Science.gov

Sample records for activities including lectures

  1. Getting Active in the Large Lecture

    ERIC Educational Resources Information Center

    Huerta, Juan Carlos

    2007-01-01

    The benefits of active learning are well documented; nonetheless, the implementation of active learning strategies can be challenging in large lecture environments. The project will examine the research supporting active learning, present the implementation of simple active learning techniques in large lecture classes, and provide evidence to test…

  2. Innovative Astronomy Teaching Using Lecture Activities

    NASA Astrophysics Data System (ADS)

    Grundstrom, E.; Baines, E.; Gies, D. R.

    2005-05-01

    Interactive learning is crucial to the retention of knowledge (especially scientific) and learning in astronomy is no exception. We have developed three classroom activities that cover common astronomy concepts that are difficult to master: Phases of the Moon, Eclipses, and Impacts and Probability. These activities were planned to integrate into an introductory astronomy course for non-majors at Georgia State University. Each activity consists of hands-on models that small groups of students may utilize to complete a conceptual exercise that requires them to make predictions. We envision these three activities as prototypes for lecture activities throughout the introductory astronomy sequence. We report here on the scope of the activities and their effectiveness in the lecture tutorial context. This research has been sponsored by the Georgia Partnership for Reform In Science and Mathematics (PRISM) which is funded by the National Science Foundation.

  3. The Consequences of Including Seductive Details during Lecture

    ERIC Educational Resources Information Center

    Harp, Shannon F.; Maslich, Amy A.

    2005-01-01

    When text passages include seductive details (i.e., interesting, tangentially related adjuncts that are irrelevant to the lesson), students perform worse on recall (Garner, Gillingham, & White, 1989) and problem-solving tests (Harp & Mayer, 1997, 1998) than students reading the same material without seductive details. To determine whether…

  4. Developing specialized guided worksheets for active learning in physics lectures

    NASA Astrophysics Data System (ADS)

    Sujarittham, T.; Emarat, N.; Arayathanitkul, K.; Sharma, M. D.; Johnston, I.; Tanamatayarat, J.

    2016-03-01

    As universities attempt to integrate active learning into their lectures, a range of strategies is emerging. Amongst the strategies is pre-prepared worksheets which students work through, facilitated by the lecturer. Despite the fact that worksheets have not yet been the subject of much research activity, there are instances of their use. Once such instance is by a pair of physics lecturers at Mahidol University, Thailand. The worksheets, called guided worksheets as they provide structure for students to take notes as the content in the lectures progresses, are prepared by the lecturers and have been in use since 2004. Evaluations showed that the guided worksheets met their intent but there were issues around certain topics which students found challenging. Concerted effort lead to the development of research based specialized guided worksheets for those topics that had issues. These specialized guided worksheets requiring substantially more interactions and student problem solving in line with active learning strategies, have been in use since 2012. This paper aims to describe the design of the specialized guided worksheets for the topic of electric field, and its evaluation. Pre- and post-tests were implemented over 2 years. The first was with guided worksheets with 260 students in 2011, and the second included specialized guided worksheets with 163 students in 2012. Gains on student understanding were higher in 2012 and students who were interviewed indicated that they found the specialized guided worksheets helpful for learning. The results indicate that the specialized guided worksheets made a difference in topics that students find challenging.

  5. Overhauling Technical Handouts for Active Student Participation: A Model for Improving Lecture Efficiency and Increasing Attendance

    ERIC Educational Resources Information Center

    Jakee, Keith

    2011-01-01

    This instructional paper is intended to provide an alternative approach to developing lecture materials, including handouts and PowerPoint slides, successfully developed over several years. The principal objective is to aid in the bridging of traditional "chalk and talk" lecture approaches with more active learning techniques, especially in more…

  6. Using active learning in lecture: best of "both worlds".

    PubMed

    Oermann, Marilyn H

    2004-01-01

    Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators' rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.

  7. Lecture

    PubMed Central

    2012-01-01

    The physiology of paracellular permeation of ions and solutes in the kidney is pivotally important but poorly understood. Claudins are the key components of the paracellular pathway. Defects in claudin function result in a broad range of renal diseases, including hypomagnesemia, hypercalciuria and nephrolithiasis. This review describes recent findings on the physiological function of claudins underlying paracellular transport mechanisms with a focus on renal Ca2+ handling. We have uncovered a molecular mechanism underlying paracellular Ca2+ transport in the thick ascending limb of Henle (TAL) that involves the functional interplay of three important claudin genes: claudin-14, -16 and -19, all of which are associated with human kidney diseases with hypercalciuria, nephrolithiasis and bone mineral loss. The Ca2+ sensing receptor (CaSR) signaling in the kidney has long been a mystery. By analyzing small non-coding RNA molecules in the kidney, we have uncovered a novel microRNA based signaling pathway downstream of CaSR that directly regulates claudin-14 gene expression and establishes the claudin-14 molecule as a key regulator for renal Ca2+ homeostasis. The molecular cascade of CaSR-microRNAs-claudins forms a regulatory loop to maintain proper Ca2+ homeostasis in the kidney. PMID:22504740

  8. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.

    PubMed

    Lom, Barbara

    2012-01-01

    The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader's theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor's specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences.

  9. Interactive lecture demonstrations, active learning, and the ALOP project

    NASA Astrophysics Data System (ADS)

    Lakshminarayanan, Vasudevan

    2011-05-01

    There is considerable evidence from the physics education literature that traditional approaches are ineffective in teaching physics concepts. A better teaching method is to use the active learning environment, which can be created using interactive lecture demonstrations. Based on the active learning methodology and within the framework of the UNESCO mandate in physics education and introductory physics, the ALOP project (active learning in optics and photonics) was started in 2003, to provide a focus on an experimental area that is adaptable and relevant to research and educational conditions in many developing countries. This project is discussed in this paper.

  10. Public Lectures and Exhibits: Outreach Activities at the 2013 Meeting of the Americas

    NASA Astrophysics Data System (ADS)

    Urrutia-Fucugauchi, Jaime; Hernández-Terrones, Laura; Pérez-Cruz, Ligia

    2013-09-01

    The 2013 Joint Assembly Meeting of the Americas (MOA), held 14-17 May in Cancun, Mexico, included an outreach program with public lectures, exhibits, and a planetarium dome show, all held in parallel to the sessions, plenary presentations, town halls, and other events. The outreach activities run by enthusiastic volunteers attracted local students, the public, and meeting attendees. The meeting was sponsored by 14 societies across the Americas, and the scientific program encompassed topics in all areas of Earth and space sciences.

  11. Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

    NASA Astrophysics Data System (ADS)

    Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

    2017-01-01

    George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.

  12. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

    PubMed Central

    Lom, Barbara

    2012-01-01

    The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568

  13. Lecturers' Perception of Research Activities for Knowledge Production in Universities in Cross River State, Nigeria

    ERIC Educational Resources Information Center

    Uchendu, C. C.; Osim, R. O.; Odigwe, F. N.; Alade, F. N.

    2014-01-01

    This study examined lecturers' perception of research activities for knowledge production in universities in Cross River State, Nigeria. Two hypotheses were isolated to give direction to this investigation. 240 university lecturers were sampled from a population of 1,868 from the two universities in Cross River State, using stratified random…

  14. Promoting student-centered active learning in lectures with a personal response system.

    PubMed

    Gauci, Sally A; Dantas, Arianne M; Williams, David A; Kemm, Robert E

    2009-03-01

    We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of audience response technology during lectures for formative or summative assessment. Students voluntarily answered questions posed during lectures with their personal response system (clickers), with individual answers automatically collated for immediate histogram display. This feedback then dictated the focus of followup discussions in the lecture. Student and instructor attitudes were surveyed through voluntary interviews with student responses correlated with their degree of clicker participation and individual exam results. Active lectures were found to increase both student motivation and engagement. Students who participated in answering questions achieved better results than students who chose not to. Students with the lowest scores in a prerequisite course (previous semester physiology exam marks of < 60%) showed significantly better outcomes from the use of clickers than both middle-achieving (60-75%) and high-achieving (>75%) entry students. Significant improvement was evident in both mid- and end-semester exam results compared with student cohorts from preceding years, although this could also be influenced by many other factors. Increased student engagement and the immediate feedback obtained during lectures were advantages commonly noted by lecturing staff.

  15. Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

    ERIC Educational Resources Information Center

    Smith, C. Veronica; Cardaciotto, LeeAnn

    2011-01-01

    Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

  16. The Otosclerosis Problem: including Reports of Two Cases Pathologically Examined (Dalby Memorial Lecture)

    PubMed Central

    Gray, Albert A.

    1934-01-01

    The essential causative factor of otosclerosis is a gradually increasing defect in the vasomotor mechanism which governs the nutrition of the structures of the organ of hearing as a whole. The axon reflexes are, of course, included in this vasomotor mechanism, and the stimulus which excites the vasomotor mechanism is sound and sound alone. Consequently the vestibular apparatus and the semicircular canals are unaffected in otosclerosis. There is no evidence whatever of any defect in any of the endocrine glands or their secretions in otosclerosis. Neither is there any evidence of any defect in the bone metabolism of the body. On the contrary the subjects of otosclerosis are, apart from their deafness, perfectly normal individuals with ordinary average health. The deafness of otosclerosis bears very little relationship to the extent of the disease in the bone. The deafness may be very severe when the stapes is hardly fixed at all. The severity of the tinnitus bears no relationship at all to the extent of the disease in the bone. The extent of the change in the bone bears very little relationship to the duration of the disease. The extent of the changes in the bone appears to depend upon the age of onset of the disease. The earlier in life that the otosclerosis begins, the more extensive will the bone lesion become. The deafness of otosclerosis is to a large extent functional, and is the result of the insufficient supply of blood to all the nerve-structures concerned in the perception of sound. The preponderance of women as subjects of otosclerosis is the result of the greater instability of their vasomotor system and the more frequent disturbances to which it is exposed. The changes in the bone show a remarkable bilateral symmetry even to minute details. This symmetrical distribution is readily explained by the writer's view of the causative factor of otosclerosis. The vasomotor nerves governing the nutrition of the organ of hearing are anatomically symmetrical like

  17. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    ERIC Educational Resources Information Center

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…

  18. A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy

    ERIC Educational Resources Information Center

    LoPresto, Michael C.; Slater, Timothy F.

    2016-01-01

    Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning…

  19. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    PubMed Central

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

  20. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

    PubMed

    Stoltzfus, Jon R; Libarkin, Julie

    2016-01-01

    SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.

  1. Explaining Students' Appraisal of Lectures and Student-Activating Teaching: Perceived Context and Student Characteristics

    ERIC Educational Resources Information Center

    Struyven, Katrien; Dochy, Filip; Janssens, Steven

    2012-01-01

    During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context…

  2. Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

    ERIC Educational Resources Information Center

    Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

    2007-01-01

    Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a…

  3. A Simple and Effective Protein Folding Activity Suitable for Large Lectures

    ERIC Educational Resources Information Center

    White, Brian

    2006-01-01

    This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to…

  4. Gaining A Geological Perspective Through Active Learning in the Large Lecture Classroom

    NASA Astrophysics Data System (ADS)

    Kapp, J. L.; Richardson, R. M.; Slater, S. J.

    2008-12-01

    NATS 101 A Geological Perspective is a general education course taken by non science majors. We offer 600 seats per semester, with four large lecture sections taught by different faculty members. In the past we have offered optional once a week study groups taught by graduate teaching assistants. Students often feel overwhelmed by the science and associated jargon, and many are prone to skipping lectures altogether. Optional study groups are only attended by ~50% of the students. Faculty members find the class to be a lot of work, mainly due to the grading it generates. Activities given in lecture are often short multiple choice or true false assignments, limiting the depth of understanding we can evaluate. Our students often lack math and critical thinking skills, and we spend a lot of time in lecture reintroducing ideas students should have already gotten from the text. In summer 2007 we were funded to redesign the course. Our goals were to 1) cut the cost of running the course, and 2) improve student learning. Under our redesign optional study groups were replaced by once a week mandatory break out sessions where students complete activities that have been introduced in lecture. Break out sessions substitute for one hour of lecture, and are run by undergraduate preceptors and graduate teaching assistants (GTAs). During the lecture period, lectures themselves are brief with a large portion of the class devoted to active learning in small groups. Weekly reading quizzes are submitted via the online course management system. Break out sessions allow students to spend more time interacting with their fellow students, undergraduate preceptors, and GTAs. They get one on one help in break out sessions on assignments designed to enhance the lecture material. The active lecture format means less of their time is devoted to listening passively to a lecture, and more time is spent peer learning an interacting with the instructor. Completing quizzes online allows students

  5. An Analysis of Female Lecturers' Participation in Civil Engineering Research and Development Activities at One Polytechnic in Zimbabwe

    ERIC Educational Resources Information Center

    Chikuvadze, Pinias; Matswetu, Vimbai Sharon; Mugijima, Samuel

    2015-01-01

    This study sought to explore female lecturers' participation in civil engineering research and development activities at one polytechnic in Zimbabwe. Case study design was chosen for this study to make predictions, narration of events, comparisons and drawing of conclusions. The female lecturers were purposively sampled to participate in the…

  6. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    PubMed Central

    Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

  7. Low Cost Hands-On Activities in Large Lecture Conceptual Physics Course

    NASA Astrophysics Data System (ADS)

    Dimiduk, Kathryn

    1998-10-01

    The student diversity in a university conceptual physic course presents a challenge to sustain the interest of all the students, to provide a solid conceptual basis for students continuing in science or engineering and to present science as an active subject rather than as vocabulary lists, rules and book knowledge. Combining ideas from the literature for teaching large lecture calculus based physics and science leary education majors in small class settings has resulted in a large (120 student) class format that mixes low cost (< $1,000 for term) hands-on activities, demonstrations, summary discussions and lectures. Hands-on activities are done in small groups which allows the diversity to become an asset. Several of these activities will be described in detail. The effectiveness of this teaching approach will be presented based on results of pre and post Force Concept Inventory test scores for this class and a comparison class that just used lecture and demonstrations for mechanics. The classes under comparison were taught by the same instructor, from the same book, were of similar size and neither had any additional teaching staff.

  8. Active learning in the lecture theatre using 3D printed objects

    PubMed Central

    Smith, David P.

    2016-01-01

    The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318

  9. Active learning in the lecture theatre using 3D printed objects.

    PubMed

    Smith, David P

    2016-01-01

    The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

  10. Parker Lecture - Prominences: the key to understanding solar activity

    NASA Astrophysics Data System (ADS)

    Karpen, Judith T.

    2011-05-01

    Prominences are spectacular manifestations of both quiescent and eruptive solar activity. The largest examples can be seen with the naked eye during eclipses, making prominences among the first solar features to be described and catalogued. Steady improvements in temporal and spatial resolution from both ground- and space-based instruments have led us to recognize how complex and dynamic these majestic structures really are. Their distinguishing characteristics - cool knots and threads suspended in the hot corona, alignment along inversion lines in the photospheric magnetic field within highly sheared filament channels, and a tendency to disappear through eruption - offer vital clues as to their origin and dynamic evolution. Interpreting these clues has proven to be contentious, however, leading to fundamentally different models that address the basic questions: What is the magnetic structure supporting prominences, and how does so much cool, dense plasma appear in the corona? Despite centuries of increasingly detailed observations, the magnetic and plasma structures in prominences are poorly known. Routine measurements of the vector magnetic field in and around prominences have become possible only recently, while long-term monitoring of the underlying filament-channel formation process remains scarce. The process responsible for prominence mass is equally difficult to establish, although we have long known that the chromosphere is the only plausible source. As I will discuss, however, the motions and locations of prominence material can be used to trace the coronal field, thus defining the magnetic origins of solar eruptions. A combination of observations, theory, and numerical modeling must be used to determine whether any of the competing theories accurately represents the physics of prominences. I will discuss the criteria for a successful prominence model, compare the leading models, and present in detail one promising, comprehensive scenario for prominence

  11. Lecturing the lecturers

    NASA Astrophysics Data System (ADS)

    Osborne, Jonathan

    2010-02-01

    João Magueijo's article "Cargo-cult training" about the failings of compulsory educational training for lecturers (December 2009 pp16-17) is an illustration of why some university lecturers do need to be educated about education. His argument that we should use lectures because students like them ignores the large body of educational research stating that this is the least effective form of education. It might, as the well-known aphorism states, be a successful means of transferring the notes of the lecturer to the notes of the students without going through the minds of either, but the evidence shows that only 10% of students learn material in this way. Rather, all the educational literature points to the fact that interactive, discursive methods are much more likely to produce learning with understanding.

  12. Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated educational activities.

    PubMed

    Kotzé, Sanet Henriët; Mole, Calvin Gerald

    2015-01-01

    At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies.

  13. Student Responses to a Hands-On Kinesthetic Lecture Activity for Learning about the Oxygen Carrying Capacity of Blood

    ERIC Educational Resources Information Center

    Breckler, Jennifer; Yu, Justin R.

    2011-01-01

    This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic…

  14. Effective lecture presentation skills.

    PubMed

    Gelula, M H

    1997-02-01

    Lectures are the most popular form of teaching in medical education. As much as preparation and organization are key to the lecture's success, the actual presentation also depends upon the presenter's ability to reach the audience. Teaching is a lively activity. It calls for more than just offering ideas and data to an audience. It calls for direct contact with the audience, effective use of language, capability to use limited time effectively, and the ability to be entertaining. This article offers a structure to effective lecturing by highlighting the importance of voice clarity and speaking speed, approaches to using audiovisual aids, effectively using the audience to the lecture, and ways to be entertaining.

  15. Delivering Science to Large Audiences: Experiments in Active Learning and Public Lectures at the University of Michigan

    NASA Astrophysics Data System (ADS)

    McKay, T.

    1999-12-01

    The problem of disseminating scientific knowledge to the broader community in an effective and efficient way is always with us. At the University of Michigan we have been addressing this problem in several ways. Every year we teach introductory physics to about 3000 students. We believe that, in addition to a pedagogical responsibility, this is an important opportunity for outreach. We report on a variety of approaches to active learning in large lecture classes which are aimed at aiding student comprehension of conceptual material. These have the side affect of improving their general impression of science. In addition to the traditional classroom, we have also engaged in a broader outreach program through the Saturday Morning Physics lecture series, which through a combination of programming and advertising draws audiences of 250 a week to 15 weeks of lectures on topics of current research. We conclude with some general observations about the relation between the success of these public lectures and our large lecture classes. This work is supported by a CAREER award from the National Science Foundation, the University of Michigan, and the Ted Annis Foundation.

  16. Incorporating Active Learning with PowerPoint-Based Lectures Using Content-Based Questions

    ERIC Educational Resources Information Center

    Gier, Vicki S.; Kreiner, David S.

    2009-01-01

    Instructors often use Microsoft PowerPoint lectures and handouts as support tools to provide students with the main concepts of the lectures. Some instructors and researchers believe that PowerPoint encourages student passivity. We conducted 2 studies to determine whether the use of content-based questions (CBQs) would enhance learning when…

  17. What Makes Lectures "Unmissable"? Insights into Teaching Excellence and Active Learning

    ERIC Educational Resources Information Center

    Revell, Andrea; Wainwright, Emma

    2009-01-01

    This research explores "teaching excellence" by examining the perceptions of geography academics and students at Brunel University as to what makes a lecture "unmissable". The findings from 10 interviews with lecturers and five focus groups with undergraduate students suggest that whilst there is probably no such thing as an…

  18. Making Large Class Basic Histology Lectures More Interactive: The Use of Draw-Along Mapping Techniques and Associated Educational Activities

    ERIC Educational Resources Information Center

    Kotzé, Sanet Henriët; Mole, Calvin Gerald

    2015-01-01

    At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would…

  19. 10 Suggestions for Enhancing Lecturing

    ERIC Educational Resources Information Center

    Heitzmann, Ray

    2010-01-01

    Criticism of the lecture method remains a staple of discussion and writing in academia--and most of the time it's deserved! Those interested in improving this aspect of their teaching might wish to consider some or all of the following suggestions for enhancing lectures. These include: (1) Lectures must start with a "grabber"; (2)…

  20. Lectures on Dispersion Theory

    DOE R&D Accomplishments Database

    Salam, A.

    1956-04-01

    Lectures with mathematical analysis are given on Dispersion Theory and Causality and Dispersion Relations for Pion-nucleon Scattering. The appendix includes the S-matrix in terms of Heisenberg Operators. (F. S.)

  1. Teaching a Large Lecture Interpersonal Communication Course.

    ERIC Educational Resources Information Center

    Pearson, Judy C.

    Though lecturing reflects the outmoded view that communication consists of action rather than transaction, large lecture classes are a reality that must be engaged. An interpersonal communication course can be adapted to the lecture hall and need not include the traditional lecture as the only teaching method. Students should be allowed to…

  2. Active Learning within a Lecture: Assessing the Impact of Short, In-Class Writing Exercises.

    ERIC Educational Resources Information Center

    Butler, Adam; Phillmann, Kayah-Bah; Smart, Lona

    2001-01-01

    Describes an exercise named CARDS that was used in two sections of an introduction to psychology course. After a concept was presented in lecture, students were asked to respond to a question written on an index card and discuss their answers in groups. Presents the results of the assessment of student learning. (CMK)

  3. Transforming a Large-Lecture Course into an Active, Engaging, and Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Stoerger, Sharon; Krieger, Denise

    2016-01-01

    Traditionally, a large lecture hall course follows a teacher-centered approach to instruction. This was the case for the "gateway" course in the undergraduate Information Technology and Informatics (ITI) major in the School of Communication and Information at Rutgers, The State University of New Jersey. This paper describes the journey…

  4. A comparison of traditional and engaging lecture methods in a large, professional-level course.

    PubMed

    Miller, Cynthia J; McNear, Jacquee; Metz, Michael J

    2013-12-01

    In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.

  5. The evolutionary conformation from traditional lecture to active learning in an undergraduate biology course and its effects on student achievement

    NASA Astrophysics Data System (ADS)

    Diederich, Kirsten Bakke

    In response to the declining number of students in the United States entering into the STEM (science, technology, engineering, and math) disciplines, there has been an attempt to retain student interest in the sciences through the implementation of more active learning in the classroom. Active learning is defined as any instructional method that requires students do something in the classroom rather than simply listen to a lecture (Herreid, 2006). These student centered approaches provide the students with the opportunity to work cooperatively while developing the skills required for critical inquiry. They also help the students make the connections between what is being taught and how it can be applied in a real world setting. Science education researchers have attempted to analyze the efficacy of active learning. Although they find it difficult to compare the data, they state unequivocally that "Active learning is a better strategy for learning than the traditional didactic lecture format" (Prince, 2004). However, even though research supports the efficacy of active learning, instructors find it difficult to adopt this pedagogy into their classrooms due to concerns such as loss of content knowledge and student resistance. This three year qualitative and quantitative study addressed the level of student learning and satisfaction in an introductory vertebrate biology class at a small liberal arts college. The courses were taught by the same instructor using three pedagogical methods; traditional lecture (TL), problem-based learning (PBL), and case-based learning (CBL). Student grades and levels of assessment were compared between the TL and PBL, while student attrition rates, course satisfaction and views of active and group learning were analyzed across all three sections. The evolutionary confirmations from TL to PBL and ultimately the adoption of CBL as the method of choice are discussed from the view of both the faculty member and the students.

  6. Everglades National Park Including Biscayne National Park. Activity Book.

    ERIC Educational Resources Information Center

    Ruehrwein, Dick

    Intended to help elementary school children learn about the resources of the Everglades and Biscayne National Parks, this activity book includes information, puzzles, games, and quizzes. The booklet deals with concepts related to: (1) the seasons; (2) fire ecology; (3) water; (4) fish; (5) mammals; (6) mosquitos; (7) birds; (8) venomous snakes;…

  7. Podcasting Lectures

    ERIC Educational Resources Information Center

    Brittain, Sarah; Glowacki, Pietrek; Van Ittersum, Jared; Johnson, Lynn

    2006-01-01

    At some point in their educations, students must learn copious amounts of information. To do this, they use a variety of well-known strategies such as study groups, note-taking services, and videotapes of lectures. In fall 2004, a group of first-year dental students at the University of Michigan (U-M) School of Dentistry asked to have all dental…

  8. Surviving Lecture: A Pedagogical Alternative

    ERIC Educational Resources Information Center

    Berry, Whitney

    2008-01-01

    Lecture is the approach traditionally used to teach music theory courses. Although efficient in the delivery of large amounts of information in a short period of time, lecture lacks the effectiveness of an active learning approach. "Theory Survivor" is a unique cooperative-learning method based on the Student Teams-Achievement Divisions technique…

  9. Lectures on pulsed NMR

    SciTech Connect

    Pines, A.

    1988-08-01

    These lectures discuss some recent developments in pulsed NMR, emphasizing fundamental principles with selected illustrative applications. Major topics covered include multiple-quantum spectroscopy, spin decoupling, the interaction of spins with a quantized field, adiabatic rapid passage, spin temperature and statistics of cross-polarization, coherent averaging, and zero field NMR. 32 refs., 56 figs.

  10. Lectures on pulsed NMR

    SciTech Connect

    Pines, A.

    1986-09-01

    These lectures discuss some recent developments in pulsed NMR, emphasizing fundamental principles with selected illustrative applications. Major topics covered include multiple-quantum spectroscopy, spin decoupling, the interaction of spins with a quantized field, adiabatic rapid passage, spin temperature and statistics of cross-polarization, coherent averaging, and zero field NMR. 55 figs.

  11. Organic Lecture Demonstrations.

    ERIC Educational Resources Information Center

    Silversmith, Ernest F.

    1988-01-01

    Provides a listing of 35 demonstrations designed to generate interest in organic chemistry and help put points across. Topics include opening lecture; molecular structure and properties; halogenation; nucleophilic substitution, alkenes and dienes, stereochemistry, spectroscopy, alcohols and phenols, aldehydes and ketones; carboxylic acids, amines,…

  12. Lecturer on tour!

    NASA Astrophysics Data System (ADS)

    1998-11-01

    Readers may recall the interview with Professor Peter Kalmus which appeared in the July issue of Physics Education and which indicated his latest role of lecturer for the 1998-9 Institute of Physics Schools and Colleges Lecture series. This year's lecture is entitled `Particles and the universe' and the tour was due to begin in St Andrews, Scotland, late in September. Professor Kalmus will be looking at various aspects of particle physics, quantum physics and relativity, and discussing how they reveal the secrets of the beginning of our universe. His own experience of working at CERN, the European centre for particle physics in Switzerland, as well as at other international research facilities will provide a unique insight into activity in one of the most exciting areas of physics. The talks are aimed at the 16-19 age group but members of the public are also welcome to attend. They will act as an opportunity to gain a sneak preview of the dynamic new topics that will soon feature in the A-level syllabus arising from the Institute's 16-19 project. Further details of attendance are available from the local organizers, a list of whom may be obtained from Catherine Wilson in the Education Department at the Institute of Physics, 76 Portland Place, London W1N 3DH (tel: 0171 470 4800, fax: 0171 470 4848). The published schedule (as of September) for the lecture series consists of the following: Dates

  13. Information for Teachers (Including Classroom Activities), Skylab Student Project.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Washington, DC.

    This program is intended to directly involve the educational community in space experiments, many of which can be related to existing curricula. Included in this first packet are: 1) a brief description of the Skylab Program and the National Science Teachers Association-National Aeronautics and Space Administration (NSTA-NASA) Skylab Student…

  14. Physical Activity, Physical Fitness, and Health. C.H. McCloy Research Lecture: 1993.

    ERIC Educational Resources Information Center

    Blair, Steven N.

    1993-01-01

    Examines recent evidence on the relations between physical activity, physical fitness, and health, noting the possible causal nature of the associations. The article evaluates the public health burden of sedentary lifestyles in the United States and provides suggestions for increasing participation in physical activity. (SM)

  15. 2009 C. H. McCloy Lecture. Seeing Is Believing: Observing Physical Activity and Its Contexts

    ERIC Educational Resources Information Center

    McKenzie, Thomas L.

    2010-01-01

    Direct (systematic) observation has been a mainstay of my research for over three decades. I believe it is an important tool for assessing physical activity, because it can simultaneously provide contextually rich data on the setting in which the activity occurs. It is particularly useful for those interested in using ecological and…

  16. 2008 C. H. McCloy lecture. Social psychology and physical activity: back to the future.

    PubMed

    Gill, Diane L

    2009-12-01

    In the early 1970s, both my academic career and the psychology subdiscipline within kinesiology began as "social psychology and physical activity. "Since then, sport and exercise psychology research has shifted away from the social to a narrower biopsycho-(no social) approach, and professional practice has focused on the elite rather than the larger public. Psychology can contribute to an integrative and relevant professional discipline by going back to the future as social psychology and physical activity and by incorporating three of C. H. McCloy's themes (a) evidence-based practice, (b) beyond dualisms, and (c) commitment to public service. Our scholarship must move beyond dualisms to recognize complexities and connections and be truly scholarship for practice. Social psychology and physical activity can serve the public by advocating for inclusive, empowering physical activity programs that promote health and well being for all.

  17. Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses

    NASA Astrophysics Data System (ADS)

    Laws, P. W.

    1997-01-01

    Early in his career Robert Millikan experimented with a laboratory-based method of teaching introductory physics that bears close resemblance to Workshop Physics.® In this talk, key elements of Workshop Physics are summarized. Some Workshop Physics activities are described which involve apparati that are used for rapid observations of conceptual aspects of physical phenomena as well as for equation verification experiments. Challenges are discussed that must be faced if recently developed activity-based approaches to teaching based on the outcomes of physics education research are to provide a foundation for a major paradigm shift in physics teaching.

  18. Using Audience Response Systems during Interactive Lectures to Promote Active Learning and Conceptual Understanding of Stoichiometry

    ERIC Educational Resources Information Center

    Cotes, Sandra; Cotuá, José

    2014-01-01

    This article describes a method of instruction using an active learning strategy for teaching stoichiometry through a process of gradual knowledge building. Students identify their misconceptions and progress through a sequence of questions based on the same chemical equation. An infrared device and software registered as the TurningPoint Audience…

  19. C. H. McCloy Lecture: Fifty Years of Advancements in Fitness and Activity Research

    ERIC Educational Resources Information Center

    Corbin, Charles B.

    2012-01-01

    Over the past 50 years progress in fitness and activity research has been influenced by social events, technical innovations, and changes in the field of physical education and kinesiology. The conventional wisdom of the 1950s yielded to a new wisdom based on research evidence. The author's research, as well as the research of others, from 1960 to…

  20. Improved student engagement, satisfaction, and learning outcomes in a "flipped" large-lecture setting

    NASA Astrophysics Data System (ADS)

    Ward, A. S.; Bettis, E. A., III; Russell, J. E.; Van Horne, S.; Rocheford, M. K.; Sipola, M.; Colombo, M. R.

    2014-12-01

    Large lecture courses are traditional teaching practices of most large institutions of public higher education. They have historically provided an efficient way to deliver content information to the large number of students with the least amount of faculty resources. However, research of student learning indicates that the traditional lecture format does not provide the best learning experience for students, and students learn better in the active learning environments in which students engage in meaningful learning activities rather than just listening. In this study, we compare two offerings of Introduction to Environmental Science, a large-lecture general education course, offered in two formats by the same instructors in subsequent years. In the first offering (Spring 2013) the course was offered as a traditional large-lecture course, with lecture to large audiences and a limited number of exams for assessment. In the second offering (Spring 2014), the course included small-group discussion periods, peer-review of writing assignments, guest lectures, and online learning with limited traditional lecture. Our primary objective was to quantify differences in student engagement and learning outcomes between the two course offerings. Results of our study show that the students in the transformed course indicated higher interest, engagement level, and satisfaction than the students in the traditional lecture course. Furthermore, students in the transformed course reported increased behavior, emotional, and cognitive engagement over those in the traditional course, and also increased satisfaction with the course.

  1. Lecture-Free Biochemistry: A Process Oriented Guided Inquiry Approach

    ERIC Educational Resources Information Center

    Minderhout, Vicky; Loertscher, Jennifer

    2007-01-01

    Biochemistry courses at Seattle University have been taught exclusively using process oriented guided inquiry learning (POGIL) without any traditional lecture component since 1997. In these courses, students participate in a structured learning environment, which includes a preparatory assignment, an in-class activity, and a follow-up skill…

  2. Public Lecture

    SciTech Connect

    2010-06-11

    An outreach activity is being organized by the Turkish community at CERN, on 5 June 2010 at CERN Main Auditorium. The activity consists of several talks that will take 1.5h in total. The main goal of the activity will be describing the CERN based activities and experiments as well as stimulating the public's attention to the science related topics. We believe the wide communication of the event has certain advantages especially for the proceeding membership process of Turkey.

  3. Public Lecture

    ScienceCinema

    None

    2016-07-12

    An outreach activity is being organized by the Turkish community at CERN, on 5 June 2010 at CERN Main Auditorium. The activity consists of several talks that will take 1.5h in total. The main goal of the activity will be describing the CERN based activities and experiments as well as stimulating the public's attention to the science related topics. We believe the wide communication of the event has certain advantages especially for the proceeding membership process of Turkey.

  4. Lecture-Capture Software and the Teaching of Soils

    NASA Astrophysics Data System (ADS)

    Brevik, Eric C.

    2014-05-01

    Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author

  5. Informing Complex Interventions in Technology-Rich Teaching Ecologies: A Study of Structured Lecture Podcasting to Facilitate Active Learning

    ERIC Educational Resources Information Center

    Nickles, David James

    2010-01-01

    Since 2005, there has been rapid adoption of the use of podcasting in schools. In this flood of adoption, content has been recorded and distributed, but predominantly not internally structured or pedagogically integrated. This research aims to remedy pedagogical deficiencies in lecture podcasting by making use of chapter feature technology to…

  6. 45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 1 2013-10-01 2013-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties...

  7. 45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 1 2014-10-01 2014-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties...

  8. 45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 1 2012-10-01 2012-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties...

  9. 45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties...

  10. 45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 1 2011-10-01 2011-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties...

  11. Phillips funds AWG lectures

    NASA Astrophysics Data System (ADS)

    The Association for Women Geoscientists Foundation has received a $9000 grant from Phillips Petroleum Company to fund the Phillips-AWG Distinguished Lectures. The money will pay travel expenses for the women geoscientists listed with the AWG Speakers Bureau.More than 100 women geoscientists are available through the AWG Speakers Bureau. Their topics cover all the Earth sciences including geology, geophysics, geochemistry, paleobotany, planetary geology and mineral exploration. Their areas of study range from the U.S., Europe and South America to Mars. They come from academia, government and industry in 33 states and the District of Columbia.

  12. 431st Brookhaven Lecture

    SciTech Connect

    Robert Crease

    2007-12-12

    Crease presents "Recombinant Science: The Birth of the Relativistic Heavy Ion Collider," a lecture that follows on the 429th Brookhaven Lecture, in which Crease talked about the early history of BNL. Both lectures are part of the ongoing celebration of BNL's 60th anniversary year.

  13. Manual for CLE Lecturers.

    ERIC Educational Resources Information Center

    Shellaberger, Donna J.

    This manual is designed to help lawyers develop the skills needed to present effective, stimulating continuing legal education (CLE) lectures. It focuses on the particular purpose and nature of CLE lecturing, relationships and interplay of personalities in CLE, commitments and constraints which lecturers should observe, program structure and…

  14. 431st Brookhaven Lecture

    ScienceCinema

    Robert Crease

    2016-07-12

    Crease presents "Recombinant Science: The Birth of the Relativistic Heavy Ion Collider," a lecture that follows on the 429th Brookhaven Lecture, in which Crease talked about the early history of BNL. Both lectures are part of the ongoing celebration of BNL's 60th anniversary year.

  15. Laughter in University Lectures

    ERIC Educational Resources Information Center

    Nesi, Hilary

    2012-01-01

    This paper analyses laughter in spoken academic discourse, with the aim of discovering why lecturers provoke laughter in their lectures. A further purpose of the paper is to identify episodes in British data which may differ from those in other cultural contexts where other lecturing practices prevail, and thus to inform the design of study skills…

  16. In Defense of the Populist Lecture

    ERIC Educational Resources Information Center

    Schrad, Mark Lawrence

    2010-01-01

    Information and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a "populist" lecture style that takes full advantage of the…

  17. Explicit constructivism: a missing link in ineffective lectures?

    PubMed

    Prakash, E S

    2010-06-01

    This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 +/- 3.4 for constructivist lectures vs. 4.2 +/- 2.3 for typical lectures, means +/- SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 +/- 3 for constructivist lectures vs. 6.9 +/- 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

  18. The Humanity of English. 1972 Distinguished Lectures.

    ERIC Educational Resources Information Center

    National Council of Teachers of English, Urbana, IL.

    This is a collection of lectures by distinguished members of the English profession who were invited to lecture to schools located far from large urban and cultural centers. Included are papers by: John H. Fisher, "Truth Versus Beauty: An Inquiry into the Function of Language and Literature in an Articulate Society"; Walter Loban, "The Green…

  19. Team Teaching: An Alternative to Lecture Fatigue.

    ERIC Educational Resources Information Center

    Quinn, Sandra L.; Kanter, Sanford B.

    1984-01-01

    More than an interdisciplinary format employing lecturers from different disciplines, team teaching is an approach which involves true team work between two qualified instructors who, together, make presentations to an audience. The instructional advantages of team teaching include: (1) the elimination of lecture-style instruction in favor of a…

  20. Fifth Lecture

    ERIC Educational Resources Information Center

    Montessori, Maria

    2013-01-01

    We include the ninth chapter of "Education and Peace" by Maria Montessori (1949) to draw attention to the relationship between peace and sustainability. Nature is an integral part of peace studies. [Reprinted from "Education and Peace," pages 66-70, copyright © 1972 by Montessori-Pierson Publishing Company.

  1. Effects of Requiring Physical Fitness in a Lecture-Based College Course: Students' Attitudes toward Physical Activity

    ERIC Educational Resources Information Center

    Esslinger, Keri A.; Grimes, Amanda R.; Pyle, Elizabeth

    2016-01-01

    In this study, we investigated students' attitudes toward physical activity (PA) when including a required PA component in a university-required personal wellness class. The study included (a) an experimental group of students enrolled in a personal wellness course in which there was a required PA requirement and (b) a control group of students…

  2. Intrinsic deficiencies of lectures as a teaching method.

    PubMed

    Pale, Predrag

    2013-06-01

    Lectures were, still are and seem to remain a dominant form of teaching, despite an increased research and use of other methods of teaching and leverage of technology aimed at improving teaching results and efficiency. Learning, as the result of a lecture, greatly depends on the subject, the competence and abilities of the lecturer as well as on other transient causes. However, lectures also have some intrinsic deficiencies as a teaching method pertinent to their very nature. In order to fully understand the teaching value of lectures and their role and proper use in educational systems, their deficiencies have been studied in a theoretical analysis from the perspective of cognitive learning theories. Fifteen deficiencies have been identified and clustered in three categories based on root causes of deficiencies: synchronicity problems, time constraint and individual student abilities, needs and knowledge. These findings can be used to adjust expected learning outcomes of lectures, to properly (re)design lecture content and process and to design other learning and teaching activities that would compensate and complement lectures. Recommendations are given on replacing and amending lectures with other instructional methods, amending lectures in the course of delivery with additional content and tools and complementing lectures after delivery with content, tools and activities. Suggestions on the use of information technology that could substitute, reduce or eliminate at least some of the deficiencies are made. Lecture captures seem to be valuable supplement for live lectures compensating in all three categories of deficiencies. Suggestions and directions for further research are given.

  3. Experiences of using an interactive audience response system in lectures

    PubMed Central

    Uhari, Matti; Renko, Marjo; Soini, Hannu

    2003-01-01

    Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571

  4. Taxonomy of Lecture Note-Taking Skills and Subskills

    ERIC Educational Resources Information Center

    Al-Musalli, Alaa M.

    2015-01-01

    Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list…

  5. How Do I Lecture Thee?

    ERIC Educational Resources Information Center

    Murray, John P.; Murray, Judy I.

    1992-01-01

    A systematic approach to preparation of successful college lectures is outlined, including four stages: anticipation (of content and expectations); preparation (selection, acquisition, design, and construction); execution (attention to speech habits, demeanor, and body language); and support (evaluation, maintenance, and enhancement). (MSE)

  6. TASI Lectures on Complex Structures

    NASA Astrophysics Data System (ADS)

    Denef, Frederik

    2012-11-01

    These lecture notes give an introduction to a number of ideas and methods that have been useful in the study of complex systems ranging from spin glasses to D-branes on Calabi-Yau manifolds. Topics include the replica formalism, Parisi's solution of the Sherrington-Kirkpatrick model, overlap order parameters, supersymmetric quantum mechanics, D-brane landscapes and their black hole duals.

  7. Digital lecture recording: a cautionary tale.

    PubMed

    Johnston, Amy N B; Massa, Helen; Burne, Thomas H J

    2013-01-01

    Increasing application of information technology including web-based lectures and live-lecture recording appears to have many advantages for undergraduate nursing education. These include greater flexibility, opportunity for students to review content on demand and the improved academic management of increasing class sizes without significant increase in physical infrastructure. This study performed a quasi-experimental comparison between two groups of nursing students undertaking their first anatomy and physiology course, where one group was also provided access to streaming of recorded copies of the live lectures and the other did not. For the course in which recorded lectures were available student feedback indicated overwhelming support for such provision with 96% of students having accessed recorded lectures. There was only a weak relationship between access of recorded lectures and overall performance in the course. Interestingly, the nursing students who had access to the recorded lectures demonstrated significantly poorer overall academic performance (P < 0.001). Although this study did not specifically control for student demographics or other academic input, the data suggests that provision of recorded lectures requires improved and applied time management practices by students and caution on the part of the academic staff involved.

  8. Lecture on Thermal Radiation

    NASA Technical Reports Server (NTRS)

    Dennis, Brian R.

    2006-01-01

    This lecture will cover solar thermal radiation, particularly as it relates to the high energy solar processes that are the subject of this summer school. After a general review of thermal radiation from the Sun and a discussion of basic definitions, the various emission and absorption mechanisms will be described including black-body emission, bremsstrahlung, free-bound, and atomic line emissions of all kinds. The bulk of the time will be spent discussing the observational characteristics of thermal flare plasma and what can be learned about the flare energy release process from observations of the thermal radiation at all wavelengths. Information that has been learned about the morphology, temperature distribution, and composition of the flare plasma will be presented. The energetics of the thermal flare plasma will be discussed in relation to the nonthermal energy of the particles accelerated during the flare. This includes the total energy, the radiated and conductive cooling processes, and the total irradiated energy.

  9. Goals and Design of Public Physics Lectures: Perspectives of High-School Students, Physics Teachers and Lecturers

    ERIC Educational Resources Information Center

    Kapon, S.; Ganiel, U.; Eylon, B.

    2009-01-01

    Many large scientific projects and scientific centres incorporate some kind of outreach programme. Almost all of these outreach programmes include public scientific lectures delivered by practising scientists. In this article, we examine such lectures from the perspectives of: (i) lecturers (7) who are practising scientists acknowledged to be good…

  10. Examining the Affects of Student Multitasking with Laptops during the Lecture

    ERIC Educational Resources Information Center

    Kraushaar, James M.; Novak, David C.

    2010-01-01

    This paper examines undergraduate student use of laptop computers during a lecture-style class that includes substantial problem-solving activities and graphic-based content. The study includes both a self-reported use component collected from student surveys as well as a monitored use component collected via activity monitoring…

  11. 7 CFR 981.441 - Credit for market promotion activities, including paid advertising.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 8 2010-01-01 2010-01-01 false Credit for market promotion activities, including paid... promotion activities, including paid advertising. (a) In order for a handler to receive credit for his/her...) Other market promotion activities. Credit-Back shall be granted for market promotion other than...

  12. Acoustics lecturing in Mexico

    NASA Astrophysics Data System (ADS)

    Beristain, Sergio

    2002-11-01

    Some thirty years ago acoustics lecturing started in Mexico at the National Polytechnic Institute in Mexico City, as part of the Bachelor of Science degree in Communications and Electronics Engineering curricula, including the widest program on this field in the whole country. This program has been producing acoustics specialists ever since. Nowadays many universities and superior education institutions around the country are teaching students at the B.Sc. level and postgraduate level many topics related to acoustics, such as Architectural Acoustics, Seismology, Mechanical Vibrations, Noise Control, Audio, Audiology, Music, etc. Also many institutions have started research programs in related fields, with participation of medical doctors, psychologists, musicians, engineers, etc. Details will be given on particular topics and development.

  13. Analysis of Students' Downloading of Online Audio Lecture Recordings in a Large Biology Lecture Course

    ERIC Educational Resources Information Center

    White, Brian T.

    2009-01-01

    This paper address three questions apropos of those posed by Kadel (2006) in the context of a large introductory-level undergraduate science lecture course. These questions include how podcasting is used by professors and students, whether podcasting decreases lecture attendance, and if particular podcasting options are effective teaching tools.…

  14. Diamond Anniversary Lecture Series.

    ERIC Educational Resources Information Center

    Adams, Dewey A.; And Others

    This document contains the texts of four lectures that were presented as part of a series commemorating the 75th anniversary of Ohio State University's Department of Agricultural Education. The first lecture, "The Conceptualization Process and Vocational Education Management," (Dewey A. Adams) discusses a five-step management behavior approach for…

  15. Lectures on Law Enforcement.

    ERIC Educational Resources Information Center

    Nettleship, Lois

    Three lectures on law enforcement are presented that were prepared for study purposes at Johnson County Community College. The first lecture examines the fundamental ideas of the Age of Enlightenment and discusses their influence on the American Revolution, the United States Constitution, and the Bill of Rights. Major provisions of the Bill of…

  16. Playing Games during a Lecture Hour: Experience with an Online Blood Grouping Game

    ERIC Educational Resources Information Center

    Bhaskar, Anand

    2014-01-01

    Theory lectures are boring and sleep inducing for students, and it is difficult to get their full attention during 1 h of lecture. The ability of students to concentrate diminishes 20-25 min after the start of the lecture. There is also a lack of active participation of students during theory lectures. In an effort to break the monotony of the…

  17. Online activities to optimize in person learning

    NASA Astrophysics Data System (ADS)

    Stelzer, Tim

    Students' unprecedented access to content on the web is providing a unique opportunity to transform the role lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. .

  18. Nuclear actin activates human transcription factor genes including the OCT4 gene.

    PubMed

    Yamazaki, Shota; Yamamoto, Koji; Tokunaga, Makio; Sakata-Sogawa, Kumiko; Harata, Masahiko

    2015-01-01

    RNA microarray analyses revealed that nuclear actin activated many human transcription factor genes including OCT4, which is required for gene reprogramming. Oct4 is known to be activated by nuclear actin in Xenopus oocytes. Our findings imply that this process of OCT4 activation is conserved in vertebrates and among cell types and could be used for gene reprogramming of human cells.

  19. The AWM-SIAM Sonia Kovalesvky Lecture

    SciTech Connect

    Lenhart, Suzanne; Lewis, Jennifer

    2003-06-03

    The Association for Women in Mathematics (AWM) in cooperation with the Society for Industrial and Applied Mathematics (SIAM) and with funding from the Department of Energy initiated a new lecture series. The purpose of the lecture series is to increase the visibility of women who have made significant contributions in applied or computational mathematics. The AWM-SIAM Sonia Kovalevsky Lecture is presented at the SIAM Annual Meeting which is a national conference. The lecturer is a woman who has made distinguished contributions in applied or computational mathematics. The lecturer is determined by the Selection Committee which consists of two members of AWM and two members of SIAM, appointed by the presidents of these organizations. The committee may solicit nominations from other members of the scientific and engineering community. The lectureship may be awarded to any woman in the scientific or engineering community. During the period of the grant the AWM-SIAM Sonia Kovalevsky Lecture Series (SKLS) included two lectures from 2003 and 2004.

  20. Learning from Online Video Lectures

    ERIC Educational Resources Information Center

    Brecht, H. David

    2012-01-01

    This study empirically examines the instructional value of online video lectures--videos that a course's instructor prepares to supplement classroom or online-broadcast lectures. The study examines data from a classroom course, where the videos have a slower, more step-by-step lecture style than the classroom lectures; student use of videos is…

  1. The Web-Lecture - a viable alternative to the traditional lecture format?

    NASA Astrophysics Data System (ADS)

    Meibom, S.

    2004-12-01

    Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.

  2. Talking the Higgs Boson with Dr. Joseph Incandela: Third Lecture in the DOE Science Speaker Series (includes opening remarks from Dr. Bill Brinkman and introduction by Energy Secretary, Dr. Steven Chu)

    SciTech Connect

    Incandela, Joseph

    2012-09-14

    In July of 2012, scientists leading two different research teams, working independently of each other, announced that they had almost certain proof of the long-sought Higgs boson. Though Cern did not call the discovery "official", many physicists conceded the evidence was now so compelling they had surely found the missing particle. The formal confirmation will come over the next few months of further investigation. The experiments are taking place at the Large Hadron Collider (LHC), and this third lecture in the DOE Science Speaker Series is given by one of those announcing scientists in July. He is Dr. Joseph Incandela, the current spokesperson for the Compact Muon Solenoid (CMS) Experiment at CERN. He was heavily involved in the search for the top quark at Fermi and is from the University of California, Santa Barbara. The title he gives his presentation is "Searching for the genetic code of our universe: Discovery at the LHC."

  3. The computer-based lecture.

    PubMed

    Wofford, M M; Spickard, A W; Wofford, J L

    2001-07-01

    Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of "live" versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation.

  4. Improvements to the FATOLA computer program including added actively controlled landing gear subroutines

    NASA Technical Reports Server (NTRS)

    Mall, G. H.

    1983-01-01

    Modifications to a multi-degree-of-freedom flexible aircraft take-off and landing analysis (FATOLA) computer program, including a provision for actively controlled landing gears to expand the programs simulation capabilities, are presented. Supplemental instructions for preparation of data and for use of the modified program are included.

  5. It's not the done thing: social norms governing students' passive behaviour in undergraduate mathematics lectures

    NASA Astrophysics Data System (ADS)

    Yoon, Caroline; Kensington-Miller, Barbara; Sneddon, Jamie; Bartholomew, Hannah

    2011-12-01

    Students often play a passive role in large-scale lectures in undergraduate mathematics courses: they observe the lecturer demonstrate mathematical procedures, but they rarely engage in authentic mathematical activity themselves. This study uses semi-structured interviews of undergraduate students to investigate the implicit and explicit social norms and expectations that influence students to maintain their passive roles during lectures. Students were aware that their passivity was influenced by social norms, but perceived these norms as necessary for allowing the lecturer to get through the content in the allotted lecture time, while enabling students to avoid being publicly embarrassed in the lecture. However, the students appreciated opportunities to work on examples in small groups during lectures. We argue that the success of small group interactions during large-scale lectures depends on students and lecturers establishing supportive social norms, and adjusting their lecture goals from 'covering the content' to 'developing mathematical understanding'.

  6. Indian dental students' preferences regarding lecture courses.

    PubMed

    Parolia, Abhishek; Mohan, Mandakini; Kundabala, M; Shenoy, Ramya

    2012-03-01

    Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneficial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.

  7. An Additional Step in the Guided Lecture Procedure.

    ERIC Educational Resources Information Center

    Toole, Robert J.

    2000-01-01

    Describes the Guided Lecture Procedure (GLP), a procedure that requires students to suspend all notetaking and listen carefully during an approximately 20-minute lecture, followed by an active notetaking and small group interaction phase. Adds one extra requirement in the active notetaking phase: requiring each learner to write a question for the…

  8. Solar attitude control including active nutation damping in a fixed-momentum wheel satellite

    NASA Astrophysics Data System (ADS)

    Azor, Ruth

    1992-08-01

    In geostationary cruise of a momentum biased satellite, it is necessary to stabilize the roll/yaw attitude due to disturbances, caused mainly by solar pressure. This work presents a roll/yaw control, which is obtained by the use of solar arrays and fixed flaps as actuators, with a horizon sensor for roll measurement. The design also includes an active nutation damping.

  9. Solar sail attitude control including active nutation damping in a fixed-momentum wheel satellite

    NASA Technical Reports Server (NTRS)

    Azor, Ruth

    1992-01-01

    In geostationary cruise of a momentum biased satellite, it is necessary to stabilize the roll/yaw attitude due to disturbances, caused mainly by solar radiation pressure. This work presents a roll/yaw control which is obtained by the use of solar arrays and fixed flaps as actuators, with a horizon sensor for roll measurement. The design also includes an active nutation damping.

  10. Implementation of the Project "Including Disabled Senior Citizens in Creative Activities in 2013-2015"

    ERIC Educational Resources Information Center

    Ploch, Leszek

    2015-01-01

    This paper made an attempt to indicate the findings of the author's research from the experiences of the implementation of the project "Including disabled senior citizens in creative activities in 2013-2015". The issues of disabled senior citizens have been an object of interest over the recent years though it still has not had a proper…

  11. Modifying Physical Activities to Include Individuals with Disabilities: A Systematic Approach

    ERIC Educational Resources Information Center

    Menear, Kristi S.; Davis, Tim

    2007-01-01

    Effectively including individuals with disabilities in a physical activity setting can often be a challenge due to constraints related to equipment, class size, curriculum, and the various ability levels of individuals with and without disabilities. However, there are ways the instructor can control the environment and tasks to meet the needs of…

  12. Cooperative Learning Combined with Short Periods of Lecturing: A Good Alternative in Teaching Biochemistry

    ERIC Educational Resources Information Center

    Fernandez-Santander, Ana

    2008-01-01

    The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to…

  13. Lectures in accelerator theory

    SciTech Connect

    Month, M

    1980-01-01

    Lecture I deals with the behavior of particles in the nonlinear field arising from the electromagnetic interaction of colliding beams. The case treated, that of counter-rotating proton beams crossing each other at a non-zero angle, has the simple feature that the force between the beam is one dimensional. In lecture II, an analysis of the development of traveling waves on particle beams is presented. The situation studied is that of a uniform beam current in a circular accelerator and the excitation for the coherent motion is induced by the resistivity of the vacuum chamber wall. Finally, in lecture III, a description of the current accumulation process used at the proton storage rings at CERN (The ISR) is given. Particle pulses of rather low average current are injected and stored along the length and width of the vacuum chamber. The efficiency is very high and large currents (over 40 amperes) have been achieved.

  14. Memory for Lectures: How Lecture Format Impacts the Learning Experience

    PubMed Central

    Varao-Sousa, Trish L.; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

  15. The Evolutionary Conformation from Traditional Lecture to Active Learning in an Undergraduate Biology Course and Its Effects on Student Achievement

    ERIC Educational Resources Information Center

    Diederich, Kirsten Bakke

    2010-01-01

    In response to the declining number of students in the United States entering into the STEM (science, technology, engineering, and math) disciplines, there has been an attempt to retain student interest in the sciences through the implementation of more active learning in the classroom. Active learning is defined as any instructional method that…

  16. The Lecture Is Dead Long Live the e-Lecture

    ERIC Educational Resources Information Center

    Folley, Duncan

    2010-01-01

    This research paper investigates if the traditional lecture is no longer appropriate for Neomillennial Learning Styles and whether an alternative blended approach could/should be used? Over the past decade the lecture as we know it, has gradually been under attack from constructivists, Twigg (1999) for example argues that the lecture is in the…

  17. Solar sail attitude control including active nutation damping in a fixed-momentum wheel satellite

    NASA Astrophysics Data System (ADS)

    Azor, Ruth

    1992-02-01

    In the geostationary cruise of a momentum biased satellite, it is necessary to stabilize the roll/yaw attitude due to disturbances caused by solar radiation pressure. This work presents a roll/yaw control system with a horizon sensor for roll measurement. Roll/yaw control is obtained by the use of solar arrays and fixed flaps as actuators. The design also includes an active nutation damping method.

  18. Mimetics of caloric restriction include agonists of lipid-activated nuclear receptors.

    PubMed

    Corton, J Christopher; Apte, Udayan; Anderson, Steven P; Limaye, Pallavi; Yoon, Lawrence; Latendresse, John; Dunn, Corrie; Everitt, Jeffrey I; Voss, Kenneth A; Swanson, Cynthia; Kimbrough, Carie; Wong, Jean S; Gill, Sarjeet S; Chandraratna, Roshantha A S; Kwak, Mi-Kyoung; Kensler, Thomas W; Stulnig, Thomas M; Steffensen, Knut R; Gustafsson, Jan-Ake; Mehendale, Harihara M

    2004-10-29

    The obesity epidemic in industrialized countries is associated with increases in cardiovascular disease (CVD) and certain types of cancer. In animal models, caloric restriction (CR) suppresses these diseases as well as chemical-induced tissue damage. These beneficial effects of CR overlap with those altered by agonists of nuclear receptors (NR) under control of the fasting-responsive transcriptional co-activator, peroxisome proliferator-activated co-activator 1alpha (PGC-1alpha). In a screen for compounds that mimic CR effects in the liver, we found statistically significant overlaps between the CR transcript profile in wild-type mice and the profiles altered by agonists of lipid-activated NR, including peroxisome proliferator-activated receptor alpha (PPARalpha), liver X receptor, and their obligate heterodimer partner, retinoid X receptor. The overlapping genes included those involved in CVD (lipid metabolism and inflammation) and cancer (cell fate). Based on this overlap, we hypothesized that some effects of CR are mediated by PPARalpha. As determined by transcript profiling, 19% of all gene expression changes in wild-type mice were dependent on PPARalpha, including Cyp4a10 and Cyp4a14, involved in fatty acid omega-oxidation, acute phase response genes, and epidermal growth factor receptor but not increases in PGC-1alpha. CR protected the livers of wild-type mice from damage induced by thioacetamide, a liver toxicant and hepatocarcinogen. CR protection was lost in PPARalpha-null mice due to inadequate tissue repair. These results demonstrate that PPARalpha mediates some of the effects of CR and indicate that a pharmacological approach to mimicking many of the beneficial effects of CR may be possible.

  19. 410th Brookhaven Lecture

    SciTech Connect

    Peter Steinberg

    2005-12-21

    In a lecture titled "Hotter, Denser, Faster, Smaller...and Nearly Perfect: What's the Matter at RHIC?", Steinberg discusses the basic physics of the quark-gluon plasma and BNL's Relativistic Heavy Ion Collider, with a focus on several intriguing results from RHIC's recently ended PHOBOS experiment.

  20. Podcasting a Physics Lecture

    ERIC Educational Resources Information Center

    McDonald, James E. R.

    2008-01-01

    The technology of podcasting, or creating audio or video files that can be subscribed to over the Internet, has grown in popularity over the past few years. Many educators have already begun realizing the potential of delivering such customized content, but most efforts have focused on lecture-style humanities courses or multimedia arts courses.…

  1. Participatory Lecture Demonstrations.

    ERIC Educational Resources Information Center

    Battino, Rubin

    1979-01-01

    The use of participatory lecture demonstrations in the classroom is described. Examples are given for the following topics: chromatography, chemical kinetics, balancing equations, the gas laws, kinetic molecular theory, Henry's law of gas solubility, electronic energy levels in atoms, and translational, vibrational, and rotational energies of…

  2. 453rd Brookhaven Lecture

    ScienceCinema

    Richard Ferrieri

    2016-07-12

    In this lecture titled "Striving Towards Energy Sustainability: How Will Plants Play a Role in Our Future?" Richard Ferrieri discusses how radiotracers and positron emission tomography (PET imaging) are providing a new look into plant processes that could lead to more renewable biofuels.

  3. 416th Brookhaven Lecture

    ScienceCinema

    Dax Fu

    2016-07-12

    "Molecular Design of a Metal Transporter." Metal transporters are proteins residing in cell membranes that keep the amount of zinc and other metals in the body in check by selecting a nutritional metal ion against a similar and much moreabundant toxic one. How transporter proteins achieve this remarkable sensitivity is one of the questions addressed by Fu in this lecture.

  4. 412th Brookhaven Lecture

    SciTech Connect

    Peter Vanier

    2006-02-15

    With new radiation detectors, finding smuggled nuclear materials in a huge container among thousands of others in a busy port becomes possible. To learn about these new detectors from a specialist who has spent several years developing these technologies, watch the 412th Brookhaven Lecture, "Advanced Neutron Detection Methods: New Tools for Countering Nuclear Terrorism."

  5. 412th Brookhaven Lecture

    ScienceCinema

    Peter Vanier

    2016-07-12

    With new radiation detectors, finding smuggled nuclear materials in a huge container among thousands of others in a busy port becomes possible. To learn about these new detectors from a specialist who has spent several years developing these technologies, watch the 412th Brookhaven Lecture, "Advanced Neutron Detection Methods: New Tools for Countering Nuclear Terrorism."

  6. 426th Brookhaven Lecture

    ScienceCinema

    David Jaffe

    2016-07-12

    "The Pesky Neutrino". In this lecture, Jaffe describes the past, present and possible future of the "pesky" neutrino, the existence of which was first hypothesized in 1930 to rescue energy conservation in the radioactive beta decay of nuclei. Recent evidence that neutrinos are massive is the only experimental evidence in particle physics that is inconsistent with the Standard Model.

  7. 410th Brookhaven Lecture

    ScienceCinema

    Peter Steinberg

    2016-07-12

    In a lecture titled "Hotter, Denser, Faster, Smaller...and Nearly Perfect: What's the Matter at RHIC?", Steinberg discusses the basic physics of the quark-gluon plasma and BNL's Relativistic Heavy Ion Collider, with a focus on several intriguing results from RHIC's recently ended PHOBOS experiment.

  8. 423rd Brookhaven Lecture

    ScienceCinema

    Mei Bai

    2016-07-12

    Among other things, scientists at BNL's Relativistic Heavy Ion Collider (RHIC) are studying a fundamental question of particle physics: What is responsible for proton "spin"? Physicist Mei Bai discusses this topic at the 423rd Brookhaven Lecture, "RHIC: The Worlds First High-Energy, Polarized-Proton Collider."

  9. Molecular mechanisms of action of the soy isoflavones includes activation of promiscuous nuclear receptors. A review.

    PubMed

    Ricketts, Marie-Louise; Moore, David D; Banz, William J; Mezei, Orsolya; Shay, Neil F

    2005-06-01

    Consumption of soy has been demonstrated to reduce circulating cholesterol levels, most notably reducing low-density lipoprotein (LDL) cholesterol levels in hypercholesterolemic individuals. The component or components that might be responsible for this effect is still a matter of debate or controversy among many researchers. Candidate agents include an activity of soy protein itself, bioactive peptides produced during the digestive process, or the soy isoflavones. Although soy intake may provide other health benefits including preventative or remediative effects on cancer, osteoporosis and symptoms of menopause, this review will focus on isoflavones as agents affecting lipid metabolism. Isoflavones were first discovered as a bioactive agent disrupting estrogen action in female sheep, thereby earning the often-used term 'phytoestrogens'. Subsequent work confirmed the ability of isoflavones to bind to estrogen receptors. Along with the cholesterol-lowering effect of soy intake, research that is more recent has pointed to a beneficial antidiabetic effect of soy intake, perhaps mediated by soy isoflavones. The two common categories of antidiabetic drugs acting on nuclear receptors known as peroxisome proliferator activated receptors (PPARs) are the fibrates and glitazones. We and others have recently asked the research question 'do the soy isoflavones have activities as either "phytofibrates" or "phytoglitazones"?' Such an activity should be able to be confirmed both in vivo and in vitro. In both the in vivo and in vitro cases, this action has indeed been confirmed. Further work suggests a possible action of isoflavones similar to the nonestrogenic ligands that bind the estrogen-related receptors (ERRs). Recently, these receptors have been demonstrated to contribute to lipolytic processes. Finally, evaluation of receptor activation studies suggests that thyroid receptor activation may provide additional clues explaining the metabolic action of isoflavones. The recent

  10. In Defence of the Lecture

    ERIC Educational Resources Information Center

    Webster, R. Scott

    2015-01-01

    In response to the lecture format coming under "attack" and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. Some of the criticisms against lectures will be…

  11. Teaching Problem-Solving Skills without Sacrificing Course Content: Marrying Traditional Lecture and Active Learning in an Organic Chemistry Class

    ERIC Educational Resources Information Center

    Jones-Wilson, T. Michelle

    2005-01-01

    In traditional science teaching, teachers expect the average student to implicitly learn and apply subtle concepts and to connect seemingly disjointed information. Teachers expect them to actively assemble the building blocks of critical thinking, often without example (Meyers 1986). The critical analysis of issues and problems is second nature to…

  12. 2008 C. H. McCloy Lecture: Social Psychology and Physical Activity--Back to the Future

    ERIC Educational Resources Information Center

    Gill, Diane L.

    2009-01-01

    In the early 1970s, both my academic career and the psychology subdiscipline within kinesiology began as "social psychology and physical activity." Since then, sport and exercise psychology research has shifted away from the social to a narrower bio-psycho-(no social) approach, and professional practice has focused on the elite rather…

  13. 1994 C. H. McCloy Research Lecture: Does Physical Activity Play a Role in Preventing Osteoporosis?

    ERIC Educational Resources Information Center

    Drinkwater, Barbara L.

    1994-01-01

    Review considers problems encountered in relating women's physical activity to increases in bone mass, noting the implications of recommending exercise to help prevent osteoporosis based on that information. Research indicates that for the full benefit of exercise on skeletal health, there must be adequate gonadal hormone levels. (SM)

  14. Explicit Constructivism: A Missing Link in Ineffective Lectures?

    ERIC Educational Resources Information Center

    Prakash, E. S.

    2010-01-01

    This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my…

  15. Just Do It: Flipped Lecture, Determinants and Debate

    ERIC Educational Resources Information Center

    Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

    2016-01-01

    This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills,…

  16. Changing the Nature of Lectures Using a Personal Response System

    ERIC Educational Resources Information Center

    Masikunis, George; Panayiotidis, Andreas; Burke, Linda

    2009-01-01

    This article describes the use of an Electronic Voting System (EVS) in large group lectures within a business and management undergraduate degree programme, in an attempt to make them more interactive. The intention was to ensure that the introduction of the EVS-style lecture was educationally driven, linked to interactive learning activities in…

  17. Expectancies and Motivations to Attend an Informal Science Lecture Series

    ERIC Educational Resources Information Center

    AbiGhannam, Niveen; Kahlor, LeeAnn; Dudo, Anthony; Liang, Ming-Ching; Rosenthal, Sonny; Banner, Jay L.

    2016-01-01

    This study explored the expectancies and motivations that prompt audiences to attend a university science lecture series. The series features talks by science experts from the host campus and around the USA. Each lecture typically attracts between 300 and 600 attendees, including middle and high school student groups, university students, and…

  18. How "Flipping" the Classroom Can Improve the Traditional Lecture

    ERIC Educational Resources Information Center

    Berrett, Dan

    2012-01-01

    In this article, the author discusses a teaching technique called "flipping" and describes how "flipping" the classroom can improve the traditional lecture. As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in…

  19. Seeking answers on lecturer training

    NASA Astrophysics Data System (ADS)

    Grozier, Jim; Austin, Jim

    2010-04-01

    Jonathan Osborne's letter (February p20) in response to João Magueijo's article on university-lecturer training (December 2009 pp16-17) surely cannot go unanswered. Contrary to what Osborne claims, Magueijo did not say that we should use lectures because students like them - in fact, he advocated the use of exactly the "interactive, discursive methods" that Osborne favours as alternatives to traditional lecture courses. The real point of Magueijo's article was that lecturer training as currently practised in the UK is a waste of time - not that lecturers need no training at all.

  20. Interactive lectures: Clickers or personal devices?

    PubMed Central

    Morrell, Lesley J.; Joyce, Domino A.

    2015-01-01

    Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. PMID:26594327

  1. Interactive lectures: Clickers or personal devices?

    PubMed

    Morrell, Lesley J; Joyce, Domino A

    2015-01-01

    Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.

  2. Measuring and Reducing Off-Target Activities of Programmable Nucleases Including CRISPR-Cas9.

    PubMed

    Koo, Taeyoung; Lee, Jungjoon; Kim, Jin-Soo

    2015-06-01

    Programmable nucleases, which include zinc-finger nucleases (ZFNs), transcription activator-like effector nucleases (TALENs), and RNA-guided engineered nucleases (RGENs) repurposed from the type II clustered, regularly interspaced short palindromic repeats (CRISPR)-CRISPR-associated protein 9 (Cas9) system are now widely used for genome editing in higher eukaryotic cells and whole organisms, revolutionising almost every discipline in biological research, medicine, and biotechnology. All of these nucleases, however, induce off-target mutations at sites homologous in sequence with on-target sites, limiting their utility in many applications including gene or cell therapy. In this review, we compare methods for detecting nuclease off-target mutations. We also review methods for profiling genome-wide off-target effects and discuss how to reduce or avoid off-target mutations.

  3. Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

    ERIC Educational Resources Information Center

    Choate, Julia; Kotsanas, George; Dawson, Phillip

    2014-01-01

    Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…

  4. Interactive lecturing for meaningful learning in large groups.

    PubMed

    Gülpinar, Mehmet Ali; Yeğen, Berrak C

    2005-11-01

    In order to enhance the quality of integration of physiological basic concepts with clinical sciences and to facilitate problem solving skills, a 'structured integrated interactive' two-hour block lecture on growth hormone physiology was implemented. A template showing the central regulation of growth hormone release and its peripheral effects was developed as an advanced organizer. Based on this template, new information was presented. Student feedback demonstrated that the lecture, based on the expository teaching model and enhanced by different forms of question and problem solving activities, was successful and interactive. It was also more motivating and was able to keep the attention of the students in relatively higher levels throughout the lecture. Furthermore, students felt that they had made important gains in transferable problem solving skills and this opinion was supported by their performance in clinical cases. These findings reinforced the idea that systematic incorporation of active learning strategies into lectures may minimize many of the weaknesses of traditional lectures.

  5. B.Gregory Lecture

    ScienceCinema

    None

    2016-07-12

    Troisième série de "Gregory lectures" en mémoire de B.Gregory (1919-1977),DG de 1965 à 1970. La première conférence B.Gregory a été donné par le Prof.V.Weisskopf, son prédécesseur. Chris Greeg (?)de Berkley prend aussi la parole

  6. B.Gregory Lecture

    SciTech Connect

    2008-01-11

    Troisième série de "Gregory lectures" en mémoire de B.Gregory (1919-1977),DG de 1965 à 1970. La première conférence B.Gregory a été donné par le Prof.V.Weisskopf, son prédécesseur. Chris Greeg (?)de Berkley prend aussi la parole

  7. Pulling My Gut out--Simple Tools for Engaging Students in Gross Anatomy Lectures

    ERIC Educational Resources Information Center

    Chan, Lap Ki

    2010-01-01

    A lecture is not necessarily a monologue, promoting only passive learning. If appropriate techniques are used, a lecture can stimulate active learning too. One such method is demonstration, which can engage learners' attention and increase the interaction between the lecturer and the learners. This article describes two simple and useful tools for…

  8. Remixing Chemistry Class: Two Colorado Teachers Make Vodcasts of Their Lectures to Free Up Class Time for Hands-On Activities

    ERIC Educational Resources Information Center

    Bergmann, Jonathan; Sams, Aaron

    2009-01-01

    As educators, the authors continually strive to improve the quality of time spent in class with their students. As chemistry teachers, they know that lectures are necessary to convey content, but experiential learning is more effective at constructing and solidifying knowledge. Podcasting and vodcasting their lessons at first proved to be an…

  9. Should singing activities be included in speech and voice therapy for prepubertal children?

    PubMed

    Rinta, Tiija; Welch, Graham F

    2008-01-01

    Customarily, speaking and singing have tended to be regarded as two completely separate sets of behaviors in clinical and educational settings. The treatment of speech and voice disorders has focused on the client's speaking ability, as this is perceived to be the main vocal behavior of concern. However, according to a broader voice-science perspective, given that the same vocal structure is used for speaking and singing, it may be possible to include singing in speech and voice therapy. In this article, a theoretical framework is proposed that indicates possible benefits from the inclusion of singing in such therapeutic settings. Based on a literature review, it is demonstrated theoretically why singing activities can potentially be exploited in the treatment of prepubertal children suffering from speech and voice disorders. Based on this theoretical framework, implications for further empirical research and practice are suggested.

  10. The Life of Learning. The Charles Homer Haskins Lectures of the American Council of Learned Societies.

    ERIC Educational Resources Information Center

    Greenberg, Douglas, Ed.; Katz, Stanley N., Ed.

    Lectures from the Charles Homer Haskins Lecture Series of the American Council of Learned Societies are gathered here. They include the untitled lectures of: Maynard Mack (1983) of Yale University; Lawrence Stone (1985) of Princeton University; Milton V. Anastos (1986) of the University of California at Los Angeles; Carl E. Schorske (1987) of…

  11. Environmental Studies Lecture Notes for Geology 361K, Environmental Earth Science.

    ERIC Educational Resources Information Center

    Bartholomew, Rolland B.

    This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individualized learning carrel lessons. Presented are the lecture notes for 10 lectures on the topics of geologic time, natural resources, and…

  12. 25 CFR 170.623 - How are IRR Program projects and activities included in a self-governance agreement?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false How are IRR Program projects and activities included in a... Contracts and Agreements Under Isdeaa § 170.623 How are IRR Program projects and activities included in a self-governance agreement? To include an IRR Program project or activity in a self-governance...

  13. Heparan sulfate proteoglycans including syndecan-3 modulate BMP activity during limb cartilage differentiation.

    PubMed

    Fisher, Melanie C; Li, Yingcui; Seghatoleslami, M Reza; Dealy, Caroline N; Kosher, Robert A

    2006-01-01

    Bone morphogenetic proteins (BMPs) are involved in multiple aspects of limb development including regulation of cartilage differentiation. Several BMPs bind strongly to heparin, and heparan sulfate proteoglycans (HSPGs) at the cell surface or in the extracellular matrix have recently been implicated as modulators of BMP signaling in some developing systems. Here we have explored the role of HSPGs in regulating BMP activity during limb chondrogenesis by evaluating the effects of exogenous heparan sulfate (HS), heparitinase treatment, and overexpression of the HSPG syndecan-3 on the ability of BMP2 to modulate the chondrogenic differentiation of limb mesenchymal cells in micromass culture. Exogenous HS dramatically enhances the ability of BMP2 to stimulate chondrogenesis and cartilage specific gene expression, and reduces the concentration of BMP2 needed to stimulate chondrogenesis. Furthermore, HS stimulates BMP2-mediated phosphorylation of Smad1, Smad5, and Smad8, transcriptional mediators of BMP2 signaling, indicating that HS enhances the interaction of BMP2 with its receptors. Pretreatment of micromass cultures with heparitinase to degrade endogenous HSPGs also enhances the chondrogenic activity of BMP2, and reduces the concentration of BMP2 needed to promote chondrogenesis. Taken together these results indicate that exogenous HS or heparitinase enhance the chondrogenic activity of BMP2 by interfering with its interaction with endogenous HSPGs that would normally restrict its interaction with its receptors. Consistent with the possibility that HSPGs are negative modulators of BMP signaling during chondrogenesis, we have found that overexpression of syndecan-3, which is one of the major HSPGs normally expressed during chondrogenesis, greatly impairs the ability of BMP2 to promote cartilage differentiation. Furthermore, retroviral overexpression of syndecan-3 inhibits BMP2-mediated Smad phosphorylation in the regions of the cultures in which chondrogenesis is

  14. Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

    PubMed

    Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

    2016-12-01

    This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

  15. On performing concepts during science lectures

    NASA Astrophysics Data System (ADS)

    Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

    2007-01-01

    When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher performs in the classroom. All of these communicative modalities constitute resources that are made available to students for making sense of and learning from lectures. Yet in the literature on teaching science, these other means of communication are little investigated and understood - and, correspondingly, they are undertheorized. The purpose of this position paper is to argue for a different view of concepts in lectures: they are performed simultaneously drawing on and producing multiple resources that are different expressions of the same holistic meaning unit. To support our point, we provide examples from a database of 26 lectures in a 12th-grade biology class, where the human body was the main topic of study. We analyze how different types of resources - including verbal and nonverbal discourse and various material artifacts - interact during lectures. We provide evidence for the unified production of these various sense-making resources during teaching to constitute a meaning unit, and we emphasize particularly the use of gestures and body orientations inside this meaning unit. We suggest that proper analyses of meaning units need to take into account not only language and diagrams but also a lecturer's pointing and depicting gestures, body positions, and the relationships between these different modalities. Scientific knowledge (conceptions) exists in the concurrent display of all sense-making resources, which we, following Vygotsky, understand as forming a unit (identity) of nonidentical entities.

  16. Be BOLD: Encouraging Girls to Include Unstructured Bouts of Physical Activity into Daily Routines

    ERIC Educational Resources Information Center

    Hill, Kory; Williams, Gwynne M.

    2014-01-01

    Adolescent girls are less active than their male counterparts and physical activity levels tend to decline as one ages. One of the goals of concerned physical educators is to promote a physically active lifestyle and to teach skills and promote behaviors that will allow students to be active both in and out of school. This article presents a…

  17. Modelling of an activated primary settling tank including the fermentation process and VFA elutriation.

    PubMed

    Ribes, J; Ferrer, J; Bouzas, A; Seco, A

    2002-10-01

    A complete model of a primary settler including both sedimentation and biological processes is presented. It is a one-dimensional model based on the solids flux concept and the conservation of mass that uses the Takács model for the settling velocity, which is corrected by a compression function in the lower layers. The biological model is based on the ASM2 and enlarged with the fermentation model proposed by this research group. The settler was split in ten layers and the flux terms in the mass balance for each layer is obtained by means of the settling model. A pilot plant has been operated to study the primary sludge fermentation and volatile fatty acids (VFA) elutriation in a primary settler tank. The model has been tested with pilot plant experimental data with very good results. It has been able to simulate the VFA production in the settler and their elutriation with the influent wastewater for all the studied experiments. The developed model is easily applicable to secondary settlers and thickeners, also taking into account biological activity inside them.

  18. Measuring Outcomes in Adult Weight Loss Studies That Include Diet and Physical Activity: A Systematic Review

    PubMed Central

    Millstein, Rachel A.

    2014-01-01

    Background. Measuring success of obesity interventions is critical. Several methods measure weight loss outcomes but there is no consensus on best practices. This systematic review evaluates relevant outcomes (weight loss, BMI, % body fat, and fat mass) to determine which might be the best indicator(s) of success. Methods. Eligible articles described adult weight loss interventions that included diet and physical activity and a measure of weight or BMI change and body composition change. Results. 28 full-text articles met inclusion criteria. Subjects, settings, intervention lengths, and intensities varied. All studies measured body weight (−2.9 to −17.3 kg), 9 studies measured BMI (−1.1 to −5.1 kg/m2), 20 studies measured % body fat (−0.7 to −10.2%), and 22 studies measured fat mass (−0.9 to −14.9 kg). All studies found agreement between weight or BMI and body fat mass or body fat % decreases, though there were discrepancies in degree of significance between measures. Conclusions. Nearly all weight or BMI and body composition measures agreed. Since body fat is the most metabolically harmful tissue type, it may be a more meaningful measure of health change. Future studies should consider primarily measuring % body fat, rather than or in addition to weight or BMI. PMID:25525513

  19. Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses

    NASA Astrophysics Data System (ADS)

    Pollock, Steven J.

    2006-02-01

    We have implemented several research-based transformations in our introductory calculus-based physics course at CU Boulder. These include Peer Instruction with student response system in lecture, Tutorials with trained undergraduate learning assistants in recitations, and personalized computer assignments. In an effort to distinguish the effects of instructor, TA preparation, and particular research-based activities, we present extensive new measurements from six courses representing a spectrum of reforms. This study includes data from Physics I with and without Tutorials, and Physics II with Tutorials. We present multiple quantitative and qualitative measures of success, including validated pre/post content- and attitude-surveys and common exam questions. We investigate the hand-off of reforms between faculty implementing different suites of activities, and begin to assess elements and requirements for success with these transformations. We present evidence that combining research-based interactive engagement methods in lecture, Tutorials, and homework plays a significant positive role in conceptual and attitudinal development.

  20. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 2 2011-10-01 2011-10-01 false Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  1. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 2 2014-10-01 2012-10-01 true Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  2. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 2 2012-10-01 2012-10-01 false Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  3. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 2 2013-10-01 2012-10-01 true Can NEW Program activities include job market assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... Program Design and Operations § 287.130 Can NEW Program activities include job market assessments,...

  4. Lectures on Yangian symmetry

    NASA Astrophysics Data System (ADS)

    Loebbert, Florian

    2016-08-01

    In these introductory lectures we discuss the topic of Yangian symmetry from various perspectives. Forming the classical counterpart of the Yangian and an extension of ordinary Noether symmetries, first the concept of nonlocal charges in classical, two-dimensional field theory is reviewed. We then define the Yangian algebra following Drinfel’d's original motivation to construct solutions to the quantum Yang-Baxter equation. Different realizations of the Yangian and its mathematical role as a Hopf algebra and quantum group are discussed. We demonstrate how the Yangian algebra is implemented in quantum, two-dimensional field theories and how its generators are renormalized. Implications of Yangian symmetry on the two-dimensional scattering matrix are investigated. We furthermore consider the important case of discrete Yangian symmetry realized on integrable spin chains. Finally we give a brief introduction to Yangian symmetry in planar, four-dimensional super Yang-Mills theory and indicate its impact on the dilatation operator and tree-level scattering amplitudes. These lectures are illustrated by several examples, in particular the two-dimensional chiral Gross-Neveu model, the Heisenberg spin chain and { N }=4 superconformal Yang-Mills theory in four dimensions.

  5. David Haussler, Ph.D., Lectures on Cancer Genomics - TCGA

    Cancer.gov

    In this lecture, Dr. David Haussler provides a historical overview of the field of genomics leading up to TCGA, including the Cancer Genomics Hub at the University of California, Santa Cruz, and the TCGA Pan-Cancer initiative.

  6. ESP Methodology for Science Lecturers.

    ERIC Educational Resources Information Center

    Rogers, Angela; Mulyana, Cukup

    A program designed to teach university science lecturers in Indonesia how to design and teach one-semester courses in English for special purposes (ESP) is described. The program provided lecturers with training in language teaching methodology and course design. The piloting of the teacher training course, focusing on physics instruction, is…

  7. Co-ordinated Classroom Lectures.

    ERIC Educational Resources Information Center

    Harmon, Darell Boyd

    From a series of lectures, a selection of eight are oriented principally toward the biologically developing child, and the physiological operations in visual process. The numbered lectures are--(1) The Coordinated Classroom, its Philosophy and Principles, (2) An Outline of a Biological Point of View, (3) The Evolution of Structure--despite man's…

  8. Do-It-Yourself Whiteboard-Style Physics Video Lectures

    NASA Astrophysics Data System (ADS)

    Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

    2017-01-01

    Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive instruction. To date, most video lectures are live lecture recordings or screencasts. The hand-animated "whiteboard" video is an alternative to these more common styles and affords unique creative opportunities such as stop-motion animation or visual "demonstrations" of phenomena that would be difficult to demo in a classroom. In the spring of 2013, a series of whiteboard-style videos were produced to provide video lecture content for Georgia Tech introductory physics instruction, including flipped courses and a MOOC. This set of videos (which also includes screencasts and live recordings) can be found on the "Your World is Your Lab" YouTube channel. In this article, we describe this method of video production, which is suitable for an instructor working solo or in collaboration with students; we explore students' engagement with these videos in a separate work. A prominent example of whiteboard animation is the "Minute Physics" video series by Henry Reich, whose considerable popularity and accessible, cartoony style were the original inspiration for our own video lectures.

  9. Parameterization of cloud droplet formation for global and regional models: including adsorption activation from insoluble CCN

    NASA Astrophysics Data System (ADS)

    Kumar, P.; Sokolik, I. N.; Nenes, A.

    2008-09-01

    Dust and black carbon aerosol have long been known to have potentially important and diverse impacts on cloud droplet formation. Most studies to date focus on the soluble fraction of such particles, and ignore interactions of the insoluble fraction with water vapor (even if known to be hydrophilic). To address this gap, we develop a new parameterization framework that considers cloud droplet formation within an ascending air parcel containing insoluble (but wettable) particles mixed with aerosol containing an appreciable soluble fraction. Activation of particles with a soluble fraction is described through well-established Köhler Theory, while the activation of hydrophilic insoluble particles is treated by "adsorption-activation" theory. In the latter, water vapor is adsorbed onto insoluble particles, the activity of which is described by a multilayer Frankel-Halsey-Hill (FHH) adsorption isotherm modified to account for particle curvature. We further develop FHH activation theory, and i) find combinations of the adsorption parameters AFHH, BFHH for which activation into cloud droplets is not possible, and, ii) express activation properties (critical supersaturation) that follow a simple power law with respect to dry particle diameter. Parameterization formulations are developed for sectional and lognormal aerosol size distribution functions. The new parameterization is tested by comparing the parameterized cloud droplet number concentration against predictions with a detailed numerical cloud model, considering a wide range of particle populations, cloud updraft conditions, water vapor condensation coefficient and FHH adsorption isotherm characteristics. The agreement between parameterization and parcel model is excellent, with an average error of 10% and R2 ~0.98.

  10. Diffractive laser beam homogenizer including a photo-active material and method of fabricating the same

    SciTech Connect

    Bayramian, Andy J; Ebbers, Christopher A; Chen, Diana C

    2014-05-20

    A method of manufacturing a plurality of diffractive optical elements includes providing a partially transmissive slide, providing a first piece of PTR glass, and directing first UV radiation through the partially transmissive slide to impinge on the first piece of PTR glass. The method also includes exposing predetermined portions of the first piece of PTR glass to the first UV radiation and thermally treating the exposed first piece of PTR glass. The method further includes providing a second piece of PTR glass and directing second UV radiation through the thermally treated first piece of PTR glass to impinge on the second piece of PTR glass. The method additionally includes exposing predetermined portions of the second piece of PTR glass to the second UV radiation, thermally treating the exposed second piece of PTR glass, and repeating providing and processing of the second piece of PTR glass using additional pieces of PTR glass.

  11. 7 CFR 981.441 - Credit for market promotion activities, including paid advertising.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... communication network), or portions of a web-site that target the farming or grower trade. (iii) For any... complementary product(s), or a handler selling multiple complementary products, including other nuts, with...

  12. 7 CFR 981.441 - Credit for market promotion activities, including paid advertising.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... communication network), or portions of a web-site that target the farming or grower trade. (iii) For any... complementary product(s), or a handler selling multiple complementary products, including other nuts, with...

  13. 7 CFR 981.441 - Credit for market promotion activities, including paid advertising.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... communication network), or portions of a web-site that target the farming or grower trade. (iii) For any... complementary product(s), or a handler selling multiple complementary products, including other nuts, with...

  14. 25 CFR 170.623 - How are IRR Program projects and activities included in a self-governance agreement?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How are IRR Program projects and activities included in a self-governance agreement? 170.623 Section 170.623 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE... self-governance agreement? To include an IRR Program project or activity in a self-governance...

  15. Electrode including porous particles with embedded active material for use in a secondary electrochemical cell

    DOEpatents

    Vissers, Donald R.; Nelson, Paul A.; Kaun, Thomas D.; Tomczuk, Zygmunt

    1978-04-25

    Particles of carbonaceous matrices containing embedded electrode active material are prepared for vibratory loading within a porous electrically conductive substrate. In preparing the particles, active materials such as metal chalcogenides, solid alloys of alkali or alkaline earth metals along with other metals and their oxides in powdered or particulate form are blended with a thermosetting resin and particles of a volatile to form a paste mixture. The paste is heated to a temperature at which the volatile transforms into vapor to impart porosity at about the same time as the resin begins to cure into a rigid, solid structure. The solid structure is then comminuted into porous, carbonaceous particles with the embedded active material.

  16. In vitro and in vivo anti-plasmodial activity of essential oils, including hinokitiol.

    PubMed

    Fujisaki, Ryuichi; Kamei, Kiyoko; Yamamura, Mariko; Nishiya, Hajime; Inouye, Shigeharu; Takahashi, Miki; Abe, Shigeru

    2012-03-01

    Abstract. The anti-plasmodial activity of 47 essential oils and 10 of their constituents were screened for in vitro activity against Plasmodium falciparum. Five of these essential oils (sandalwood, caraway, monarda, nutmeg, and Thujopsis dolabrata var. hondai) and 2 constituents (thymoquinone and hinokitiol) were found to be active against P. falciparum in vitro, with 50% inhibitory concentration (IC50) values equal to or less than 1.0 microg/ml. Furthermore, in vivo analysis using a rodent model confirmed the anti-plasmodial potential of subcutaneously administered sandalwood oil, and percutaneously administered hinokitiol and caraway oil against rodent P. berghei. Notably, these oils showed no efficacy when administered orally, intraperitoneally or intravenously. Caraway oil and hinokitiol dissolved in carrier oil, applied to the skin of hairless mice caused high levels in the blood, with concentrations exceeding their IC50 values.

  17. Parameterization of cloud droplet formation for global and regional models: including adsorption activation from insoluble CCN

    NASA Astrophysics Data System (ADS)

    Kumar, P.; Sokolik, I. N.; Nenes, A.

    2009-04-01

    Dust and black carbon aerosol have long been known to exert potentially important and diverse impacts on cloud droplet formation. Most studies to date focus on the soluble fraction of these particles, and overlook interactions of the insoluble fraction with water vapor (even if known to be hydrophilic). To address this gap, we developed a new parameterization that considers cloud droplet formation within an ascending air parcel containing insoluble (but wettable) particles externally mixed with aerosol containing an appreciable soluble fraction. Activation of particles with a soluble fraction is described through well-established Köhler theory, while the activation of hydrophilic insoluble particles is treated by "adsorption-activation" theory. In the latter, water vapor is adsorbed onto insoluble particles, the activity of which is described by a multilayer Frenkel-Halsey-Hill (FHH) adsorption isotherm modified to account for particle curvature. We further develop FHH activation theory to i) find combinations of the adsorption parameters AFHH, BFHH which yield atmospherically-relevant behavior, and, ii) express activation properties (critical supersaturation) that follow a simple power law with respect to dry particle diameter. The new parameterization is tested by comparing the parameterized cloud droplet number concentration against predictions with a detailed numerical cloud model, considering a wide range of particle populations, cloud updraft conditions, water vapor condensation coefficient and FHH adsorption isotherm characteristics. The agreement between parameterization and parcel model is excellent, with an average error of 10% and R2~0.98. A preliminary sensitivity study suggests that the sublinear response of droplet number to Köhler particle concentration is not as strong for FHH particles.

  18. Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.

    PubMed

    Goodman, Barbara E; Koster, Karen L; Redinius, Patrick L

    2005-06-01

    The teaching faculty for this course sought to address their own concerns about the quality of student learning in an impersonal large lecture biology class for majors, the difficulties in getting to know each student by name, and difficulties in soliciting answers and reactions from the students during the lecture. Questions addressed by this study were, Do active-learning activities in a small and personal lecture setting enhance student learning more than active-learning activities in large impersonal lectures? and Are students more satisfied with an educational experience in a small and personal lecture setting? Based on faculty perceptions of how they best relate to their students, the prediction was that the students in the experimental group with small lecture classes and increased direct contact with the teaching faculty would learn physiological principles better than the students in the control group in the large impersonal lecture portion of the course. One of the laboratory sections of this large enrollment biology course was randomly selected to be taught with separate small lectures by the teaching faculty. In addition, the teaching faculty participated in the laboratory with these students during their experiments correlated with the lecture material. The students in both groups were compared by pre- and posttests of physiological principles, final course grades, and class satisfaction surveys.

  19. Observing a fictitious stressful event: haematological changes, including circulating leukocyte activation.

    PubMed

    Mian, Rubina; Shelton-Rayner, Graham; Harkin, Brendan; Williams, Paul

    2003-03-01

    The aim of this study was to assess the effect of watching a psychological stressful event on the activation of leukocytes in healthy human volunteers. Blood samples were obtained from 32 healthy male and female subjects aged between 20 and 26 years before, during and after either watching an 83-minute horror film that none of the subjects had previously seen (The Texas Chainsaw Massacre, 1974) or by sitting quietly in a room (control group). Total differential cell counts, leukocyte activation as measured by the nitroblue tetrazolium (NBT) test, heart rate and blood pressure (BP) measurements were taken at defined time points. There were significant increases in peripheral circulating leukocytes, the number of activated circulating leukocytes, haemoglobin (Hb) concentration and haematocrit (Hct) in response to the stressor. These were accompanied by significant increases in heart rate, systolic and diastolic BP (P<0.05 from baseline). This is the first reported study on the effects of observing a psychologically stressful, albeit fictitious event on circulating leukocyte numbers and the state of leukocyte activation as determined by the nitrotetrazolium test.

  20. Population and Human Development: A Course Curriculum Including Lesson Plans, Activities and Bibliography.

    ERIC Educational Resources Information Center

    Murphy, Elaine M.

    This course outline suggests materials and learning activities on the interrelated causes and consequences of population growth and other population concerns. Designed to educate general college audiences, it is also intended for use as a preservice course for teachers. In addition, the course can be modified for high school students. The course…

  1. Beyond Right or Wrong: Challenges of Including Creative Design Activities in the Classroom

    ERIC Educational Resources Information Center

    Brennan, Karen

    2015-01-01

    In this article, we explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. Providing opportunities for students to understand and to build capacities for creative work was described by many of the teachers that we interviewed as a central…

  2. Sixty Minutes of Physical Activity per Day Included within Preschool Academic Lessons Improves Early Literacy

    ERIC Educational Resources Information Center

    Kirk, Stacie M.; Kirk, Erik P.

    2016-01-01

    Background: The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Methods: Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA…

  3. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    PubMed

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  4. Physical Activity Programs in Higher Education: Modifying Net/Wall Games to Include Individuals with Disabilities

    ERIC Educational Resources Information Center

    Braga, Luciana; Tracy, Julia F.; Taliaferro, Andrea R.

    2015-01-01

    The growing number of students with disabilities in higher education settings has presented challenges for instructors with regards to appropriate inclusion. Concerning physical activity courses in higher education, instructors may not have the knowledge or resources to make modifications and accommodations that will ultimately result in…

  5. An Updated Review of Interventions that Include Promotion of Physical Activity for Adult Men.

    PubMed

    Bottorff, Joan L; Seaton, Cherisse L; Johnson, Steve T; Caperchione, Cristina M; Oliffe, John L; More, Kimberly; Jaffer-Hirji, Haleema; Tillotson, Sherri M

    2015-06-01

    The marked disparity in life expectancy between men and women suggests men are a vulnerable group requiring targeted health promotion programs. As such, there is an increasing need for health promotion strategies that effectively engage men with their health and/or illness management. Programs that promote physical activity could significantly improve the health of men. Although George et al. (Sports Med 42(3):281, 30) reviewed physical activity programs involving adult males published between 1990 and 2010, developments in men's health have prompted the emergence of new sex- and gender-specific approaches targeting men. The purpose of this review was to: (1) extend and update the review undertaken by George et al. (Sports Med 42(3):281, 30) concerning the effectiveness of physical activity programs in males, and (2) evaluate the integration of gender-specific influences in the content, design, and delivery of men's health promotion programs. A search of MEDLINE, CINAHL, ScienceDirect, Web of Science, PsycINFO, the Cochrane Library, and the SPORTDiscus databases for articles published between January 2010 and August 2014 was conducted. In total, 35 studies, involving evaluations of 31 programs, were identified. Findings revealed that a variety of techniques and modes of delivery could effectively promote physical activity among men. Though the majority of programs were offered exclusively to men, 12 programs explicitly integrated gender-related influences in male-specific programs in ways that recognized men's interests and preferences. Innovations in male-only programs that focus on masculine ideals and gender influences to engage men in increasing their physical activity hold potential for informing strategies to promote other areas of men's health.

  6. Assisting students for lecture preparation: A Web-based approach

    NASA Astrophysics Data System (ADS)

    Herrick, Brad Jay

    Students continue to arrive at universities with poor study and time management skills: they are not proactive in their studies while professors are not willing to hold them accountable for their shortcomings. The result is a 'dumbing down' of the course. This can be defeated by student preparation prior to attending lecture, especially in very large-lecture classrooms (N>400). In fact, it provides a process to 'dumb up' the course. A Web-based system for providing content specific lecture preparations (termed 'Previews') was developed and tested in three courses in a large southwestern research institution. Significance was found in final course achievement by treatment levels, including variations by the total number of participations in the lecture preparations. Method of implementation and results are discussed, including future considerations.

  7. Interactive Lecture Experiments in Large Introductory Physics Classes

    NASA Astrophysics Data System (ADS)

    Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

    2006-12-01

    We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html

  8. Space Resources for Teachers: Biology, Including Suggestions for Classroom Activities and Laboratory Experiments.

    ERIC Educational Resources Information Center

    Lee, Tom E.; And Others

    This compilation of resource units concerns the latest developments in space biology. Some of the topics included are oxygen consumption, temperature, radiation, rhythms, weightlessness, acceleration and vibration stress, toxicity, and sensory and perceptual problems. Many of the topics are interdisciplinary and relate biology, physiology,…

  9. Liver protective effect of ursodeoxycholic acid includes regulation of ADAM17 activity

    PubMed Central

    2013-01-01

    Background Ursodeoxycholic acid (UDCA) is used to treat primary biliary cirrhosis, intrahepatic cholestasis, and other cholestatic conditions. Although much has been learned about the molecular basis of the disease pathophysiology, our understanding of the effects of UDCA remains unclear. Possibly underlying its cytoprotective, anti-apoptotic, anti-oxidative effects, UDCA was reported to regulate the expression of TNFα and other inflammatory cytokines. However, it is not known if this effect involves also modulation of ADAM family of metalloproteinases, which are responsible for release of ectodomains of inflammatory cytokines from the cell surface. We hypothesized that UDCA modulates ADAM17 activity, resulting in amelioration of cholestasis in a murine model of bile duct ligation (BDL). Methods The effect of UDCA on ADAM17 activity was studied using the human liver hepatocellular carcinoma cell line HepG2. Untransfected cells or cells ectopically expressing human ADAM17 were cultured with or without UDCA and further activated using phorbol-12-myristate-13-acetate (PMA). The expression and release of ADAM17 substrates, TNFα, TGFα, and c-Met receptor (or its soluble form, sMet) were evaluated using ELISA and quantitative real-time (qRT) PCR. Immunoblotting analyses were conducted to evaluate expression and activation of ADAM17 as well as the level of ERK1/2 phosphorylation after UDCA treatment. The regulation of tissue inhibitor of metalloproteinases-1 (TIMP-1) by UDCA was studied using zymography and qRT-PCR. A mouse model of acute cholestasis was induced by common BDL technique, during which mice received daily orogastric gavage with either UDCA or vehicle only. Liver injury was quantified using alkaline phosphatase (ALP), relative liver weight, and confirmed by histological analysis. ADAM17 substrates in sera were assessed using a bead multiplex assay. Results UDCA decreases amount of shed TNFα, TGFα, and sMet in cell culture media and the phosphorylation of

  10. A spatial model of cellular molecular trafficking including active transport along microtubules.

    PubMed

    Cangiani, A; Natalini, R

    2010-12-21

    We consider models of Ran-driven nuclear transport of molecules such as proteins in living cells. The mathematical model presented is the first to take into account for the active transport of molecules along the cytoplasmic microtubules. All parameters entering the models are thoroughly discussed. The model is tested by numerical simulations based on discontinuous Galerkin finite element methods. The numerical experiments are compared to the behavior observed experimentally.

  11. Teaching pathophysiology: strategies to enliven the traditional lecture.

    PubMed

    Van Horn, Elizabeth R; Hyde, Yolanda M; Tesh, Anita S; Kautz, Donald D

    2014-01-01

    The depth and breadth of pathophysiology content, foundational for nursing practice, is well suited for traditional lecture delivery. Use of creative strategies can deepen students' understanding while respecting students' diverse talents and ways of learning. The authors discuss strategies they used, including case studies, questions asked during lecture using immediate feedback technology, creative visual demonstrations, group pathophysiologic theory projects, short videos, and games, to enhance students' understanding and retention of content.

  12. Understanding Resident Learning Preferences Within an Internal Medicine Noon Conference Lecture Series: A Qualitative Study

    PubMed Central

    Sawatsky, Adam P.; Zickmund, Susan L.; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

    2014-01-01

    Background The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format. Objective The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format. Methods The investigators invited internal medicine residents (N  =  144) to participate in focus groups discussing their perspectives about noon conference lectures. The investigators used a semistructured guide to ask about motivations for attendance and effectiveness of noon conferences, transcribed the recordings, coded the discussions, and analyzed the results. Results Seven focus groups with a total of 41 residents were held. This identified 4 major domains: (1) motivations for attendance; (2) appropriate content; (3) effective teaching methods; and (4) perspectives on active participation. Residents' motivations were categorized into external factors, including desire for a break and balance to their workload, and intrinsic attributes, including the learning opportunity, topic, and speaker. Appropriate content was described as clinically relevant, practical, and presenting a balance of evidence. Identified effective teaching methods included shorter teaching sessions focused on high-yield learning points structured around cases and questions. While active participation increases residents' perceived level of stress, the benefits of this format include increased attention and learning. Conclusions This study furthers our knowledge of the learning preferences of internal medicine residents within the changing environment of residency education and can be used in conjunction with principles of adult learning to reform how we deliver core medical knowledge. PMID:24701307

  13. A Methodology for Post Operational Clean Out of a Highly Active Facility Including Solids Behaviour - 12386

    SciTech Connect

    Edmondson, Michael J.; Ward, Tracy R.; Maxwell, Lisa J.

    2012-07-01

    The Highly Active Liquor Evaporation and Storage (HALES) plant at Sellafield handles acidic fission product containing liquor with typical activities of the order of 18x10{sup 9} Bq/ml. A strategy experimental feedback approach has been used to establish a wash regime for the Post Operational Clean Out (POCO) of the oldest storage tanks for this liquor. Two different wash reagents have been identified as being potentially suitable for removal of acid insoluble fission product precipitates. Ammonium carbamate and sodium carbonate yield similar products during the proposed wash cycle. The proposed wash reagents provide dissolution of caesium phosphomolybdate (CPM) and zirconium molybdate (ZM) solid phases but yields a fine, mobile precipitate of metal carbonates from the Highly Active Liquor (HAL) supernate. Addition of nitric acid to the wash effluent can cause CPM to precipitate where there is sufficient caesium and phosphorous available. Where they are not present (from ZM dissolution) the nitric acid addition initially produces a nitrate precipitate which then re-dissolves, along with the metal carbonates, to give a solid-free solution. The different behaviour of the two solids during the wash cycle has led to the proposal for an amended flowsheet. Additional studies on the potential to change the morphology of crystallising ZM have presented opportunities for changing the rheology of ZM sediments through doping with tellurium or particular organic acids. Two different wash reagents have been identified as being potentially suitable for the POCO of HALES Oldside HASTs. AC and SC both yield similar products during the proposed wash cycle. However, the different behaviour of the two principle HAL solids, CPM and ZM, during the wash cycle has led to the proposal for an amended flowsheet. Additional studies on the potential to change the morphology of crystallising ZM have presented opportunities for changing its rheology through doping with tellurium or certain

  14. Steady-state analysis of activated sludge processes with a settler model including sludge compression.

    PubMed

    Diehl, S; Zambrano, J; Carlsson, B

    2016-01-01

    A reduced model of a completely stirred-tank bioreactor coupled to a settling tank with recycle is analyzed in its steady states. In the reactor, the concentrations of one dominant particulate biomass and one soluble substrate component are modelled. While the biomass decay rate is assumed to be constant, growth kinetics can depend on both substrate and biomass concentrations, and optionally model substrate inhibition. Compressive and hindered settling phenomena are included using the Bürger-Diehl settler model, which consists of a partial differential equation. Steady-state solutions of this partial differential equation are obtained from an ordinary differential equation, making steady-state analysis of the entire plant difficult. A key result showing that the ordinary differential equation can be replaced with an approximate algebraic equation simplifies model analysis. This algebraic equation takes the location of the sludge-blanket during normal operation into account, allowing for the limiting flux capacity caused by compressive settling to easily be included in the steady-state mass balance equations for the entire plant system. This novel approach grants the possibility of more realistic solutions than other previously published reduced models, comprised of yet simpler settler assumptions. The steady-state concentrations, solids residence time, and the wastage flow ratio are functions of the recycle ratio. Solutions are shown for various growth kinetics; with different values of biomass decay rate, influent volumetric flow, and substrate concentration.

  15. Introductory Lectures on Collider Physics

    NASA Astrophysics Data System (ADS)

    Tait, Tim M. P.; Wang, Lian-Tao

    2013-12-01

    These are elementary lectures about collider physics. They are aimed at graduate students who have some background in computing Feynman diagrams and the Standard Model, but assume no particular sophistication with the physics of high energy colliders.

  16. Nuclear Rocket Test Facility Decommissioning Including Controlled Explosive Demolition of a Neutron-Activated Shield Wall

    SciTech Connect

    Michael Kruzic

    2007-09-01

    Located in Area 25 of the Nevada Test Site, the Test Cell A Facility was used in the 1960s for the testing of nuclear rocket engines, as part of the Nuclear Rocket Development Program. The facility was decontaminated and decommissioned (D&D) in 2005 using the Streamlined Approach For Environmental Restoration (SAFER) process, under the Federal Facilities Agreement and Consent Order (FFACO). Utilities and process piping were verified void of contents, hazardous materials were removed, concrete with removable contamination decontaminated, large sections mechanically demolished, and the remaining five-foot, five-inch thick radiologically-activated reinforced concrete shield wall demolished using open-air controlled explosive demolition (CED). CED of the shield wall was closely monitored and resulted in no radiological exposure or atmospheric release.

  17. LIPID PEROXIDATION GENERATES BIOLOGICALLY ACTIVE PHOSPHOLIPIDS INCLUDING OXIDATIVELY N-MODIFIED PHOSPHOLIPIDS

    PubMed Central

    Davies, Sean S.; Guo, Lilu

    2014-01-01

    Peroxidation of membranes and lipoproteins converts “inert” phospholipids into a plethora of oxidatively modified phospholipids (oxPL) that can act as signaling molecules. In this review, we will discuss four major classes of oxPL: mildly oxygenated phospholipids, phospholipids with oxidatively truncated acyl chains, phospholipids with cyclized acyl chains, and phospholipids that have been oxidatively N-modified on their headgroups by reactive lipid species. For each class of oxPL we will review the chemical mechanisms of their formation, the evidence for their formation in biological samples, the biological activities and signaling pathways associated with them, and the catabolic pathways for their elimination. We will end by briefly highlighting some of the critical questions that remain about the role of oxPL in physiology and disease. PMID:24704586

  18. First Steps Toward Increasing Student Engagement During Lecture

    NASA Astrophysics Data System (ADS)

    Slater, Timothy F.

    2008-05-01

    Have you tried to repurpose materials you've gotten from another lecturer or publisher that you thought could express a concept exceptionally well, only to find when you used the same materials, they did not have the dramatic effect on your students you desired? It would be easy to conclude that student apathy is to blame. But, if students listening to your lecture take on the same bored appearance and passive disposition often observed when you are showing a video, consider whether your instructional approach is designed to intellectually engage students. An information-download lecture has often been described as…the process by which the teacher's notes get transferred into students' notebooks without passing through the brains of either. That brilliant set of lecture materials that you thought would be perfect might need to be adjusted to meet the learning styles of your students to actively engage them in developing conceptual understanding.

  19. [Development of asymmetric synthesis of optically active compounds including fluoroorganic molecules].

    PubMed

    Iseki, K

    1999-11-01

    The synthesis of chiral fluorinated molecules is important in the biological and medicinal chemistry fields in view of the influence of fluorine's unique properties on biological activity. In recent years, we have studied asymmetric synthesis focussing on such optically active compounds. This review describes 1) diastereoselective trifluoromethylation of chiral N-acyloxazolidinones, 2) catalytic enantioselective aldol reactions of fluorine-substituted ketene silyl acetals, and 3) catalytic enantioselective allylation of aldehydes mediated by chiral Lewis bases. The trifluoromethylation of lithium enolates of N-acyloxazolidinones with iodotrifluoromethane is mediated by triethylborane to give the corresponding trifluoromethylated products with up to 86% diastereomeric excess. The stereoselective reaction is considered to proceed through the attack of the trifluoromethyl radical on the less hindered face of the lithium imide. Difluoroketene and bromofluoroketene trimethylsilyl ethyl acetals react with various aldehydes in the presence of chiral Lewis acids to afford the corresponding desired aldols with up to 99% enantiomeric excess (ee). It is noteworthy that the aldol reactions of the fluorine-substituted acetals at -78 degrees C and at higher temperatures (-45 or -20 degrees C) provide the (+)- and (-)-aldols, respectively, with excellent-to-good enantioselectivity. Chiral phosphoramides newly prepared from (S)-proline were found to catalyze the allylation and crotylation of aromatic aldehydes with allylic trichlorosilanes in good enantioselective yields (up to 90% ee). (S,S)-Bis(alpha-methylbenzyl)formamide developed as an efficient catalyst for the allylation and crotylation of aliphatic aldehydes mediates the enantioselective addition with the assistance of hexamethylphosphoramide (HMPA) to afford the corresponding homoallylic alcohols in up to 98% ee.

  20. Introductory lecture: nanoplasmonics.

    PubMed

    Brongersma, Mark L

    2015-01-01

    Nanoplasmonics or nanoscale metal-based optics is a field of science and technology with a tremendously rich and colourful history. Starting with the early works of Michael Faraday on gold nanocolloids and optically-thin gold leaf, researchers have been fascinated by the unusual optical properties displayed by metallic nanostructures. We now can enjoy selecting from over 10 000 publications every year on the topic of plasmonics and the number of publications has been doubling about every three years since 1990. This impressive productivity can be attributed to the significant growth of the scientific community as plasmonics has spread into a myriad of new directions. With 2015 being the International Year of Light, it seems like a perfect moment to review some of the most notable accomplishments in plasmonics to date and to project where the field may be moving next. After discussing some of the major historical developments in the field, this article will analyse how the most successful plasmonics applications are capitalizing on five key strengths of metallic nanostructures. This Introductory Lecture will conclude with a brief look into the future.

  1. Leveraging the Shapley Lectures

    NASA Astrophysics Data System (ADS)

    Howard, S.

    1998-05-01

    The Shapley Lectureships are both an honor and a privilege. The program has long provided the non-specialist a rare glimpse of the latest result of astronomical investigations. Shapley Lecturers carry the banner for the most interesting of all the sciences. They share the beauty and strength of astronomy by representing the discipline to non-specialists. It is important that we contribute what we can to this program. One might benefit from the frequent travel of most astronomers. Most research trips are now covered by grant money, by university money, and by Government money. Leverage this travel. For example, many meetings are held near places with small colleges. Consider sending a Shapley brochure to the science departments before your trip. Such trips may often be used to elicit a Shapley visit. Advertise the program. When we talk about astronomy to others we help all of us to keep this science alive. I will share the results of my Shapley Visits made in the last four years while traveling for NASA and NSF.

  2. Ozone control of biological activity during Earth's history, including the KT catastrophe

    NASA Technical Reports Server (NTRS)

    Sheldon, W. R.

    1994-01-01

    There have been brief periods since the beginning of the Cambrian some 600 m.y. ago when mass extinctions destroyed a significant fraction of living species. The most widely studied of these events is the catastrophe at the KT boundary that ended the long dominance of the dinosaurs. In addition to mass extinctions, there is another profound discontinuity in the history of Earth's biota, the explosion of life at the end of the Precambrian era which is an episode that is not explained well at all. For some 3 b.y. before the Cambrian, life had been present on Earth, but maintained a low level of activity which is an aspect of the biota that is puzzling, especially during the last two-thirds of that period. During the last 2 b.y. before the Cambrian, conditions at the Earth's surface were suitable for a burgeoning of the biota, according to most criteria: the oceans neither boiled nor were fozen solid during this time, and the atmosphere contained sufficient O for the development of animals. The purpose of this paper is to suggest that mass extinctions and the lackluster behavior of the Precambrian biota share a common cause: an inadequate amount of ozone in the atmosphere.

  3. Design of a high-lift experiment in water including active flow control

    NASA Astrophysics Data System (ADS)

    Beutel, T.; Sattler, S.; El Sayed, Y.; Schwerter, M.; Zander, M.; Büttgenbach, S.; Leester-Schädel, M.; Radespiel, R.; Sinapius, M.; Wierach, P.

    2014-07-01

    This paper describes the structural design of an active flow-control experiment. The aim of the experiment is to investigate the increase in efficiency of an internally blown Coanda flap using unsteady blowing. The system uses tailor-made microelectromechanical (MEMS) pressure sensors to determine the state of the oncoming flow and an actuated lip to regulate the mass flow and velocity of a stream near a wall over the internally blown flap. Sensors and actuators are integrated into a highly loaded system that is extremely compact. The sensors are connected to a bus system that feeds the data into a real-time control system. The piezoelectric actuators using the d 33 effect at a comparable low voltage of 120 V are integrated into a lip that controls the blowout slot height. The system is designed for closed-loop control that efficiently avoids flow separation on the Coanda flap. The setup is designed for water-tunnel experiments in order to reduce the free-stream velocity and the system’s control frequency by a factor of 10 compared with that in air. This paper outlines the function and verification of the system’s main components and their development.

  4. Fatty acid-releasing activities in Sinorhizobium meliloti include unusual diacylglycerol lipase

    PubMed Central

    Sahonero-Canavesi, Diana X.; Sohlenkamp, Christian; Sandoval-Calderón, Mario; Lamsa, Anne; Pogliano, Kit; López-Lara, Isabel M.; Geiger, Otto

    2016-01-01

    Summary Phospholipids are well known for their membrane forming properties and thereby delimit any cell from the exterior world. In addition, membrane phospholipids can act as precursors for signals and other biomolecules during their turnover. Little is known about phospholipid signalling, turnover and remodelling in bacteria. Recently, we showed that a FadD-deficient mutant of Sinorhizobium meliloti, unable to convert free fatty acids to their coenzyme A derivatives, accumulates free fatty acids during the stationary phase of growth. Enzymatic activities responsible for the generation of these free fatty acids were unknown in rhizobia. Searching the genome of S. meliloti, we identified a potential lysophospholipase (SMc04041) and two predicted patatin-like phospholipases A (SMc00930, SMc01003). Although SMc00930 as well as SMc01003 contribute to the release of free fatty acids in S. meliloti, neither one can use phospholipids as substrates. Here we show that SMc01003 converts diacylglycerol to monoacylglycerol and a fatty acid, and that monoacylglycerol can be further degraded by SMc01003 to another fatty acid and glycerol. A SMc01003-deficient mutant of S. meliloti transiently accumulates diacylglycerol, suggesting that SMc01003 also acts as diacylglycerol lipase (DglA) in its native background. Expression of the DglA lipase in Escherichia coli causes lysis of cells in stationary phase of growth. PMID:25711932

  5. Fatty acid-releasing activities in Sinorhizobium meliloti include unusual diacylglycerol lipase.

    PubMed

    Sahonero-Canavesi, Diana X; Sohlenkamp, Christian; Sandoval-Calderón, Mario; Lamsa, Anne; Pogliano, Kit; López-Lara, Isabel M; Geiger, Otto

    2015-09-01

    Phospholipids are well known for their membrane-forming properties and thereby delimit any cell from the exterior world. In addition, membrane phospholipids can act as precursors for signals and other biomolecules during their turnover. Little is known about phospholipid signalling, turnover and remodelling in bacteria. Recently, we showed that a FadD-deficient mutant of Sinorhizobium meliloti, unable to convert free fatty acids to their coenzyme A derivatives, accumulates free fatty acids during the stationary phase of growth. Enzymatic activities responsible for the generation of these free fatty acids were unknown in rhizobia. Searching the genome of S. meliloti, we identified a potential lysophospholipase (SMc04041) and two predicted patatin-like phospholipases A (SMc00930, SMc01003). Although SMc00930 as well as SMc01003 contribute to the release of free fatty acids in S. meliloti, neither one can use phospholipids as substrates. Here we show that SMc01003 converts diacylglycerol to monoacylglycerol and a fatty acid, and that monoacylglycerol can be further degraded by SMc01003 to another fatty acid and glycerol. A SMc01003-deficient mutant of S. meliloti transiently accumulates diacylglycerol, suggesting that SMc01003 also acts as diacylglycerol lipase (DglA) in its native background. Expression of the DglA lipase in Escherichia coli causes lysis of cells in stationary phase of growth.

  6. The clinical role of nurse lecturers: Past, present, and future.

    PubMed

    Barrett, David

    2007-07-01

    The clinical role of nurse lecturers has been the subject of much debate since the transfer of nurse education into Higher Education Institutions within the United Kingdom. This article provides a critical evaluation of the clinical role of nurse lecturers in terms of policy drivers and strategies for implementing national guidelines. Policies from the initiation of Project 2000, through to recent consultation documents on the support of students in practice, are evaluated. Formal aspects of the nurse lecturer remit, such as link tutor and personal supervisor roles, are discussed in terms of their impact on clinical practice. There is also a brief review of the development of the lecturer practitioner role as a bridge between education and practice. The fundamental arguments in support of nurse lecturers maintaining a clinical role in practice are analysed. This analysis includes consideration of the concept of 'clinical credibility' in terms of the impact on teaching and the closure of the theory-practice gap. The article concludes with suggestions for strategies to resolve the ongoing debate surrounding the clinical role of nurse lecturers. These recommendations include a review of staff:student ratios in nurse education, re-evaluation of the need for a clinical role, and the use of innovative recruitment and development strategies by higher education institutions.

  7. 45 CFR 287.130 - Can NEW Program activities include job market assessments, job creation and economic development...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... assessments, job creation and economic development activities? 287.130 Section 287.130 Public Welfare... creation and economic development activities? (a) A Tribe may conduct job market assessments within its NEW Program. These might include the following: (1) Consultation with the Tribe's economic development...

  8. 14 CFR 440.11 - Duration of coverage for licensed launch, including suborbital launch, or permitted activities...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 4 2011-01-01 2011-01-01 false Duration of coverage for licensed launch, including suborbital launch, or permitted activities; modifications. 440.11 Section 440.11 Aeronautics and... Duration of coverage for licensed launch, including suborbital launch, or permitted...

  9. Should Physical Activity Be Included in Nutrition Education? A Comparison of Nutrition Outcomes with and without In-Class Activities

    ERIC Educational Resources Information Center

    Palmer-Keenan, Debra M.; Corda, Kirsten

    2014-01-01

    Limited-resource adults' dietary intakes and nutrition behaviors improve as a result of Expanded Food and Nutrition Education Program (EFNEP)/Supplemental Nutrition Assistance Program Education (SNAP-Ed) participation; however, physical activity education is needed for improved health. The experimental study reported here assessed if spending time…

  10. PDF Lecture Materials for Online and ``Flipped'' Format Astronomy Courses

    NASA Astrophysics Data System (ADS)

    Kary, D. M.; Eisberg, J.

    2013-04-01

    Online astronomy courses typically rely on students reading the textbook and/or a set of text-based lecture notes to replace the “lecture” material. However, many of our students report that this is much less engaging than in-person lectures, especially given the amount of interactive work such as “think-pair-share” problems done in many astronomy classes. Students have similarly criticized direct lecture-capture. To address this, we have developed a set of PowerPoint-style presentations with embedded lecture audio combined with prompts for student interaction including think-pair-share questions. These are formatted PDF packages that can be used on a range of different computers using free software. The presentations are first developed using Microsoft PowerPoint software. Audio recordings of scripted lectures are then synchronized with the presentations and the entire package is converted to PDF using Adobe Presenter. This approach combines the ease of editing that PowerPoint provides along with the platform-independence of PDF. It's easy to add, remove, or edit individual slides as needed, and PowerPoint supports internal links so that think-pair-share questions can be inserted with links to feedback based on the answers selected. Modern PDF files support animated visuals with synchronized audio and they can be read using widely available free software. Using these files students in an online course can get many of the benefits of seeing and hearing the course material presented in an in-person lecture format. Students needing extra help in traditional lecture classes can use these presentations to help review the materials covered in lecture. Finally, the presentations can be used in a “flipped” format in which students work through the presentations outside of class time while spending the “lecture” time on in-class interaction.

  11. Learn before Lecture: A Strategy that Improves Learning Outcomes in a Large Introductory Biology Class

    ERIC Educational Resources Information Center

    Moravec, Marin; Williams, Adrienne; Aguilar-Roca, Nancy; O'Dowd, Diane K.

    2010-01-01

    Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information…

  12. Practical strategies for effective lectures.

    PubMed

    Lenz, Peter H; McCallister, Jennifer W; Luks, Andrew M; Le, Tao T; Fessler, Henry E

    2015-04-01

    Lecturing is an essential teaching skill for scientists and health care professionals in pulmonary, critical care, and sleep medicine. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations. Evidence-based techniques range from the very simple, such as inserting pauses for audience discussion, to more technologically advanced approaches such as electronic audience response systems. Alternative software platforms such as Prezi can overcome some of the visual limits that the ubiquitous PowerPoint imposes on complex scientific narratives, and newer technology formats can help foster the interactive learning environment. Regardless of the technology, adherence to good principles of instructional design, multimedia learning, visualization of quantitative data, and informational public speaking can improve any lecture. The storyline must be clear, logical, and simplified compared with how it might be prepared for scientific publication. Succinct outline and summary slides can provide a roadmap for the audience. Changes of pace, and summaries or other cognitive breaks inserted every 15-20 minutes can renew attention. Graphics that emphasize clear, digestible data graphs or images over tables, and simple, focused tables over text slides, are more readily absorbed. Text slides should minimize words, using simple fonts in colors that contrast to a plain background. Adherence to these well-established principles and addition of some new approaches and technologies will yield an engaging lecture worth attending.

  13. Doyne lecture. Heterochromic iridocyclitis.

    PubMed

    O'Connor, G R

    1985-01-01

    Fuchs' heterochromic iridocyclitis is a rare but significant cause of visual impairment. This form of uveitis is misdiagnosed more than any other in the entire field of uveitis. This is particularly true among brown-eyed individuals in whom gross heterochromia may not be diagnosed for many years. The clinical presentation of Fuchs' heterochromic iridocyclitis may include a number of generally unrecognised variants among which are Koeppe nodules, transient synechia formations, and blood-filled cysts. Recently the relationship of heterochromic iridocyclitis to posterior inflammatory lesions, such as those of toxoplasmosis, has been explored. Although the disease was once thought to be a degenerative or trophic disorder, current investigations reveal that it is a true inflammation of immunologic origin. The disorder may be related to a depression of suppressor T-cell activity. The aetiology of the disease is still obscure, but in some cases an association with simple heterochromia has been found among families in whom multiple members are affected by either simple heterochromia or Fuchs' heterochromic iridocyclitis. Corticosteroid treatment of Fuchs' heterochromic iridocyclitis is not effective and should be reserved for those patients in whom inflammatory products obstruct the visual axis. Most patients should be treated by observation alone. Cataract and glaucoma are the most important complications. Treatment of the glaucoma is particularly difficult and often unsuccessful.

  14. Naked on the Information Highway: The 6th Ian P. Sharp Lecture.

    ERIC Educational Resources Information Center

    Phillips, Bruce

    1995-01-01

    This lecture by the Privacy Commissioner of Canada addresses issues related to information technology and privacy, including privacy law, government role, surveillance techniques, and security measures to protect the privacy of electronic communications. The text of the question and answer period following the lecture is included. (MES)

  15. Using Lecture Transcripts in EAP Lecture Comprehension Courses.

    ERIC Educational Resources Information Center

    Lebauer, Roni S.

    Native speakers, when listening to lectures, sift through the information to choose what to listen to, make hypotheses about future discourse, synthesize preceding discourse, and add their own background knowledge. Nonnative speakers, in their native languages, follow the same procedures. When dealing with a foreign language, however, they are not…

  16. Effects of Leisure Education Programme Including Sportive Activities on Perceived Freedom in Leisure of Adolescents with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Ertuzun, Ezgi

    2015-01-01

    The objective of this experimental study is to determine the effect of leisure education programme including sportive activities on the perceived freedom in leisure of adolescents with mild intellectual disabilities. The research was designed with an experimental group (n = 37) and a control group (n = 34), and was conducted among a total of 71…

  17. (Role) Playing Politics in an Environmental Chemistry Lecture Course

    ERIC Educational Resources Information Center

    Smythe, Meredith A.; Higgins, Daniel A.

    2007-01-01

    Participation of environmental chemistry students in mock congressional hearings is described, as a means of helping them better develop their speaking and debating skills. The activity brings active learning principles into the classroom and greatly increases student participation in an otherwise traditional lecture course.

  18. Module for Learning Integral Calculus with Maple: Lecturers' Views

    ERIC Educational Resources Information Center

    Awang, Tuan Salwani; Zakaria, Effandi

    2012-01-01

    Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus…

  19. The Trieste Lecture of John Stewart Bell

    NASA Astrophysics Data System (ADS)

    Bassi, Angelo; Carlo Ghirardi, Gian

    2007-03-01

    extremely interesting historical record for all the participants who certainly shared with us a great admiration for this outstanding scientist and deep thinker. Accordingly, with the permission of the Abdus Salam International Centre for Theoretical Physics, and with thanks to the financial support of the Consorzio per la Fisica of the Trieste University, we have produced from the original record a DVD which has been given to all participants although, unfortunately, the video tape of the event was not particularly good. Taking into account that the participants to the meetings represented only a very small subset of those scientists who might be interested in hearing what John Bell said in probably his last lecture, we considered that it would be useful for the scientific community interested in foundational problems to publish the text of this lecture in order to make it accessible to everybody. The lecture was preceded by a presentation by the Chairman, Alain Aspect, which we have also included. Due to the aforementioned low quality of the recording it has not been easy to pass from the tape to the text we are presenting below, and we have to thank, for her precious collaboration, Dr Julia Filingeri who did most of the work, as well as Mrs Anne Gatti from ICTP, Professors Detlef Düurr and Sheldon Goldstein, and the staff of IOP Publishing who contributed in an essential way in deciphering some particularly difficult passages. Obviously, we take full responsibility for any possible inappropriate rendering of the original talk. We thank the Abdus Salam International Centre for Theoretical Physics for authorizing IOP Publishing to publish this important document. Some final remarks are in order. Firstly, we have put in square brackets parenthetical remarks that John made while reading sentences from his transparencies. We have also indicated by parenthetical ellipsis (...) very short parts of the speech (usually one word) which we have not been able to decipher. We have

  20. Clinical supervision for nurse lecturers.

    PubMed

    Lewis, D

    This article builds on a previous one which discussed the use of de Bono's thinking tool, 'six thinking hats' in the clinical, managerial, educational and research areas of nursing (Lewis 1995). This article explores clinical supervision and describes how the six thinking hats may be used as a reflective tool in the supervision of nurse lecturers who teach counselling skills.

  1. Teaching More by Lecturing Less

    ERIC Educational Resources Information Center

    Knight, Jennifer K.; Wood, William B.

    2005-01-01

    We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in…

  2. Cruise-ship astronomy lecturing

    NASA Astrophysics Data System (ADS)

    Telford, Garry

    2005-06-01

    In December 2004 I was invited to present a series of lectures in Astronomy aboard "Discovery", a cruise-ship operated by World Discovery Cruises Ltd of London. Discovery left Tahiti on 15th of February 2005, and arrived in Auckland on 2nd of March 2005.

  3. Legibility in the Lecture Hall.

    ERIC Educational Resources Information Center

    Bartlett, Albert A.; Thomason, Michael A.

    1983-01-01

    Recommends black chalkboards, wet-washed before every lecture and advocates the use of Railroad Crayon chalk because its softness and larger size result in a wide high-intensity line. The resulting contrast improves the visibility of material written on chalkboards. (Source for the chalk is provided.) (JM)

  4. Applied Fluid Mechanics. Lecture Notes.

    ERIC Educational Resources Information Center

    Gregg, Newton D.

    This set of lecture notes is used as a supplemental text for the teaching of fluid dynamics, as one component of a thermodynamics course for engineering technologists. The major text for the course covered basic fluids concepts such as pressure, mass flow, and specific weight. The objective of this document was to present additional fluids…

  5. How to Podcast Campus Lectures

    ERIC Educational Resources Information Center

    Read, Brock

    2007-01-01

    Many college classrooms these days may as well have lighted signs over their doors that read "On Air" or "Recording in Progress." A growing number of professors are recording their lectures and making them available as podcasts--regularly updated sets of audio files that students can download to their computers or MP3 players. Some campus…

  6. College Students' Perception of Lecturers Using Humor.

    ERIC Educational Resources Information Center

    Tamborini, Ron; Zillmann, Dolf

    1981-01-01

    Audio-taped lectures by male or female professors were produced in four versions: no humor; sexual humor; other-disparaging humor; and self-disparaging humor. Male and female students rated lecturers' intelligence and appeal. Intelligence ratings were unaffected by humor variations, but significant lecturer-student sex interactions were found on…

  7. Experiences in Personal Lecture Video Capture

    ERIC Educational Resources Information Center

    Chandra, Surendar

    2011-01-01

    The ability of lecture videos to capture the different modalities of a class interaction make them a good review tool. Multimedia capable devices are ubiquitous among contemporary students. Many lecturers are leveraging this popularity by distributing videos of lectures. They depend on the university to provide the video capture infrastructure.…

  8. Metaphor Use in Three UK University Lectures

    ERIC Educational Resources Information Center

    Low, Graham; Littlemore, Jeannette; Koester, Almut

    2008-01-01

    It has been claimed in recent years that, on the one hand, metaphor occurs in UK university lectures in ways that are likely to confuse ESL learners (Littlemore 2001, 2003) and on the other hand that US lecturers use it in highly structured ways, particularly involving linked clusters, to help organize the lecture and indicate the opinions of the…

  9. Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

    ERIC Educational Resources Information Center

    Ghorbani, Ahmad; Ghazvini, Kiarash

    2016-01-01

    Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…

  10. The Magic of Magic: The Effect of Magic Tricks on Subsequent Engagement with Lecture Material

    ERIC Educational Resources Information Center

    Moss, Simon A.; Irons, Melanie; Boland, Martin

    2017-01-01

    Background and aims: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures.…

  11. It's Not the Done Thing: Social Norms Governing Students' Passive Behaviour in Undergraduate Mathematics Lectures

    ERIC Educational Resources Information Center

    Yoon, Caroline; Kensington-Miller, Barbara; Sneddon, Jamie; Bartholomew, Hannah

    2011-01-01

    Students often play a passive role in large-scale lectures in undergraduate mathematics courses: they observe the lecturer demonstrate mathematical procedures, but they rarely engage in authentic mathematical activity themselves. This study uses semi-structured interviews of undergraduate students to investigate the implicit and explicit social…

  12. A Study of the Use of Twitter by Students for Lecture Engagement and Discussion

    ERIC Educational Resources Information Center

    Tiernan, Peter

    2014-01-01

    Research indicates that student engagement with lectures, and participation in discussion and debate, greatly improve their learning and experience of University. The nature of some lectures means they can lack opportunities for interaction and active learning. For this reason it can be difficult for some students, especially students new to…

  13. Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students.

    PubMed

    Ghorbani, Ahmad; Ghazvini, Kiarash

    2016-03-01

    Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology.

  14. Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

    ERIC Educational Resources Information Center

    Denker, Katherine J.

    2013-01-01

    Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

  15. Characterization of Catch-Up Behavior: Accession of Lecture Capture Videos Following Student Absenteeism

    ERIC Educational Resources Information Center

    Brady, Magen; Wong, Rachel; Newton, Genevieve

    2013-01-01

    The use of lecture capture in higher education is becoming increasingly widespread, with many instructors now providing digital videos of lecture content that can be used by students as learning resources in a variety of ways, including to catch up on material after a class absence. Despite accumulating research regarding the relationship between…

  16. [A study on comparison of learning effects between a board game and a lecture about infection control].

    PubMed

    Kawamura, Hitomi; Kishimoto, Keiko; Matsuda, Toshiyuki; Fukushima, Noriko

    2014-01-01

      In order to provide an opportunity for community pharmacists to actively learn about infection control, this study created learning materials through a board game format and verified characteristics of learning by determining and comparing evaluation according to viewpoint and motivational effects between a lecture and the game. To create the board game, we collected cases of infection from 30 community pharmacists. The game was created using collected and created case studies, and we held a workshop on infection control. Participants were assigned to a lecture (n=32) or game group (n=27) and completed a questionnaire before and after the workshop. The questionnaire included the evaluation according to viewpoint based on the ministry's curriculum guidelines and the motivational effect of Keller's ARCS motivation model. In the evaluation according to viewpoint, the lecture group scores were significantly higher on "knowledge and understanding" than the game group scores. In the comparison of the motivational effects, the game group was significantly higher in three out of the four items of the ARCS motivation model, "Attention", "Relevance", and "Satisfaction". These results indicate that learning through the game aroused the curiosity of the learners, increased the learning outcome, and maintained certain levels of motivation. In addition, the evaluation according to viewpoint showed that the lecture group understood the key concepts and knowledge regarding infection control, whereas there was a possibility that the game group required additional motivational factors for learning and maintaining motivation level.

  17. 405th Brookhaven Lecture

    SciTech Connect

    Vadim Ptitsyn

    2005-06-22

    "E-RHIC - Future Electron-Ion Collider at BNL. While RHIC scientists continue their quest to look deep into nuclear phenomena resulting from collisions of ion beams and beams of polarized protons, new design work is under way for a possible extension of RHIC to include e-RHIC, a 10-billion electron volt, high-intensity polarized proton beam.

  18. 405th Brookhaven Lecture

    ScienceCinema

    Vadim Ptitsyn

    2016-07-12

    "E-RHIC - Future Electron-Ion Collider at BNL. While RHIC scientists continue their quest to look deep into nuclear phenomena resulting from collisions of ion beams and beams of polarized protons, new design work is under way for a possible extension of RHIC to include e-RHIC, a 10-billion electron volt, high-intensity polarized proton beam.

  19. Lecture-Tutorial Coherency: Student-Supplied Written Responses As Indicators of Academic Success

    NASA Astrophysics Data System (ADS)

    Eckenrode, J.; Welch, J. D.; Saldivar, H.; Prather, E. E.; Wallace, C. S.; CATS

    2013-04-01

    The Lecture-Tutorial Coherency Project investigates the correlation between correctness and coherency in students' written Lecture-Tutorial (LT) responses, and their understanding of introductory astronomy content. Astronomy education researchers, including undergraduate students from the CAE Ambassadors Program (former Astro 101 students who serve as instructional assistants), created rubrics designed to assess the correctness and coherency of students' written explanations of reasoning for three LT questions from the 2010 semester and four LT questions from the 2011 semester. We used these rubrics to score the LT responses of over 1300 students. We compared the average of students' written correctness and coherency scores to their responses to LSCI questions and conceptually difficult and closely related multiple-choice exam items. Our data indicates no significant difference in the correctness of student responses between students who write weak vs. robust scientific explanations of reasoning. However, it is worth noting that the average LSCI normalized gain scores and average exam-question scores for this population of students (regardless of their correctness and coherency cores) is higher than what is typically achieved by students after traditional lecture-based instruction or from low-interactivity classrooms. These results suggest that the cognitive engagement required to complete the Socratic-dialog driven LT activities is sufficient to promote higher levels of conceptual understanding regardless of whether the students actually write out their explanations.

  20. "ASTRO 101" Course Materials 2.0: Next Generation Lecture Tutorials and Beyond

    NASA Astrophysics Data System (ADS)

    Slater, Stephanie; Grazier, Kevin

    2015-01-01

    Early efforts to create course materials were often local in scale and were based on "gut instinct," and classroom experience and observation. While subsequent efforts were often based on those same instincts and observations of classrooms, they also incorporated the results of many years of education research. These "second generation" course materials, such as lecture tutorials, relied heavily on research indicating that instructors need to actively engage students in the learning process. While imperfect, these curricular innovations, have provided evidence that research-based materials can be constructed, can easily be disseminated to a broad audience, and can provide measureable improvement in student learning across many settings. In order to improve upon this prior work, next generation materials must build upon the strengths of these innovations while engineering in findings from education research, cognitive science, and instructor feedback. A next wave of materials, including a set of next generation lecture tutorials, have been constructed with attention to the body of research on student motivation, and cognitive load; and they are responsive to our body of knowledge on learning difficulties related to specific content in the domain. From instructor feedback, these materials have been constructed to have broader coverage of the materials typically taught in an ASTRO 101 course, to take less class time, and to be more affordable for students. This next generation of lecture tutorials may serve as a template of the ways in which course materials can be reengineered to respond to current instructor and student needs.

  1. Integrating Collaborative Learning Groups in the Large Enrollment Lecture

    NASA Astrophysics Data System (ADS)

    Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.

    1998-12-01

    Recent reforms for undergraduate education propose that students should work in teams to solve problems that simulate problems that research scientists address. In the context of an innovative large-enrollment course at Montana State University, faculty have developed a series of 15 in-class, collaborative learning group activities that provide students with realistic scenarios to investigate. Focusing on a team approach, the four principle types of activities employed are historical, conceptual, process, and open-ended activities. Examples of these activities include classifying stellar spectra, characterizing galaxies, parallax measurements, estimating stellar radii, and correlating star colors with absolute magnitudes. Summative evaluation results from a combination of attitude surveys, astronomy concept examinations, and focus group interviews strongly suggest that, overall, students are learning more astronomy, believe that the group activities are valuable, enjoy the less-lecture course format, and have significantly higher attendance rates. In addition, class observations of 48 self-formed, collaborative learning groups reveal that female students are more engaged in single-gender learning groups than in mixed gender groups.

  2. Extending Student Discussions beyond Lecture Room Walls via Facebook

    ERIC Educational Resources Information Center

    Bahati, Bernard

    2015-01-01

    When face-to-face lecture sessions and classroom seminars are conducted during hours and days that are not convenient to students, the level of student active engagement and participation is considerably reduced. In this situation, the use of Social Networking Sites can be an alternative to get students much more engaged by taking the…

  3. Kindergarten Quantum Mechanics: Lecture Notes

    SciTech Connect

    Coecke, Bob

    2006-01-04

    These lecture notes survey some joint work with Samson Abramsky as it was presented by me at several conferences in the summer of 2005. It concerns 'doing quantum mechanics using only pictures of lines, squares, triangles and diamonds'. This picture calculus can be seen as a very substantial extension of Dirac's notation, and has a purely algebraic counterpart in terms of so-called Strongly Compact Closed Categories (introduced by Abramsky and I which subsumes my Logic of Entanglement. For a survey on the 'what', the 'why' and the 'hows' I refer to a previous set of lecture notes. In a last section we provide some pointers to the body of technical literature on the subject.

  4. Lectures on Matrix Field Theory

    NASA Astrophysics Data System (ADS)

    Ydri, Badis

    The subject of matrix field theory involves matrix models, noncommutative geometry, fuzzy physics and noncommutative field theory and their interplay. In these lectures, a lot of emphasis is placed on the matrix formulation of noncommutative and fuzzy spaces, and on the non-perturbative treatment of the corresponding field theories. In particular, the phase structure of noncommutative $\\phi^4$ theory is treated in great detail, and an introduction to noncommutative gauge theory is given.

  5. TASI 2006 Lectures on Leptogenesis

    SciTech Connect

    Chen, Mu-Chun; /Fermilab /UC, Irvine

    2007-03-01

    The origin of the asymmetry between matter and anti-matter of the Universe has been one of the great challenges in particle physics and cosmology. Leptogenesis as a mechanism for generating the cosmological baryon asymmetry of the Universe has gained significant interests ever since the advent of the evidence of non-zero neutrino masses. In these lectures presented at TASI 2006, I review various realizations of leptogenesis and allude to recent developments in this subject.

  6. GFSSP Training Course Lectures

    NASA Technical Reports Server (NTRS)

    Majumdar, Alok K.

    2008-01-01

    GFSSP has been extended to model conjugate heat transfer Fluid Solid Network Elements include: a) Fluid nodes and Flow Branches; b) Solid Nodes and Ambient Nodes; c) Conductors connecting Fluid-Solid, Solid-Solid and Solid-Ambient Nodes. Heat Conduction Equations are solved simultaneously with Fluid Conservation Equations for Mass, Momentum, Energy and Equation of State. The extended code was verified by comparing with analytical solution for simple conduction-convection problem The code was applied to model: a) Pressurization of Cryogenic Tank; b) Freezing and Thawing of Metal; c) Chilldown of Cryogenic Transfer Line; d) Boil-off from Cryogenic Tank.

  7. Three Lectures on Hadron Physics

    NASA Astrophysics Data System (ADS)

    Roberts, Craig D.

    2016-04-01

    These lectures explain that comparisons between experiment and theory can expose the impact of running couplings and masses on hadron observables and thereby aid materially in charting the momentum dependence of the interaction that underlies strong-interaction dynamics. The series begins with a primer on continuum QCD, which introduces some of the basic ideas necessary in order to understand the use of Schwinger functions as a nonperturbative tool in hadron physics. It continues with a discussion of confinement and dynamical symmetry breaking (DCSB) in the Standard Model, and the impact of these phenomena on our understanding of condensates, the parton structure of hadrons, and the pion electromagnetic form factor. The final lecture treats the problem of grand unification; namely, the contemporary use of Schwinger functions as a symmetry-preserving tool for the unified explanation and prediction of the properties of both mesons and baryons. It reveals that DCSB drives the formation of diquark clusters in baryons and sketches a picture of baryons as bound-states with Borromean character. Planned experiments are capable of validating the perspectives outlined in these lectures.

  8. A Question Managing Suite for Automatic Lecture Recording

    ERIC Educational Resources Information Center

    Lampi, Fleming; Lemelson, Hendrik; Kopf, Stephan; Effelsberg, Wolfgang

    2009-01-01

    Purpose: The purpose of this paper is describing the seamless integration of the question-answer interaction into automatic lecture recordings (ALRs). This includes the design and implementation of the question management (QM) software for a virtual camera team. Design/methodology/approach: Coming from the human role model the interaction and its…

  9. The Hues of English. NCTE Distinguished Lectures 1969.

    ERIC Educational Resources Information Center

    National Council of Teachers of English, Champaign, IL.

    The third volume in the NCTE Distinguished Lectures Series, this collection of papers includes (1) William Stafford on poetry and the language of everyday life, (2) Fred Stocking linking Shakespeare to his time and all time by analysing "temperance" in Sonnet 18, (3) Alan Downer discussing the nature of comedy in drama and the universal…

  10. Infrared Absorption Spectroscopy of Acetylene in the Lecture

    ERIC Educational Resources Information Center

    Briggs, Thomas E.; Sanders, Scott T.

    2006-01-01

    Lecture-based experimental methods that include topics ranging from basic signal processing to the proper use of thermocouples to advanced optical techniques such as laser-induced fluorescence are described. The data obtained from this demonstration could be provided to the students in digital form to obtain useful engineering results such as an…

  11. Lecture Notes on a Course in Systems Programming.

    ERIC Educational Resources Information Center

    Shaw, Alan C.

    The lecture notes of two courses in Systems Programing, given by Professor Niklaus Wirth in 1965 and 1966 at Stanford University, are reproduced. Overall subjects covered with the theme of general systems programing include: assemblers, interpreters, input-output programing, supervisory programs (monitors), an introduction to compilers, phrase…

  12. Lecturers' Experience of Postgraduate Supervision in a Distance Education Context

    ERIC Educational Resources Information Center

    Lessing, A. C.; Schulze, S.

    2003-01-01

    After determining the perceptions of postgraduate students at a distance education institution of the guidance they had experienced, a research project was launched to determine "lecturers'" views on supervision at the same institution. Data collection methods included focus groups, individual interviews and document analysis. Findings…

  13. Peer Supervision: An Experimental Scheme for Nurse Lecturers.

    ERIC Educational Resources Information Center

    Claveirole, Anne; Mathers, Morgan

    2003-01-01

    A peer supervision program for mental health nursing lecturers was implemented to help them develop new skills, avoid isolation, and enhance teamwork. Participants found it had supportive value and enhanced problem solving. Issues included distinguishing between counseling and supervising, potential of supervision to become management control, and…

  14. Lecture Notes on Human Anatomy. Part One, Fourth Edition.

    ERIC Educational Resources Information Center

    Conrey, Kathleen

    During the process of studying the specific course content of human anatomy, students are being educated to expand their vocabulary, deal successfully with complex tasks, and use a specific way of thinking. This is the first volume in a set of notes which are designed to accompany a lecture series in human anatomy. This volume includes discussions…

  15. Jerusalem lectures on black holes and quantum information

    NASA Astrophysics Data System (ADS)

    Harlow, D.

    2016-01-01

    These lectures give an introduction to the quantum physics of black holes, including recent developments based on quantum information theory such as the firewall paradox and its various cousins. An introduction is also given to holography and the anti-de Sitter/conformal field theory (AdS/CFT) correspondence, focusing on those aspects which are relevant for the black hole information problem.

  16. Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device Use during Lecture

    ERIC Educational Resources Information Center

    Witecki, Gwendolyn; Nonnecke, Blair

    2015-01-01

    Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for nonacademic activities during lectures. We explored the relationship…

  17. Increasing resource allocation and research into tobacco control activities: a comprehensive approach including primary prevention, treatment and brief intervention.

    PubMed

    Richmond, R

    1993-01-01

    The range of tobacco control activities should be viewed as essential parts of a complex multi-component puzzle. Intervention strategies designed to address tobacco control should be comprehensive and include both primary and secondary prevention activities and be multi-faceted and capable of bringing about change at both the individual and broader social and cultural levels. In this paper I argue for a mutually inclusive framework in which the various components contribute in important and different ways. I examine the prevalence of smoking and identify the high risk groups, then I examine the range of available strategies and present the evidence for their success. I discuss the primary prevention approaches such as warning labels, taxes, price increases, workplace bans, education in schools, mass media and self-help materials, as well as brief interventions and treatment strategies which are conducted at the worksite, general practice and specialized cessation clinics. The areas for future research are delineated for increased resource allocation and include: the best ways to disseminate brief interventions to smokers, methods to motivate smokers; training of health professionals to deliver brief interventions; enhancing quitting and access to existing treatment resources among specific disadvantaged minority groups, e.g. migrants, unemployed youth, the effect on smoking prevalence of warning labels on cigarette packets and price rises on cigarettes.

  18. An Antimicrobial Metabolite from Bacillus sp.: Significant Activity Against Pathogenic Bacteria Including Multidrug-Resistant Clinical Strains

    PubMed Central

    Chalasani, Ajay G.; Dhanarajan, Gunaseelan; Nema, Sushma; Sen, Ramkrishna; Roy, Utpal

    2015-01-01

    In this study, the cell free modified tryptone soya broth (pH 7.4 ± 0.2) of Bacillus subtilis URID 12.1 showed significant antimicrobial activity against multidrug-resistant strains of Staphylococcus aureus, S. epidermidis, Streptococcus pyogenes and Enterococcus faecalis. The partially purified antimicrobial molecule was found to be resistant to extremes of pH and temperatures and also to higher concentrations of trypsin and proteinase K. The antimicrobial molecule was purified by a three-step method that included reversed-phase high performance liquid chromatography (RP-HPLC). The minimum inhibitory concentration (MIC) values were determined for 14 species of bacteria using a microbroth dilution technique. The HPLC-purified fraction showed the MICs ranging from 0.5 to 16 μg/ml for methicillin and vancomycin-resistant Staphylococcus aureus (MVRSA) and methicillin-resistant Staphylococcus epidermidis (MRSE) strains. The molecular mass of the antimicrobial compound was determined to be 842.37 Da. The same antimicrobial fraction showed negligible haemolytic activity against human red blood cells even at a concentration as high as 100 μg/ml. Because of its significant antimicrobial activity at low MIC values coupled with its non-haemolytic property, it may prove to be a novel antimicrobial lead molecule. PMID:26696963

  19. The Ferrier Lecture 1998

    PubMed Central

    Changeux, Jean-Pierre

    2006-01-01

    The question is raised of the relevance of experimental work with the mouse and some of its genetically modified individuals in the study of consciousness. Even if this species does not go far beyond the level of ‘minimal consciousness’, it may be a useful animal model to examine the elementary building blocks of consciousness using the methods of molecular biology jointly with investigations at the physiological and behavioural levels. These building blocks which are anticipated to be universally shared by higher organisms (from birds to humans) may include: (i) the access to multiple states of vigilance, like wakefulness, sleep, general anaesthesia, etc.; (ii) the capacity for global integration of several sensory and cognitive functions, together with behavioural flexibility resulting in what is referred to as exploratory behaviour, and possibly a minimal form of intentionality. In addition, the contribution of defined neuronal nicotinic receptors species to some of these processes is demonstrated and the data discussed within the framework of recent neurocomputational models for access to consciousness. PMID:17015398

  20. Comparative evaluation of active learning and the traditional lectures in physiology: a case study of 200 level medical laboratory students of Imo State Unversity, Owerri.

    PubMed

    Anyaehie, U S B; Nwobodo, Ed; Njoku, C J; Inah, G A

    2007-01-01

    Currently, understanding of physiology and disease patterns is undergoing a fundamental paradigm shift with attendant shift in education of health professionals worldwide towards active learning to encourage exploration of connections and their relationships. We introduced problem-based learning to physiology teaching of medial laboratory students to confirm worldwide reports that active learning environments offer better learning opportunities over the traditional methods which is the predominant teaching method in Nigerian universities. Our findings indicate that problem-based learning increases students' attendance/participation in classes and performance in examination. We recommend the integration of active learning into physiology curriculum of Nigerian Universities.

  1. PITBUL: a physics-based modeling package for imaging and tracking of airborne targets for HEL applications including active illumination

    NASA Astrophysics Data System (ADS)

    Van Zandt, Noah R.; McCrae, Jack E.; Fiorino, Steven T.

    2013-05-01

    Aimpoint acquisition and maintenance is critical to high energy laser (HEL) system performance. This study demonstrates the development by the AFIT/CDE of a physics-based modeling package, PITBUL, for tracking airborne targets for HEL applications, including atmospheric and sensor effects and active illumination, which is a focus of this work. High-resolution simulated imagery of the 3D airborne target in-flight as seen from the laser position is generated using the HELSEEM model, and includes solar illumination, laser illumination, and thermal emission. Both CW and pulsed laser illumination are modeled, including the effects of illuminator scintillation, atmospheric backscatter, and speckle, which are treated at a first-principles level. Realistic vertical profiles of molecular and aerosol absorption and scattering, as well as optical turbulence, are generated using AFIT/CDE's Laser Environmental Effects Definition and Reference (LEEDR) model. The spatially and temporally varying effects of turbulence are calculated and applied via a fast-running wave optical method known as light tunneling. Sensor effects, for example blur, sampling, read-out noise, and random photon arrival, are applied to the imagery. Track algorithms, including centroid and Fitts correlation, as a part of a closed loop tracker are applied to the degraded imagery and scored, to provide an estimate of overall system performance. To gauge performance of a laser system against a UAV target, tracking results are presented as a function of signal to noise ratio. Additionally, validation efforts to date involving comparisons between simulated and experimental tracking of UAVs are presented.

  2. Central activation of the sympathetic nervous system including the adrenals in anaesthetized guinea pigs by the muscarinic agonist talsaclidine.

    PubMed

    Walland, A; Pieper, M P

    1998-04-01

    Talsaclidine, a novel M1-receptor selective muscarinic agonist for cholinergic substitution therapy of Alzheimer's disease, activates the sympathetic nervous system in guinea pigs and dogs at the orthosympathic ganglia and the paraganglionic adrenals. Results from guinea pigs provide indirect evidence for an additional central site of action. The present investigation in anaesthetized and vagotomized guinea pigs intended to demonstrate central activation of the sympathetic nervous system directly by comparing the blood pressure effects of intracerebroventricular and intravenous injections of small doses of talsaclidine. Increasing doses of 0.2 and 0.6 mg/kg talsaclidine were injected alternately into the third cerebral ventricle and intravenously in 6 guinea pigs before and after blockade of peripheral muscarinic receptors with 1 mg/kg ipratropium bromide i.v. In another group of 6 animals the injections were given into the cisterna cerebellomedullaris using the same protocol. In both groups central administration of talsaclidine caused dose-related hypertension while intravenous injections were hypotensive. Ipratropium bromide, a peripheral antimuscarinic drug, reversed this hypotensive action of intravenous talsaclidine into hypertension, but did not inhibit the effects of central administration. In contrast, atropine, an antimuscarinic drug which passes the blood-brain barrier, abolished the effect of 0.6 mg/kg talsaclidine injected into the cisterna cerebellomedullaris of 8 guinea pigs. The hypertensive effect of a first injection of 0.6 mg/kg talsaclidine into the cisterna cerebellomedullaris of 6 guinea pigs was approximately twice as large as that of a second given 90 min after bilateral adrenalectomy. Sham operation in another 6 animals was not inhibitory. The results demonstrate that talsaclidine, a selective muscarinic M1-receptor agonist, activates central parts of the sympathetic nervous system, including central projections of the adrenals by an action

  3. Reframing Perceptions of the Lecture from Challenges to Opportunities: Embedding Active Learning and Formative Assessment into the Teaching of Large Classes

    ERIC Educational Resources Information Center

    Winstone, Naomi; Millward, Lynne

    2012-01-01

    Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large…

  4. Lecture Notes on Multigrid Methods

    SciTech Connect

    Vassilevski, P S

    2010-06-28

    The Lecture Notes are primarily based on a sequence of lectures given by the author while been a Fulbright scholar at 'St. Kliment Ohridski' University of Sofia, Sofia, Bulgaria during the winter semester of 2009-2010 academic year. The notes are somewhat expanded version of the actual one semester class he taught there. The material covered is slightly modified and adapted version of similar topics covered in the author's monograph 'Multilevel Block-Factorization Preconditioners' published in 2008 by Springer. The author tried to keep the notes as self-contained as possible. That is why the lecture notes begin with some basic introductory matrix-vector linear algebra, numerical PDEs (finite element) facts emphasizing the relations between functions in finite dimensional spaces and their coefficient vectors and respective norms. Then, some additional facts on the implementation of finite elements based on relation tables using the popular compressed sparse row (CSR) format are given. Also, typical condition number estimates of stiffness and mass matrices, the global matrix assembly from local element matrices are given as well. Finally, some basic introductory facts about stationary iterative methods, such as Gauss-Seidel and its symmetrized version are presented. The introductory material ends up with the smoothing property of the classical iterative methods and the main definition of two-grid iterative methods. From here on, the second part of the notes begins which deals with the various aspects of the principal TG and the numerous versions of the MG cycles. At the end, in part III, we briefly introduce algebraic versions of MG referred to as AMG, focusing on classes of AMG specialized for finite element matrices.

  5. The Effects of Individual versus Group Incentive Systems on Student Learning and Attitudes in a Large Lecture Course

    ERIC Educational Resources Information Center

    Shariff, Sya Azmeela Binti

    2012-01-01

    Promoting active learning among students may result in greater learning and more positive attitudes in university-level large lecture classes. One way of promoting active learning in large lecture classes is via the use of a think-pair-share instructional strategy, which combines student participation in class discussions via clicker technology…

  6. Improving Lecture Quality through Training in Public Speaking

    ERIC Educational Resources Information Center

    Mowbray, Robert; Perry, Laura B.

    2015-01-01

    Lecturing is a common instructional format but poor lecturing skills can detract from students' learning experiences and outcomes. As lecturing is essentially a form of public communication, training in public speaking may improve lecture quality. Twelve university lecturers in Malaysia participated in a six-week public speaking skills training…

  7. Henry Norris Russell's Toronto Lectures

    NASA Astrophysics Data System (ADS)

    Devorkin, D. H.

    1996-12-01

    In February 1924, at the invitation of C. A. Chant, Russell presented a set of 14 public lectures on the state of astronomy and astrophysics. Designed to be inspirational, they also reveal Russell's contemporary views on the state of astrophysics as well as his sense of proper practice in astronomy. During his visit, Russell was interviewed by local reporters who asked his opinion about building a large observatory, one of Chant's major projects. What Russell had to say about such ventures did not please Chant one bit.

  8. The Use of Recorded Lectures in Education and the Impact on Lecture Attendance and Exam Performance

    ERIC Educational Resources Information Center

    Bos, Nynke; Groeneveld, Caspar; van Bruggen, Jan; Brand-Gruwel, Saskia

    2016-01-01

    Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embedded in many institutions, the impact of the usage of recorded lectures on exam performance is not clear. The purpose of the current study is to address the use of recorded…

  9. The Use of Lecture Recordings in Higher Education: A Review of Institutional, Student, and Lecturer Issues

    ERIC Educational Resources Information Center

    O'Callaghan, Frances V.; Neumann, David L.; Jones, Liz; Creed, Peter A.

    2017-01-01

    Web-based lecture technologies are being used increasingly in higher education. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We…

  10. Activation of CpxRA in Haemophilus ducreyi primarily inhibits the expression of its targets, including major virulence determinants.

    PubMed

    Gangaiah, Dharanesh; Zhang, Xinjun; Fortney, Kate R; Baker, Beth; Liu, Yunlong; Munson, Robert S; Spinola, Stanley M

    2013-08-01

    Haemophilus ducreyi causes chancroid, a genital ulcer disease that facilitates the transmission of human immunodeficiency virus type 1. In humans, H. ducreyi is surrounded by phagocytes and must adapt to a hostile environment to survive. To sense and respond to environmental cues, bacteria frequently use two-component signal transduction (2CST) systems. The only obvious 2CST system in H. ducreyi is CpxRA; CpxR is a response regulator, and CpxA is a sensor kinase. Previous studies by Hansen and coworkers showed that CpxR directly represses the expression of dsrA, the lspB-lspA2 operon, and the flp operon, which are required for virulence in humans. They further showed that CpxA functions predominantly as a phosphatase in vitro to maintain the expression of virulence determinants. Since a cpxA mutant is avirulent while a cpxR mutant is fully virulent in humans, CpxA also likely functions predominantly as a phosphatase in vivo. To better understand the role of H. ducreyi CpxRA in controlling virulence determinants, here we defined genes potentially regulated by CpxRA by using RNA-Seq. Activation of CpxR by deletion of cpxA repressed nearly 70% of its targets, including seven established virulence determinants. Inactivation of CpxR by deletion of cpxR differentially regulated few genes and increased the expression of one virulence determinant. We identified a CpxR binding motif that was enriched in downregulated but not upregulated targets. These data reinforce the hypothesis that CpxA phosphatase activity plays a critical role in controlling H. ducreyi virulence in vivo. Characterization of the downregulated genes may offer new insights into pathogenesis.

  11. Lectures on Dark Matter Physics

    NASA Astrophysics Data System (ADS)

    Lisanti, Mariangela

    Rotation curve measurements from the 1970s provided the first strong indication that a significant fraction of matter in the Universe is non-baryonic. In the intervening years, a tremendous amount of progress has been made on both the theoretical and experimental fronts in the search for this missing matter, which we now know constitutes nearly 85% of the Universe's matter density. These series of lectures provide an introduction to the basics of dark matter physics. They are geared for the advanced undergraduate or graduate student interested in pursuing research in high-energy physics. The primary goal is to build an understanding of how observations constrain the assumptions that can be made about the astro- and particle physics properties of dark matter. The lectures begin by delineating the basic assumptions that can be inferred about dark matter from rotation curves. A detailed discussion of thermal dark matter follows, motivating Weakly Interacting Massive Particles, as well as lighter-mass alternatives. As an application of these concepts, the phenomenology of direct and indirect detection experiments is discussed in detail.

  12. Just do it: flipped lecture, determinants and debate

    NASA Astrophysics Data System (ADS)

    Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

    2016-08-01

    This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

  13. The ``RIPL'' Effect on Learning Gains in Lecture

    NASA Astrophysics Data System (ADS)

    Allen, Patricia E.; Cockman, John E.

    2009-11-01

    The main goal of the Redesigned Introductory Physics Lab (RIPL) project at Appalachian State is to improve student performance and attitudes in the algebra-based sequence. Modifications of the student lab experience were examined in terms of their impact on performance in the lecture portion, independent of the lecture instructor's pedagogical approach. Preliminary results for one lecture section, based on Modeling Instruction, indicate a large positive difference in all course measures for students in the redesigned lab compared to those in the more traditional lab offered by the department. On the other hand, FCI and other diagnostic scores show little difference between the two groups. While these measures indicate a discrepancy in the redesigned lab impact, an item-by-item analysis of the diagnostics reveals a rich story, one that can be used to improve both lecture and lab activities. In this paper, we examine some of the factors that strongly affect student performance, as well as the implications for the redesign process.

  14. Antimicrobial Active Packaging including Chitosan Films with Thymus vulgaris L. Essential Oil for Ready-to-Eat Meat.

    PubMed

    Quesada, Jesús; Sendra, Esther; Navarro, Casilda; Sayas-Barberá, Estrella

    2016-08-29

    An active packaging system has been designed for the shelf life extension of ready to eat meat products. The package included an inner surface coated with a chitosan film with thyme essential oil (0%, 0.5%, 1%, and 2%) not in direct contact with the meat. Our aim was to reduce the impact of thyme essential oil (EO) on meat sensory properties by using a chemotype with low odor intensity. The pH, color parameters, microbial populations, and sensory properties were assessed during 4 weeks of refrigerated storage. The presence of EO films reduced yeast populations, whereas aerobic mesophilic bacteria, lactic acid bacteria, and enterobacteria were not affected by the presence of the EO in the films. Meat color preservation (a *) was enhanced in the presence of EO, giving a better appearance to the packaged meat. The presence of the chitosan-EO layer reduced water condensation inside the package, whereas packages containing only chitosan had evident water droplets. Thyme odor was perceived as desirable in cooked meat, and the typical product odor intensity decreased by increasing the EO concentration. Further studies should point towards developing oil blends or combinations with natural antimicrobial agents to be incorporated into the film to improve its antimicrobial properties.

  15. Antimicrobial Active Packaging including Chitosan Films with Thymus vulgaris L. Essential Oil for Ready-to-Eat Meat

    PubMed Central

    Quesada, Jesús; Sendra, Esther; Navarro, Casilda; Sayas-Barberá, Estrella

    2016-01-01

    An active packaging system has been designed for the shelf life extension of ready to eat meat products. The package included an inner surface coated with a chitosan film with thyme essential oil (0%, 0.5%, 1%, and 2%) not in direct contact with the meat. Our aim was to reduce the impact of thyme essential oil (EO) on meat sensory properties by using a chemotype with low odor intensity. The pH, color parameters, microbial populations, and sensory properties were assessed during 4 weeks of refrigerated storage. The presence of EO films reduced yeast populations, whereas aerobic mesophilic bacteria, lactic acid bacteria, and enterobacteria were not affected by the presence of the EO in the films. Meat color preservation (a *) was enhanced in the presence of EO, giving a better appearance to the packaged meat. The presence of the chitosan-EO layer reduced water condensation inside the package, whereas packages containing only chitosan had evident water droplets. Thyme odor was perceived as desirable in cooked meat, and the typical product odor intensity decreased by increasing the EO concentration. Further studies should point towards developing oil blends or combinations with natural antimicrobial agents to be incorporated into the film to improve its antimicrobial properties. PMID:28231152

  16. Tested Demonstrations: Paramagnetism and Color of Liquid Oxygen: A Lecture Demonstration.

    ERIC Educational Resources Information Center

    Shakhashiri, Bassam Z.; And Others

    1980-01-01

    Presents materials and procedures for a lecture demonstration in which liquid nitrogen or liquid oxygen is poured between the poles of a powerful magnet. Hazards of these procedures are included in the discussion. (CS)

  17. Following student gaze patterns in physical science lectures

    NASA Astrophysics Data System (ADS)

    Rosengrant, David; Hearrington, Doug; Alvarado, Kerriann; Keeble, Danielle

    2012-02-01

    This study investigates the gaze patterns of undergraduate college students attending a lecture-based physical science class to better understand the relationships between gaze and focus patterns and student attention during class. The investigators used a new eye-tracking product; Tobii Glasses. The glasses eliminate the need for subjects to focus on a computer screen or carry around a backpack-sized recording device, thus giving an investigator the ability to study a broader range of research questions. This investigation includes what students focus on in the classroom (i.e. demonstrations, instructor, notes, board work, and presentations) during a normal lecture, what diverts attention away from being on task as well as what keeps a subject on task. We report on the findings from 8 subjects during physical science lectures designed for future elementary school teachers. We found that students tended not to focus on the instructor for most parts of the lecture but rather the information, particularly new information presented on PowerPoint slides. Finally, we found that location in the classroom also impacted students' attention spans due to more distractors.

  18. Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

    PubMed Central

    Zhang, Niu; Henderson, Charles N.R.

    2016-01-01

    Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

  19. Efficacy of role play in concert with lecture to enhance student learning of immunology.

    PubMed

    Elliott, Samantha L

    2010-01-01

    Despite numerous reports that active learning increases student understanding, many barriers still exist that prevent faculty from shedding the traditional passive lecture and adopting active learning strategies in the classroom. This study looks at the use of role play as an active learning technique to convey new material, or as reinforcement to traditional lecture. A pre- and post-test survey was utilized to determine student learning gains, along with an anonymous survey to determine student attitudes about role play. Student learning gains are similar regardless of class size, role-playing participation or learning style, and reflect an increase in lower order cognition. Attitudes and learning gains indicate role play is preferable as a reinforcement technique, although the order does not matter if both lecture and role play are utilized to convey information. These data provide insight into the best practices of role-playing implementation in concert with traditional lecture format.

  20. Lecture Capture: What Can Be Automated?

    ERIC Educational Resources Information Center

    Burdet, Benoit; Bontron, Cedric; Burgi, Pierre-Yves

    2007-01-01

    Online education encompasses a variety of technologies, one of which is lecture capture--a long-standing practice at the University of Geneva. The faculty of arts has recorded most of its lectures on audiotapes since the 1970s, well before the World Wide Web existed. Modernization of the recording technologies, however, which until recently…

  1. Lecture 11: Some More Suggestions and Remarks

    ERIC Educational Resources Information Center

    Montessori, Maria

    2016-01-01

    This lecture discusses how the careful preparation of the observer, control of conditions, and precise use of materials will allow the child to "be free to manifest the phenomena which we wish to observe." This lecture was delivered at the International Training Course, London, 1921. [Reprinted from "AMI Communications" (2008).

  2. What Predicts Skill in Lecture Note Taking?

    ERIC Educational Resources Information Center

    Peverly, Stephen T.; Ramaswamy, Vivek; Brown, Cindy; Sumowski, James; Alidoost, Moona; Garner, Joanna

    2007-01-01

    Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription…

  3. Students' Perception of Live Lectures' Inherent Disadvantages

    ERIC Educational Resources Information Center

    Petrovic, Juraj; Pale, Predrag

    2015-01-01

    This paper aims to provide insight into various properties of live lectures from the perspective of sophomore engineering students. In an anonymous online survey conducted at the Faculty of Electrical Engineering and Computing, University of Zagreb, we investigated students' opinions regarding lecture attendance, inherent disadvantages of live…

  4. Cosmology at the Beach Lecture: Wayne Hu

    SciTech Connect

    Wayne Hu

    2009-03-02

    Wayne Hu lectures on Secondary Anisotropy in the CMB. The lecture is the first in a series of 3 he delivered as part of the "Cosmology at the Beach" winter school organized by Berkeley Lab's George Smoot in Los Cabos, Mexico from Jan. 12-16, 2009.

  5. The Art of the Lecture Revisited.

    ERIC Educational Resources Information Center

    Journal of Chemical Education, 1983

    1983-01-01

    Lecturing hints, periodic table, mechanistic approach to predicting inorganic reaction products for substitution reactions, reaction rates, spectroscopy, and entropy role change in establishing position of equilibrium for vaporization of water and synthesis of ammonia were topics of lectures presented at the Seventh Biennial Conference on Chemical…

  6. The Role of Lecturers and Inclusive Education

    ERIC Educational Resources Information Center

    Molina, Víctor M.; Perera Rodríguez, Víctor Hugo; Melero Aguilar, Noelia; Cotán Fernández, Almudena; Moriña, Anabel

    2016-01-01

    This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The…

  7. Man and His Environment. Octagon Lectures 1969.

    ERIC Educational Resources Information Center

    Appleyard, R. T., Ed.

    Utilizing the theme "Man and His Environment," the Octagon Lectures of 1969 were presented at the University of Western Australia, Nedlands, Western Australia. Problems arising from the imbalance between the ancient forces of nature and the new forces of human culture were dealt with by the lecturers. They revealed that the most important…

  8. Cosmology at the Beach Lecture: Wayne Hu

    ScienceCinema

    Wayne Hu

    2016-07-12

    Wayne Hu lectures on Secondary Anisotropy in the CMB. The lecture is the first in a series of 3 he delivered as part of the "Cosmology at the Beach" winter school organized by Berkeley Lab's George Smoot in Los Cabos, Mexico from Jan. 12-16, 2009.

  9. Richard Feynman's popular lectures on quantum electrodynamics: The 1979 Robb lectures at Auckland University

    NASA Astrophysics Data System (ADS)

    Dudley, J. M.; Kwan, A. M.

    1996-06-01

    The subject of quantum electrodynamics (QED) was the subject of QED—The Strange Theory of Light and Matter, the popular book by Richard Feynman which was published by Princeton University Press in 1985. On p. 1, Feynman makes passing reference to the fact that the book is based on a series of general lectures on QED which were, however, first delivered in New Zealand. At Auckland University, these lectures were delivered in 1979, as the Sir Douglas Robb lectures, and videotapes of the lectures are held by the Auckland University Physics Department. We have carried out a detailed examination of these videotapes, and we discuss here the major differences between the original Auckland lectures and the published version. We use selected quotations from the lectures to show that the original lectures provide additional insight into Feynman's character, and have great educational value.

  10. EGFR-activating mutations correlate with a Fanconi anemia-like cellular phenotype that includes PARP inhibitor sensitivity.

    PubMed

    Pfäffle, Heike N; Wang, Meng; Gheorghiu, Liliana; Ferraiolo, Natalie; Greninger, Patricia; Borgmann, Kerstin; Settleman, Jeffrey; Benes, Cyril H; Sequist, Lecia V; Zou, Lee; Willers, Henning

    2013-10-15

    In patients with lung cancer whose tumors harbor activating mutations in the EGF receptor (EGFR), increased responses to platinum-based chemotherapies are seen compared with wild-type cancers. However, the mechanisms underlying this association have remained elusive. Here, we describe a cellular phenotype of cross-linker sensitivity in a subset of EGFR-mutant lung cancer cell lines that is reminiscent of the defects seen in cells impaired in the Fanconi anemia pathway, including a pronounced G2-M cell-cycle arrest and chromosomal radial formation. We identified a defect downstream of FANCD2 at the level of recruitment of FAN1 nuclease and DNA interstrand cross-link (ICL) unhooking. The effect of EGFR mutation was epistatic with FANCD2. Consistent with the known role of FANCD2 in promoting RAD51 foci formation and homologous recombination repair (HRR), EGFR-mutant cells also exhibited an impaired RAD51 foci response to ICLs, but not to DNA double-strand breaks. EGFR kinase inhibition affected RAD51 foci formation neither in EGFR-mutant nor wild-type cells. In contrast, EGFR depletion or overexpression of mutant EGFR in wild-type cells suppressed RAD51 foci, suggesting an EGFR kinase-independent regulation of DNA repair. Interestingly, EGFR-mutant cells treated with the PARP inhibitor olaparib also displayed decreased FAN1 foci induction, coupled with a putative block in a late HRR step. As a result, EGFR-mutant lung cancer cells exhibited olaparib sensitivity in vitro and in vivo. Our findings provide insight into the mechanisms of cisplatin and PARP inhibitor sensitivity of EGFR-mutant cells, yielding potential therapeutic opportunities for further treatment individualization in this genetically defined subset of lung cancer.

  11. Lecture notes for criticality safety

    SciTech Connect

    Fullwood, R.

    1992-03-01

    These lecture notes for criticality safety are prepared for the training of Department of Energy supervisory, project management, and administrative staff. Technical training and basic mathematics are assumed. The notes are designed for a two-day course, taught by two lecturers. Video tapes may be used at the options of the instructors. The notes provide all the materials that are necessary but outside reading will assist in the fullest understanding. The course begins with a nuclear physics overview. The reader is led from the macroscopic world into the microscopic world of atoms and the elementary particles that constitute atoms. The particles, their masses and sizes and properties associated with radioactive decay and fission are introduced along with Einstein`s mass-energy equivalence. Radioactive decay, nuclear reactions, radiation penetration, shielding and health-effects are discussed to understand protection in case of a criticality accident. Fission, the fission products, particles and energy released are presented to appreciate the dangers of criticality. Nuclear cross sections are introduced to understand the effectiveness of slow neutrons to produce fission. Chain reactors are presented as an economy; effective use of the neutrons from fission leads to more fission resulting in a power reactor or a criticality excursion. The six-factor formula is presented for managing the neutron budget. This leads to concepts of material and geometric buckling which are used in simple calculations to assure safety from criticality. Experimental measurements and computer code calculations of criticality are discussed. To emphasize the reality, historical criticality accidents are presented in a table with major ones discussed to provide lessons-learned. Finally, standards, NRC guides and regulations, and DOE orders relating to criticality protection are presented.

  12. HEPS Inventory Tool: An Inventory Tool Including Quality Assessment of School Interventions on Healthy Eating and Physical Activity

    ERIC Educational Resources Information Center

    Dadaczynski, Kevin; Paulus, Peter; de Vries, Nanne; de Ruiter, Silvia; Buijs, Goof

    2010-01-01

    The HEPS Inventory Tool aims to support stakeholders working in school health promotion to promote high quality interventions on healthy eating and physical activity. As a tool it provides a step-by-step approach on how to develop a national or regional inventory of existing school based interventions on healthy eating and physical activity. It…

  13. 25 CFR 170.137 - What types of activities can a recreation, tourism, and trails program include?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false What types of activities can a recreation, tourism, and... Eligibility Recreation, Tourism and Trails § 170.137 What types of activities can a recreation, tourism, and... may perform under a recreation, tourism, and trails program: (1) Transportation planning for...

  14. 25 CFR 170.137 - What types of activities can a recreation, tourism, and trails program include?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false What types of activities can a recreation, tourism, and... Eligibility Recreation, Tourism and Trails § 170.137 What types of activities can a recreation, tourism, and... may perform under a recreation, tourism, and trails program: (1) Transportation planning for...

  15. 25 CFR 170.137 - What types of activities can a recreation, tourism, and trails program include?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false What types of activities can a recreation, tourism, and... Eligibility Recreation, Tourism and Trails § 170.137 What types of activities can a recreation, tourism, and... may perform under a recreation, tourism, and trails program: (1) Transportation planning for...

  16. 25 CFR 170.137 - What types of activities can a recreation, tourism, and trails program include?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true What types of activities can a recreation, tourism, and... Eligibility Recreation, Tourism and Trails § 170.137 What types of activities can a recreation, tourism, and... may perform under a recreation, tourism, and trails program: (1) Transportation planning for...

  17. 14 CFR 440.11 - Duration of coverage for licensed launch, including suborbital launch, or permitted activities...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... LICENSING FINANCIAL RESPONSIBILITY Financial Responsibility for Licensed and Permitted Activities § 440.11...; modifications. (a) Insurance coverage required under § 440.9, or other form of financial responsibility, shall... licensed launch or permitted activities is sufficiently small that financial responsibility is no...

  18. 25 CFR 170.137 - What types of activities can a recreation, tourism, and trails program include?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false What types of activities can a recreation, tourism, and... Eligibility Recreation, Tourism and Trails § 170.137 What types of activities can a recreation, tourism, and... may perform under a recreation, tourism, and trails program: (1) Transportation planning for...

  19. [THE DISCUSSION CONCERNING THE PLACE OF LECTURES AND COMPULSORY LECTURE ATTENDANCE IN MEDICAL EDUCATION].

    PubMed

    Reis, Shmuel

    2016-04-01

    Luder shows that there is a lack of correlation between lecture attendance in medical school and examination performance, and thus draws attention to a discourse concerning the place of lectures and lecture attendance enforcement in 2015 and beyond. The paper addresses 4 questions: First, what is the current place of the traditional lecture in the education of medical students? Second, are there alternatives to this format of teaching? Third, what are the educational consequences of mandating lecture attendance; and fourth, should there be such enforcement? The author discusses these questions and concludes that lectures should be used sparingly, after a careful evaluation that they have an added value over learning away from the classroom. Furthermore, that there are clear guidelines on how to make the traditional lecture enhanced and educationally effective, as well as alternatives such as the "flipped classroom", e-learning and more to lectures. In addition, that lectures frequently drive learning negatively and enforcing attendance in Israel entails serious unintended consequences such as a need to monitor attendance, and a host of disciplinary adverse reactions. Finally, that besides lecture efficiency and economy (when having added value) one reason to consider compulsory attendance, may be when poor attendance negatively influences teachers morale.

  20. 1995 Edward Teller Lecture Patience and Optimism (LIRPP Vol. 12)

    NASA Astrophysics Data System (ADS)

    Miley, George H.

    2016-10-01

    Remarks made in the author's acceptance lecture for the 1995 Edward Teller Medal are presented and expanded. Topics covered include research on nuclear-pumped lasers, the first direct e-beam-pumped laser, direct energy conversion and advanced fuel fusion, plus recent work on inertial electrostatic confinement. "Patience" and "optimism" are viewed as essential elements needed by scientists following the "zig-zag" path to fusion energy production.

  1. Etiology and Progression of Acute Muscle Tension Related Low Back Pain Occurring During Sustained Activity Including Combat Training Exercises

    DTIC Science & Technology

    1992-01-31

    myelogram consistent with HNP. b. DEGENERATIVE ARTHROSIS , SPONDYLOLYSIS, SPONDYLOLISTHESIS: (1) Radiographic findings consistent with spondylolysis...spondylolisthesis, or degenerative arthritis. This would include facet arthrosis , oseteophyte formation, disc space narrowing, anterior/posterior

  2. Going Beyond the Lecture Class - Is it Worth it?

    NASA Astrophysics Data System (ADS)

    Funaro, G. M.; Paytan, A.; Arrigo, K. R.; Chandran, R.; Schindell, J.

    2001-12-01

    Lectures, labs, and seminars dominate the course offerings at most American universities. Students have been learning successfully from these teaching methods for hundreds of years. Alternatively, in order to provide a more personally meaningful learning experience, educational researchers espouse a constructivist approach to learning. To demonstrate this approach, we will describe a case study of two courses, marine chemistry and biological oceanography, that were taught as a single interdisciplinary experience by Stanford University faculty. The courses incorporated an innovative curriculum using active learning methodologies including problem-based learning and teamwork, a set of interactive and facilitative teaching practices, customized technology that worked in the background to make the course effective and efficient, and a goal to reveal the interdisciplinary nature of the content in the two courses. Videotapes of group problem solving revealed that students displayed higher order thinking skills. Students indicated in focus groups that teamwork provided a motivating, rich, learning environment. The communication technology supported both the faculty in the delivery and assessment of the course and the students in communicating with their teams. The technology was the glue that made the course work effectively and efficiently. The overall learning experience can be best expressed by the students themselves who said they felt like they were participating in "real science" for the first time.

  3. Implementation of cooperative learning through collaboration with foreign lecturer to improve students' understanding and soft skills in the course of drug delivery system

    NASA Astrophysics Data System (ADS)

    Syukri, Yandi; Nugroho, Bambang Hernawan

    2017-03-01

    The course of Drug Delivery Systems is an elective that supports the development of new products in pharmaceutical industry. The existing learning process has been in the form of one-direction face-to-face lecturing. During the lecture, students find it difficult to follow or understand the materials, so they become passive. Also, class effectiveness is low because it cannot develop students' active participation during the learning process. To improve the learning outcomes and to achieve the desired competence, innovations in the learning process should be attempted. This learning model aimed to improve students' understanding of and soft skills in the course of Drug Delivery Systems through a cooperative learning method and collaboration with foreign lecturers. The order of cooperative learning included explaining the desired learning outcomes of each topic, providing reading materials for students to learn when preparing their papers, instructing students to work on group assignments and to help each other to master the lesson through question-answer sessions and discussions among group members, encouraging group presentations, and evaluating through quizzes. The foreign lecturers played a role in enriching teaching materials and providing an international class atmosphere. The students' hard skills assessed from the quiz, midterm exam, and final semester exam showed a minimum score of 70 > 80% in the quiz and final semester exam components, while the midterm exam value with a minimum of 70 > 80% was only 6%. The assessment of soft skills obtained from the students' independence in constructing knowledge to complete assignments and resolve problems indicated such outcomes as each group's better ability to access relevant journals, their active participation in group discussions, discipline to submit assignments, discipline to be punctual, and good communication skills. It can be concluded that cooperative learning method could improve the soft skills of students

  4. Monte Carlo Techniques for Nuclear Systems - Theory Lectures

    SciTech Connect

    Brown, Forrest B.

    2016-11-29

    These are lecture notes for a Monte Carlo class given at the University of New Mexico. The following topics are covered: course information; nuclear eng. review & MC; random numbers and sampling; computational geometry; collision physics; tallies and statistics; eigenvalue calculations I; eigenvalue calculations II; eigenvalue calculations III; variance reduction; parallel Monte Carlo; parameter studies; fission matrix and higher eigenmodes; doppler broadening; Monte Carlo depletion; HTGR modeling; coupled MC and T/H calculations; fission energy deposition. Solving particle transport problems with the Monte Carlo method is simple - just simulate the particle behavior. The devil is in the details, however. These lectures provide a balanced approach to the theory and practice of Monte Carlo simulation codes. The first lectures provide an overview of Monte Carlo simulation methods, covering the transport equation, random sampling, computational geometry, collision physics, and statistics. The next lectures focus on the state-of-the-art in Monte Carlo criticality simulations, covering the theory of eigenvalue calculations, convergence analysis, dominance ratio calculations, bias in Keff and tallies, bias in uncertainties, a case study of a realistic calculation, and Wielandt acceleration techniques. The remaining lectures cover advanced topics, including HTGR modeling and stochastic geometry, temperature dependence, fission energy deposition, depletion calculations, parallel calculations, and parameter studies. This portion of the class focuses on using MCNP to perform criticality calculations for reactor physics and criticality safety applications. It is an intermediate level class, intended for those with at least some familiarity with MCNP. Class examples provide hands-on experience at running the code, plotting both geometry and results, and understanding the code output. The class includes lectures & hands-on computer use for a variety of Monte Carlo calculations

  5. Design and synthesis of novel antimicrobials with activity against Gram-positive bacteria and mycobacterial species, including M. tuberculosis

    PubMed Central

    Tiruveedhula, V.V.N. Phani Babu; Witzigmann, Christopher M.; Verma, Ranjit; Kabir, M. Shahjahan; Rott, Marc; Schwan, William R.; Medina-Bielski, Sara; Lane, Michelle; Close, William; Polanowski, Rebecca L.; Sherman, David; Monte, Aaron; Deschamps, Jeffrey R.; Cook, James M.

    2013-01-01

    The alarming increase in bacterial resistance over the last decade along with a dramatic decrease in new treatments for infections has led to problems in the healthcare industry. Tuberculosis (TB) is caused mainly by Mycobacterium tuberculosis which is responsible for 1.4 million deaths per year. A world-wide threat with HIV co-infected with multi and extensively drug-resistant strains of TB has emerged. In this regard, herein, novel acrylic acid ethyl ester derivatives were synthesized in simple, efficient routes and evaluated as potential agents against several Mycobacterium species. These were synthesized via a stereospecific process for structure activity relationship (SAR) studies. Minimum inhibitory concentration (MIC) assays indicated that esters 12, 13, and 20 exhibited greater in vitro activity against Mycobacterium smegmatis than rifampin, one of the current, first-line anti-mycobacterial chemotherapeutic agents. Based on these studies the acrylic ester 20 has been developed as a potential lead compound which was found to have an MIC value of 0.4 μg/mL against Mycobacterium tuberculosis. The SAR and biological activity of this series is presented; a Michael – acceptor mechanism appears to be important for potent activity of this series of analogs. PMID:24200931

  6. Autonomic control network active in Aplysia during locomotion includes neurons that express splice variants of R15-neuropeptides.

    PubMed

    Romanova, Elena V; McKay, Natasha; Weiss, Klaudiusz R; Sweedler, Jonathan V; Koester, John

    2007-01-01

    Splice-variant products of the R15 neuropeptide gene are differentially expressed within the CNS of Aplysia. The goal of this study was to test whether the neurons in the abdominal ganglion that express the peptides encoded by this gene are part of a common circuit. Expression of R15 peptides had been demonstrated previously in neuron R15. Using a combination of immunocytochemical and analytical methods, this study demonstrated that R15 peptides are also expressed in heart exciter neuron RB(HE), the two L9(G) gill motoneurons, and L40--a newly identified interneuron. Mass spectrometric profiling of individual neurons that exhibit R15 peptide-like immunoreactivity confirmed the mutually exclusive expression of two splice-variant forms of R15 peptides in different neurons. The L9(G) cells were found to co-express pedal peptide in addition to the R15 peptides. The R15 peptide-expressing neurons examined here were shown to be part of an autonomic control circuit that is active during fictive locomotion. Activity in this circuit contributes to implementing a central command that may help to coordinate autonomic activity with escape locomotion. Chronic extracellular nerve recording was used to determine the activity patterns of a subset of neurons of this circuit in vivo. These results demonstrate the potential utility of using shared patterns of neuropeptide expression as a guide for neural circuit identification.

  7. Michael Faraday: Prince of lecturers in Victorian England

    NASA Astrophysics Data System (ADS)

    Lan, Boon Leong; Lim, Jeanette B. S.

    2001-01-01

    In this note, we focus on Faraday as a lecturer/teacher. We trace his development as a lecturer/teacher and highlight his approaches in popular-science lecturing and in teaching chemistry to military cadets. We appraise his success and conclude with an account of his poignant last lecture.

  8. Break Up Your Lectures: Or Christaller Sliced Up.

    ERIC Educational Resources Information Center

    Gibbs, Graham; Jenkins, Alan

    1984-01-01

    Described is a method of lecturing in which the lecture period is divided into a number of segments. Only some segments involve the lecturer talking. In others students discuss topics or complete exercises. An example of such a lecture on aspects of Christaller's central place theory is described. (Author/RM)

  9. Learning from Lecture: Investigations of Study Strategies Involving Note Taking.

    ERIC Educational Resources Information Center

    Van Matre, Nicholas H.; And Others

    Two experiments were conducted with college students as subjects in an effort to determine the note taking strategy most effective for learning from lecture. In one experiment students listened to a lecture while engaging in either parallel or distributed note taking. The information density of the lecture and the lecture presentation speed were…

  10. The Impact of Online Lecture Recordings on Student Performance

    ERIC Educational Resources Information Center

    Williams, Andrew; Birch, Elisa; Hancock, Phil

    2012-01-01

    The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a "Microeconomics Principles" class to examine the relative effects of lecture attendance and online lecture recordings. The main finding…

  11. Making lectures memorable: A cognitive perspective.

    PubMed

    Afzal, Azam; Babar, Shazia

    2016-08-01

    Lectures have been a cornerstone of medical education since the introduction of a discipline based curricular model more than two hundred years ago. Recently this instructional strategy has come under criticism because of its reliance on passive learning. There are still many medical schools that cover content predominantly through lectures due to its feasibility. With the introduction of the flipped classrooms, lectures have been given a new lease of life. Improving cognitive imprinting during lectures would enhance retrieval and promote long term storage. Simplifying the content reduces the cognitive load of the information being received and makes it more meaningful hence more memorable. To make learning memorable, rehearsal should be built into the sessions. With the exponential increase in online learning, the need for online learning technologies will require a generation of a large amount of asynchronous video content which should ideally be truly meaningful and memorable, and inspirational to our students.

  12. Drinking Water Plant Lecture-Demonstration.

    ERIC Educational Resources Information Center

    Vestling, Martha M.

    1977-01-01

    Describes a simple way to demonstrate the principles involved in a drinking water plant. This demonstration developed for a general public lecture can be used in chemistry and biology courses for an ecological and environmental emphasis. (HM)

  13. Charles Ichoku Maniac Lecture, July 25, 2016

    NASA Video Gallery

    NASA climate scientist Charles Ichoku presented a Maniac lecture entitled, "Reminiscences of a scientist's journey from Nawfia to NASA." Born in a small town in Nigeria, Charles traced his captivat...

  14. CMSC-130 Introductory Computer Science, Lecture Notes

    DTIC Science & Technology

    1993-07-01

    The CMSC 130 Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course...using the Ada programming language. Computer science , Language concepts, Ada language, Software concepts.

  15. An Intramolecular Silylene Borane Capable of Facile Activation of Small Molecules, Including Metal-Free Dehydrogenation of Water.

    PubMed

    Mo, Zhenbo; Szilvási, Tibor; Zhou, Yu-Peng; Yao, Shenglai; Driess, Matthias

    2017-02-27

    The first single-component N-heterocyclic silylene borane 1 (LSi-R-BMes2 ; L=PhC(N(t) Bu)2 ; R=1,12-xanthendiyl spacer; Mes=2,4,6-Me3 C6 H2 ), acting as a frustrated Lewis pair (FLP) in small-molecule activation, can be synthesized in 65 % yields. Its HOMO is largely localized at the silicon(II) atom and the LUMO has mainly boron 2p character. In small-molecule activation 1 allows access to the intramolecular silanone-borane 3 featuring a Si=O→B interaction through reaction with O2 , N2 O, or CO2 , and formation of silanethione borane 4 from reaction with S8 . The Si(II) center in 1 undergoes immediate hydrogenation if exposed to H2 at 1 atm pressure in benzene, affording the silane borane 5-H2 , L(H2 )Si-R-BMes2 . Remarkably, no H2 activation occurs if the single silylene LSiPh and Mes3 B intermolecularly separated are exposed to dihydrogen. Unexpectedly, the pre-organized Si-B separation in 1 enables a metal-free dehydrogenation of H2 O to give the silanone-borane 3 as reactive intermediate.

  16. Lectures on probability and statistics

    SciTech Connect

    Yost, G.P.

    1984-09-01

    These notes are based on a set of statistics lectures delivered at Imperial College to the first-year postgraduate students in High Energy Physics. They are designed for the professional experimental scientist. We begin with the fundamentals of probability theory, in which one makes statements about the set of possible outcomes of an experiment, based upon a complete a priori understanding of the experiment. For example, in a roll of a set of (fair) dice, one understands a priori that any given side of each die is equally likely to turn up. From that, we can calculate the probability of any specified outcome. We finish with the inverse problem, statistics. Here, one begins with a set of actual data (e.g., the outcomes of a number of rolls of the dice), and attempts to make inferences about the state of nature which gave those data (e.g., the likelihood of seeing any given side of any given die turn up). This is a much more difficult problem, of course, and one's solutions often turn out to be unsatisfactory in one respect or another.

  17. A peculiar lecture by Ettore Majorana

    NASA Astrophysics Data System (ADS)

    Esposito, S.

    2006-09-01

    We give, for the first time, the English translation of a manuscript by Ettore Majorana, which probably corresponds to the text for a seminar lecture delivered at the University of Naples in 1938, where he lectured on theoretical physics. Some passages reveal a physical interpretation of quantum mechanics which anticipates for several years the Feynman approach in terms of path integrals, independent of the underlying mathematical formulation.

  18. Evaluation of doctors’ performance as facilitators in basic medical science lecture classes in a new Malaysian medical school

    PubMed Central

    Ismail, Salwani; Salam, Abdus; Alattraqchi, Ahmed G; Annamalai, Lakshmi; Chockalingam, Annamalai; Elena, Wan Putri; Rahman, Nor Iza A; Abubakar, Abdullahi Rabiu; Haque, Mainul

    2015-01-01

    Background Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students’ perceptions regarding lecture quality in a new medical school. Methods This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012–2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. Results The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Conclusion Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning. PMID:25878516

  19. Liver tumor promoting effect of orphenadrine in rats and its possible mechanism of action including CAR activation and oxidative stress.

    PubMed

    Morita, Reiko; Yafune, Atsunori; Shiraki, Ayako; Itahashi, Megu; Ishii, Yuji; Akane, Hirotoshi; Nakane, Fumiyuki; Suzuki, Kazuhiko; Shibutani, Makoto; Mitsumori, Kunitoshi

    2013-01-01

    Orphenadrine (ORPH), an anticholinergic agent, is a cytochrome P450 (CYP) 2B inducer. CYP2B inducers are known to have liver tumor-promoting effects in rats. In this study, we performed a rat two-stage liver carcinogenesis bioassay to examine the tumor-promoting effect of ORPH and to clarify its possible mechanism of action. Male rats were given a single intraperitoneal injection of N-diethylnitrosamine (DEN) as an initiation treatment. Two weeks after DEN administration, rats were fed a diet containing ORPH (0, 750, or 1,500 ppm) for 6 weeks. One week after the ORPH-administration rats were subjected to two-thirds partial hepatectomy for the acceleration of hepatocellular proliferation. The number and area of glutathione S-transferase placental form-positive foci significantly increased in the DEN-ORPH groups. Real-time RT-PCR revealed increased mRNA expression levels of Cyp2b1/2, Mrp2 and Cyclin D1 in the DEN-ORPH groups and of Gpx2 and Gstm3 in the DEN-High ORPH group. Microsomal reactive oxygen species (ROS) production and oxidative stress markers such as thiobarbituric acid-reactive substances and 8-hydroxydeoxyguanosine were increased in the DEN-High ORPH group. Immunohistochemically, constitutively active/androstane receptor (CAR) were clearly localized in the nuclei of hepatocytes in the DEN-ORPH groups. These results suggest that ORPH causes nuclear translocation of CAR resulting in the induction of the liver tumor-promoting activity. Furthermore, oxidative stress resulting from ROS production is also involved in the liver tumor-promoting activity of ORPH.

  20. Predicted residual activity of rilpivirine in HIV-1 infected patients failing therapy including NNRTIs efavirenz or nevirapine.

    PubMed

    Theys, K; Camacho, R J; Gomes, P; Vandamme, A M; Rhee, S Y

    2015-06-01

    Rilpivirine is a second-generation nonnucleoside reverse-transcriptase inhibitor (NNRTI) currently indicated for first-line therapy, but its clinical benefit for HIV-1 infected patients failing first-generation NNRTIs is largely undefined. This study quantified the extent of genotypic rilpivirine resistance in viral isolates from 1212 patients upon failure of efavirenz- or nevirapine-containing antiretroviral treatment, of whom more than respectively 80% and 90% showed high-level genotypic resistance to the failing NNRTI. Of all study patients, 47% showed a rilpivirine resistance-associated mutation (RPV-RAM), whereas preserved residual rilpivirine activity was predicted in half of the patients by three genotypic drug resistance interpretation algorithms. An NNRTI-dependent impact on rilpivirine resistance was detected. Compared with the use of nevirapine, the use of efavirenz was associated with a 32% lower risk of having a RPV-RAM and a 50% lower risk of predicted reduced rilpivirine susceptibility. Most prevalent RPV-RAMs after nevirapine experience were Y181C and H221Y, whereas L100I+K103N, Y188L and K101E occurred most in efavirenz-experienced patients. Predicted rilpivirine activity was not affected by HIV-1 subtype, although frequency of individual mutations differed across subtypes. In conclusion, this genotypic resistance analysis strongly suggests that the latest NNRTI, rilpivirine, may retain activity in a large proportion of HIV-1 patients in whom resistance failed while they were on an efavirenz- or nevirapine-containing regimen, and may present an attractive option for second-line treatment given its good safety profile and dosing convenience. However, prospective clinical studies assessing the effectiveness of rilpivirine for NNRTI-experienced patients are warranted to validate knowledge derived from genotypic and phenotypic drug resistance studies.

  1. The Influence of Organized Physical Activity (Including Gymnastics) on Young Adult Skeletal Traits: Is Maturity Phase Important?

    PubMed

    Bernardoni, Brittney; Scerpella, Tamara A; Rosenbaum, Paula F; Kanaley, Jill A; Raab, Lindsay N; Li, Quefeng; Wang, Sijian; Dowthwaite, Jodi N

    2015-05-01

    We prospectively evaluated adolescent organized physical activity (PA) as a factor in adult female bone traits. Annual DXA scans accompanied semiannual records of anthropometry, maturity, and PA for 42 participants in this preliminary analysis (criteria: appropriately timed DXA scans at ~1 year premenarche [predictor] and ~5 years postmenarche [dependent variable]). Regression analysis evaluated total adolescent interscan PA and PA over 3 maturity subphases as predictors of young adult bone outcomes: 1) bone mineral content (BMC), geometry, and strength indices at nondominant distal radius and femoral neck; 2) subhead BMC; 3) lumbar spine BMC. Analyses accounted for baseline gynecological age (years pre- or postmenarche), baseline bone status, adult body size and interscan body size change. Gymnastics training was evaluated as a potentially independent predictor, but did not improve models for any outcomes (p > .07). Premenarcheal bone traits were strong predictors of most adult outcomes (semipartial r2 = .21-0.59, p ≤ .001). Adult 1/3 radius and subhead BMC were predicted by both total PA and PA 1-3 years postmenarche (p < .03). PA 3-5 years postmenarche predicted femoral narrow neck width, endosteal diameter, and buckling ratio (p < .05). Thus, participation in organized physical activity programs throughout middle and high school may reduce lifetime fracture risk in females.

  2. The Influence of Organized Physical Activity (including Gymnastics) on Young Adult Skeletal Traits: Is Maturity Phase Important?

    PubMed Central

    Bernardoni, Brittney; Scerpella, Tamara A.; Rosenbaum, Paula F.; Kanaley, Jill A.; Raab, Lindsay N.; Li, Quefeng; Wang, Sijian; Dowthwaite, Jodi N.

    2015-01-01

    We prospectively evaluated adolescent organized physical activity (PA) as a factor in adult female bone traits. Annual DXA scans accompanied semi-annual records of anthropometry, maturity and PA for 42 participants in this preliminary analysis (criteria: appropriately timed DXA scans at ~1 year pre-menarche [predictor] and ~5 years post-menarche [dependent variable]). Regression analysis evaluated total adolescent inter-scan PA and PA over 3 maturity sub-phases as predictors of young adult bone outcomes: 1) bone mineral content (BMC), geometry and strength indices at non-dominant distal radius and femoral neck; 2) sub-head BMC; 3) lumbar spine BMC. Analyses accounted for baseline gynecological age (years pre- or post-menarche), baseline bone status, adult body size and inter-scan body size change. Gymnastics training was evaluated as a potentially independent predictor, but did not improve models for any outcomes (p<0.07). Pre-menarcheal bone traits were strong predictors of most adult outcomes (semi-partial r2 = 0.21-0.59, p≤0.001). Adult 1/3 radius and sub-head BMC were predicted by both total PA and PA 1-3 years post-menarche (p<0.03). PA 3-5 years post-menarche predicted femoral narrow neck width, endosteal diameter and buckling ratio (p<0.05). Thus, participation in organized physical activity programs throughout middle and high school may reduce lifetime fracture risk in females. PMID:25386845

  3. New pyrrole derivatives with potent tubulin polymerization inhibiting activity as anticancer agents including hedgehog-dependent cancer.

    PubMed

    La Regina, Giuseppe; Bai, Ruoli; Coluccia, Antonio; Famiglini, Valeria; Pelliccia, Sveva; Passacantilli, Sara; Mazzoccoli, Carmela; Ruggieri, Vitalba; Sisinni, Lorenza; Bolognesi, Alessio; Rensen, Whilelmina Maria; Miele, Andrea; Nalli, Marianna; Alfonsi, Romina; Di Marcotullio, Lucia; Gulino, Alberto; Brancale, Andrea; Novellino, Ettore; Dondio, Giulio; Vultaggio, Stefania; Varasi, Mario; Mercurio, Ciro; Hamel, Ernest; Lavia, Patrizia; Silvestri, Romano

    2014-08-14

    We synthesized 3-aroyl-1-arylpyrrole (ARAP) derivatives as potential anticancer agents having different substituents at the pendant 1-phenyl ring. Both the 1-phenyl ring and 3-(3,4,5-trimethoxyphenyl)carbonyl moieties were mandatory to achieve potent inhibition of tubulin polymerization, binding of colchicine to tubulin, and cancer cell growth. ARAP 22 showed strong inhibition of the P-glycoprotein-overexpressing NCI-ADR-RES and Messa/Dx5MDR cell lines. Compounds 22 and 27 suppressed in vitro the Hedgehog signaling pathway, strongly reducing luciferase activity in SAG treated NIH3T3 Shh-Light II cells, and inhibited the growth of medulloblastoma D283 cells at nanomolar concentrations. ARAPs 22 and 27 represent a new potent class of tubulin polymerization and cancer cell growth inhibitors with the potential to inhibit the Hedgehog signaling pathway.

  4. New Pyrrole Derivatives with Potent Tubulin Polymerization Inhibiting Activity As Anticancer Agents Including Hedgehog-Dependent Cancer

    PubMed Central

    La Regina, Giuseppe; Bai, Ruoli; Coluccia, Antonio; Famiglini, Valeria; Pelliccia, Sveva; Passacantilli, Sara; Mazzoccoli, Carmela; Ruggieri, Vitalba; Sisinni, Lorenza; Bolognesi, Alessio; Rensen, Whilelmina Maria; Miele, Andrea; Nalli, Marianna; Alfonsi, Romina; Di Marcotullio, Lucia; Gulino, Alberto; Brancale, Andrea; Novellino, Ettore; Dondio, Giulio; Vultaggio, Stefania; Varasi, Mario; Mercurio, Ciro; Hamel, Ernest; Lavia, Patrizia; Silvestri, Romano

    2014-01-01

    We synthesized 3-aroyl-1-arylpyrrole (ARAP) derivatives as potential anticancer agents having different substituents at the pendant 1-phenyl ring. Both the 1-phenyl ring and 3-(3,4,5-trimethoxyphenyl)carbonyl moieties were mandatory to achieve potent inhibition of tubulin polymerization, binding of colchicine to tubulin, and cancer cell growth. ARAP 22 showed strong inhibition of the P-glycoprotein-overexpressing NCI-ADR-RES and Messa/Dx5MDR cell lines. Compounds 22 and 27 suppressed in vitro the Hedgehog signaling pathway, strongly reducing luciferase activity in SAG treated NIH3T3 Shh-Light II cells, and inhibited the growth of medulloblastoma D283 cells at nanomolar concentrations. ARAPs 22 and 27 represent a new potent class of tubulin polymerization and cancer cell growth inhibitors with the potential to inhibit the Hedgehog signaling pathway. PMID:25025991

  5. Using Lecture Tutorials to Increase Student Learning in Introductory Geoscience Courses

    NASA Astrophysics Data System (ADS)

    Kortz, K. M.; Smay, J. J.; Murray, D. P.

    2007-12-01

    Students often leave introductory geoscience courses with their misconceptions still intact, and we developed Lecture Tutorials (LTs) to help alleviate this problem. LTs are 10-15 minute interactive worksheets that students complete in small groups in class, after a short introductory lecture. Topics for the LTs (e.g., climate change, the rock cycle, etc.) were chosen because they are commonly taught in introductory classes and include recognized misconceptions. The LTs typically follow a sequence beginning with factual-based questions that progressively become more difficult and culminating in application-type questions designed to provoke both discussion and critical thinking. Often, one of the latter questions is presented in the form of a debate between two students, where one student expresses the scientifically held view and the other espouses a view based on a common misconception. Students in the class must determine with which student in the LT they agree and explain why. These hypothetical debates allow students to confront their own misconceptions and replace them with the accepted scientific views. Lecture Tutorials increase student learning more than lectures alone. After a short lecture, students correctly answered 58% of multiple-choice questions (including embedded Geoscience Concept Inventory questions), and that value increased by 18% after they completed the LT. To determine if the increase resulted from extra time spent on the topic rather than the unique approach of LTs, we also tested how an extended lecture, in lieu of LTs, affected student scores. After an extended lecture, student scores increased by only 5% on multiple-choice questions. Therefore, we conclude that LTs are more effective than lecture alone in increasing student knowledge. LTs have been written to be relatively easy to implement in classrooms without a large time commitment or dramatic course redesign. Thirteen LTs have currently been tested, and more are being developed

  6. Short-Range Temporal Interactions in Sleep; Hippocampal Spike Avalanches Support a Large Milieu of Sequential Activity Including Replay.

    PubMed

    Mahoney, J Matthew; Titiz, Ali S; Hernan, Amanda E; Scott, Rod C

    2016-01-01

    Hippocampal neural systems consolidate multiple complex behaviors into memory. However, the temporal structure of neural firing supporting complex memory consolidation is unknown. Replay of hippocampal place cells during sleep supports the view that a simple repetitive behavior modifies sleep firing dynamics, but does not explain how multiple episodes could be integrated into associative networks for recollection during future cognition. Here we decode sequential firing structure within spike avalanches of all pyramidal cells recorded in sleeping rats after running in a circular track. We find that short sequences that combine into multiple long sequences capture the majority of the sequential structure during sleep, including replay of hippocampal place cells. The ensemble, however, is not optimized for maximally producing the behavior-enriched episode. Thus behavioral programming of sequential correlations occurs at the level of short-range interactions, not whole behavioral sequences and these short sequences are assembled into a large and complex milieu that could support complex memory consolidation.

  7. A comparison of methods of assessment of body composition including neutron activation analysis of total body nitrogen.

    PubMed

    Lukaski, H C; Mendez, J; Buskirk, E R; Cohn, S H

    1981-08-01

    Fourteen healthy men underwent determinations of total body nitrogen (TBN) by prompt gamma neutron activation analysis and total body potassium (TBK) by whole body counting to estimate the muscle and nonmuscle components of the fat-free body mass (FFBM) and their protein contents. Comparison of FFBM estimated from TBN and TBK (60.6 +/- 6.9 kg, mean +/- SD), densitometry (62.3 +/- 7.1 kg), TBK alone (62.2 +/- 8.0 kg) and TBW (63.9 +/- 7.8 kg) showed no differences among the techniques. Similarly, there were neither differences in fat mass nor percent body fat among the methods. Analysis of the chemical composition of FFBM of this group showed TBK/FFBM = 62.6 +/- 2.3 mEq/kg, TBW/FFBM = 74.6 +/- 0.2%, TBN/FFBM = 32.74 +/- 1.09 g/kg, protein/FFBM = 20.5+/- 0.7%. The calculated mineral content of the FFBM was 6.4%. These values are strikingly similar to the values calculated by direct chemical analysis. It was concluded that the combined TBN-TBK method is a valid technique for estimating body composition in man.

  8. Product and rate determinations with chemically activated nucleotides in the presence of various prebiotic materials, including other mono- and polynucleotides

    NASA Technical Reports Server (NTRS)

    Kanavarioti, A.; Alberas, D. J.; Rosenbach, M. T.; Bernasconi, C. F.; Chang, S.

    1991-01-01

    We are investigating the reactions of ImpN's in the presence of a number of prebiotically plausible materials, such as metal ions, phosphate, amines and other nucleotides and hope to learn more about the stability/reactivity of ImpN's in a prebiotic aqueous environment. We find that, in the presence of phosphate, ImpN's form substantial amounts of diphosphate nucleotides. These diphosphate nucleotides are not very good substrates for template directed reactions, but are chemically activated and are known to revert to the phosphoimidazolides in the presence of imidazole under solid state conditions. With respect to our studies of the oligomerization reaction, the determination of the dimerization rate constant of a specific ImpN (guanosine 5'-phospho 2 methylimidazolide) both in the absence and the presence of the template leads to the conclusion that at 37 C the dimerization is not template directed, although the subsequent polymerization steps are. In other words, this specific polynucleotide synthesizing system favors the elongation of oligonucleotides as compared with the formation of dimers and trimers. This favoring of the synthesis of long as opposed to short oligonucleotides may be regarded as a rudimentary example of natural selection at the molecular level.

  9. How Do Nursing Students Use Digital Tools during Lectures?

    PubMed Central

    Sebri, Isabelle; Bartier, Jean-Claude

    2016-01-01

    Objectives Teachers often wonder what students are doing during lectures, behind their computers, mobile phones and other digital tools. This study aimed to document the type of tools used during lectures by nursing students and what they do with them. Methods We carried out a descriptive, prospective, multicentre study including 1446 nursing students in Alsace (France). The students filled in an anonymous questionnaire at the end of a lesson they had just attended. Results 99% of the students had taken at least one digital tool to the lesson. 90% had a mobile phone with them. It was mainly used for entertainment (particularly for sending and/or receiving text messages and consulting emails). 52% had a laptop with them. It was essentially used for academic tasks (taking notes, working on other teaching units or revising for exams). Conclusion Most nursing students take a phone or laptop to lectures with them with the intention of using them for entertainment and learning respectively. These results could guide training establishments in drafting their institutional policy concerning the use of digital tools in class. PMID:27812170

  10. Effect of the Heat-exposure on Peripheral Sudomotor Activity Including the Density of Active Sweat Glands and Single Sweat Gland Output.

    PubMed

    Lee, Jeong-Beom; Kim, Tae-Wook; Shin, Young-Oh; Min, Young-Ki; Yang, Hun-Mo

    2010-10-01

    Tropical inhabitants are able to tolerate heat through permanent residence in hot and often humid tropical climates. The goal of this study was to clarify the peripheral mechanisms involved in thermal sweating pre and post exposure (heat-acclimatization over 10 days) by studying the sweating responses to acetylcholine (ACh), a primary neurotransmitter of sudomotor activity, in healthy subjects (n=12). Ten percent ACh was administered on the inner forearm skin for iontophoresis. Quantitative sudomotor axon reflex testing, after iontophoresis (2 mA for 5 min) with ACH, was performed to determine directly activated (DIR) and axon reflex-mediated (AXR) sweating during ACh iontophoresis. The sweat rate, activated sweat gland density, sweat gland output per single gland activated, as well as oral and skin temperature changes were measured. The post exposure activity had a short onset time (p<0.01), higher active sweat rate [(AXR (p<0.001) and DIR (p<0.001)], higher sweat output per gland (p<0.001) and higher transepidermal water loss (p<0.001) compared to the pre-exposure measurements. The activated sweat rate in the sudomotor activity increased the output for post-exposure compared to the pre-exposure measurements. The results suggested that post-exposure activity showed a higher active sweat gland output due to the combination of a higher AXR (DIR) sweat rate and a shorter onset time. Therefore, higher sudomotor responses to ACh receptors indicate accelerated sympathetic nerve responsiveness to ACh sensitivity by exposure to environmental conditions.

  11. Effectiveness of skeleton handouts during ophthalmology theory lectures for undergraduate medical students

    PubMed Central

    Prabhu, Venkatesan; Sahoo, Soumendra; Soe, Htoo Htoo Kyaw

    2015-01-01

    Background: Although lecture handouts are commonly given to students during theory lectures, students’ perception, as well as their performance, can vary depending on the type of handouts they receive for information processing. Methodology: This is a quasi-experimental study involving 6th semester medical students. The study was conducted during theory lectures on ophthalmology. The two types of notes given to the students were comprehensive handout and a skeleton handout, which included some lecture notes but required substantial annotation by the students. Pre-test and post-test in the form of multiple choice questions were conducted before and after the lecture session, respectively. Results: There was a significant difference of mean score of pre- and post-test between skeletal handout (pre = 1.85 ± 1.275, post = 4.85 ± 0.363) and full handout (pre = 1.92 ± 1.09 post = 2.61 ± 0.771) with P < 0.001. However, the students’ responses to questionnaires indicated a strong preference for much detailed handouts as essential to preparation for examinations. Conclusion: The student can improve their performance during examination while working on skeletal handouts during theory lectures in spite of showing a preference for complete handouts. PMID:26380205

  12. A survey of first-year biology student opinions regarding live lectures and recorded lectures as learning tools.

    PubMed

    Simcock, D C; Chua, W H; Hekman, M; Levin, M T; Brown, S

    2017-03-01

    A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended (P < 0.001) and negatively correlated with the number of recordings viewed (P < 0.05), although marks were similar for lecture attenders and nonattenders (P > 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures (P < 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.

  13. High water-stressed population estimated by world water resources assessment including human activities under SRES scenarios

    NASA Astrophysics Data System (ADS)

    Kiguchi, M.; Shen, Y.; Kanae, S.; Oki, T.

    2009-04-01

    In an argument of the reduction and the adaptation for the climate change, the evaluation of the influence by the climate change is important. When we argue in adaptation plan from a damage scale and balance with the cost, it is particularly important. Parry et al (2001) evaluated the risks in shortage of water, malaria, food, the risk of the coast flood by temperature function and clarified the level of critical climate change. According to their evaluation, the population to be affected by the shortage of water suddenly increases in the range where temperature increases from 1.5 to 2.0 degree in 2080s. They showed how much we need to reduce emissions in order to draw-down significantly the number at risk. This evaluation of critical climate change threats and targets of water shortage did not include the water withdrawal divided by water availability. Shen et al (2008a) estimated the water withdrawal of projection of future world water resources according to socio-economic driving factors predicted for scenarios A1b, A2, B1, and B2 of the Special Report on Emission Scenarios (SRES). However, these results were in function of not temperature but time. The assessment of the highly water-stressed population considered the socioeconomic development is necessary for a function of the temperature. Because of it is easy to understand to need to reduce emission. We present a multi-GCM analysis of the global and regional populations lived in highly water-stressed basin for a function of the temperature using the socioeconomic data and the outputs of GCMs. In scenario A2, the population increases gradually with warming. On the other hand, the future projection population in scenario A1b and B1 increase gradually until the temperature anomaly exceeds around from +1 to +1.5 degree. After that the population is almost constant. From Shen et al (2008b), we evaluated the HWSP and its ratio in the world with temperature function for scenarios A1B, A2, and B1 by the index of W

  14. The McAndrews Leadership Lecture: Origins

    PubMed Central

    Hamm, Anthony W.; Burkhart, Lori A.

    2015-01-01

    Objective This article describes the origins and rationale for the McAndrews Leadership Lecture and explains why the American Chiropractic Association honors George and Jerome McAndrews. Discussion George and Jerome McAndrews’ backgrounds demonstrate their leadership contributions to the chiropractic profession. Jerome McAndrews, a chiropractor, held substantial leadership roles in the chiropractic profession. George McAndrews, a lawyer, administered a permanent injunction forbidding the American Medical Association’s restraint of trade toward the chiropractic profession. Conclusion The American Chiropractic Association has established the McAndrews Leadership Lecture to honor their contributions to the chiropractic profession. PMID:26770176

  15. Revitalizing Ernst Mach's Popular Scientific Lectures

    NASA Astrophysics Data System (ADS)

    Euler, Manfred

    2007-06-01

    Compared to Ernst Mach's influence on the conceptual development of physics, his efforts to popularize science and his reflections on science literacy are known to a much lesser degree. The approach and the impact of Mach's popular scientific lectures are discussed in view of today's problems of understanding science. The key issues of Mach's popular scientific lectures, reconsidered in the light of contemporary science, still hold a high potential in fascinating a general audience. Moreover, Mach's grand theme, the relation of the physical to the psychical, is suited to contribute to a dialogue between different knowledge cultures, e.g. science and humanities.

  16. PREFACE: Lectures from the European RTN Winter School on Strings, Supergravity and Gauge Fields, Barcelona, 12-16 January 2004

    NASA Astrophysics Data System (ADS)

    Russo, Jorge G.

    2005-04-01

    This issue of Classical and Quantum Gravity contains the proceedings of the RTN European Winter School on Strings, Supergravity and Gauge Fields, which was held at the University of Barcelona, Spain, between 12-16 January 2004. The School was part of the RTN programme The Quantum Structure of Spacetime and the Geometric Nature of Fundamental Interactions of the European Union. It was attended by 181 registered participants. The lectures contain a pedagogical introduction to topics in string theory which are currently under active investigation. They were targeted mainly at students near the end of their PhD, and young postdocs and researchers. The topics were carefully selected to cover phenomenological aspects of string theory, covered by the lectures by A Uranga (Intersecting Brane Worlds) and U Danielsson (String Theory and Cosmology), as well as more fundamental and theoretical issues, covered by N Nekrasov (Non-perturbative Aspects of Supersymmetric Gauge Theories), P Townsend (Branes in Field Theory, not included in these proceedings) and Jaume Gomis (Tachyon Condensation: Towards Time Dependent Backgrounds and Holography). We must thank the lecturers for their admirable exposition of these interesting subjects. We hope that the readers of these proceedings receive these lectures with the same enthusiasm as they were received by all students and physicists that attended the School. Following the tradition of the RTN schools there were, in addition to the lectures, five workgroups on more specialized subjects, which aimed to discuss scientific problems of general interest to our network, facilitate communication between the various groups and, hopefully, help start new collaborations. They were Integrable Structures of the Gauge/String Correspondence led by G Arutyunov and B Stefanski Closed Timelike Curves in Supergravity and String Theory led by N Drukker and L Maoz Black Objects in Higher Dimensional General Relativity and Supergravity led by H Elvang and T

  17. Teaching Photosynthesis: More than a Lecture but Less than a Lab

    ERIC Educational Resources Information Center

    Weinburgh, Molly

    2004-01-01

    It is possible to create an environment in which students are engaged in learning a topic like photosynthesis but are not doing a laboratory activity? Is there some way for students to get content and the history of a topic without a lecture? The activity described in this article is a result of the author asking these very questions. Several…

  18. The Transuranium Elements: Early History (Nobel Lecture)

    DOE R&D Accomplishments Database

    McMillan, E. M.

    1951-12-12

    In this talk the author tells of the circumstances that led to the discovery of neptunium, the first element beyond uranium, and the partial identification of plutonium, the next one beyond that. The part of the story that lies before 1939 has already been recounted here in the Nobel lectures of Fermi and Hahn. Rather the author starts with the discovery of fission by Hahn and Strassmann. News of this momentous discovery reached Berkeley early in 1939. The staff of the Radiation Laboratory was put into a state of great excitement and several experiments of a nature designed to check and extend the announced results were started, using ionization chambers and pulse amplifiers, cloud chambers, chemical methods, and so forth. The author decided to do an experiment of a very simple kind. When a nucleus of uranium absorbs a neutron and fission takes place, the two resulting fragments fly apart with great violence, sufficient to propel them through air or other matter for some distance. This distance, called the "range", is quantity of some interest, and the author undertook to measure it by observing the depth of penetration of the fission fragments in a stack of thin aluminum foils. The fission fragments came from a thin layer of uranium oxide spread on a sheet of paper, and exposed to neutrons from a beryllium target bombarded by 8 Mev deuterons in the 37-inch cyclotron. The aluminum foils, each with a thickness of about half a milligram per square centimeter, were stacked like the pages of a book in immediate contact with the layer of uranium oxide. After exposure to the neutrons, the sheets of aluminum were separated and examined for radioactivity by means of an ionization chamber. The fission fragments of course are radioactive atoms, and their activity is found where they stop.

  19. Comprehension by College Students of Time-compressed Lectures

    ERIC Educational Resources Information Center

    Adelson, Loretta

    1975-01-01

    This study has assessed the comprehension by 200 Brooklyn College students of a one-hour lecture at 175 wpm as compared with their comprehension of an equated time-compressed lecture at 275 wpm. (Author)

  20. The sphingoid long chain base phytosphingosine activates AGC-type protein kinases in Saccharomyces cerevisiae including Ypk1, Ypk2, and Sch9.

    PubMed

    Liu, Ke; Zhang, Xiping; Lester, Robert L; Dickson, Robert C

    2005-06-17

    The Pkh1 protein kinase of Saccharomyces cerevisiae, a homolog of the mammalian 3-phosphoinositide-dependent kinase (PDK1), regulates downstream AGC-type protein kinases including Ypk1/2 and Pkc1, which control cell wall integrity, growth, and other processes. Phytosphingosine (PHS), a sphingoid long chain base, is hypothesized to be a lipid activator of Pkh1 and thereby controls the activity of Ypk1/2. Here we present biochemical evidence supporting this hypothesis, and in addition we demonstrate that PHS also stimulates autophosphorylation and activation of Ypk1/2. Greatest stimulation of Ypk1/2 phosphorylation and activity are achieved by inclusion of both PHS and Pkh1 in an in vitro kinase reaction. We also demonstrate for the first time that Pkh1 phosphorylates the Sch9 protein kinase in vitro and that such phosphorylation is stimulated by PHS. This is the first biochemical demonstration of Sch9 activators, and the results further support roles for long chain bases in heat stress resistance in addition to implying roles in chronological aging and cell size determination, since Sch9 functions in these processes. Thus, our data support a model in which PHS, rather than simply being an upstream activator of Pkh1, also activates kinases that are downstream targets of Pkh1 including Ypk1/2 and Sch9.

  1. Gaddum Memorial Lecture 2014: receptors as an evolving concept: from switches to biased microprocessors

    PubMed Central

    Kenakin, Terry

    2015-01-01

    This review is based on the JR Vane Medal Lecture presented at the BPS Winter Meeting in December 2014 by T. Kenakin. A recording of the lecture is included as supporting information and can also be viewed online here: https://www.youtube.com/watch?v=xrP81AQ8l-8. Pharmacological models used to describe drug agonism and antagonism have evolved over the past 20 years from a parsimonious model describing single active and inactive receptor states to models of multiconformational receptor systems modified by ligand conformational selection. These latter models describe the observed, presently underexploited, pharmacological mechanism of ligand-directed biased signalling. Biased signals can be quantified with transduction coefficients (ΔΔLog(τ/KA) values), a scale grounded in the Black/Leff operational model; this enables the optimization of biased profiles through medicinal chemistry. The past decades have also brought the availability of new technologies to measure multiple functional effects mediated by seven transmembrane receptors. These have confirmed that drugs can have many efficacies, which may be collaterally linked, that is there is no linear sequence of activities required. In addition, new functional screening assays have introduced increasing numbers of allosteric ligands into drug discovery. These molecules are permissive (they do not necessarily preclude endogenous signalling in vivo); therefore, they may allow better fine tuning of pathological physiology. The permissive quality of allosteric ligands can also change the quality of endogenous signalling efficacy (‘induced bias’) as well as the quantity of signal; in this regard, indices related to ΔΔLog(τ/KA) values (namely ΔLog(αβ) values) can be used to quantify these effects for optimization in the drug discovery process. All of these added scales of drug activity will, hopefully, allow better targeting of candidate molecules towards therapies. PMID:26075971

  2. In Situ Teaching: Fusing Labs & Lectures in Undergraduate Science Courses to Enhance Immersion in Scientific Research

    PubMed Central

    Round, Jennifer; Lom, Barbara

    2015-01-01

    Undergraduate courses in the life sciences at most colleges and universities are traditionally composed of two or three weekly sessions in a classroom supplemented with a weekly three-hour session in a laboratory. We have found that many undergraduates can have difficulty making connections and/or transferring knowledge between lab activities and lecture material. Consequently, we are actively developing ways to decrease the physical and intellectual divides between lecture and lab to help students make more direct links between what they learn in the classroom and what they learn in the lab. In this article we discuss our experiences teaching fused laboratory biology courses that intentionally blurred the distinctions between lab and lecture to provide undergraduates with immersive experiences in science that promote discovery and understanding. PMID:26240531

  3. The Croonian lecture 2006. Structure of the living cell.

    PubMed

    Campbell, Iain D

    2008-07-27

    The smallest viable unit of life is a single cell. To understand life, we need to visualize the structure of the cell as well as all cellular components and their complexes. This is a formidable task that requires sophisticated tools. These have developed from the rudimentary early microscopes of 350 years ago to a toolbox that includes electron microscopes, synchrotrons, high magnetic fields and vast computing power. This lecture briefly reviews the development of biophysical tools and illustrates how they begin to unravel the 'molecular logic of the living state'.

  4. Lecture vs. Laboratory Instruction in Agricultural Mechanics.

    ERIC Educational Resources Information Center

    Oomes, Fred W.; Jurshak, Steve

    1978-01-01

    The effects of lecture versus laboratory method of teaching on the achievement of forty-six students enrolled in a unit on soil and water management (surveying) were studied. Results indicated no significant differences between groups as measured by cognitive and motor skill tests. (JH)

  5. Physics Meets Biology (LBNL Summer Lecture Series)

    ScienceCinema

    Chu, Steve [Director, LBNL

    2016-07-12

    Summer Lecture Series 2006: If scientists could take advantage of the awesomely complex and beautiful functioning of biologys natural molecular machines, their potential for application in many disciplines would be incalculable. Nobel Laureate and Director of the Lawrence Berkeley National Laboratory Steve Chu explores Possible solutions to global warming and its consequences.

  6. Music during Lectures: Will Students Learn Better?

    ERIC Educational Resources Information Center

    Dosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas

    2012-01-01

    We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the…

  7. Short and Sweet: Technology Shrinks the Lecture

    ERIC Educational Resources Information Center

    Young, Jeffrey R.

    2008-01-01

    Many professors who have ventured into online education are finding that shorter, modular clips are a more successful teaching approach than traditional 50-minute lectures. The author cites educators from several institutions who have adapted smaller, 15-20 minute instructional units originally developed for online courses, to their face-to-face…

  8. Learning in Lectures: Do 'Interactive Windows' Help?

    ERIC Educational Resources Information Center

    Huxham, Mark

    2005-01-01

    Many educational development resources recommend making conventional lectures more interactive. However, there is little firm evidence supporting either the acceptability (to students) or efficacy of doing so. This research examined the use of short 'interactive windows' (discussions and problem-solving exercises) in first year evolution lectures…

  9. Enabling a Comprehensive Teaching Strategy: Video Lectures

    ERIC Educational Resources Information Center

    Brecht, H. David; Ogilby, Suzanne M.

    2008-01-01

    This study empirically tests the feasibility and effectiveness of video lectures as a form of video instruction that enables a comprehensive teaching strategy used throughout a traditional classroom course. It examines student use patterns and the videos' effects on student learning, using qualitative and nonparametric statistical analyses of…

  10. Physics Meets Biology (LBNL Summer Lecture Series)

    SciTech Connect

    Chu, Steve

    2006-07-01

    Summer Lecture Series 2006: If scientists could take advantage of the awesomely complex and beautiful functioning of biologys natural molecular machines, their potential for application in many disciplines would be incalculable. Nobel Laureate and Director of the Lawrence Berkeley National Laboratory Steve Chu explores Possible solutions to global warming and its consequences.

  11. J.B. Nash Lecture Series.

    ERIC Educational Resources Information Center

    Gray, Howard R., Comp.; And Others

    The following lectures are presented in this publication: (1) "The Dynamics of Recreation" (Betty Van der Smissen); (2) "Recreation Prospects" (Edith L. Ball); (3) "A View of the Past--A Bridge to the Future" (Allen V. Sapora); (4) "Coming to Grips with the New Leisure" (Richard G. Kraus); (5) "The Mild Blue Yonder--Changing Lifestyles and…

  12. Movement and Character. Lecture, London, 1946

    ERIC Educational Resources Information Center

    Montesorri, Maria

    2013-01-01

    Dr. Montessori's words from the 1946 London Lectures describe principles of intelligence and character, the work of the hand, and movement with a purpose as being integral to self-construction. The perfection of movement is spiritual, says Dr. Montessori. Repetition of practical life exercises are exercises in movement with the dignity of human…

  13. Creativity and the Curriculum. Inaugural Professorial Lecture

    ERIC Educational Resources Information Center

    Wyse, Dominic

    2014-01-01

    Creativity is regarded by many as a vital aspect of the human world, and creative endeavours are seen as a central element of society. Hence student creativity is regarded as a desirable outcome of education. This inaugural professorial lecture examines the place of creativity in education and in national curricula. Beginning with examples of…

  14. Including Youth with Intellectual Disabilities in Health Promotion Research: Development and Reliability of a Structured Interview to Assess the Correlates of Physical Activity among Youth

    ERIC Educational Resources Information Center

    Curtin, Carol; Bandini, Linda G.; Must, Aviva; Phillips, Sarah; Maslin, Melissa C. T.; Lo, Charmaine; Gleason, James M.; Fleming, Richard K.; Stanish, Heidi I.

    2016-01-01

    Background: The input of youth with intellectual disabilities in health promotion and health disparities research is essential for understanding their needs and preferences. Regular physical activity (PA) is vital for health and well-being, but levels are low in youth generally, including those with intellectual disabilities. Understanding the…

  15. Do-It-Yourself Whiteboard-Style Physics Video Lectures

    ERIC Educational Resources Information Center

    Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

    2017-01-01

    Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive…

  16. The Lecture as a Transmedial Pedagogical Form: A Historical Analysis

    ERIC Educational Resources Information Center

    Friesen, Norm

    2011-01-01

    The lecture has been much maligned as a pedagogical form, yet it persists and even flourishes today in the form of the podcast, the TED talk, and the "smart" lecture hall. This article examines the lecture as a pedagogical genre, as "a site where differences between media are negotiated" (Franzel) as these media coevolve. This examination shows…

  17. The Effect of Instant Messaging on Lecture Retention

    ERIC Educational Resources Information Center

    McVaugh, Nathan Kant

    2012-01-01

    The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24-minute video of a classroom lecture, students received various numbers of related-to-lecture ("Is consistent use of the eye contact method necessary for success?") versus not-related-to lecture…

  18. Lecturers' Experience of Using Social Media in Higher Education Courses

    ERIC Educational Resources Information Center

    Seechaliao, Thapanee

    2015-01-01

    This research paper presents lecturers' experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers' experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by…

  19. Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

    Cancer.gov

    2016 Keynote Lecture Polyvalent Vaccines Targeting Oncogenic Driver Pathways A special keynote lecture became part of the NCI Summer Curriculum in Cancer Prevention in 2000. This lecture will be held on Thursday, July 21, 2016 at 1:30pm at Masur Auditorium, Building 10, NIH Main Campus, Bethesda, MD. This year’s keynote speaker is Dr. Mary L. (Nora) Disis, MD. |

  20. Engagement of Students with Lectures in Biochemistry and Pharmacology

    ERIC Educational Resources Information Center

    Davis, Elizabeth Ann; Hodgson, Yvonne; Macaulay, Janet Olwyn

    2012-01-01

    Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year…

  1. Student Use of Mobile Devices in University Lectures

    ERIC Educational Resources Information Center

    Roberts, Neil; Rees, Michael

    2014-01-01

    Mobile devices are increasingly used by students in university lectures. This has resulted in controversy and the banning of mobile devices in some lectures. Although there has been some research into how students use laptop computers in lectures, there has been little investigation into the wider use of mobile devices. This study was designed to…

  2. Lecture on Female Masturbation Harassed Him, Male Student Says.

    ERIC Educational Resources Information Center

    Wilson, Robin

    1995-01-01

    A male student in a California State University-Sacramento psychology lecture on female masturbation has filed a sexual harassment complaint, claiming the lecture violated institutional policy by creating an intimidating, hostile, and offensive learning environment. He felt the lecture was inappropriately graphic and political in intent. (MSE)

  3. University Lecturer Publication Output: Qualifications, Time and Confidence Count

    ERIC Educational Resources Information Center

    Hemmings, Brian; Kay, Russell

    2010-01-01

    An investigation of factors which differentiate between university lecturers in relation to publication output is reported. The study drew on data from lecturers working full-time at two large Australian universities. Measures of research publication output were used to select two groups of lecturers (N[subscript 1] = 119; N[subscript 2] = 119);…

  4. Mathematics Lectures as Narratives: Insights from Network Graph Methodology

    ERIC Educational Resources Information Center

    Weinberg, Aaron; Wiesner, Emilie; Fukawa-Connelly, Tim

    2016-01-01

    Although lecture is the traditional method of university mathematics instruction, there has been little empirical research that describes the general structure of lectures. In this paper, we adapt ideas from narrative analysis and apply them to an upper-level mathematics lecture. We develop a framework that enables us to conceptualize the lecture…

  5. Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

    Cancer.gov

    2015 Keynote Lecture HPV Vaccination: Preventing More with Less A special keynote lecture became part of the NCI summer Curriculum in Cancer Prevention in 2000. This lecture will be held on Thursday, July 23, 2015 at 3:00pm at Masur Auditorium, Building 10, NIH Main Campus, Bethesda, MD. This year’s keynote speaker is Dr. Douglas Lowy, NCI Acting Director. |

  6. Physics Lectures and Laboratories. A Model To Improve Preservice Elementary Science Teacher Development. Volume II.

    ERIC Educational Resources Information Center

    Dresser, Miles

    A group of scientists and science educators has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Physics block of the physical science courses developed by the group. Included are diagrams, lecture notes, homework…

  7. A comparison of two differential methods for nutrition education in elementary school: lecture-and experience-based learning program

    PubMed Central

    Jung, Lan-Hee; Choi, Jeong-Hwa; Bang, Hyun-Mi; Shin, Jun-Ho

    2015-01-01

    BACKGROUND/OBJECTIVES This research was conducted to compare lecture-and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture-and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. RESULTS Lecture-and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS These outcomes suggest that lecture-and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered. PMID:25671073

  8. Lectures in Laser Remote Sensing

    NASA Technical Reports Server (NTRS)

    Whiteman, David

    2012-01-01

    Dr Whiteman's course content will include material on the history of lidar and the laser, the structure of the atmosphere, molecular and particle scattering. All of these topics are of particular interest to lidar researchers.

  9. BOOK REVIEW: Feynman Lectures on Gravitation

    NASA Astrophysics Data System (ADS)

    Feynman, Richard P.; Morinigo, Fernando B.; Wagner, William G.

    2003-05-01

    In the early 1960s Feynman lectured to physics undergraduates and, with the assistance of his colleagues Leighton and Sands, produced the three-volume classic Feynman Lectures in Physics. These lectures were delivered in the mornings. In the afternoons Feynman was giving postgraduate lectures on gravitation. This book is based on notes compiled by two students on that course: Morinigo and Wagner. Their notes were checked and approved by Feynman and were available at Caltech. They have now been edited by Brian Hatfield and made more widely available. The book has a substantial preface by John Preskill and Kip Thorne, and an introduction entitled 'Quantum Gravity' by Brian Hatfield. You should read these before going on to the lectures themselves. Preskill and Thorne identify three categories of potential readers of this book. 1. Those with a postgraduate training in theoretical physics. 2. 'Readers with a solid undergraduate training in physics'. 3. 'Admirers of Feynman who do not have a strong physics background'. The title of the book is perhaps misleading: readers in category 2 who think that this book is an extension of the Feynman Lectures in Physics may be disappointed. It is not: it is a book aimed mainly at those in category 1. If you want to get to grips with gravitation (and general relativity) then you need to read an introductory text first e.g. General Relativity by I R Kenyon (Oxford: Oxford University Press) or A Unified Grand Tour of Theoretical Physics by Ian D Lawrie (Bristol: IoP). But there is no Royal Road. As pointed out in the preface and in the introduction, the book represents Feynman's thinking about gravitation some 40 years ago: the lecture course was part of his attempts to understand the subject himself, and for readers in all three categories it is this that makes the book one of interest: the opportunity to observe how a great physicist attempts to tackle some of the hardest challenges of physics. However, the book was written 40

  10. Active Learning Strategies for Introductory Light and Optics

    ERIC Educational Resources Information Center

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

  11. Adult and Community Education in the 1980's. A Compendium of Lectures from Series in Adult Education at the University of New Mexico (1979-1984).

    ERIC Educational Resources Information Center

    Bowes, S. Gregory, Ed.

    This compendium contains lectures on programs, administration, and services and on teaching and learning in adult and community education. The following lectures are included: "Working Effectively with Adults: What Research and Practice Tell Us," by Mark Rossman; "Learning How to Learn," by Robert Smith; "Assessing Teaching Style in Adult…

  12. Memory modulation in the classroom: selective enhancement of college examination performance by arousal induced after lecture.

    PubMed

    Nielson, Kristy A; Arentsen, Timothy J

    2012-07-01

    Laboratory studies examining moderate physiological or emotional arousal induced after learning indicate that it enhances memory consolidation. Yet, no studies have yet examined this effect in an applied context. As such, arousal was induced after a college lecture and its selective effects were examined on later exam performance. Participants were divided into two groups who either watched a neutral video clip (n=66) or an arousing video clip (n=70) after lecture in a psychology course. The final examination occurred two weeks after the experimental manipulation. Only performance on the group of final exam items that covered material from the manipulated lecture were significantly different between groups. Other metrics, such as the midterm examination and the total final examination score, did not differ between groups. The results indicate that post-lecture arousal selectively increased the later retrieval of lecture material, despite the availability of the material for study before and after the manipulation. The results reinforce the role of post-learning arousal on memory consolidation processes, expanding the literature to include a real-world learning context.

  13. Seafood Products Course Lecture Guide.

    ERIC Educational Resources Information Center

    Long, John Wingo, Ed.; And Others

    This consumer's guide offers practical information about the characteristics and uses of seafoods. It covers both finfish and shellfish, including crabs, lobsters, shrimp, oysters, clams, and scallops. It describes the characteristics, important species, fishing methods, market forms, and consumer inspection tips. It also gives such information as…

  14. La Grammaire: Lectures (Grammar: Readings).

    ERIC Educational Resources Information Center

    Arrive, Michel; Chevalier, Jean-Claude

    A historical perspective of French grammar is developed in this chronologically arranged reader. Part One includes material on French grammar from the 16th to the 19th century: (1) the "Premiere Epoque": 1530-1660, (2) the general grammar of Port-Royal, and (3) the "philosophical grammars" treating syntax, sentence structure, and discourse…

  15. A proposed 30-45 minute 4 page standard protocol to evaluate rheumatoid arthritis (SPERA) that includes measures of inflammatory activity, joint damage, and longterm outcomes.

    PubMed

    Pincus, T; Brooks, R H; Callahan, L F

    1999-02-01

    A proposed 4 page, 30-45 minute standard protocol to assess rheumatoid arthritis (SPERA) is described that includes all relevant measures of inflammatory activity such as joint swelling, measures of joint damage such as joint deformity, and outcomes such as joint replacement surgery, to monitor patients in longterm observational studies. Forms are included: (1) a patient self-report modified health assessment questionnaire (MHAQ) to assess function, pain, fatigue, psychological distress, symptoms, and drugs used; (2) assessor-completed forms: "RA clinical features" --criteria for RA, functional class, family history, extraarticular disease, comorbidities, joint surgery, radiographic score, and laboratory findings. (3) A 32 joint count with 5 variables: (a) a "shorthand" normal/abnormal so that normal joints require no further detailed assessment; (b) tenderness or pain on motion; (c) swelling; (d) limited motion or deformity; (e) previous surgeries; physical measures of function, i.e., grip strength, walk time, and button test. (4) Medication review of previous disease modifying antirheumatic drugs (DMARD), work history, and years of education. The forms allow cost effective acquisition of all relevant measures of activity, damage, and outcomes in routine clinical care, and allow recognition that measures of activity may show similar or improved values over 5-10 years, while measures of damage and outcomes indicate severe progression in the same patients. The SPERA is feasible to acquire most known relevant measures of activity, damage, and outcomes in RA in 30-45 min in usual clinical settings, to provide a complete database for analyses of longterm outcomes.

  16. From Tootsie Rolls to Broken Bones: An Innovative Approach for Active Learning in Mechanics of Materials

    ERIC Educational Resources Information Center

    Linsey, Julie; Talley, Austin; White, Christina; Jensen, Dan; Wood, Kristin

    2009-01-01

    Active learning enhances engineering education. This paper presents rationale, curriculum supplements, and an approach to active learning that may be seamlessly incorporated into a traditional lecture-based engineering class. A framework of educational theory that structures the active learning experiences and includes consideration of learning…

  17. The Silicon Valley Astronomy Lectures: Ongoing Institutional Cooperation for Public Outreach

    NASA Astrophysics Data System (ADS)

    Fraknoi, A.

    2015-11-01

    For the last 15 years (with one year off for good behavior), four astronomical institutions in the San Francisco Bay Area have cooperated to produce a major evening public-lecture series on astronomy and space science topics. Co-sponsored by Foothill College's Astronomy Program, the Astronomical Society of the Pacific, the SETI Institute, and NASA Ames Research Center, the six annual Silicon Valley Astronomy Lectures have drawn audiences ranging from 450 to 950 people, and represent a significant opportunity to get information about modern astronomical research out to the public. Past speakers have included Nobel Laureate Arno Penzias, Vera Rubin, Frank Drake, Sandra Faber, and other distinguished scientists.

  18. The Lecturer's Toolkit: A Resource for Developing Learning, Teaching & Assessment. Second Edition.

    ERIC Educational Resources Information Center

    Race, Phil

    This "toolkit" ring binder is designed to help teachers develop their professional practice in higher education and to enhance their instruction and assessment. A smaller bound version of this second edition is designed to be used by individual lecturers as their personal copy; it contains fewer tasks and activities. The chapters are: (1)…

  19. Obtaining Rubric Weights for Assessments by More than One Lecturer Using a Pairwise Learning Model

    ERIC Educational Resources Information Center

    Quevedo, J. R.; Montanes, E.

    2009-01-01

    Specifying the criteria of a rubric to assess an activity, establishing the different quality levels of proficiency of development and defining weights for every criterion is not as easy as one a priori might think. Besides, the complexity of these tasks increases when they involve more than one lecturer. Reaching an agreement about the criteria…

  20. What Are We Missing? Spanish Lecturers' Perceptions of Their Assessment Practices

    ERIC Educational Resources Information Center

    Quesada-Serra, V.; Rodríguez-Gómez, G.; Ibarra-Sáiz, M. S.

    2016-01-01

    Many studies have explored alternative assessment practices that focus on students and their learning. In this paper, we present a survey study that analyses lecturers' perceptions of their assessment practices. Special attention is paid to assessment tasks developed to monitor student learning and those designed to promote active student…

  1. An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-Based Learning

    ERIC Educational Resources Information Center

    Huggins, Christopher M.; Stamatel, Janet P.

    2015-01-01

    Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…

  2. Lecture Capture Podcasts: Differential Student Use and Performance in a Large Introductory Course

    ERIC Educational Resources Information Center

    Williams, Adrienne E.; Aguilar-Roca, Nancy M.; O'Dowd, Diane K.

    2016-01-01

    Video "podcast" recordings of lectures are popular with students, but are often associated with a decrease in attendance and little increase in performance. Assessment has generally focused on the class as a whole, potentially masking benefits to different subgroups. In this study, conducted in 2 sections of a large active-learning…

  3. Artemisinin-A Gift from Traditional Chinese Medicine to the World (Nobel Lecture).

    PubMed

    Tu, Youyou

    2016-08-22

    Malaria has long been a devastating and life-threatening global epidemic disease in human history. Artemisinin, the active substance against malaria, was first isolated and tested in the 1970s in China. The important role played by traditional Chinese medicine in the discovery of artemisinin is described by Y. Tu in her Nobel Lecture.

  4. An Empirical Study of Lecturers' Appropriation of Social Technologies for Higher Education

    ERIC Educational Resources Information Center

    Hamid, Suraya; Waycott, Jenny; Kurnia, Sherah; Chang, Shanton

    2014-01-01

    The use of Online Social Networking (OSN) educational activities has become commonplace in today's higher education. OSN enables lecturers and students to generate and share content, interact, and collaborate in the knowledge construction process. The pedagogical benefits of social technologies have been widely discussed. However, less is known…

  5. Research Self-Efficacy of Lecturers in Non-University Higher Education

    ERIC Educational Resources Information Center

    Griffioen, D. M. E.; de Jong, U.; Jak, S.

    2013-01-01

    During the last decade, the relationship between university and non-university higher education institutions has changed. As a contribution to the knowledge economy, non-university higher education institutions are expected to educate their students in research activities. Previously, teaching was the main responsibility of lecturers in…

  6. Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

    ERIC Educational Resources Information Center

    Burrowes, Patricia; Nazario, Gladys

    2008-01-01

    The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

  7. 2015 SNMMI Highlights Lecture: Oncology, Part I

    PubMed Central

    Mahmood, Umar

    2016-01-01

    From the Newsline Editor: The Highlights Lecture, presented at the closing session of each SNMMI Annual Meeting, was originated and delivered for more than 30 years by Henry N. Wagner, Jr., MD. Beginning in 2010, the duties of summarizing selected significant presentations at the meeting were divided annually among 4 distinguished nuclear and molecular medicine subject matter experts. The 2015 Highlights Lectures were delivered on June 10 at the SNMMI Annual Meeting in Baltimore, MD. Umar Mahmood, MD, PhD, a professor of radiology at Massachusetts General Hospital (Boston, MA), spoke on oncology highlights from the meeting’s sessions. Because of its length, the oncology presentation will be divided between 2 Newsline issues. Note that in the following summary, numerals in brackets represent abstract numbers as published in The Journal of Nuclear Medicine [2015;56:suppl 3). PMID:26526798

  8. Lectures series in computational fluid dynamics

    NASA Technical Reports Server (NTRS)

    Thompson, Kevin W.

    1987-01-01

    The lecture notes cover the basic principles of computational fluid dynamics (CFD). They are oriented more toward practical applications than theory, and are intended to serve as a unified source for basic material in the CFD field as well as an introduction to more specialized topics in artificial viscosity and boundary conditions. Each chapter in the test is associated with a videotaped lecture. The basic properties of conservation laws, wave equations, and shock waves are described. The duality of the conservation law and wave representations is investigated, and shock waves are examined in some detail. Finite difference techniques are introduced for the solution of wave equations and conservation laws. Stability analysis for finite difference approximations are presented. A consistent description of artificial viscosity methods are provided. Finally, the problem of nonreflecting boundary conditions are treated.

  9. Ida Mann Lecture 2007: Planet eye.

    PubMed

    McMenamin, Paul G

    2008-10-01

    The concept for this lecture arose as a consequence of the invitation from the College to give the 'Ida Mann Lecture' arriving recently after I had enjoyed the beautiful David Attenborough series 'Planet Earth' on television. It struck me as not too fanciful an idea at the time to make an analogy between 'Planet Earth' and the eye and thus the idea of giving an Attenborough-like tour of the ocular microenvironments and making the analogy between various immune cells in the eye and wildlife on planet Earth was born. I could only hope that in some small measure my presentation would inspire and educate an audience of ophthalmologists on the amazing world of ocular immune cells in the way that David Attenborough enraptures millions of television viewers with his beautiful series.

  10. Polarization in heavy-ion reactions. [Lectures

    SciTech Connect

    Fick, D.

    1983-08-01

    Determination of the polarization and spin alignment of reaction products emitted from heavy ion reactions should provide a sensitive test of reaction mechanisms. Techniques for producing both polarized beams and polarized targets are advancing rapidly. At the Oak Ridge National Laboraotry interest in this field has lead to the design and construction of a laser optically pumped polarized target by illuminating a supersonic gas jet. This target, which is mounted in the scattering chamber of a magnetic spectrometer, will be used to observe effects when deformed polarized targets are bombarded by heavy ions. Mutual research interests led to the invitation of Professor Fick, a pioneer in heavy ion polarization research who recently reviewed the status of this field, to Oak Ridge. While at ORNL he presented a series of lectures on this subject. Notes from these lectures are presented. (WHK)

  11. Nanoscopy with Focused Light (Nobel Lecture).

    PubMed

    Hell, Stefan W

    2015-07-06

    A picture is worth a thousand words-This doesn't only apply to everyday life but also to the natural sciences. It is, therefore, probably not by chance that the historical beginning of modern natural sciences very much coincides with the invention of light microscopy. S. W. Hell shows in his Nobel Lecture that the diffraction resolution barrier has been overcome by using molecular state transitions (e.g. on/off) to make nearby molecules transiently discernible.

  12. The inflammatory/cancer-related IL-6/STAT3/NF-κB positive feedback loop includes AUF1 and maintains the active state of breast myofibroblasts

    PubMed Central

    Hendrayani, Siti-Fauziah; Al-Harbi, Bothaina; Al-Ansari, Mysoon M.; Silva, Gabriela; Aboussekhra, Abdelilah

    2016-01-01

    The IL-6/STAT3/NF-κB positive feedback loop links inflammation to cancer and maintains cells at a transformed state. Similarly, cancer-associated myofibroblats remains active even in absence of cancer cells. However, the molecular basis of this sustained active state remains elusive. We have shown here that breast cancer cells and IL-6 persistently activate breast stromal fibroblasts through the stimulation of the positive IL-6/STAT3/NF-κB feedback loop. Transient neutralization of IL-6 in culture inhibited this signaling circuit and reverted myofibrobalsts to a normalized state, suggesting the implication of the IL-6 autocrine feedback loop as well. Importantly, the IL-6/STAT3/NF-κB pro-inflammatory circuit was also active in cancer-associated fibroblasts isolated from breast cancer patients. Transient inhibition of STAT3 by specific siRNA in active fibroblasts persistently reduced the level of the RNA binding protein AUF1, blocked the loop and normalized these cells. Moreover, we present clear evidence that AUF1 is also part of this positive feedback loop. Interestingly, treatment of breast myofibroblasts with caffeine, which has been previously shown to persistently inhibit active breast stromal fibroblasts, blocked the positive feedback loop through potent and sustained inhibition of STAT3, AKT, lin28B and AUF1. These results indicate that the IL-6/STAT3/NF-κB positive feedback loop includes AUF1 and is responsible for the sustained active status of cancer-associated fibroblasts. We have also shown that normalizing myofibroblasts, which could be of great therapeutic value, is possible through the inhibition of this procarcinogenic circuit. PMID:27248826

  13. Highlights lecture EANM 2015: the search for nuclear medicine's superheroes.

    PubMed

    Buck, Andreas; Decristoforo, Clemens

    2016-09-01

    contributions focused on cardiac inflammation, cardiac sarcoidosis, and specific imaging of large vessel vasculitis. The physics and instrumentation track included many highlights such as novel, high resolution scanners. The most noteworthy news and developments of this meeting were summarized in the highlights lecture. Only 55 scientific contributions were mentioned, and hence they represent only a brief summary, which is outlined in this article. For a more detailed view, all presentations can be accessed by the online version of the European Journal of Nuclear Medicine and Molecular Imaging (Volume 42, Supplement 1).

  14. Wakame and Nori in restructured meats included in cholesterol-enriched diets affect the antioxidant enzyme gene expressions and activities in Wistar rats.

    PubMed

    Moreira, Adriana Schultz; González-Torres, Laura; Olivero-David, Raul; Bastida, Sara; Benedi, Juana; Sánchez-Muniz, Francisco J

    2010-09-01

    The effects of diets including restructured meats (RM) containing Wakame or Nori on total liver glutathione status, and several antioxidant enzyme gene expressions and activities were tested. Six groups of ten male growing Wistar rats each were fed a mix of 85% AIN-93 M diet and 15% freeze-dried RM for 35 days. The control group (C) consumed control RM, the Wakame (W) and the Nori (N) groups, RM with 5% Wakame and 5% Nori, respectively. Animals on added cholesterol diets (CC, CW, and CN) consumed their corresponding basal diets added with cholesterol (2%) and cholic acid (0.4%). Alga and dietary cholesterol significantly interact (P < 0.002) influencing all enzyme expressions but not activities. The cholesterol supplement decreased most enzyme expression and activity. W-RM vs. C-RM increased (P < 0.05) expression of GPx, GR, Mn-SOD, and Cu,Zn-SOD and decreased that of catalase. N-RM vs. C-RM increased (P < 0.05) expression of catalase and Mn-SOD. GR activity increased in W-RM rats while SOD activity increased, but that of Se-GPx decreased in N animals. W-RM increased total and reduced glutathione and decreased the redox index. CN diet induced significantly lower plasma cholesterol levels (P < 0.001) than the CW diet. In conclusion, Nori-RM is a hypocholesterolemic food while Wakame-RM is an antioxidant food. This should be taken into account when including this kind of RM as potential functional foods in human.

  15. Replacing lecture with peer-led workshops improves student learning.

    PubMed

    Preszler, Ralph W

    2009-01-01

    Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.

  16. Perspectives on Crime and Justice: 1997-1998 Lecture Series. Volume II. Research Forum.

    ERIC Educational Resources Information Center

    Kelling, George L.; Kennedy, Randall; Musto, David F.; Petersilia, Joan; Cook, Philip

    These papers share perspectives on crime and justice. The following lectures are included: (1) "Crime Control, the Police, and Culture Wars: Broken Windows and Cultural Pluralism" (George L. Kelling); (2) "Race, the Police, and 'Reasonable Suspicion'" (Randall Kennedy); (3) "The American Experience with Stimulants and Opiates" (David F. Musto);…

  17. Theology Lectures as Lexical Environments: A Case Study of Technical Vocabulary Use

    ERIC Educational Resources Information Center

    Lessard-Clouston, Michael

    2010-01-01

    This article presents a descriptive case study on the use of technical vocabulary in the lectures of a first-year graduate theology course in Canada. It first contextualizes this research by noting four kinds of English vocabulary and the study of classrooms as lexical environments. Next it outlines the study's methodology, including the…

  18. Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

    ERIC Educational Resources Information Center

    Groen, Jovan F.; Quigley, Brenna; Herry, Yves

    2016-01-01

    This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and…

  19. Tested Demonstrations: Buffer Capacity of Various Acetic Acid-Sodium Acetate Systems: A Lecture Experiment.

    ERIC Educational Resources Information Center

    Donahue, Craig J.; Panek, Mary G.

    1985-01-01

    Background information and procedures are provided for a lecture experiment which uses indicators to illustrate the concept of differing buffer capacities by titrating acetic acid/sodium acetate buffers with 1.0 molar hydrochloric acid and 1.0 molar sodium hydroxide. A table with data used to plot the titration curve is included. (JN)

  20. A Continuing Medical Education Lecture and Workshop, Physician Behavior, and Barriers To Change.

    ERIC Educational Resources Information Center

    Paprockas, Ken; Parochka, Jacqueline

    2001-01-01

    A 6-month follow-up study of 176 physicians who attended a breast cancer lecture/workshop found that 92 changed practice regarding tamoxifen; many now performed risk assessments on all patients. Barriers to change included lack of colleague consensus, lack of time for assessment and patient counseling, and lack of insurance reimbursement. (SK)

  1. The Effect of Access Time on Online Quiz Performance in Large Biology Lecture Courses

    ERIC Educational Resources Information Center

    Metz, Anneke M.

    2008-01-01

    To better understand the dynamics of online student test taking, including the likelihood of cheating by large numbers of students, we examined test-taking patterns and outcomes of weekly online quizzes in two large undergraduate biology lecture courses. Students taking a quiz late in a 1-3-day quiz access period performed 10-15% worse on quizzes…

  2. 16mm Film and Videotape Lectures and Demonstrations. 1976/1977 Catalog.

    ERIC Educational Resources Information Center

    Massachusetts Inst. of Tech., Cambridge. Center for Advanced Engineering Study.

    The Massachusetts Institute of Technology provides a catalog of 16mm filmed and videotaped lectures and demonstrations. Each listing includes title, short description, length of presentation, catalog number, purchase and rental prices, and indications as to whether the item is film or videotape and black-and-white or color. The catalog is divided…

  3. Lecture Capture with Real-Time Rearrangement of Visual Elements: Impact on Student Performance

    ERIC Educational Resources Information Center

    Yu, P.-T.; Wang, B.-Y.; Su, M.-H.

    2015-01-01

    The primary goal of this study is to create and test a lecture-capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the…

  4. The 2006 William Feinberg Lecture

    PubMed Central

    Sacco, Ralph L.

    2009-01-01

    By the year 2010, it is estimated that 18.1 million people worldwide will die annually because of cardiovascular diseases and stroke. “Global vascular risk” more broadly includes the multiple overlapping disease silos of stroke, myocardial infarction, peripheral arterial disease, and vascular death. Estimation of global vascular risk requires consideration of a variety of variables including demographics, environmental behaviors, and risk factors. Data from multiple studies suggest continuous linear relationships between the physiological vascular risk modulators of blood pressure, lipids, and blood glucose rather than treating these conditions as categorical risk factors. Constellations of risk factors may be more relevant than individual categorical components. Exciting work with novel risk factors may also have predictive value in estimates of global vascular risk. Advances in imaging have led to the measurement of subclinical conditions such as carotid intima-media thickness and subclinical brain conditions such as white matter hyperintensities and silent infarcts. These subclinical measurements may be intermediate stages in the transition from asymptomatic to symptomatic vascular events, appear to be associated with the fundamental vascular risk factors, and represent opportunities to more precisely quantitate disease progression. The expansion of studies in molecular epidemiology and detection of genetic markers underlying vascular risks also promises to extend our precision of global vascular risk estimation. Global vascular risk estimation will require quantitative methods that bundle these multi-dimensional data into more precise estimates of future risk. The power of genetic information coupled with data on demographics, risk-inducing behaviors, vascular risk modulators, biomarkers, and measures of subclinical conditions should provide the most realistic approximation of an individual's future global vascular risk. The ultimate public health benefit

  5. Applying the Model of Goal-Directed Behavior, Including Descriptive Norms, to Physical Activity Intentions: A Contribution to Improving the Theory of Planned Behavior.

    PubMed

    Esposito, Gabriele; van Bavel, René; Baranowski, Tom; Duch-Brown, Néstor

    2016-08-01

    The theory of planned behavior (TPB) has received its fair share of criticism lately, including calls for it to retire. We contribute to improving the theory by testing extensions such as the model of goal-directed behavior (MGDB, which adds desire and anticipated positive and negative emotions) applied to physical activity (PA) intention. We also test the inclusion of a descriptive norms construct as an addition to the subjective norms construct, also applied to PA, resulting in two additional models: TPB including descriptive norms (TPB + DN) and MGDB including descriptive norms (MGDB + DN). The study is based on an online survey of 400 young adult Internet users, previously enrolled in a subject pool. Confirmatory factor analysis (CFA) showed that TPB and TPB + DN were not fit for purpose, while MGDB and MGDB + DN were. Structural equation modelling (SEM) conducted on MGDB and MGDB + DN showed that the inclusion of descriptive norms took over the significance of injunctive norms, and increased the model's account of total variance in intention to be physically active.

  6. TASI Lectures on Cosmological Observables and String Theory

    NASA Astrophysics Data System (ADS)

    Silverstein, Eva

    These lectures provide an updated pedagogical treatment of the theoretical structure and phenomenology of some basic mechanisms for inflation, along with an overview of the structure of cosmological uplifts of holographic duality. A full treatment of the problem requires `ultraviolet completion' because of the sensitivity of inflation to quantum gravity effects, including back reaction and non-adiabatic production of heavy degrees of freedom. Cosmological observations imply accelerated expansion of the late universe, and provide increasingly precise constraints and discovery potential on the amplitude and shape of primordial tensor and scalar perturbations, and some of their correlation functions. Most backgrounds of string theory have positive potential energy, with a rich but still highly constrained landscape of solutions. The theory contains novel mechanisms for inflation, some subject to significant observational tests, with highly UV-sensitive tensor mode measurements being a prime example along with certain shapes of primordial correlation functions. Although the detailed ultraviolet completion is not accessible experimentally, some of these mechanisms directly stimulate a more systematic analysis of the space of low energy theories and signatures relevant for analysis of data, which is sensitive to physics orders of magnitude above the energy scale of inflation as a result of long time evolution (dangerous irrelevance) and the substantial amount of data (allowing constraints on quantities with signal/noise. Portions of these lectures appeared previously in Les Houches 2013, "Post-Planck Cosmology".

  7. 50 years of space science (Jean Dominique Cassini Medal Lecture)

    NASA Astrophysics Data System (ADS)

    Bonnet, Roger-Maurice

    2013-04-01

    The launch of Sputnik-1 triggered my fascination for space at the age of 20. The past 50 years have allowed me to study the Sun with sounding rockets and satellites, revealing the complexity of our star, contributing to the understanding of its physics, and offering surprising manifestations of its behavior and of its effects on Earth. Building instruments for space astronomy, managing teams of space scientists and engineers, led me to become the science director of the European space agency between 1983 and 2001 where I formulated and managed the Horizon 2000 program, which led Europe to occupy the front row of world space science. The Jean Dominique Cassini Medal Lecture offers me an opportunity, to describe the most spectacular achievements of this long-term plan and to outline some basic principles for reaching success, including the essential role of international cooperation with shared partnership. The Lecture also identifies key problems and controversial issues that space astronomy and exploration will face in the 21st century.

  8. KEY COMPARISON: Update of the BIPM comparison BIPM.RI(II)-K1.F-18 of activity measurements of the radionuclide 18F to include the NPL

    NASA Astrophysics Data System (ADS)

    Ratel, G.; Michotte, C.; Woods, M. J.

    2003-01-01

    Since 2001, four national metrology institutes (NMIs) have submitted four samples of known activity of 18F to the International Reference System (SIR) for activity comparison at the Bureau International des Poids et Mesures, the most recent being that of the NPL (UK). The activities ranged from about 1 MBq to 8 MBq. The key comparison reference value (KCRV) has been recalculated to include the latest value and the degrees of equivalence between each equivalent activity measured in the SIR and the key comparison reference value (KCRV) have been calculated and the results are given in the form of a matrix. A graphical presentation is also given. Main text. To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by Section II of the Consultative Committee for Ionizing Radiation (CCRI(II)), comparison identifier BIPM.RI(II)-K1.F-18, according to the provisions of the Mutual Recognition Arrangement (MRA).

  9. KEY COMPARISON: Update of the BIPM comparison BIPM.RI(II)-K1.F-18 of activity measurements of the radionuclide 18F to include the CIEMAT

    NASA Astrophysics Data System (ADS)

    Ratel, G.; Michotte, C.; García-Toraño, E.; Los Arcos, J.-M.

    2004-01-01

    Since 2001, five national metrology institutes (NMIs) have submitted five samples of known activity of 18F to the International Reference System (SIR) for activity comparison at the Bureau International des Poids et Mesures (BIPM), the most recent being that of the CIEMAT (Spain). The activities ranged from about 1 MBq to 18 MBq. The key comparison reference value (KCRV) has been recalculated to include the latest value and the degrees of equivalence between each equivalent activity measured in the SIR have been calculated and the results are given in the form of a matrix. A graphical presentation is also given for this key comparison with identifier BIPM.RI(II)-K1.F-18. Main text. To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by Section II of the Consultative Committee for Ionizing Radiation (CCRI(II)), according to the provisions of the Mutual Recognition Arrangement (MRA).

  10. KEY COMPARISON: Update of the BIPM comparison BIPM.RI(II)-K1.F-18 of activity measurements of the radionuclide 18F to include the PTB

    NASA Astrophysics Data System (ADS)

    Ratel, G.; Michotte, C.; Kossert, K.; Janßen, H.

    2006-01-01

    Since 2001, six national metrology institutes (NMIs) have submitted six samples of known activity of 18F to the International Reference System (SIR) for activity comparison at the Bureau International des Poids et Mesures (BIPM), the most recent being that of the PTB (Germany). The activities ranged from about 1 MBq to 18 MBq. The key comparison reference value (KCRV) has been recalculated to include the latest value, with the agreement of the CCRI(II). The degrees of equivalence between each equivalent activity measured in the SIR have been recalculated and the results are given in the form of a matrix. A graphical presentation is also given for this key comparison with identifier BIPM.RI(II)-K1.F-18. Main text. To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by Section II of the Consultative Committee for Ionizing Radiation (CCRI(II)), according to the provisions of the Mutual Recognition Arrangement (MRA).

  11. Irving Langmuir Prize Lecture - A predictive theory of transition metal surface catalysis

    NASA Astrophysics Data System (ADS)

    Norskov, Jens

    2015-03-01

    The lecture will outline a theory of heterogeneous catalysis that allows a detailed understanding of elementary chemical processes at transition metal surfaces and singles out the most important parameters determining catalytic activity and selectivity. It will be shown how scaling relations allow the identification of descriptors of catalytic activity and how they can be used to construct activity and selectivity maps. The maps can be used to define catalyst design rules and examples of their use will be given.

  12. Optical modulator including grapene

    DOEpatents

    Liu, Ming; Yin, Xiaobo; Zhang, Xiang

    2016-06-07

    The present invention provides for a one or more layer graphene optical modulator. In a first exemplary embodiment the optical modulator includes an optical waveguide, a nanoscale oxide spacer adjacent to a working region of the waveguide, and a monolayer graphene sheet adjacent to the spacer. In a second exemplary embodiment, the optical modulator includes at least one pair of active media, where the pair includes an oxide spacer, a first monolayer graphene sheet adjacent to a first side of the spacer, and a second monolayer graphene sheet adjacent to a second side of the spacer, and at least one optical waveguide adjacent to the pair.

  13. In vitro activity of fosfomycin against blaKPC-containing Klebsiella pneumoniae isolates, including those nonsusceptible to tigecycline and/or colistin.

    PubMed

    Endimiani, Andrea; Patel, Gopi; Hujer, Kristine M; Swaminathan, Mahesh; Perez, Federico; Rice, Louis B; Jacobs, Michael R; Bonomo, Robert A

    2010-01-01

    In vitro activity of fosfomycin was evaluated against 68 bla(KPC)-possessing Klebsiella pneumoniae (KpKPC) isolates, including 23 tigecycline- and/or colistin-nonsusceptible strains. By agar dilution, 93% of the overall KpKPC were susceptible (MIC(50/90) of 16/64 microg/ml, respectively). The subgroup of 23 tigecycline- and/or colistin-nonsusceptible strains showed susceptibility rates of 87% (MIC(50/90) of 32/128 microg/ml, respectively). Notably, 5 out of 6 extremely drug-resistant (tigecycline and colistin nonsusceptible) KpKPC were susceptible to fosfomycin. Compared to agar dilution, disk diffusion was more accurate than Etest.

  14. Natural product derivatives with bactericidal activity against Gram-positive pathogens including methicillin-resistant Staphylococcus aureus and vancomycin-resistant Enterococcus faecalis.

    PubMed

    Phillips, Joshua B; Smith, Adrienne E; Kusche, Brian R; Bessette, Bradley A; Swain, P Whitney; Bergmeier, Stephen C; McMills, Mark C; Wright, Dennis L; Priestley, Nigel D

    2010-10-01

    We have shown that the intentional engineering of a natural product biosynthesis pathway is a useful way to generate stereochemically complex scaffolds for use in the generation of combinatorial libraries that capture the structural features of both natural products and synthetic compounds. Analysis of a prototype library based upon nonactic acid lead to the discovery of triazole-containing nonactic acid analogs, a new structural class of antibiotic that exhibits bactericidal activity against drug resistant, Gram-positive pathogens including Staphylococcus aureus and Enterococcus faecalis.

  15. Kinetic Structure of Large-Conductance Ca2+-activated K+ Channels Suggests that the Gating Includes Transitions through Intermediate or Secondary States

    PubMed Central

    Rothberg, Brad S.; Magleby, Karl L.

    1998-01-01

    Mechanisms for the Ca2+-dependent gating of single large-conductance Ca2+-activated K+ channels from cultured rat skeletal muscle were developed using two-dimensional analysis of single-channel currents recorded with the patch clamp technique. To extract and display the essential kinetic information, the kinetic structure, from the single channel currents, adjacent open and closed intervals were binned as pairs and plotted as two-dimensional dwell-time distributions, and the excesses and deficits of the interval pairs over that expected for independent pairing were plotted as dependency plots. The basic features of the kinetic structure were generally the same among single large-conductance Ca2+-activated K+ channels, but channel-specific differences were readily apparent, suggesting heterogeneities in the gating. Simple gating schemes drawn from the Monod- Wyman-Changeux (MWC) model for allosteric proteins could approximate the basic features of the Ca2+ dependence of the kinetic structure. However, consistent differences between the observed and predicted dependency plots suggested that additional brief lifetime closed states not included in MWC-type models were involved in the gating. Adding these additional brief closed states to the MWC-type models, either beyond the activation pathway (secondary closed states) or within the activation pathway (intermediate closed states), improved the description of the Ca2+ dependence of the kinetic structure. Secondary closed states are consistent with the closing of secondary gates or channel block. Intermediate closed states are consistent with mechanisms in which the channel activates by passing through a series of intermediate conformations between the more stable open and closed states. It is the added secondary or intermediate closed states that give rise to the majority of the brief closings (flickers) in the gating. PMID:9607935

  16. Changing Children’s Understanding of the Brain: A Longitudinal Study of the Royal Institution Christmas Lectures as a Measure of Public Engagement

    PubMed Central

    Gjersoe, Nathalia L.; Hood, Bruce

    2013-01-01

    Demonstrating the impact of public engagement is an increasingly important activity for today’s academics and researchers. The difficulty is that many areas of interest do not lend themselves well to evaluation because the impact of each single intervention can be hard to trace and take time to become manifest. With this in mind, we evaluated a lecture based around the 2011 Royal Institution Christmas Lectures, ”Meet Your Brain,” delivered to school children from low performing schools. We compared knowledge about four neuroscience facts one week before, one week after and six weeks after the lecture. Analysis revealed significant knowledge transfer one week after the lecture that was retained five weeks later. We conclude that public engagement through tailored lectures can have significant impact in the moderate term with the potential to leave a lasting impression over a longer period. PMID:24260513

  17. PREFACE: Lectures from the CERN Winter School on Strings, Supergravity and Gauge Theories, CERN, 9-13 February 2009 Lectures from the CERN Winter School on Strings, Supergravity and Gauge Theories, CERN, 9-13 February 2009

    NASA Astrophysics Data System (ADS)

    Uranga, A. M.

    2009-11-01

    This special section is devoted to the proceedings of the conference `Winter School on Strings, Supergravity and Gauge Theories', which took place at CERN, the European Centre for Nuclear Research, in Geneva, Switzerland 9-13 February 2009. This event is part of a yearly series of scientific schools, which represents a well established tradition. Previous events have been held at SISSA, in Trieste, Italy, in February 2005 and at CERN in January 2006, January 2007 and January 2008, and were funded by the European Mobility Research and Training Network `Constituents, Fundamental Forces and Symmetries of the Universe'. The next event will take place again at CERN, in January 2010. The school was primarily meant for young doctoral students and postdoctoral researchers working in the area of string theory. It consisted of several general lectures of four hours each, whose notes are published in this special section, and six working group discussion sessions, focused on specific topics of the network research program. It was well attended by over 200 participants. The topics of the lectures were chosen to provide an introduction to some of the areas of recent progress, and to the open problems, in string theory. One of the most active areas in string theory in recent years has been the AdS/CFT or gauge/gravity correspondence, which proposes the complete equivalence of string theory on (asymptotically) anti de Sitter spacetimes with certain quantum (gauge) field theories. The duality has recently been applied to understanding the hydrodynamical properties of a hot plasma in gauge theories (like the quark-gluon plasma created in heavy ion collisions at the RHIC experiment at Brookhaven, and soon at the LHC at CERN) in terms of a dual gravitational AdS theory in the presence of a black hole. These developments were reviewed in the lecture notes by M Rangamani. In addition, the AdS/CFT duality has been proposed as a tool to study interesting physical properties in other

  18. Long-Term Audience Impacts of Live Fulldome Planetarium Lectures for Earth Science and Global Change Education

    NASA Astrophysics Data System (ADS)

    Yu, K. C.; Champlin, D. M.; Goldsworth, D. A.; Raynolds, R. G.; Dechesne, M.

    2011-09-01

    Digital Earth visualization technologies, from ArcGIS to Google Earth, have allowed for the integration of complex, disparate data sets to produce visually rich and compelling three-dimensional models of sub-surface and surface resource distribution patterns. The rendering of these models allows the public to quickly understand complicated geospatial relationships that would otherwise take much longer to explain using traditional media. At the Denver Museum of Nature & Science (DMNS), we have used such visualization technologies, including real-time virtual reality software running in the immersive digital "fulldome" Gates Planetarium, to impact the community through topical policy presentations. DMNS public lectures have covered regional issues like water resources, as well as global topics such as earthquakes, tsunamis, and resource depletion. The Gates Planetarium allows an audience to have an immersive experience-similar to virtual reality "CAVE" environments found in academia-that would otherwise not be available to the general public. Public lectures in the dome allow audiences of over 100 people to comprehend dynamically changing geospatial datasets in an exciting and engaging fashion. Surveys and interviews show that these talks are effective in heightening visitor interest in the subjects weeks or months after the presentation. Many visitors take additional steps to learn more, while one was so inspired that she actively worked to bring the same programming to her children's school. These preliminary findings suggest that fulldome real-time visualizations can have a substantial long-term impact on an audience's engagement and interest in science topics.

  19. Activity of a long-acting echinocandin, CD101, determined using CLSI and EUCAST reference methods, against Candida and Aspergillus spp., including echinocandin- and azole-resistant isolates

    PubMed Central

    Pfaller, Michael A.; Messer, Shawn A.; Rhomberg, Paul R.; Jones, Ronald N.; Castanheira, Mariana

    2016-01-01

    Objectives The objective of this study was to evaluate the in vitro activity of CD101, a novel echinocandin with a long serum elimination half-life, and comparator (anidulafungin and caspofungin) antifungal agents against a collection of Candida and Aspergillus spp. isolates. Methods CD101 and comparator agents were tested against 106 Candida spp. and 67 Aspergillus spp. isolates, including 27 isolates of Candida harbouring fks hotspot mutations and 12 itraconazole non-WT Aspergillus, using CLSI and EUCAST reference susceptibility broth microdilution (BMD) methods. Results Against WT and fks mutant Candida albicans, Candida glabrata and Candida tropicalis, the activity of CD101 [MIC90 = 0.06, 0.12 and 0.03 mg/L, respectively (CLSI method values)] was comparable to that of anidulafungin (MIC90 = 0.03, 0.12 and 0.03 mg/L, respectively) and caspofungin (MIC90 = 0.12, 0.25 and 0.12 mg/L, respectively). WT Candida krusei isolates were very susceptible to CD101 (MIC = 0.06 mg/L). CD101 activity (MIC50/90 = 1/2 mg/L) was comparable to that of anidulafungin (MIC50/90 = 2/2 mg/L) against Candida parapsilosis. CD101 (MIC mode = 0.06 mg/L for C. glabrata) was 2- to 4-fold more active against fks hotspot mutants than caspofungin (MIC mode = 0.5 mg/L). CD101 was active against Aspergillus fumigatus, Aspergillus terreus, Aspergillus niger and Aspergillus flavus (MEC90 range = ≤0.008–0.03 mg/L). The essential agreement between CLSI and EUCAST methods for CD101 was 92.0%–100.0% among Candida spp. and 95.0%–100.0% among Aspergillus spp. Conclusions The activity of CD101 is comparable to that of other members of the echinocandin class for the prevention and treatment of serious fungal infections. Similar results for CD101 activity versus Candida and Aspergillus spp. may be obtained with either CLSI or EUCAST BMD methods. PMID:27287236

  20. Blended versus lecture learning: outcomes for staff development.

    PubMed

    Sherman, Heidi; Comer, Linda; Putnam, Lorene; Freeman, Helen

    2012-07-01

    Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.

  1. Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction

    PubMed Central

    Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

    2015-01-01

    Background: Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students’ learning, retention, and satisfaction. Methods: Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students’ ideas about the whole course. Results: The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students’ satisfaction from e-learning was significantly lower than lecturing and role playing. Conclusion: Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students’ satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran. PMID:26000257

  2. Stages of change for physical activity and dietary habits in persons with type 2 diabetes included in a mobile health intervention: the Norwegian study in RENEWING HEALTH

    PubMed Central

    Holmen, Heidi; Wahl, Astrid; Torbjørnsen, Astrid; Jenum, Anne Karen; Småstuen, Milada Cvancarova; Ribu, Lis

    2016-01-01

    Objective The aim of this study was to investigate stages of change for physical activity and dietary habits using baseline data from persons with type 2 diabetes included in a mobile health intervention. We examined the associations between stages of change for physical activity change and dietary change, and between stages of change for each behavior and individual characteristics, health-related quality of life, self-management, depressive symptoms, and lifestyle. Research design and methods We examined 151 persons with type 2 diabetes with an glycated hemoglobin (HbA1c) level ≥7.1%, aged ≥18 years at baseline of a randomized controlled trial, before testing a mobile app with or without health counseling. Stages of change were dichotomized into ‘pre-action’ and ‘action’. Self-management was measured using the Health Education Impact Questionnaire (heiQ) where a higher score reflects increased self-management, and health-related quality of life was measured with the Short-Form-36 (SF-36). Logistic regression modeling was performed. Results The median HbA1c level was 7.9% (7.1–12.4), 90% were overweight or obese, and 20% had ≥3 comorbidities. 58% were in the preaction stage for physical activity change and 79% in the preaction stage for dietary change. Higher scores of self-management were associated with an increased chance of being in the action stage for both dietary change and physical activity change. Higher body mass index was associated with an 8% reduced chance of being in the action stage for physical activity change (OR 0.92, 95% CI 0.86 to 0.99). Conclusions Being in the action stage was associated with higher scores of self-management, crucial for type 2 diabetes. Over half of the participants were in the preaction stage for physical activity and dietary change, and many had a high disease burden with comorbidities and overweight. Trial registration number NCT01315756. PMID:27239317

  3. [Surgical frontal lecture. Still important for teaching students?].

    PubMed

    Wierlemann, A; Baur, J; Germer, C T

    2013-10-01

    In times of manifold digital learning resources open to public access lectures in surgery still play a major role in medical training. It is a platform for discussion with the medical teacher and provides the opportunity to create a vivid learning experience by showing live operations via video streaming and inviting patients to the lectures. When then change in paradigm is achieved from pure knowledge transfer to cross-linkage of knowledge, the surgical lecture will be a major future keystone in medical education, where the lecturer can reach the students with his own passion for the field of expertise and get them interested in surgery.

  4. Man's impact on the troposphere: Lectures in tropospheric chemistry

    NASA Technical Reports Server (NTRS)

    Levine, J. S. (Editor); Schryer, D. R. (Editor)

    1978-01-01

    Lectures covering a broad spectrum of current research in tropospheric chemistry with particular emphasis on the interaction of measurements, modeling, and understanding of fundamental processes are presented.

  5. Explaining the Unexplainable: Translated Scientific Explanations (TSE) in Public Physics Lectures

    ERIC Educational Resources Information Center

    Kapon, Shulamit; Ganiel, Uri; Eylon, Bat Sheva

    2010-01-01

    This paper deals with the features and design of explanations in public physics lectures. It presents the findings from a comparative study of three exemplary public physics lectures, given by practicing physicists who are acknowledged as excellent public lecturers. The study uses three different perspectives: the lecture, the lecturer, and the…

  6. Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom.

    ERIC Educational Resources Information Center

    Suganuma, Akira; Nishigori, Shuichiro

    The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to…

  7. Nobel Lecture: Graphene: Materials in the Flatland

    NASA Astrophysics Data System (ADS)

    Novoselov, K. S.

    2011-07-01

    Much like the world described in Abbott’s Flatland, graphene is a two-dimensional object. And, as “Flatland” is “a romance of many dimensions,” graphene is much more than just a flat crystal. It possesses a number of unusual properties which are often unique or superior to those in other materials. In this brief lecture I would like to explain the reason for my (and many other people’s) fascination with this material, and invite the reader to share some of the excitement I’ve experienced while researching it.

  8. Inorganic chemical analysis of environmental materials—A lecture series

    USGS Publications Warehouse

    Crock, J.G.; Lamothe, P.J.

    2011-01-01

    At the request of the faculty of the Colorado School of Mines, Golden, Colorado, the authors prepared and presented a lecture series to the students of a graduate level advanced instrumental analysis class. The slides and text presented in this report are a compilation and condensation of this series of lectures. The purpose of this report is to present the slides and notes and to emphasize the thought processes that should be used by a scientist submitting samples for analyses in order to procure analytical data to answer a research question. First and foremost, the analytical data generated can be no better than the samples submitted. The questions to be answered must first be well defined and the appropriate samples collected from the population that will answer the question. The proper methods of analysis, including proper sample preparation and digestion techniques, must then be applied. Care must be taken to achieve the required limits of detection of the critical analytes to yield detectable analyte concentration (above "action" levels) for the majority of the study's samples and to address what portion of those analytes answer the research question-total or partial concentrations. To guarantee a robust analytical result that answers the research question(s), a well-defined quality assurance and quality control (QA/QC) plan must be employed. This QA/QC plan must include the collection and analysis of field and laboratory blanks, sample duplicates, and matrix-matched standard reference materials (SRMs). The proper SRMs may include in-house materials and/or a selection of widely available commercial materials. A discussion of the preparation and applicability of in-house reference materials is also presented. Only when all these analytical issues are sufficiently addressed can the research questions be answered with known certainty.

  9. A Comparison of Brunt Criteria, the Non Alcoholic Fatty Liver Disease Activity Score (NAS) & a Proposed NAS-including fibrosis as Valid Diagnostic Scores for NASH

    PubMed Central

    Santiago-Rolón, Amarilys; Purcell, Dagmary; Rosado, Kathia; Toro, Doris H.

    2016-01-01

    Objective Non-alcoholic steatohepatitis (NASH) can result in cirrhosis and end stage liver disease. It is of utmost importance to differentiate NASH from simple steatosis. The aim of this study is to determine the prevalence of NASH in Latino veterans with metabolic syndrome and compare histologic grading using Brunt Criteria, the NAFLD activity score (NAS), and a proposed NAS score including fibrosis. Methods Veterans with metabolic syndrome, hepatic steatosis and elevation of ALT/AST who underwent a liver biopsy from 2004-2010 were included in this study. Biopsies were evaluated by a single blinded Hepatopathologist. Steatosis, lobular inflammation, ballooning and fibrosis were graded per specimen. Each biopsy was evaluated using Brunt criteria, NAS and NAS plus fibrosis. Results Sixty patients were included in this study, 88.3% men with a mean age of 50.4 (± 12.8). 50.0% met criteria for NASH according to the Brunt system. When classifying biopsies using NAS, only 30.0% (18/60) had a score ≥5, while when adding fibrosis, the number of patients with a score ≥5 increased to 33 (55.0%). When evaluating the predictive ability of the two scoring systems, we found that NAS including fibrosis had a higher sensitivity than NAS (86.7% vs. 40.0%) and a lower specificity (76.7% vs. 80.0%). Conclusion In our population with metabolic syndrome and altered liver function tests, about 50-55% had steatohepatitis. There were significant differences between the scoring systems. When using NAS-plus-fibrosis more patients were recognized and the sensitivity increased. Further validation studies are required to evaluate this proposed NAS scoring System. PMID:26602577

  10. Do Language Proficiency and Lecture Comprehension Matter? OpenCourseWare Lectures for Vocabulary Learning

    ERIC Educational Resources Information Center

    Sun, Yu-Chih; Yang, Hui-Chi

    2012-01-01

    Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplines. This current study aims to examine the relationship between…

  11. Rhinacanthus nasutus Extracts Prevent Glutamate and Amyloid-β Neurotoxicity in HT-22 Mouse Hippocampal Cells: Possible Active Compounds Include Lupeol, Stigmasterol and β-Sitosterol

    PubMed Central

    Brimson, James M.; Brimson, Sirikalaya J.; Brimson, Christopher A.; Rakkhitawatthana, Varaporn; Tencomnao, Tewin

    2012-01-01

    The Herb Rhinacanthus nasutus (L.) Kurz, which is native to Thailand and Southeast Asia, has become known for its antioxidant properties. Neuronal loss in a number of diseases including Alzheimer’s disease is thought to result, in part, from oxidative stress. Glutamate causes cell death in the mouse hippocampal cell line, HT-22, by unbalancing redox homeostasis, brought about by a reduction in glutathione levels, and amyloid-β has been shown to induce reactive oxygen species (ROS) production. Here in, we show that ethanol extracts of R. nasutus leaf and root are capable of dose dependently attenuating the neuron cell death caused by both glutamate and amyloid-β treatment. We used free radical scavenging assays to measure the extracts antioxidant activities and as well as quantifying phenolic, flavonoid and sterol content. Molecules found in R. nasutus, lupeol, stigmasterol and β-sitosterol are protective against glutamate toxicity. PMID:22606031

  12. Synergistic in vitro antioxidant activity and observational clinical trial of F105, a phytochemical formulation including Citrus bergamia, in subjects with moderate cardiometabolic risk factors.

    PubMed

    Babish, John G; Dahlberg, Clinton J; Ou, Joseph J; Keller, William J; Gao, Wei; Kaadige, Mohan R; Brabazon, Holly; Lamb, Joseph; Soudah, Hani C; Kou, Xiaolan; Zhang, Zhe; Pacioretty, Linda M; Tripp, Matthew L

    2016-12-01

    We examined the clinical safety and efficacy of F105 in 11 subjects with moderate dyslipidemia. F105 is a combination of bergamot fruit extract (Citrus bergamia, BFE) and 9 phytoextracts selected for their ability to improve the antioxidant and anti-inflammatory activity of BFE. In vitro F105 exhibited a synergistic inhibition of oxygen radical absorbing capacity, peroxynitrite formation, and myeloperoxidase activity. Following 12 weeks of F105 daily, no treatment-related adverse events or changes in body mass were seen. Statistically significant changes were noted in total cholesterol (-7.3%), LDL-cholesterol (-10%), non-HDL cholesterol (-7.1%), cholesterol/HDL (-26%), and apolipoprotein B (-2.8%). A post hoc analysis of 8 subjects with HbA1c > 5.4 and HOMA-IR score > 2 or elevated triglycerides revealed additional statistically significant changes in addition to those previously observed in all subjects including triglycerides (-27%), oxLDL (-19%), LDL/HDL (-25%), triglycerides/HDL (-27%), oxLDL/HDL (-25%), and PAI-1 (-37%). A follow-up case report of a 70-year-old female patient, nonresponsive to statin therapy and placed on F105 daily, demonstrated improved cardiometabolic variables over 12 weeks similar to the subgroup. In summary, F105 was clinically well-tolerated and effective for ameliorating dyslipidemia in subjects with moderate cardiometabolic risk factors, particularly in the individuals with HbA1c > 5.4%.

  13. Establishment of reference intervals for kaolin-activated thromboelastography in dogs including an assessment of the effects of sex and anticoagulant use.

    PubMed

    Bauer, Natali; Eralp, Oya; Moritz, Andreas

    2009-09-01

    Tissue factor (TF)- and kaolin-activated thromboelastography (TEG) have been performed in a small number of healthy dogs, but reference intervals have not been assessed in a larger number of dogs. The goal of the current study was to establish reference intervals and assess intra-assay repeatability for kaolin-activated TEG in dogs. Additionally, the impact of sex and the influence of anticoagulant (native blood vs. recalcified citrate anticoagulated blood) were evaluated. Thromboelastography analyses were performed in 56 healthy dogs including German Shepherd Dogs (n = 19), Beagles (n = 15), and others (n = 22). Median age was 2 years (range: 1-6 years) and sex was evenly distributed (31 males and 25 females). To establish reference intervals, citrated whole-blood samples were collected, and TEG was performed 1 hr after sampling. Five TEG variables (R = reaction time; K = clot formation time; alpha = angle alpha; MA = maximal amplitude; G-value reflecting clot stability) were evaluated, and reference intervals were defined as the mean +/- 1.96-fold standard deviation. Intra-assay repeatability was assessed by calculating the pooled variance estimate in duplicate measurements of 6 healthy dogs. The effect of anticoagulant was assessed in 17 specimens. Reference intervals were as follows: R = 1.8-8.6 min; angle alpha = 36.9-74.6 degrees; K = 1.3-5.7 min; MA = 42.9-67.9 mm, and G = 3.2-9.6 Kdyn/cm(2). Coefficients of variation for R, K, angle alpha, MA, and G were 7.6%, 17.7%, 7.4%, 2.9%, and 6.6%, respectively. There was no significant impact of sex or anticoagulant on results. Interindividual variation was higher in native samples than in citrated whole blood. A limitation of the current study was that most of the samples were obtained from Beagles and German Shepherd Dogs. This study provides useful reference intervals for kaolin-activated TEG.

  14. Lecture capturing assisted teaching and learning experience

    NASA Astrophysics Data System (ADS)

    Chen, Li

    2015-03-01

    When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

  15. Introductory lecture: basic quantities in model biomembranes.

    PubMed

    Nagle, John F

    2013-01-01

    One of the many aspects of membrane biophysics dealt with in this Faraday Discussion regards the material moduli that describe energies at a supramolecular level. This introductory lecture first critically reviews differences in reported numerical values of the bending modulus K(C), which is a central property for the biologically important flexibility of membranes. It is speculated that there may be a reason that the shape analysis method tends to give larger values of K(C) than the micromechanical manipulation method or the more recent X-ray method that agree very well with each other. Another theme of membrane biophysics is the use of simulations to provide exquisite detail of structures and processes. This lecture critically reviews the application of atomic level simulations to the quantitative structure of simple single component lipid bilayers and diagnostics are introduced to evaluate simulations. Another theme of this Faraday Discussion was lateral heterogeneity in biomembranes with many different lipids. Coarse grained simulations and analytical theories promise to synergistically enhance experimental studies when their interaction parameters are tuned to agree with experimental data, such as the slopes of experimental tie lines in ternary phase diagrams. Finally, attention is called to contributions that add relevant biological molecules to bilayers and to contributions that study the exciting shape changes and different non-bilayer structures with different lipids.

  16. Activated Sludge. Instructor's Guide. Biological Treatment Process Control.

    ERIC Educational Resources Information Center

    Boe, Owen K.

    This instructor's guide contains the materials needed to teach a seven-lesson unit on activated sludge. These materials include an overview of the unit, lesson plans, lecture outlines (keyed to slides designed for use with the lessons), student worksheets for each of the seven lessons (with answers), and two copies of a final quiz (with and…

  17. Low-Threshold Active Teaching Methods for Mathematic Instruction

    ERIC Educational Resources Information Center

    Marotta, Sebastian M.; Hargis, Jace

    2011-01-01

    In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

  18. PREFACE: 9th International Fröhlich's Symposium: Electrodynamic Activity of Living Cells (Including Microtubule Coherent Modes and Cancer Cell Physics)

    NASA Astrophysics Data System (ADS)

    Cifra, Michal; Pokorný, Jirí; Kucera, Ondrej

    2011-12-01

    This volume contains papers presented at the International Fröhlich's Symposium entitled 'Electrodynamic Activity of Living Cells' (1-3 July 2011, Prague, Czech Republic). The Symposium was the 9th meeting devoted to physical processes in living matter organized in Prague since 1987. The hypothesis of oscillation systems in living cells featured by non-linear interaction between elastic and electrical polarization fields, non-linear interactions between the system and the heat bath leading to energy downconversion along the frequency scale, energy condensation in the lowest frequency mode and creation of a coherent state was formulated by H Fröhlich, founder of the theory of dielectric materials. He assumed that biological activity is based not only on biochemical but also on biophysical mechanisms and that their disturbances form basic links along the cancer transformation pathway. Fröhlich outlined general ideas of non-linear physical processes in biological systems. The downconversion and the elastic-polarization interactions should be connected in a unified theory and the solution based on comprehensive non-linear characteristics. Biochemical and genetic research of biological systems are highly developed and have disclosed a variety of cellular and subcellular structures, chemical reactions, molecular information transfer, and genetic code sequences - including their pathological development. Nevertheless, the cancer problem is still a big challenge. Warburg's discovery of suppressed oxidative metabolism in mitochondria in cancer cells suggested the essential role of physical mechanisms (but his discovery has remained without impact on cancer research and on the study of physical properties of biological systems for a long time). Mitochondria, the power plants of the cell, have several areas of activity-oxidative energy production is connected with the formation of a strong static electric field around them, water ordering, and liberation of non

  19. Localization of α-adrenoceptors: JR Vane Medal Lecture

    PubMed Central

    McGrath, John C

    2015-01-01

    This review is based on the JR Vane Medal Lecture presented at the BPS Winter Meeting in December 2011 by J.C. McGrath. A recording of the lecture is included as supporting information. It covers his laboratory's work from 1990 to 2010 on the localization of vascular α1-adrenoceptors in native tissues, mainly arteries. Main points: (i) α1-adrenoceptors are present on several cell types in arteries, not only on medial smooth muscle, but also on adventitial, endothelial and nerve cells; (ii) all three receptor subtypes (α1A, α1B, α1D) are capable of binding ligands at the cell surface, strongly indicating that they are capable of function and not merely expressed. (iii) all of these cell types can take up an antagonist ligand into the intracellular compartments to which endocytosing receptors move; (iv) each individual subtype can exist at the cell surface and intracellularly in the absence of the other subtypes. As functional pharmacological experiments show variations in the involvement of the different subtypes in contractions of different arteries, it is concluded that the presence and disposition of α1-adrenoceptors in arteries is not a simple guide to their involvement in function. Similar locations of the subtypes, even in different cell types, suggest that differences between the distribution of subtypes in model systems do not directly correlate with those in native tissues. This review includes a historical summary of the alternative terms used for adrenoceptors (adrenergic receptors, adrenoreceptors) and the author's views on the use of colours to illustrate different items, given his partial colour-blindness. PMID:25377869

  20. An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga.

    PubMed

    Maunye, T J; Meyer, S M; van Velden, C E

    2009-09-01

    The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely:formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

  1. Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

    NASA Astrophysics Data System (ADS)

    Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

    2004-05-01

    Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

  2. 3 Lectures: "Lagrangian Models", "Numerical Transport Schemes", and "Chemical and Transport Models"

    NASA Technical Reports Server (NTRS)

    Douglass, A.

    2005-01-01

    The topics for the three lectures for the Canadian Summer School are Lagrangian Models, numerical transport schemes, and chemical and transport models. In the first lecture I will explain the basic components of the Lagrangian model (a trajectory code and a photochemical code), the difficulties in using such a model (initialization) and show some applications in interpretation of aircraft and satellite data. If time permits I will show some results concerning inverse modeling which is being used to evaluate sources of tropospheric pollutants. In the second lecture I will discuss one of the core components of any grid point model, the numerical transport scheme. I will explain the basics of shock capturing schemes, and performance criteria. I will include an example of the importance of horizontal resolution to polar processes. We have learned from NASA's global modeling initiative that horizontal resolution matters for predictions of the future evolution of the ozone hole. The numerical scheme will be evaluated using performance metrics based on satellite observations of long-lived tracers. The final lecture will discuss the evolution of chemical transport models over the last decade. Some of the problems with assimilated winds will be demonstrated, using satellite data to evaluate the simulations.

  3. Lecture Notes and Essays in Astrophysics I. I Astrophysics Symposium of the GEA-RSEF.

    NASA Astrophysics Data System (ADS)

    Ulla, Ana; Manteiga, Minia

    2004-12-01

    This volume entittled "Lecture Notes and Essays in Astrophysics" is the first of a series containing the invited reviews and lectures presented during the biannual meetings of the Astrophysics Group of the spanish RSEF ("Real Sociedad Española de Física"). In particular, it includes the conferences and reviews presented during the meeting held at Madrid (Spain) on July 2003 during the First Centennial of the Spanish RSEF. The book is aimed to offer the specialized public, and particularly the astrophysics postgraduate students, selected comprehensive reviews on hot topics lectured by relevant speakers on the subject ("Lecture Notes"). The issue is complemented by a set of chapters on more specific topics ("Essays"). The turn of century has been rich with new discoveries, from the detections of extrasolar planets to the discovery of the the farthest galaxies ever seen or the detection of acceleration in the expansion of the Universe. Spain is leaving her imprint in the telescope making revolution and is promoting the construction of a 10.4 metre telescope in the ``Roque de Los Muchachos" observatory, in the Island of La Palma, Spain. This book provides an interesting insight on selected topics of modern Astrophysics as developped by Spanish astronomers.

  4. Mineral exploration: search for the mechanism of vascular calcification and beyond: the 2003 Jeffrey M. Hoeg Award lecture.

    PubMed

    Demer, Linda L; Tintut, Yin

    2003-10-01

    Research in the area of vascular calcification has grown rapidly in the past decade, and there is a greater understanding of its active regulatory mechanisms. This brief review covers the ideas presented in the 2003 Jeffrey M. Hoeg Award lecture, including the concepts that bone tissue forms in the artery wall in patients with atherosclerosis, that vascular cells undergo osteoblastic differentiation, that bone morphogenetic protein and matrix GLA protein regulate vascular calcification in opposition, that inflammatory cytokines and lipids promote vascular cell calcification but inhibit osteoblastic cell differentiation, that these same factors promote differentiation of bone-resorbing osteoclasts, and that the artery wall may contain osteoclast-like cells with the potential to resorb calcium mineral. The review closes with a mention of therapeutic possibilities and an evolutionary paradigm to explain the reciprocal responses of vascular and bone mineralization to inflammation.

  5. U.S. Geological Survey Scientific Activities in the Exploration of Antarctica: Introduction to Antarctica (Including USGS Field Personnel: 1946-59)

    USGS Publications Warehouse

    Tony K. Meunier Edited by Williams, Richard S.; Ferrigno, Jane G.

    2007-01-01

    international) programs in biology, geology, geophysics, hydrology, and mapping. Therefore, the USGS was the obvious choice for these tasks, because it already had a professional staff of experienced mapmakers, scientists, and program managers with the foresight, dedication, and understanding of the need for accurate maps to support the science programs in Antarctica when asked to do so by the U.S. National Academy of Sciences. Public Laws 85-743 and 87-626, signed in August 1958, and in September 1962, respectively, authorized the Secretary, U.S. Department of the Interior, through the USGS, to support mapping and scientific work in Antarctica (Meunier, 1979 [2007], appendix A). Open-File Report 2006-1116 includes scanned facsimiles of postal cachets. It has become an international practice to create postal cachets to commemorate special events and projects in Antarctica. A cachet is defined as a seal or commemorative design printed or stamped on an envelope to mark a philatelic or special event. The inked impression illustrates to the scientist, historian, stamp collector, and general public the multidisciplinary science projects staffed by USGS and collaborating scientists during the field season. Since 1960, philatelic cachets have been created by team members for each USGS field season and, in most cases, these cachets depict the specific geographic areas and field season program objectives. The cachets become a convenient documentation of the people, projects, and geographic places of interest for that year. Because the cachets are representative of USGS activities, each year's cachet is included as a digital facsimile in that year's Open-File Report. In the 1980s, multiple USGS cachets were prepared each year, one for use by the winter team at Amundsen-Scott South Pole Station and the other for the project work areas of the austral summer field season programs.

  6. Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

    ERIC Educational Resources Information Center

    Stolzenberg, Daniel; Pforte, Stefan

    2007-01-01

    Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…

  7. Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures

    ERIC Educational Resources Information Center

    Clark, Jennifer

    2008-01-01

    This author discusses the relationship between the use of presentation software and the maintenance of student interest in university lectures. The evidence of surveyed university students suggests that PowerPoint, used as a presentation tool in university lectures, is pedagogically effective only while it provides variety and stimulates interest…

  8. Student Perception of Topic Difficulty: Lecture Capture in Higher Education

    ERIC Educational Resources Information Center

    McCunn, Patrick; Newton, Genevieve

    2015-01-01

    Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This study measured the relationship between perceived difficulty and the use of lecture capture technology in a second year biochemistry course while…

  9. Lecturers' vs. Students' Perceptions of the Accessibility of Instructional Materials

    ERIC Educational Resources Information Center

    Price, Linda

    2007-01-01

    This goal of this study was to examine the differences between lecturers and students' perceptions of the accessibility of instructional materials. The perceptions of 12 mature computing distance education students and 12 computing lecturers were examined using the knowledge elicitation techniques of card sorting and laddering. The study showed…

  10. Man: Planetary Disease. The 1971 B. Y. Morrison Memorial Lecture.

    ERIC Educational Resources Information Center

    McHarg, Ian L.

    The 1971 B.Y. Morrison Memorial Lecture by Ian L. McHarg, noted landscape architect, planner, and lecturer, is presented in this pamphlet. His expose is two-fold. "Man is an epidemic, multiplying at a superexponential rate, destroying the environment upon which he depends, and threatening his own extinction. He treats the world as a storehouse…

  11. A Comparison of Interteaching and Lecture in the College Classroom

    PubMed Central

    Saville, Bryan K; Zinn, Tracy E; Neef, Nancy A; Van Norman, Renee; Ferreri, Summer J

    2006-01-01

    Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction—the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction. PMID:16602385

  12. Lecture versus DVD and Attitude Change toward Female Masturbation

    ERIC Educational Resources Information Center

    Keels, Megan; Lee, Zoey; Knox, David; Wilson, Ken

    2013-01-01

    Four-hundred and ninety eight female undergraduate students at a large southeastern university participated in a study to assess how lecture versus DVD format affected attitude change towards female masturbation. All groups were given a pre and post test to assess masturbatory attitudes. Group 1 experienced a masturbation lecture. Group 2…

  13. Values in Higher Education. The Wilson Lecture Series.

    ERIC Educational Resources Information Center

    Wilson, O. Meredith

    The text of a lecture in the University of Arizona Wilson Lecture Series on values in higher education is presented, with responses by Richard H. Gallagher, Jeanne McRae McCarthy, and Raymond H. Thompson. The theme of the talk is that man is by evolution and by necessity a thinking animal, who now finds himself in a technologically dependent…

  14. Role of Physics Lecture Demonstrations in Conceptual Learning

    ERIC Educational Resources Information Center

    Miller, Kelly; Lasry, Nathaniel; Chu, Kelvin; Mazur, Eric

    2013-01-01

    Previous research suggests that students; prior knowledge can interfere with how they observe and remember lecture demonstrations. We measured students' prior knowledge in introductory mechanics and electricity and magnetism at two large universities. Students were then asked to predict the outcome of lecture demonstrations. We compare…

  15. The (Embodied) Performance of Physics Concepts in Lectures

    ERIC Educational Resources Information Center

    Hwang, SungWon; Roth, Wolff-Michael

    2011-01-01

    Lectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture…

  16. An Experimental Investigation of Videotaped Lectures in Online Courses

    ERIC Educational Resources Information Center

    Evans, Heather K.

    2014-01-01

    Lecture videos are often praised as a great medium of instruction in online education. There is a lack of research, however, that tests whether videos are superior to other teaching tools in online classes. This article examines whether videos are better than lecture notes and still slides in an online introductory political science course. The…

  17. Lecture Videos in Online Courses: A Follow-Up

    ERIC Educational Resources Information Center

    Evans, Heather K.; Cordova, Victoria

    2015-01-01

    In a recent study regarding online lecture videos, Evans (2014) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than…

  18. Analysing Lecturer Practice: The Role of Orientations and Goals

    ERIC Educational Resources Information Center

    Hannah, John; Stewart, Sepideh; Thomas, Mike

    2011-01-01

    This article continues a fairly recent trend of research examining the teaching practice of university mathematics lecturers. A lecturer's pedagogical practices in a course in linear algebra were discussed via a supportive community of inquiry. We use Schoenfeld's framework describing the relationship of resources, orientations and goals to…

  19. Effective Online Lectures: Improving Practice through Design and Pedagogy

    ERIC Educational Resources Information Center

    Bese, Terry Lane

    2016-01-01

    The purpose of this research project was to improve the practice of using online lectures at a small private university. Using action research methodology, the researcher worked with a group of five university instructors to refine the use of online lectures through design and pedagogical practice. Beginning with a template or guide based on the…

  20. Level of Perceived Stress Among Lectures in Nigerian Universities

    ERIC Educational Resources Information Center

    Ofoegbu, Felicia; Nwadiani, Mon

    2006-01-01

    The purpose of the study was to provide empirical evidence on the level of stress among lecturers in Nigerian universities. On the whole eight universities were used for the study. A sample of 228 (123 male and 105 female) lecturers was selected according to the variables of age, sex, marital status, experience, domicile, areas of specialization,…

  1. Lecturer's Gender and Their Valuation of Student Evaluation of Teaching

    ERIC Educational Resources Information Center

    Atek, Engku Suhaimi Engku; Salim, Hishamuddin; Halim, Zulazhan Ab.; Jusoh, Zailani; Yusuf, Mohd Ali Mohd

    2015-01-01

    Student evaluation of teaching (SET) is carried out every semester at Malaysian universities and lecturers are evaluated based on student ratings. But very little is researched about what lecturers actually think about SET and whether it serves any meaningful purpose at all. This quantitative study involving six public universities on the East…

  2. The Slide-Lecture: An Alternative to Chalkdust?

    ERIC Educational Resources Information Center

    Wilkins, S. A.

    Many instructors teaching large survey courses use the chalkboard to aid their lectures in spite of the waste of class time in writing and erasing, the clutter and confusion that may result, and the messiness of chalkdust. As an alternative, the slide-lecture method has been used for several years at Bossier Community College in teaching…

  3. More Professors Could Share Lectures Online: But Should They?

    ERIC Educational Resources Information Center

    Young, Jeffrey R.

    2010-01-01

    In this article, the author discusses the issues surrounding the production of lecture videos by professors and administrators which are free to the world. Professors across the country are now wrestling with this issue. More and more colleges have installed microphones or cameras in lecture halls and bought easy-to-use software to get lecture…

  4. v9 = ? The Answer Depends on Your Lecturer

    ERIC Educational Resources Information Center

    Kontorovich, Igor'

    2016-01-01

    This article is concerned with the approaches to the root concept that lecturers in calculus, linear algebra and complex analysis employ in their instruction. Three highly experienced university lecturers participated in the study. In the individual interviews the participants referred to roots of real numbers, roots of complex numbers, roots as…

  5. Curriculum Orientation of Lecturers in Teacher Training College in Malaysia

    ERIC Educational Resources Information Center

    Salleh, Halimatussaadiah; Hamdan, Abdul Rahim; Yahya, Fauziah; Jantan, Hafsah

    2015-01-01

    Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by…

  6. Reflections on the Lecture: Outmoded Medium or Instrument of Inspiration?

    ERIC Educational Resources Information Center

    Jones, Steve E.

    2007-01-01

    The traditional, didactic lecture is under attack from diverse quarters. With its origins rooted in the emergence of orality, the lecture now stands as only one of a plethora of educational communication tools, and has been subject to criticism particularly by constructivists for failing to deliver deep and effective learning experiences. This…

  7. Bringing Web 2.0 to Web Lectures

    ERIC Educational Resources Information Center

    Ketterl, Markus; Mertens, Robert; Vornberger, Oliver

    2009-01-01

    Purpose: At many universities, web lectures have become an integral part of the e-learning portfolio over the last few years. While many aspects of the technology involved, like automatic recording techniques or innovative interfaces for replay, have evolved at a rapid pace, web lecturing has remained independent of other important developments…

  8. Literary Lectures Presented at the Library of Congress.

    ERIC Educational Resources Information Center

    Library of Congress, Washington, DC.

    This book contains 37 out-of-print lectures on American, English, and world literature that have been presented at the Library of Congress over the past 30 years. Lectures by Thomas Mann, T. S. Eliot, R. P. Blackmur, Archibald Henderson, Irving Stone, John O'Hara, MacKinlay Kantor, John Crowe Ransom, Delmore Schwartz, John Hall Wheelock, Robert…

  9. The Anatomy Lecture Then and Now: A Foucauldian Analysis

    ERIC Educational Resources Information Center

    Friesen, Norm; Roth, Wolff-Michael

    2014-01-01

    Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how…

  10. Some Abnormal Psychical Conditions in Children: Excerpts from Three Lectures

    ERIC Educational Resources Information Center

    Still, George F.

    2006-01-01

    This article presents excerpts of the three lectures delivered by George F. Still on March 4, 1902, March 6, 1902, and March 11, 1902. In the first lecture, Still discussed several points in the psychology and development of social control in the normal child and considered the occurrence of defective moral control in in association with general…

  11. Information Retention from PowerPoint[TM] and Traditional Lectures

    ERIC Educational Resources Information Center

    Savoy, April; Proctor, Robert W.; Salvendy, Gavriel

    2009-01-01

    The benefit of PowerPoint[TM] is continuously debated, but both supporters and detractors have insufficient empirical evidence. Its use in university lectures has influenced investigations of PowerPoint's effects on student performance (e.g., overall quiz/exam scores) in comparison to lectures based on overhead projectors, traditional lectures…

  12. Next-Generation Educational Technology versus the Lecture.

    ERIC Educational Resources Information Center

    Foreman, Joel

    2003-01-01

    Addresses concerns related to the replacement of large lecture courses by immersive digital environments with similarities to advanced videogames. Explains why the large lecture format deserves replacement, reviews the field of game-based learning, and illustrates the approach in the example of an introductory psychology class. (SLD)

  13. Mathematics Lecturers' Views of Examinations: Tensions and Possible Resolutions

    ERIC Educational Resources Information Center

    Iannone, Paola; Simpson, Adrian

    2015-01-01

    If assessment drives learning and the closed book examination dominates the pattern of assessment for undergraduate mathematics (as it does in the UK), lecturers need to ensure that examinations reflect the learning they value. This article uses a mixed method approach to explore lecturers' views of the closed book examination in relation to other…

  14. Reflections on High School English: NDEA Institute Lectures 1965.

    ERIC Educational Resources Information Center

    Tate, Gary, Ed.

    Lectures presented at the 1965 National Defense Education Act Institutes for Advanced Study in English are presented in this book. Selected for their interest to both experienced and prospective English teachers, the lectures are grouped into four categories. (1) Of general interest to the English teacher are John Gerrietts' portrait of the…

  15. An Audio-Visual Lecture Course in Russian Culture

    ERIC Educational Resources Information Center

    Leighton, Lauren G.

    1977-01-01

    An audio-visual course in Russian culture is given at Northern Illinois University. A collection of 4-5,000 color slides is the basis for the course, with lectures focussed on literature, philosophy, religion, politics, art and crafts. Acquisition, classification, storage and presentation of slides, and organization of lectures are discussed. (CHK)

  16. Students Approach to Learning and Their Use of Lecture Capture

    ERIC Educational Resources Information Center

    Vajoczki, Susan; Watt, Susan; Marquis, Nick; Liao, Rose; Vine, Michelle

    2011-01-01

    This study examined lecture capture as a way of enhancing university education, and explored how students with different learning approaches used lecture capturing (i.e., podcasts and vodcasts). Results indicate that both deep and surface learners report increased course satisfaction and better retention of knowledge in courses with traditional…

  17. Assessment, Marking and Feedback: Understanding the Lecturers' Perspective

    ERIC Educational Resources Information Center

    Norton, Lin; Norton, Bill; Sadler, Ian

    2012-01-01

    This study is part of a larger research project originally funded by the Write Now CETL looking at assessment, marking and feedback from the lecturers' perspective. Earlier findings have suggested that with new lecturers at least, there are some discipline differences in how able they feel they can put into practice what they have learned about…

  18. Attendance at Lectures and Films in Self-Paced Courses.

    ERIC Educational Resources Information Center

    Edwards, K. Anthony

    Attendance at guest lectures, instructor lectures, and films in self-paced introductory psychology courses was examined in two experiments with 180 students in an introductory psychology class at Utah State University. In the first experiment, students were given no points, one point credit toward interviews, or one point credit toward the final…

  19. Doing Business: Knowledges in the Internationalised Business Lecture

    ERIC Educational Resources Information Center

    Doherty, Catherine Ann

    2010-01-01

    This paper investigates the oracy (listening/speaking) genres enacted in an undergraduate entry point unit in the internationalised university and the kind of knowledges these genres elicit and perform. Focusing on a series of lectures in a business studies unit, it explores how anecdotal knowledge from both the lecturer's and the students' lived…

  20. Hands-On Science, 680 Hands at a Time: Shrinking the Large Lecture with a Collapsing Can Experiment.

    ERIC Educational Resources Information Center

    Shipman, Harry L.

    2001-01-01

    Explains how hands-on science activities can be done in a class designed as a lecture setting. Uses the collapsing can activity to demonstrate the birth of a black hole. Evaluates student responses to the hands-on approach. (YDS)

  1. Peer Lecturing as Project-Based Learning: Blending Socio-Affective Influences with Self-Regulated Learning

    ERIC Educational Resources Information Center

    Seroussi, Dominique-Esther; Sharon, Rakefet

    2017-01-01

    As a contribution to the efforts to understand the influence of peer presence on self-regulated learning, this paper studies students' reaction to a project-based activity, the final product of which was a scientific communication to peers. In this activity, "peer lecturing," the students formulate a question on a topic linked to the…

  2. In vitro activity of ceftazidime/avibactam against Gram-negative pathogens isolated from pneumonia in hospitalised patients, including ventilated patients.

    PubMed

    Flamm, Robert K; Nichols, Wright W; Sader, Helio S; Farrell, David J; Jones, Ronald N

    2016-03-01

    The activities of the novel β-lactam/non-β-lactam β-lactamase inhibitor combination ceftazidime/avibactam and comparators were evaluated against isolates from pneumonia in hospitalised patients including ventilated patients (PHP, pneumonia not designated as VABP; VABP, pneumonia in ventilated patients). Isolates were from the European-Mediterranean region (EuM), China and the USA collected in the SENTRY Antimicrobial Surveillance Program between 2009 and 2011 inclusive. A total of 2393 organisms from PHP were from the EuM, 888 from China and 3213 from the USA; from VABP patients there were 918, 97 and 692 organisms collected, respectively. Among Enterobacteriaceae from PHP, ceftazidime/avibactam MIC90 values against Escherichia coli ranged from 0.25-0.5mg/L and Klebsiella spp. MIC90 values were 0.5mg/L in each region. Among VABP isolates, MIC90 values for ceftazidime/avibactam against E. coli were 0.25mg/L; for Klebsiella spp. from VABP patients, MIC90 values were similar to those obtained against PHP isolates. The MIC of ceftazidime/avibactam was ≤8mg/L against 92-96% of Pseudomonas aeruginosa isolated from PHP patients. Isolates of P. aeruginosa from VABP patients were of lower susceptibility to all antibacterial agents (e.g. depending on region, meropenem susceptibilities were 51.2-69.4% in contrast to 68.3-76.7% among PHP patients). However, ceftazidime/avibactam inhibited 79.2-95.4% of VABP isolates at an MIC of ≤8mg/L. Acinetobacter spp. were resistant to many agents and only rates of susceptibility to colistin were >90% across all regions both for PHP and VABP isolates. Ceftazidime/avibactam was generally active against a high proportion of isolates resistant to ceftazidime from PHP and VAPB patients.

  3. Students’ perceptions of lecturing approaches: traditional versus interactive teaching

    PubMed Central

    Abdel Meguid, Eiman; Collins, Matthew

    2017-01-01

    Background There is an increasing trend toward transcending from traditional teaching to student-centered methodologies that actively engage students. We aimed to analyze students’ perceptions of effective interactive teaching using PollEverywhere Audience Response System (ARS) as a worthwhile teaching methodology. It can be of great help in maintaining students’ attention and in facilitating the lecturer to pick up students’ misunderstandings and correct them. Materials and methods This system was introduced to the undergraduate dental curriculum to increase student’s motivation and attention, giving immediate feedback on student understanding during an anatomy module. Computer science (CS) students who were more familiar with the use of this technology were also involved in the study for comparison and validation of the findings. The lecturer strategically inserted questions using PollEverywhere ARS. Students’ perception of the effective interactive teaching using this technology was evaluated statistically using a questionnaire and focus groups. Results It promoted interactivity, focused attention, and provided feedback on comprehension. A total of 95% reported that it increased their participation and found that it clarified their thinking and helped to focus on key points. Another 81.7% mentioned that it increased their motivation to learn. Students regarded it as a useful method for giving real-time feedback, which stimulated their performance and participation. Data from CS students echoed the findings from the dental students. Reports from focus groups demonstrated that this strategy was helpful in focusing students’ attention and in clarifying information. Discussion PollEverywhere encouraged all students to participate during the learning process. This has proven to be an effective tool for improving students’ understanding and critical thinking. Conclusion Students regarded PollEverywhere as an effective teaching innovation that encouraged

  4. Science for the Masses: A Public Lecture Series and Associated Course for K-12 Educators at the University of Arizona

    NASA Astrophysics Data System (ADS)

    Mangin, K.; Wilch, M. H.; Thompson, R. M.; Ruiz, J.

    2008-12-01

    The College of Science at the University of Arizona in Tucson offers a series of free public lectures each year centered on a science theme of high general interest. Themes have been Evolution (2006), Global Climate Change (2007), and Edges of Life (2008). Speakers are UA faculty members. We have seen an overwhelming response from the public to each lecture series, with a typical audience size of 800-1200. Features that make the lecture series successful are careful choice of the themes, previews of lecture drafts by a panel, and the participation of a graphic design firm in the planning process, from the series title to the design of posters, bookmarks, and postcards used to advertise the series. This model could be successfully transferred to many universities. We offer a course for K-12 grade teachers in association with each lecture series. Teachers attend each public lecture, and participate in inquiry-based classroom activities and discussions of papers related to lecture topics. After each lecture, the speaker answers questions from the public, and then accompanies the teachers to a classroom to hold a private question and answer session lasting 45 minutes. The course and lecture series has been influential in changing attitudes about the nature of science research among teacher participants. In 2006, evolution was the lecture series topic, a science concept whose foundation in authentic science research has been difficult to communicate to the general public. Pre- and post- questionnaires on attitudes towards the science of evolution administered to the teacher participants showed a dramatic increase after the course in their view of the robustness of the theory of evolution, its testable nature, the amount of data supporting the theory, and its degree of consensus among scientists. A pre-course survey of the background of teachers in the course, mostly biology teachers, showed a need for more formal instruction in evolution: 76 percent had no formal course

  5. Gadd45a and Gadd45b protect hematopoietic cells from UV-induced apoptosis via distinct signaling pathways, including p38 activation and JNK inhibition.

    PubMed

    Gupta, Mamta; Gupta, Shiv Kumar; Hoffman, Barbara; Liebermann, Dan A

    2006-06-30

    Gadd45a, Gadd45b, and Gadd45g (Gadd45/MyD118/CR6) are genes that are rapidly induced by genotoxic stress and have been implicated in genotoxic stress-induced responses, notably in apoptosis. Recently, using myeloid-enriched bone marrow (BM) cells obtained from wild-type (WT), Gadd45a-deficient, and Gadd45b-deficient mice, we have shown that in hematopoietic cells Gadd45a and Gadd45b play a survival function to protect hematopoietic cells from DNA-damaging agents, including ultra violet (UV)-induced apoptosis. The present study was undertaken to decipher the molecular paths that mediate the survival functions of Gadd45a and Gadd45b against genotoxic stress induced by UV radiation. It is shown that in hematopoietic cells exposed to UV radiation Gaddd45a and Gadd45b cooperate to promote cell survival via two distinct signaling pathways involving activation of the GADD45a-p38-NF-kappaB-mediated survival pathway and GADD45b-mediated inhibition of the stress response MKK4-JNK pathway.

  6. Inflation after COBE: Lectures on inflationary cosmology

    SciTech Connect

    Turner, M.S. . Enrico Fermi Inst. Fermi National Accelerator Lab., Batavia, IL )

    1992-01-01

    In these lectures I review the standard hot big-bang cosmology, emphasizing its successes, its shortcomings, and its major challenge-a detailed understanding of the formation of structure in the Universe. I then discuss the motivations for and the fundamentals of inflationary cosmology, particularly emphasizing the quantum origin of metric (density and gravity-wave) perturbations. Inflation addresses the shortcomings of the standard cosmology and provides the initial data'' for structure formation. I conclude by addressing the implications of inflation for structure formation, evaluating the various cold dark matter models in the light of the recent detection of temperature anisotropies in the cosmic background radiation by COBE. In the near term, the study of structure formation offers a powerful probe of inflation, as well as specific inflationary models.

  7. Inflation after COBE: Lectures on inflationary cosmology

    SciTech Connect

    Turner, M.S. |

    1992-12-31

    In these lectures I review the standard hot big-bang cosmology, emphasizing its successes, its shortcomings, and its major challenge-a detailed understanding of the formation of structure in the Universe. I then discuss the motivations for and the fundamentals of inflationary cosmology, particularly emphasizing the quantum origin of metric (density and gravity-wave) perturbations. Inflation addresses the shortcomings of the standard cosmology and provides the ``initial data`` for structure formation. I conclude by addressing the implications of inflation for structure formation, evaluating the various cold dark matter models in the light of the recent detection of temperature anisotropies in the cosmic background radiation by COBE. In the near term, the study of structure formation offers a powerful probe of inflation, as well as specific inflationary models.

  8. Lectures on differential equations for Feynman integrals

    NASA Astrophysics Data System (ADS)

    Henn, Johannes M.

    2015-04-01

    Over the last year significant progress was made in the understanding of the computation of Feynman integrals using differential equations (DE). These lectures give a review of these developments, while not assuming any prior knowledge of the subject. After an introduction to DE for Feynman integrals, we point out how they can be simplified using algorithms available in the mathematical literature. We discuss how this is related to a recent conjecture for a canonical form of the equations. We also discuss a complementary approach that is based on properties of the space-time loop integrands, and explain how the ideas of leading singularities and d-log representations can be used to find an optimal basis for the DE. Finally, as an application of these ideas we show how single-scale integrals can be bootstrapped using the Drinfeld associator of a DE.

  9. Glass science tutorial lecture {number_sign}6: The melting of silicate glasses, a review of selected topics

    SciTech Connect

    Swarts, E.L.

    1995-03-01

    This report summarizes a two-day lecture given at Westinghouse Hanford Company in March, 1995 and includes the data used in the presentation. Topics included the special needs of a low-level waste vitrification process, glass melting, mechanisms of the formation of foam, glass refining (bubble removal), and homogenization (reduction of chemical heterogeneity to acceptable levels). 96 refs.

  10. Kinetics of Hydrogen Radical Reactions with Toluene Including Chemical Activation Theory Employing System-Specific Quantum RRK Theory Calibrated by Variational Transition State Theory.

    PubMed

    Bao, Junwei Lucas; Zheng, Jingjing; Truhlar, Donald G

    2016-03-02

    Pressure-dependent reactions are ubiquitous in combustion and atmospheric chemistry. We employ a new calibration procedure for quantum Rice-Ramsperger-Kassel (QRRK) unimolecular rate theory within a chemical activation mechanism to calculate the pressure-falloff effect of a radical association with an aromatic ring. The new theoretical framework is applied to the reaction of H with toluene, which is a prototypical reaction in the combustion chemistry of aromatic hydrocarbons present in most fuels. Both the hydrogen abstraction reactions and the hydrogen addition reactions are calculated. Our system-specific (SS) QRRK approach is adjusted with SS parameters to agree with multistructural canonical variational transition state theory with multidimensional tunneling (MS-CVT/SCT) at the high-pressure limit. The new method avoids the need for the usual empirical estimations of the QRRK parameters, and it eliminates the need for variational transition state theory calculations as a function of energy, although in this first application we do validate the falloff curves by comparing SS-QRRK results without tunneling to multistructural microcanonical variational transition state theory (MS-μVT) rate constants without tunneling. At low temperatures, the two approaches agree well with each other, but at high temperatures, SS-QRRK tends to overestimate falloff slightly. We also show that the variational effect is important in computing the energy-resolved rate constants. Multiple-structure anharmonicity, torsional-potential anharmonicity, and high-frequency-mode vibrational anharmonicity are all included in the rate computations, and torsional anharmonicity effects on the density of states are investigated. Branching fractions, which are both temperature- and pressure-dependent (and for which only limited data is available from experiment), are predicted as a function of pressure.

  11. Use and future of wiki systems in veterinary education? – A survey of lecturers in German-speaking countries

    PubMed Central

    Kolski, Darius; Heuwieser, Wolfgang; Arlt, Sebastian

    2015-01-01

    Objectives: Wiki systems are becoming increasingly important in university teaching. Not much is known about the opinion of lecturers of veterinary medicine regarding the active participation of students in teaching, their opinion on wiki systems and their motivation to use them in courses and to improve the quality of information. The objective of the present study was to evaluate how lecturers of veterinary medicine estimate learning management systems and the production of text or material by students in courses, if they rate wiki systems as an appropriate tool for teaching, if they would use wiki systems for their courses and if they are willing to improve the quality of information. Methods: The data collection was carried out as an online survey using a five-point Likert scale. Lecturers of veterinary medicine in Germany, Austria and Switzerland were contacted (n=approx. 1700) out of which 139 completed (8.2%) the survey. Results: Most lecturers use LMS and consider it to be suitable for providing course material. Half of all respondents indicated that they believe that students achieve greater learning success by developing their own learning material. In courses 23.0% of their students develop own materials. The majority of lecturers considered wiki systems as an appropriate and complementary tool for teaching (53.6%). A collection of wiki articles is seen as useful (56.6%), particularly when experts review the contents. One third of the lecturers would use wiki systems for the creation of material by students, but 82.5% have not yet used them in teaching. One third is willing to participate in the review of articles with regard to their quality. Conclusion: The results show that many lecturers are willing to use veterinary wiki systems and that they regard them useful for teaching. According to the opinion of the majority of lecturers, the creation of material by students can lead to greater learning success and wiki systems are suitable for this purpose

  12. Faults and Earthquakes (Louis Néel Medal Lecture)

    NASA Astrophysics Data System (ADS)

    Shimamoto, Toshihiko

    2015-04-01

    I have been studying fault rocks and fault mechanics for 40 years, trying to understand mechanisms of earthquakes. A basic strategy has been to study fault rocks for understanding deformation and transport processes in fault zones at depths, to reproduce the same processes in laboratory experiments and determine mechanical and transport properties of faults, and to conduct earthquake modeling based on measured properties and compare with natural earthquakes. I will try to give an overview of the progress of fault studies in the last 25 years, emphasizing the importance of such integrated studies. The following four topics will be covered from my own perspectives of fault and earthquake studies. High-velocity frictional properties of faults in relation to earthquake rupture dynamics will be the main focus, but the lecture will cover lithosphere rheology, initiation processes of earthquake-induced landslides, and a basin evolution and pore-pressure development as relevant topics. [1] Friction to flow law A simple friction to flow law merges strength profiles of lithosphere and velocity-dependency models of faults that have been used widely in the last three decades to characterize the thickness and internal structures of the lithosphere and to model earthquake cycles and earthquake rupture propagations, respectively. The law allows analyzing earthquake generations including frictional, transitional and flow properties at shallow to deep faults across a lithosphere. Analyses shows how strength profile evolve during earthquake cycles. The law can be extended to describe brittle to high-temperature flow properties across a lithosphere, and realistic analysis of earthquake generation and interseismic deformation, including postseismic deformation, will be possible. [2] High-velocity weakening of fault and a source of diverse seismic activities Extensive studies in the last two decades demonstrated that faults undergo dramatic weakening at seismic slip rates, through

  13. Undergraduate mathematics students' reasons for attending live lectures when recordings are available

    NASA Astrophysics Data System (ADS)

    Yoon, Caroline; Oates, Greg; Sneddon, Jamie

    2014-02-01

    With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two types of lectures. Students attending live lectures in five large undergraduate mathematics lecture streams were invited to respond to the survey. A significant number of respondents viewed recorded lecture as superfluous to their needs which were met upon attending live lecture. Surprisingly, however, an equally large number of students described compelling reasons for watching both live and recorded lectures. A number of factors were identified as determining students' perceptions of live and recorded lectures as competing or complementary: personal learning styles, study habits, esteem for the lecturer, and the possibility of interaction in the lecture.

  14. Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

    PubMed Central

    Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

    2014-01-01

    Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102

  15. Effects of Lifestyle Interventions That Include a Physical Activity Component in Class II and III Obese Individuals: A Systematic Review and Meta-Analysis

    PubMed Central

    Baillot, Aurélie; Romain, Ahmed J.; Boisvert-Vigneault, Katherine; Audet, Mélisa; Baillargeon, Jean Patrice; Dionne, Isabelle J.; Valiquette, Louis; Chakra, Claire Nour Abou; Avignon, Antoine; Langlois, Marie-France

    2015-01-01

    Background In class II and III obese individuals, lifestyle intervention is the first step to achieve weight loss and treat obesity-related comorbidities before considering bariatric surgery. A systematic review, meta-analysis, and meta-regression were performed to assess the impact of lifestyle interventions incorporating a physical activity (PA) component on health outcomes of class II and III obese individuals. Methods An electronic search was conducted in 4 databases (Medline, Scopus, CINAHL and Sportdiscus). Two independent investigators selected original studies assessing the impact of lifestyle interventions with PA components on anthropometric parameters, cardiometabolic risk factors (fat mass, blood pressure, lipid and glucose metabolism), behaviour modification (PA and nutritional changes), and quality of life in adults with body mass index (BMI) ≥ 35 kg/m2. Estimates were pooled using a random-effect model (DerSimonian and Laird method). Heterogeneity between studies was assessed by the Cochran’s chi-square test and quantified through an estimation of the I². Results Of the 3,170 identified articles, 56 met our eligibility criteria, with a large majority of uncontrolled studies (80%). The meta-analysis based on uncontrolled studies showed significant heterogeneity among all included studies. The pooled mean difference in weight loss was 8.9 kg (95% CI, 10.2–7.7; p < 0.01) and 2.8 kg/m² in BMI loss (95% CI, 3.4–2.2; p < 0.01). Long-term interventions produced superior weight loss (11.3 kg) compared to short-term (7.2 kg) and intermediate-term (8.0 kg) interventions. A significant global effect of lifestyle intervention on fat mass, waist circumference, blood pressure, total cholesterol, LDL-C, triglycerides and fasting insulin was found (p<0.01), without significant effect on HDL-C and fasting blood glucose. Conclusions Lifestyle interventions incorporating a PA component can improve weight and various cardiometabolic risk factors in class II

  16. Long-Term Post-Stroke Changes Include Myelin Loss, Specific Deficits in Sensory and Motor Behaviors and Complex Cognitive Impairment Detected Using Active Place Avoidance

    PubMed Central

    Li, Jie; Ooi, Evelyn; Bloom, Jonathan; Poon, Carrie; Lax, Daniel; Rosenbaum, Daniel M.; Barone, Frank C.

    2013-01-01

    Persistent neurobehavioral deficits and brain changes need validation for brain restoration. Two hours middle cerebral artery occlusion (tMCAO) or sham surgery was performed in male Sprague-Dawley rats. Neurobehavioral and cognitive deficits were measured over 10 weeks included: (1) sensory, motor, beam balance, reflex/abnormal responses, hindlimb placement, forepaw foot fault and cylinder placement tests, and (2) complex active place avoidance learning (APA) and simple passive avoidance retention (PA). Electroretinogram (ERG), hemispheric loss (infarction), hippocampus CA1 neuronal loss and myelin (Luxol Fast Blue) staining in several fiber tracts were also measured. In comparison to Sham surgery, tMCAO surgery produced significant deficits in all behavioral tests except reflex/abnormal responses. Acute, short lived deficits following tMCAO were observed for forelimb foot fault and forelimb cylinder placement. Persistent, sustained deficits for the whole 10 weeks were exhibited for motor (p<0.001), sensory (p<0.001), beam balance performance (p<0.01) and hindlimb placement behavior (p<0.01). tMCAO produced much greater and prolonged cognitive deficits in APA learning (maximum on last trial of 604±83% change, p<0.05) but only a small, comparative effect on PA retention. Hemispheric loss/atrophy was measured 10 weeks after tMCAO and cross-validated by two methods (e.g., almost identical % ischemic hemispheric loss of 33.4±3.5% for H&E and of 34.2±3.5% for TTC staining). No visual dysfunction by ERG and no hippocampus neuronal loss were detected after tMCAO. Fiber tract damage measured by Luxol Fast Blue myelin staining intensity was significant (p<0.01) in the external capsule and striatum but not in corpus callosum and anterior commissure. In summary, persistent neurobehavioral deficits were validated as important endpoints for stroke restorative research in the future. Fiber myelin loss appears to contribute to these long term behavioral dysfunctions and can be

  17. Long-term post-stroke changes include myelin loss, specific deficits in sensory and motor behaviors and complex cognitive impairment detected using active place avoidance.

    PubMed

    Zhou, Jin; Zhuang, Jian; Li, Jie; Ooi, Evelyn; Bloom, Jonathan; Poon, Carrie; Lax, Daniel; Rosenbaum, Daniel M; Barone, Frank C

    2013-01-01

    Persistent neurobehavioral deficits and brain changes need validation for brain restoration. Two hours middle cerebral artery occlusion (tMCAO) or sham surgery was performed in male Sprague-Dawley rats. Neurobehavioral and cognitive deficits were measured over 10 weeks included: (1) sensory, motor, beam balance, reflex/abnormal responses, hindlimb placement, forepaw foot fault and cylinder placement tests, and (2) complex active place avoidance learning (APA) and simple passive avoidance retention (PA). Electroretinogram (ERG), hemispheric loss (infarction), hippocampus CA1 neuronal loss and myelin (Luxol Fast Blue) staining in several fiber tracts were also measured. In comparison to Sham surgery, tMCAO surgery produced significant deficits in all behavioral tests except reflex/abnormal responses. Acute, short lived deficits following tMCAO were observed for forelimb foot fault and forelimb cylinder placement. Persistent, sustained deficits for the whole 10 weeks were exhibited for motor (p<0.001), sensory (p<0.001), beam balance performance (p<0.01) and hindlimb placement behavior (p<0.01). tMCAO produced much greater and prolonged cognitive deficits in APA learning (maximum on last trial of 604±83% change, p<0.05) but only a small, comparative effect on PA retention. Hemispheric loss/atrophy was measured 10 weeks after tMCAO and cross-validated by two methods (e.g., almost identical % ischemic hemispheric loss of 33.4±3.5% for H&E and of 34.2±3.5% for TTC staining). No visual dysfunction by ERG and no hippocampus neuronal loss were detected after tMCAO. Fiber tract damage measured by Luxol Fast Blue myelin staining intensity was significant (p<0.01) in the external capsule and striatum but not in corpus callosum and anterior commissure. In summary, persistent neurobehavioral deficits were validated as important endpoints for stroke restorative research in the future. Fiber myelin loss appears to contribute to these long term behavioral dysfunctions and can be

  18. A Model for Bilingual Physics Teaching: "The Feynman Lectures "

    NASA Astrophysics Data System (ADS)

    Metzner, Heqing W.

    2006-12-01

    Feynman was not only a great physicist but also a remarkably effective educator. The Feynman Lectures on Physics originally published in 1963 were designed to be GUIDES for teachers and for gifted students. More than 40 years later, his peculiar teaching ideas have special application to bilingual physics teaching in China because: (1) Each individual lecture provides a self contained unit for bilingual teaching; (2)The lectures broaden the physics understanding of students; and (3)Feynman's original thought in English is experienced through the bilingual teaching of physics.

  19. The involvement of people with lifelong disability and communication impairment in lecturing to speech-language pathology students.

    PubMed

    Balandin, Susan; Hines, Monique

    2011-10-01

    In order to provide appropriate service and support to people with lifelong disability, including those who use augmentative and alternative communication (AAC), speech-language pathologists need to develop positive attitudes to people with disability and a holistic approach. The aim of this paper was to explore final year students' and new graduates' perceptions of the impact of lectures by people with lifelong disability on their attitudes and learning. Fourteen final year speech-language pathology students and nine graduates who had been practising for a year participated in four focus groups to discuss their perceptions of four 50-minute lectures by people with lifelong disability and communication impairment. A content analysis of the focus group transcripts revealed five themes; understanding the perspectives of people with disability, seeing the person as a whole, attitudes, working in the field, and gaps in the lectures. Overall there were few differences between the groups that were not accounted for by clinical experience. Participants agreed that the lectures were interesting and informative and provided new insights into lifelong disability, but were an adjunct to a learning process that also required theoretical lectures or clinical practice.

  20. Prevalence and Determinants of Physician Participation in Conducting Pharmaceutical-sponsored Clinical Trials and Lectures

    PubMed Central

    Ashar, Bimal H; Miller, Redonda G; Getz, Kelly J; Powe, Nell R

    2004-01-01

    BACKGROUND The relationship between physicians and the pharmaceutical industry is controversial because of the potential for conflicts of interest. However, little empirical evidence exists on the extent of physician participation in activities sponsored by pharmaceutical companies. OBJECTIVES To determine the prevalence of participation of internal medicine physicians in clinical trials and lectures sponsored by pharmaceutical companies and to describe factors that are associated with such participation. DESIGN, SETTING, AND PARTICIPANTS We conducted a cross-sectional regional survey of 1,000 Maryland internal medicine physicians between February 2000 and January 2001 in order to measure the prevalence of physician participation in pharmaceutical-sponsored clinical trials and lectures. We also collected economic and demographic information to examine potential associations between physician characteristics and engagement in such activities. RESULTS Of 835 eligible physicians 444 (53%) responded, of whom 37% reported engaging in pharmaceutical-sponsored clinical trials and/or lectures to supplement their incomes. In our multivariable analysis, subspecialists versus generalist physicians (odds ratio [OR], 1.85; 95% confidence interval [CI], 1.14 to 2.99), physicians in private group-single specialty and academic practice versus physicians in solo practice (OR, 2.30; 95% CI, 1.19 to 4.44 and OR, 2.56; 95% CI, 1.17 to 5.61, respectively), and physicians with higher versus lower annual incomes (OR, 1.22; 95% CI, 1.04 to 1.44) had a greater odds of participation in these activities. Additionally, physicians dissatisfied with their income had a 140% greater odds of participation (OR, 2.36; 95% CI, 1.45 to 3.83) than those who were satisfied with their income. CONCLUSIONS A substantial number of internists engage in pharmaceutical industry-sponsored clinical trials and/or lectures in an effort to supplement their incomes. Physician dissatisfaction with income appears to