Journal articles: 'Educational CD-ROM'

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Knudsen, Rebecca. "Educational Science CD-ROM Utilization." Astronomy Education Review 1, no. 2 (July 2002): 53–66. http://dx.doi.org/10.3847/aer2002006.

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Hill, B. "Transfusion Science Educational CD-ROM." British Journal of Biomedical Science 61, no. 2 (January 2004): 112–13. http://dx.doi.org/10.1080/09674845.2004.11978055.

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Power, Kerith. "CD ROM Review." Australasian Journal of Early Childhood 24, no. 1 (March 1999): 25. http://dx.doi.org/10.1177/183693919902400106.

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Valley, Verena T., Evelyn Cardenas, Harold M. Spangler, and Steve Folstad. "Review of Ultrasound Educational CD-ROM Software." Annals of Emergency Medicine 29, no. 3 (March 1997): 375–79. http://dx.doi.org/10.1016/s0196-0644(97)70350-0.

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Miller, L. Stephen. "A Psychopharmacology Tutor on CD-ROM." Journal of the International Neuropsychological Society 7, no. 1 (January 2001): 116–17. http://dx.doi.org/10.1017/s1355617701221122.

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The relatively recent advent of computer-based technologies such as information on the web and CD-ROM storage mediums have opened up a new arena for the presentation of educational materials in the sciences. While the possibilities for what can be presented are almost endless, the reality generally has been less successful. In Essential Psychopharmacology, the author has made a commendable effort at presenting materials from his fine textbook of the same name in a stimulating, graphic-intensive fashion.

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McLaughlin, Vallerie V. "PHA Achieves Educational Breakthrough With New Interactive CD-ROM." Advances in Pulmonary Hypertension 4, no. 3 (August 1, 2005): 2. http://dx.doi.org/10.21693/1933-088x-4.3.2.

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Komatsu, Shigeru, Tohru Sampei, Toyotaroo Nishihara, Tetsuo Furuya, and Yoshihiro Yamada. "The Multi-Media CD-Rom System for Educational Use." IEEE Transactions on Consumer Electronics CE-33, no. 4 (November 1987): 531–39. http://dx.doi.org/10.1109/tce.1987.290200.

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Macdonald-Smith, F. "The World Guide 2001/2002 CD-ROM." ELT Journal 56, no. 4 (October 1, 2002): 416–19. http://dx.doi.org/10.1093/elt/56.4.416.

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Gordon, Deb. "Breaking Barriers: Management of Cancer-related Pain (Educational CD ROM)." Clinical Journal of Pain 25, no. 4 (May 2009): 351. http://dx.doi.org/10.1097/ajp.0b013e3181862396.

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Desrosiers, Martin, and Philip Craig. "Improved Video Documentation of Endoscopic Sinus Surgery Made Possible with Desktop Digital Video." American Journal of Rhinology 11, no. 3 (May 1997): 197–202. http://dx.doi.org/10.2500/105065897781751938.

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Endoscopic cameras in endoscopic sinus surgery (ESS) allow for easy video documentation of surgery. This often leads to the build-up of extensive videocassette libraries where the prospective viewer is subjected to a lengthy and cumbersome videotape search before accessing a sequence of interest. Footage is difficult to use for educational purposes. New techniques for storing, retrieving, and presenting ESS video footage were developed. Desktop computer systems were used to digitize video footage. Short video sequences containing highlights of interesting ESS cases were prepared using video-editing programs. The resulting images were stored in individual segments on recordable CD-ROM disks. This technique was used to archive all video footage from our ESS procedures for a 6-month period. Archiving footage on CD-ROM rather than videotape has made the storage of large quantities of information possible while now allowing for the random access of segment(s) of interest. It has simplified preparation of video projects, reduced production time 10-fold and has eliminated the need for professional video-editing services. These techniques have also been adapted for the development of an educational CD-ROM demonstrating the component steps of ESS, which can be played back on any CD-ROM-equipped computer.

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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.

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Manne, Sharon L., Neal J. Meropol, David S. Weinberg, Hetal Vig, Zohra Ali-Khan Catts, Cheri Manning, Eric Ross, Kristen Shannon, and Daniel C. Chung. "Facilitating Informed Decisions Regarding Microsatellite Instability Testing Among High-Risk Individuals Diagnosed With Colorectal Cancer." Journal of Clinical Oncology 28, no. 8 (March 10, 2010): 1366–72. http://dx.doi.org/10.1200/jco.2009.25.0399.

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Purpose To evaluate the impact of a CD-ROM intervention in the education of patients with suspected Lynch syndrome (LS) about microsatellite instability (MSI) and immunohisochemistry (IHC) testing. Patients and Methods Two hundred thirteen patients meeting Bethesda criteria were randomly assigned to receive either a brief educational session with a health educator (n = 105) or a brief educational session plus a CD-ROM (n = 108). Assessments were administered at baseline and 2 weeks post-treatment. Primary outcomes included MSI and IHC knowledge and level of satisfaction with and completeness of the preparation to make the decision for MSI testing. Secondary outcomes included decisional conflict, difficulty making the decision, cancer-specific and global anxiety, and level of discussion about MSI testing with family and friends. Results Participants in the education plus CD-ROM condition reported significant increases in knowledge about the MSI and IHC tests, greater satisfaction with the preparation to make a decision for testing, lower decisional conflict, and greater decisional self-efficacy. The effects of the education plus CD-ROM on most outcomes were not moderated by preintervention levels of exposure to MSI testing, family support for MSI testing, or the family history of cancer. Conclusion Incorporation of new media education strategies for individuals at risk for LS may be a valuable component of the informed consent process. As clinical criteria for MSI and IHC testing continue to expand, the need for alternative educational approaches to meet this increased demand could be met by the self-administered computer-based strategy that we described.

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Barrett, Elizabeth, and Vic Lally. "Meeting New Challenges in Educational Research Training: The Signposts for Educational Research CD-ROM." British Educational Research Journal 26, no. 2 (April 2000): 271–90. http://dx.doi.org/10.1080/01411920050000999.

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Coughlan, Jane, and Willem-Paul Brinkman. "Design Considerations for Delivering E-Learning to Surgical Trainees." International Journal of E-Health and Medical Communications 2, no. 2 (April 2011): 14–23. http://dx.doi.org/10.4018/jehmc.2011040102.

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Challenges remain in leveraging e-health technologies for continuous medical education/professional development. This study examines the interface design and learning process features related to the use of multimedia in providing effective support for the knowledge and practice of surgical skills. Twenty-one surgical trainees evaluated surgical content on a CD-ROM format based on 14 interface design and 11 learning process features using a questionnaire adapted from an established tool created to assess educational multimedia. Significant Spearman’s correlations were found for seven of the 14 interface design features – ‘Navigation’, ‘Learning demands’, ‘Videos’, ‘Media integration’, ‘Level of material’, ‘Information presentation’ and ‘Overall functionality’, explaining ratings of the learning process. The interplay of interface design and learning process features of educational multimedia highlight key design considerations in e-learning. An understanding of these features is relevant to the delivery of surgical training, reflecting the current state of the art in transferring static CD-ROM content to the dynamic web or creating CD/web hybrid models of education.

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Eastment, D. "Survey review: CD-ROM materials for English language teaching." ELT Journal 50, no. 1 (January 1, 1996): 69–79. http://dx.doi.org/10.1093/elt/50.1.69.

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YOM, YOUNG-HEE, and LEE KYU EUN. "Effects of a CD-ROM Educational Program on Sexual Knowledge and Attitude." CIN: Computers, Informatics, Nursing 23, no. 4 (July 2005): 214–19. http://dx.doi.org/10.1097/00024665-200507000-00009.

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Schermer, Trude, David Brien, and Mary Brennan. "Section III." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (December 31, 2001): 253–74. http://dx.doi.org/10.1075/sll.4.1-2.18sch.

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In this paper we wish to describe a joint British/Dutch project that was funded by the European Community under the TIDE programme. The main objective of the project Signbase has been to build a sign language database, which can be used to store linguistic information about a particular sign language. This repository then can be used to generate different types of signed language applications. The project commenced in March 1994 and ended in December 1996. The consortium consisted of people from three different places: the Deaf Studies Research Unit in Durham, UK (DSRU), the Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK) in Amsterdam and Bright Side of Life computer consultancy (BSL) in Maarssen. In this paper we discuss the linguistic specifications of Signbase, and then we describe the prototype of two end-user applications (CD-ROM British/English Dictionary and the Educational CD-ROM Nature and Environment) and a commercial application which has been developed during the Signbase project with additional funding (CD-ROM SLN/ Dutch Dictionary for parents and teachers deaf children).

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Schermer, Trude, David Brien, and Mary Brennan. "Section III." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (December 31, 2001): 253–74. http://dx.doi.org/10.1075/sll.4.12.18sch.

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In this paper we wish to describe a joint British/Dutch project that was funded by the European Community under the TIDE programme. The main objective of the project Signbase has been to build a sign language database, which can be used to store linguistic information about a particular sign language. This repository then can be used to generate different types of signed language applications. The project commenced in March 1994 and ended in December 1996. The consortium consisted of people from three different places: the Deaf Studies Research Unit in Durham, UK (DSRU), the Dutch Foundation for the Deaf and Hard of Hearing Child (NSDSK) in Amsterdam and Bright Side of Life computer consultancy (BSL) in Maarssen. In this paper we discuss the linguistic specifications of Signbase, and then we describe the prototype of two end-user applications (CD-ROM British/English Dictionary and the Educational CD-ROM Nature and Environment) and a commercial application which has been developed during the Signbase project with additional funding (CD-ROM SLN/ Dutch Dictionary for parents and teachers deaf children).

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Jones, Judith K., Sharmila A. Kamani, Patricia J. Bush, Karen A. Hennessy, Aditya Marfatia, and Aziza T. Shad. "Development and evaluation of an educational interactive CD-ROM for teens with cancer." Pediatric Blood & Cancer 55, no. 3 (June 8, 2010): 512–19. http://dx.doi.org/10.1002/pbc.22608.

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Nicholson, Annie Y. W., and Johnson Y. K. Ngai. "Converting a Traditional Multimedia Kit into an Interactive Video CD-ROM." Journal of Educational Technology Systems 24, no. 3 (March 1996): 235–48. http://dx.doi.org/10.2190/w36d-r6af-dw7r-jxw8.

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For twenty-five years, Educational Television (ETV) programs have been available to schools in Hong Kong through broadcasting and video tapes. Supporting materials including booklets of Teachers' Notes and Pupils' Notes are also produced and used together with the programs. The emergence of desktop video means that an ETV program together with the supporting teaching and learning materials can be converted into digital data, integrated into a courseware, and stored in a CD-ROM for easy retrieval. In addition, the advantages of interactivity, where a structure of linked elements through which the user can navigate, can also be of use. This article reports the development of a courseware with full motion and full screen video stored in a CD-ROM by making use of the latest compression and decompression (CODEC) technology.

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Decharon, A. V., T. A. Mcdonnell wysor, and M. Sieracki. "32 Phytopia: an educational cd-rom to explore the bottom of the food web." Journal of Phycology 39, s1 (June 2003): 12. http://dx.doi.org/10.1111/j.0022-3646.2003.03906001_32.x.

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Brock, John F. "Applying ISD to a Social Problem: Systematic Development of a Driver Training Computer-Based Program." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 20 (October 1998): 1393. http://dx.doi.org/10.1177/154193129804202006.

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Traditionally, Instructional Systems Development (ISD) has been applied on large, primarily military training systems. Many skill-based training programs in the civilian world have followed the more traditional textbook, lecture, written-test model of the public educational system. In the meantime, after 70 years of public and private higher education over 6,000 young persons a year are killed in traffic crashes. It is well established that exposure to driver education does not correlate with either fewer crashes, or fewer traffic violations. This symposium reports on a three-year program that applied ISD techniques to the development of CD-ROM program for young drivers. The first paper, by Dr. David Willis of the AAA Foundation for Traffic Safety, reports on the early needs analysis which identified a new approach to driving instruction as a potential intervention for young drivers. The second paper, by Larry Lonero of Northport Associates, describes the curriculum development effort which identified, among many, a set of specific learning objectives which were used to design the CD-ROM program described and demonstrated in the third paper, presented by Dr. Deborah Blank of Electronic Learning Facilitators, Inc. Finally, the fourth paper, by Dr. Donald Fisher of the University of Massachusetts, reports on the test and evaluation of the CD-ROM program using an advanced driving simulator.

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Johnson, Sarah Minier. "Design and Development of Interactive Media: Creating Educational Materials for CD-ROM and the Web." HortScience 32, no. 6 (October 1997): 983d—983. http://dx.doi.org/10.21273/hortsci.32.6.983d.

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This workshop offers an overview of the production process for CD-ROM and Web materials, as well as pragmatic advice on how to structure effective interactive presentations. Many educators and practitioners consider interactive computer-based education the technology of tomorrow. However, evidence of high-level computer literacy among many young people suggests that a “technology gap” already exists between student computer literacy and the learning modules that instructors can prepare. As with all media presentations, the basis of effective multimedia project structure is instructional design. This includes design of both the content and the navigational interface. Given the relative complexity of these projects, a clear and logical design is essential to effective conveyance of content. The presentation of content via computer differs from “traditional” media presentations in terms of how content is structured; interactive elements; user selectivity; user motivation, and immediate, response-specific performance assessment (among other things). There are a number of differences in the production process as well. Computer-based instruction requires early definition of end-use platforms, software requirements, use of communication, testing, and grading tools, and more. Content is organized on a flowchart which, along with the design document (which contains the script/text, graphic descriptions, and programming directions), becomes the blueprint for project production. Early project prototypes are tested for ease of use, logical flow, and structure, with “typical end-user” representatives. The final project is alpha- and beta-tested prior to distribution. Although preparing computer-based media materials is time-consuming, the resulting product can greatly enhance teaching by enabling self-paced, asynchronous, active learning and accommodating different learning styles.

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Gordon, Judith S., Herbert H. Severson, John R. Seeley, and Steve Christiansen. "Development and Evaluation of an Interactive Tobacco Cessation CD-ROM Educational Program for Dental Students." Journal of Dental Education 68, no. 3 (March 2004): 361–69. http://dx.doi.org/10.1002/j.0022-0337.2004.68.3.tb03752.x.

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Goldman, Juliette D. G., and Geraldine Torrisi‐Steele. "Teaching about Human Relationships Education for primary school student‐teachers using an interactive CD‐ROM." Pastoral Care in Education 27, no. 2 (June 2009): 119–34. http://dx.doi.org/10.1080/02643940902898952.

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Cunningham, M. J., V. M. Wuthrich, R. M. Rapee, H. J. Lyneham, C. A. Schniering, and J. L. Hudson. "The Cool Teens CD-ROM for anxiety disorders in adolescents." European Child & Adolescent Psychiatry 18, no. 2 (June 18, 2008): 125–29. http://dx.doi.org/10.1007/s00787-008-0703-y.

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Hlubik, William T., Nicholas Polanin*, Madeline Flahive DiNardo, Richard Weidman, David Smela, James Marko, and Sean Convery. "Rapid Response Educational Efforts: Keeping Cooperative Extension Ahead of the Curve." HortScience 39, no. 4 (July 2004): 838D—839. http://dx.doi.org/10.21273/hortsci.39.4.838d.

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Today's fast paced and technology-enriched lifestyles require that many traditional educational seminars and workshops be transformed into “sound bites” of “edu-tainment” if Extension is to keep pace with clientele needs for specific and timely information that's useful and straight to the point. To remain a viable source of timely research-based information, Extension can stay ahead of this curve by utilizing today's technology to inform and educate the public on current issues or outbreaks. This presentation will highlight two such cases where technology delivery systems were utilized to maximize audience size and create an informed public in as short amount of time as possible. Public Service Announcements (PSA's) televised over New Jersey's Public Broadcasting Service (PBS), New Jersey Network (NJN), addressed water conservation and landscape issues during the recent northeastern drought. The potential viewing audience is over eight million people, including all of New Jersey and parts of Pennsylvania, Delaware, New York, and Connecticut. The second case study will highlight a fully interactive CD-ROM on the Asian Long Horned Beetle (ALB) that was created within 12 months of the pest's discovery in Jersey City, N.J. This CD-ROM, containing curricula, PowerPoint presentations and evaluative tools, is currently being used throughout the northeast and in Canada for the most recent infestation of ALB. Filming for both Rapid Response efforts was done with a Sony DSR-500 DV Cam Camcorder and a Canon XL-1 Camcorder. Digital editing was completed on an Apple G4 running OS X with Avid Express Meridian Non-Linear Editing Software version 4.5 with 3D effects, Apple Final Cut Pro 3.0, Adobe After Effects 5.5, and PhotoShop 7.0. Stills were taken with a Sony Mavica and Nikon CoolPix digital cameras.

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Estrada, B. "308 EVALUATION OF A CD-ROM BASED INTERACTIVE EDUCATIONAL TOOL FOR MEDICAL STUDENTS ROTATING THROUGH PEDIATRICS:." Journal of Investigative Medicine 53, no. 1 (January 1, 2005): S307.6—S308. http://dx.doi.org/10.2310/6650.2005.00006.307.

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Duff, T. "Review. ELT Journal Volumes 36/1 (1981) to 52/4 (1998) on CD-ROM." ELT Journal 54, no. 4 (October 1, 2000): 395–98. http://dx.doi.org/10.1093/elt/54.4.395.

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Howe, Lisa M., Harry W. Boothe, and Sandee M. Hartsfield. "Student Assessment of the Educational Benefits of Using a CD-ROM for Instruction of Basic Surgical Skills." Journal of Veterinary Medical Education 32, no. 1 (March 2005): 138–43. http://dx.doi.org/10.3138/jvme.32.1.138.

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Hlubocky, F. J., N. E. Kass, L. A. Fogarty, J. Sugarman, and C. K. Daugherty. "Effects of a CD-ROM educational intervention (CD) on prognosis (prog) understanding among advanced cancer patients (acp) enrolling in early phase clinical trials." Journal of Clinical Oncology 22, no. 14_suppl (July 15, 2004): 6054. http://dx.doi.org/10.1200/jco.2004.22.14_suppl.6054.

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Hlubocky, F. J., N. E. Kass, L. A. Fogarty, J. Sugarman, and C. K. Daugherty. "Effects of a CD-ROM educational intervention (CD) on prognosis (prog) understanding among advanced cancer patients (acp) enrolling in early phase clinical trials." Journal of Clinical Oncology 22, no. 14_suppl (July 15, 2004): 6054. http://dx.doi.org/10.1200/jco.2004.22.90140.6054.

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Connelly, Mark, Michael A. Rapoff, Nicole Thompson, and Wendy Connelly. "Headstrong: A Pilot Study of a CD-ROM Intervention for Recurrent Pediatric Headache." Journal of Pediatric Psychology 31, no. 7 (March 3, 2005): 737–47. http://dx.doi.org/10.1093/jpepsy/jsj003.

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Śrutowska, Dorota. "Wykorzystanie multimediów w nauczaniu przedsiębiorczości (na przykładzie multimedialnego CD-ROM-u Wydawnictwa Nowa Era pt. Podstawy przedsiębiorczości)." Przedsiębiorczość - Edukacja 2 (January 1, 2006): 264–78. http://dx.doi.org/10.24917/20833296.2.29.

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The article was prepared to encourage teachers to use this modern educational tool, i.e. a multimedia disk, on the entrepreneurship lessons. There are an introduction and a conclusion as the supplements to this article, which consists two main parts. In the first one a detailed structure of the CD is presented. The second one, that is more extensive, discusses the main kinds of the resources on the disk (movies, animations, simulations, exercises and tests). This study, in easy ways, shows how to use the disk and the resources it contains. The article gives practical advices that help to implement the CD disk into the teaching process; it present, how to use the particular resource on the particular lesson. It tries to prove, that using CD by Nowa Era Publishing House, notably enhances the efficiency of the entrepreneurship lessons.

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Cousineau, Tara M., Debra L. Franko, Traci C. Green, Meredith Watt, and Diana Rancourt. "Body Morph: Feasibility Testing of an Interactive CD-ROM to Teach Young Adolescents about Puberty." Journal of Youth and Adolescence 35, no. 6 (June 3, 2006): 1015–21. http://dx.doi.org/10.1007/s10964-006-9056-3.

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Reis, Márcia Aparecida Fernandes dos, Carlos Vitor de Alencar Carvalho, Janaína Veiga Carvalho, Maria Antonieta da Conceição Rodrigues, Marco André Malmann Medeiros, Hélio Heringer Villena, Fernanda Marini de Oliveira, and Viviane Rezende Dornelas. "Sistema multimídia educacional para o ensino de geociências: uma estratégia atual para a divulgação da paleontologia no ensino fundamental e médio." Anuário do Instituto de Geociências 28, no. 1 (June 1, 2005): 70–79. http://dx.doi.org/10.11137/2005_1_70-79.

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The knowledge and diffusion of palaeontology concepts is of extreme importance for a more complete understanding of biological, geological and environmental aspects. However, it is well-known that didactic resources are still necessary to their diffusion and to stimulate the interest of first degree students. In order to develop strategies allowing the transference of palaeontological knowledge in a more dynamic and attractive manner, an educational CD-ROM about the São José de Itaboraí Basin, in the Rio de Janeiro State, South-Eastern Brazil has been elaborated and is presented here. It is the first major project aimed at the diffusion of palaeontology, through the presentation of the main fossil-related Basins of Brazil, using computing resources applied to education. This multimedia system contains geological and palaeontological information about the São José de Itaboraí Basin, using texts, fossil pictures and their present representatives, maps, outline drawings, references, glossary, palaeoenvironmental reconstitutions and fixation exercises. This didactic resource shall provide college (future teachers) and first degree students and teachers with a dynamic resource to complete and improve their knowledge about geology and palaeontology. This CD-ROM is an important virtual tool for the diffusion of the scientific and cultural importance of the São José de Itaboraí Basin to pupils at local schools, stimulating the preservation of this important natural monument of the Rio de Janeiro State.

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Ahmed, Jamil Shaikh, Jane Coughlan, Michael Edwards, and Sonali S. Morar. "User interface evaluation of a multimedia CD-ROM for teaching minor skin surgery." Behaviour & Information Technology 28, no. 3 (May 2009): 269–79. http://dx.doi.org/10.1080/01449290701579868.

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Yom, Young-Hee, and Kyu Eun Lee. "The Effects of a CD-ROM Educational Program for Sexual Violence Prevention on Sexual Knowledge of Middle School Students." Korean Journal of Women Health Nursing 9, no. 4 (2003): 499. http://dx.doi.org/10.4069/kjwhn.2003.9.4.499.

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Baskin, Cindy, Nagashree Seetharamu, Brian Mazure, Linda Vassallo, Harry Steinberg, Howard Kerpen, and Joseph Mattana. "Effect of a CD-ROM-based educational intervention on resident knowledge and adherence to deep venous thrombosis prophylaxis guidelines." Journal of Hospital Medicine 3, no. 1 (January 2008): 42–47. http://dx.doi.org/10.1002/jhm.266.

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Olivares, Sonia, Isabel Zacarías, Margarita Andrade, Juliana Kain, Lydia Lera, Fernando Vio, and Cecilio Morón. "Nutrition Education in Chilean Primary Schools." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S179—S185. http://dx.doi.org/10.1177/15648265050262s208.

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The purpose of this study was to incorporate nutrition education in Chilean primary schools. The baseline information included nutritional status, food consumption and physical activity of 1,701 children from 3rd to 7th grade in ten urban and rural schools. Main results showed a high prevalence of obesity (15.4%) and overweight (19.6%), low consumption of vegetables, fruits, and dairy products, high intake of snacks and a low level of physical activity, especially in girls. Because the Ministry of Education does not allow the incorporation of new programs into the curriculum, the educational strategy was based on the development of a text book, a teacher's guide, five practical guides for students from third to eighth grade and a CD-Rom. These materials were validated by 36 teachers in six schools through an educational intervention. Teachers and students considered the educational materials useful, motivational and easy to understand. This program is being implemented in 57 schools.

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Davis, M. A. "Controlled Evaluation of the STARBRIGHT CD-ROM Program for Children and Adolescents with Cystic Fibrosis." Journal of Pediatric Psychology 29, no. 4 (June 1, 2004): 259–67. http://dx.doi.org/10.1093/jpepsy/jsh026.

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Bisignano, Angela, and Joseph P. Bush. "Distress in Pediatric Hematology-Oncology Patients Undergoing Intravenous Procedures: Evaluation of a CD-ROM Intervention." Children's Health Care 35, no. 1 (March 2006): 61–74. http://dx.doi.org/10.1207/s15326888chc3501_6.

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Hlubocky, F., N. Kass, L. Fogarty, J. Sugarman, and C. Daugherty. "545 A randomized trial of a cd-rom educational intervention for advanced cancer patients (acp) enrolling in early phase trials." European Journal of Cancer Supplements 1, no. 5 (September 2003): S165. http://dx.doi.org/10.1016/s1359-6349(03)90577-5.

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Calman, Lynn. "NVivo CD-ROM QSR International, Australia, 2000, ( www.scolari.co.uk/qsr/qsr_nvivo.html ) f195 Educational Single-user Licence, f141 Student Single-user Licence." Journal of Advanced Nursing 37, no. 3 (February 2002): 312. http://dx.doi.org/10.1046/j.1365-2648.2002.2123d.x.

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Dean, Kevin L., Xylar S. Asay-Davis, Evan M. Finn, Tim Foley, Jeremy A. Friesner, Yo Imai, Bret J. Naylor, Sarah R. Wustner, Scott S. Fisher, and Kent R. Wilson. "Virtual Explorer: Interactive Virtual Environment for Education." Presence: Teleoperators and Virtual Environments 9, no. 6 (December 2000): 505–23. http://dx.doi.org/10.1162/105474600300040367.

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The Virtual Explorer project of the Senses Bureau at the University of California, San Diego, focuses on creating immersive, highly interactive environments for education and scientific visualization which are designed to be educational—and exciting, playful, and enjoyable, as well. We have created an integrated model system on human immunology to demonstrate the application of virtual reality to education, and we've also developed a modular software framework to facilitate the further extension of the Virtual Explorer model to other fields. The system has been installed internationally in numerous science museums, and more than 7,000 individuals have participated in demonstrations. The complete source code—which runs on a variety of Silicon Graphics computers—is available on CD-ROM from the authors.

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Lee, Kyung Hye, Ja Hyung Lee, Il Ok Kim, and Jeong Yi Bae. "The Development of a CD-ROM and an Educational Program for the Prevention Sexual Harassment and Sexual Violence in Preschool Children." Journal of Korean Academy of Nursing 31, no. 6 (2001): 1067. http://dx.doi.org/10.4040/jkan.2001.31.6.1067.

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Flint, Mary L., and Joyce F. Strand. "Integrated Pest Management on the Web and on CD-ROM: Two University of California Projects for Helping Farmers and Gardeners Solve Pest Problems." HortScience 32, no. 6 (October 1997): 983a—983. http://dx.doi.org/10.21273/hortsci.32.6.983a.

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Over the past decade, the University of California Statewide IPM Project has been extending pest management information electronically to farmers, pest management consultants, landscapers, and home gardeners. During this session we will demonstrate the Project's web site (http://www.ipm.ucdavis.edu) and a CD-ROM developed to assist horticulture advisors, Master Gardeners, retail nursery personnel, and others who help gardeners manage pest problems. We will discuss considerations in using these programs for extending information, keeping the programs up-to-date, and integrating them into educational programs. The CD-ROM covers 40 vegetables and tree fruits, allowing users to specify visual symptoms, describe a situation, or look at color photos, video images, or line drawings to help identify the problem. Twenty-five to 35 different pests are included for each crop, with thousands of photo images. An ornamentals module will be added in 1998. Once the problem is identified, the system provides screens to confirm pest identity, learn about biology and damage, and choose management practices. For instance, users can view several common natural enemies for a pest, look up the relative toxicity of pesticides, or get details on how to prune to avoid stressing a tree. Choices focus on methods to reduce pesticide use. The program is being developed with cooperators at Oregon State University and Washington State University, and with guidance of end users. The UC IPM web site includes information on biology and management of hundreds of insect, pathogen, weed, and nematode pests on 35 crops and in landscapes and gardens with thousands of color photos linked through hypertext. Other databases on the site include weather databases, pesticide use data, and phenology databases for pests.

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Coello-Vásquez, Vicente Javier. "Effects of Mobile Learning in the EFL Classroom. Management, Benefits and Limitations." Polo del Conocimiento 4, no. 7 (July 5, 2019): 3. http://dx.doi.org/10.23857/pc.v4i7.1016.

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<p style="text-align: justify;">In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using multimedia to create a context to teach communication skill has its unique advantages. As a result, technology plays a very important role in teaching communication skill. The present paper tries to analyze the necessity of multimedia technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make English teachers aware of the strategies to use it in an effective manner.</p>

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Ureta, M. Antonieta García. "Implementing an education and outreach programme for the Gemini Observatory in Chile." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 63–66. http://dx.doi.org/10.1017/s1743921307006722.

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AbstractBeginning in 2001, the Gemini Observatory began the development of an innovative and aggressive education and outreach programme at its southern hemisphere site in northern Chile. A principal focus of this effort is centered on local education and outreach to communities surrounding the observatory and its base facility in La Serena, Chile. Programmes are now established with local schools using two portable StarLab planetaria, an internet-based teacher exchange called StarTeachers and multiple partnerships with local educational institutions. Other elements include a CD-ROM-based virtual tour that allows students, teachers and the public to experience the observatory's sites in Chile and Hawaii. This virtual environment allows interaction using a variety of immersive scenarios such as a simulated observation using real data from Gemini. Pilot projects like “Live from Gemini” are currently being developed which use internet video-conferencing technologies to bring the observatory's facilities into classrooms at universities and remote institutions. Lessons learned from the implementation of these and other programmes will be introduced and the challenges of developing educational programming in a developing country will be shared.

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Halim, Muhammad Rifqi. "al-Wasâil al-Ta’lîmiyah fî Ta’lîm Mahârah al-Istimâ’." Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 1, no. 1 (April 30, 2020): 49. http://dx.doi.org/10.36915/la.v1i1.5.

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Media in a learning is among the very important elements in addition to other learning elements such as material, methods and objectives. Media has an important role in realizing learning objectives, with the use of learning media can be efficient and effective. In this paper, the researcher tries to explain about learning media specifically that can be applied in teaching listening skills. Many of the learning media can be used to carry out and streamline learning in listening skills. This type of research is included in qualitative descriptive research or literature research, the research data is the result of studies or information from books and other written works. The learning media that can be applied in teaching listening skills are video media, loudspeakers (with cable and cellular), radio, CD-ROM, acting, face-to-face conversation, educational TV, audio cassettes and language labs.

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Journal articles on the topic 'Educational CD-ROM'

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