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snapper service manual zero turning radius mower 1994Please upgrade your browser. Have you noticed that students do not always know how to get started. Then guided self-study is the solution. Students should acquire and process parts of the course content independently. Although students can be expected to have a certain degree of independence, it is still important to guide them so that they can make the most of their individual learning moments.This is called guided self-study. Your options are: This guidance can either happen face-to-face, or online. Your choice will depend on the students’ ability to process learning material independently. So please take this into account. As students gain more experience in self-study, you can reduce the guidance. The figure below illustrates this: However, providing the right amount and format of guidance requires sufficient attention from your side. Only then will the students’ learning experience be optimal. This extra study time should be taken into account when you determine your course unit’s study load. Study time is a fixed component of your course sheet. When determining your strategy you need to take into account the following elements: (1) the outcomes you wish to achieve with a specific self-study assignment, and (2) the student group that will be carrying out the assignment. You then tailor your support accordingly. Tielt: Uitgeverij LannooCampus. Mission Statement History Student Profile Social Programme Facilities Wimbledon London Transport Connections Foreign Language Courses Each weekly plan contains 6 hours of study to help you prepare for the English language examinations. You will develop your reading, listening and writing skills in a variety of contexts from real-world settings taken from the workplace. Regular test practice is also incorporated into the programme to ensure that you are as prepared as possible when taking the test.http://freshandgleam.com/userfiles/huskystar-60-manual.xml
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This study programme helps you to develop your reading, writing, listening and speaking skills in order to perform the academic tasks required to get the score you need. Regular test practice is also incorporated into the programme to ensure that you are as prepared as possible when taking the test. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. Who could ever duplicate that. It might even seem presumptuous to select passages from books that were constructed by an initiate. In part 1, Torin Finser focuses on three essential works: How to Know Higher Worlds: A Modern Path of Initiation (CW 10) Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom (CW 4); and Theosophy: An Introduction to the Spiritual Processes in Human Life and in the Cosmos (CW 9). In part 2, the author outlines the essential worldview and approach of Spiritual Science. There are situations when a person can feel an inner stirring?a longing for real answers that go beyond ordinary, informational knowledge. Sometimes this search can intensify and become burning questions about human nature, the origin of the universe, or the basis of healthy relationships. Steiner emphasized that Spiritual Science is not a doctrine or merely an intellectual exercise but a path of knowledge?ultimately, knowledge of the spiritual worlds. For those who are new to Anthroposophy, this book will be a helpful companion and guide to understanding the essentials of the spiritual-scientific worldview and path of inner development.http://www.dpsszczytno.pl/photo/huskystar-c20-manual.xml CONTENTS: Introduction Part I The Book of Peace: From How to Know Higher Worlds Overcoming Nervousness: Nervousness and “I”-ness The Book of Knowledge: From Theosophy The Four Temperaments The Book of Freedom: From Intuitive Thinking as a Spiritual Path Practical Training in Thought Part II Anthroposophy: An Overview Appendices 1: The Six Exercises 2: Beyond Memories 3: Vocation Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Show details Hide details Choose items to buy together.A former General Secretary of the Anthroposophical Society in America, he also helped found the Center for Anthroposophy in New Hampshire. His research and writ-ings have reached people all over the world, including several books that have been translated into multiple languages. Torin has served as a consultant, workshop leader, and keynote speaker at numerous conferences. He is married to Karine, has six children, and is also now a very happy grandfather! Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Margaret H. 5.0 out of 5 stars. Please try again.Please try again.Please try again. After all, Rudolf Steiner wrote them in such a way that the very act of reading them can awaken new faculties. Who could ever duplicate that. To those who have these and other objections, I have the following response: My hope is that the pages in this book serve as an invitation, so that those who work with this material will then be motivated to go to the original texts and work with them more intensively.http://fscl.ru/content/hydro-spa-lexxus-manual —Torin Finser Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. A former General Secretary of the Anthroposophical Society in America, he also helped found the Center for Anthroposophy in New Hampshire. By continuing to browseFind out about Lean Library here Find out more and recommend Lean Library. Download PDFThis product could help you Lean Library can solve it Content ListAcknowledgementsSimply select your manager software from the list below and click on download.Simply select your manager software from the list below and click on download.For more information view the SAGE Journals Sharing page. Search Google ScholarSearch Google ScholarSearch Google ScholarSearch Google ScholarTo date, there is a lack of evidence for the use of GSS in higher education for physiotherapy. Aim: This study aimed to evaluate the feasibility of developing and implementing GSS in an undergraduate physiotherapy educational program in Switzerland. In addition, the effectiveness of GSS in bringing changes in knowledge and skills was assessed. Students were randomly allocated into a GSS group or a control group (CG) in the period from October to November 2019. The GSS group prepared a total of 3 clinical cases. Each case was processed in an 8-day cycle. On day 1, the clinical case (ie, description of a patient and symptoms) and learning goals were provided to the students electronically. The students prepared the cases in groups from days 2 to 7. They were guided 2 times by the tutor (physical meeting and via Skype) during this preparation phase. The results of group work were presented and reflected on during a moderated plenum session (90?minutes) on day 8. The feasibility of this higher education study was operationalized as follows: exposure (“dose,” ie, the number of GSS sessions performed over 90?minutes, as well as the content of the cases and the learning objectives); students’ responsiveness, with an a priori set 100 willingness to participate on day 8; program differentiation, to illustrate differences between the content of GSS cases and the curriculum; and degree of acceptability. In addition, an assessment was made of the total scores in the objective structured clinical examination (OSCE) and written examinations, as well as the amount of GSS. Statistical analyses were conducted using an intention-to-treat approach. Results: All 3 GSS sessions on day 8 lasted the scheduled 90?minutes. The content of the presented cases was aligned with the learning objectives. The responsiveness of students willing to participate on day 8 was 42. In program differentiation, no differences in content were found between the GSS presentation content and the usual curriculum content when compared with the learning aims. Objective structured clinical examination grades and written examination grades were similar for the GSS and CG. The analysis of the focus group interview showed a low degree of acceptability indicating that the students’ workload was high during the GSS period. Conclusions: This study showed that this GSS program for undergraduate physiotherapy students in its current form is “feasible with modification.” Modification of the study protocol (eg, better time planning in the academic calendar) is needed to improve the students’ responsiveness. Alternatively, classroom hours may be reduced to favor self-study time. Such adjustments to the timetable should allow the physiotherapy students to better prepare the clinical cases. The effectiveness of the GSS and normal curriculum on OSCE and written examination scores was similar, probably due to the observed low students’ acceptability Keywords education graduate, learning curve, physical therapists Introduction In the context of continuous progress in medicine and biomedical sciences, health professionals must develop the skills that will enable them to become lifelong learners. 1 Methods from adult education sciences such as andragogy and heutagogy are needed to develop lifelong adult learners. Andragogy focuses on self-directed learning (SDL), while heutagogy focuses on self-determined learning (SDtL). Andragogy could be defined as the art and science of helping adults to learn. 2 In this context of adult learning, the higher education teacher becomes a facilitator who supports adult learners and detects individual learning needs. Heutagogy can be described as an extension to andragogy in that it refers to SDtL as a holistic and lifelong learning process. 3 Learners are at the center and know their individual learning needs best. 4 Learning happens by means of self-chosen and self-directed actions. Heutagogy favors student-centered instruction. To date, the method of heutagogy has not yet been strongly established in German-speaking countries. The Bologna Process recommended for higher education focuses on flexible learning. 5 This includes a proportion of frontal teaching or workshops in combination with self-study. Self-study has been described as the amount of students’ workload for preparation and follow-up of teaching content, reading, chores, examination preparation, and thesis writing. 6 Landwehr and Muller 7 and Rogan 8 specified 3 forms of self-study: free self-study (FSS), individual self-study, and guided self-study (GSS). The “Rektorenkonferenz der Fachhochschulen der Schweiz” 9 declared that academic programs in Switzerland should combine classroom sessions (eg, lectures, workshops, seminars) and self-study, including FSS and GSS. At the Bern University of Applied Sciences (BFH), this directive has been implemented as a 40-to-60 proportion of classroom to self-study time, respectively. Self-study is important in the context of SDL and SDtL. During the last 8?years, the BFH Health Department, Faculty of Physiotherapy (Switzerland), scheduled GSS as an SDL method when providing theoretical content. Lecturers were able to gather heuristic experiences, but no systematic empirical evaluations of this type of GSS have been conducted. Furthermore, in the context of practical skills learning, GSS was never applied in physiotherapy undergraduate education at the BFH. Hence, evidence about design, implementation, and effectiveness of GSS in the context of practical skills learning is currently lacking. In this feasibility study, GSS has been implemented as a part-replacement to classroom-based activities in the context of theoretical content learning, while it was planned as an add-on intervention in the context of practical skills learning. Theoretical background and research question Until now, there has been no standardized procedure to develop and implement GSS in the curriculum of the undergraduate physiotherapy program at the BFH in Switzerland. Landwehr and Muller 7 postulated that GSS should consist of 5 phases. These authors described phase 1 as the preparatory period in which students receive a learning assignment (clinical case description) with learning objectives from the tutor. Phase 2 consists of 2 realization stages in which the students work independently on the learning assignment. Tutors provide coaching (once at phase 1) and checking (once at phase 2) to the students. During phase 3, solutions and learning results are presented to the tutor and fellow students (ie, during a plenary session), while in phase 4, students and tutor reflect on the learning process. Finally, in phase 5 the students give each other peer feedback on their presentations and learning processes. 7 Rogan 8 proposed a theoretical model to describe how undergraduate physiotherapy students may gain knowledge in practical physiotherapy skills using GSS. 8 However, empirical evidence to support this theoretical model is still lacking. Therefore, an empirical education intervention study is planned to gain preliminary evidence. It has been recommended that prior to the implementation of a new research line, the feasibility of a planned study should be investigated. 10 The primary question in the present study was feasibility, while the evaluation of the effectiveness of a GSS intervention is of secondary interest. 10, 11 This present feasibility study included the cohort of undergraduate physiotherapy students in their third semester (second year) at the BFH, Switzerland. The primary goal of the study was to evaluate the feasibility of a GSS intervention that will be planned in an undergraduate physiotherapy educational program. Feasibility was operationalized as “fidelity of implementation” 12 which was measured by exposure (ie, the “dose” of GSS expressed as the sum of the number of GSS sessions effectively completed), students’ responsiveness (attendance), and program differentiation and acceptability. 13 The secondary aim of this current higher education study was to gather preliminary data on the effectiveness of GSS, using the 4-level evaluation model of Kirkpatrick 14. Kirkpatrick valuation model includes (1) learners’ satisfaction, (2) changes in learners’ knowledge and skills, (3) changes in learners’ behavior, and (4) changes in patients’ behavior. Kirkpatrick 4-level evaluation model has been used widely in higher education research. 15 - 17 Methods Study design, setting, quality reporting, ethics This cohort study used a 2-month, randomized, feasibility, higher education, 2-arm longitudinal design with computer-generated random allocation. Feasibility of GSS was assessed during the first and third semester, respectively. The protocol for this feasibility study has been published elsewhere. 18 The workload for the students includes classroom sessions (eg, lectures, seminars) and self-study units. The workload to obtain 1 European Credit Transfer System (ECTS) is defined as 30?hours. The ECTS credits have been described as the student’s workload needed to complete all learning activities (eg, classroom sessions, seminars, self-study, examination preparation) and to achieve the competences or specified learning objectives. Exclusion criteria were physiotherapy students of the 2018 undergraduate physiotherapy course who did not want to volunteer in this study. Download Open in new tab Download in PowerPoint Figure 1. Flow of the study design. OSCE indicates objective structured clinical examination. The school-leaving qualifications and previous knowledge levels of the novice scholars at entry into the undergraduate physiotherapy education program may be very similar due to the rigorous numerus clausus for which an Abitur or a vocational school-leaving certificate is needed. Only 51 of the yearly 350 candidates applying for a study place at the BFH will be selected. From those, 49 students volunteered in this present feasibility study during the third semester. An oral information session was performed at the start of the third semester to recruit study participants. At the end of the information session, declaration forms for informed consent were distributed. The potential participants were given enough time to read the document and to decide for or against enrollment in the study. All volunteers provided written informed consent. Randomization Prior to the start of the regular undergraduate physiotherapy course (first semester), students are assigned to groups A, B, C, or D. This approach promotes group learning and keeps the group sizes small for the practical skills lessons. This randomized group allocation was conducted before the start of this study and, hence, not specific to this feasibility study. For the practical seminars, A and B groups and C and D groups are always together. To decide which groups will participate in the GSS in the first or third semester (and vice versa as the control group) of this feasibility study, a second, computer-generated randomization (ie, cluster randomization) was conducted prior to the start of the first semester. Intervention The structure of the GSS design was based on a theoretical framework of GSS which has been described and published elsewhere 8 and which was founded in adult learning theories. 7, 21 The GSS program was multifaceted and followed a student-centered learning approach which was designed to foster knowledge and skills in undergraduate physiotherapy students regarding clinical reasoning in respiratory patients, evaluation of balance and strength in elderly individuals, and examining patients with elbow disorders. In total, 3 GSS periods with different clinical cases (ie, cardiopulmonary, geriatric, musculoskeletal) were scheduled for the GSS group between the start of October and the end of November 2019. Each GSS period was performed in an 8-day cycle ( Figure 2 ). Within each cycle, one of the beforementioned clinical cases was processed ( Table 1 ). Clinical cases were aligned with the module content (ie, examination and investigation in the fields of cardiopulmonary, geriatric, and musculoskeletal diseases) of the undergraduate physiotherapy degree program but were not targeted to the semester examination ( Table 1 ). Download Open in new tab Download in PowerPoint Figure 2. Process flowchart of guided self-study 8-day cycle. SDL indicates self-directed learning; SDtL, self-determined learning. Table 1. Overview of the GSS clinical cases proposed in each 8-day cycle procedure. Table 1. Overview of the GSS clinical cases proposed in each 8-day cycle procedure. View larger version Each 8-day cycle was divided into 5 phases as specified by Rogan. 8 On the first day of the cycle (phase 1), participants in the GSS group were informed by e-mail about the clinical case description and learning goals. Phase 2 spanned days 2 to 7. Groups could choose between an SDL and SDtL approach. In the SDL setting, each group had the possibility to make 2 appointments with the tutor to clarify questions and processes, 1 on campus (60?minutes) and 1 via a virtual (Skype) meeting (45?minutes). Alternatively, the group could choose SDtL (ie, without additional coaching). The desired method to follow was decided by group members via consensus. Day 8 included phases 3 to 5. During phase 3, all GSS groups presented the results of their work, while in phase 4, the students reflected on their work within their groups as well as in plenum. Finally, a tutor-moderated in-class plenary session to give feedback about the presentations of the GSS groups was organized (phase 5). The duration of each GSS session was 90?minutes (phases 3-5). GSS tutor The tutor was a higher education lecturer from the BFH, holding a PhD in physiotherapy, an MSc in osteopathy and an MSc in adult education. At the time of this feasibility study, he had 19?years of physiotherapy teaching and 4?years of GSS teaching experience. This high level of expertise guaranteed accurate support to the students while working on their cases, clinically sound feedback during their result presentations at day 8, meaningful final reflection assistance as well as a professional guidance during the focus group interview session. Control group Students are self-reliant in FSS and performed FSS sessions as scheduled in the traditional curriculum of the bachelor’s degree course. Students allocated to the control group received no e-mailed cases nor other information or duties. The criteria of success were set for the exposure as (a) total of 3 sessions of phases 3 to 5 on day 8, (b) presenting content as aligned to the learning aims of the module, and (c) the duration of phases 3 to 5 was set as a criterion a priori at 90?minutes. Students’ responsiveness was recorded by the tutor in the attendance list immediately after each phase 3 to 5 on day 8. Criteria of success were defined as 100 of the students of the GSS group attending all 3 sessions of phases 3 to 5 on day 8, with 100 of students consenting. Interfering in an existing curriculum is delicate and challenging. Program differentiation was evaluated by the tutor to a checklist designed with the program provider which recorded similarities and differences between the GSS program and the module content and competences as described in the module’s handbook. This strict alignment was a “conditio sine qua non” to receive permission from the program provider for this study. Therefore, researchers had to develop a GSS design in which the allowance for discovery or the introduction of new knowledge by the students themselves was reduced. Criteria of success were the development of all GSS cases that were performed in cooperation between the person responsible for the module and the tutor. The tutor wrote the case and the person responsible for the module checked it afterwards for consistency with the curriculum content. Acceptability After phase 5 at the end of day 8, a focus group session including the students from the GSS groups was conducted to assess students’ acceptability. To avoid bias by the tutor, a priori set questions were used. Interpretation of the criteria of success was defined as followed: (a) Stop—main study not feasible; (b) Continue, but modify protocol—feasible with modifications; (c) Continue without modifications, but monitor closely—feasible with close monitoring; and (d) Continue without modifications—feasible as is. 10 Secondary outcome The effectiveness of the GSS program was operationalized by the change in knowledge and skills, 14 using the examination grades as the dependent outcome variable. Multiple choice examination tests knowledge, while the OSCE assesses competences based on objective testing to direct observation. 23 Both types of examinations were already integrated in the existing undergraduate physiotherapy study program. The OSCE consisted of 8 stations. The maximum achievable score in the MC examination was 70 points, and the maximum score for the OSCE was 48 points. The criterion of success was to pass the examination. The threshold to pass the examination was set at 60. Data processing and analysis The primary outcome measures of feasibility are presented in this study using descriptive statistics. To analyze the effectiveness of GSS (secondary outcome), the final grades of the written MC examination and OSCE were used as dependent variables, while the attendance rate of each student in the GSS group on presentation day 8 (phases 3-5) was used as an independent variable. Medians with corresponding interquartile ranges of these secondary outcome measures are presented. To guarantee that the randomization remains unbroken, an intention-to-treat (ITT) analysis was performed, where missing data were replaced by median values of the group to which students were originally allocated. 24 For example, if data were missing in the third session from 1 student, these were replaced by median values of the third session. All students who participated at least in 1 session of the GSS were included for the analysis. To evaluate if improved adherence resulted in better performance, a nonparametric correlational analysis, using the Spearman rank order correlation, was conducted. Differences in the MC examination and differences in OSCE results between the GSS group and CG at the end of the third semester were analyzed using the Mann-Whitney U test. All calculations were performed using the Statistical Package for Social Sciences (SPSS) version 25.0 (IBM Corp Released 2017. Fidelity of implementation of students’ responsiveness to the GSS program was 42 and, hence, did not fulfill the a priori set criterion of success of 100. Seventeen students of 23 (74) participated in the first presentation of GSS clinical case 1, 7 students (30) participated in the second presentation of GSS clinical case 2, and 5 students (22) participated the third presentation of GSS clinical case 3 on day 8. One student did all 3 GSS phases on day 8. Thus, the a priori 100 target of 3 attendances per student was not achieved. Fidelity of implementation of program differentiation determined no duplication of content from the regular program schedule in the evaluation. The case processing was performed in cooperation with tutor and the person responsible for the module. The person responsible for the module evaluated the case. Acceptability The findings to the focus group questionnaire are summarized as follows: 1.?Was the group composition difficult to arrange. Group formation took place as before in the study 2.?How was the workload of the GSS cases compared with the tutorial cases. Workload of the GSS cases was similar to that of the tutorial cases. 3.?Were the case contents suitable for the curriculum. GSS cases were similar to the curriculum content. 4.?Were the GSS well incorporated into the timetable. No, the GSS was scheduled in time periods with high workload. Not enough time for preparation. 5.?How was the number of GSS. The number of GSS was set sufficiently. The number of GSS could be 4 or even 5 if it is well placed in the timetable (workload). Secondary outcomes Table 2 shows the median score and interquartile ranges of the MC examination and the OSCE after 3 GSS sessions. The ITT analysis showed no group differences in median scores for MC examination and for OSCE. Two of 23 students (GSS group) and 3 of 26 students (CG) failed the OSCE examination. Table 2. Overview of MC examination and OSCE total scores in median and IQRs. Table 2. Overview of MC examination and OSCE total scores in median and IQRs. This GSS was designed according to the theoretical framework of Rogan 8. This study showed that GSS as originally planned and scheduled in the academic timetable is “feasible with modification” 10 regarding students’ responsiveness. The observed low student responsiveness resulted from the circumstance that GSS was not well scheduled in the curricular calendar (ie, in a period with high workload). Thus, the study design in its current form seems inappropriate for evaluating knowledge changes after a GSS program in undergraduate physiotherapy students at the BFH. The fidelity of implementation of exposure (“dose”) demonstrated that all 3 GSS sessions on day 8 were performed. The contents of the cases were aligned with the learning objectives. The introduction of the topics, reflection, and feedback by the tutor on day 8 lasted 90?minutes as originally intended (phases 3-5). These criteria of success were fulfilled and should be managed when implementing GSS into the curriculum in the same manner as in this current study. The fidelity of responsiveness indicated that the a priori set target of 100 student attendance was not reached. The first session was well frequented with 17 of 23 students. Thereafter, the attendance decreased, with 7 and 5 students for the second and third GSS sessions, respectively, on day 8.