in to NHRA specifications.
Tires are new street tires.
The car will and has consistently turned 9.9s @ 130 + mph in the quarter mile using pump gas and the blower under driven. I have video files as to proof of the cars performance.
565 CI BBC full roller engine with aluminum heads and supercharged with an 8-71 roots type blower
The blower and engine has a grand total of six (6) quarter mile passes (shifting at 5500 rpm) and less than 100 street miles.
Trans - Glide C/W transbrake , hardened shafts - ATI fuel and Blown converter - TCI shifter
Rear end.
Fabricated Ford 9 from Chris Alstons chassis works (sold as Fab 9) . Housing is a brand new piece that has been custom fabricated from scratch complete with a full back brace, fill and drain ports.
Two sets of Strange engineering axles are included Set one: 35 spline Pro- race axles Set two: 31 spline street / strip axles.
Two differential pumpkin assemblies are included: Pumpkin one: Strange engineering Pro Iron case / 35 spline spool / 4.11 gear ratio / Aluminium pinion support. Pumpkin two: Ford heavy duty 31 spline limited slip with 3.36 ( may be 3.56 I do not remember) gear ratio.
Strange engineering 3 Chrome moly Driveshaft complete with oversized 1350 U joints
Lots more details at Rodplans.com
Wheels & Tires
Rear: Halibrand 16 x 12 genuine magnesium wheels (from a 1960s funny car) C/W 345/55R/16 BF Goodrich Sport truck radials
Front: ET Gasser 10 spoke 15 x 4 C/W 155/80R/15 BF Goodrich Radial T/A tires
All tires have had so little use that the molding bumps are still on the treads.
Clear anodized aluminum panels with custom decorative bead rolling.
Full complement of Autometer Pro-Comp gauges including a data recording Playback tachometer
Disc front brakes
NRHA legal DOM tube six point triangulated roll cage.
Five point safety harnesses for both driver and passenger.
I will provide a coupon to the purchaser enabling him to have the drivers harness re-certified for free.
Transmission safety shield SFI certified
Flywheel safety shield SFI certified
Harmonic balancer SFI certified
Driveshaft loop to NHRA specs
All wheel studs extra high strength - double length
More Photos at http://imgur.com/a/IoYy1
Location Belleville, Ontario
Engine: 565 Blown big block
Body Type: Coupe
Interior: Aluminum
Exterior: Black
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Oscar Mayer Wienermobile rolls into town
Providing a live lesson in "How to Be Perfectly Frank," the Oscar Mayer Wienermobile will be pulling into the Milwaukee area this week for a series of free public appearances.
The events include "behind the bun" peeks into the interior of the 76-year-old, 27-foot long hot dog hot rod, and free coupons, stickers, and much-relished Wiener Whistles. »Read Full Article
In Tandem Theatre moves back to funny, perceptive 'Apartment 3A'
Can one argue that really great sex proves the existence of God? Can a play in which a woman verbally counts out her simulated, onstage orgasms still be described as wholesome and old-fashioned? Is actor Jeff Daniels' "Apartment 3A," the comedy triggering these questions, really funny?
Yes! Yes! Yes! »Read Full Article


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Lighter than cheaper neoprene versions, but work about the same
Enjoyable story about an epic cycle trip; entertaining, informative, and a great example of the genre
Deep winter insulation and intelligent design, but those with 'cyclists' arms' might find it a little roomy
Well-made and bright with attractive replaceable battery option, but let down by a poor helmet mount, barmy flashing options and sub-optimal beam pattern
Well-specced city bike that's enjoyable to ride and good value
Really good UK winter tyres for poor riding conditions; capable of going off-road too
Great laptop backpack for short journeys on foot or by bike. Recommended.
Off-beat 'shirt' that keeps you warm and dry; effective, but won't be everyone's cup of tea
Top drawer performance for the privateer racer or sportive rider
Warm, cosy and waterproof hat that doesn't look like you have a plastic bag on your head
Well-made and waterproof but lack of breathability is a real issue
Windproof, water-repellent short sleeve jersey/jacket for keeping you dry when you don't want to resort to a full waterproof
Insulating overshoes for cold days with really good fit and durability
Lovely lightweight Merino long sleeve jersey made in Britain
Waterproof(ish), comfortable and great for a multitude of purposes,but not cycling specific enough
Superior to most wet formulas and may prove very cheap in the longer run
Comprehensive enough to be classed as an essential reference, but sadly will probably not achieve the audience it deserves
Great handling, fun bike to blast about on, race crits or cross mountains; upgrade the wheels for a superbike challenger
Great levers; extra oomph for tight tyres, but light enough to carry around
Versatile lightweight windproof for changeable conditions, well made and comfortable too


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White Peaks & Slidings
Favorite thing: Hi, if you want to visit to Murree please don't go without your family, complete friends group.
2>>If you want to enjoy snow falling then please visit in Jan & Feb, much batter if you check weather updates before visiting there :-)
enjoy your trip now.
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Favorite thing: Well u can bargain in restaurants for the fixing price of rooms for ur stay in muree. Try to reach their before evening so that u can get enough time to find restaurant that suits ur budget and it comfortable for u.
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